Assignment No :2

Muhammad Shouqeer

Roll N0. 0000125646

Level : M A Education

Course : (6502) Educational

Management and
Supervision

Semester : Autumn 2022

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.

School discipline is the system of rules, punishments and

behavioral strategies appropriate to the regulation
of children and the maintenance of order in schools. Its aim is
to create a safe and conducive learning environment in the
classroom.
School discipline has two main goals:
(1) ensure the safety of staff and students, and
(2) create an environment conducive to learning.
Serious student misconduct involving violent or criminal
behavior defeats these goals and often makes headlines in the
process. However, the commonest discipline problems involve
noncriminal student behavior.
It is important to keep the ultimate goal in mind while working
to improve school discipline., "the goal of good behavior is
necessary, but not sufficient to ensure academic growth."
Effective school discipline strategies seek to encourage
responsible behavior and to provide all students with a
satisfying school experience as well as to discourage
misconduct.
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 pupil 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. Its modern
concept is very broad and inclusive one. It does not recognize
difference between mental and moral behavior for the purpose
of control, nor, in fact for any other purpose.

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”.
Modern view of discipline is to bring the same unity in the
educative process and educative material as we find in real life.
School must be a social organism in which social situations
should be provided to stimulate and direct the impulses of the
pupils in the pursuit of the common purposes through
cooperative or shared activity. To obtain good result is also
another view. Cooperation should improve the intellectual,
moral, social and physical activities of the students in school
environment and these must be directed towards the realization
of the certain goals.
Purpose of the discipline is also develop the attitudes, habits,
ideas, and code of conduct through the medium of the social
life of the school which should be organized on a cooperative
basis and inspired by higher ethical teaching of religion.

The purpose of discipline is to help the individual to acquire

knowledge, habits, interests and ideals which conduce to the
well being of himself, his fellows and society as a whole. It
gives realization to the school that it must be reconstructed on
the lines of the development and conscious pursuit of common
ends in a cooperative spirit, each member contributing to the
common good in accordance with special gifts. Life in the
school thus organized becomes similar to the, and continuous
with, life in democratic society, and discipline becomes co-
extensive with the whole of school life.
Purpose of School Discipline
· Discipline gives children a feeling of security by telling
them what they may and may not do.
· It helps children to avoid from frequent feelings of guilt and
shame for misbehavior-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 which is essential to successful adjustment and
happiness.
· Discipline serves as an ego-bolstering motivation, which
encourages children to accomplish what is required of them.
· Discipline helps children to develop a conscious the
“internalized voice” that guides them in making their own
decisions and controlling their own behavior.

CLASSROOM MANAGEMENT
Classroom management refers to the wide variety of skills
and techniques that teachers use to keep students organized,
orderly, focused, attentive, on task, and academically
productive during a class. When classroom-management
strategies are executed effectively, teachers minimize the
behaviors that impede learning for both individual students
and groups of students, while maximizing the behaviors that
facilitate or enhance learning. Generally speaking, effective
teachers tend to display strong classroom-management skills,
while the hallmark of the inexperienced or less effective
teacher is a disorderly classroom filled with students who are
not working or paying attention.
While a limited or more traditional interpretation of effective
classroom management may focus largely on “compliance”—
rules and strategies that teachers may use to make sure
students are sitting in their seats, following directions,
listening attentively, etc.—a more encompassing or updated
view of classroom management extends to everything that
teachers may do to facilitate or improve student learning,
which would include such factors as behavior (a positive
attitude, happy facial expressions, encouraging statements, the
respectful and fair treatment of students,
etc.), environment (for example, a welcoming, well-lit
classroom filled with intellectually stimulating learning
materials that’s organized to support specific learning
activities), expectations (the quality of work that teachers
expect students to produce, the ways that teachers expect
students to behave toward other students, the agreements that
teachers make with students), materials (the types of texts,
equipment, and other learning resources that teachers use),
or activities (the kinds of learning experiences that teachers
design to engage student interests, passions, and intellectual
curiosity). Given that poorly designed lessons, uninteresting
learning materials, or unclear expectations, for example, could
contribute to greater student disinterest, increased behavioral
problems, or unruly and disorganized classes, classroom
management cannot be easily separated from all the other
decisions that teachers make. In this more encompassing view
of classroom management, good teaching and good classroom
management become, to some degree, indistinguishable.
In practice, classroom-management techniques may appear
deceptively simple, but successfully and seamlessly
integrating them into the instruction of students typically
requires a variety of sophisticated techniques and a significant
amount of skill and experience. While the specific techniques
used to manage classrooms and facilitate learning can vary
widely in terminology, purpose, and execution, the following ;
 Entry Routine is a technique in which teachers
establish a consistent, daily routine that begins as
soon as students enter the classroom—preparing
learning materials, making seat assignments, passing
in homework, or doing a brief physical “warm-up”
activity would all be examples of entry routines. This
technique can avoid the disorder and squandered time
that can characterize the beginning of a class period.
 Do Now is a brief written activity that students are
given as soon as they arrive in the classroom. This
technique is intended to get students settled, focused,
productive, and prepared for instruction as quickly as
possible.
 Tight Transitions is a technique in which teachers
establish transition routines that students learn and
can execute quickly and repeatedly without much
direction from a teacher. For example, a teacher might
say “reading time,” and students will know that they
are expected to stop what they are working on, put
away their materials, get their books, and begin
reading silently on their own. This technique helps to
maximize instructional time by reducing the disarray
and delay that might accompany transitions between
activities.
 Seat Signals is a technique in which students use
nonverbal signals while seated to indicate that they
need something, such as a new pencil, a restroom
break, or help with a problem. This technique
establishes expectations for appropriate
communication and helps to minimize disruptions
during class.
 Props is the act of publicly recognizing and praising
students who have done something good, such as
 answering a difficult question or helping a peer. Props
is done by the entire class and is typically a short
movement or spoken phrase. The technique is
intended to establish a group culture in which learning
accomplishments and positive actions are socially
valued and rewarded.
 Nonverbal Intervention is when teachers establish
eye contact or make gestures that let students know
they are off-task, not paying attention, or
misbehaving. The technique helps teachers efficiently
and silently manage student behavior without
disrupting a lesson.
 Positive Group Correction is a quick, affirming
verbal reminder that lets a group of students know
what they should be doing. Related techniques
are Anonymous Individual Correction, a verbal
reminder that is directed at an anonymous
student; Private Individual Correction, a reminder
given to an individual student as discretely as
possible; and Lightning-Quick Public Correction, a
quick, positive reminder that tells an individual
student what to do instead of what not to do.
 Do It Again is used when students do not perform a
basic task correctly, and the teacher asks them to do it
again the correct way. This technique establishes and
reinforces consistent expectations for quality work.

Student Classification
Students must take 12 or more credit hours per semester to
maintain full-time status. A student taking at least six, but less
than 12, credit hours is classified as half-time status. Anyone
taking less than six credit hours is classified as less than half-
time status.
For enrollment reporting, the Office of the Registrar will use
the last date of final exams as the final date of a semester.
Undergraduate students are classified according to the number
of earned credit hours, including transferred credit. The
required number of hours for each classification is:

Students are classified after course registration and prior to

the start of each fall semester based on official academic
records on file with the Office of the Registrar at that time.
Students may be reclassified prior to the start of each fall
semester, but no classification changes will be made after the
tenth day of the fall semester.
All undergraduate students are assigned an anticipated
graduation date based on their expected date of bachelor’s
degree conferral for their respective classification.

Q.2 Define financing of education in Pakistan and

critically examine its various implications.
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. The objective of tracing trends in public
financing is two-fold: 1) to present a broad picture of the
state of education financing in Pakistan by tracing the
trends proportions of GDP and total government
expenditure as the primary source of financing and what
these trends imply as regards trends in observed educational
outcomes (these trends will be linked with outcomes in the
last section); 2) assess, however indirectly, the nature and
success of donor influence in this regard. We’re constrained
by lack of availability of requisite data to draw a causal link
between education outcomes and education financing (at
the school, district or provincial level). However, we
attempt as far as possible a comprehensive analysis. A
comprehensive analysis of education financing in Pakistan
needs to take into account a number of issues: commitment
at the federal level (GDP allocations); gap between
commitments and actual allocations; the proportion of
development expenditure in total allocations etc
Q.3 Describe the essential requirement of school
record and explain different kinds of school
records.
1. The School Calendar
The school calendar is a mirror where the probable dates of
various events and activities to be done during the coming
session are reflected. It is usually prepared at the beginning of
each academic session. It should contain the following Stems
of information.

(i) Information about the general, local and gazette holidays.

(ii) Dates for the submission of monthly, quarterly, holidays

and annual reports and returns.
(iii) Dates of monthly, quarterly and annual examinations.

(iv) Dates of the meetings of the school and faculty

committees, Teachers’ Associations, different societies,
school excursions and educational tours, school tournaments
etc.

(v) Dates of important school functions like the annual prize

day, the parents day, (he U.N.O. day, Independence Day,
Republic Day, Birthday of eminent persons etc.

Thus the school calendar provides important information

about various activities to be carried out throughout the
academic session.

2. Log Book:
The Log Book is specifically designed for the purpose of
containing remarks of the school inspector or other important
officers of the education department, who pay an official visit
to the school. But it should not be confined to the remarks of
the inspecting officers only. It should contain a complete
record of the important events that occur during the session. It
should also contain the history of the school of a particular
year.

Information like the introduction of new text books or

apparatus, visits of the inspecting officers, changes in the
school routine, absence or illness of any of the official staff
etc., should be written in the Log Book. The headmaster is the
only authority to make entries in this book.
3. Admission Register:
It is a record of all the pupils who arc admitted to a school.
According to departmental rules, the admission register is to
be preserved permanently in the school. Therefore, it is
essential that it should be got specially bound and kept in safe
custody. It is to be free from mistakes because this register is
at times required by superior authorities in a court of law as an
evidence for the date of birth of the pupils. The admission
register should contain the following items.

(i) The serial number and name of the pupil.

(ii) His father’s name, caste, occupation and address.

(iii) His date of birth.

(iv) Date of admission to the school,

(v) The class to which he is admitted.

(vi) Dale of withdrawal or migration from the school.

4. Pupil’s Attendance Register:

This is another important register which is maintained in each
class and section, showing the names of the pupils on the roll
of the class or section, during a month. The attendance is
marked in the beginning of (he school hour. Entries should be
made in ink. Blanks should not be left. Students who remain
absent from the school without leave for fifteen consecutive
attendance is struck off from the rolls. Holidays are marked in
red ink. Monthly fees and fines are collected from the pupils
in this register.

5. Teacher’s Attendance Register:

To record the daily attendance of the teachers, schools
maintain the teacher’s attendance register. This shows the
time of arrival and departure of the teachers on each day. The
teachers are to sign regularly in the forenoon and afternoon
everyday. Time of arrival of the late comers should be
indicated. Leave taken by (he teachers during the month
holidays etc., are to be written on it. It should be kept outside
the room of the headmaster. When the first period starts, it
should go to the headmaster for verification.

6. Cash Book:
Cash Book is a record of all money transactions occurring
from day-to-day in the school. Money received by the school
from different sources like fees, fines, donations, stipends,
scholarships, grant-in-aid are entered on the credit side. On
the debit side the payments like the salaries of the teachers,
stipends, scholarships, contingent expenditure incurred,
deposits made in the Treasury, bank and post office are
shown. Balance is shown in red ink. It should be regularly
written and the day’s business should be closed with the
signature of -the headmaster. It should be an up-to-date
record.

7. Cumulative Record Cards:

It is a document in which the relevant information about a
particular students at one educational institution is recorded
cumulatively. This gives a complete and growing picture of
the individual student, which helps him during his long stay at
the school and at the time of leaving it, in the solution of his
manifold problems of educational, vocational; personal and
social. It follows the pupil from class to class and from
school.

It provides an opportunity to have a comprehensive picture of

the all-round development of the personality of the child. It is
a very important record which should be maintain in every
school. Therefore, The Secondary Education Commission
opines “these should be a common feature all over the
country.”

8. Stock Register of Equipments:

This register keeps information of all the movable property of
the school. While purchasing equipment or furniture, it must
be duly entered in this property register. The head of the
institution should check this register physically at least once
in a year. Verification report should be recorded in the stock
register. It can show which articles are missing and which
need immediate repairs. The register should contain the
following information :

(i) Name of the article.

(ii) Quantity of the articles.

(iii) Date of purchase.

(iv) Name of the firm which supplied the articles.

(v) The authority ordering purchase, (vi) Signature of the
authority.

9. Reports to the Parents:

To get cooperation from the parents reports containing various
information about the child should be sent to the parents
periodically. It should contain information like the academic
progress of the child, his health condition, participation in
curricular and co-curricular activities and other important
information.

As a result, the parents can know the physical, intellectual,

social, moral and emotional growth of their children. Parents
are also requested to guide their children according to the
information given in [he report.

10. Service Book:

`The service book contains the service history of the
employees. Information like the employee’s dale of
appointment, his date of birth, educational qualifications,
identification marks, permanent home address, transfer, leave
accounts, dale of increments, reversion if any of reinstatement
etc., are carefully written in this book. The original service
book is kept in the custody of the headmaster in the secondary
school.

The authorities should duly verify the service book and make
necessary entries. The first page of the service book contains
the following information :

1. Name
2. Residence.

3. Date of birth by Christian era as nearly as can be

ascertained.

4. Educational qualification.

5. Exact height by measurement.

6. Personal mark for identification.

7. Father’s name and residence.

8. Left hand thumb and finger impression.

9. Signature of the teacher.

10. Date of entry into service.

11. Signature of the Headmaster.

Q.4 Compare the functions and responsibilities of

the Federal Ministry of Education and Provincial
Education Department.
The Ministry of Federal Education and Professional
Training is a federal ministry of the Government of
Pakistan. The ministry's political head is known as
the Minister for Education (Pakistan) | Minister of
Pakistan and the ministry's bureaucratic head is the Education
Secretary of Pakistan.
Education is primarily provincial issue in Pakistan in the wake
of 18th Amendment to the Constitution of Pakistan when
Education department was transferred from federal to
provinces. The Ministry was established in July 2011. In
2013, it was renamed to Ministry of Education, Trainings &
Standards in Higher Education and in 2014 was renamed
to Ministry of Federal Education and Professional
Training.
The department’s main responsibilities include creating
policies, plans and programs to ensure the accessibility and
availability of education in Pakistan. It is also a provider of
many technical, vocational and professional skills and training
that are needed to satisfy the national and international
standards of the employment market. It works in collaboration
with other ministries and organizations by sponsoring
students, distributing scholarships and conducting multiple
training sessions. Sub-departments under the ministry of
Education and Training include National Vocational and
Technical Training Commission, National Commission for
Human Development, National Education Founding and
National Education Assessment System.
Higher Education Commission
The Higher Education Commission (HEC) is an autonomous
institution of primary funding, overseeing, regulating and
accrediting the higher education efforts in Pakistan.
Academy of Educational Planning and Management
The Academy of Educational Planning and Management
(AEPAM) was established in 1982 as an autonomous
Organization of Ministry of Education and it was declared as
'Subordinate Office' of Ministry of Education in 2005. After
18th Amendment Bill 2011 AEPAM is 'Subordinate Office' of
Ministry of Federal Education and Professional Training.
AEPAM is a training institution for education managers in the
field of financial and administrative management of
secondary schools and higher secondary schools
Basic Education Community Schools
The BEC Schools are based on Non-Formal basic education
system having a single home based room for school for
primary education where the premises is provided free of cost
by the community. In each BEC School, 30 learners of age
group 4–16 years are mandatory. Single teacher is responsible
for classes of a school by adopting multi-grade teaching
methods; based on concurrent curriculum.
National Commission for Human Development
Main article: National Commission for Human Development
National Commission for Human Development is an attached
department of MoFE&PT whose mission is to improve access
to basic education and healthcare in the country’s poorest
communities. NCHD is working in 134 districts of Pakistan
National Education Assessment System
National Education Assessment System (NEAS) was
launched in 2003 to develop national capacity for monitoring
learning achievements of elementary students and improve the
quality of services — curriculum, textual material, teachers’
delivery, policy formulation
The system is a key program of the Education Sector Reforms
(ESR) and is funded by the World Bank.
National Education Foundation
National Education Foundation was founded in late 1994 and
became operational in 1996. In 1997 Federal Teacher
Foundation (FTF) was also merged with it. It was restructured
as corporate in 2002. It has mandate to promote basic
education through Public Private Partnership in FATA, Gilgit-
Baltistan, AJK & Islamabad Capital Territory.[

Q.5 Discuss in detail the need and importance of

evaluation in management.

Government rules and guidelines for the effective governance,

performance and accountability of programs expands
the required performance information beyond the financial.
Broader qualitative and quantitative performance information,
evaluation and reporting is also expected and encouraged.
While this might seem a little scary, it actually presents a raft
of exciting opportunities for program managers to showcase
the successes of their programs and ensure that their teams are
performing to its full potential.
We here at Grosvenor have a lot of experience working with
Commonwealth and state government programs and so we
understand what can be achieved through excellent
performance monitoring and evaluation processes.
And while the benefits and opportunities presented by
government rules and guidelines will vary from program to
program, there are some that are universal.
Below we’ve outlined 6 reasons why
program evaluation provides a fantastic opportunity for you
and your team to shine.
1. It provides clarity for the team
Creating a framework which outlines clear responsibilities for
performance encourages accountability and clarity as it gives
you, your program delivery team and managers a way to be
very clear on their responsibilities for monitoring and
evaluating performance from the outset.
2. It will tell you how well your program is really doing
Evaluation helps program managers measure how well their
programs are really performing to achieve the desired
outcomes. This can confirm your suspicions that things could
be improved or let the success of your program shine.
3. It encourages continuous improvement
By encouraging performance monitoring and evaluation
within your organisation, including the creation of robust
evaluation tools, you can create an environment focused on
learning and the continuous improvement and success of your
program.
4. You can measure performance throughout the entire
program
By doing this you can identify what is working well and what
needs to change at key points to ensure the ongoing relevance
and performance of your program and make certain that you
are well placed to respond to environmental or policy
changes.
5. It encourages honest conversations
Evaluation enables program managers to seek genuine input
and feedback from stakeholders. This helps you to understand
what your stakeholders really think about your program and
how it could be better tailored to meet their needs.
6. It allows you to access valuable information from other
programs
Sharing performance information and evaluations allows you
to learn from the challenges and successes of others and for
others to learn from you. By leveraging the outcomes of
others’ activities and applying them to your own situation,
you can ensure your program is robust and functioning at its
best.
So, whether you know your program is a success or you think
it could be improved but don’t know how, program
evaluation presents a great opportunity for all program
managers to have a better understanding of their program’s
performance.
By taking the time and effort to commit to your government
evaluation rules or guidelines, program managers can ensure
that they have robust processes in place to understand how
well programs are really performing and continuously
improve.