TOPIC NAME

Assignment

STRUCTURE OF EDUCATION,STAGES OF
ADMINISTRATION,GOVERNCE, PLANING
AND FINANCE

SUBMITTED BY:

MAM ZARISH
• GROUP NAMES:
FAREEHA ASLAM
MOON KINZA SADDIQUE
MEMOONA AKRAM
BAKKTWAR SHABBIR
NIGHAT SALEEM
RABIA NAHEED
MUHAMMAD WAQAS
MUHAMMAD ZOHAIB
MUNEEBA GULL
OUT LINES:
 Education system
 Education system in Pakistan
 Problems
 Solutions
 conclusion
 Importance of educational administration
 Administration
 Educational administration
 educational administration –Discipline
 What is the job of an educational administrator?
 Function of an educational administration
 Administering meaning
 Administering community
 Administering excellence
 Administering role
 Importance of the school
Cont…
 Financing of education on the institutional level
What is the education?

 Increase in
1. Knowledge
2. Understanding possessed by individuals or
society
3. Delivery of knowledge and skills form
teacher and students
What is the education system

 Include
 Institutions involved in delivering formal
education.
 Bodies directly involved in financing,
managing ,operating such institutions.
 Rules and regulations guiding individual and
institutional interactions
Educational system of
Pakistan
 Divided into six levels:
• Primary
• Middle
• High
• Secondary
• Higher secondary
• University
Structure of education
system in Pakistan
Pakistan Higher Education
Enrollments

1,535,461 41,018,384
Teachers Students
Meaning
1 25
Teachers Students
Literacy Rate
UNESCO Research

 Even after that Pakistan is on

• 136th position in world .
• 113th out of 120 registered UN members
Problems in education system

 Lack proper planning

 Gender Gap
 Cost of education
Problem in education system

 War on terror
 Funds for education
 Technical education
 Lack of Knowledge
 Untrained TEACHERS
 Psychological problem
Solution

 Making technical education compulsory.

 Making the students strong monetary
grounds.
 More funding should be aided by local
government.
 Career counseling form school level.
 An effective monitoring system for corruption
in education department.
Conclusion

 The reforms required in education will be

achieved by unity of …
 Public and Private Institutions
 Formal and non-formal education
 Changed thinking local natives
 Vocational and technical training
Importance of educational
administration
 Educational Administration is the process of
bringing men and materials together for effective
and functional teaching and learning in the school.
 The focus of educational administration is the
enhancement of teaching and learning.
 We can define educational administration as a
process through which the school administrators
arrange and co-ordinate the resources available to
education, for the purpose of achieving the goals
of the educational system.
 Administration

Definition of Concepts:
Administration is a process of systematically
arranging and coordinate the human and
material resources available to any
organization for the main purpose of
achieving stipulated goals of that
organization.
 Educational administration

 We can define educational administration as

a process through which the school
administrators arrange and co-ordinate the
resources available to education, for the
purpose of achieving the goals of the
educational system
educational administration –
Discipline
 Administration is a component part of management.
 Administration is widely applied in associations and government
services and non-profit organizations.
 Management is usually applied when considering the executive
functions and the expertise in government and civil service.
 But management encompasses much more than administration – it
involves the work of analyzing and preparing complex policy documents
for decision by political decision makers.
 Yes, management is basically concerned with the formation of plans,
progammes and polices while administration is principally responsible
for the execution or implementation of these plans, programmes and
policies.
 Administrators are implementators while management is formulating
programme.
What is the job of an
educational administrator?
 Administration is also, an integral part of an
organization.
 Here it is characterized as a service, an activity or a
tool through which the fundamental objectives.
 The process may be more fully and efficiently realized.
 The school is an organization in the organization. For
effective school administration, the administrator
needs to be knowledgeable in the theories, techniques
and principles of school administration as a guide for
action when necessary.
Function of an educational
administration

 Followings functions of administration:

 Administering meaning
 Administering community
 Administering excellence
Administering meaning
 Provided opportunities for students
 Administering meaning demands that learning
in the schools is grounded upon human
concerns.
Administering community:
 1. Planning
 2 Organizing
 3.Commanding
 4. Coordinating
 5. Controlling
Administering Excellence
 Administering excellence demands that the
administrator promotes and encourages the high
quality performance in schools.
 We can therefore recognize two important impacts of
the human relations movement on Educational
Administration:
1. Increasing efforts to democratize the practice of
educational administration
2. There was growing emphasis on the utilization of
concepts from the social sciences such as anthropology,
psychology, sociology and the behavioral elements of
economics and political science.
EDUCATION POLICIES AND
IMPLEMENTATION IN
PAKISTAN
Education policy

 Education policy is the principles and government policy-

making in educational sphere, as well as the collection of
laws and rules that govern the operation of education
systems.(wikipedia2013).
 Education occurs in many forms for many purposes through
many institutions.
 Examples include early childhood education, kindergarten
through to 12th grade, two and four year colleges or
universities, graduate and professional education, adult
education and job training.
 Therefore, education policy can directly affect the education
people engage in at all ages.
Goals of Education Policy

1. Improve the academic success of all students by

strengthening standards-based reforms, including
assessments and accountability measures.
2. Establish and maintain a statewide education finance
system based upon principles of adequacy, equity,
accountability and predictability.
3. Build effective educational capacity to support learning by
all students, with special emphasis on the need to ensure a
qualified teacher in every classroom at all times.
Goals of Education Policy

4. Ensure that all every school shall have school leaders who
will promote and support high achievement for all
students through effective instructional leadership, school
management and governance.
5. Enact state policies that shall ensure that every young
child in the state shall have access to high-quality early
education programs including pre-school and full-day
kindergarten.
6. Ensure that all citizens of all ages shall have practical
financial and physical access to a rich range of post-
secondary educational opportunities.
Education in Pakistan at the time of
Independence

 Pakistan achieved independence from over a century of

British colonial rule in August 1947.

 The regions comprising Pakistan were relatively backward in

all respects, including in education.
Education Policies in Pakistan

 National Education Conference: 1947

 The New Education Policy: 1970

 The Education Policy: 1972-80

 National Education Policy and Implementation Programme:

1979
 National Education Policy: 1992

 National Education Policy: 1998-2010

 
National Education Conference: 1947

 First attempts in the field of education and literacy was

the national education conference in1947.

"The importance of education and the type of education

cannot be over-emphasized there is no doubt that the
future of our state will and must greatly depend upon
the type of education we give to our children, and the
way in which we bring them up as future citizens of
Pakistan ... we should not forget that we have to
compete with the world which is moving very fast in
this direction."
National Education Conference: 1947

 The first National Education Conference was held in 1947.

 The Chairman the Conference set up following Sub-
Committees to come up with the recommending guidelines
in each sector:
a) Scientific Research and Technical Education Committee
b) Adult Education Committee
c) University Education Committee
d) Primary and Secondary Education Committee
e) University Education and Primary and Secondary
Education
f) Women’s Education Committee 
National Education Conference: 1947

g) Committee for scheduled caste and backward classes

education.
h) Cultural Relations Committee.
i) Joint meeting of the committees on the university. education,
scientific research and technical education and cultural
contacts.
j) Joint meeting of the committees on University Education,
Women’s Education and Primary and Secondary Education .
(Education in Pakistan UNESCO 2007)
 The reports of various committees were submitted for finalization on
29th November, 1947.
 The report was shared in November, 1947.
 Main issues focused in the deliberation of the conference

 Committee dwelt on the problems and constraints facing the task and
identified issues of training adult school teachers, teaching materials and
literature for adult schools, instruction methodologies, etc. 

 Committee cautioned against attempting to draw up a code or prescribe

uniform methods applicable to the country as a whole and, instead,
called for a committee of experts report on questions of teaching
technique and results of experimentation.
 
 Committee also advised against drawing any rigid distinction between
adult education in the strict sense and technical, commercial or art
instruction and suggested that adult students may be provided literacy
through subjects of a vocational character.  
Recommendations
 
 The report recommended the following stages for the execution of a
programme of adult education.

 The first 5 years were to be devoted to planning, recruitment of

teachers and training.

 In the sixth year, about 500,000 persons were to be made literate with
an annual increase of 300,000 thereafter.

 Committee acknowledged that illiteracy was not confined to the rural

areas and a large proportion of the urban population was also
illiterate.
Recommendations

  Committee called on all government departments and all

employers and trade unions to ensure that their
employees, workers, and members are literate.
 The question of levying a tax on those employers who do
not make adequate provision for the education of their
employees was also presented for consideration.
 the possibility of making a period of social service
obligatory on all university students and
 The use of mechanical aids to learning, such as radio,
cinema, the gramophone, and magic lantern.
 The report was shared in November, 1947.
Implementation

 This policy could not be implemented properly

due to increased number of immigrants and other
administrative problems of new born country.

 So more or less British colonial system was

continued.
The Ne w Education Policy: 1970
 The President announced that Government would lay greater
emphasis on the social sectors and would attach high priority to
the educational problem.
 A set of proposals of a new education policy were formulated.
 In the light of public comments, the original proposals were
reviewed.
 The Cabinet considered the revised proposals and appointed a
committee to examine them in detail.
 The revised proposals were reviewed by the committee of the
Cabinet in the light of implications of the announcement by the
President in his address to the nation on November 28, 1969.
 The new Education Policy was finally adopted by the Cabinet on
March 26, 1970.
Salient features

This policy has following salient features: 

 Emphasis on ideological orientation. 
 Emphasis on science and technology education. 
 Decentralization of educational administration. 
 The Policy aimed at free and universal enrolment up to Class V by
1980, with particular stress on girl’s education.  
 Policy also identified that there were about 100 million illiterates in
Pakistan of whom 90 percent are concentrated in the rural areas.
 Policy innovated further to aim at covering 5 million adults and school
leavers by 1975 through requiring all employers, including government,
to provide work-oriented basic education to all of their employees. 
 Establishment of a National Education Corps.( Kaiser Bengali 1999) 
Implementation

 The policy was never implemented on account of the war with

India, secession of East Pakistan, and the collapse of the military
government.
Country's literacy status:
 At the time of the emergence of the "new" Pakistan in 1972, the
country's literacy status was as follows:
 Overall literacy rate was 21.7 percent, urban literacy was 41.5
percent, rural literacy was 14.3 percent,
 Male literacy was 30.2 percent, and female literacy was 11.6
percent. Rural female literacy was 4.7 percent.( Kaiser Bengali
1999)
The Education Policy:1972-1980

The 1972-1980 Education Policy was drafted in a somewhat

matter of fact tone and refrained from philosophical
pronouncements.
Objectives: 
 Policy aimed at “eradicating illiteracy within the shortest
possible time through universalization of elementary education
and a massive adult education programme.
 Equalizing access to education through provision of special
facilities for women.
 Under-privileged groups and mentally-retarded and physically-
handicapped children and adults in all areas in general and the
backward areas in particular will give preference.
 The Education Policy: 1972-80

 
 Policy declared that education will be made free and universal up to class x
for all children throughout the country in both government and privately-
managed schools.

 Private schools will be suitably supported for the loss of fees incurred by
them.

 The earlier objective of compulsory education was discarded.

 
 The Policy proposed to construct 61,000 additional class-rooms for primary
classes, train 150,000 teachers, and recruit an additional 75,000 teachers
through the National Literacy Corps.
 
The Education Policy: 1972-80

 The 1972 Policy identified 40 million adult illiterates in

the country and declared that a massive literacy
program will be undertaken in every town.
 literacy centers will be established all over the country
in schools, factories, farms, union council halls and
other community places.
 A target of establishing 276,000 literacy centers to
educate 11 million persons was fixed for the period
1972-80.
 The new Education Policy was finally adopted by the
Cabinet on March 26, 1970.
Implementation

 This policy was a good approach towards

betterment, but has many drawbacks due to
which it cannot be achieved thoroughly e.g.
universal basic education, shift towards agro
technical studies etc.
National Education Policy and Implementation Programme: 1979

Salient features:
 The 1979 Education Policy was presented one year after the launching of
the Fifth Five Year Plan, with a change of target dates.
 
 The Fifth Plan proposed to enroll all boys of Class I age by 1982-83 and
achieve universal enrolment for the entire age group (5-9) by 1986-87
 the 1979 Policy proposed to achieve the same by 1987 and 1992,
respectively..
 
 The Policy was presented as “the first in recognizing the great potentials
of our indigenous institutions and patronizing them for bringing about
greater educational development”.
National Education Policy and Implementation Programme: 1979

 
 The Policy aimed at providing a minimum acceptable level of
functional literacy and fundamental education to all citizens of the
country particularly the young, irrespective of their faith, caste, and
creed in order to enable them to participate productively in the
total national effort.
 The Policy also provided for an elaborate adult education
programme.

 The programme proposed to set up 10,000 adult literacy centers to

be sponsored by the Ministry of Education, Pakistan Television
Centers, IRDP markazes, Allama Iqbal Open University study
centers, and social welfare centers.
National Education Policy and Implementation Programmed: 1979

 The possibility of a student volunteer corps, comprising

bachelors and master’s level students was also envisaged.
 It was claimed that the programme will raise literacy
levels from 24 percent to 35 percent by 1983 and attain
100 percent literacy by 2010.”
 The 1981 population census results regarding the literacy
status of the country constituted an evaluation, without
comment, of the educational policies and plans over the
three decades since independence in 1947.
 The Policy was announced in February 1979.
National Aims of Education

The policy presented a 9-point statement of “National Aims of

Education" and a 12-point implementation strategy. The
implementation programme was ambitious and proposed to:

1.Achieve universal class I enrolment of boys by 1987 and of girls

by 1992.
2. Eliminate wastage to achieve 60 percent retention rate by 1983
and 100 percent thereafter
3. Reconstruct/improve 17,000 existing primary schools
4. Open 13,000 new primary schools, mainly in rural areas
5. Establish 5000 mosque schools for boys
6. Provide equipment to 12,000 existing schools
National Aims of Education
7. Supply text-books to all students at the primary level .
8. Supply at least one teaching kit to all existing and new schools
9. Experiment with different mixes of inputs to determine direction for large
scale investment in primary education
10. Carry out a nation-wide school mapping exercise to evolve a process of
school location planning 
11. Undertake a nation-wide survey to determine repair needs of existing
primary schools and launch a programme of repairs.
12. In addition to the 5000 Mosque schools for boys, the Programme also
envisaged opening 5000 Mohalla schools for girls, and 1000 Village
Workshop schools to impart training in “mother trades like carpentry, masonry
and agriculture” and focus on “appropriate skill development linked with
community needs”.

 
Implementation

 This policy was not implemented properly and failed due

to lack of planning and financial resources.
 National Education Policy: 1992
 The socio-political milieu, among other factors, promoted to
reshuffle the priorities, restate the policy, revise the strategy,
and re-examine the fabric of education in Pakistan.
 A series of educational conferences were held in the
Provinces which were attended by a large number of
educationists and educational administrators from the primary
to the university level.
 A National Conference was held at Islamabad in April, 1991
under the chairmanship of the Federal Education Minister.
 A cross section of the society comprising scholars,
writers,newspaper editors, scientists, teachers and Lawyers
participated and discussed proposals for preparing the
dynamics of the Education Policy.
National Education Policy: 1992
 

Key elements of the policy are: 

1. Opening non-formal education to non-governmental organizations;

2. Achieving 100% literacy in selected districts;

 
3. Setting up model schools (male and female) in rural areas;

4. Introducing compulsory social service for students;

5. Using general schools as technical schools in the evening shift to capture

the drop-outs of general education.
Concerned Issues

 The participation rates at various levels of education are low.

 The progress in the direction of universalization of primary education

is far from satisfactory.
 At primary level, the drop-out rates are in the vicinity of 50 per cent.

 The women participation in education is minimal.

 The policy on the medium of instruction has vacillated.

 The quality of public instruction continues to deteriorate; the system

has not responded to the inputs made.
Concerned Issues
  The curricula, apart from being overloaded, have not kept pace with the
advancement of knowledge. So are the textbooks which do not promote self-
learning.”

 Pakistan has one of the lowest literacy rates in the region currently estimated at
about 34 per cent.

 The literacy ratios have been further aggravated because of the absence of
meaningful literacy programmes and a rapid population growth.

 Consequently, all children who are not enrolled, and those who drop-out early,
join the multitude of illiterates every year.

 Ignoring the existence of LAMEC, it also bemoaned that: “At present there is no
national programme of adult literacy.
Recommendations

 As it primary objective, the Policy stated thus: “Basic education for all shall be
pursued not merely as a sect oral target, but as an integral part of human
development plan.

 The ultimate aim is to eliminate disparity , the drama of under-development

 The raising of the collective ego of the nation through a facilitated, efficient and
effective educational system remains the primary goal of the policy.

 It hoped that the measures will lift the system to a respectable level of excellence
during its growth in the next 10 years.

 it proposed to ensure 100 per cent participation of children in education at the

primary level by the year 2002, and to eradicate illiteracy through formal and non-
formal methods.
Recommendations

 It also proposed to “increase the literacy rate to 70 per cent by the year 2002.

  Primary education was to be made compulsory.

 A major shift in strategy also occurred, in the sense that it proposed to shift
most of the adult education programmes to non-governmental organizations,
to be supported through ‘incentive’ grants from provincial and federal
Education foundations.

 The Policy proposed what it called innovations as “a tool for quantum jump
towards excellence.”

 The Policy was announced in December 1992.

Implementation 
 
 This policy could not be implemented due to
change in political scenario of country
Gaps in Education policy implementation in Pakistan

Attitudes and dispositions of public servants:

 Attitude and disposition is one of the key factors that affect
implementation process.
 It has been explored by Abbas (1994) that bureaucratic
underpinnings have placed more pressures on the teachers’
community in Pakistan.
 This trend has given rise to feelings of alienation among the teachers.
Inefficient Bureaucratic Structure:
 Ghaffar (1992) narrates that unless and until there is an efficient
bureaucratic structure along strong professional knowledge.
 The problem of implementation will remain unresolved despite of
having clear communication, resources and positive disposition.
Gaps in Education policy implementation in Pakistan

Deeply entrenched corruption:

 Riaz (1998) writes that for successful implementation of any
policy, it is essential that the stakeholder are ready to sacrifice
their personal interest on the interest of the system and for the
general welfare of all irrespective of nay personal whim or
vested interests.
 This type of attitude develops an environment of trust and
transparency.
 Education system in Pakistan has been made hostage to evils
for many years after its inception.
 This trend of corruption has played with the foundations of the
overall system.
Conclusions

 Over the 50 year period since independence, efforts to

increase enrollment and literacy have not been scarce.
 A final common feature of all policies, and schemes is that
all of them failed to achieve their objectives
 The shifting sands of educational priorities was not
limited to enrollment and literacy targets alone. The
 Basic approach to education also suffered sharp swings.
 All education policies in Pakistan shows that setting
targets, bemoaning the failure to achieve the same, and
setting new targets with unqualified optimism has been a
continuing game policy makers have played add nauseam
and at great public expense over the last 63 years.
GOVERNCE, PLANING AND
FINANCE
 Financial and Physical Resources Functions:
 The administrator has to be quite knowledgeable in
finance management as this is one of his most crucial
functions.
 He has to start with budgeting by properly articulating
the cash inflow and outflow in the system. The prudent
education administrator creates alternative strategies for
cash inflow
 . The education administrator distributes the available
resources among the competing needs in his
organization preferentially.
 His financial management has to be apt and his
accounting and financial reports straight.
 The educational administrator is responsible for the
procurement and maintenance of educational plants and
facilities.
 His procurement and maintenance of these
infrastructures have to be properly planned and
programmed. He determines the level of their usage or
wastage.
 The education administrator endeavors to promote
school community relations through the participation of
the school in community activities and projects, and
community participation in some aspects of school life.
 The P.T.A. and other stake-holders in the school should
join hands with the administrator to formulate policies
and reach major decisions as the situation demands.
Once the community is in harmony with the school
organization, some measure of success in guaranteed.
 The educational administrator must be constantly alert
to the objectivity with which the community perceives
its school and must interpret this into special
implication.
 The education consumer is the public and to a large
extent determines what goes on in the school
organization. And therefore, the education
administrator identifies what the education consumer
wants from education and provides them accordingly
Any Question

And

Any suggestion
THANK YOU