ASSIGNMENT NO.

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Educational Leadership and Management - 8605 - Autumn 2022

Syed Ali Saboor Zaidi

0000401127 - Autumn 2022
Q1. Discuss the different types of instructional material. Also give suggestions for
improving the quality of instructional material.

There are many types of instructional materials and media as well as different ways that you can
interact with course content.Planning for online content should involve considering a variety of
sources and media formats. An online course typically uses multiple content sources that may be
presented in different kinds of formats such as text, print, photos, graphics,
animations/simulations, sounds, and videos.

Essential Course Materials:

There are several essential course materials to include in an online course. These include guiding
elements such as:

● Syllabus information
● Module/unit/week overviews
● Course schedule
● Online lectures or instructor commentary
● Readings
● Learning activity instructions
● Assessment/Assignment instructions
● Evaluations

As a time saver, there are templates (below) that can be used as a starting point during design and
development of many of these essential course materials. Providing these essential materials can
help faculty maximize their own time by addressing common student questions. It is important to
provide a unit/module/week framework and common guideposts for needed information. The
key is to make your expectations clear so that students have the information they need to
complete activities with a minimum number of questions.

Instructions and Templates:

The following templates were designed as a starting point for creating online activities. They
address common student questions and provide a framework as well as recommendations for
information to include for each type of content.

Instructional Strategies:
There are a variety of instructional strategies teachers can choose to accomplish learning
objectives. Whatever instructional method used by the teacher to create the desired learning
environment, it should be associated with a specific activity in which the teacher uses to enhance

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learning outcomes.

Direct Instruction:
The Direct instruction strategy is highly teacher-directed and is among the most commonly used.
This strategy is effective for providing information or developing step-by-step skills. It also
works well for introducing other teaching methods, or actively involving students in knowledge
construction. Direct instruction involves lecture, explicit teaching, drill and practice, compare
and constrast, demonstrations, and guided activities.

Indirect Instruction
In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator,
supporter, and resource person. The teacher arranges the learning environment, provides
opportunity for student involvement, and, when appropriate, provides feedback to students while
they conduct the inquiry (Martin, 1983). Indirect instruction involves problem-solving, case
studies, inquiry, reflective discussion, concept mapping, concept formation, and writing to
inform.

Independent Study:
Independent study refers to the range of instructional methods which are purposefully provided
to foster the development of individual student initiative, self-reliance, and self-improvement.
While independent study may be initiated by a student or teacher, the focus here will be on
planned independent study by students under the guidance or supervision of a classroom teacher.
In addition, independent study can include learning in partnership with another individual or as
part of a small group. Independent study involves essays, journals, blogs, reports, research
projects, and computer- assisted instruction.

Interactive Instruction:
Interactive instruction requires discussion and sharing among participants. Students can learn
from peers and teachers in order to develop social skills and abilities, to organize their thoughts,
and to develop rational arguments. Strategies allow for a range of interactive activities.
Interactive instruction involves dabates, role playing, brainstorming, open-discussions,
think-pair-share, cooperative learning, tutorial groups, labs, and problem-solving.

Experiential Learning:
Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection
about an experience and the formulation of plans to apply learning to other contexts are critical
factors in effective experiential learning. The emphasis in experiential learning is on the process
of learning and not on the product.

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Experiential learning can be viewed as a cycle consisting of five phases, all of which are
necessary:

● Experiencing (an activity occurs);

● Sharing or publishing (reactions and observations are shared);
● Analyzing or processing (patterns and dynamics are determined);
● Inferring or generalizing (principles are derived); and,
● Applying (plans are made to use learning in new situations).

Learning or instructional strategies determine the approach for achieving the learning objectives
and are included in the pre-instructional activities, information presentation, learner activities,
testing, and follow-through. The strategies are usually tied to the needs and interests of students
to enhance learning and are based on many types of learning styles

Q2. Describe the Importance, Scope, Kinds of School Record.

Important records that every school of the world must maintain positively

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 ofeach
academic session. It should contain the following Stems of information.

● Information about the general, local and gazette holidays.

● Dates for the submission of monthly, quarterly, holidays and annual reports and returns.
● Dates of monthly, quarterly and annual examinations.
● Dates of the meetings of the school and faculty committees, Teachers’ Associations,
different societies, school excursions and educational tours, school tournaments etc.
● 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.

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

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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 textbooks 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.

Admission Register:
It is a record of all the pupils who are 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 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.

● The serial number and name of the pupil.

● His father’s name, caste, occupation and address.
● His date of birth.
● Date of admission to the school,
● The class to which he is admitted.
● Date of withdrawal or migration from the school.

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 are
struck off from the rolls. Holidays are marked in red ink. Monthly fees and fines are collected
from the pupils in this register.

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.

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Cash Book:
Cash Book is a record of all money transactions occurring 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 expen•diture 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.

Cumulative Record Cards:

It is a document in which the relevant information about a particular students at one educational
institu•tion 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; lpersonal and social. It follows the
pupil from class to class and from school.

It provides an opportunity to have a comprehen•sive picture of the all-round development of the

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

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 :

● Name of the article.

● Quantity of the articles.
● Date of purchase.
● Name of the firm which supplied the articles.
● The authority ordering purchase
● Signature of the authority.

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

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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 the report.

Service Book:
The service book contains the service history of the employees. Information like the employee’s
date 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 :

● Name
● Residence.
● Date of birth by Christian era as nearly as can be ascertained.
● Educational qualification.
● Exact height by measurement.
● Personal mark for identification.
● Father’s name and residence.
● Left hand thumb and finger impression.
● Signature of the teacher.
● Date of entry into service.
● Signature of the Headmaster.

From the next page the name of the post, temporary or permanent, monthly pay, date of
increment, details of leave account etc., are written neatly. The entries of the first page should be
renewed or re- attested at least every five years except in the case of fingerprints.

Q3. Discuss the role of the Secretariat in the Ministry of Education.

The Secretariat in the Ministry of Education plays a crucial role in the smooth functioning and
effective implementation of the policies and programs of the ministry. The Secretariat is
responsible for providing administrative and technical support to the Ministry of Education, as
well as coordinating and monitoring the implementation of education policies and programs

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across the country.

The primary role of the Secretariat is to assist the Minister of Education in the formulation and
implementation of policies related to education. This includes providing research, analysis, and
advice to the Minister on issues related to education policy, planning, and management. The
Secretariat also assists in the preparation of policy documents, legislation, and other regulatory
frameworks related to education.

Another important role of the Secretariat is to coordinate and monitor the implementation of
education policies and programs across the country. This involves working closely with regional
and district education authorities to ensure that policies and programs are implemented
effectively and efficiently. The Secretariat also provides guidance and support to education
institutions, such as schools and universities, to ensure that they are meeting the standards and
requirements set by the ministry.

The Secretariat is also responsible for managing the budget and financial resources of the
Ministry of Education. This includes preparing the annual budget for the ministry and ensuring
that it is allocated and spent appropriately. The Secretariat also monitors the financial
performance of education institutions and programs to ensure that they are operating within their
budgets.

In addition to these responsibilities, the Secretariat also plays a key role in promoting
collaboration and partnerships with other government agencies, as well as national and
international organizations, to advance the goals and objectives of the Ministry of Education.
This includes participating in meetings and conferences, as well as collaborating with other
stakeholders to develop and implement joint initiatives related to education.

Overall, the Secretariat in the Ministry of Education plays a critical role in ensuring that
education policies and programs are effectively implemented and managed. Its administrative
and technical support, coordination, and monitoring functions are essential to the success of the
Ministry's mission to promote high-quality education for all.

Q4. Discuss the different steps of educational secretariat. Also highlight the responsibilities
of BISE & NBC.

Educational Secretariat:
The educational secretariat is a government agency that is responsible for overseeing and
regulating the education sector in a particular region or country. The following are the different
steps involved in the educational secretariat:

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 ● Policy Formulation: The educational secretariat is responsible for formulating policies
related to the education sector. This includes policies related to curriculum, teacher
training, assessment, and examination.
● Implementation: Once the policies are formulated, the educational secretariat is
responsible for implementing them. This includes ensuring that the policies are being
followed by all educational institutions in the region.
● Regulation: The educational secretariat also has the responsibility of regulating the
education sector. This includes monitoring educational institutions to ensure they meet
the required standards and taking action against those that fail to do so.
● Evaluation: The educational secretariat evaluates the education sector by collecting data
on various educational indicators such as student enrollment, retention rates, and
examination results. This data is then used to assess the effectiveness of educational
policies and programs.

Bodies Under Educational Secretariat:

The Board of Intermediate and Secondary Education (BISE) and the National Curriculum and
Textbook Board (NCTB) are two important bodies under the educational secretariat responsible
for specific aspects of the education system.

Board of Intermediate & Secondary Education:

BISE stands for Board of Intermediate and Secondary Education. It is a government body
responsible for conducting and regulating the secondary and intermediate examinations in a
specific region or province of a country. The main function of BISE is to ensure that the
examination process is conducted in a fair and transparent manner and that the results are
accurate and reliable. BISE is also responsible for issuing certificates to successful candidates
and developing and revising syllabi for secondary and intermediate classes. In addition, BISE
conducts inspections of schools and colleges to ensure that they are meeting the required
standards for education. Each province or region in a country may have its own BISE that
operates independently under the supervision of the educational secretariat or ministry of
education.
The responsibilities of BISE include:
● Conducting secondary and intermediate examinations
● Issuing certificates to successful candidates
● Developing and revising syllabi for secondary and intermediate classes
● Conducting inspection of schools and colleges to ensure compliance with education
standards
● Providing guidance and support to educational institutions in the region.

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National Curriculum & Textbook Board:
NCTB stands for National Curriculum and Textbook Board. It is a government body responsible
for developing and revising the national curriculum and textbooks for primary, secondary, and
higher secondary levels of education in a specific country. The main function of NCTB is to
ensure that the curriculum and textbooks are of high quality, relevant, and up-to-date with the
latest knowledge and research in various fields. NCTB is also responsible for conducting reviews
and evaluations of textbooks and curriculum to ensure their effectiveness and suitability for the
students. In addition, NCTB provides guidance and support to educational institutions in the
country to help them implement the national curriculum and use the approved textbooks in their
teaching. NCTB is typically a part of the educational secretariat or ministry of education and
operates under its supervision

The responsibilities of NCTB include:

● Developing and revising textbooks for primary, secondary and higher secondary levels
● Developing and revising curriculum for primary, secondary and higher secondary levels
● Ensuring the quality of textbooks and curriculum by conducting reviews and evaluations
● Providing guidance and support to educational institutions in the region.

In summary, the educational secretariat plays a crucial role in the education sector by
formulating policies, implementing them, regulating the education sector, and evaluating the
effectiveness of the policies and programs. BISE and NCTB are two important bodies under the
educational secretariat that have specific responsibilities related to examination, curriculum, and
textbook development.

Q5. Discuss the nature and importance of evaluation. Also critically examine the types of
evaluation.

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:

● 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

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Types of Evaluation
Many types of evaluation exist, consequently evaluation methods need to be customised
according to what is being evaluated and the purpose of the evaluation. It is important to
understand the different types of evaluation that can be conducted over a program’s life-cycle
and when they should be used. The main types of evaluation are process, impact, outcome and
summative evaluation.

Before you are able to measure the effectiveness of your project, you need to determine if the
project is being run as intended and if it is reaching the intended audience. It is futile to try and
determine how effective your program is if you are not certain of the objective, structure,
programing and audience of the project. This is why process evaluation should be done prior to
any other type of evaluation.

Process Evaluation:
Process evaluation is used to “measure the activities of the program, program quality and who it
is reaching Process evaluation, as outlined by Hawe and colleagues will help answer questions
about your program such as:
● Has the project reached the target group?
● Are all project activities reaching all parts of the target group?
● Are participants and other key stakeholders satisfied with all aspects of the project?
● Are all activities being implemented as intended? If not, why?
● What if any changes have been made to intended activities?
● Are all materials, information and presentations suitable for the target audience?

Impact Evaluation:
Impact evaluation is used to measure the immediate effect of the program and is aligned with the
program's objectives. Impact evaluation measures how well the program's objectives (and sub-
objectives) have been achieved.

● Impact evaluation will help answer questions such as:

● How well has the project achieved its objectives (and sub-objectives)? How well have the
desired short term changes been achieved?

For Example: one of the objectives of the My-Peer project is to provide a safe space and
learning environment for young people, without fear of judgment, misunderstanding, harassment
or abuse. Impact evaluation will assess the attitudes of young people towards the learning
environment and how they perceived it. It may also assess changes in participants’ self esteem,
confidence and social connectedness.

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Impact evaluation measures the program effectiveness immediate after the completion of the
program and up to six months after the completion of the program.

Outcome Evaluation:
Outcome evaluation is concerned with the long term effects of the program and is generally used
to measure the program goal. Consequently, outcome evaluation measures how well the program
goal has been achieved. Outcome evaluation will help answer questions such as:
● Has the overall program goal been achieved?
● What, if any factors outside the program have contributed or hindered the desired
change?
● What, if any unintended change has occurred as a result of the program?

In peer-based youth programs outcome evaluation may measure changes to: mental and physical
wellbeing, education and employment and help-seeking behaviours.

Outcome evaluation measures changes at least six months after the implementation of the
program (longer term). Although outcome evaluation measures the main goal of the program, it
can also be used to assess program objectives over time. It should be noted that it is not always
possible or appropriate to conduct outcome evaluation in peer-based programs

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