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ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Secondary Teacher Education Department)
Student Name: Khadija Mehmood
Student id: 0000125292
Course: Educational Management and Supervision
Course code: (6502)
Semester: Autumn, 2022
Level: MA/M.Ed
ASSIGNMENT No. 02

Q.1 Define meaning of school discipline, classroom management and student classification, also
elaborate the need for and importance of positive school discipline in detail.
Ans: Meaning and Purpose School Discipline The word “discipline” is derived from the Latin root
“disciples” meaning a pupil or disciple. Naturally, the problem of discipline was taken to consist in
bringing the conduct of the pupils into conformity with ideas and standards of the master. The teacher’s
personality was always regarded as noble and beneficent and the pupils had to develop the virtue of
docility and plasticity so that the teacher might impress his personality on them and mould them in his
own image. This was the conception of the relationship between pupil and teacher everywhere, far more
so in the East than in the West. The modern conception of discipline is a very broad and inclusive one. It
does not recognized difference between mental and moral behaviour for the purpose of control, no, in
fact, for any other purpose. “The much and commonly lamented separation in schools between,
intellectual and moral training, between the acquiring of information and growth of character, says
Dewey, “is simply on expression of the failure to conceive and construct the school as a social institution,
having social life and value within itself.” Every experience–intellectual, moral , civic and physical has a
value from the point of view of a pupil’s development as a member of society; and, conversely, the
pupil’s social experiences have an effect on his personal development. In fact, the individual mind is
conceived of “as a function of social life– as not capable of operating by itself but as requiring continual
stimulus from social agencies and finding its nutrition in social purpose.”
 Discipline gives children a feeling of security by telling them what they may and may not do.
 By helping children to avoid frequent feelings of guilt and shame for misbehaviour–feelings that
inevitably lead to unhappiness and poor adjustment – discipline enables children to live according
to standards approved by the social group and thus, to win social approval.
 Through discipline, children learn to behave in a way that leads to praise that they, interpret as
indications of love and acceptance – essentials to successful adjustment and happiness.
 Developmentally appropriate discipline serves as ego-bolstering motivation, which encourages
children to accomplish what is required of them.
 Discipline helps children to develop a conscience the “internalized voice” that guides them in
making their own decision and controlling their own behaviour.
Meaning of Classroom and its Management Education is as old as society itself. Even the ancient savage
had to learn about the environment for his survival. To gratify man’s basic desire and need of seeking
knowledge in a formal and systematic way many philosophers and educators endeavoured in their own
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styles. Class rooms were used as appropriate arena for teaching-learning activities. In the past education
had been limited to the elite class of the society, but in the recent past with the rapid development in all
spheres of life need for mass education arose which resulted in the emergence of large classes. Teaching
in normal classes did not provide much problem to the teachers but the large classes certainly hampered
the smooth functioning of educational activities. Teaching in large classes is a worldwide phenomenon
especially in the developing countries. Large size classes make the use of certain teaching materials and
methods difficult if not impossible. In certain cases the students feel the content of some of their course
meaningless and inappropriate due to the large size of the class. The teachers also feel helpless to impart
proper teaching in such classes. They always create the classroom environment so as to maximize the
student’s learning opportunities, thus reducing the problems of classroom management.
Principles of Classroom Management Principle # 1: Assess, clarify and communicate needs and
expectation Students and teacher needs, right, and expectations should be openly discussed on the first
day of class and reviewed periodically as a preventive measure.

 Student needs/rights/expectations: Student’s basic needs include survival, belonging, power, fun and
freedom. They expect the teacher to facilitate that learning by setting limits on disruptive student
behaviour.

 Teacher needs/rights/expectations: A teacher needs the full attention of each student. He has the right
to establish optimal learning environments. He may expect behaviour with contributes to optimal student
growth.

 Further expectations of the student: The student is expected to come prepared to class with appropriate
class materials and a willingness to learn. The students are expected to behave respectfully to the teacher
and to other students. Furthermore, the student is expected to accept the consequences of misbehaviour.
Principle # 2: Create a warm and nurturing classroom climate:
The classroom should be a place where a student feels welcome and at home. Students need to feel safe
and accepted, so ridicule and sarcasm are not allowed. Mutual respect and the Golden Rule is the key for
maintaining this climate.

 Physical environment: The classroom should be clean and pleasantly decorated with students creations,
yet free from distracting stimuli. The desks should be arranged to allow students to work cooperatively as
well as allowing the teacher to circulate freely and efficiently.

 Treatment of students: Each student deserves to be treated with dignity and respect. Students should be
personally greeted at the door. They should be given as much personal attention as possible during and
outside of class.

 Esprit de crops: Although there are many causes of Esprit de crops, a teacher’s enthusiasm, level of
concern for the students, and class involvement all can affect the level of class togetherness. This force
can benefit cooperative learning exercises and make the curricula seem much more enjoyable.
Environmental Control:
A classroom can be warm cheery place. Students enjoy an environment that changes periodically. Study
centers with pictures and colour invite enthusiasm for your subject. Young people like to know about you
and your interests. Include personal items in your classroom. A family picture or a few items from a
hoppy or collection on your desk will trigger personal conversations with your students. As they get to
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know you better, you will see fewer problems with discipline. Just as you may want to enrich your
classroom, there are times when you may want to impoverish it as well. You may need a quiet corner with
few distractions. Some student will get caught up in visual exploration. For them, the splash and the
colour is a siren that pulls them off task. They may need more vanilla and less rocky-road. Have a place
you can steer this youngster to. Let him get his work some first then come back to explore to explore and
enjoy the rest of the room.
Grouping:
Grouping students by some means other than chronological age has been of interest to many educational
leaders for the past three decades. It is rather unusual to find a professional book which does not have a
treatise on homogeneous grouping. In most cases, homogeneous grouping has meant grouping pupils
according to mental ability or achievement in subject matter. Mental ability has usually been determined
by group tests or teachers’ judgment and achievement by standardized or teacher made tests and / or
teachers’ judgments. In the final analysis, all these factors depend to a great extent upon subject-matter
achievement. If subject-matter achievement is the complete goal of education, grouping according to
achievement and ability may make mass instruction easier. Many teachers prefer homogeneous ability
grouping because they believe instruction can be carried on more efficiently.
Interview students
Interview students who aren’t academically engaged or displaying prosocial behavior to learn how to
better manage them.
While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask
about:
 What helps them focus
 Who they work well with
 Their favorite types of lessons
 Their favorite in-class activities
 Which kinds of exercises help them remember key lesson points
Note their answers to come up with activities and approaches that engage them, thereby limiting
classroom disruptions.
Consider peer teaching
Use peer teaching as a classroom management strategy if you feel your top performers can help engage
and educate disruptive and struggling students.
Peer teaching activities, such as pairing students together as reading buddies, can be especially beneficial
for students who suffer from low confidence and poor interpersonal skills.
What is the best classroom management style?
According to Diana Baumrind's work, a clinical psychologist known for her research on parenting styles,
some educators believe an authoritative classroom management style may the best one. This type of high
control, high involvement classroom management style is characterized by strong expectations of
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appropriate behavior, clear understandings of why certain behaviors are acceptable and others not
acceptable, and warm student-teacher relationships.
However, there is no specific approach that has been proven to be the most effective. So you may wish to
review The Classroom Management Book by Harry K. Wong and Rosemary T. Wong which includes a
variety of solutions that can be easily implemented. Every group of students has varying needs and will
likely need a unique approach to help every student bring his or her best self to the classroom and be
ready-to-learn every single day.
What are the four components of classroom management?
Implementing the top four components of classroom management from the start will set you and your
students up for success all year long. They are:
 Classroom design — be intentional about how you set up your desk, your students' desks,
bulletin board displays, devices and other aspects of your classroom. Thoughtful classroom
design can help create a safe and welcoming learning environment.
 Rules/discipline — to create a safe and caring school community, develop classroom rules your
students understand and — hopefully — respect. While it may not be fun, be sure to
communicate that breaking classroom rules will have concrete yet fair consequences.
 Scheduling/organization — being on time, keeping on task and staying organized will help set
up your lessons (and your students' learning) up for success.
 Instructional technique — while you may not have the flexibility you'd like when it comes to
content and curriculum, you should have the freedom to choose how you teach. For example, 8th
grade students may prefer a lecture-style lesson with small group discussions while 3rd grade
students may prefer learning math with a digital game-based learning platform. Observe how
your students learn best and use the classroom management strategies and techniques to teach
your lessons.
Why is classroom management so important?
When done effectively, classroom management is important for three main reasons. It:
1. Creates and sustains an orderly learning environment in the classroom
2. Improves meaningful academic learning and fosters social-emotional growth
3. Increases students' academic engagement and lowers negative classroom behavior

Q.2 Define financing of education in Pakistan and critically examine its various implications.
Ans: Education is recognised and guaranteed as a basic human right by the state. Governments invest in
education for a number of reasons: to generate human capital and fuel growth; insure against
imperfections of the market that may result in under-investment at the individual level; human rights;
promotion of good citizenship; strengthen equality of opportunity. In addition acquiring education is
linked to reduction in incidence of poverty as it imparts skills and generates incomeearning ability.
Provision and financing of education remain the primary responsibility of the state in Pakistan.
Historically, in Pakistan, the state’s commitment to social service delivery - education in particular- has
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often competed with (and lost out against) heavy debt repayments, large and ever-expanding defence
budgets and unproductive expenditures on running an oversized government. Given the low outcomes
and high levels of poverty in the country, in addition to its geopolitical/geo-strategic importance, Pakistan
has been a country of interest for the donor community. Donors in Pakistan have sought to influence the
government to increase financial allocations (at the national level and within the education sector) and
donor funding has made a direct contribution to observable educational outcomes. The proportion of
financial assistance in overall social sector investment is low compared to some African states - aid to
education in Pakistan is approximately 10% of total central government expenditure2 . Comparatively
low volumes of aid notwithstanding, the influence of multilateral and bilateral donors and the
international development agenda in Pakistan is clear and present. This paper presents a broad picture of
the state of education financing in Pakistan by tracing the trends in two sources of public financing – state
and donor funding – and analyses what these trends a) reveal about relationship between the country and
donors; b) imply as regards the trajectory of trends in observed educational outcomes. The level of
influence of both sources is interconnected and needs to be explored to understand the trajectory of
educational outcomes in Pakistan. The nature and success of donor influence varies at various levels. The
second objective of the paper is to map trends in aid inflows and those in educational outcomes most
commonly used as target indicators for judging progress towards EFA and UPE goals to illustrate the
impact long standing donor activities may have had on education sector outcomes in Pakistan.
Public Financing of Education in Pakistan:
Pakistan is a poor country with low per capita income levels4 . Adult literacy rate is 44%, which
disguises the fact that half as many women are literate as men; school completion rate is 59%. More than
6 million children are out of school and the female enrolment rate is 74% that of boys (Watson and Khan,
2005). The country scores low on learning outcomes as well, especially in schools run by the state. The
public sector in the country suffers from years of neglect – lack of resources and policy reform – resulting
in the low quality of service delivery. The historically low levels of education indicators have 1)
repeatedly highlighted the need for the Pakistani state to raise its levels of investment in education, 2) are
the reasons donors are interested in the country. Although international literature on educational outcomes
has shown that increasing resource allocations to schools alone does not improve educational outcome
(Hanushek, 1995, 2003), a minimum level of investment in basic infrastructure and human resources in
low income countries is deemed a necessary first step. The link between outcomes and financing, albeit
indirect, exists. Colclough with Lewin (1993) predicted that slower progress towards (or nonachievement)
of universal primary education (UPE) is more likely among poorer countries. Furthermore, the proportion
of national income and resources allocated to education is one indication of the priority given to the sector
and recognition of its contribution to poverty reduction and human development. Hence, the expenditure
targets by federal and provincial governments, levels of public debt and sectoral and intra-sectoral budget
expenditures are as much of interest to donors as educational outcome targets (learning outcomes,
enrolment rates etc.). Public spending on education in Pakistan has remained under 2% of GDP for the
past 20 years. This figure is low by regional standards and far below the target set to ensure achievement
of universal access and quality. Pakistan is compelled by its constitutional commitments and
commitments to international agreements to ensure a minimum level of funding and to undertake policy
reform. These commitments have often competed with (and lost out against) heavy debt repayments,
large and ever-expanding defence budgets and unproductive expenditures on running an oversized
government. Implicitly, the state and levels of education financing reflect the level of donor influence on
these softer targets.
Recurrent and Development Expenditure: “
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The budgetary system [in Pakistan] is dysfunctional: split into recurrent (controlled by the provincial
governments) and development (very limited – often allocated without regard to the routine budget or
development priorities but divided equally among [local] council members, who then allocate on a ‘pet
constituency’ basis.” (Watson and Khan, 2005). Recurrent expenditures far outstrip the development
expenditures undertaken by the Pakistan government. Recurrent expenditures represent salaries, etc.
whereas development (or capital) expenditure takes into account additional investment undertaken to
improve quality and/or access. Historically, Pakistan has spent up to 20% of its GDP on recurrent
expenditures and less than 5% on development expenditures (Table 1). Recurrent expenditures decreased
after the mid-nineties from 20% in 1995-96 to 13% in 2004-05 but have been on the rise again and
accounted for 18% of GDP in 2007-08. As a proportion of total public expenditure.
Aid to the Education in Pakistan:
The closer link between aid financing and educational outcome is the after-effect of the Jomtien
conference in 1990 which set the outcome and financing targets for the education sectors in the
developing world and the Dakar Education Conference 2000 where the international community revised
targets and committed itself to providing the necessary financial support to countries with viable plans for
achieving EFA. In the given global context, the education sector in Pakistan has also received attention
from the international community to provide basic quality education to its citizens. The shifting dynamics
of international aid worldwide have also been reflected in the modalities of aid to education and the
priorities associated with the aid to Pakistan. Aid disbursements, although a small proportion of total
public expenditure on education, have played a pivotal role in education policy making in Pakistan. This
was made possible through conditionalities attached to the monies and in the 1990s through project aid
modalities that allowed direct interventions. Trends in aid receipts have also been highly influenced by
geopolitical factors. This section provides trends of international aid to education in Pakistan, and its
respective share in total expenditure on education by the government as well as in the total Overseas
Development Assistance (ODA) for Pakistan. It also attempts to highlight the role of foreign aid in
financing development expenditure on education in Pakistan. Trends in the sub-sectoral allocation of aid
to education are also discussed. A brief overview of the nature of aid to education, the respective share of
bilateral and multilateral aid, and that of grants and loans is also provided. The discussion in this section
is mainly based upon a unique consolidated data set on aid inflows from the Ministry of Economic Affairs
and Statistics, Government of Pakistan. The dates provide a useful marker of two phases - the 90s decade
and the post 2000 phase – of donor involvement in Pakistan.
Conclusions :
Drawing conclusive causal links between levels of public spending and primary enrolment ratios requires
more sophisticated analysis than that presented in this paper. However, levels of public spending reveal a
great deal about commitment to development goals and progress, in addition to indicating appropriate
policy direction for achieving UPE and meeting related goals/targets. Pakistan has made progress in
improving educational outcomes as measured by enrolment, literacy and retention rates. However, the
sustainability of these trends is in question. The commitment of the state, as measured by the amount of
resources it allocates to the education sector, is low. Cost assessments by internal and external studies
find the need to allocate 4% of GDP to education to be critical. This level of resource allocation has not
been achieved in the past twenty years, despite the government’s own intention and donor involvement
and encouragement. Pakistan continues to spend less than the regional average on education. The
proportion of GNP has been declining until recently. Pakistan makes disproportionately large allocations
to defence and debt servicing. Low levels of public spending are linked to insufficient progress towards
achieving UPE. While international evidence suggests that high levels of debt service and defence
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commitments are not strongly associated with failure to achieve UPE, they are significant contributory
factors. This is particularly true for Pakistan. Historically the tendency in Pakistan has been to cut
development costs and the reductions in current costs have come through slashing non-salary expenditure.
Intra-sectoral priorities as viewed through the lens of budgetary analysis reveal low priority given to
teacher training. The quality of teachers is arguably the most critical input for quality improvement for the
public sector. Efficiency of spending is compromised further by the complications of governance
structures. Incomplete fiscal decentralisation, unclear delegation of responsibilities for various tiers of
government and a debilitating mismatch between revenue generation ability at the district and provincial
level compromise the effectiveness of decentralisation reforms that have the potential to improve outreach
and the quality of the public sector education service delivery in Pakistan.

Q.3 Describe the essential requirement of school record and explain different kinds of school
records.
Ans: 8 Types of Educational Records Every School Must Maintain
There are several types of educational records maintained in the form of registers in a school. Some of
these include:
(a) Attendance Registers:
As for as possible, only one attendance register should be kept by a teacher. Usually, students’ attendance
register is maintained by their class-teacher and it maintains a record of students’ names with their
attendance on every working day.
In case of absence for a longer duration on account of sickness, a doctor’s medical certificate should
accompany the application for leave. If a student remains absent for a longer duration i.e. about a week or
longer without intimation, the principal should be informed immediately.
At the last day of the month, the total number of working days along with the number of days each
student has remained present in school need to be entered in the register in a separate column.
(b) Teachers’ Attendance Register:
This is generally kept in the principal or supervisor’s office. It should show the time of arrival and
departure of a teacher. It should be regularly signed by a teacher twice a day, once when he/she arrives at
the school and once at the end of the school day.
Holidays and their nature should be entered in this register. It should also indicate the number and nature
of leave taken by teachers such as casual leave, sick leave, leave without pay, duty leave, etc. All
applications of leave must be filed in the school office.
(c) Records of Time-tables:
(d) Examination Result’s Records:
(e) Teachers’ Log-book:
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It is a record showing details about the daily teaching- learning activities of a teacher. It contains details
about the date, class, chapter, objectives of the lesson, teaching points, teacher’s activities, students’
activities, audio-visual aids used, home-work given to students, students asked question at the time of
recapitulation and evaluation of the lessons questions the tests conducted.
It also contains space for supervisor’s and principal’s remarks, if any, while supervising teacher’s lessons
in the classroom. This log-book may be in the form of a printed book or loose sheets papers to be kept
neatly in a file. Nowadays, instead of a book or sheets of paper, some schools use computers for recording
such details.
A Log-book helps in advance planning of weekly teaching-learning activities, in ensuring that teaching of
lesson is as per these plans and in maintaining a record for future reference. It is aimed at making daily
work of a teacher more systematic and organized.
(f) Conduct Register:
In which the general conduct of all students is recorded. However, if regular progress reports are
maintained, such a register may not be kept.
(g) Punishment Register:
In which a record is kept of punishments give by the principal or teachers. However, this register is meant
only for serious infractions of rules or misconduct or breaches of discipline.
This register should include name and class of the student, date of misconduct, nature of the breach of
discipline, nature of punishment and signature of the principal. All cases entered in this register must be
reported to the parents concerned and the date of reporting to parents must be entered in the register.
The principal can also enter in this register, at a later date, his/her remarks concerning the effect of the
punishment-positive, negative or indifferent on the student.
(h) Cumulative Records:
The importance of adequate student records cannot be over emphasized as they give assistance to a
teacher in improving his/her instructional programme by understanding the make-up of individual student
in his or her class better.
Individual development trends and academic achievement patterns become clearly discernible through
and cumulative record card. Proper placement and objective scheduling of student is possible through the
use of cumulative record cards. The more a teacher knows about his/her student, the greater is his\her
interest in their Welfare.
A central cumulative file should be organized by the clerical staff so the teachers are spared from this
continuous responsibility of receiving and issuing records to other interested personnel. Cumulative
records should be kept up-to-date and absolutely confidential.
With just a few clicks, the school can access a student’s entire history, its accounting history, all of the
transactions associated with several ongoing and concluded projects. For example, Students and
employees can even have their ID cards integrated with a school records management system. Scanning
ID cards as they enter and leave the building allows accurate tracking and provides more comprehensive
time keeping data.
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School records management must be accurate and streamlined so that administrators can better track
everything in the school to manage budgets, staffing needs, and students. Students and parents can also
access records to identify discrepancies and note concerns, while teachers can access detailed reports to
identify potential areas of concern. Compared to traditional recordkeeping, software-based school records
management systems offer several advantages. 
These include; 
  The ability to pull reports at all levels. Schools should place a great deal of importance on keeping
school records. A recordkeeping system ensures that schools get information whenever they need it
and that they destroy the information routinely when no longer needed.
  It also enables learning institutions to function daily and meet legal and financial requirements.
School records must serve as primary information tools that sustain the school and aid in achieving its
educational goals and objectives. 
 
Records play a strategic role in the effective and efficient administration of the school. The records of the
teaching process restores competence and preserves the trends in the school. Managing the school system
can be challenging and demanding. It is worth noting that students serve as images and ambassadors of
the school. Thus, data preservation is of utmost importance since it is from this that the school can
achieve its own educational goals of preparing students for higher education and preparing students with
skills and to be helpful in society. Schools with a poor data bank are often at a significant loss because
data creates a lasting impression. An educational system has multiple levels, sub-systems, or sub-levels
that maintain continuity and coherence. Thus, their records must be stored and managed safely. In
general, records management creates, maintains, uses, and releases records for educational institutions
cost-effectively and efficiently. 

Q.4 Compare the functions and responsibilities of the Federal Ministry of Education and
Provincial Education Department.
Ans: 1 Ministry of Education The Ministry of Education is the head of central organization for
formulating National Education Policies and work for the co-ordination of the functions of the provincial
Education Departments. The Ministry of Education is headed by the federal minister for Education who is
a member of the cabinet, lie represents Ministry of the parliament or similar bodies at the federal level
submits cases to the Prime minister for approval of important matters and keep him informed of the
developments in national education. His office is in the Education secretariat. The education Secretariat
consists of the office of Education Secretary and a number of sections usually known as Wings or Cells.
2 Education Secretariat:
The Federal Education Secretary is the Chief Executive of the Education Secretariat. He is also
responsible for the administration of the Education Secretariat and for implementation of government’s
decisions and policies relating to education. In the performance of his duties the Education Secretary, is
assisted by a number of Joint Secretaries/Joint Education Advisers, each one of them is a head of certain
wing of the Ministry of Education. Depending upon the needs of the Secretariat and government’s
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policies about education. At present the Education Secretariat comprises on the following Wings. i.
Administrative Wing :
The Administration wing is responsible for general administration of the Education Secretariat, Its
functions include: recruitments and management of personnel; rules and regulations of Secretariat;
maintenance of personal accounts and other records. The wing is also responsible for major areas,
problems and requirements of other sections and matters relating to educational staff in Pakistan
missions-abroad.
Planning and Development :
Wing The Planning and development wing is concerned with matters relating to planning of education at
all levels. Its major functions are in the areas of project identification and appraisal. preparation of
prospective and Five Year Plan; annual development programme processing of educational schemes and
analysis of educational data, implementation, monitoring and evaluation of development' plans and
projects. The autonomous body looked after by this wing is the Academy of Educational Planning and
Management, Islamabad.
Primary and Non-formal Education Wing :
Primary and Non-formal Education Wing is responsible for evaluation of national educational projects
and keeps liaison with research institution in the country. The wing is also responsible for implementation
and monitoring of educational projects such as third education project and Pakistan primary education
project. Chief Executive’s Literacy Commission which is authorized to this wing is working to increase
literacy rate and provide facilities for basic education of adult literates.
Curriculum Wing:
The Curriculum Wing is the national agency responsible for matters relating to national curriculum
policy (Curriculum Planning and Implementation) from class I to 12 and teachers training. The Wing is
also concerned with the development of text-books in the country and coordinates the in-service teacher
education and training programmes.
Science and Technical Education Wing:
The Science and Technical Education Wing's functions include development, construction and
maintenance of Federal Government Educational Institutions concerned with teaching of science and
technology like National Institute of Science and Technical Education, who is responsible for the
promotion of science education and 'training, Planning and monitoring science and technology
programme from Grade-I to Ph.D. level, preparation of programmes and guidelines for improvement of
science and technical education, coordinator of the work of provincial education departments in the areas
of technical and vocational education and technical teacher training. Institutions and bodies under science
and technical education wing include National teachers training institute, Islamabad, Polyphonic Institute
for Women, Islamabad, National museum of Science and technology, Lahore and National educational
equipment centre, Lahore.
Provincial Development of Education :
Pakistan is a Federation of four Provinces-Punjab, Sindh, Khyber Pakhtunkhwa and Baluchistan.
According to the constitution, education is on concurrent list, therefore policies are formulated at national
level i.e. Federal level and implemented at provincial level but under devolution of power programme,
education has become the subject of district government and provincial government is only responsible to
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facilitate and coordinate the district government for effective implementation of national and provincial
education policies and programme respectively. The Provincial Departments of education are
counterparts of the Federal Ministry of Education. In provinces, ministers for education are in charge of
the Provincial Ministries of Education. Within a province the Minister for Education is responsible for
policy matters concerning the department. He conducts the business of the department in the Provincial
Assembly, submits cases to the Chief Minister for seeking his approval on important decisions. The
minister keeps the provincial Governor informed about important developments in the field of education.
Secretariats of Education The Provincial Secretariats of Education serve as counterparts of the federal
Ministry of Education. Within each province, respective Education Department functions include.
i. Promotion of the cause of general, technical and scientific education.
ii. ii. Formulation of educational policies and coordination of educational activities for the
province iii. Implementation of the educational policies, formulated by the Federal
Government
i. Department of Education, Government of Punjab The subject allocated to the Education
department, Government of the Punjab include:
i) School, College and university education,
ii) Coordination of schemes for higher studies abroad
iii) Grant of scholarships, iv) Education of handicaps,
v) Promotion of scientific research, art and literature,
vi) Production and distribution of education and scientific films,
viii) Libraries,
viii) Service matters, except those entrusted to services and General Administration
Department and district Governments. See organizational chart of the Department of
Education, Government of the Punjab.
Deputy District Education Officer:
The Primary functions of a Deputy District Education Officer (D.D.E.O) depend to a large extent on the
specific duties assigned to him/her by the D.E.O. There may be more than one D.D.E.O in a District.
Sub-Divisional Education Officer :
Within each District there are number of Sub-Divisional Education Officers (S.D.E.Os). The S.D.E.Os
are responsible within their respective subdivision for instructional and staff supervision in the schools.
His/her supervisory powers extend to the middle and high school as D.E.O directs. In addition, S.D.E.O.
has the full responsibility for administration and management of sub-divisional education officers. The
S.D.E.O assists the D.E.O on all matters pertaining to the promotion of school education in the district of
which his/her sub-division is a part.

Q.5 Discuss in detail the need and importance of evaluation in management.

Ans: Importance of Evaluation
Evaluation provides a systematic method to study a program, practice, intervention, or initiative to
understand how well it achieves its goals. Evaluations help determine what works well and what could be
improved in a program or initiative. Program evaluations can be used to:
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 Demonstrate impact to funders

 Suggest improvements for continued efforts
 Seek support for continuing the program
 Gather information on the approach that can be shared with others
 Help determine if an approach would be appropriate to replicate in other locations with similar
needs
Definitions of Evaluation in Management
Evaluation is the analysis and comparison of actual progress vis-Ã -vis prior plans. Evaluation is oriented
toward improving plans for future implementation to ensure improved performance. Evaluation is part of
a continuing management process consisting of planning, implementation, and evaluation. Ideally each of
these steps follows the other in a continuous cycle until successful completion of the activity.
Evaluation involves comparison of actual performance against benchmarks or standards of performance
to establish the extent of fulfillment of goals and identify gaps in performance to suggest remedial courses
for ensuring that in the end all ends well, that is fulfillment level is 100%. The goals vary depending on
the situation, participants and issues.
Evaluation is the systematic and objective assessment of the relevance, efficiency, effectiveness,
sustainability, and impact of development interventions or programs.
Evaluation is the assessment of how well a project/activity achieved its objectives.
Evaluation may be post action evaluation and continuous or ongoing evaluation during implementation.
Post action evaluation is feed-back oriented. Ongoing evaluation is evaluation during implementation. It
is referred to as ‘review’ and is linked closely with monitoring or assessment of the project’s success in
meeting its intended outcomes.
Types of Evaluation
There are qualitative and quantitative evaluation systems. There are formative and summative
evaluations. These are presented now.
1. Qualitative evaluation is an assessment process that answers the question, ‘How well did we do?’ The
areas of focus of qualitative evaluation include:
 Content, quality, and relevance of a program;
 Attitudes and achievements of the participants;
 Quality of resources employed and environment adopted;
 Efficiency of strategies and activities;
 Social Costs in relation to what was achieved and
 Social Benefits
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2. Quantitative evaluation is an assessment process that answers the question, ‘How much did we do?’
The areas of focus of qualitative evaluation include: Numbers of offerings, amount of good and bad
outcomes, economic costs, economic benefits and so on.
3.  Formative evaluation is a process of ongoing feedback on performance review. The purposes are to
identify aspects of performance that need to improve and to offer corrective suggestions. Be generous
with formative evaluation. Share your observations and perceptions with all. Formative evaluation need
not make a judgment. When giving formative feedback, offer some alternatives. Formative evaluation is
needed if safety concerns arise.
4.  Summative evaluation is a process of ongoing feedback on performance review with the purpose of
identifying larger patterns and trends in performance and judgment against criteria to obtain performance
ratings.
Evaluation Process
Evaluation Association evaluation involves ‘assessing the strengths and weaknesses of programs,
policies, personnel, products, and organizations to improve their effectiveness’. Evaluation is the
systematic collection and analysis of data needed to make decisions.
Here are just some of the evaluation activities that are already likely to be incorporated into many
programs or that can be added easily:
 Pinpointing the services or outcomes needed; their levels; their quality standards.
 Establishing program objectives and deciding the particular evidence that will demonstrate that
the objectives have been met. A key to successful evaluation is a set of clear, measurable, and
realistic program objectives. If objectives are unrealistically optimistic or are not measurable, the
program may not be able to demonstrate that it has been successful even if it has done a good job
 Developing or selecting from among alternative approaches for measuring performance
 Tracking program objectives for example, setting up a system that shows who gets services, how
much service is delivered, how participants rate the services they receive, and which approaches
are most readily adopted by staff
 Determining the extent to which a particular approach is being implemented faithfully by
participants.
Dimensions of  Evaluation
The Dimensions of evaluation include process, outcome, and impact evaluation.
 Process Evaluations describe and assess the system of functioning of a unit or a person.  The
system of planning, organizing, directing, executing, controlling and reporting are assessed.
Examining the implementation of activities is an important form of process evaluation.
Implementation analysis documents what actually transpires in a unit and how closely it reflects
the goals.
 Outcome Evaluations study the immediate or direct effects of the program on participants. For
example, when a 10-session program aimed at quality checking of system inputs is completed,
can the participants demonstrate the skills successfully? The scope of an outcome evaluation can
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extend beyond knowledge or attitudes, however, to examine the immediate behavioral effects of
programs.
 Impact Evaluations look beyond the immediate results of policies, instruction, or services to
identify longer-term as well as unintended program effects. It may also examine what happens
when several programs operate in unison. For example, an impact evaluation might examine
whether a program’s immediate positive effects on behavior were sustained over time.
Regardless of the kind of evaluation, all evaluations use data collected in a systematic manner. These data
may be quantitative such as counts of program participants, amounts of counseling or other services
received, or incidence of a specific behavior. They may be qualitative or quantitative. Successful
evaluations often blend quantitative and qualitative data collection.