EDUCATIONAL ADMINISTRATION

Dr. Arbab Khan AfridiEx-Director

In Collaboration with

INSTITUTE OF EDUCATION & RESEARCH (IER)Master Coaching Academy (MCA)

(All Rights are Reserved with the Publisher)

Authors: Dr. Arbab Khan Afridi

2nd Edition: April, 2013

Year of Printing: 2013

No. of Copies: 1000

Publisher: Master Coaching Academy (MCA)

Composed By: M. Nawaz Khan Abbasi

0345-9100738

Price: Rs.200/-

Printer: Ijaz Printers

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PREFACE

While placing 2nd revised addition of my book and the hands of teacher I

have to offer my sincerest thanks for their reception of it earlier addition I

sure them that this new addition will be found by them more complete

comprehensive / beneficial and interesting. They can depend on it with

greater confidence. There are quite a large number of books already

available on the subject of administration. The present one is an attempt to

make the subject more up-to-date understandable, interest in and relevant.

In the view of complex nature of the phenomena of management and

administration, there is a continues need to provide new guidelines to our

administrators, would be administrators, teachers, and students. This book

is humble continuation in this regard.

This book has been specially prepared according to the latest syllabus

approved by Universities of Khyber Pakhtoon Khawa as given in the

syllabus the whole work is divided into five units.

This book has been produced on emergency basis keeping in view the

pressing need of students/ administrator. Naturally there will be wide

margin left for its further improvement and enrichment. The author is

thankful to all Ph.D scholar for their positive input while compiling this

book.

Author

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TABLE OF CONTENTS

UNIT-1: EDUCATIONAL LEADERSHIP & MANAGEMENT......1

1.1 Meaning, Nature, Importance, Scope and types...........................1

1.2 Education Management..............................................................13

1.3 Education Administration...........................................................19

1.4 Educational Supervision:............................................................26

1.5 Educational Leadership..............................................................44

1.5.1 Leadership Skills.................................................................44

1.5.2 Role of Principal as a Leader.............................................46

1.5.3 Leadership and Human Relationship.................................48

1.6 Educational Administration at School, College and

University Levels:.......................................................................50

UNIT-2: ISSUES IN EDUCATIONAL ADMINISTRATION.........68

2.1 Human Resources.......................................................................68

2.2 Physical Resources.....................................................................71

2.3 Financial Resources....................................................................76

2.4 Information Resources:...............................................................86

UNIT-3: EDUCATIONAL PLANNING............................................91

3.1 Definition of Planning................................................................91

3.2 Educational Planning and its Importance...................................94

3.3 Financing of Education:..............................................................98

3.4 Human Resource Planning.......................................................105

3.5 Educational Facilities................................................................107

UNIT-4: EDUCATION IN KPK.......................................................109

4.1 The Role of Government in Education.....................................109

4.2 Role of Parliamentarians for Achievement of EFA Goals.......121

4.3 Main Problems of Education....................................................123

4.4 Reforms in Education Since 2001............................................132

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4.5 Foreign Role in Education; International, Contribution

in Education..............................................................................142

4.6 Impact of Separation of Teaching and Management Cadres....149

4.7 After 18th Amendment the Provincial Role in Education........150

4.8 Rules Regarding Appointment, Leaves, pay and Allowances:.165

4.9 Efficiency & Discipline Rule....................................................212

UNIT-5: SCHOOL ADMINISTRATION AND RELATED

ISSUES................................................................................264

5.1 Communication Skill:...............................................................264

5.1.1 Verbal and Non-Verbal Communication:.........................277

5.2 Formal, Informal and Non-Formal Education..........................280

REFERENCES.......................................................................................283

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UNIT-1: EDUCATIONAL LEADERSHIP & MANAGEMENT

1.1 MEANING, NATURE, IMPORTANCE, SCOPE AND TYPES

In this age of science and technology, psychology has been considered as

one of the youngest, yet one of the most influential sciences. It has

influenced education in many different ways and has give a new turn; a

psychological turn to the human mind. For a skilful teacher in this day and

age, a great deal of knowledge of educational psychology is highly

indispensable.

The subject psychology has two aspects pure and applied. Pure psychology

formulates techniques for the study of human behaviour, which finds the

practical shape in its applied aspects, i.e. branches of applied psychology

like clinical psychology, crime psychology, industrial psychology,

occupational psychology and educational psychology.

Educational Psychology as a Branch of Applied Psychology

As discussed above educational psychology is nothing but one of the

branches of applied psychology. It is an attempt to apply knowledge of

pure psychology to the field of education. It consists of application of

psychological principles and techniques to human behaviour in educational

situations. In other words, Educational Psychology is a study of the

experience and behaviour of the learner in relation to educational

environment. In order to develop a clear understanding of the term

educational psychology it is necessary to understand the meaning of

psychology and education separately.

Meaning of Psychology

Curiosity in man has led to know his surroundings which mainly conclude

nature and other fellow men. There is always a desire to ‘know’ what ‘one’

is, what is his background, what is it made of, what are the associated

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factors and in what way can it be useful to one self ? Each question will

lead to more questions, Psychology forces to answer many of the questions

we have about ourselves, other people and the nature of human life; why

do we feel lonely ? Why do we forget ? How people learn ? What makes

someone creative ? Why do we take drugs ? What makes some one help

others ? and so on.

Psychology had its formal beginning when Wilhelm Wondt established his

psychological laboratory in Leipzig Germany in 1879. But in real sense,

interest in psychology as a discipline dates back to the work of Plato,

Aristotle and other philosophers.

Psychology – The Science of Soul

The Greek Philosophers conceived psychology as a science of soul, as

early as 400 B.C. In fact, the term psychology literally means the science

of soul. Etymologically, it is composed of two Greek words “Psyche” and

Logos means soul and science respectively. Goeckel named it as

psychologia. Soul is a being which dwells on the body and with the end of

life it leaves the body. Soul is a metaphysical idea. It can neither be

perceived on imagined nor its nature and function can be studied by

scientific methods of observation, experiment etc. Therefore, definition of

psychology as the science of soul has been discarded by the modern

psychologists.

Psychology – The Science of Mind

Some regard psychology as the science of mind. Historically the French

philosophers like Descartes (1596-1650) and the Britisher philosophers like

Locke considered psychology as the science of mind. Descartes tried to

understand body mind relationship in terms of their interaction, the study

of nervous system, and interest of references as innate actions, etc.

The definition of psychology as the science of mind is not acceptable at

present. Mind is an ambiguous a concept as the soul. It is not at all possible

to carry on scientific observation and experimentation on mind. This

definition also does not include the overt behaviour of man and animal

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which are also important subject matter of psychology. Therefore, the

definition of psychology as the science of mind has been discarded.

Psychology – The Science of Consciousness

Psychology has also been defined as the science of consciousness.

Historically such a definition has been propounded by the Leipzing school

of psychologists led by Withelm Wundt (1832-1920). Wundt defined

psychology as the science of immediate experience with consciousness

being the main subject matter. He postulated that conscious experience can

be reduced in to elements and the primary aim psychology is the analysis

of conscious experience in to its elements.

But the definition of psychology as the science of consciousness is not

acceptable. That is because mental life does not consist only of

consciousness. There are unconscious and subconscious mental process

which influence our behaviour in various ways without our knowledge.

Psychology – The Science of Experience

Titchner (1867 – 1927), the leader of the structuralists defines psychology

as the science of conscious experience which is dependent upon the

experiencing person. To give an example the physicit and the psychologist

may be investigating about sound. But whole the former investigates the

phenomena as such, the latter is interested as to how it is perceived by the

observer. The mind is nothing but the sum total of the conscious

experiences as perceived by a person. The subject matter of psychology is

the study of such conscious experience which constitutes mind. The

method of study of conscious experience is through the introspection of a

trained observer.

Psychology – Study of Behaviour

Watson (1878-1958), an American brought about a revolution in

psychology called behaviourism. He argued that psychology is to be

regarded as a science and as a science it is to limit itself to the study and

analysis of publicly observable events such as the behaviour of the subject

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rather than subjective matters like his private mental states. He defined

psychology as “the science of behaviour.”

Meaning of Science and Behaviour

Science has been defined as “Systematic study of knowledge” concerning

the relationship between the cause and effect of a particular phenomenon.

In order to collect the scientific data and systematised material, science

employs various kinds of methods of enquiry such as observation

classification formulation of hypothesis, analysis of evidence etc. It also

organises and develops our knowledge of the word, we live on, Psychology

too aims at same thing. It uses scientific methods to study human

behaviour. It also helps us to understand control and predict human

behaviour.

What is Behaviour

Behaviour is classified in three categories according to its content :

a) Cognitive behaviour where it is dominantly knowing or thinking, e.g., solving questions.

b) Affective behaviour where the dominance is of feeling, e.g., the emotional experience of anger, fear, jealousy etc.

c) Conative behaviour where the dominance is of motor activity, e.g., cycling, playing hockey etc.

Definition of Psychology - Some of the well know definitions of

psychology are as under :

i) Definition by Woodworth : Psychology deals with the activities of the individual in relation to his environment.

ii) Skinner’s definition : Psychology is the science of behaviour and experience.

iii) Munn’s definition : Psychology today concerns itself with the scientific investigation of behaviour.

iv) Definition by Garrison and others : Psychology is concerned with observable human behaviour.

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Analysis of various Definitions:

If we analyse the definitions of Psychology given above, we shall come to

the following conclusions:

1. Psychology is regarded as a science.

2. It is a positive science.

3. It is a branch of natural science. It is a science of behaviour and not of matter. It cannot be a pure science like mathematics and chemistry.

4. It studies memory, imagination, thinking, learning, intelligence and other sensory experiences.

Meaning of the Term Education

Education is an activity, which goes on in the society. It attempts to

develop the personality of an individual and then prepares him for

membership in a society. “Man with education would still be living just

like an animal. It is education, which transforms man from a ‘two legged

animal’ into human. It helps him to behave like a man and prevents him

from behaving like an animal. Any modification brought about in the

behaviour of an individual as a result of his interaction with the

environment constitutes learning.” Thus modification of behaviour of an

individual for healthy social adjustment in the society is education.

Educational Psychology Defined:

1. Crow and Crow: “Educational psychology describes and explains the

learning experiences of an individual from birth through old age.”

2. Charles E. Skinner: “Educational Psychology is that branch of

psychology which deals with teaching and learning.”

3. Trow: “Educational Psychology is the study of psychological aspects

of educational situations.”

4. Stephen: “Educational Psychology is the systematic study of the

educational growth and development of a child.”

5. F.A. Peel : “Educational Psychology is the science of education.”

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6. Walter B. Kolesnik: “Educational Psychology is the study of those

facts and principles of psychology which help to explain and improve

the process of education.”

7. Anderson: “Educational Psychology is a subject to be studied, an area

or field of knowledge, a set of application of laws and principles from

a wide field of knowledge to a social process a set of tools and

techniques, and a field of research. While General psychology is a pure

science, Educational psychology is its application in the field of

education with the aim of socialising man and modifying his

behaviour.”

8. Judd: “Educational Psychology is the science which explains the

changes that take place in the individuals as they pass through the

various stages of development.”

Nature of Educational Psychology:

1. Educational Psychology is a Positive and not a normative science

2. Educational Psychology is a Behavioural Science

3. Educational Psychology is an Applied Science

4. Educational Psychology is Human Experimental Psychology

5. Educational Psychology is a Social Science

6. Educational Psychology is a Couselling Psychology

7. Educational Psychology is an Educational Science

Scope of Educational Psychology

Scope means, the limits of a particular subject in the field of its operation,

what is to be included in its or what subject matter does it contain comes

under its scope. Educational psychology, as discussed so far, deals with the

behaviour of the learner in educational situation only. Therefore, it

becomes imperative that educational psychology should limit itself within

the four walls of the teaching learning process and educational

environment. It must try and solve the problems evolving in actual

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teaching-learning situations and help the individuals involved in this

process.

The psychologists who deal with the problems of education are concerned

with what to teach, when to teach and how to teach. A famous

psychologist, Lindgren points out that educational psychology is concerned

with understanding the learner, the learning process and the learning

situation. The scope of educational psychology may be discussed under the

following heads:

1. The Learner (pupil)

2. The learning process

3. The learning situation

4. The learning experience

5. The teacher

1. The Learner: The term learner applies to students who individually or

collectively participate in the educational programmes. These students

taken collectively constitute the class. In fact the behaviour of the class is

none other than the behaviour of the students. There can be no teaching

without there being a learner. Therefore, Sir John Adams once remarked

“Teacher teaches John Latin. Teacher must have the knowledge of John,

before he teaches Latin. Since the knowledge of John is psychology,

teacher must study psychology.” The teaching of Latin without the

knowledge of John will not be effective. Johnny (the learner) thus becomes

the centre of the teaching – learning process.

From the psychological point of view Johnny is a child and he should be

considered not as a small man but as a man in the making. His needs,

ambitions, fears and other emotions are not the same as those of an adult.

Treat him therefore as a developing organism which is a unique and not a

small model of an adult. Two learners of the same age differ from one

another in a number of ways. When one has a liking for music and dislike

for mathematics and science another may have dislike for mathematics and

science. Hence, while preparing the curriculum for the learners we must

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take into consideration the individual differences that exist among the

learners.

However, intelligent is a learner may be he cannot become successful in

life if he lacks motivation. Hence motivating the learner is very important

in the classroom situation from psychological point of view. Not only

motivation but also the developmental characteristics, personality, mental

health, individual difference and intelligence etc. of the learner come under

the scope of educational psychology.

2) The Learning Process: Learning is the process by which we acquire

and retain attitudes, knowledge, understanding, skills and capabilities that

cannot be attributed to inherited behaviour patterns or physical growth.

Capacity for learning is related to innate physiological factors. Rate of

learning depends on both inherited and environmental factors.

Each type of learning goes by a different name :

a) Affective learning has to do with feelings and values and therefore

influences our attitudes and personalities.

b) Cognitive learning is achieved by mental processes such as

reasoning, remembering and recall. It helps in problem solving,

developing new ideas and evaluation.

c) Psychomotor learning has to do with the development of skills

which require efficient coordination between our brains and

muscles, as when we read or write or carry out physical skills such

as balancing, skipping or juggling.

There are two main ways of learning :

a) Deductive learning : This describes the process by which a learner

is presented with a hypothesis or general principle and applies a

number of tests to it to discover whether it is true or not.

b) Inductive learning : This describes the process which is the

reverse of deductive learning. In it, the leaner examines related

matters to see whether any general conclusions can be drawn.

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A number of theories have been put forward to explain how we learn. All

of them have conceived of learning as a process that progresses in stages.

3) The Learning Situation : It is difficult to imagine any period of

our lives situations, when we are not learning something, even

though we are not always aware that we are learning. While

walking down a street on any ordinary day, we continually modify

our behaviour (Learning is commonly refers to the modification of

behaviour through experience) in response to environment. Thus

learning situation covers all life experiences that modify our

behaviour.

From academic point of view learning situation refers to the

classroom setting, which is composed of pupils, a teacher and a

room. All have unique characteristics. In addition to these

features, we also have the behaviour of teachers and pupils.

Behaviour includes not only overt physical activity such as talking

and doing, but also cognitive processes like cognizing, thinking

and evaluating. In the classroom and the school, the teacher is to

help bring about desirable changes in pupil behaviour. Through

the teacher’s interaction with students and students’ interaction

with one another, many desired interests, motives, social skills,

and many outcomes in the cognitive and the psychomotor

domains are acquired more efficiently than if there were no partial

interaction.

4) The Learning Experience: Although Educational psychology

does not connect itself directly with the problem of what to teach

or connect itself directly with the problem of what to teach or

what learning experiences are to be provided for the learner yet it

has the full responsibility of suggesting techniques of acquiring

the learning experiences. Once the task of Educational Philosophy

to decide the aims and objectives of a piece of instruction at a

particular stage is finished the need of educational psychology is

felt. At this stage, educational psychology helps in deciding what

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learning experiences are desirable at what stage of the growth and

development of the learner so that these experiences can be

acquired with a greater case and satisfaction. In this area

Educational Psychology has the subject matter which deals with

the knowledge and principles of psychology which facilitates the

selection of the desirable learning experiences for the learner.

5) The Teacher: It is not enough for a carpenter to be good at

sawing planning and polishing wood, because every kind of wood

has different characteristics and behaves in different ways under

his tools. The skilled carpenter needs to know about trees, their

variety, their characteristics and how to make the best use of them.

So is with the teacher. Teaching skills alone are not sufficient. He

must understand the children as learners. He must try to recognize

those characteristics that are of significance in helping each child

to learn more effectively.

Any teacher who knows anything about learners is aware that

growing up is more than growing bigger. Children are not little

adults nor are adults big babies. It is essential, therefore, that

teachers who are closely concerned with children during that

period in life when some of the most important developments take

place should know as much as possible about the process of

growing and developing.

One of the first things we notice when we try to understand the

learners is how differently they are : how each develops at his own

pace and along his own path of progress. No child is typical; each

one is in his own way unique. Yet, like the doctor who must learn

to recognize which symptoms are serious and which are trivial

among his patients’ complaints, so the teacher must learn to

distinguish between those variations that are normal and those that

may indicate a child in need of special attention.

Understanding the learner from psychological point of view is an

attempt to find out as much as possible about a particular learner

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by spending some time with him and learning about his physical,

mental and personality characteristics and relevant facts about the

environment in which he is growing up. Recording such child

studies is important so that the information can be used in wider

studies or, where necessary, for helping a child with problems.

6) Positive Science: Education psychology is a positive science of

human behaviour. In the role of science its function is to describe,

control and predict human behaviour.

7) Applied Science: Education psychology is one of the applied

branches of psychology. It is an applied behavioural science. It

studies the behaviour of the educand (learner) in relation to

learning.

8) Scientific Approach: Educational psychology adopts scientific

approach. It uses scientific methods.

Obviously, the nature of Educational Psychology is scientific but

this statement must be analysed to discover the nature of science

and its characteristic features.

9) Problem of Behaviour: Education psychology studies the

behaviour of the learner in learning situations. It studies the

psychological as well as the physiological behaviour of the

learner. Psychological basis of behaviour are instincts, emotions,

sentiments, suggestion, sympathy, imitation and play etc.

Physiological basis of behaviour are nervous system and glands

etc. Educational psychology studies all these psychological basis

of behaviour.

10) Problems of Individual Differences: Educational psychology

studies individual differences and suggests ways and means to

provide education to all types of pupils. No two individuals are

alike. Individuals differ physically and psychologically. Individual

differences are caused due to differences in capacities and

capabilities, potentialities and propensities, abilities and

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intelligence, attitudes and aptitudes, interests and sentiments,

temperaments and traits, age and sex etc. It must be noted that

individual differences are mainly caused by heredity and

environment. Hence educational psychology studies all these

areas.

11) Developmental Stages: Educational psychology studies the

nature of growth and development and general characteristics of

physical, mental, emotional and social development at the various

stages i.e., at the stage of infancy, late childhood and adolescence.

12) Personality and Intelligence: Educational psychology also

studies nature, development and assessment of personality and

intelligence. Adjustment problems with special reference to gifted,

backward, handicapped, problem and delinquent children are also

studied by educational psychology.

13) Measurement and Evaluation: Measurement and evaluation is

another important field of educational psychology. It gives new

and new techniques and tests for measuring intelligence,

personality, aptitudes, interests and achievements etc. It is

educational statistics which helps us in measurement and

evaluation.

14) Guidance and Counselling: It is only after successful study of

educational psychology that a teacher can discharge his duties

successfully. The teacher has to guide and counsel the students at

every stage. Rousseau was of the opinion that a child is like a

book whose every page has to be studied by the teacher. The

impact of the saying is that the teacher should give educational

and psychological guidance and counselling to the pupils.

15) Group Dynamics and Group Behaviour: Educational

psychology studies group dynamics and group behaviour in

classroom teaching learning. It studies importance and effect of

group on the individual. It also considers how an individual can

modify the group life. It emphasizes the role of groups in the

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education of children. It is on this basis that now in the school, the

formation of healthy groups and providing of a healthy

environment is considered most desirable and essential.

16) Research: Educational psychology deals with the latest

techniques of experimentation and research. We can control direct

and predict the behaviour of students on the basis of research

studies in classroom teaching. The teacher can take up action

research which he can easily carry for his personal satisfaction and

immediate solution for his difficulties

1.2 EDUCATION MANAGEMENT

Management is defined as a social process which is developed to

ensure the cooperation, participation, intervention and involvement of

others in the effective achievement of the given objective.

Management is the art of guiding the activities of a group of

people towards achievement of common goal. The four basic components

of management are decision making, problem solving, human relation and

communication. Management demands an active exercise for development

of practices and procedures which suit to the environment in which an

organisation works, which is called organizational culture. Management

unlike administration, seeks from its environment and client etc methods of

organization that can bring about changes suited to new demands that

made on the organization.

The management process of education system can be

organizationally placed under three categories. Management,

administration and leadership. They are combined in such a way that the

difference can be found in performance. All the three types of officers need

skills and expertise in decision making, problem solving communication

and motivation which are basic to modern management.

The term educational management came into currency in the late

20th century for several reasons. Demands were made on schools for

higher levels of pupil achievement, and schools were expected to improve

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and reform. These expectations were accompanied by calls for

accountability at the school level. Maintenance of the status quo was no

longer considered acceptable. Administration and management are terms

that connote stability through the exercise of control and supervision. The

concept of leadership was favored because it conveys dynamism and

proactivity. The principal or school head is commonly thought to be the

school leader; however, school leadership may include other persons, such

as members of a formal leadership team and other persons who contribute

toward the aims of the school.

While school leadership or educational leadership have become

popular as replacements for educational administration in recent years,

leadership arguably presents only a partial picture of the work of school,

division or district, and ministerial or state education agency personnel, not

to mention the areas of research explored by university faculty in

departments concerned with the operations of schools and educational

institutions. For this reason, there may be grounds to question the merits of

the term as a catch-all for the field. Rather, the etiology of its use may be

found in more generally and contemporarily experienced neo-liberal social

and economic governance models, especially in the United States and the

United Kingdom. On this view, the term is understood as having been

borrowed from business.

In the United States, the superintendency, or role of the chief

school administrator, has undergone many changes since the creation of the

position which is often attributed to the Buffalo Common Council that

approved a superintendent on June 9, 1837. If history serves us correctly,

the superintendency is about 170 years old with four major role changes

from the early 19th century through the first half of the 20th century and

into the early years of the 21st century. Initially, the superintendent's main

function was clerical in nature and focused on assisting the board of

education with day-to-day details of running the school. At the turn of the

20th century, states began to develop common curriculum for public

schools with superintendents fulfilling the role of teacher-scholar or master

educator who had added an emphasis on curricular and instructional

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matters to school operations. In the early 20th century, the Industrial

Revolution affected the superintendent's role by shifting the emphasis to

expert manager with efficiency in handling non-instructional tasks such as

budget, facility, and transportation. The release of A Nation at Risk in 1983

directly impacted public school accountability and, ultimately, the

superintendency. The early 1980s initiated the change that has continued

through today with the superintendent viewed as chief executive officer,

including the roles of professional advisor to the board, leader of reforms,

manager of resources, and communicator to the public.

Functions of Management

It is a process of planning, organizing and control of educational activities.

IT is designed to ensure the coperation, participation & involvement of

other for the effective achievement of the organizational objectives.

In excersise of control managements provides guidance and corrective

action at the time of evaluation of activities in order to strengthen problem

areas, provides incentives and disincentives to reporting people and

cordinates activities with other related organizations for proper intrer action

and timely achievement of the stipulated objectives.

Management demands an active exersise for development of practices and

procedures which suit to he enviorment in which an organization functions.

Management, unlike admn, seeks from its enviorment and clientele

methods of organization that can bring about changes suited to new

demands that are made on the organization.

Management accepts to share with the administration the need and

requirements of the standardized routines for maintaining order and

consistency, such as setting goals and preparing plans, fixing financial and

phisical targets, allocation of resourses, monitoring and evaluating the

achievement of goals and targets and setting procedures for appointments,

promotions and dismissals of staff and catering to the needs of the training

and career development.

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Unlike Administration, it is more alive to the outside conditions and more

open to staff participation in developing and changing procedures and

practices by formulating strategies for reform.

The language, more often, used at the management level is about

adaptation, performance effectiveness, meeting targets problem solving,

decision making responding to the market, and satisfying client needs.

Essential Work Environment Elements to be Managed:

The things or elements, which any person has to manage are:

1. Operations (actions)

2. Finance (money and resources)

3. People (human relations)

4. Information (needed information for wise decisions)

5. Time (your own and that of others)

The Importance of Management can be Expressed as follows:-

It helps in Achieving Group Goals - It arranges the factors of production,

assembles and organizes the resources, integrates the resources in effective

manner to achieve goals. It directs group efforts towards achievement of

pre-determined goals. By defining objective of organization clearly there

would be no wastage of time, money and effort. Management converts

disorganized resources of men, machines, money etc. into useful enterprise.

These resources are coordinated, directed and controlled in such a manner

that enterprise work towards attainment of goals.

Optimum Utilization of Resources - Management utilizes all the physical &

human resources productively. This leads to efficacy in management.

Management provides maximum utilization of scarce resources by

selecting its best possible alternate use in industry from out of various uses.

It makes use of experts, professional and these services leads to use of their

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skills, knowledge, and proper utilization and avoids wastage. If employees

and machines are producing its maximum there is no under employment of

any resources.

Reduces Costs - It gets maximum results through minimum input by proper

planning and by using minimum input & getting maximum output.

Management uses physical, human and financial resources in such a

manner which results in best combination. This helps in cost reduction.

Establishes Sound Organization - No overlapping of efforts (smooth and

coordinated functions). To establish sound organizational structure is one

of the objective of management which is in tune with objective of

organization and for fulfillment of this, it establishes effective authority &

responsibility relationship i.e. who is accountable to whom, who can give

instructions to whom, who are superiors & who are subordinates.

Management fills up various positions with right persons, having right

skills, training and qualification. All jobs should be cleared to everyone.

Establishes Equilibrium - It enables the organization to survive in changing

environment. It keeps in touch with the changing environment. With the

change is external environment, the initial co-ordination of organization

must be changed. So it adapts organization to changing demand of market /

changing needs of societies. It is responsible for growth and survival of

organization.

Essentials for Prosperity of Society - Efficient management leads to better

economical production which helps in turn to increase the welfare of

people. Good management makes a difficult task easier by avoiding

wastage of scarce resource. It improves standard of living. It increases the

profit which is beneficial to business and society will get maximum output

at minimum cost by creating employment opportunities which generate

income in hands. Organization comes with new products and researches

beneficial for society.

Read more

The four functions of management are:

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The base function is to: Plan

It is the foundation area of management. It is the base upon which the all

the areas of management should be built. Planning requires administration

to assess; where the company is presently set, and where it would be in the

upcoming. From there an appropriate course of action is determined and

implemented to attain the company’s goals and objectives

The subsequent function is to: Organize

The second function of the management is getting prepared, getting

organized. Management must organize all its resources well before in hand

to put into practice the course of action to decide that has been planned in

the base function. Through this process, management will now determine

the inside directorial configuration; establish and maintain relationships,

and also assign required resources.

The third function is to: Direct

Directing is the third function of the management. Working under this

function helps the management to control and supervise the actions of the

staff. This helps them to assist the staff in achieving the company’s goals

and also accomplishing their personal or career goals which can be

powered by motivation, communication, department dynamics, and

department leadership.

The final function is to: Control

Control, the last of four functions of management, includes establishing

performance standards which are of course based on the company’s

objectives. It also involves evaluating and reporting of actual job

performance. When these points are studied by the management then it is

necessary to compare both the things. This study on comparision of both

decides further correct

18

1.3 EDUCATION ADMINISTRATION

Introduction:

The word administration is derived from Latin word ministiare

which means "to serve". In its common use, administration means to

manage the affairs of, or to lookafter people. In common parlence the word

administration appear to bear at least four different meanings;

1. A synonym of the word "cabinet" or some other body of person in

supreme charge of affairs.

2. The name of a branch of learning or intellectual discipline.

3. The sum of the total of the activities undertaken to implement

public policy or policies, or to produce some service or goods.

4. The art of management.

Definition of Administration:

Administration is the leadership, guidance and control of the

efforts of a group of individuals towards some common goal.

According to Simon, Smith bourg and Thomson "In its broarder

sense it can be defined as the activities of groups co- operating to

accomplish common goals"

Administration is also used in a narrower sense to refer to those

patterns of behaviours that are common to many kinds of co-

operating groups and that do not depend upon either the specific

goals towards which they are co-operating or the spacific

technological methods used to reach these goals.( Simon ).

Administration is not doing things but getting them done. An

administration is a functionary who gets thing done by others by directing

and supervising their work. Administratiopn has the task of integrating a

larger number of elements than any other vocation. It is a skilful fusion of

numerious variables in just the right proportions. There are five different

19

kinds of activities which are known to be characteristics of the

administration. These activities are as following:

1-Planning

2- Organizationi

3- directing

4- Controlling

5- Co-Ordination

Planning: It is not a separate and independent function but is a

phase of large process of administration. Planning interacted with

direction, organization, co-ordination and control to produce the

total function of management.

Organization: The activity of putting such law in to effect is

called organization. An organization is a machine for doing work.

It may compose primarily of persons, of materials, of ideas,

concepts, symbols, forms, rules, principles or more often of a

combination of all these. In educational institution to organize

people in faculties, schools, classes, grades, committees. And also

to organize materials into buildings, libraries, apparatus and filing

system.

Directing:- Indirection we see authority work under control; we

see action decision and work done. The director, executive, is an

official with power to decide and to command others.

Co-Ordination: Administration is concern with many purposes,

processes, people and things- material, housing, business and

finance. There is task of keeping these elements together in

harmony if there is to be unity of efforts towards a chosen end.

This function is called co-ordination.

Control: In administration control is an obvious necessity. One

cannot direct action without control of forcesing energizing action

20

or without control of persons and things directed or of ends to be

achieved.

Function of Administration:

Administration plays different functions which are very important

to run an institute properly and successfully. These functions are given

below.

1. Education administration is mainly concerned with the operational

activities shares management some of its functions in planning,

organization and control of activities at different levels,

Provincial. Divisional, District and Sub Divisional.

2. The administration also seeks the participation and involvement of

stake holders in different activities and for that adopts the

managerial skills for doing things with the help of subordinates.

3. Education administration acts to ensure conformity with the

established rules and procedure. The administration is not allowed

to bring about changes in rules.

4. The activities of administration includes inspection, supervision,

budgeting, control, difference and Compliance to the orders and

policy of management.

5. Administration operationalizes the innovations and changes

envisaged by the management.

6. The concerns of management are shared by administration at

different administrative levels.

7. Administration is more concern with the inside problems and is

not free to change procedures and stategies for reform.

8. The language used by administration is the strict application of

rules and implementation of the laid down policy.

21

Basic Principles of School Administration

School administration is related with human being their feelings

and emotions attitudes and behaviours therefore it becomes more complex

more delicate from other types of administrations.

However there are some principles which must be kept in mind in

organization of school administration. These principles are as following.

1. Priority of objectives over machine and personal considerations.

One having lost of his objectives doubles his efforts. This was told

by Bernard Shaw many years ago and it is a fact that any effort which is

not means an end are only waste of time and energy.

General tendency of human being is that he concentrate over

immitiate goals and lose the sight of ultimate objectives and functions of

organization or institutions. Like main objective of school administration

is proper mental growth and development of children than any thing else.

2. Co-ordination of authorities and responsibility.

In school this principle is applied and quite important for the

good relationship between the principal and other staff. He should held

meetings. He should appritiate his subordinates. If some one commit any

mistake help him to make correction instead of punishing him.

3. Adaptation of the responsibility to character of the personal.

The place of any individual in the scheme of organization for

administration must be determine in part by his individual natural talents,

training and experiences. This principle has two aspects as

A. The degree of individuals fitness for responsibilites.

B. The other has to do with his particular types of talents which should

be utilized to full advantage.

22

4. Recognition of psychological factors.

As Administration is directly related to human behaviour

therefore in all its dealing with an individuals where co-operation

isnecessary and desirable so the wishes, desires, ambitions and tastes of all

workers must be taken into account.

5. Principle of relativity of values.

In actual life quite often situation arise when two principles seem

to apply and to be in conflict. It would be unnatural and unlike most

situations in life for decisions if they were not so. At this stage an

administration must perform his role carefully and at the time of taking

decision must kept the relativity of values.

The education administrator definition is a person who works to

ensure the highest level of academic achievement and standards within

their school or organization. This individual also works to develop and

execute the best and most beneficial programs and courses for students

while also overseeing the operation of the educational organization.

Education administrators have a wide range of daily job responsibilities

that might include managing teachers and faculty, developing and leading

training programs, preparing annual budgets, allocating funds

appropriately, counseling current and prospective students on career advice

and their future goals, meeting with students and their families to discuss

concerns, following student achievement patterns, overseeing curriculum

and lesson plans and making improvements and changes as needed.

The education and training required to become an education

administrator will vary greatly depending on the specific job position and

school. In many circumstances, these individuals will begin their career as

a teacher with a bachelor's degree but gain experience and complete

additional education to become an administrator. Many times this position

will require a masters or doctoral degree in addition to relevant coursework

relating to the specific school they choose to work within. For example, a

preschool administrator will usually need to receive a credential such as the

23

Child Development Associate, or CDA. A principal that hopes to work at a

public school must receive a school administration license that requires

additional examinations, training and possibly further education. These

regulations vary by state.

Qualities

Individuals considering a career in education administration

should have strong communication skills, both verbal and written. They

should also enjoy working with others in a group setting because many

aspects of this career choice involve collaborating with other faculty, staff

members, students, parents and school district representatives.

Education administrator: Job description and activities Job description

Education administrators organise and manage the administration,

support systems and activities that facilitate the effective running of an

educational institution. The majority are based in higher or further

education (HE or FE), and opportunities are increasing in schools and

private colleges.

Administrators work in areas such as admissions, quality

assurance, data management and examinations or in a specialist department

such as finance, careers or human resources. All of these can be either

centrally based or within faculties, departments or other smaller units.

There are a huge number of possible job titles within education

administration and job descriptions are equally diverse.

Typical work activities

The range of administrative roles in the education sector is

enormous and responsibilities can vary greatly depending on the type of

institution and the section or department where you work.

The responsibilities listed below give a flavour of some typical

tasks in various roles, but in education administration it is unlikely that any

two jobs will be exactly the same. Tasks may include:

24

Servicing committees including academic boards, governing

bodies and task groups;

Assisting with recruitment, public or alumni relations and

marketing activities;

Administering the 'student lifecycle' from registration or

admission to graduation or leaving;

Providing administrative support to an academic team of lecturers,

tutors or teachers;

Drafting and interpreting regulations and dealing with queries and

complaints procedures;

Coordinating examination and assessment processes;

Maintaining high levels of quality assurance, including course

evaluation and course approval procedures;

Using information systems and preparing reports and statistics for

internal and external use;

Participating in the development of future information systems;

Contributing to policy and planning;

Managing budgets and ensuring financial systems are followed;

Purchasing goods and equipment, as required, and processing

invoices;

Supervising staff;

Liaising with other administrative staff, academic colleagues and

students;

Liaising with partner institutions, other institutions, external

agencies, government departments and prospective students;

Organising and facilitating a variety of educational or social

activities.

25

Academic Supervision/ Monitoring

1.4 EDUCATIONAL SUPERVISION:

Supervision means to guide, facilitate and direct. Generally it is

defined as a "the art of directing the activities of human beings."

It is measuring and rating performance to ensure the overall

school improvement, dismissing the workers for ineffective performance

and rewarding for good work.

Supervision is an art of activities to be done carefully, fairly,

tactfully and patiently.

Supervisory practices in any context reflect the predominant views

about the nature of teaching, the roles of teachers and how they learn to

teach. Until the 1980s teaching was viewed basically as transmission of

predetermined knowledge to students. Teachers were charged with the

responsibility of transmitting this knowledge in as uncontaminated a form

as possible, through scientifically tested procedures thought to be

immutable and universally applicable. Learning to teach was largely a

matter of mastering these procedures. Supervisors were employed as

objective evaluators to check if teachers were indeed using the prescribed

methods in their classrooms and to take corrective measures, if needed. The

more recent concept of teaching is based on the assumption that knowledge

is constructed, dynamic and conditional (Nelson and Hammerman, 1996),

and teaching is intellectually and morally complex work (Lampert, 1985;

Ball and Wilson, 1996). The role of the teachers is to facilitate student

learning on the basis of morally defensible grounds, while managing the

multiple and conflicting social, political and economic agendas played out

in schools (Britzman, 1986). Teachers learn to teach by emulating their

own teachers (Lortie, 1975), generalizing from their own experiences as

learners (Holt-Reynolds, 1991), and also by being socialized in schools,

communities and education systems in which they work (Zeichner and

Gore, 1990; Fullan, 1991, 1993; Wasley, 1991). Supervision in this

paradigm is directed towards helping teachers become smarter at making

26

professional judgments, not only about curriculum, students and pedagogy,

but also about the structures and cultures in which their work is located.

Darling-Hammond and Berry (1988, p.11) describe the theories that

underpin these two models of supervision, in the following words: “One

theory, which may be called bureaucratic in orientation, assumes that

knowledge for teaching is unnecessary because techniques, tools, and

methods can be prescribed from above; they need not be crafted by

teachers themselves.

The other theory, which may be Supervision for teacher

development: a proposal for Pakistan called professional in orientation,

assumes that pedagogical preparation is essential, because teachers must be

capable of making complex educational decisions on behalf of the diverse

students.” This paper claims that the current practice of supervision in

Pakistan is based on the bureaucratic view of teaching and argues that, as

such, it does not contribute to the professional development of teachers. It

begins with the characterization of the current teaching and supervisory

practices to identify the need for change, then presents an alternative

supervisory model consisting of three tiers: external supervision, inter-

school supervision and in-school supervision. It calls for formal assessment

of student and teacher learning, while broadening the concept of student

outcomes and teachers’ roles. It refocuses supervision on schools and

school clusters rather than on individual teachers. Finally, it contends that

this model has the potential to shift the locus of control for professional

development closer to schools, and thereby address some of the issues that

plague teacher development in Pakistan.

Supervisors and Supervision

The organisational chart below represents the official supervisory

relationships in secondary and primary schools. The external supervisors of

secondary schools are the District Education Officers (DEOs) who have the

Basic Pay Scale (BPS) of Grade 18. Their duties include: regular

inspection of schools, checking the maintenance and repair of the building,

ensuring adequate supplies, writing annual reports about their district,

27

posting secondary teachers and appointing primary teachers, and helping

the Director of the Bureau of Curriculum and Extension with in-service

teacher training programmes.

Selected secondary schools with a large student population and a good

reputation are labelled ‘pilot’ or ‘comprehensive’ schools, and have

principals (BPS 18), while others have heads (BPS 17). Both are

supervised directly by the DEOs because the principals and heads do not

recognize the supervisory authority of any officers below that level.

Supervisory Structure in Schools

Executive district officer

District Education Officer

Assistant District Officer

Principal

Teachers Supervisor / LC Teacher

Supervision for teacher development: a proposal for Pakistan secondary

school are in BPS 15, which is at least two levels below that of the

designated head.

(DEOs, BPS 18) and/or ADEOs (BPS 16) or Learning Co-ordinators (LCs,

BPS 11) supervise primary schools. All teachers in a primary school

ordinarily have the same grade level (BPS7), but some qualify for a higher

grade (BPS 9) on the basis of their years of service. The most senior

teacher in terms of length of service is responsible for administrative tasks,

but does not qualify for extra benefits for this additional responsibility.

More importantly, the most senior teacher is not officially responsible for

the supervision of other teachers in the school, although various researchers

(Farah, 1996; Simkins et al., in press; Warwick and Reimer, 1995) have

recorded the supervisory roles assumed by the most senior teacher in

primary schools. DEOs can be responsible for 100 to 175 secondary

schools; the ADEOs or supervisors for about 20-25 primary schools; and,

in districts where learning co-ordinators have been appointed, they are

28

responsible for supervising 10-15 primary schools. Officially, DEOs are

selected for the post on the basis of the number of years they have served in

the education department as teachers and as principals. Unofficially,

‘having a voice’ in the Department of Education is their most important

qualification. Consequently, teachers who may have distinguished

themselves in the classroom or in the staff room, but who lack this

‘political’ asset, may never be appointed as supervisors of secondary

schools. Supervisors of primary schools (except learning co-ordinators)

have a background in secondary school teaching. Not only is their

knowledge of primary schools inadequate, they also have a disparaging

attitude towards primary-school teachers, based on their lower levels of

education, salaries and social status. Experienced as well as novice primary

teachers, in the absence of an explicit official differentiation between the

two categories, are supervised by them. The World Bank financed ‘First

Primary Education Project’, a new tier of education officials for the

external supervision of primary schools, created in 1979. Primary-school

teachers with 10 or more years of The current context experience were

hired as learning co-ordinators (LCs) to provide on-the job instructional

support to other primary teachers. Warwick and Reimer (1995, p. 98) state

that some of the LCs hired for the project received one type of training,

others received another type, and some received no training at all. An early

evaluation of the project showed that teacher absenteeism was reduced in

areas where LCs were deployed. On the basis of this evaluation, LCs were

employed in selected districts in all four provinces of Pakistan. However,

the authors claim: “[LCs] have not lived up to their promise as leaders.

Many make so few visits to schools that they are not in a position to have

any long-term influence on teachers. Even if they come one day a month,

which most do not, their suggestions to teachers may be forgotten between

visits. Teachers are most likely to change their classroom practice when

they are not only given a suggestion about what to do, but a chance to carry

it out over several days or weeks.” Subsequent reports show that LCs

focused almost exclusively on monitoring teacher attendance and school

records, rather than helping teachers improve classroom instruction (World

29

Bank, 1988). Other studies (e.g. Farah, 1996; Memon and Mithani, 1996;

Smith et al., 1988) underscore the fact that supervisory personnel and

practices have made no difference to the quality of instruction in schools.

Supervisors are not responsible for identifying teachers’ professional

needs, responding to them in a sustained manner, or communicating them

to another organization that can do so. The Bureau of Curriculum and

Extension (BCE), which is responsible for designing the curriculum of

primary and middle school teacher certification programmes, is supposed

to provide off-site support to teachers through short in-service courses, but

is not responsible for monitoring the outcomes of their pre-service or in-

service training programmes. There is no evidence of co-ordination

between the work of the BCE and DEOs or LCs, or among the other

governmental and non-governmental organizations that offer in-service

courses to schoolteachers. In the absence of a systematic analysis of

teachers’ needs, Supervision for teacher development: a proposal for

Pakistan government organizations, NGOs and donor agencies are guided

by the personal views of decision-makers, or their inadequately informed

advisers, about what teachers need to learn. Thus none of the provisions are

based on a systematic analysis of what teachers need to learn, or

evaluations of what they have learned through particular interventions.

A secondary-school teacher with 13 years of teaching experience described

a typical supervisory visit to his school thus: “Typically, the supervisor

arrives five minutes before school starts and as soon as the bell rings, he

gets hold of the register (where teachers sign in every morning to record

their presence). He then has ‘explanation call’ of all the teachers who are

late. They beg and plead, and the lady teachers especially, they cry, and tell

him that that was the only day they were late. The bus tyre got punctured,

or their child was sick. One excuse after another …” Asked if the

supervisor visited the classrooms, the teacher said:

“Yes, he goes into the classes sometimes. He will ask for the class in which

his own subject is being taught. For example, a supervisor with a

background as an Urdu teacher, will go into an Urdu class and ask the

students to explain the meaning of a verse. Even if the students know, they

30

and the teacher are all so nervous, they forget. Then he asks the teacher,

‘How long have you been teaching?’ She will say ‘Ten years, sir’, and he

replies, ‘How come the students don’t even know this? What rubbish have

you been teaching them for so long?’ All this in front of the students!

Sometimes he also goes through a few copybooks. All he wants to see is

the teacher’s signature on the copybook, to make sure she checks it. He

doesn’t know or care what is written in there ....”

The teacher was asked what happened after the visit. He replied: “Nothing

happens afterwards. For that, [the supervisor] would have to enter it into

the ‘service book’, which is the official record of a The current context

teacher’s career. Nobody does that. They don’t want to hurt the teacher’s

chances of promotion. Who knows how many children he or she is

bringing up on that salary?” The teacher also commented that, on the one

hand, it was very difficult, if not impossible, for teachers to be fired or

demoted, which therefore meant they need not be afraid of supervisory

visits. On the other hand, if any other superior officer or a teacher with the

appropriate political connections wanted a particular teacher to be replaced

by someone else, there was nothing he/she could do, no matter how

professionally competent he/ she was. As for the head of the school, he

added that he/she would make sure that there was a gift for the supervisor,

such as ‘a crate of mangoes in the summer’. This is to ensure that

complimentary remarks are written about the school in the official record

of the supervisory visit, at least until the next visit. No official reports of

the visit are recorded in the DEO’s office or sent elsewhere. The teacher

claimed that the visit did not form the basis of efforts to provide further

support to teachers or the school. He remarked that nobody had the time,

mandate or motivation to help teachers learn anything. Although sporadic

efforts have been made to train supervisors, they invariably draw upon

their own experience of being supervised to construct their practice.

Historically their role has been defined by the colonial tradition of

inspection, where the inspector represented expertise as well as authority.

He tried to ensure that the ‘correct’ methods and materials were being used

in schools, often by identifying mistakes by teachers and demonstrating

31

model lessons in class. The inspector had the authority to transfer teachers

to their preferred schools, promote them, or suspend them for negligence of

duties. While many of the social practices associated with the hierarchical

relationship between teachers and supervisors have survived, supervisors

no longer feel that they represent authority or expertise. The report of a

training workshop for supervisors (AEPAM, 1994) states that supervisors

are not able to perform their duties adequately because Supervision for

teacher development: a proposal for Pakistan administrative action against

teachers cannot be taken because of political pressure. Supervisors

participating in this workshop also claimed that they had too much paper

work, no transport facilities and too many schools to inspect, many of

which were built in inappropriate locations. Furthermore, they found the

curricula overloaded and complex and asked for ‘the set theory to be

eliminated’ from the primary curriculum, most likely because they

themselves did not understand it. Evidently, supervisors find themselves ill

prepared and powerless to perform their perceived duties. The internal

supervision of a secondary school is the responsibility of the principal or

head, but primary schools have no designated internal supervisors.

However, what the principal/head of a secondary school, or the senior

teacher in charge of a primary school, can or cannot do is determined more

by local norms and the individuals themselves, than by the official powers

given to them (Farah, 1996). In their study of management styles of head

teachers, Simkins et al. (in press) found that the perceptions of their roles

varied a great deal among heads of government schools. One head of a

secondary school said: ‘I consider myself only as a chowkidar

(gatekeeper)’. Another stated: ‘I see my role more as an accountant than an

administrator or academic’. Yet another told the researchers that she

blocked the transfers of teachers she wanted to keep and had others

unofficially transferred to her school while they continued to draw salaries

from elsewhere, despite the fact that she had no official powers for making

teacher transfers. In his study of primary schools, Farah (1996) found that

senior teachers, or teachers ‘in charge’ of primary schools, not only made

major changes in the curriculum, such as the introduction of English

32

language as a subject, but also coached other teachers and raised funds for

their schools. Warwick and Reimer (1995, p. 99) also highlight the

ambiguous role of the head teacher in Pakistani primary schools: “Their

titles suggest authority — headmasters, headmistresses, head teachers —

but they usually have none. They become school heads because they

happen to be the most senior teacher in the school. If they move to another

school where they are younger than another teacher, they will no longer be

heads. Most are full-time teachers The current context who handle some

administrative tasks, such as sending in attendance records to the district

education office. They rarely supervise other teachers, help them develop

greater self-confidence and better teaching skills, or work with them in

other ways ... They were not trained to be leaders, did not see themselves

as leaders and did not act like leaders.”

The authors go on to state that in the few primary schools where they found

heads supervising other teachers, their work had a positive impact on the

achievement levels of students in Grade 5 in mathematics and science.

Supervision as District Education Officer:

Objectives:

As supervisor following are objectives

1. Improvement of Instruction.

2. Improvement of school administration/change in attitudes.

3. Improvement of curriculum.

4. Professional development of staff

5. To ensure the effective class room management.

Significance:

Modern school supervision is considered as any service for teacher that

eventually results in improving instruction, learning and the curriculum. It

consists of positive, dynamic and democratic actions designed to improve

instruction and strategy.

33

Tolls for Supervision:

Check list for physical facilities.

Check list for supervisory method

Check list for academic performance.

Check list for class room observation during teaching.

Check list for maintenance of record.

Improvement of Instruction:

In view of professor Pfeiffer and Dunlop, educational supervision is a

process of interaction in which the supervisor works with teachers to

improve instruction. The ultimate goal is better student learning, The Goal

includes involving change, teacher behaviour and restructuring learning

environment

I. Suggestions for Improvement of Instruction:

1. Stimulate the heads and teachers of a school for their capacity

building through in-service-training programme, which has

become more crucial for professional development and for rapid

change.

2. Develop the learning objectives and instructional material to

achieve the objectives of supervision.

3. Evaluate the instruction through your feedback.

II. Improvement of School Management:

The school management and supervision are shared functions in

the operational educational system, therefore both are considered

correlative and complementary. Generally administration works on

expectation to solve the organizational problems and to provide smooth

working environment for the people (teacher, student, parents).

34

Suggestions for Improvement of School Administration

Evaluating the school environment, it includes:

Physical facilities, as Cleanliness, availability of clean water,

proper sanitation system, lighting & other related resources.

Friendly respected atmosphere.

Effective learning environment.

Community active participation.

Head & teachers cooperation

III Staff Professional Development:

The staff professional development has become more crucial to

accept the challenges of the day. The involvement of the school head

teachers and teaching staff in in-service-teachers training courses,

workshops, seminars, field trips and consultation can improve their

performance.

Availability of the teaching learning material, related other

resources, monitoring of the classroom activities, observation of the

classroom management are expected from the supervisors during their

supervision.

Conducting of orientation meetings with the staff/head teacher and

community, establish the close relation between the teacher and students.

IV. Improvement of Curriculum:

One of the objectives of the school supervision is improvement

and delivery of curriculum, which reflect the four things, the basic pillars

of curriculum.

Objectives,

Content,

Methodology / Pedagogy &

35

Evaluation.

Objectives of the curriculum reflect the goals of any society or a

country, which they want to achieve. To achieve the desired objectives the

content and methodology of delivery that content must be appropriate. The

evaluation of the whole process of the development of the curriculum is

very important as the out-put of the organization, the production degree,

the results of the students, achievement tests, behavioural change, positive

change in their behaviour and their responses to the society.

If there is some problem regarding objectives, content,

methodology then the alternate strategy could be adopted to remove those

constraints

Without evaluation process no one can expect to achieve the

objectives of the curriculum.

V . To ensure the Classroom Management:

Classroom management is:

Managing the classroom situation to ensure that an atmosphere is

Generating, where the most effective learning takes place for all of the

students.

The most important aspect of the academic supervision &

monitoring is the classroom management therefore the district senior

managers are expected to be able to give proper feedback to the heads and

teachers to improve that area.

The main objective of supervision is to skill the teachers to

manage the classroom for joyful and maximum learning achievement, so

that the students may be able to express freely their ideas, thinking and raw

knowledge learnt from their daily life experiences& environment.

During the school academic supervision and monitoring the

education managers must involve themselves in classroom activities to

observe keenly,

36

What is happening there, what is the output of teacher's efforts

and what is the response/ attitude of the students.

It is not enough to record the attendance, cleanliness, sitting

arrangement and how much textbook according to annual study scheme has

been taught or finished but the most essential aspect of the supervision is to

identify and record the human behaviour, various aspects of learning

achievement, interest level and time framed activities.

Supervisors are to be believed to have a checklist to observe the

classroom activities and their own valuable feedback may be recorded in

that checklist and a copy of that may be filed in each school record

properly.

Quality Based School Supervision and Monitoring Skills

The role of each level of management in the organizational growth

and development is different from the other one at Supervision level both,

the process

Oriented & objectives oriented control is necessary to produce

greater positive results.

That is why, that there is a need to clear the concept of the skills

required for academic supervision & monitoring. It is a combination of

four main skills as given below:

1. Behavioural Skills 2. Planning Skills

3. Instructing skills 4. People Handling Skills.

1. Behavioural Skills:

Attitude is the hidden factor behind behaviour. Behaviours are

situational because attitudes cause behaviour subject to change according

to situation.

District senior education managers/ supervisors face a variety of

situations during their work, some are caused by their management and

37

others are caused by their actions. Mostly behaviour among people is

reactionary in nature.

Therefore, to produce a positive behaviour in their employees, a

supervisor needs to control his/her actions in relation to their people.

Usually the actions, they take must focus on achieving the Goals and

Objectives of their supervision.

The supervision process requires an active participation of all the

concerned people, that is why that the supervisor needs to contribute

his/her skills and ideas in handling routine problems of a school, which the

supervisor must not delay because delay in solving problems leads to a

variety dissatisfaction among the employees.

2. Planning Skills

Academic Supervision Planning Skills are quite different from the

managerial skills. Managers need overall planning, that is to focus the

human resource, other available resources, machines and finance to achieve

the desired objectives of the organization within the specific time and

period. On the other hand the supervision planning focuses on the work-

planning, therefore this planning is optimum on the proper & effective

utilization of human and resources.

The work-planning is used to allocate resources to various kinds

of work and to facilitate work process for achieving the required objectives

and a level of work performance within a specified time. This planning

allows smooth monitoring and control of work.

The focus of this planning is reducing time on unnecessary

operations or simplify some operations so he/she can produce maximum

results within resources allocated to them.

3. Format of Planning Skills;

1. What to achieve (Objectives / work performance).

2. How much to achieve (Quality and Quantity Standard)

3. When to achieve (Specified time for each action)

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4. How to achieve (Methodology / implementation strategy)

5. Follow up/ monitoring (Methods/Strategy to evaluate performance/ Check-List)

1. Skills of Instructing Employees

A supervisor needs to instruct his/her employees both at the job

training (at the beginning of their service) and during their service through

orientation meetings / workshops, consultation, school visit. Feedback of

the supervisor may be provided regularly and well in time for their further

improvement through supervision/ monitoring Report/Checklist/ School

Log-Book as convenient.

At the both stages the employees need instruction to know how to

perform effective work, which requires three combine skills:

What to do? Why to do? How to do?

The first skill of the combine process is "what to do" deals with the

knowledge/ content curriculum.

The second skill involves the objectives of the task assigned to

them. Supervisors must focus the objectives of their own actions as well as

the performance of the school head and teachers, why they need to

perform?

Both the supervisors and employees must focus the both aspects,

objectivity as well as process of performance/ activity (the actual

demonstration/ performance).

The supervisors may perform demonstration during the school

supervision where needed. If he/she is not confident in this skill, he/she can

not give good instruction to their employees.

"How to do" this step moves the supervisors to the next phase which

deals with methodology of instructing the employees. This requires the

knowledge and skills to develop a positive attitude in teachers & learners.

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The most important, sensitive and necessary responsibility of the

supervisors is instructing the people which should be handled very

carefully keeping in mind the interest and motivation level of the heads,

teachers, learners and community.

1. Skills in Handling People (Heads, Teachers, Students, Community)

People are the most vital resource for achieving organizational

objectives. Supervisors need to make work a pleasure to achieve higher

degree of efforts from people. People must feel at home at work. They

must feel that their genuine problems will be heard and redressed. Their

rights must be fully protected and they should be provided just and honest

treatment by their supervisors / senior district managers.

When they visit or supervise a school, the employees take the

words of a supervisor as manager; therefore the supervisor must guard

his/her words. They should not make any commitment or a promise which

they can not fulfil.

He/she should try to live up to the expectations of his/her people by

appreciating their efforts recognizing good work and rewarding work

performance. On other hand supervisor expects full cooperation from

his/her people obeying their instruction within the organization.

To develop positive relationship between supervisor-worker, the

expert in the subject suggests certain foundation principles, these are:

Appraise each person's work performance individually &

regularly and let him/her know how he/she is doing.

Do not deprive employees of reward for his/her outstanding work;

give credit for it when due rather delaying it.

Use each person's ability for the maximum, avoid misplacing

people while distributing job.

Seek employee's acceptance for behavioural change, ask for their

commitment for new challenges of their job.

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Treat all the employees individually regarding their problems and

job requirements.

Good understanding between supervisors and workers reduces

grievances, hostilities and save time, this time can be utilized for

achieving greater efforts towards higher production or out-put of

school improvement.

Self Assessment

Write down the comprehensive answers of the given Questions:

Being a skilled supervisor:

How can I bring a positive change in the attitudes of a School

Head and staff?

I can develop the following effective planning techniques for

academic supervision/monitoring.

While giving the instruction to the teaching staff, what are the

skills I must own them?

How can I apply the skills of handling the heads/teachers

Tips for Quality Based Academic Supervision & Monitoring

Make sure that teachers know what is expected of them, if

teachers feel uncertain as to expectation they will feel hesitation

and confusion, so make instructions clear and let them know.

Avoid being too restricted by the schemes of work, if things are

not going as expected allow time and opportunity for setting their

own targets within available resources. This encourages self

awareness and realistic expectation which leads to success, a great

motivator.

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Make sure that you are giving praise where possible and needed

well in time, because it gives the confidence for more

improvement.

Sure that the staff has availed the opportunities to develop new

skills that will help achieving learning for all.

Questioning skill is a vital part of any good supervisor's toolkit

and the act of answering question is a strong learning experience.

Some times questions highlight gapes of understanding therefore

to explain the things or ideas when, necessary is a good tool.

It is very important to be skilled at It is very important to be

skilled at giving and receiving feedback for all, supervisor, head,

teacher and student.

Team work does not just happen behind the operation of any

successful team, but the strategies and practices are in place that

helps to develop the collaborative working which makes team

function effective.

Do SWOT analysis.

This should look at the Strengths and Weakness of the task, the

Opportunities for improvement and any Threat to success of your

plans.

SWOT theory helps you know what you need to build, what needs

remediation, which direction it will be fruitful to follow and what

you will need to look out for so your plans are not stalled.

Tell the people that the purpose of the supervision is just to

facilitate them not to create a fear.

Listen to the heads/teacher's problems. Concerns, ask them to

share the possible suggestions first , than try to solve the

problems.

Appreciate the strengths of performance and encourage them.

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Discus the areas of weakness for the purpose of professional

development.

Discuss only with the person concerned.

Classroom Observation Tips:

Enter the class silently avoiding the disturbance of teacher &

students.

Avoid interrupting the teacher if busy in teaching learning

process.

Ensure your presence in the class till end of the activity,

appreciate where needed and give your feed back to clear the

concept if needed.

Give a demonstration where needed for their improvement.

Select a suitable time for feed back in the absence of the students.

Ask them to reflect their own performance first, then give

instruction.

Ask the questions expected by the students regarding their

learning achievement.

Develop a confidence among the students.

Appreciate and encourage on the positive aspects.

Observe the physical facilities in the class and record in the feed

back on the Log-Book or Supervision Report.

Observe the instructional/support material used for the teaching

learning activity and record properly in your report.

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1.5 EDUCATIONAL LEADERSHIP

1.5.1 Leadership Skills

Leadership is the ability of a person to lead a group of people to achieve a

given task, Leadership is an inspiration for the people, and those people are

leaders who inspire others. Leaders are present around us, we can see them

in every day life, when some one among them attain the level where he can

demonstrate and exercise his ability for the common purpose, they excel

and then we recognize them as a leader

Mohammad (peace be upon him) is the greatest leader of world, in the

history of mankind there is no other person who can reach to his level or

status. He is model for all humanity, how to lead the people, if we read all

the modern books about leadership today, we will see the qualities of

Mohammad (peace be upon him) in these books.

Here is a list of skill which is necessary for a leader.

1. Inspired people: Leader inspires others by his actions and

character.

2. Educational Vision: leader has a clear vision for the institution

future goals and a clear plan for achieving those goals.

3. Management Skills: Improving institutional effectiveness by

initiating change in Procedures and organizational goals

4. Agent of Change: leader is the agent of change. He brings new

changes to institution and always welcome to new change.

5. Open-minded: Leaders always accept new ideas and suggestions

despite his view.

6. Acceptability: Leader is the person who is acceptable to all.

7. Diagnostic skills: Diagnose the problem and bring solution to the

problem.

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8. Decision making: A leader should have the ability to decide.

What to do, why and when to do. Quick decision making is an

essential skill of a leader

9. Communication skills: communication skill is the most

important skill of a leader, with communication he builds good

relation with staff, students and community members.

10. Planning skills. Planning skill help leader to organise activities in

school e.g. teaching activities, co-curricular activities,

administrative activities and education organization need from

time to time.

11. Sharing Leadership: sharing responsibilities with teaching staff

and develop them for the role of leadership

12. Dynamic: leader is dynamic and ready to lead any time when ever

he needed.

13. Man of words: leader is the man of words and it gives trust to his

follower that he will do what he said.

14. Innovative: leader is Innovator in nature and he Support new

change and take vital steps to complete a project.

15. Team Builder: Focuses activities toward increasing the

effectiveness of the staff members.

16. Know the Talent: He knows the skill of people with whom he is

working and gives them responsibilities according to their skill.

17. Humble: Down to earth and respect his staff members. 

18. Coach: Leader is like a good guide and trainer for his staff

members.

19. Community Building: As the role of the educational leader

widens, so does the need for these leaders to build a network of

relationships inside and outside the school. The community are

consists of school, teachers, students, parents and other members

of the community. It is the duty of a leader to bring them together.

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20. Sphere of Influence / area of concern: the leader knows about

his shortcoming and speciality.

21. Embrace error: leader accepts failure and don’t blame others.

1.5.2 Role of Principal as a Leader

Principal is the most important person in a school. Every thing depends on

him. The importance of the principal and viewing him as a leader is not a

new concept. If a principal is a good leader, the school will have success

stories. A good principal is do not afraid others people skills and wisdom

but he use there skills and wisdom for the improvement of institution. It is

the quality of a leader to share leadership with others and turn them in to

good leader from them. Principal is not an instructional person, he did not

teach he supervise, he guide other how to teach, what to teach and when to

teach.

1. Shape staff roles for teachers and allocate time for meetings.

2. Keep the school's goals head of all things and try to achieve these

goals

3. Works closely with distract education office to ensure the school

remain on the right track to achieve goals.

4. principal create budget for annual spending and repair of school if

any, also create schedule for school which is best for teacher and

teaching learning process.

5. Ensure to achieve academic expectations, and fulfill the

challenging curriculum requirements and it objectives,

6. Create team of teachers to monitor the school performance and

create future leader for school administration.

7. Build strong relationships between teachers, students and

community.

8. Keep discipline in school.

9. Supervising teaching from time to time by different means.

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Evaluation of students

Help teacher for more reflective and insightful about their

methods of teaching.

Observe classroom teaching.

10. The principal role is to monitor student progress and assessment

of student knowledge according to objectives of curriculum.

11. Promoting collaborative problem solving and open

communication

12. Collecting data, analyzing data, and use that data to identify

school needs

13. Implementing and monitoring the school improvement plan

14. Plan Strategies for classroom management and teachers to monitor

student understanding and academic progress.

15. Introduce tested Research-based practices in school for

improvement in the performance of teachers and students.

16. Introduce multiple methods of teaching in school.

17. Collaboration with stakeholders in the process of school

improvement

18. Communicates and share school vision, goals for the future and

progress for the attainment of goals to parents, community and

staff members.

19. Recognizes the contribution of parents and community in the

process of ongoing school activities and celebrates it on parent’s

day to motivate the community members.

20. Nurtures and develops the leadership capabilities of staff, parents

and community members.

21. Identify the weakness of staff members and plan various training

course for them to improve their skills in that particular area.

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22. Identify performance instruction indicator that link to achieve key

goals and objectives.

1.5.3 Leadership and Human Relationship

Definition of Leadership:

School leadership” is the process of enlisting and guiding the

talents and energies of teachers, pupils, and parents toward

achieving common educational aims. This term is often used

synonymously with educational leadership in the United States

and has supplanted educational management in the United

Kingdom”. Wikipedia

Leadership is "organizing a group of people to achieve a common

goal.”

"Leadership occurs when one person induces others to work

toward some predetermined objectives." Massie

"A manager takes people where they want to go. A great leader

takes people where they don't necessarily want to go but ought

to."  Rosalyn Carter

Definition of Human Relationship:

Human relationship: An interpersonal relationship is an

association between two or more people that may range from

fleeting to enduring. Human relationships are formed on different

circumstances; it could be cultural, social family, friendship, work

and social groups. Leadership and human relation go side by side,

you cant chose between them, and you have to choose them

altogether.

Leadership is all about relationship, there is a good leader behind every

successful task, and tool of every successful leader is good human

relationship. A leader inspires other with his character and earned the trust

with whom he interact. He gives respect to his staff members and treats

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them like a family. He knows the problems of staff members and helps

them at the time of crisis.

Relationships involve some level of interdependence between two parties

and people in a relationship tend to influence each other by different

means; share their thoughts and feelings, and engage in activities together

with trust.

Educational leadership depends on human relation, it all about relationship

at every level, Relationship with teaching staff, administrative staff and

students. Without good relation with teacher it is impossible for a leader to

achieve good academic result. Without the help of administrative staff and

teachers it is almost impossible to run a school in proper order, teachers are

the soul of a school and without the help of them the school would be a

chaos. Therefore good relations between leader and his school teachers are

very important for the improvement of school and the over-all performance

of teachers.

Teacher student relationship is also very important. A good relation

between them will lead the school to better performance and academic

achievements, which will be success on the part of leader, therefore it is the

responsibility of a leader to provide them better environment where teacher

and students could develop better relationship. Get together from time to

time and tour of teachers and students outside the school. Arrange co-

curricular activities in the school where teacher and student both

participate.

Relationship of the leader with his colleagues in educational institute:

Milo Stuart states, “The relation of the principal to his teachers should be

the most intimate of any. If a teacher fails, the principal fails; if the teacher

succeeds, the principal succeeds. To sum up what the principal’s job is, I

shall call him a referee the captain of the ship the boss of the firm a

juvenile judge before whom tribunal come out not only the culprits but the

adults who frequently contribute to the pupil’s shortcomings. He is a

promoter who must project the future of his institution and convert the

public to his plan. He is a social physician to every parent who has

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wayward son who needs attention. He is a friend in need to pupils and to

all the homes in which misfortune comes. His power, his activities, even the

good he does, can not be measured by a material yardstick.”

The role of the leader in educational institution is very Delicate and critical.

He keeps his relation with all stakeholders of the school and keeps balance

in them, fighting and quarrelling students, reluctant and difficult teachers

and complaining parents. The leader will establish good relation between

all of them. He seeks their whole hearted cooperation in all the activities of

the school, academic, co-curricular and administrative.

In leadership and human relation lot of things are common,

I admit I made a mistake: take blame for the failure

You did a good job: appreciate other for the success

What is your opinion: open to suggestion from others

If you please: give respect to others

We: sharing responsibility

Minimum use of the word "I"

One who cannot empathize with others will never become a true leader.

1.6 EDUCATIONAL ADMINISTRATION AT SCHOOL, COLLEGE AND UNIVERSITY LEVELS:

Educational administration is a discipline within the study of

education that examines the administrative theory and practice of education

in general and educational institutions and educators in particular. The field

ideally distinguishes itself from administration and management through its

adherence to guiding principles of educational philosophy.

It can be defined as Planning, organizing, directing, and controlling human

or material resources in an educational setting, and the study of this process

is called as educational administration.

Educational administration is the operation and management of learning

institutions such as public schools, child care centers, colleges and

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universities. From small preschools to prestigious universities, educational

administrators manage organizational structure, administrative processes

and educational programming. Because it involves children educational

administration contains a wide range of ethical standards and customary

practices.

Educational Administrators

Educational administrator positions require training in behavioral science,

business administration, community relations, counseling, conflict

resolution, curriculum development, finance, leadership and research. Such

administrative posts may require a master's degree in education

administration, educational leadership, college student affairs or a related

field, and state boards of education may require specific licensing for

administrators. Many top educational administrators earn their positions

through promotion from lower-level assistant jobs.

Administrative Theory

Administrative theory as it pertains to educational administration

has changed since the field began in the 1950s. The foundation of

administrative operational and organizational theory comes from

the classical theory of scientific management, which focuses on

work and workers, and administrative management, which

analyzes the organization as a whole. From there, theory has

focused on human relations (management through the creation of

work teams) and behavioral science (a combination of classic

theory and the human relations approach that accounts for

management of individuals and the organization).

Organizational Structure

Learning facilities require an organizational structure that delegate

educational and administrative tasks. An educational

administration plan assigns job specializations, creates

departments, develops a chain of command, designates authority

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and defines the management system. The management style can

be bureaucratic, which has a policy-making group such as a board

of education, or participatory, which uses feedback from teachers

and other educators within the system to develop standards and

structure. School-based management, a relatively new style,

focuses less on bureaucratic policy development and more on

giving educators individual, professional responsibility, which can

be used for anything from curriculum development to disciplinary

methods.

Administrative Processes

Education administrators motivate staff, provide leadership, make

decisions and direct policy changes. They plan program financing

and educational staff development. Educational administration

also involves the local, state and federal legal requirements of the

particular institutions. Public schools may be required to offer

referendums about spending and policy to the community.

Educators also must ensure students follow or are protected by

applicable laws, including those regarding attendance, freedom of

expression, academic performance and discrimination.

Educational Programming

Curriculum development generally involves input from state and

federal departments of education, along with educators in the

field. Teachers and administrators work to try to assure curriculum

content engages and enriches the lives of students. It must be

varied, with both conceptual and practical subjects. Besides

academic programs, educational facilities monitor learning

progress, provide career or behavioral counseling and offer

extracurricular activities. Educational programming should

include measurable learning goals and afford teaching staff the

ability to improve their skills and knowledge.

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Educational administrators can hold a variety of different jobs and work in

many different capacities in an education office, an education department,

a school district or a school. Educational administrators' jobs may vary, but

ultimately they serve to lead and manage both teachers and learners.

1. History

Education administrators have been in schools since the 1800s. Prior to

this, most students were taught in one-room schools with mixed ages,

abilities and grades. Once the U.S. population began to grow and school

services began to grow and become more specialized, a clear need for

administrative and clerical work emerged. Around 1850, the idea of the

"principal teacher" developed. Principal teachers were the head teachers in

high schools first, and eventually the trend continued through the primary

grades. As populations and schools grew, the the teaching duties of these

individuals were eliminated and administrative responsibilities grew. They

soon became known as "principals" instead of "principal teachers."

Other education administrator roles also grew during this time. Eventually,

a "superintendent of schools" position developed. This term grew out of

other leadership positions of the time including railroad superintendents

and plant superintendents.

2. Types

Educational leadership positions vary according to the age of the student.

Preschool administrators, sometimes known as day care or early childhood

administrators, have a wide range of job duties, as these positions require

management of day-to-day activities, hiring, employee management,

expenditures and the supervision of students. Assistant principals and

principals in elementary schools also share similar tasks; however,

specialization can sometimes occur as larger schools may require one

principal to be in charge of discipline or student services while the others

have different duties. Assistant principals and principals in secondary

schools typically also have more specialized roles to balance work loads

and support the many needs of staff and students.

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At the district level of education, assistant superintendents have highly

specialized positions ranging from human resources to student services to

curriculum and instruction. They, along with head superintendents, manage

principals, schools and students. District administrators also oversee the

maintenance and care of the schools, are public voices for their particular

districts, are managers of student data and curricular standards and are the

liaison between the buildings and the school board. Educational

administrators in universities have some duties similar to those of public

school superintendents, as their roles are specialized.

3. Education and Experience

Educational administrators have education backgrounds similar to school

guidance counselors, librarians, curriculum coordinators, educational

specialists and teachers. Understanding the requirements and expectations

of various other educational jobs helps administrators lead others in an

empathic capacity. Educational administrators usually have advanced

degrees in teaching, administration or educational leadership. Most

administrators have many years of experience as teachers, leaders and

mentors. Additionally, many educational administrators are required to

participate in ongoing training and professional development to learn new

methods and policies of school leadership.

1. Developments in Organization and Human Resources Policies

Friendship, brotherhood and permanent peace in our country and

in the world is only possible with education that is guided by national and

universal values. Each administrator to manage the educational processes

in which individuals learn the necessary skills, knowledge, attitude and

behavior to live happily in their countries and in the world are basically

expected to have the administrative skills, knowledge, and experience, to

produce national and world class service, to be equally “far” or “close” to

each political opinion and belief.

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In every kind of organization;

Knowledge to be valued as the most important power,

A vision which is shared with correct principles and basic values to be

identified with a participatory understanding,

Decision and administrative processes to be organized with a democratic

and participatory understanding,

Business success to be measured by objective measures and indicators,

Freedom based creativity to be supported,

An organizational culture education in which the successful people will be

important and valuable, would integrate our country first with European

Community and then the global standards.

Besides the basic concepts of Public Administration like “merit”, “carrier”,

“success”, “effectiveness”, “productivity”, “employee’s morale and

business satisfaction”; other concepts that will support the basics like

“assignment definitions”, “in-service training”, “training on-assignment”,

“examination”, “evaluation principles”, “informing the personnel of

evaluation measures, indicators and standards”, “building of the business

areas and making the evaluations objectively by achieving the targets and

goals within the measures and standards identified in the business plan” are

needed. Within a process-focused evaluation understanding, concepts like

informing the personnel immediately of the good and bad business results,

taking verbal and written comments of the personnel on systematical

evaluation, providing “participation” and “democracy” in

administration’s evaluation process are re-carried to public

administration in the example of Ministry of National Education with

the principles and means for implementation.

Leadership of the transition between public administration’s traditional

personnel evaluation system to contemporary personnel assessment

systems and the burden derived from this process belongs to the directors

of Ministry of National Education.

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For this reason Ministry of National Education has passed the following

regulations within context of 53, 56, 61 and 62. Article of Law No: 3797

about the Organization and Duties of Ministry of National Education as

amended by Law No: 4359.

Ministry of National Education Administrator Appointment,

Evaluation, Promotion and Replacement Regulations.

Ministry of National Education Personnel Promotion Regulations.

Ministry of National Education Regulations for Making Changes

in Record Supervisors’ Regulations.

Ministry of National Education Regulations for Making Changes

in Discipline Supervisors’ Regulations.

Regulations for the Appointment and Replacement of Directors of

Educational Institutions bound to Ministry of National Education.

Ministry of National Education has not embraced the recognized solutions

of favoritism against administrative problems; by implementing the

regulations listed above he has highlighted once again the basic properties

like “setting an example by educating employee’s behaviors and leading by

the occupation” and presented these to the critical support of public

opinion.

In Administrator Regulations; a new “working culture” which will leave

behind every understanding that prevents the change, scientific and critical

sense, be “in favor of freedom” and relate personnel’s promotion to its own

business success is suggested. The new working culture depends upon the

full belief of the basic principles of law, the meaning and importance

human rights and freedom have gained today, believing that being different

is a right and wealth and democratic and secular values are not to be

abandoned.

With the new understanding which is planned to be formed and

implemented by Administrator Regulations and the organizational and

working culture to be developed in line with this understanding; an

administrator interaction that is honored, successful, democratic, creative,

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participatory, efficient, effective, tolerant, respectful, true, honest,

knowledgeable, in favor of freedom, productive, learning, learning together

with his organization and preferring to communicate correctly rather than

appropriately in every condition would be established.

Personnel evaluation system’s meaning and content was established once

again on the basis of integrating learning and practice by the personnel

evaluation system which has been brought to life with Ministry of National

Education’s Administrator Appointment, Evaluation, Promotion and

Replacement Regulations.

In this context the goals are;

To assess personnel’s business success levels objectively,

To determine the weak points in personnel’s work and to

strengthen these weaknesses,

To determine the educational needs for career and personal

development,

To identify the skills,

To take the necessary measures for developing the interactions

between administration and employees in a positive manner,

To inform the personnel clearly and sincerely of his own condition

and to help them gain awareness of the need for self-development,

To make the personnel to do his best,

Team work,

To develop oneself as much as developing others,

To establish a working culture which supports the belief of being

able to increase one’s own potential as much as increasing others’

potentials.

The evaluation system established with the mentioned regulations

is founded on this basis and specific guidelines are accepted as

fundamentals in that context.

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Administering the human resources should be assumed as a value

of the working culture. Responsibility should be taken in

administering human resources like the responsibility in Money

Management.

Administration/administrator should not show interest in

personnel and business issues annually, this interest must be

shown every day.

One should not be contented with analyzing the short-term results

and mistakes made in the past; future targets, goals and personnel

education should seriously be considered.

For handling the organization/bureau as a whole and for

continuous improvement, the balance and harmony between the

long- and short-term targets should be established.

Sincere and honest relations should be founded with the personnel

to determine the goals and targets, to define the standards and to

improve the business success levels when appropriate.

Administrators should demonstrate the management skills to

conduct the business succession improvement process.

Employees should be given incremental responsibility to plan

their own assignments.

Administrators at all levels should avoid evaluating their

personnel’s business succession levels subjectively.

Administrators should set examples with their behaviors and

should be leaders via their occupations.

In this context, the following guidelines should be considered

while preparing the annual business plans that forms one of the

main columns of the evaluation system brought by the regulations:

Personnel work more effectively if they know what is expected of

them and how to achieve it appropriately.

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Personnel who participate actively in determining the goals,

targets and standards related to their assignments are more likely

to achieve the targets.

Personnel, who are systematically informed of and guided for

their business success, become more ready to improve business

successions.

Goals, targets and standards in annual business plans should be

determined by mutual agreement; short-term targets should be

supported by long-term targets, and should be in line with

Ministry of National Education’s long-term goals, vision, mission

and values. Evaluation principles and methods are organized

separately in the regulations. In this context,

The objective of evaluation is determined in the first paragraph of

12. Article. According to this; “Evaluation is made for

determining administrator’s business succession levels on the

assignments they conduct and according to these succession levels

determining the necessary professional and individual educational

needs for their job or career advancement, or promotion or

replacement in group services”.

Administrators are given the obligation to prepare the annual

business plans.

It is determined that the business plan will include the targets,

standards and clear and precise goals to be achieved according to

the business definition.

It is decided that business plan would be prepared by the first

chief record officer and the relevant manager in a participatory

understanding.

Evaluation will be made by the chief record officer by considering

the achievement of goals, targets and standards in the business

plan, record reports and other information in personal files.

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When evaluation report no: I is completed by the end of the first 6

months, it will be given to the administrator evaluated and his

comments will be received. The evaluation will be discussed on

subject’s request at times the chief record officer considers as

appropriate.

Chief record officer’s personnel evaluation will not merely depend

on general expressions, identity and personality evaluation; but

will be directed to achievement of the goals, targets and standards

in the annual business plan as well.

Each administrator will evaluate his performance according to the

information topics of the Personal Evaluation Form and this

evaluation will be taken into account by the chief record officer’s

evaluation of the subject in question.

At the end of the evaluation process, the business succession level

of the administrator in question and assignments which would be

appropriate for him/her to get promoted within the management

level or in group service will be determined by the chief record

officer.

At the end of the evaluation process, the education level necessary

for personnel to complete their assignments and the education

level that would be necessary for their possible promotion will be

demonstrated in the Education and Development Plan.

Educational needs related to in-service training which have not

been provided by the Ministry up to date will be determined at the

end of the evaluation process and the information and database

concerning personnel’s educational needs will be formed in a

healthy manner.

In the regulations, not only personnel’s educational needs were determined;

but also placing every item related to in-service training – from completing

the in-service training relevant to in-service training program’s assignment

definition, to determining places where in-service training would take place

– where they belong was amended as an obligation rather than a

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preference. In Administrator Regulations, in-service training takes place

both as a necessary condition and a sufficiency.

It was intended that;

Ministry of National Education to be a learning organization with

all of its personnel - from chief to national education director in

provincial organization and from chief to undersecretary in central

organization,

Administration to be equipped with qualities relevant to human

nature,

An organizational culture to be developed within Ministry of

National Education which supports continuous development and

creativity based on conducting the administrator education in an

organized manner,

Right principles to be placed in each administrator’s mission

(special assignment) and vision (view, view intending to form a

system) proclamation and having the contemporary capacity to

answer country’s needs in line with these principles.

Regulations are founded on the right principles according to their

basic preferences and direction. Opportunities for the system to

adapt itself to change and developments and even to steer change

were created. Utilizing these opportunities is possible if

administrators at each level;

value knowledge and continuous education,

have a management understanding based on correct principles,

are open to participation, participate in decision and

administration processes of individual, representative and

organizational participation methods,

prioritize and value the desire to be a leader.

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1.1 Implementation of Administrator Regulations

1.1.1 Ministry of National Education Administrator Appointment,

Evaluation, Advancement and Replacement Regulations

Based on the 46. Article of the regulations; 810 job (assignment)

definitions have been developed for MONE’s central and provincial

organizations’ management levels to determine the identity of assignment,

actions forming the assignment, processes, authorizations, responsibilities,

inter-relations of the assignment with other assignments, the qualities that

the performer of the assignment needs to have. The job (assignment)

definitions developed were presented to Government Personnel

Administration for approval.

Turkey was divided to two service areas, and provinces and districts were

grouped in four sub-classes according to their development -both

economically and socially-, geographical conditions and service needs to

form the basis of appointments and replacements of the administrators

included in this regulation’s rules. Provincial organization administrators

are obliged to work for a minimum of four years in I. service area where

working conditions are harder. The provincial organization’s

administrators who have not fulfilled this obligation are not given the

opportunity to become a national education director in II: service areas.

Regarding the replacements of provincial organization administrators who

have completed at least 10 years in the group services they belong,

fulfillment of the administrator needs of the I. service area is supported

considering the service obligation in this service area. In addition, while

getting promoted in central organization’s administrative offices if the

scores are level, the completion of I. area obligatory service is determined

to be a priority and working in the I. service area is envied.

Besides, Turkey is divided into three service areas to form the basis of

appointments and replacements of administrators in general management

services’ staff in the regulation amendments.

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1.1.2 Ministry of National Education Personnel Promotion Regulations

Of MONE’s central and provincial organizations and revolving capital; the

guidelines and means regarding appointments of personnel by promotion

who are functioning as director of government books revolving capital,

printing house director, director of home for elderly, director of health

training center, hospital director, foundation director, campus director,

assistant director of government books revolving capital, assistant director

of printing house, assistant director of home for elderly, Turkish

Commercial Code (TCC) specialist, Research Planning Coordination

(RPC) specialist, training specialist, reporter, revolving capital accountant,

safety and protection chief, technical specialist, technician, analyst,

programmer, computer operator, data preparation and control operator,

property accountant, cash registrar, property officer, depot officer, official,

telephone operator, money officer, typist, safety and protection officer and

driver based on their service necessities, record, seniority in service, merit

and career principles are intended to be determined.

1.1.3 Regulations Regarding The Appointment and Replacement of Administrators of Educational Organizations Associated with Ministry of National Education

In the regulations, the appointment, assessment and replacement of

educational organizations’ directors are carried out based on measures such

as their service necessities, career, merit, seniority in service and these

people are appointed equipped with administrative formation. To achieve

this:

Teachers possessing the general necessities and having served for

at least five years are accepted in the selection test to participate in

the in-service training necessitated by the administration

assignment.

The selection test is carried out by Student Selection and

Allocation Center (SSAC) by means of a central testing system.

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Operations regarding the selection test and evaluation processes

are made via computers.

Successful candidates of the selection test are accepted in in-

service training.

In-service training programs based on the assignment definitions

of school administrators are prepared by a commission.

In-service training is carried in two status to possess the quality

and content needed for the administrative work for people to be

appointed to administrative positions and to have current

administrators to adapt to change and improvements.

At the end of the in-service training, an evaluation test is given.

According to the results of the evaluation test, individuals scoring

a minimum of 80 points, individuals scoring a minimum of 75

points and individuals scoring a minimum of 70 points can apply

for the director positions of organizations type (A), type (B) and

type (C) respectively.

To select the qualified people among the applications for

becoming educational organization administrators, Ministry of

National Education evaluation commissions are formed in

provinces. The candidates’ educational status, success status and

seniority in service are evaluated according to the information

topics placed in the evaluation form by these commissions. As a

result of this evaluation, one of the two candidates receiving the

highest scores is appointed as a school administrator.

Within this framework, 34.505 candidates were applied for the selection

test made on November 14th, 1998 and 30.878 candidates actually took the

test. 1.553 successful candidates were included in the in-service training.

The first announcement regarding the open positions in administrative

positions of schools and organizations was made on July 19 th 1998 by

MONE and the governor’s office for the successful candidates of the

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evaluation test. Based on this announcement 575 candidates were

appointed by the evaluation carried out by the evaluation commissions.

Of 26.335 candidates attended the selection test made on October 10th 1999,

5.204 were successful. When the two selection tests which have been made

between today and September 23rd 1998 when the regulations put in force

are compared, success rate of the first test – 4.4 – has raised to 21.1 in the

second test.

All candidates who applied for occupational technical education, special

education and other kinds of educational organizations whose open

administrative positions were less than the number of successful

candidates, were accepted in the in-service training. Since the number of

successful candidates were greater than the number of open directory

positions in general secondary education, candidates who scored 75 points

or more were accepted in the in-service training; and since the number of

the successful candidates and the number of open directory positions are

close in primary education, candidates who received 76 points or more

were included in the in-service training.

3.800 administrator candidates who had received less than 76 points for the

primary education institutions, who had received less than 75 points for

general secondary education institutions and have not been accepted in the

in-service training were included in the in-service training in 24

universities and Turkey and Middle East Public Administration Institute

between July 1st and July 21st and 2.324 candidates had succeeded.

Approximately 8.500 open administrative positions of schools and

institutions have been lowered to 4.700 by the appointments made in 1999

and 2000.

Problems in Educational Administration

The educational system will not function effectively with weak school

administration. Effective administration begins with leaders who know

how to motivate teachers and students. Good administrators also know how

to enlist the help of the community in improving schools for all concerned.

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If administrators allow personal relationships or ambition to dictate their

decisions, the school environment will become one of distrust. This lack of

unity and teamwork will result in low student achievement.

1. Leadership

Problems in educational administration stem from lack of leadership.

School administration officials are usually former teachers or principals

who have worked hard to qualify for their positions and have many years

of experience. But experience does not necessarily qualify one to be a

leader. Educational administrators must adhere to policies, even if they do

not personally agree with them. If exceptions are made, they are done so

with the stated purpose of serving a higher good. Good leaders compromise

without sacrificing the integrity of the system.

Communication

Confusion results when administrators do not have regular and open lines

of communication with their teaching staff or with their superiors. Because

of overwhelming responsibilities, principals tend to become less accessible,

which leads to less face-to-face interaction, which is important for the

teachers and students. Instead, issues usually are addressed in general

meetings because of time constraints. Faculty tend to perceive that they are

being preached at, instead of involved with meaningful discourse. This

method if not effective with students in the classroom; administrators

cannot expect that it will work with their staff.

Disconnect

The teach-student classroom environment is relatively sheltered. The

relationship is a close one that is nurtured by everyday interaction. A

disconnect can result when a similar level of familiarity between teachers,

principals, and district leaders is not maintained. This causes resentfulness

on the part of teachers, who perceive a lack of concern and distorted

priorities on the part of their superiors. When teachers become indignant,

their performance suffers along with student achievement. This disconnect

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will also be felt in the community if the school district is seen as an

adversarial enterprise.

Partiality

A major problem can occur in schools when certain teachers, parents or

community leaders are shown favoritism based on their degree of influence

or relationships with administrators. Many times, this bias is not

intentional; it is easier to placate rather than spend a lot of time in a battle

of the wills with someone who is known to be vocal about his discontent or

who threatens to call district and state education leaders. An effective

administrator will make decisions based upon what is deemed to be best for

the student and will stand firm in her position as advocate for children.

Politics

In schools that have elected leaders and school boards, competition and

fierce ambition can cause a problem when these concerns override the main

purpose of education. Principals who prefer one candidate over another

may try to persuade teachers to be like-minded. Some candidates may use

low test scores and high drop out rates as weapons to force current leaders

out of their positions, thereby casting the district into a negative light. If

communities do not see their educational leaders as people of integrity, the

motivation to participate in school improvement projects is diminished,

thereby negatively affecting the future of their children's education.

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UNIT-2: ISSUES IN EDUCATIONAL ADMINISTRATION

2.1 HUMAN RESOURCES

Human resource management (HRM or simply HR) is the management of

an organization's workforce, or human resources. It is responsible for the

attraction, selection, training, assessment, and rewarding of employees,

while also overseeing organizational leadership and culture, and ensuring

compliance with employment and labor laws. In circumstances where

employees desire and are legally authorized to hold a collective bargaining

agreement, HR will typically also serve as the company's primary liaison

with the employees' representatives (usually a labor union).

Evolution of Human Resource Management

Literature on Human resources management is fairly rich in terms of

academic theories. Success of Henry Ford and his Ford Motors in early

twentieth century gave rise to the term 'Fordism' consisting of the theory

that high corporate profitability can be achieved by high wages to the

employees. Even before Ford, Fredrick Winslow Taylor had propagated the

'scientific management theory' or 'Taylorism' wherein scientific studies of

processes were believed to lead to optimum human resource utilization.

These 'modernistic' theories suffered from one grave drawback - they

treated human beings as homogeneous, ignoring the individual differences

in them. Later academic theories, often referred to as 'post-modernism'

attempted to correct this folly by admitting that human beings are complex

and solutions to their problems cannot be obtained by simple thumb rules.

In recent times, the academic theory has given place to practical

applications and HRM experts today specialize in resolving individual

problems of the organization in a step-by-step pattern. This means focusing

on one of the several human resource management processes enumerated

above, beginning from recruitment and ending with performance appraisal.

These days, one of their greatest challenges is managing the process of

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collective bargaining, or the 'contract' between employee and the

organization in a way that ensures commitment of the individual towards

organizational goals. Another focus of modern HRM practices is to provide

the employees a clear understanding of these organizational goals.

Challenges of Human Resources Management

Unlike managing other resources like machines, real estate and finance,

managing human beings is a totally different ball game, simply because

unlike other assets, each employee has his own goal and will work first to

attain that goal, even if it is at the cost of the goals of the organization.

Thus, no employee can ever be made to provide his optimum output for the

organization unless the goals of the organization are closely aligned with

his own goals. This, in short, is the greatest challenge for all HRM experts,

and in every organization, the need is to go about it in a way which is

unique and specific for that organization.

Science Vs Art

While technology threatens to take over most functions of business

management away from the experts, HRM is one field which is unlikely to

be faced with this threat. It was, is and will always be an expertise that is as

much of a skill as an art, and hence beyond the intelligence that our

computers possess.

Human Resources Planning

Human resources planning are a process that identifies current and future

human resources needs for an organization to achieve it goals. Human

resources planning should serve as a link between human resources

management and the overall strategic plan of an organization. Aging

worker populations in most western countries and growing demands for

qualified workers in developing economies have underscored the

importance of effective Human Resources Planning.

Definition: Human Resource Planning is ongoing process of

systematic planning to achieve optimum use of an organization's most

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valuable asset - its human resources. The objective of human resource

(HR) planning is to ensure the best fit between employees and jobs, while

avoiding manpower shortages or surpluses. The three key elements of the

HR planning process are forecasting labor demand, analyzing present labor

supply, and balancing projected labor demand and supply

Forecasting of Human Resources in Organization

The information gathered from external environmental scanning and

assessment of internal strengths and weaknesses is used to predict or

forecast HR supply and demand in light of organizational objectives and

strategies. Forecasting uses information from the past and present to

identify expected future conditions. Projections for the future are, of

course, subject to error. Changes in the conditions on which the projections

are based might even completely invalidate them, which is the chance

forecasters take. Usually, though, experienced people are able to forecast

with enough accuracy to benefit organizational long-range planning.

Approaches to forecasting human resources range from a manager’s best

guess to a rigorous and complex computer simulation. Simple assumptions

may be sufficient in certain instances, but complex models may be

necessary for others.

It is beyond the scope of this text to discuss in detail the numerous methods

of forecasting available, but a few of the more prominent ones will be

highlighted.

Despite the availability of sophisticated mathematical models and

techniques, forecasting is still a combination of quantitative method and

subjective judgment. The facts must be evaluated and weighed by

knowledgeable individuals, such as managers and HR experts, who use the

mathematical models as a tool rather than relying on them blindly.

Forecasting Periods HR forecasting should be done over three planning

periods: short range, intermediate, and long range. The most commonly

used planning period is short range, usually a period of six months to one

year. This level of planning is routine in many organizations because very

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few assumptions about the future are necessary for such short-range plans.

These short-range forecasts offer the best estimates of the immediate HR

needs of an organization. Intermediate and long-range forecasting are much

more difficult processes. Intermediate plans usually project one to five

years into the future, and long-range plans extend beyond five years.

Recruitment

Research points to the importance of good recruitment systems in the

organizations. The 1980s brought downsizing, organizations were

becoming too effective for their numbers of employees employed by them.

Most problems concerning Human resources commences when recruitment

is not handled properly. Resignations, low motivation, poor performance

may be due to incorrect procedures in the recruitment process.

This article discusses the importance of good recruitment at technical and

managerial levels and the implications that are encountered as a result of ad

hoc recruitment processes. Recruitment is a responsibility of every

manager in the Organization. The article is divided into five sections

namely: Definition of recruitment; Purposes and Policies of Recruitment;

Deficiencies and Problems; Advertisements and Job descriptions;

Implications and finally the Summary of this discussion.

2.2 PHYSICAL RESOURCES

Educational facilities play a vital role in the output of educational

institutions in terms of achieving educational objectives. These facilities

also help in improving the quality as well as the quantity in education.

Physical resources comprise of school building, facilities in the building,

water supply, play ground, toilets, furniture, science laboratories and

library

These facilities bring desired improvement in teaching-learning processes

by making it effective to the maximum for cognitive, affective and

psychomotor aspect of the people. It also makes the classroom teaching

easy, clear, interesting and scientific. But unfortunately these facilities are

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not available in many secondary schools and those schools where these

facilities are available; the teachers are not interested in proper utilization

of these facilities. Many teachers are not properly trained for utilizing these

facilities.

It is presumed that adequate availability and proper utilization of

instructional and physical facilities improve the performance and output of

the institutions. The institutions fully equipped with educational facilities

give a better result as compared to the institutions having inadequate

educational facilities. Such institutions fail to attract the students, which

affects the enrolment ratio resulting in wastage of time and resources.

The quality education and teacher can bring a massive change and lead to

rise educational standard and education as a result ensures the welfare,

progress and prosperity of the nation. We have increased the number of

schools, colleges and universities, but our output is not satisfactory. We

have failed to improve the quality of education and provide skillful persons

to the country. The standard of education is falling day by day, because our

government is unable to provide full educational facilities to all institutions

Good basic education is a critical stepping stone for a country, such as

Pakistan, working to build a modern, market-based economy and to

improve its people's lives. Education-especially for girls-means more

choices and more skills, higher wages and higher living standards, and

without it countries cannot compete in the global economy. But education

in Pakistan, despite recent economic progress, lags behind other countries

in the region, a

To fulfill a major part of the needs of education it is essential to have well

designed and maintained buildings on suitable and adequate sites providing

sufficient classroom accommodation, modern equipment, specialist rooms,

amenities and facilities of the highest standard.

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Issues Related To Planning New School Buildings

When planning new school building or major addition to an existing one

local people better knows the local condition to understand the

requirements of particular school area.

Trees plantation should begin as soon as possible after the land is reserved.

taking into account the sites of future building .It is essential to ensure that

school sites are located with every consideration born in mind including

availability of transport, traffic hazard, flooding and other natural

hazards .The minimum area needed for primary school is two hectors and

six hectors for secondary school .The school should be housed on a single

site and not fragmented.

Recreational ground should be made available to school.

The public works department must ensure that the building is ready well in

time.

Examination hall, sick room, adequate libraries rooms must be included in

all schools.

Issues Related to Maintenance of Buildings

Renovate and repair old buildings including toilet block to bring them up to

the standard.

Issues Related to Building Specifically Rural Areas

In many rural areas of Pakistan school lack basic facilities. there are

dangerous school buildings in Pakistan. In some cases lesson have to be

held outside because the school buildings are simply not safe to be used.

This can have a big important an attendance levels, especially when the

weather is bad. The students sit out side in the sun and cause the illness of

students. During rain student stayed at home.

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Issues Related to Rented Accommodation

If it is unavoidable that school activities have to take place in rented

accommodation all associated cost and the accommodation must have

adequate lighting heating ventilation cooling and safety features.

Issues Related to Playground

Adequate playground for leisure time activities should also be provided to

the students.

Issues Related to Fire and Safety

All staff should be keenly aware of fire and other safety issues to make he

school environment as safe as possible and should be aware of procedure in

the events of any emergency.

Evacuation drill procedure at least annually with special provision for

disable students and new students to learn the procedure early in their time

at school.

Evacuation procedure in the case of bomb threat are also clearly defined

and understood by all staff.

Libraries Facilities

Adequate library and associated storerooms and work room must be

included in all Schools. Well planned, well stocked libraries are essential

for infant, primary and secondary School.

If children are to develop positive attitude the methods of learning which

will meet their present and future needs and must be available for use at

time convenient for their use.

Art and Craft Rooms:

Properly designed specialist art and craft rooms fitted with benches,

shelves, sinks and essential equipments must be provided in all schools,

primary and Secondary.

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Housing Facilities for Staff:

Adequate facilities for accommodation of staff should be provided.

Equipment:

There must be prompt replacement, repairs equipment which has bees lost,

stolen or need to be changed. The grant should be allocated for the supply,

maintenance and renewal of major items of essential equipments in school.

Issues Related to Text Book and Reference Books:

Suitable action should be taken to ensure that text and reference books

needed for teaching are readily available.

Drinking Water Facilities:

According to UNICEF Pakistan, "about 80% of all major diseases such as

diarrhea, cholera, typhoid, hepatitis are due to unsafe drinking water,

inadequate sanitation and poor hygiene." The incidence of disease is

greater in developing countries such as Pakistan, where a large fraction of

the population is living in extreme conditions of

Poverty, with an improper sewage disposal system and inadequate

sanitation facilities in public places including hospitals, health centers and

schools and unavailability of clean water. According to the Pakistan

Federal Bureau of Statistics, 30% of the Pakistani population has no access

to toilets. Further, the Federal Minister of Environment, Hameedullah Jan

Afridi, states that "inadequate provision of pure drinking water and

sanitation facilities in schools is one of the contributing factors to low

enrolment and the high drop out rates of girls from schools". This is

critically important as studies have demonstrated that in schools without

proper hand washing facilities, children are 13 times more likely to suffer

from diarrhea. WHO states that the cheapest and most effective measure

against common illnesses is the simple act of hand washing with soap

Science Laboratory:

Modern science laboratory fully equipped should be provided

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Computer Laboratory:

In the age of technology there is a need to provide up to date computer

laboratory to every School.

Transport Facilities:

The students and teacher also face transportation problem .transport

facilities should be provided to staff and students.

Furniture Facilities:

In most of government schools the students use to sit on uncovered floor

and furniture facilities are not available. Proper furniture should be

provided to the students.

Issue Related to Terrorist Attacks on Schools:

The current wave of militancy in FATA and its implications on the stability

of Pakistan, specially the Khyber Pukhtoonkhwa province, has attracted

huge attention from the world faces. The wave of terror which hit

pakhtoonkhwa soon after 9/11,did not only affect the economy of the

province ,but also damaged its educational foundation. The province that

used to be the land of hospitality has transformed into a sanctuary for

militancy. School were blown up and students were threatened not to

pursue education.

Issue Related to Flood:

Widespread flooding across Pakistan due to unusual rain caused damaged

to education

According to Rapid Damage Assessment conducted by UNICEF297 school

in KPK are completely destroyed and 671 are partially damaged.

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2.3 FINANCIAL RESOURCES

1. Introduction

Education is the corner stone of development. It is an establish fact that

education makes a significant and positive impact on employment, earning,

productivity, health and control over population growth.

According to the Constitution of the Islamic Republic of Pakistan, 1973 –

Article 37-b

“The State shall remove illiteracy and provide free and

compulsory education within minimum possible period”

Quaid-e-Azam in his speech on September 26,1947 at Karachi said:

“Education is a matter of life and death for Pakistan. The world is

progressing so rapidly that without requisite advance in

education, not only shall we be left behind others but may be

wiped out altogether:

But it is also an admitted fact that the quantity and quality of learning

programs are directly dependent on the funding provided and the effective,

efficient management of those funds.

Because of resource limitations, there is sometimes a temptation to operate

so that fiscal concerns overshadow the educational program. Recognizing

this, it is essential that the Ministry of education take specific action to

make certain that education remains central and those fiscal matters

contribute to the educational program.

This study aim to survey the financial resources of education at district

level, to point out financial issues and to give some suggestion for the

improvement of the system in this regard.

2. Definition of Financial Resources

Resources that are or will become available for spending. Financial

resources include cash and resources ordinarily expected to be converted to

cash (e.g. receivables, investments). Financial resources may also include

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inventories and pre-paids (because they obviate the need to expend current

available resources).

3. Type of financial resource at secondary school level

Financing is equivalent to an annual budgeting exercise, involving

accounting and control of relatively smaller recurrent expenditures,

investment in buildings and equipments.

3.1 Annual Budget

3.1.1 Definition of budget

A budget is a comprehensive and coordinated plan, expressed in

financial terms for the operation of a system or an organization for

specific period to achieve the predetermined goals.

A statement of estimated receipts and expenditure of a

government for a financial year referred to as Annual Budget

statement.

A plan of financial operation embodying an estimate of

proposed expenditures for a given period and the

proposed means of financing them.

Simply stating, the preparation of budget is aimed at achieving pre

planned goals. It is a systematic and organized approach to

accomplish the purpose of an organization

3.1.2 Functions of Budget

The main functions of financing and budgeting are following:

Mobilization or acquisition of resources.

Managing the cash reserves prudently.

Establishing resource allocation mechanisms that encourage

individuals and departments to generate income.

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Producing financial indicators that assist planning and the

effective general management.

Ensuring that resources are allocated and used efficiently in

accordance with the objectives of institution.

Establishing mechanism of evaluation for proper accountability.

3.1.3 School Base Budget:

School based budget means estimation of expenditures of each

unit/institution on the basses of its employees related expenditure (pay and

Allowances) and other expenditures (contingent expenditure) on need

assessment base as per norm approved by the competent authorities, for the

financial year.

3.1.4 Developmental Budget:

Developmental budget are approved by the finance department for the

developmental purposes, such as constructing new buildings, providing

Stephen funds to students etc.

3.1.5 Non Developmental Budget:

Non-Development expense estimate previously approved and are

continuing i.e. permanent staff salary, TA and contingent expenses etc.

It also include new items of Non-Development expenditure i.e. salary or

services that have continued on from year to year on temporary basis or

have been newly sanctioned and not included in the current year’s budget.

This is submitted as SNE Non-Development Expenditure.

3.1.6 Total expenditure for schools

For each school, the salary component is paid through the relevant DDO,

however, the non-salary budget is allocated and intimation sent to the

relevant school.

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The annual budgets detailed for each school are allocated for the following

types of expenditure:

Repair and Maintenance of Machinery and Equipment (between Rs.500 to

1000 per school).

Repair and Maintenance of Furniture and Fixture (between Rs.500 to 4000

per school).

Transportation

Postage (Rs.2,400 to 2,900)

Telephone (3,000 to 10,000)

Electricity (Rs.5,000 to 20,000)

3.2 PTC Funds

3.2.1 Definition of the PTC

Parent Teacher Council (PTC) is a school forum, where the children,

parents and the teachers comes together and discuss issues and the

challenges of school and children, indicate problems and solve them, and

work hard for quality education.

3.2.2 Structure of PTC

1. Four selected parents, who will elect a chairman / chair person

from among themselves.

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2. The Principal / head teacher shall be secretary cum member of the

council.

3. An intelligent person from the same locality, who will be chosen

by the parents.

4. A retired govt. servant from the same locality.

5. A councilor of the perspective gender from the same locality

where the school is situated.

6. Pesh Imam of the local Masjid nearest to the concerned school.

7. If the members at S. No. 4 & 5 are not available then from parents

members shall be elected in their place.

3.2.3 Functions of PTC:

1. Administrative

2. Promotion of Education and development.

3. Financial

1.2.4 Funds of PTC:

For every school of District funds are released @ 7000/room.

1. 2000 for purchase

2. 5000 for repair.

1.2.5 Financial Responsibilities

1. Every Council shall open and open and maintain a blank account

which will be jointly operated by the Chairman/Chairperson and

Secretary of council.

2. All funds provided by the government and all the donations shall

be deposited in the said account.

3. Utilize the funds at the discretion of the PTC on individual need

basis, according to the priorities set by the PTC. In this regard

there shall be no bar of bur of purchasing any particular item.

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4. PTC shall undertake minor civil works and repairs itself.

5. PTC shall monitor the civil/other works executed through the said

PTC funds.

6. PTC shall maintain complete record of income and expenditure

and shall submit copies thereof to the EDO concerned at the

closure of the financial year.

7. The PTC funds shall not be lapsable and could be utilized during

the succeeding financial year.

8. All the decisions related to general and especially financial

matters shall be taken with majority vote.

9. Signatures of both Chairman/Chairperson and Secretary shall be

mandatory for the withdrawal and utilization of the PTC funds.

10. PTC shall have the authority to utilize the funds on petty repairs,

minor civil works, payment of utility bills, repair of

bathrooms/latrines, white wash, purchase of tats/furniture,

classroom consumables, laboratory equipment and consumables,

gardening etc: and other requirements as determined by the PTC.

1.3 Private funds

Funds are paid by the students at the time of admission.

These are:

Examination fund

Sports fund

Medical fund

Guide fund

Red crescent fund

Cooking fund ( for girls only)

Poor fund

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A total of Rs.105 is paid by middle class students and Rs.120 is paid by

each student of high class i.e. 9th and 10th .

3.3.1 Purpose

School internal funds shall be used to finance a program of

activities approved by the school principal which supplement

those activities approved by the district education office.

Benefit to Students - Funds collected each year shall be used to

benefit those students currently in school unless those funds are

being collected for a specific documented purpose.

Funds collected for a specific purpose shall be expended for the

purpose collected. .

1. Financing of Education in the Public Sector

Public Expenditure on Education as percentage to GDP is lowest in

Pakistan as compared to other countries of the South Asian region.

According to official data, Pakistan allocated 2.5% of GDP during 2006‐07, 2.47% in 2007‐08, 2.1% in 2008‐09 and 2.0 % in 2009‐10 which shows

persistent declining trend. According to UNESCO’s EFA Global

Monitoring Report 2009, the Public Sector expenditure on Education as

percentage of GDP, in other countries of the region was 2.6% in

Bungladdesh, 3.2% in Nepal, 3.3% in India, 5.2% in Iran and 8.3%in

Maldieve.

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1. Financial Issues

1. In Pakistan the budget allocated to education is low. .Although

education enjoys the highest priority on the social sector agenda.

Which as a whole is poorly funded when compared to defence,

general administration and debt servicing, allocations are modest

due to indispensable rigidities such as resource constraints, large

establishment bills due to a large salaried-workforce and heavy

debt interest and repayments, arising from different priority

commitments of the country in the financial system of Pakistan.

2. A high portion of education budget at the provincial level are

spent on recurrent heads, particularly on salary of teaching and

administrative staff. A very low portion of educational budget is

used for developmental purpose.

3. Similar to other social services in the public sector, education, too,

suffers from inefficient financial management and outdated

procedures which have adversely affected the implementation of

educational programmes. The development projects are prepared

by the Ministry/Departments of Education which are approved by

the Planning and Development Division / Department but the

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funds are allocated by the Finance Division. It is not unusual to

observe that funds particularly for higher-cost projects are seldom

allocated according to the approved phasing due to thin funding.

This is mainly due to low budgetary allocation to education.

4. One of the major problems is the lack of reliable educational,

physical and financial data/information on various educational

variables.

5. Lack of proper monitoring system is also an issue in financial

administration.

2. Suggestions

1. Efforts should be made to enhance the budgetary allocation to

education to 4% of GDP, as suggested in the National Education

Policy (1998). In addition, innovative approaches should be

designed to generate additional resources for increased funds for

the education sector.

2. Budget for developmental program should be increased and more

emphasis should be placed on quality improvements such as

teachers’ training, curriculum development, assessment and

supervision systems.

3. Obstacles in management and procedural systems hindering the

efficient utilization of allocated resources should be removed

through an overhaul of the financial procedures governing release

of funds.

4. National Educational Management Information Systems (EMISs)

should be expanded to collect and compile, besides physical and

enrolment data, financial information pertaining to school

expenditures.

5. NGO and private sector participation can also bring improvement

in the system.

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Source: Ministry of Education

2.4 INFORMATION RESOURCES:

2.4.1 Definition:

Knowledge derives from study, occurrence or training.

Knowledge of particular actions or instruction that has been gathered by

communication, intelligence or news.

A set of information and data.

The act of informing or the condition of being informed; communication of

knowledge

Computer science processed stored or transmitted data.

Information is: knowledge acquired through experience or study.

Knowledge of specific through timely experience (the free dictionary by

Farlex)

Information is in its most restricted term is order of sequence that has been

verified to be accurate and timely. Specific and organized for a purpose. it

can lead to an increase in understanding and decrease in uncertainty.

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The value of information lies solely in its ability to affect behaviour,

decision or out come. A piece of information is considered valueless if,

after receiving it, things remain unchanged.

2.4.2 Introduction

In the 20th century information acquired two major functional implications.

On the one hand, it’s considered an economic resource, somewhat on par

with other resources such as labour, material and capital.

The view stems form evidence that the possession, manipulation and use of

information can increase the cost effectiveness of many physical and

cognitive processes. The rise in information processing activities in human

problem solving has been remarkable.

In Pakistan Education Sector inculcates various problems and always put

effort to overcome these issues and challenges with great form of struggle.

There are various ways to give awareness to the administration network for

the well being and promotion of education.

Some of the resources to point out such challenges are:

Journal Articles

Books

Research syntheses

Conference papers

Technical Reports

Dissertations

Policy Papers

Other educational related material

There must be an advisory panel to supervise the ongoing development of

education.

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The Steering committee:

It provides recommendations for implementing the mission.

Content Experts:

Provide advice on acquiring subject-specific, education related inclusion.

Library committee:

Provides input on collection development for the academic. Members

include Administrators and librarians.

2.4.3 Types of Information:

Primary Information:

Secondary information

Tertiary information

1. Primary: original data that has not been interpreted or analyzed.

E.g. research articles, Blogs and website.

2. Secondary Data: Create from primary material e.g. Review

articles and text books.

3. Tertiary Resources: Act as a tool understanding and locating

information. E.g. Database, subject gateway, Dictionaries and

Bibliography

Information

Primary Secondary Tertiary

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2.4.4 Types of Resources:

2.4.5 Current Issues for Information Resources:

Advance Network challenges:

New network set up must be promoted to share information and overcome

all the challenges. Connectivity provided by advance communications

networks continues to expand at a truly amazing rate. This growing

importance of networks and networking has forced us to rethink our

assumptions about the nature of networks and best develop and mange

them.

Challenges of distributed IT Environment

Resources

References

Databases

NewspapersConferenc

e proceeding

Websites

Journal Articles

Textbook

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Many institutions as administrative academic and management adapted

their IT organizational structure to more closely match this current

technology prototype.

Authentication, Authorization, and Management:

As colleges and universities extend access to electronic libraries, databases,

computer applications, and other secured subscription services, the need to

authorize or authenticate udders become critical. The issues face by sharing

information:

Policy development

New licensing agreements

New classes of users

Public networks, private data

Distance learning Challenges:

Increasing numbers of students are becoming more receptive to interactive

and asynchronous learning that to the broadcast learning style that typifies

higher education today. As information technology leads, we need to be a

part of discussions about distributed education that address, if not resolve,

numerous key issues.

Intellectual Property issues in a Network Environment: it faces

challenges like how will information that is born digitally be preserved for

future scholarly activities.

2.4.6 Suggestion

To sum up, mentioning the above issues it is necessary to establish well

defined processing unit for the resources of information. Lack of

communication should be eliminated. Administrative authority should

enhance the higher education setup.

Keeping interaction with all network of administrative setup also dealt to

enhance the information resources.

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UNIT-3: EDUCATIONAL PLANNING

3.1 DEFINITION OF PLANNING

Definition

Among the most common definitions for this term are 

The process of setting goals, developing strategies, and outlining tasks and

schedules to accomplish the goals.

1. A basic management function involving formulation of one or

more detailed plans to achieve optimum balance of needs or

demands with the available resources. The planning process

(1) Identifies the goals or objectives to be achieved,

(2) Formulates strategies to achieve them,

(3) Arranges or creates the means required, and

(4) Implements, directs, and monitors all steps in their proper sequence.

(5) The control of development by a local authority, through regulation

and licensing for land use changes and building.

(6) Planning is the process by which an individual or organization decides

in advance on some future course of action (Omron, 2002, p. 68).

(7) Planning is the process of determining how the organization can get

where it wants to go (Certo, 2000, p. 126).

(8) Planning involves selecting from among alternative future courses of

actions for the organization as a whole and for every department or section

within it. (Cook, Hunsaker, Coffey, 1999, p. 16)

Planning Quotations Let our advance worrying becomes advance thinking

and planning.

Winston Churchill Where the stakes are the highest, in the war on terror,

we cannot possibly succeed without extraordinary international

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cooperation. Effective international police actions require the highest

degree of intelligence sharing, planning and collaborative enforcement.

Thomas A. Edison Never look back unless you are planning to go that way.

Henry David Thoreau When we are planning for posterity, we ought to

remember that virtue is not hereditary.

Thomas Paine Plans are nothing; planning is everything.

Dwight D. Eisenhower Like religion, politics, and family planning, cereal

is not a topic to be brought up in public. It's too controversial.

Erma Bombeck In preparing for battle I have always found that plans are

useless, but planning is indispensable.

Dwight D. Eisenhower During last night's debate, John Kerry and John

Edwards were so friendly to each other some political experts think that

they may end up running together. In fact Kerry and Edwards were so

friendly, President Bush accused them of planning a gay marriage.

Conan O'Brien Meekness: Uncommon patience in planning revenge that is

worth while.

Nature of Planning Process

Planning is goal oriented Continuous and ongoing process.

It is a pervasive function. It is done by managers at all levels.

It is flexible in nature. Intellectual process- involves choice and decision

making. It is an integrating process-improper planning result in random

activity

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Schematic Representation

Importance and Purpose

It minimizes uncertainty and risk.

It helps in decision making.

It gives a clear view of the future forecasting.

It leads to effective use of resources and economic operation.

Effective control-planning and control are inseparable and

interdependent.

It helps to search from various alternatives.

Helps to identify potential opportunities and threats, leads to

development of business strategies and budget planning Already

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3.2 EDUCATIONAL PLANNING AND ITS IMPORTANCE

There are many definitions of educational planning.

Educational planning first starts with a vision. It is a clear articulated

picture of the future you intend to create for yourself. It's a dream. It is a

passion for what want you to do, and the benefit it brings others as well as

yourself. However, if that vision (dream) does not have direction, it will

always remain a dream and will never become a reality. Therefore, the

vision comes first which also includes the will to change circumstances;

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your overall long-term career goals and objectives. Next, you must develop

a road-map with short-term goals and objectives which will lead to your

long-term career goal. The short-term goals and objectives will ensure you

that you are moving in the right direction, and will serve as a catalyst

giving you excitement and incentive to carry on. When creating a road-

map. Thus the following are the main area covered by educational

planning.

Acquire the will to change circumstances

Acquire the vision (dream)

Develop a road-map leading to the overall career goal and

objective

Just do it with 100% commitment and don't let go until it becomes

a reality.

Educational planning, in its broadest generic sense, is the application of

rational, systematic analysis to the process of educational development

with the aim of making education more effective and efficient in

responding to the needs and goals of its students and society. Whatever

educational planning is, it is certainly not a miracle drug for ailing

educational systems. Educational planning is ideologically neutral. Its

methodologies are sufficiently flexible and adaptable to fit situations that

differ widely in ideology, level of development, and governmental form. Its

basic logic, concepts, and principles are universally applicable, but the

practical methods for applying them may range from the crude and simple

to the highly sophisticated, depending on the circumstances.

It is therefore wrong to conceive of educational planning as offering a

rigid, monolithic formula that must be imposed uniformly on all situations.

It is equally wrong to conceive of educational planning as being

exclusively concerned with the quantitative expansion of education, which

making things bigger but not different. This misconception arises partly

because that is how educational planning has so often been used, but it is

not an inherent limitation. It arises also because planning makes extensive

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use of statistics (when they are available). But it should be remembered

that a statistic is merely the shadow of a fact, and the fact may just as well

be qualitative as quantitative.

Educational planning deals with the future, drawing enlightenment from

the past. It is the springboard for future decisions and actions, but it is more

than a mere blueprint. Educational planning also perform the following

functions

◆ Reducing risk

◆ Reducing uncertainty

◆ Supporting better decision making

◆ Establishing trust

◆ Conveying information

An Initial Characterization

Concerned not only with where to go but with how to get there and by what

best route. Educational Planning is a continuous process. It may never be

stopped. Its work does not cease when a plan gets on paper and has won

approval. Planning, to be effective, must be concerned with its own

implementation-with progress made or not made, with unforeseen obstacles

that arise and with how to overcome them. Plans are not made to be carved

in stone but to be changed and adapted as the occasion warrants. As plans

for one period move into action, planning for the next must be under way,

nourished by feedback from the first. Planning is not the special sport of

dictators-though dictators, like democratic leaders, can find it a useful

instrument. For planning, person is not the maker of policies and decisions;

it is but the handmaiden to those who carry such responsibility, at high and

low levels alike.

Planning is, or should be, an integral part of the whole process of

educational management, defined in the broadest sense. It can help the

decision-makers at all levels-from classroom teachers to national ministers

and parliaments-to make better-informed decisions. It can do this by

helping them see more clearly the specific objectives in question, the

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various options that are available for pursuing these objectives, and the

likely implications of each. Planning can help to attain larger and better

aggregate results within the limits of available resources.

To achieve such benefits, however, planning must use a wide-angle lens

through which a great many interlocking variables can be put in focus and

all of them seen as parts of a dynamic organic whole-as a system

susceptible of system analysis.

So, before recommending any one course of action, planners must first see

what room the decision-makers have, right now, for maneuver. They must

look, for instance, at the state of the society, where it wants to go, and what

it will require, educationally, to get there; at the nature of the students, their

needs, aspirations and practical prospects; at the state of knowledge itself

and the state of the educational art and technology; and not least of all at

the innate ability of the educational system to examine itself critically and

to take intelligent action to improve its own performance.

One of the central tasks of educational planning is to determine how best to

keep these intricate internal and external relationships of the educational

system in reasonable balance under dynamically changing circumstances,

and to bend them constantly in the required direction.

Planning has ever fully lived up to. But then, during most of education’s

long history it did not need to, because life for educational systems was

considerably simpler then than now.

Prior to the Second World War, educational systems everywhere were less

complex in structure and content, smaller in size and less intricately tied to

the total life of nations. Moreover, educational institutions and the world

around them were growing and changing at a considerably slower pace.

Thus there was minimal risk that serious imbalances and maladjustments

might suddenly erupt amongst the constituent parts of an educational

system or between the system and its client environment.

None the less, even in these simpler times there had to be some sort of

planning, as part of the normal care and feeding of educational institutions.

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But except for times of extraordinary social ferment, it could be a simple

and limited form, an inconspicuous and routine aspect of educational

administration which hardly warranted the concern of scholars and

statesmen, or even a special label.

This is no longer the case. The world of education has been changing

rapidly and drastically since the end of the Second World War, due to a

combination of now familiar revolutionary forces that have shaken the

entire world. Later we will examine the kind of impact which these

revolutionary forces have had on education and how all this has created the

need for a fundamentally new kind of educational planning.

3.3 FINANCING OF EDUCATION:

3.3.1 Budget Making Process at School Level

A budget is a statement of the total educational program for a given unit, as

well as an estimate of resources necessary to carry out the program and the

revenues needed to cover those expenditures. A vertical budget includes

the various income and expenditure estimates in a given fiscal year, while a

horizontal budget will include current estimates for a given fiscal year,

compared to prior audited income and expenditures, and a projection of

costs into the future. Hence, the budget is a statement of purpose and a

review of income and expenditures by function with a timeline to explain

past, current, and future.

Budgeting

A budget refers to a quantitative expression of proposed plan of action by

the school’s management for a future period and is an aid to the

coordination and implementation of the plan. Budgets covering financial

aspects quantify management’s expectations regarding future income, cash

flows and financial position.

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School Budget

A school budget is a fiscal managerial document used to plan for the

projection of expenditures that will be incurred during a designated period

of time. The time period is referred to as the fiscal year.

Philosophy regarding the school budget

The philosophy in establishing the annual school budget should be to create

a budget that supports appropriate funding for all educational programs so

that the students may benefit and learn from quality learning experiences

based on educationally sound and fiscally prudent planning.

School planning and budgeting:

Planning is the process of determining goals/objective, targets, schedules

and standard before hand. The outputs of the thought process are captured

in a document called plan. It is planning which gives us direction and

purpose. ‘‘If you do not know where you are going, any road will take you

there. If you do not know where you are going, you can never get lost’’.

This phrase explains the very essence of planning.

A school development plan is a line of action designed by the school to

achieve desired targets within a given period of time using available

resources. A school development plan must be unique to an individual

school because of the different circumstances in which schools operate.

Schools are responsible and accountable for providing programs and

strategies to meet the diverse needs of students. Each school is expected to

be an effective school in which all students can learn. In order to

accomplish this, schools must be able to match resources and services to

the needs of the students.

A school budget therefore is a carefully thought out plan for financing the

desired programmes and activities of the school. The budget reflects an

estimate of the expected revenue and the expected expenditure for the

activity or programme for a specified period. Usually school budgets run

for one calendar year. Initially, it originates as an estimate for a desired

purpose/need that becomes a budget after approval by the parent

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The head teacher being the person charged with the responsibility of

running a school determines, mobilizes and acquires financial and material

resources for the purpose of achieving desired goals. It embraces the

impact of both operating and financial decisions.

The head teachers’ involvement in the budgeting process ensures a full

understanding of the financial situation of the school and proper utilization

of the available resources to achieve the mission and educational goals of

the school. This will help in prioritizing activities that require immediate

attention by the school’s management.

Basic Process for the Development of School Budget

To begin the budget development process, the administration analyzes

expenditures from the previous year’s budget. This analysis includes

informal and formal audits, review of instructional versus non-instructional

costs, study of budgeted versus actual expenditures, and various projections

of increases in student enrolment, impact on facilities, and so on. The

budget development process encompasses both school-based budgeting and

district-based budgeting. Budgeting by school sites decentralizes decision-

making, thus promoting school staff input and providing for expenditure

choices to meet student needs in the various schools. The school-based

level also provides opportunity for parental input. The school-based

budgets are reviewed to ensure that they correspond with the requirements

of statutes, educational goals, district policies, and collective bargaining

agreements. With school-base budgets, one can expect to see variances in

how monies and resources are allocated at the school level. Differences in

allocations reflect differences in student needs and in the overall size of the

student population. School staff is responsible for:

(1) determining program requirements and assessing what students will

require for learning and teachers will need for teaching; (2) initiating and

supervising an assessment of program needs relative to staffing and

scheduling; (3) obtaining community perspectives and opinions concerning

school needs; (4) recommending a school based budget that allocates funds

in a manner best-suited to achieving the school improvement plan; and (5)

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supporting school-based budget statistics with the plan for school

improvement.

Categories of Expenditures that comprise the School Budget

Instruction Accounts

Includes expenditures for travel expenses, equipment rental, supplies,

books, classroom furniture, and maintenance costs directly attributable to

equipment.

Instruction and Curriculum Development Services Accounts

Includes aids for teachers in developing the curriculum, preparing and

utilizing special curriculum materials, and understanding and appreciating

the various techniques that stimulate and motivate students.

Educational Media Services Accounts

Includes content materials, methods, or experiences used for teaching and

learning purposes, printed and non-printed sensory materials such as

textbooks, instructional supplies, software and computer leases/ purchases.

Office of the Superintendent Accounts

Includes activities of the superintendent and assistant superintendent in

generally directing and managing all affairs of the district, including all

personnel and materials in the office of the chief executive.

Office of Principal Services Accounts

Includes activities performed by the principal, assistant principals and other

staff while they supervise all operations of the school, including the work

of clerical staff in support of the teaching and administrative duties.

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Operation and Maintenance of Plant Services Accounts

Includes activities concerned with keeping the physical plant open,

comfortable and safe for use, and keeping the grounds, buildings and

equipment in effective working condition and state of repair.

Student Transportation Services Accounts

Includes activities concerned with conveying students to and from school,

such as trips between home and school and trips to school activities.

Food Service Operations Accounts

Includes preparing and serving incidental meals, lunches or tea in

connection with school activities.

Facilities Acquisition and Construction Services (Accounts )

Includes activities concerned with acquiring land and buildings,

remodeling buildings, construction of buildings and additions to buildings,

initially installing or extending service systems and other built-in

equipment and site improvement.

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The Budget Analysis Research Cycle

Who prepares the budget?

! Head teacher with the staff

! School committee members

! The parents –all these people are involved in preparing, approval and

administration of the budget.

What does the school budget contain?

! School needs/school objectives and related programme costs as per the School development plan.

! Cost of items

! Source of income and resources

What the principles are of school budgeting?

• Participation

• Transparency

• Accountability

• Predictability

Pre- budget Analysis

Post-budget analysis

Annual school budget and

performance monitoring

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• Flexibility

• Accessible budget information-

• Accuracy

• Contestability

• Timeframe (periodicity]

Responsibilities of the Budget Office (head teacher) in the school

• Issue instructions to departments regarding requirements and date of submission

• Receive and check budget estimates

• Suggesting possible revisions

• Discussing difficulties arising from budget estimates

• Ensuring that budgets are read in good time

• Preparing the final committees approved master man.

• Coordination of all budget work

The Process of preparing budgets [short term]

! Identify needs and priorities within the school

! Set out objectives or what you intend to achieve (expected Outcome)

! Review the previous budget to seal loop holes and obtain facts on all

items

! Outline possible sources of income and likely amounts of money from

each source

! Prepare the budget and share it with other teachers before seeking

approval

! Budget implementation (spending) starts immediately it is approved

! Monitoring the flow income and levels of expenditure guides the budget

process and forms a basis for the next financial year’s budget.

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Indicators of a good school budget

A good budget must clearly represent activities; identify resources, revenue

and materials. It must also show estimated costs of all items indicated and

time lines. The role of all the parties involved in implementing the budget

must be explicit, that is who will be undertaking what responsibility (e.g.

providing funds, labour and land). Finally, a budget must be approved by

relevant stakeholders in this case staff, school committee PTA and local

administration

Implementation of School Development Plans and Budgets

This is the most critical stage in the plan and budget process as it requires

good managerial skills. A good and budget may fail in the hands of a poor

manager while a poor budget may succeed in the hands of a good manager.

Plan and Budget implementation includes undertaking budget activities as

outlined once it has been approved and signed. It involves the process of

receiving funds and spending the same on specified vote heads. Execution

of the school development plan lies with the Head teacher, staff and the

executives of the school management committee.

Implementing plans is critical and the head teacher needs to track all

activities and timelines. This can be done through keeping dairies, year

planner, delegated duties are kept on schedule and not abdicated, keeping

time and meeting deadline. A simple way of ensuring priorities for each

day is to work from a daily plan. This will prevent the idea of tackling

things as they come to mind or appear on your desk. This will also, enable

the head teacher to monitor how the work is progressing. (See sample

below). There is also need to have some degree of flexibility based on new

information and emerging issues that were unprecedented.

Allocating and Spending School funds

Criteria for resource distribution should take into consideration the following:

! Authorization of all expenditures

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! Allocation should be according to planned activities

! Provision of resources in good time

! Proper accountability of all expenditures

! Availability of the capacity to use funds suitably

! Capacity to use the resources is available

3.4 HUMAN RESOURCE PLANNING

Vetter (1967) defined human resource planning as the process by which

management determines how the organization should move from its current

manpower position to its desired position. Through planning, management

strives to have the right number and the right kinds of people, at the right

places, at the right time, doing things which result in both the organization

and the individual receiving maximum long-run benefits. (p. 15)

Human resource planning is the process of anticipating and carrying out the

movement of people into, within, and out of the organization. Human

resources planning is done to achieve the optimum use of human resources

and to have the correct number and types of employees needed to meet

organizational goals.It involves forecasting the organization's future human

resource needs and planning for how those needs will be met. It includes

establishing objectives and then developing and implementing programs

(staffing, appraising, compensating, and training) to ensure that people are

available with the appropriate characteristics and skills when and where the

organization needs them. It may also involve developing and implementing

programs to improve employee performance or to increase employee

satisfaction and involvement in order to boost organizational productivity,

quality, or innovation (Mills, 1 985b). Finally, human resource planning

includes gathering data that can be used to evaluate the effectiveness of

ongoing programs and inform planners when revisions in their forecasts

and programs are needed.

Human resources:

Head teacher,

Teachers

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Non-teaching staff

Pupils

Student leadership

Maintenance staff, etc.

Human resource planning: Purpose and Goals

The purpose and goals of HR planning are mainly:

To ensure optimum and effective use of human resources currently employed;

To research and reconfigure new skill sets to cope with organizational needs given depleting relevant skills population

To assess the employability of the human resource given changing skills and competencies

To draw specific outlines of competencies as they differ from today

To assess or forecast future skills requirement if organization’s overall objectives are to be achieved; and

To identify control standards to ensure that necessary resources are identified, available as and when required.

Factors Underlying Increased Interest in Human Resource Planning

Undoubtedly, there are many factors that account for the increased

attention directed to human resource planning, environmental forces-

globalization, new technologies, economic conditions, and a changing

work force seem particularly potent .These create complexity and

uncertainty for organizations. Uncertainty can interfere with efficient

operations, so organizations typically attempt to reduce its impact; formal

planning is one common tactic used by organizations to buffer themselves

from environmental uncertainty.

The changing characteristics of the work force, which is but one important

environmental factor, make the need for planning evident.

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3.5 EDUCATIONAL FACILITIES

Educational facilities are the human, material and financial input used in

the facilitation of a process. The educational facilities refer to both learning

and physical resources and how they are financed. The provision of these

essential facilities should adhere to established policies and regulations

such as building regulations and by-laws, minimum health standards and

levels of expenditure among other things.

Types of educational facilities:

Human resources:

Teachers, head teacher, maintenance staff, etc.

Financial resources:

Grant money, school fees, Ptc , donations etc.

Temporal:

Time tables, programmes, datelines, schedules

Physical resources:

All property owned by the school should be properly recorded in an

inventory. The head teacher should ensure appropriate registration,

utilization, maintenance and management of school resources. The head

teacher should be able to provide documentary proof of any transaction

relating to the management of school resources. Land,

buildings(classrooms, administration block, toilets), furniture (desks,

chairs, tables, stools) equipment (office, classroom, games, kitchen),

vehicles, animals, agricultural produce, stationery, books and other

teaching/learning materials (audio visuals, TV, video, radio, tape recorder)

and play grounds/swimming pool largely form the asset base of any given

school.

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Time as a resource

Time is money and time is life, “People who master time, master

themselves”. Time is a unique resource because it is shared equally and

can hardly be stretched (but remember work can be stretched to fill

available time), it cannot be stored and it cannot be replaced once lost.

The head teacher should allocate time for pupils, teachers, support staff and

other persons adequately/effectively. To achieve time discipline you need

to master only three concepts namely; time awareness (making a

conscious recognition of time), time planning (scheduling activities for

specific periods of time) and time saving (using time wisely). Thereafter,

adhere to agreed plans and set deadlines while at the same time being

flexible to accommodate emergencies.

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UNIT-4: EDUCATION IN KPK

4.1 THE ROLE OF GOVERNMENT IN EDUCATION

Education and Development

The concept of development has transformed and extended from the

traditional indicators of economic growth, GDP, or per capita income of a

country to cover human resource development as an ultimate objective.

Education is a vital investment for human or socio-economic development.

Human Development Index (HDI) is based on numerous key indicators,

including literacy rate, and enrolment rates at primary, secondary and

tertiary education. Since 1990s, UN is ranking human development in

countries of the world based on HDI. Unfortunately, Pakistan has not been

able to improve its HDI ranking. Its present ranking is 141 out of 206

countries. If we trace back and analyze the factors which accelerated

development process in the countries which are now leading economic

powers of the world, we will find education as the most common and major

catalyst. Most of the countries today enjoying economic power, political

stability and military dominance have first attained higher levels of

education for their people, which helped them to achieve development

goals. World map of poverty and illiteracy largely coincides. There can be

no economic progress without education. Economic growth requires

trained human resources. Sustainable economic growth in a county needs

peaceful environment, merit, social justice and most importantly political

stability. Political stability, based on democracy and participation of

masses in decision making, can not be achieved when majority of the

voters are illiterate. Hence, education and developed are inter linked and

inter dependent.

Right to Education

Access to free and compulsory elementary education has been globally

recognized a fundamental right of all human beings. It is the responsibility

of the state and society to ensure provision of free and compulsory

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elementary education to all children, irrespective of their gender, race,

ethnicity, religion, or economic status of their parents. The Article 26 of the

Universal Declaration of Human Rights (1948) granted this right 62 years

back.

Right to free elementary education has now been guaranteed by the

Constitution of Pakistan under: ”Everyone has the right to education.

Education shall be free, at least in the elementary and fundamental stages.

Elementary education shall be compulsory. Technical and professional

education shall be made generally available and higher education shall be

equally accessible to all on the basis of merit.” Article 26, Universal

Declaration of Human Rights (1948)

“The state shall provide free and compulsory education to all children of

the age of five to sixteen years in such manner as may be determined by

law.”

17th Article 25 –A. (18 Amendment)

The right granted in the above referred global charter and constitutional

provision can not be given to the children of this country unless

government makes necessary legislation and ensures provision of

education budget to the level it is needed to meet this obligation.

Pakistan's Commitments to Education

The Govt. of Pakistan has declared education in general and Education for

All (EFA) in particular, its top priority. Human development through

education and training forms key pillars of Pakistan's strategy for poverty

reduction.

Pakistan is also a signatory to international commitments like The

Millennium Development Goals (MDGs) signed by the world leaders in

the year 2000, and the Dakar Framework of Action for Education For All

(April 2000).

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Six Goals of EFA

Education Ministers and representatives from 166 countries of the world,

including Pakistan committed in April 2000 to achieve following Six Goals

of EFA by 2015

1. Early Childhood Care and Education (ECCE):

Expanding and improving comprehensive early childhood care and

education, especially for the most vulnerable disadvantaged children;

2. Universal Primary Education (UPE): Ensuring that by 2015 all

children with special emphasis on girls and children in difficult

circumstances have access to and complete free and compulsory primary

education of good quality;

3. Meeting Learning Needs of Young and Adults:

Ensuring that the learning needs of all young people and adults are met

through equitable access to appropriate learning, life skills and citizenship

programs;

4. Improving Literacy Rate: Achieve a 50% improvement in levels of

adult literacy by 2015, especially for women and equitable access to basic

and continuing education for all adults;

5. Gender Equality in Education: Eliminating gender disparities in

primary and secondary education by 2005, and achieving gender equality

in education by 2015, with a focus on ensuring girls' full and equal access

to and achievement in basic education of good quality; and

6. Quality of Education: Improving all aspects of the quality of education

and ensuring excellence of all so that recognized and measurable learning

outcomes are achieved by all, especially in literacy, numeracy and essential

life skills. Also the challenges triggered by globalization and nation's quest

for becoming a knowledge society in the wake of compelling domestic

pressures like devolution and demographic transformations have

necessitated a renewed commitment to proliferate quality education for all.

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National Education Policy (2009)

In the new National Education Policy, approved by the Federal Cabinet on

09 September 2009, following key targets have been envisaged:

Achieving universal and free primary education by 2015

All children, boys and girls, shall be brought inside school by the

year 2015

Achieving universal and free secondary education by 2025

Achieving EFA Goals and MDGs

Achieving 86% Literacy rate by 2015

Increasing allocations for education up to 7% of GDP by 2015

Provincial and district governments shall allocate a minimum of

4% of education budget for literacy and Non-formal basic

education (NFBE)

Food based incentives shall be introduced to increase enrolment

improve retention and completion rates, especially for girls. Now

the planners, parliamentarians, media, and civil society

organizations need to assess the pace of progress of the Govt. of

Pakistan, including provincial governments towards achievement

of targets and commitments of Pakistan listed above.

Status of EFA Indicators in Pakistan:

A Comparative View

Pakistan's commitment to universal primary education by 2015 under EFA

Framework appears elusive on current performance, as participation is low

and dropout rates continue to be high. There are persistent gender and rural

– urban disparities. Girls continue to remain underrepresented in the

education system, both public and private. The rural - urban divide is stark

on most indicators of school provision and participation, which becomes

particularly attenuated in some Provinces and Areas. Reforms and

priorities will need to be planned in detail at various levels of government.

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Government spending has declined during recent years. The following

table indicates overall status of literacy and elementary education in

Pakistan.

Table 1

Table 1. Literacy Rate and Primary Level Enrolment (NER) in Pakistan (2008-09)

Indicator/Area Total Rural Areas Female

Literacy Rate (10+) 57% 48% 45%

Net Enrolment Rate (Primary)

57% 53% 54%

Source: PSLM Survey (2008-09), Economic Survey, Govt. of Pakistan,

2010

Above statistics, released by the Govt. of Pakistan indicates that about 43%

people in Pakistan are illiterate, and only 57% children of age 5-9 are

enrolled in primary schools. Situation is alarming if we study the rates for

rural areas and females. In Sindh about 80% rural women are illiterate, and

in Balochistan only 16% rural women can read and write.aPSLM (2007-

08) has revealed that 42% people in Pakistan have never gone to any

school. These figures point out towards harsh reality that Pakistan has

failed to invest on education of its masses. The following table shows our

comparative position in South and West Asia.

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Table 2

Table 2: Human Development in South and West Asia

Country HD I Ranking

Public expenditure on

Education as % of GDP

Literacy Rate %

(15+ Years)

India 134 3.3 66

Iran 88 5.6 82

Pakistan 141 2.8 54

Sri Lanka 102 5.4 91

Maldives 95 8.3 97

Nepal 144 3.8 57

Bangladesh 146 2.4 53

(Source: Human Development Report 2009, and UNESCO EFA Global

Monitoring Report 2010)

Major issues and Challenges of Education in Pakistan

A number of factors have affected educational development in Pakistan.

Number of illiterates in Pakistan has doubled during last 50 years in

Pakistan. At present, one third school aged children are not enrolled in

schools. Drop out rate is high and quality of education is poor in public

sector schools. The state of Pakistan has failed to expand educational

opportunities in accordance with the needs emerging as a result of

population growth and those who could not cross threshold of a primary

school due to poverty or distance location of school. With respect to

achievement of EFA

Goals and MDGs, education sector in Pakistan is facing following

challenges:

i. Commitment Gap: Political leadership and planners in Pakistan could

not accord due priority to education of masses. Education remained low on

the ladder of priorities. Education is a long term investment and its benefits

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emerge over generations. Parliamentarians and political parties focused

their attention on projects with more visible and short term returns.

ii. Poor financing of education: Education budget is the vital input for

expansion of access and improvement in quality of education. Education

sector in Pakistan has been facing shortage of financial resources. On

average, not more than 2% of GDP was allocated for education sector, and

90% of this amount was meant to meet recurring expenditure of the

existing schools, and about 10% annual budget was available for

development purposes. This has resulted in slow pace of growth in

educational opportunities for a society where population was increasing at

the highest rate. Disparity in need and actual facilities or their intake

capacity led to a backlog of illiterate youth and out of school children.

iii. Missing facilities: Leaning conditions at public sector schools are poor.

According to latest data of EMIS, about 70% Govt. Primary Schools have

only 2-Room buildings for five classes.

Table 3

Table 3: Class Rooms and Missing Facilities in Govt. Primary Schools (2007-08)

1-Room

Schools

2-Room Schools

3-Without

Electricity

4-Without Drinking

Water

5-Without

Latrine for

Students

15% 52% 67% 39% 41%

Source: Academy of Educational Planning and Management, Ministry of

Education, Islamabad (Pakistan Education

Statistics 2007-08).

More than half of the schools do not have without electricity. Although

59% Govt. Primary Schools have toilets for students but half of these are

not operational. 67% Schools are without electricity. Absence of conducive

environment negatively affects the attention of children in the class room

and compels many of them to drop out or leave the school before

completion of primary level education or Grade 5.

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iv. Rising population of illiterates: Since formal school system has not

been able to reach out or enroll all the children, therefore missed out and

dropped out children add up annually to the existing lot of illiterates.

Illiterate population in Pakistan has doubled during last 50 years.

Table 4

Table 4: Numbers of Illiterates are Rising in Pakistan

Year Pop 10 +

(Millions

Literacy Rate (10+)

Illiterate Pop (10+)

in Millions

1951 22.71 17.9 18.64

1961 26.50 16.7 22.08

1972 42.91 21.7 33.59

1981 57.84 26.2 42.69

1998 89.84 43.92 50.38

2006-07

(estimated

112.00 55.00 50.4

Source: Population Census Reports. Projections for 2006-07 based on past

trends.

Above table indicates gradual and consistent increase in illiterate

population. If today over 50 million Pakistanis illiterate, it is due to the

hard fact that past governments did not pay due attention to bring all

children into school and ensure their retention. A strong and well organized

country wide literacy programme has so far not been launched to tackle the

problem of illiteracy and transform Pakistani nation into a literate society.

v. Political interference and Educational Governance:

It is generally perceived that decisions about appointments and transfer of

teachers and postings of education managers are made on political basis.

This deteriorates educational governance and gives birth to corruption,

teacher absenteeism, slow pace of implementation of development

schemes, and consequently it also affects quality of learning in class rooms.

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vi. Parallel system of education: To promote social justice and equality in

the society, it is imperative that education system is based on equal and

uniform curriculum. Unfortunately, this has not been happening in

Pakistan. There exist parallel systems of education consisting of high

quality private sector English medium schools for the rich, Urdu medium

Govt. Schools for children of ordinary citizens, and Madrassas for the poor.

Prevalence of parallel systems of education is breeding disparities and

strengthening stratification and tensions in the society.

The Govt. of Pakistan, particularly the provinces need to plan their future

development projects and reforms keeping in view the challenges listed

above.

Will Pakistan achieve EFA Goals by 2015?

Every year, UNESCO reviews progress of various countries with respect to

achievement of EFA Goals. Data and analysis on monitoring of EFA is

published in its annual publication titled EFA Global Monitoring Report

(or GMR).

According to GMR 2009, Pakistan includes among 29 countries which are

not likely to achieve EFA Goals by 2015.

If we see pace of progress in the area of literacy and Primary Education

during last few years, we can project Pakistan's position by 2015 as well.

The following table, using data published by Govt. of Pakistan in latest

Economic Survey, projects future scenario based on past trends.

Table 5

Table 5: Projected Rate of Literacy and Net Enrolment Rate –NER (Primary) by 2015

Indicators/Year Rates as per PSLM Survey

(Pakistan Economic Survey 2009-10)

Average Annual

Growth Rate

Projected Rate

by 2015

2006-07 2007-08 2008-09

Literacy Rate (10+) 55 56 57 1.818% 64

Net Enrolment Rate 56 55 57 0.892 60.12

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(Primary)

Above table indicates that Pakistan may need another 15 years to achieve

86% literacy rate and 38 years to achieve universal primary education

(UPE) or 100% NER. This means EFA Goals will not be achieved before

2048, if present trend continues and special initiatives are not launched by

the Federal and Provincial Governments.

Financing of Education in Pakistan

Financing of education in general, and especially in the context of the six

goals of EFA has emerged as a key area, which needs urgent attention.

Unfortunately, Pakistan has not been spending enough on education.

Following table shows low priority accorded to education in terms of

budget.

Table 6

Table 6: Financing of Education in Pakistan (1995-96 to 2009-10)

Year %age of GDP Year %age of GDP

1995-96 2.00 2002-03 1.70

1996-97 2.62 2003-04 2.20

1997-98 2.34 2004-05 2.12

1998-99 2.40 2005-06 2.40

1999-2000 1.70 2006-07 2.42

2000-2001 1.60 2007-08 2.49

2001-02 1.90 2008-09 2.10

2009-10 2.05

(Source: Economic Survey 2002-03, 2005-06, 2009 and 2010)

It is evident from the above Graph that Pakistan is spending less compared

with other countries in the region with similar economic status or common

social scenario. Educational opportunities can not be expanded without

increasing education budget. Similarly, low quality of education in Govt.

Schools can not enhanced without construction of more rooms and

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provision of missing Slow and static trend of financing of education in

Pakistan observed during last 14 years is shown in the below Graph.

Graph 1

012345

22.62 2.34 2.4

1.7 1.82 1.79 1.862.2 2.15 2.24 2.5 2.47

2.1

(Source: Economic Survey (2002-2003) – Finance Division – Government

of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan 2005-

06, and EFA Global Monitoring Report 2008)

Facilities, provision of food and other incentives to students, stipend to

girls, better training of teachers, supply of textbooks which are relevant to

the needs of society as well as economy, efficient monitoring of schools

and accountability of their performance from various angles. Present

budget of 2% GDP is not enough to scale up educational facilities and

improve quality of education in the public sector.

Table 7

Table 7: Trends in Education Expenditure as Percentage of GDP and GNP

2000/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09

Education Expenditure(Rs m)

56506 66290 78447 97697 116873 141702 162084 182646 195602

GDP (Rs m) 420987 445265 487564 564058 649978 762320 8673007 1028438 1028438

Educ. Exp. as % of GDP

1.34% 1.49% 1.61% 1.73% 1.80% 1.86% 1.87% 1.78% 1.51%

GNP (Rs m) 415539 447631 502746 576505 663424 777310 8830638 1049418 1350290

Educ. Exp. as % of GNP

1.36% 1.48% 1.56% 1.69% 1.76% 1.82% 1.84% 1.74% 1.45%

Projections of the financial resources available to meet EFA targets in the

three themes, i.e., primary education, adult literacy, and early childhood

education for the thirteen years show that the total budgetary resources

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available by 2015/16 should be Rs. 786,005 million. Given the financial

requirements of Rs. 1,212,097 million, the resulting “financing gap” is to

the tune of Rs. 426,092 million. It may be highlighted that these estimates

include an annual average additional cost of achieving UPE by 2015/16 of

US $495 million. However, if a more idealistic approach based on good

quality i.e., five-classroom in urban and two classroom in rural model

schools, is considered, the financing gap is considerably higher and

expected to exceed Rs. 2,031,292 million.

Table 8

07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15

% Educ

Expenditure/GDP

1.74 2.17 2.61 3.16 3.82 4.65 5.66 6.90

GDP (Rs b)** 10478.14 12969.3 14297.83 15838.42 17712.1 19900.88 22571.57 25393.02

Educ

Expenditure

(Rs.b)****

182.646 281.955 373.769 499.888 677.222 924.418 1276.805 1752.669

Government

Total Expenditure

(R b)*****

2279 2535 2746 3069 3495 3915 4401 4952

Educ Expenditure

in Total Govt.

Expenditure (%)

8.0 11.1 13.6 16.3 19.4 23.6 29.0 35.4

@Based on National Education Policy projection that allocation to

education will be 7% of GDP in 2014-15# All values for 2007/08 are actual

values*Based on values derived on the basis of exponential (assuming that

the increase would be relatively higher in later years) function in Graph 1,

using actual value for 2007/008, and limiting the value at 7% in 2014-

2015. See Graph 1.

** Source: GDP 2007/08-2013-14: PRSP II

*** 2014-15: GDP projected on the basis of growth rate of 12.5%

**** Educ Expenditure: actual value for 2007/08; but calculated on the

basis of estimated percentage of educ expenditure per GDP

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***** Source: 2007/08: Govt. Total Expenditure 2007/08- 2012/13: PRSP-

II; for 2013-14 and 2014-15, projected on the basis of 19.5% of GDP

Considering the estimated financial requirement of Rs. 1,212,097 billion to

meet EFA targets by 2015/16 and the projected budgetary resources which

should be available to the three EFA themes, i.e., primary education, adult

literacy, and early childhood education. At that time, anticipating adequate

growth in education budget by the Federal and Provincial Governments, a

financing gap of over Rs. 426 billion has been calculated.

Keeping in view the past trends and progress so far, it is felt that a

financing strategy based on a strong funding support to public sector

education will be the only option to bring out of school children into the

school and make millions of illiterate Pakistanis literate. The major issue in

education finance in Pakistan is the low public sector investment. Although

government claims that education enjoys the highest priority on the social

sector agenda, yet practically, allocations remain low and relatively

modest. Federal Govt. and Provinces need to gradually but consistently

enhance their education budgets during next 5 years, as per table given

below, if they are serious to achieve the target of 7% GDP for education

sector.

It is, therefore, recommended that all efforts should be made to enhance the

budgetary allocation to education up to 7% of GDP, as suggested in the

National Education Policy (2009). In addition, innovative approaches

should be designed to generate additional resources for increasing funding

for the education sector, especially to primary education, adult literacy and

early childhood education, if Dakar targets are to be achieved by 2015.

4.2 ROLE OF PARLIAMENTARIANS FOR ACHIEVEMENT OF EFA GOALS

The whole Society, various organs of the state, including the

parliamentarians are responsible for ensuring the provision of right of free

and compulsory elementary education for all children. A committed

leadership of Parliamentarians can add to the steps towards achieving the

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targets set in the Dakar Declaration as they too can strongly advocate on

the issues at the highest level, allocate adequate resources for taking the

EFA forward, and legislate to ensure universal access to resources

necessary to implement the EFA plan effectively.

Recently, parliamentarians have played a pivotal role by approving free

and compulsory elementary education as a fundamental right. Insertion of

Article 25-A in Chapter No 1 (Fundamental Rights) has paved the way for

a historic journey towards Education For All. Now the next step is to pass

legislation which can help enforce Article 25 A. Parliamentarians can

positively influence national policy by supporting provision of increased

financial resources for the education sector. They can also provide

leadership to the EFA movement which has so far been lacking.

Parliamentarians may undertake following tasks:

Legislation: Immediate legislation for enforcement of Article 25-A, by

setting standards and passing various Acts and laws to elaborate roles and

responsibilities of various stakeholders. Leadership: Creating an enabling

environment by personally leading EFA movement in their constituencies.

Per child education budget: Advocacy and resolutions in the parliament

for ensuring equitable distribution of financial resources to districts/Areas,

proportionate to the population of out of school children and illiterates.

Road map up to 2015: Year wise targets for raising education budget up

to 7% of GDP by 2015 as per target envisaged in the National Education

Policy

Parliamentary Sub Committee on Literacy: Putting literacy and NFBE

on agenda of Parliamentary Committees on Education, and constituting a

permanent Sub Committee on Adult Literacy and Non-formal Basic

Education, to ensure adequate debate and priority to this neglected sub

sector of education.

Budget for Literacy:

Legislation for allocation of at least 5% of education budget for NFBE

programmes for out of school youth and adult illiterates. The elected

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representatives can play a very effective role in the specific context of

promoting EFA programme. They can highlight administrative lapses,

lethargy and lack of effectiveness in the local administration about EFA in

the legislature or the elected bodies and demand improvements. They can

make use of evidence to enhance decisions and policy making to promote

increased education investments at the national and provincial levels. They

can monitor the effectiveness and progress of EFA in their constituencies

and raise concerns with the local administration or in the parliament. They

should show a strong will to ensure that political influences don't hamper

the basic objectives of EFA. They should monitor progress towards

achieving the MDGs both at the federal/provincial level and also within

their own constituencies. They can help raise awareness by participating in

media talk-shows and media events. They can try to enhance the budget

allocated for EFA targets and they can question the government about the

effectiveness of the measures that the Government is taking to implement

EFA goals.

Conclusion

The only way forward to achieve EFA Goals is to increase the budgetary

allocation to education up to 7% of GDP, as suggested in the National

Education Policy (2009). In addition, innovative approaches should be

designed to generate additional resources for increased financial resources

for the education sector, especially to primary education, adult literacy and

early childhood education, if Dakar targets are to be achieved by 2015.

Parliamentarians should join hands, beyond party lines, in the interest of

next generations, to create a literate society and to bring Pakistan on the

road towards sustainable development, political stability, and positive

social change.

4.3 MAIN PROBLEMS OF EDUCATION

Introduction

Education plays the role of leadership in the society. The functions of the

educational institutions are to develop the people physically, mentally,

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psychologically, socially, and spiritually. It improves and promotes the

economic, social, political and cultural life of the nation. Education plays a

vital role in human capital formation. It raises the productivity and

efficiency of individuals and thus produces skilled manpower that is

capable of leading the economy towards the path of sustainable economic

development. Like many other developing countries, the situation of the

education sector in Pakistan is not very encouraging. In Pakistan, after

more than five decades, the developmental indicators are not showing

positive results. The participation rate at higher education is low

comparatively to other countries of the region. There are problems of

quality of staff, students, library and laboratory. Relevance with society

needs, research facilities, financial crisis, arts students more than science

students, weaknesses of examination, ineffective governance and academic

results are not at par with international standards.

Problems of Education

Lack of funding/ low level of public investment

The extremely low level of public investment is the major cause of the

poor performance of Pakistan’s education sector. Public expenditure on

education remained less than 2 percent of GNP before 1984-85. In recent

years it has increased to 2.2 percent. In addition, the allocation of

government funds is skewed towards higher education so that the benefits

of public subsidy on education are largely reaped by the upper income

class. Many of the highly educated go abroad either for higher education or

in search of better job opportunities. Most of them do not return and cause

a large public loss.

The quality of primary and secondary education

In Pakistan, the quality of primary and secondary education has a declining

trend. It is realized that science education in particular is reaching lowest

ebb and needs to be improved urgently. At the time of independence and

thereafter there remained acute shortage of teachers, laboratories were poor

and ill equipped and curriculum had of primary and secondary education

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has a declining trend little relevance to present day needs (Behrman, 1976).

Certain minimum levels of enrolment at primary and secondary level

represent a necessary condition for the development of functioning higher

education. For relevant participation rates at university level, a net primary

enrolment rate of 80 percent seems to be the minimum required. Similarly,

about 80 percent of secondary net enrolment typically seems to be the

minimum to develop higher education institutions with the potential to be

listed in international university rankings, to employ the considerable

number of researchers and to develop significant new ideas.

Insufficient financial input

The Education Sector in Pakistan suffers from insufficient financial input,

low levels of efficiency for implementation of programs, and poor quality

of management, monitoring, supervision and teaching. As a result, Pakistan

has one of the lowest rates of literacy in the world, and the lowest among

countries of comparative resources and social/economic situations. With a

per capita income of over $450 Pakistan has an adult literacy rate of 49%,

while both Vietnam and India with less per capita income have literacy

rates of 94% and 52%, respectively (Human Development Centre, 1998).

Literacy is higher in urban areas and in the provinces of Sindh and Punjab,

among the higher income group, and in males.

The Role and Appointment of Teachers

The quality of teachers, which is a key factor in any education system, is

poor in Pakistan. The main reason is the low level of educational

qualifications required to become a primary school teacher; which includes

ten years of schooling and an eleven-month certificate program. It has been

established through various studies that pupil achievement is closely

related to the number of years of formal schooling of teachers. Thus,

students of teachers with 12 years of schooling perform better than students

of matriculate (10 years education) teachers, who in turn perform better

than students of teachers with only grade eight qualifications. The second

factor relates to the quality of teacher certification programs, which suffers

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from the lack of adequately trained master trainers, little emphasis on

teaching practice and non-existence of a proper support/monitoring system

for teachers. In the absence of any accredited body to certify teachers, the

mere acquisition of a certificate/diploma is considered sufficient to apply

for a teaching position.

In addition, teacher appointment in schools is subject to interference from

local interest groups seeking to place teachers of their choice within their

constituency. This has opened the system to graft and rent seeking leading

to high levels of teacher absenteeism accentuated by the absence of an

effective supervision system. The appointment of teachers especially in

primary schools is subject to the political influence or paying huge money.

Private School Teachers

The quality of education imparted by the majority of private schools is

questionable owing to an acute dearth of properly trained and qualified

teachers, and any kind of support mechanism for these teachers. Except for

large school systems like Beacon house, City, Lahore Grammar, and

others, which constitute a small percentage of the existing private schools

the majority of others have appointed teachers who are qualified up to

intermediate (12 years of schooling) or BA level (14 years of education),

and are paid much lower salaries compared to their counterparts in the

government sector in addition to no job security. The large schools and

school systems have instituted their own teacher training programs or

access specialized private institutions. There is less inclination in these

schools to hiring teachers who have previously been trained by government

institutions and hold degrees in B.Ed or M. Ed; their preference is for those

fluent in English language. Thus, very few teachers hired by the private

schools have had any pre-service training. There is a felt need to enhance

the professional skills of those who are currently working through various

inset programs.

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Inadequate Research Activities

Research gives rise to curiosity and a desire to look for, and find, better

solutions to our everyday problems or better explanations for whatever

happens. Over the years, numerous manuscripts have written about a lack

of research in Pakistan. The issue is discussed frequently in academic

institutions too. In nearly all such discussions, lack of funding and of

adequate facilities are presented as the major reasons that research has not

been conducted. Perhaps the single most significant impediment in

Pakistan to research, and also quality higher education, is the near-zero

tolerance for dissent in educational institutions. We have in place a

hierarchical system, which operates at every level of society — at the

home, school, college, university and workplace. Research thrives best

where there is a group with which one can interact — a 'critical mass' of

critical thinkers. Ideally, the group should not comprise people from the

same narrow field but from different areas. This promotes cross-

fertilization of ideas. This is where universities have an edge over single-

discipline institutes. Now that the government is providing substantial

research funds to public-sector universities, a major hurdle has been

removed. The step is long overdue and thus commendable. It is now up to

the universities to produce the desired results.

Gender Differences

Education is important especially for women because it provides important

means for their empowerment. Apart from the acquisition of knowledge

and values conducive to social evolution, education provides many other

benefits. The development of the mind, training in logical and analytical

thinking, organizational, administrative and management skills accrue

through education. Enhanced self-esteem and improved financial and social

status within the community is a direct outcome of education. Education,

therefore, be made available to all. For better parenting and healthier living

also, education is an important factor. It is beyond doubt that educating

girls can yield a higher rate of return than any other investment. There is

great difference in the rates of enrollment of boys, as compared to girls in

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Pakistan. According to UNESCO figures (Dawn, 23 Feb 2004, editorial),

primary school enrolment for girls stands at 60 per cent as compared to 84

per cent for boys. The secondary school enrolment ratio is even more

discouraging, 32 per cent for females and 46 per cent males. Regular

school attendance for female students is estimated at 41 per cent while that

for male students is 50 per cent. According to the Population Census of

1998, the overall literacy rate in Pakistan was 45 percent. The number of

literate females increased from 0.8 million in 1961 to 11.4 million in 1998 -

97. The growth rate for males' literacy was 5.1 percent per annum. It may

be noted that the overall literacy rate in Pakistan is lower when compared

to other countries in the region. The reasons could be limited number of

educational institutions in the country and accessibility to those. The

situation in rural areas, where the majority of population resides, is even

more serious. The people in those areas avoid sending their children to

schools especially females because schools are in far flung areas.

Examination system

Pakistan does not have an assessment system that can continuously and

adequately gauge the efficiency of the system and provide feedback for

policy interventions. The concept is limited to assessing the students

through examinations. These examinations, conducted at various stages of

the student’s career, mostly result in furthering his or her academic

progress and in the more critical secondary and higher secondary level

determining the career path. These examinations themselves are infested

with a number of problems that make them poor representatives of the

efficiency of the system. Also in the last few years their ability to

determine merit has been eroded in the wake of widespread malpractices

that has allowed the coining of the term ‘copy culture’.

Learning Environment

In an average rural area of Pakistan, a five or six year old child walks to the

school dreading what he or she would face. Children are scared of the

teacher as de facto corporal punishment exists in all provinces, although

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Punjab has managed some interesting measures. They know that they may

have to sit on a cold floor in winters and a hot one in summers provided

they are lucky enough to have a school building, otherwise the tree is the

only shade available to the children. Toilets are a luxury and where in some

schools they do exist; the ratio is inadequate for the children’s comfort.

These issues are prevalent in all poor areas, irrespective of urban or rural

setting. Where school buildings exist they are mostly of a standardized

nature. Local climatic conditions are not always factored in. The design

itself is too insipid to excite learning processes.

Geographic Disparities

There are vast differences in education services between rural and urban

areas which continue to broaden the gulf between the urban elites and the

comparatively marginalized and disempowered rural population.

Unfortunately, the issue of quality service delivery in rural areas receives

scant attention specifically and it has been seen that the worst public sector

schools are in the rural areas. Also, there are disparities within urban slums

and posh areas. This is essentially a focus issue in strategic planning and

needs urgent attention with incentive based improvement in quality

education service delivery in all disadvantaged areas. Also contextual rural

settings do not find an appropriate place in the curriculum, which has a

serious urban bias that makes the subject less relevant and more difficult

for the rural learner. There are perceptions of biases against universities

located away from the Centre in Punjab.

Economic Disparities

To state the obvious, the rich go to private schools and the poor go to

public schools creating apartheid like situation in the education sector. The

current education system reinforces class division by preparing the working

class for its role through technical subjects while the arts, social sciences

and other pure subjects are reserved for the rich. Currently, the purpose of

education is simply social and economic mobility and this result in just

skills training not education. Poverty is the main obstacle to acquiring

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quality education and also the result of poor education available to the

economically deprived. The vicious circle, therefore, prevents any

movement out of the education related poverty syndrome.

Medium of Instruction

Pakistan has historically been a nation with multi-lingual proficiencies.

However, there are rich regional languages with strong literatures used by

ethnic regions, also roughly forming the federating units. There is a long

history of debate regarding an official language in Pakistan, a language of

common understanding by all sub-national regions and the importance of

local and regional languages in the educational and social character of each

province. This debate is not without frictions between a universal

acceptance of either one common language, or one language as medium of

instruction in the whole country.

Poor quality text books

Text books being taught at all levels, especially schools, are generally of

poor quality. Most teachers complained of these as being dull, over flowing

of information narrated in a confusing manner and, in many cases full of

printing errors. They have low pedagogic capacity.

Misuse of funding/ corruption

Unfortunately, in Pakistan corruption continues despite many efforts by the

Government. Education is not spared. Corruption and political interference

have had the most pernicious impact on the sector. Due to severe capacity

constraints, the most serious flaw is the under-utilization of funds.

According to an estimate less than 50% of the funds allocated for the non-

recurrent expenditure are expended. This leads to the concern on the impact

of an increased outlay, as there appears to be little absorption capacity in

the system.

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Other problems of education are

Pakistan continues to face a problem of access because of low levels of

public spending, literacy and enrolments, acute regional and gender

inequalities, and inequalities in the distribution of budgetary allocations to

education. The main factors that keep children out of education are:

poverty combined with education not perceived to provide economic gains,

low quality of education, traditional style of teaching and corporal

punishment, long distances to schools and high student-teacher ratio.

Pakistan faces the problem of a large number of out-of-school children,

both at primary and secondary levels, aside from a high number of

dropouts. The population age group between 5-9 years is 19.634 million in

Pakistan. Out of these, 3.300 million children are out of school. The

dropout rate is 31.3% at the primary level and 30% at the middle level.

Given a population growth rate of 1.9% (official figures), attainment of

EFA goals within the stipulated period would require huge investments.

Even if resources could be mobilized towards this end, the capacity to build

and operationalize such a large number of schools in such a short time may

not be easy.

Conclusion

Education provides the base for socio-economic development. An

educational system of poor quality may be one of the most important

reasons why poor countries do not grow. In Pakistan, the quality of

education is on the decline in spite of the fact that the present government

has initiated drastic measures in uplifting the quality and quantity of

education. Quality of teachers especially at primary level is still

questionable. It is evident that that without teachers’ transformation we

cannot transform the education system for improving the quality of

education. In this regard, a series of education reforms in the area of

teacher education were introduced in the public sector but their vision

seemed to be narrow, hence, they failed to make any substantial impact on

the quality of teachers and teaching process. Eventually, it further affected

the quality of education being offered in schools. Education system of

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Pakistan is facing new challenges. It has yet to be developed at par with

other developing countries in the region.

In Pakistan efforts have been made to mould the curriculum in accordance

with our ideological, moral and cultural values as well as our national

requirements in the fields of science, technology, medicine, engineering

and agriculture, etc. The rise in supply of educational infrastructure or

removal of the supply side constraints can play an important role in raising

literacy and education of the population. Development budget allocation

for the social sector has been very low throughout and is evident from the

budgetary allocation for education. The government is not able to invest the

requisite amount on education in accordance with the population growth.

Allocations lag behind the developing countries in the region.

4.4 REFORMS IN EDUCATION SINCE 2001

Introduction:

Pakistan has an estimated population of 158 million, two per cent of the

world’s population. The areas of 88 million hectares comprise four

provinces (Punjab, Sindh, Khyber pukhtunkhwa and Baluchistan) and four

territories (Islamabad Capital Territory, Azad Jammu and Kashmir,

Federally Administered Northern Areas and Federal Administered Tribal

Areas) of the total land of 88 million hectares, 20 percent has potential for

intensive agricultural use.[ESR2001-06]

Current status of education in Pakistan

Currently the national allocation to basic education is well over 50%. The

net participation rate in 2000-2001 at primary level is 68% whilst the

participation of female participation rate is 53%. However, out of 18.1

million populations of children at primary level age, 12.4 million children

are enrolled and 5.7 million are out of school system.[ESR REPORT]

Pakistan is one of only 12 world countries that spend less than 2% of its

GNP on education.

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The World Bank reports that the average Pakistani boy receives only five

years of schooling; the average girl just 2.5 years. The U.S. Agency for

International Development claims that only two thirds of Pakistani children

aged 5-9 are ever enrolled in school and only one-third will complete the

fifth grade. Pakistan’s adult literacy rate is about 40% and is much lower

among females.

The U.N. Development Programme 2004 Human Development Report

assigns Pakistan the lowest “education index” of any country outside

Africa.

Administrative Reforms in education since 2001:

Pakistan has a diverse ethnic population of 158 million people, with 32.2

percent people living below the poverty line (I-PRSP, 2001). For three

decades the country experienced a process of increasing centralization in

decision-making, resource management and service delivery. To offset

poor governance, a process of devolution has been initiated through

establishment of local governments across Pakistan. Devolution of power

plan was announced by the then president pervez musharraf on march 23 rd

2000, in which the major thrust was on the creating district government

structure. The objective of the devolution plan 2000 was to devolve

political power and decentralize administrative and financial authority to

accountable local government for good governance and effective delivery

of services through a transparent mechanism at the grass root level.( seema

abbasi, 2006)

“The Local Government design is based on five fundamentals: Devolution

of power, decentralization of administrative authority, deconcentration of

management functions, diffusion of power-authority nexus, and

distribution of resources to the district level. It is designed to ensure that

the genuine interests of the people are served and their rights safeguarded.

A coherent integration of these principles and application in various sectors

is a major challenge”. (NRB, 2000: 1) According to the devolution

manual, the Local Government Ordinance, and the District Rules of

Business, each district is composed of eleven departments that function as

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separate entities. Each of these departments (including education, literacy,

and information technology) is managed by an Executive District Officer

(EDO). Like all EDOs, the EDO-Education’s line managers are, the

District Coordination Office (DCO) as the direct administrative head and

the district mayor or Nazim as the political head. The federally

administered areas are awaiting devolution transformations. The EDO

must also respond to the demands of his/her provincial line department

manager, or the Secretary of Education.

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Local Government Proposed Plan (NRB) May, 2006 p,72

Implementation of the devolution plan: The Federal Bureau of Statistics

under takes survey of social indicators, which provide a basis for policy

decisions. Gross enrollment at primary level, after stagnation at around

71/72 % during 1989-99 and 2000-01, increased substantially to 86% in

2004-05. Net enrollment at primary level also increased by 10 % points (42

to 52%) in four years. This suggests that the drop out rate has declined and

the cost effectiveness of the educational expenditure has improved. Gross

and net enrollment in middle and matric levels also show improvements

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during the last four years as against the total stagnation during 1989-99 and

2000-01. (The News international, 2005).

In terms of implementation, there are provincial differences, administrative

issues and personnel matters that will need attention in due course. For

example, there has been a lack of uniformity among provinces with respect

to the implemention of certain provisions. Due to a lack of skilled

personnel, many provinces are having difficulty finding enough skilled

staff members to carry out the functions and responsibilities recently

assigned to them. These problems need to be revisited by the provincial

governments soon after completion of the transition phase of devolution.

In the workshops held in 2001, field practitioners expressed numerous

concerns about problems they felt were inevitable. Those concerns are

outlined in Table:

Issues Highlighted by Provinces:

There is need of proper orientation and capacity building of all stakeholders about their particular roles and responsibilities towards the system as well as towards each other

A number of managerial staff are former teachers. They should be provided with necessary managerial training

Inter-district transfers to be made with the consent of the concerned EDOs

Public representatives should refrain from creating unnecessary interference with education officials

Clear job descriptions be laid down to ensure better and focused performance

Administrative and financial powers are too limited

The Rules of Business aren’t clear enough, especially the financial aspects need more clarity

A solid physical infrastructure is not yet in place

The staff strength does not match the responsibilities assigned to the district educational set-up

The communities have to be provided proper orientation as to how they can play their role in enhancement of education levels and standards

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Government authorities have acknowledged that skills need urgent

attention if decentralization is to prove worthwhile for education

development in Pakistan. This requires: (i) massive capacity building of all

stakeholders; (ii) proper orientation of communities; and (iii) a

reorientation of elected representatives (MSU, 2001).

In Pakistan, several challenges must be met if educational decentralization is to produce positive outcomes. The most critical of those challenges are:

Linking district realities with national restructuring efforts continuing to advance the decentralization agenda after the election of October 2002

Devolving powers and authority to district managers and local governance partners in the communities

Providing the union councils with administrative and financial powers so that recentralization trends will be resisted and decision can be made in a timely way

Designing an efficient indigenous capacity model that will promote good governance

Ensuring the participation of private and civil society sectors in meeting district targets for education.

Reforms at pre and primary level:

In the public sector primary schools, especially in rural areas, children

below 5 years of age do attend the schools informally, and learn basic

concepts of literacy and numeracy.

In private sector schools, especially schools run on commercial basis, pre-

primary education is well organized, being an essential part of primary

education. Almost all such schools arrange pre-primary education in the

form of Nursery, Pre-nursery or KG.

The Ministry of Education under ESR has promoted ECE as an innovative

program in the provinces. Under this initiative 450 ECE classes were set up

with a view that the respective provinces may mainstream these once their

efficacy was established. Support for ECE has been mobilized from donors

such as US AID, UNICEF, and the Asian Development Bank (ADB).. The

Aga Khan Foundation Pakistan with the support from US-AID has initiated

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a pilot programme of early childhood education (ECE) in the province of

Sindh and Baluchistan. ECE programme entitled “Releasing Confidence

and Creativity: EMIS data indicates that Pre-primary age group gross

enrolment in public sector was 2.97 (male 1.67: female 1.30) million in

2001-02. Since, private sector ECE data is not available therefore adding to

it 50% of private sector enrolment (as is the present ratio between public

and private sector in Primary education I-V) the gross enrolment comes out

to be 4.5 million which is 57% of the ECE age group population of 7.9

million in 2002. Pre-Primary Education is an important component of Early

Childhood Education (ECE), Prep or Kachi classes of children having age

of 3-4 years. An increase of 2.6 % in Pre-Primary enrolment (8.434

million) in 2008-09 over 2007-08 (8.218 million) has been observed and

during 2009-10, it is estimated to increase by 2.2 percent. The ESR is fully

integrated with relevant Millennium Development Goals (MDGs) Net

Primary Enrolment from 66 % to 76 %. A number of 156,653 Primary

Schools with 465,334 Teachers are functional. An increase of 0.6 % in

Primary enrolment (18.468 million) in 2008-09 over 2007-08 (18.360

million) has been observed and during 2009-10, it is estimated to increase

by 1.3 percent.( economic survey of Pakistan 2010)

Middle Education (Classes VI-VIII)

Middle School Enrolment from 47.5 % to 55 % from 2002 to 2006 esr

report. A number 40,919 Middle School with 320,480 Teachers are

functional. A decrease of 0.2 % middle enrolment (5.414 million) in 2008-

09 over 2007-08 (5.426 million) has been observed and during 2009-10, it

is estimated to increase by 0.6 percent

Secondary Education (Classes IX-X) A number 24,322 Secondary

Schools with 439,316 Teachers are functional. .An increase of 2.9 % in

middle enrolment (2.556 million) in 2008-09 over 2007-08 (2.484 million)

has been observed and during 2009-10, it is estimated to increase by 5.6

percent.

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v) Higher Secondary / Inter Colleges (Classes XI-XII)

An enrolment of 1.147 million is estimated in 2009-10 over 1.074 million

in 2008-09 and 959,690 in 2007-08. 3,291 Higher Secondary Schools /

Inter Colleges with 76,184 Teachers are functional. 78 new schools / Inter

Colleges have been added since July 2008.

vi) Degree Colleges Education (Classes XIII-XIV)

An enrolment of 458,835 students is expected during 2009-10 in Degree

Colleges over 429,251 in 2008-09 and 383,810 in 2007-08. 1,238 Degree

Colleges with 21,176 Teachers are functional and 205 new Degree

Colleges have been added since July 2008.

vii) Universities Education (Classes XV onwards)

An enrolment of 948,364 is estimated in 2009-10 in Higher Education over

803,507 in 2008-09. In order to boost-up higher education four new

universities have been established during the year 2009-10 making the total

number to 132 universities with 50,825 Teachers in both Private and Public

Sectors.

Salient Features of NEP 2009

Apart from due emphasis on governance issues and an implementation

framework, some distinct features of the policy are mentioned as under:

I. Access & Equity

Dakar EFA Goals and MDGs relating to Education shall be

achieved by 2015.

Introduction of Early Childhood Education (3‐5 years) and

encouraging inclusive and child-friendly education.

Primary education official age shall be 6 to 10 years.

Equity in Education (gender, geographical Urban‐Rural areas)

shall be promoted.

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Grades 11 and 12 shall not be part of the college education and

merged into the school education.

Governments shall establish “Apna Ghar” residential schools in

each province to provide free high quality education facilities to

poor students.

Every child, on admission in Grade I, shall be allotted a unique ID

that will continue throughout his or her academic career.

The definition of “free education” shall include all education

related costs.

Waiver of maximum age limit for recruitment of female teachers,

wherever required.

Access will be extended by ensuring availability of Technical and

Vocational Education (TVE) at district and tehsil levels.

Relevance to Labour Market shall be ensured.

Enrolment in higher education sector shall be raised from existing

4.7 percent to 10 percent by 2015 and 15 percent by 2020.

II. Governance, Quality & Relevance:

The Government shall allocate 7% of GDP to education by 2015

and necessary enactment shall be made for this purpose.

Sector Planning in Education shall be promoted and each

Provincial/ Area Education Department shall develop its sector/

sub‐sector plan, with facilitation and coordination at federal level.

A system for donor harmonization for aid‐effectiveness and

improved coordination between development partners and

government shall be developed.

Fragmented governance of education at federal and provincial

levels including literacy shall be managed under one organization.

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Separate academic & educational management cadres with

specified training and qualification requirements shall be

introduced.

In order to bridge Public-Private divide, governments shall take

steps to bring harmony through common standards, quality and

regulatory regimes.

Deeni Madaris shall be mainstreamed by introducing

contemporary studies alongside the curricula of Deeni Madaris.

Minimum National Standards for educational inputs, processes

and outcomes shall be established.

Inters-Provincial Education Ministers’ (IPEM) forum shall be

institutionalized, with legal mandate to oversee implementation of

NEP and making amendments in it, when required.

Teacher training arrangements, accreditation and certification

procedures shall be standardized and institutionalized.

Governments shall take steps to ensure that teacher recruitment,

professional development, promotion and postings are based on

merit alone.

The curriculum development and review process shall be

standardized and institutionalized.

Use of Information Communication Technologies in Education

shall be promoted.

Curriculum Wing of Ministry of Education and provincial

textbook boards shall ensure elimination of all types of gender

biases from textbooks. Also adequate representation of females

shall be ensured in all curriculum and textbooks review

committees.

A well regulated system of competitive publishing of textbooks

and learning materials shall be introduced.

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Examinations systems shall be standardized to reduce differentials

across students appearing in different boards of examinations.

Career counseling at secondary and higher secondary level shall

be initiated.

Matric-Tech stream shall be re-introduced and scheme of studies

revised accordingly.

Sports activities shall be organized at the Secondary, Higher

Secondary, College and University levels.

Matching with labour market, develop linkages with industry,

innovation and promotion of research and development (R&D)

culture are hall marks of NEP 2009.

The policy proposes National Qualifications Framework (NQF)

with a changed program structure that encompasses all

qualifications in the country, both academic and

vocational/technical.

Similarly under 18th constitutional amendments education is now purely

provincial subject, who should be devolving to provincial level. Now it is

the responsibility of the concerned provincial government to manage the

business of education at various levels

4.5 FOREIGN ROLE IN EDUCATION; INTERNATIONAL, CONTRIBUTION IN EDUCATION

Donors’ Assistance for Pakistan’s Education Sector (Summary) Donor’s Directory 2006

S-No Multi Organizations

Coverage Year Amount in millions

A Loan

1 ADB National 02-11 815.853

2 IDB National and Karachi 02-06 35.240

3 World Bank Punjab , Sindh and Khyber Pukhtunkhwa

05-09 325.OOO

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B GRANTS

1 ILO National 99-06 11.427

2 UNDP 42 Districts 04-08 3.250

3 UNESCO National 04-07 .723

4 UNPFA 2 Districts from each Province and AJK

04-08 1.600

5 UNICEF 23 Districts / all Province 04-08 14.6

6 WFP Districts all Provinces and AJK

04-08 52.00

7 Bilateral Organization

8 AUS-AID 4 Province 03-09 31.7

9 CIDA National 05-01 130/110 DEBT

10 DFID National 01-04 17.106

11 EC Sind & Northern Areas 04-12 110.368

12 GTZ Khyber Pukhtun, Punjab 04-08 11.656

13 JICA National 97-06 14.7

14 NORAD 6 Districts in Punjab, Khyber Pukhtun, Fata

02-08 23.9

15 US-AID Focuss on Sindand Baluchistan, Some National Coverage I.E Rawalpindi, Islamabad, Karachi & MOE

02-06 213.921

1 SCF UK (NGO)

Sheikhpura and Kasur and Khairpur in Sind

02-06 6.109

Total 1,819.203 (in millions)

Asian Development Bank (ADB)

Islamic Development Bank (IDB)

The World Bank (WB)

International Labor Organization (ILO)

United Nation Development Program (UNDP)

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United Nation Educational, Scientific and Cultural Organization

(UNESCO)

United Nations Fund for Population Activity (UNFPA)

United Nations Children’s & Emergency Fund (UNICEF)

UN/World Food Program (WFP)

Contribution of US Aids: Besides the above table US Aid for fiscal year

2010 have donated 246.995 millions dollars.

Provide full bright scholar ship to 130 new masters and PhD students at US

universities and provide 248 students to complete their programmes

Signed 147.9 millions dollars with the Government of Punjab for the flood

affectees schools and their missing facilities etc

Supported the restoration of 150 schools and 600 teachers training in

Malakand agency

Provide support to the Govt. of Pakistan for two new academies degree

programmes designed to produce better qualified teachers. Sixteen

institutions have piloted these programmes with 600 students benefiting

from these institutions.

Launch 20 million dollar Pakistani TV programmes designed for the

education of the Pakistani child.

UNESCO Contribution:

Global Action Week (GAW) for EFA will take place from 2-8 May 2011,

under the theme of "Girls and Women Education". In Pakistan, UNESCO

in collaboration with other partners is supporting a number of activities for

observance of EFA Week 2011.

EFA Week is observed every year, all around the world to reaffirm

determination for achievement of goals and target set by the international

community and the governments during World Education Forum, which

held during April 2000 in Dakar, Senegal. UN Agencies including

UNESCO and UNICEF are partners of EFA movement and Dakar

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Framework of Action. EFA Week 2011 will highlight the key advocacy

messages through various slogans including; "It’s a Right, Make it Right:

Education for Girls and Women Now!" The Global Campaign for

Education (GCE), as the main organizer, has announced that GAW 2011’s

main activity will revolve around "story telling", also referred to as "The

Big Story". The main activity aims to link the local group and school work

with the national and global events.( EFA NEWS LETTER) The launching

of the National Database of Pakistan’s Cultural Assets was the culminating

point of the mapping project by UNESCO Islamabad, its implementing

partners and the Royal Norwegian Embassy.

1) Developing a strategic policy framework

Looking into the current situations of teacher education, programme and its

policies implemented in provinces and areas, a policy framework will be

developed. Through a series of participatory consultations of key

stakeholders and partners, the framework will be finalized.

2) Supporting the national body of Teacher accreditation and certificate

Developing the national standard for teacher certification and accreditation

and following the finalized policy framework, the national body for teacher

accreditation and certificate will be established by the Government of

Pakistan. UNESCO Islamabad will technically and financially support the

government in this endeavor.

3) Evaluation of the current teacher training programme

Requested by the World Bank and the government of Punjab, UNESCO is

going to undertake the assessment study for the teacher training

programme the government of Punjab has been engaged. This assessment

includes reviews of the training manuals, observations of training

programmes, and impact findings. This study will be completed in Oct

2007. The results will be fed into the activities mentioned above.

UNESCO aimed at preservation and revival of educational services and

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facilities, including all forms of preventive activities, mitigation and

preparedness to counter the adverse effects of hazards and crisis situations

on Education, the 'Education in Emergencies and Disaster Risk

Management Unit was set up with the dual objective of:

i) Pre-disaster efforts: Contributing towards the reduction of

vulnerabilities, loss of human lives, and economic and environmental

damages caused by the disaster through information and education of

disaster preparedness.

ii) Post disaster efforts: Ensuring swift access to quality education by

disaster affected populations, through rehabilitation and reconstruction of

educational services

The World Bank (South Asia Human Development)

Objective(s): The Bank’s goal in the education sector is to support national

and provincial education reform efforts to increase net primary enrolment

rates, and to bridge the gender gap at primary and secondary level,

especially in rural areas. To achieve this, focus is on (a) improving

equitable access to quality of education; (b) improving governance and

service delivery, including better teacher management; and effective

public/private partnerships; and (c) increasing education expenditures.

Duration of Current Agreement with GOP : Each project has a separate

agreement.

Modality of Assistance: Assistance to Government of Pakistan through

investment lending (projects), programmatic assistance through policy

development credits (formerly called adjustment credits); and

analytical/advisory support. Projected Levels of Funding: $225 million

from FY06-09 as direct support for Education, and further support is also

available through proposed PRSC and Provincial Development Policy

Credits but sectoral allocations are to be decided by government. Current

and Projected Levels of Annual Assistance (listed with each project) FY06-

FY09

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Current Assistance:

Second Punjab Education Development Policy Credit (PESAC II) $100

million

National Education Assessment System (NEAS) $ 3.63 million

JSDF Grant – National Education Foundation (NEF) $706,500

Projected Assistance:

Baluchistan Primary Education Project $ 20 million Third Punjab

Education Development Policy Credit (PESAC III) $100 million NWFP

Human Development Policy Credit (NWFP HDPC) TBD Possible Sindh

Education Development Policy Credit TBD In addition, Bank will also be

supporting the National and Provincial Education Sector Reforms and

Education financing through the Poverty Reduction Support Credits

(PRSCs), and provincial Development Policy Credits (formerly called

Structural Adjustment Credits [SACs] ).

GTZ Role

Through its strategic-integral approach, Pakistani-German cooperation

contributes to the Millennium Development Goals (MDGs) by involving

educational institutions at all levels – government, provincial and district -

with the focus on improving quality, education policy and programme

planning. The national plans for educational reform and the aim of

education for all entail a long-term reform and development of the

education sector, tied into the national strategy for poverty reduction.

Poverty and the poor quality of teaching are the main causes for the low

enrolment figures and high dropout rates. The primary school enrolment of

girls is also hampered by traditional gender role models.

The condition of the buildings and the operating conditions of many

schools make successful learning almost impossible. Extensive building

programmes by the government in the next five years are to alleviate this

problem. The quality of teaching is low due to badly trained teachers and

the lack of teaching materials or their deficient quality. In remote regions in

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particular female teachers are frequently not available, which hampers the

enrolment of girls in primary school.

Besides religious schools, the public, often deficient, educational

establishments are predominantly attended by the poor sections of the

population. In view of the quality deficits, parents increasingly send their

children to smaller private schools of medium quality that the growing

middle classes can afford. The outcome is many small schools that exist

side by side with only two classes for three to four year groups each.

By making contributions in different regions and at different levels, the

German approach attains a broad impact. In the North-West Frontier

Province alone, the outreach encompasses a population with 2.5 million

children. Building and repairing the structural infrastructure ensures a

better learning environment for many.

Pupil performance can be expected to improve nationwide. The means to

achieve this are regular in-service training of teachers and the use of new

learning materials. One aim is to effect structural improvements through

advice for reform at national level in textbook liberalization and teachers'

training. Schemes that have proved effective will be disseminated via the

national Ministry of Education. The approaches developed from experience

gained in the North-West Frontier Province will also play a part in the

regional expansion of German Development Cooperation.

ED Links Projects in Pakistan

ED LINKS intends to invest in education at the middle and secondary

levels in Sindh, Baluchistan, FATA and the Islamabad Capital Territory

(ICT). All ED-LINKS program activities are aimed at bringing about

significant and sustainable improvements in student learning and learning

environments; teacher education and professional development; and public

sector capacity to sustain quality education. At the activity level,

strengthening of the EMIS infrastructure and use of education data at the

national, provincial, and districts levels, is a cross-cutting activity that

complements the larger program activities. The ED-LINKS program also

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encompasses upgrading and establishment of computer and science labs in

selected middle and secondary schools of the project area. ED-LINKS is

working closely with the Ministry of Education and the Federal Directorate

of Education (FDE) for effective implementation of target activities in

selected schools functioning in four rural and one urban sectors of FDE.

4.6 IMPACT OF SEPARATION OF TEACHING AND MANAGEMENT CADRES

Education is largest sector of the provincial government with about 27, 000

education institutions, 0.156 million employees of all categories, two

directorates as attached departments and an elaborate structure at district

level headed by an executive District Officer (EDO) assisted by District/

deputy District/ Assistant district Officers. To improve the governance at

the directorate and district level the government has taken the following

initiatives;

4.6.1 Separation of Teaching and Management Cadres

The officers at the directorate and district level were posted from amongst

the general teaching cadre. It was observed that due to multiple reasons

these officers could not perform to the best of their abilities. Therefore it

was felt imperative to separate the teaching and management cadre so that

managers could whole heartedly focus on administration, supervision and

monitoring and the teachers on teaching activities only. Selection of 21

EDOs has been made by the Khyber Pakhtunkhwa PSC. Notification of the

EDOs has been issued by the Department and they are posted in the

districts. This initiative will go a long way towards effective governance in

the education Sector.

4.6.2 Impact of Separation of Teaching and Management Cadres:

The impact will be evident after it come into practice and brought under

precise testing but the visionary impact was considered to be the following

areas to be negotiated.

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1. First the need was felt for skilled educational mangers,

administrators and supervisors who are competent in dealing with

educational matters effectively.

2. The order system was faulty on the basis of appointment made in

these offices among he teachers without any justification.

3. It was also effecting teaching in schools because of the

appointments of these teachers on management posts and working

in offices leaving behind the vacant posts disturbing the whole

environment in the schools.

4. It was difficult for these teacher mangers to take disciplinary

action against their fellow teachers because of nepotism and

favoritism at the most.

4.6.3 Future Visionary Impact of Separation of Teaching and Management Cadres

1. To appoint new competent people who are expert and skilled and

capable of managing and administering education offices

effectively.

2. To pave the way for teachers to focus on their teaching in the

schools having no provision for management and administration.

4.7 AFTER 18TH AMENDMENT THE PROVINCIAL ROLE IN EDUCATION

4.7.1 Federal Province Role and Responsibilities in Education 

The Centre for Civic Education Pakistan and the Forum of Federations

arranged a roundtable Conference on 21st September 2010 in Islamabad on

“Federal-Province Role and Responsibilities in Education” after the

passing of the eighteenth Constitutional Amendment in Pakistan.

The 18th Constitutional Amendment has significantly changed the way

education will be planned, managed and financed in Pakistan. The

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Amendment acknowledges provision of free and compulsory education to

all children of the age (5-16) as a fundamental right under the article 25A

as determined by the law. And with abolition of Concurrent Legislative

List, the mandate for curriculum, syllabus, planning, policy, centers of

excellence and standards of education, now exclusively falls in provincial

domain. However, a new entry in Federal Legislative List Part-II retains

‘standards in institutions for higher education and research, scientific and

technical institutions’ to be handled by the Council of Common Interests.

In fact even before the passing of the eighteenth amendment the provinces

were largely independent in planning, management and delivery of

education but the centre had the authority and responsibility of designing

and developing education policy and curriculum for all the federating units

to be introduced in the public schools. None of the provinces had the

authority to amend, add or delete any of the items of the prescribed

curriculum. This was entirely the domain of the Federal Ministry of

Education. However, the provincial Text Book Board had the space to

translate the standard curriculum into books to be taught in nation’s class

rooms.

The other area where the provinces have been given autonomy is the

sphere of Higher Education. Earlier, the higher education for provinces

meant only college education though provinces had the authority to award

charter to the universities as per criteria of the Higher Education

Commission, and provincial governors were chancellors of the public

sector universities. Provincial universities, though had administrative

freedom, but were highly dependent on the federal government for finances

and grants. Now the provinces would have to foot the bill for development

of universities.

On one hand this new scenario provides an exciting new opportunity to the

provinces to make new advancements in the education sector and develop

improved curricula according to the need, priority and ideals of their own

regions and on the other hand this also adds to responsibilities of the

provinces in terms of better education management and delivery. The

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provinces also need to allocate more financial resources in the education

sector in order to bring improvement in it.

The Roundtable was attended by a large number of participants from all

over the country. Federal minister for education, a former education

minister of the Punjab; provincial secretaries of education departments

from Punjab, Sindh, Khyber Pakhtunkhwa and Balochistan and officials of

the Federal Ministry of Education; vice chancellors of four universities and

pro-vice chancellor of another university; officials of Higher Education

Commission and Federal Directorate of Education; president of Private

School Network (PSN); sixteen educationists/scholars from various

universities/institutes, five research scholars, and representatives of eleven

civil society organizations from across the country attended the conference.

The chief guest was Sardar Asif Ahmed Ali, the Federal Minister for

Education.

Federal Minister for Education, Sardar Asseff Ahmed Ali, in his keynote

address stated that minimum national standards in curriculum and

textbooks are essential for building national identity. He held a personal

opinion quite in contrast to the government’s official point of view and said

that the total autonomy of the provinces with regard to development of

curricula was not appreciable

A galaxy of national academia, educationists, and practitioners

discussed the post-18th Amendment roles and responsibilities of federal

and provincial governments in education.

Federal Minister for Education, Sardar Asseff Ahmed Ali, in his keynote

address said that minimum national standards in curriculum and textbooks

are essential for building national identity. However, pro-provincial

autonomy intellectuals and educationists did not agree with the Minister

and with examples from other federations argued that stronger provinces

were vital for a stable Pakistan.

The conference titled ‘Federal-Provinces Role and Responsibilities in

Education’ was arranged by the Centre for Civic Education Pakistan

(CCEP) and Forum of Federations. Secretaries of education departments

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from Punjab, Sindh, Khyber Pakhtunkhwa and Balochistan; vice

chancellors of several universities; officials of Federal Ministry of

Education, Higher Education Commission and Federal Directorate of

Education; educationists and representatives of civil society from across

the country attended the conference.

The speakers welcomed devolution of education sector to provinces but

stressed the need for federal role in Education Policy and curriculum to

foster national unity.

They said that devolution of educational responsibilities to provinces may

create short term difficulties but it would have far reaching positive

impacts in improving standards and delivery of education.

They said that in the past, provinces were not given major responsibilities

and as a result capacity of provincial governments remained

underdeveloped. Now for fulfilling these new responsibilities the provinces

would have to build capacity at provincial levels that would result in better

handling of education sector and improving quality of education.

Sardar Assef Ahmed Ali said that there had always been lack of funds and

political will for education and asked the provincial governments to

allocate enough money in the provincial budgets to this sector. He said the

provinces’ share in the National Finance Commission Award has

considerably gone up. And the provinces should also try to expand their

resources to meet the growing fund demand of education sector, he added.

Eminent scholar Dr. Rasul Bakhsh Rais termed the 18th amendment as an

expression of broad-based national consensus and said that it would

strengthen Pakistan as a democratic federal country. “We should not be

afraid of change instead we need to get lessons from similar experiences of

other federations regarding distribution of powers and responsibilities,” he

added.

Dr. Jaffer Ahmad, another noted academician, said that we should trust the

abilities of the provinces. He said that the role of provinces in developing

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their own curricula would promote cultural diversity and it would enhance

Pakistan’s image as a federal country.

Mr. Zafarullah Khan, Executive Director of the CCEP, stressed the need to

explore new options and possibilities for getting full benefit from

opportunities in the post-18th Amendment situation.

Prominent among others who spoke on the occasion were: Dr. S Mehmood

Raza, Dr. Neelofar Halai, Mr. Abbas Rasheed, Mr. Jami Chandio, Dr.

Shahid Siddiqi, Mian Imran Masood, Dr. Masoom Yasinzai, Dr. Afzal

Babur, Mr. Farmanullah Anjum, Dr. Sarfaraz Khan, Dr. Ihsan Ali, Dr.

Syed Sakhawat Shah, Ms. Sultana Baloch, Dr. Allah Bakhsh Malik, Mr. T.

M Quershi, Dr. Muhammad Saleem, and Mr. Fida Hussain.

Instead it had held meetings of the inter-provincial education secretaries

which were chaired by the federal secretary. The education secretaries were

pressed upon to prepare action plans to implement National Education

Policy (NEP) 2009 recommendations as their regional priorities.

Under the NEP recommendations, the government would commit to

allocate seven per cent GDP to education by 2015 and carry out necessary

enactment for this purpose. Formula for proportional allocation, out of

available funds, to different sub-sectors of education should be evolved by

the provincial/area governments.

The education ministry said it had to keep the allocation on low profile

after approval of 18th Amendment.

Members of the National Assembly also brought to the notice of the

speaker the transportation problems being faced by students in Islamabad.

Parliamentary Secretary Gul Mohammad Jakharani almost shrugged of the

concern of the members stating that all federal government colleges were

equipped with transport.

“However, the government has purchased three buses and six coaches for

federal government schools,” he said to the dissatisfaction of the members

who insisted that the problem of transportation needed special attention.

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Apart from the political restructuring it mandates, the amendment also

holds some major implications for the country`s system of education.

Through it a new article, 25A, has been inserted into the constitution that

reads: “Right to education: The state shall provide free and compulsory

education to all children of the age of five to 16 years in such manner as

may be determined by law.” This is an important undertaking by the state

since education, in contemporary times, is considered an important tool for

enhancing one`s chances for socioeconomic development.

In Pakistan, a large number of students do not have access to schools or

drop out before they reach the fifth grade. A major reason behind the high

dropout rate is poverty, and as a result a large number of children remain

illiterate and cannot become part of the literate human resource group

which is vital for the development of a country. An effective

implementation of this article of the constitution would without doubt pave

the way for enriching the national human capital.

Another major implication of the 18th Amendment for education is that the

curriculum, syllabus, planning, policy, centres of excellence and standards

of education will fall under the purview of the provinces. This is a big step

forward for education.The 18th Amendment, passed unanimously by

parliament, was the result of a rare consensus between all the major

political parties. After becoming a part of the constitution, however, some

strong voices of dissent were raised by different quarters, including the

Ministry of Education. A campaign has been initiated to spread the idea

that the provinces are not ready to take up the massive challenge of dealing

with the provision of education. This claim is made on the assumption that

the provinces do not have the capacity or the financial resources to cope

with the huge challenge in front of them.

It has been argued that the contents of the curricula should remain with the

federation since the provinces could take liberties which may result in

putting the unity and ideology of the country at risk. Critics have asked

how standards would be maintained across the provinces and how quality

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would be assured. And what if all the provinces introduced regional

languages in schools? Would this weaken the federation?

Looking at the above points, one can understand the federation`s concern

regarding the future of education once it becomes a provincial

responsibility. However, this concern seems to emanate primarily from a

lack of trust in the capacity and ability of the provinces.

It is interesting to note, though, that the provinces are already providing for

school and college education and they do have the capacity (in terms of

intellectual resources) to handle the job. As far as funds are concerned, the

provinces have been funding education from their budgets. The federation

would give partial grants to the universities only.

The provinces should have the autonomy to design the curricula according

to contextual needs and learners` requirement. If the federation is very

concerned about the curriculum issue, it can keep Islamiat and Pakistan

Studies under its control. The curricula for other subjects should be

designed by the provinces concerned. Education standards can be

monitored through provincial quality assurance departments and the inter-

provincial coordination committee. Similarly, the provinces may introduce

regional languages as a subject in their respective provinces as Khyber

Pakhtunkhwa is attempting to do.

This right was already there, even before the 18th Amendment. The

diversity of languages is more likely to strengthen the federation, rather

than weaken it. Recall that the denial of the demand to name Bangla as a

national language in addition to Urdu played a major part in the separation

of East Pakistan.

A cursory glance at the points above tells us that all the problems can be

resolved without much ado. It seems, however, that concerns about the

incapability of provinces to deal with educational responsibilities emerge

from a trust deficit where the centre, in its self-righteous manner, doubts

the competence and integrity of the provinces. Why is that so? Why this

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reluctance on the part of the federation? Why these fears that the provinces

may mess up the education system?

To understand this, we need to realise that education has a strong link with

power. Education, as political theorist Gramsci suggested, can pay an

important part in controlling minds. Historically education has been used to

take and maintain control of marginalised countries and groups, so if

education becomes a provincial matter, certain powerful groups and

organisations see it as a shift in power which is not in their favour. The

outcome is a lot of hue and cry, and the offering of lame excuses.

What is required at this point is a positive attitude by the federation, a trust

in the competence, integrity and patriotism of the provinces. As has been

suggested, there are two kinds of federations in the world: hold-together

and come-together. We need to make a move from holding the provinces

together to persuading them to come together. The 18th Amendment

provides an excellent opportunity for such a paradigm shift.

Rethinking Education in Pakistan http:// shahidksiddiqui.blogspot.com

The implementation of the 18th Amendment has generated a debate in

academic and other interested circles, political as well as non-political, due

to its far reaching implications for higher education. This piece attempts to

explain the implications, apprehensions and the possible policy responses.

The 18th Amendment abolishes the concurrent list, thus devolving a

number of subjects, including higher education, to the federating units.

However, it awards the responsibility of standard setting to the federal list.

This means the end of the federal education ministry and, more important,

the end of the Higher Education Commission (HEC), at least as we know

it. It is the implications of the change in HEC that has generated debate in

academia. The broader divide is between those who consider the HEC’s

survival in its present form vital for the growth of quality higher education

and those who consider the main issue ensuring the autonomy of the

campuses and devising a new system in the light of the 18th Amendment,

which will ensure the enhanced funding that was made available through

the HEC.

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The protagonists of the HEC argue that if it is devolved to the provinces,

the increased funding made available to it since 2002 will dry up, resulting

in discontinuation of a large number of both indigenous and foreign PhD

scholarships and research projects. They further argue that the large

number of new universities is a gift of the HEC and also credit increased

enrolment, research publications and PhD degree holders to HEC. It has

also been argued that the degrees awarded by the Pakistani universities

have achieved a better level of recognition as a result of HEC’s policies

and verification system. A more serious fear is expressed that the

devolution of higher education to the provinces will mean loss of autonomy

of the universities and a greater level of intrusion from both the provincial

bureaucracy and politicians. Thus, it is inferred that if the HEC is wound

up or its powers and functions reduced, all the good things that have

happened to higher education will come to end.

The question is: how would the surge in funding decline with HEC’s end or

change in its status? If it was generated by the HEC and belongs to it, then

there may be some truth in this. The fact is that the funding to the HEC

came from the government directly or because of the government from

USAID and the World Bank (WB). International funding has been

available to higher education along with other sectors after September 11,

2001. Our international supporters were willing to support the state and the

people for reasons well known. The state created a certain system through

the establishment of HEC to receive and utilise that fund. The situation that

convinced foreign donors has not changed and will not change by the

demise of or change in the status of HEC. The provision in the agreement

between the WB and the HEC to the effect that “any change in the current

HEC status will result in end of funding” simply means that it is giving

funds to HEC because of its status and role as an agency made responsible

by the state to receive such funds. That provision was not and cannot be

interpreted as protecting HEC but rather protecting funding for higher

education through the HEC so long as the HEC is responsible for higher

education. As such, the funding to HEC will end as it has been reported in

the newspapers, but will resume through the alternate mechanism/s created

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for the purpose. Once funding is assured, there is no reason to fear the

termination or suspension of the ongoing projects or scholarships as well as

their future continuity.

The increased number of universities, both in the private and public sector,

is the result of government policy and has nothing to do with HEC. HEC

simply was not, is not, and has never tried to be a university-creating body.

It only sets certain standards for an institution to be a university or a degree

awarding body. The power to award degrees is granted by the state and not

by the HEC. Similarly, if, when and where to create a university are the

decisions of the government of the day, not HEC. There is also a question

whether this mushrooming of universities is a good policy or not, whether

it promotes quality higher education or not. However, the HEC can neither

be given credit for it nor accused for the number.

The increased number of PhDs and scholarships is the direct result of more

funds being available. If there was no increased funding, scholarships or

other projects would not have been possible, HEC or no HEC. The

increased number of PhDs is also a result of this becoming a requirement

for appointment at senior levels. Again, that requirement was made much

earlier than HEC was established. One must acknowledge that HEC has

established a good system for evaluation of research journals and research

publications. That may need a little rationalisation but overall it is a good

contribution. However, that such a system could not have been created

without the HEC is not a very strong claim. Now that it is there, the bodies

replacing the HEC can keep it, as there may be other contributions of the

HEC that may be retained.

International recognition of degrees from Pakistani universities has not

been affected at all by the HEC. The level of recognition remains the same

as it was. Mostly western universities equate educational qualifications

based on the years of education and admissions to various programmes are

based on certain tests, like GRE, GMAT, TOEFL or IELTS. A degree

attested by the HEC is not given any more credibility than one attested by

the university granting it. Rather, the university that has granted a degree is

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a much better and more authentic authority for verification or attestation

than the HEC or any other place. Even if others do it, they have to rely on

evidence provided by the degree awarding institution.

The real issue is not HEC or devolution but the appropriate level of

autonomy of the university campus. Academia fears intrusion by the

provincial bureaucracy and politicians. There is a need for the creation of

an alternate system that addresses this apprehension. There has to be an

autonomous provincial body, free of the influence of the provincial

government. However, it should not be a replication of HEC at the

provincial level. It must be remembered that HEC had also curtailed

freedom of the campus and had developed the habit of micro-managing

universities. The new system must avoid that. The government must act

urgently to create an alternative with inputs and consultation of the

stakeholders, academics being the central ones, and people with a much

better understanding of the needs and requirements of a modern university.

The 18th Amendment gives the federation the responsibility for standard

setting, which means a restructured HEC or a new body succeeding it at the

federal level may continue with the coordination, standard setting, quality

enhancement and assurance, accreditation and equivalence functions. The

fear that higher education in different provinces will be totally different

from one another is not very well founded either. The devolution of higher

education as a result of the 18th Amendment provides for a certain level of

standardisation along with providing enough room for diversity and

freedom.

Our universities may not be ideal and do have a lot of deficiencies, but they

are full of highly qualified academics with degrees and work experience in

the developed world. In the interim period, the continuity of the ongoing

projects and payments of scholarships to those already enrolled as well as

those about to proceed must be ensured.

We know that 25A cannot be implemented too quickly. There are millions

of children out of school. Millions more drop out before they turn 16. In

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fact a very small percentage of our children are in school when they turn

16. How are we going to turn the situation around?

We need details of how many new schools do we need, who is going to

open them, where are the teachers going to come from, what material do

we need for teaching these children, and most importantly, who is going to

pay for these increases and from where.

The government has, over the last decade or so, more or less given up on

education. It has been talking a lot about private sector and private-public

partnerships as a way of addressing the education provision issues. And

though private sector has expanded a lot over the last couple of decades,

providing for some odd 35 percent of school-going children in the country,

this is a far cry from providing education to all children across Pakistan.

In particular, we have found that the private sector is keen, not surprisingly,

to serve the more lucrative and higher return segments of the society but is

much less willing to go to rural areas, areas that have fragmented markets

or areas that have very poor families. Even with all the growth of the

private sector, and with millions not in schools still, public sector serves

some 65 percent of enrolled children. So, if there are going to be plans for

meeting the goals set by 25A, public sector will have to play the crucial

and important role in this.

Given the scale of the issue, it will not be practical to think that any

province can fulfill the requirements in a year or so. Just the fact that

thousands of schools need to be opened and/or upgraded, thousands of

teachers need to be recruited and trained, and we need to think of

innovative ways of using existing resources (double shifts and so on)

means that provinces need to develop 5 to 10 year plans for reaching the

goal of quality education for all children in Pakistan. The provinces will

also need the help of not only the private sector in this but of the federal

government as well as the donors interested in seeing education become

universal.

It is time for provincial governments to start thinking about implementation

of 25A. The 18th Amendment has made education a basic right and it has

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also made it compulsory. It is pointless to talk of rights if they are not

implemented and treated as trump cards that give them importance over

other claims on resources.

From Pakistan Today, Pakistan, March 2011.

4.7.2 18th Constitutional Amendment: Implications for Education Sector

1. Article 25 A: Free and compulsory education for 5 -16 years

children ‘in such manner as may be determined by law’

4.7.3 The Federal Ministry of Education: Before and After 18th Amendment

Before: Key Functions Performed by the Ministry of Education

Curriculum

Syllabus

Planning

Policy

Standards of Education

Parliamentary business related to Education (also performing function for HEC)

Education in ICT, FATA and AJK

Look after federal interventions

Line Ministry for Various Autonomous Bodies, Attached Departments and Subordinate Offices ( incl. NBF)

After: The Revised Federal Legislative List - Education

External Affairs: implementing treaties and agreements, including educational and cultural pacts and agreements,

Education regards Pakistani students in foreign countries and foreign students in Pakistan,

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Standards in institutions for higher education and research, scientific and technical institutions,

Inter-provincial matters and co-ordination.

4.7.4 Why Other Major Functions have not been Legally Impacted

National Education Policy never derived its implementation strength from a legal mandate

It was a document voluntarily agreed to by the provincial governments

Approved through agreement of the provinces and federal government

Implementation was always going to be based on provincial priorities.

After: in a nutshell

Education in ICT ( incl. planning), FATA and AJK

Line Ministry for Various Autonomous Bodies, Attached Departments and Subordinate Offices

International Interface

Parliamentary business related to Education (also performing function for HEC)

Federal interventions

Functions performed by the autonomous bodies, attached departments and subordinate offices

4.7.5 Implications for Provinces/Areas and other Key Questions

For Provinces:

Capacity for Curriculum Development

Law and capacity for implementation of Article 25A

Is additional legislation required for curriculum and compulsory education?

Other issues:

National coordination?

Fate of National Education Policy?

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Need for Standards of Education?

Future of Inter-provincial Education Ministers’ Conference?

How to interpret 270AA?

How do other international models work?

4.7.6 Department’s strategic vision, priority areas and approach to handle the upcoming workload;

Challenges

Enhance Capacity for Curriculum Development

Preparation for change in Law and capacity for implementation of

Article 25A OR Administration of NWFP compulsory Primary

Education Act, 1996.

Formulation for additional legislation required for curriculum.

Enhancement of capacity building of Directorate of Curriculum

and Khyber Pakhtunkhwa Textbook Board.

Strategies for implementation

Creation of Research & Development wing in Elementary &

Secondary Education Department.

To prepare Provincial Law on Curriculum.

To amend the existing legislation on Compulsory Primary

Education Act,1996 in accordance with Article 25A

Prepare Provincial Education Policy in the light of the existing

National Education Policy, 2009.

To amend Rules of Business accordingly.

Requirement (s) of Directorate of Curriculum and Textbook Board

are being obtained on a prescribed proforma.

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4.8 RULES REGARDING APPOINTMENT, LEAVES, PAY AND ALLOWANCES:

KPK Civil Servants Act, 1973 (K.P.K. Act No. XVIII of 1973)

Introduction

This course is specifically designed for the students of M.Ed program; in

our educational system the teachers having M.Ed degree are appointed as

principals and head masters. The perspective educational managers

perform various tasks, including establishment matters. It is also a fact that

our perspective teachers have little knowledge of the rules which are

applicable to them and their duties.

This course will provide the basic knowledge of the civil service rules, to

the future educational managers, it is also felt that the pre service teacher

training programs should be need based , there fore this course has been

designed, keeping in view the needs of the future teachers.

Objectives of the course

After completion of this course the students will be able to:

Describe the main features of Civil Servants Act 1973

Implement the Civil Servants Act, 1973 in its real sense.

Explain rules regarding appointment, leaves, pay and allowances.

Discuss efficiency and discipline rules.

Exercise code of ethics.

Maintain personal files of teachers and other staff.

KPK CIVIL SERVANTS ACT 1973 (UPDATED UPTO 20th JAN 2009)

THE NWFP CIVIL SERVANTS ACTS, 1973 (K.P.K Act No. XVIII of 1973)

An Act to regulate the appointment of persons to, and the terms

and conditions of service of persons in, the service of the North West

Frontier Province.

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Introduction

Preamble-WHEREAS it is expedient to regulate by law, the

appointment of persons to, and the terms and conditions of service of

persons in, the service of the North West Frontier Province, and to provide

for matters connected herewith or ancillary thereto;

It is hereby enacted as follows:

This Act may be called the North West Frontier Province Civil Servants

Act, 1973. This section and section 25 shall apply to persons employed on

contract, or on work charged basis, or who are paid from contingencies,

and the remaining provisions of this Act including this section, shall apply

to all civil servants wherever they may be. Also, it shall come into force at

once.

Unit-1: Preliminary

1 Definitions:-

In this Act, unless the context otherwise requires the following

expressions shall have the meanings hereby respectively assigned to them,

that is to say

(a) "adhoc appointment" means appointment of a duly qualified

person made otherwise than in accordance with the prescribed

method of recruitment, pending recruitment in accordance with

such method,

(b) "civil servant" means a person who is a member of a civil service

of the Province, or who holds a civil post in connection with the

affairs of the Province, but does not include

(i) a person who is on deputation to the Province from the

Federation or any other Province or other authority;

(ii) a person who is employed on contract, or on work

charged basis, or who is paid from contingencies; or

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(iii) a person who is a "worker" or "workman" as defined in

the Factories Act,1934 (Act XXV of 1934), or the

Workman's Compensation Act,1923 (Act VIII of 1923);

(c) "Government" means the Government of the Khyber

Pukhtooknwa.

(d) "Initial appointment" means appointment made otherwise than by

promotion or transfer;

(e) "Pay" means the amount drawn monthly by a civil servant as pay,

and includes special pay, personal pay and any other emoluments

declared by the prescribed authority to be paid ;

(f) "Permanent post" means a post sanctioned without limit of times;

(g) "Prescribed " means prescribed by rules;

(h) "Province "means the Khyber Pukhtoonkhwa;

(i) "rules" means rules made or deemed to have been made under this

Act ;

(j) "Selection authority" means the North-West Frontier Province

Public Service Commission, a departmental selection board,

departmental selection committee or other authority or body on

the recommendations of, or in consultation with which any

appointment or promotion, as may be prescribed, is made;

(k) "temporary post" means a post other than a permanent post.

(2) For the purpose of this Act, an appointment, whether by

promotion or otherwise, shall be deemed to have been made on

regular basis if it is made in the prescribed manner.

Terms & Conditions of Service of Civil Servants

1. Terms and Conditions:-The terms and conditions of service of a

civil servant shall be as provided in this Act and the rules.

2. Tenure of office of civil servants:-Every civil servant shall hold

office during the pleasure of the Governor.

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3. Appointment: Appointment to a civil service of the Province or to

a civil post in connection with the affairs of the Province shall be

made in the prescribed manner by the Governor or by a person

authorized by the Governor in that behalf.

1. Probation:-

(1) An initial appointment to a service or post referred to in section 5,

not being an adhoc appointment, shall be on probation as may be

prescribed.

(2) Any appointment of a civil servant by promotion or transfer to a

service or post may also be made on probation as may be

prescribed.

(3) Where, in respect of any service or post, the satisfactory

completion of probation includes the passing of a prescribed

examination, test or course or successful completion of any

training, a person appointed on probation to such service or post

who, before the expiry of the original or extended period of his

probation, has failed to pass such examination or test or to

successfully complete course or the training shall, except as may

be prescribed otherwise

(a) if he was appointed to such service or post by initial

recruitment, be discharged; or

(b) if he was appointed to such service or post by promotion

or transfer, be reverted to the service or post from which

he was promoted or transferred and against which he

holds a lien or, if there be no such service or post, be

discharged:

Provided that in the case of initial appointment to a service or post, a civil

servant shall not be deemed to have completed his period of probation

satisfactorily until his character and antecedents have been verified as

satisfactory in the opinion of the appointing authority.

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5. Confirmation:

(1) A person appointed on probation shall, on satisfactory completion

of his probation, be eligible for confirmation in a service or, as the

case may be, a post as may be prescribed.

(2) A civil servant promoted to a post 1{ } on regular basis shall be

eligible for confirmation after rendering satisfactory service for

the period prescribed for confirmation therein.

(3) There shall be no confirmation against any temporary post.

(4) A civil servant who, during the period of his service, was eligible

to be confirmed in any service or against any post retires from

service before being confirmed shall not, merely by reason of such

retirement, be refused confirmation in such service or post or any

benefits accruing there-from.

(5) Confirmation of a civil servant in a service or post shall take effect

from the date of occurrence of permanent vacancy in that service

or post or from the date of continuous officiation, in such service

or post, whichever is later.

6. Seniority:-

(1) For proper administration of a service, cadre or 2{post}, the

appointing authority shall cause a seniority list of the members for

the time being of such service, cadre or 3[post] to be prepared, but

nothing herein contained shall be construed to confer any vested

right to a particular seniority in such service, cadre or post as the

case may be.

(2) Subject to the provisions of sub-section (1), the seniority of a civil

servant shall be reckoned in relation to other civil servants

belonging to the same service or 5[cadre] whether serving the

same department or office or not, as may be prescribed.

(3) Seniority on initial appointment to a service, 6[cadre] or post shall

be determined as may be prescribed.

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(4) Seniority in a post, service or cadre to which a civil servant is

promoted shall take effect from the date of regular appointment to

that post;

Provided that civil servants who are selected for promotion to a

higher post in one batch shall, on their promotion to the higher

post, retain their inter-se-seniority as in the lower post.”

(5) The seniority lists prepared under sub -section(1), shall be revised

and notified in the official Gazette at least once in a calendar year,

preferably in the month of January.

7. Promotion

(1) A civil servant possessing such minimum qualifications as may be

prescribed shall be eligible for promotion to a 9[higher] post for

the time being reserved under the rule for departmental promotion

in 10{ } the service or cadre to which he belongs.

(2) A post referred to in sub-section (1) may either be a selection post

or a non selection post to which promotion shall be made as may

be prescribed

a) In the case of a selection post, on the basis of selection on

merit; and

(b) In the case of non-selection post, on the basis of seniority-

cum-fitness.

8. Posting and Transfer:

Every civil servant shall be liable to serve anywhere within or

outside the province, in any post under the Federal Government, or any.

Provincial Government or Local authority, or a corporation or

body set up or established by any such Government:

Provided that nothing contained in this section shall apply to a

civil servant recruited specifically to serve in a particular area or region:

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Provided further that, where a civil servant is required to serve in

a posts outside his service or cadre , his terms and conditions of service as

to his pay shall not be less favourable than those to which he would have

been entitled if he had not been so required to serve.

9. Termination of service:-

(1) The service of a civil servant may be terminated with out notice

(i) During the initial or extended period of his probation:

Provided that, where such civil servant is appointed by promotion

on probation or, as the case may be, is transferred from one

service, cadre or post to another service, cadre or post, his service

shall not be so terminated so long as he holds a lien against his

former post in such 1[service] or cadre, but he shall be reverted to

his former service, cadre or post, as the case may be;

(ii) On the expiry of the initial or extended period of his employment;

or

(iii) if the appointment is made ad hoc terminable on the appointment

of a person on the recommendation of the selection authority, on

the appointment of such person.

(2) Where, on the abolition of a post or reduction in the number of

post in a cadre or grade, the services of a civil servant are required

to be terminated, the person whose services are terminated shall

ordinarily be the one who is the most junior in such cadre or

grade.

(3) Notwithstanding the provisions of sub-section (1), but subject to

the provisions of sub section (2), the service of a civil servant in

temporary employment or appointed ad hoc shall be liable to

termination on fourteen days notice or pay in lieu thereof.

311-A. Absorption of civil servants rendered surplus. Notwithstanding

anything contained in this Act, the rules made there-under, any agreement,

contract or the terms and conditions of service, a civil servant who is

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rendered surplus as a result of reorganization or abolition of a department,

office or abolition of a post in pursuance of any Government decision may

be appointed to a post, carrying basic pay scale equal to the post held by

him before such appointment, if he possesses the qualifications and fulfils

other conditions applicable to that post:

Provided that, where no equivalent post is available, he may be offered a

lower post in such manner and subject to such conditions as may be

prescribed, and where such civil servant is appointed to a lower post, the

pay being drawn by him in the higher post immediately preceding his

appointment to a lower post shall remain protected”.

10. Reversion to a lower post. :-A civil servant appointed to a higher

post or before the commencement of the North-West Frontier Province

Civil Servants amendment Ordinance,1985 to a higher grade ad hoc or on

temporary or officiating basis shall be liable to reversion to his lower post

without notice.

112A. Certain persons to be liable to removal or reversion:-

Notwithstanding anything contained in his terms and conditions of service,

a civil servant appointed or promoted during the period from first day of

January, 1972 to the fifth day of July, 1977 may be removed from service

or reverted to his lower post as the case may be, without notice, by the

Governor or a person authorized by him in this behalf, on such date as the

Governor or, as the case may be, the person so authorized may, in the

public interest, direct."

11. Retirement from service: -

A civil servant shall retire from service

(a) On such date after he has completed 4[twenty] years of service

qualifying for pension or other retirement benefits as the

competent authority may, in public interest, direct; or

(b) Where no direction is given under clause (a), on the completion of

sixtieth year of his age.

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(2) No direction under clause (a) of sub-section (I) shall be made until

the civil servant has been informed in writing of the grounds on

which it is proposed to make the direction, and has been given a

reasonable opportunity of showing cause against the said

direction.

12. Employment after retirement:-

(1) A retired civil servant shall not ordinarily be re-employed under

Government, unless such re-employment is necessary in the

public interest and is made with the prior approval of the authority

next above the appointing authority:

Provided that, where the appointing authority is the Governor,

such reemployment may be ordered with the approval of the

Governor.

(2) Subject to the provision of sub-section(1) of section 3 of the Ex-

Government Servants (Employment with Foreign Governments)

(Prohibition) Act,1966 (Act XII of 1966), a civil servant may,

during leave preparatory to retirement, or after retirement from

Government service, seek any private employment:

Provided that, where employment is sought by a civil servant

while on leave preparatory to retirement or within two years of the

date of his retirement, he shall obtain the prior approval of the

prescribed authority.

13. Conduct:-

The conduct of a civil servant shall be regulated by rules made, or

instructions issued, by Government or a prescribed authority, whether

generally or in respect of a specified group or class of civil servants.

14. Disciplinary action:-

A civil servant shall be liable to prescribed disciplinary action and penalties

in accordance with the prescribed procedure.

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15. Pay:-

A civil servant appointed to a post shall be entitled, in accordance with the

rules, to the pay sanctioned for such post.

Provided that, when the appointment is made on a current-charge basis or

by way of additional charge, his pay shall be fixed in the prescribed

manner:

Provided further that where a civil servant has, under an order which is

later set aside, been dismissed or removed from service or reduced in rank,

he shall, on the setting aside of such order, be entitled to such arrears of

pay as the authority setting aside such order may determine.

16. Leave:

A civil servant shall be allowed leave in accordance with the leave rules

applicable to him; provided that the grant of leave will depend on the

exigencies of service and be at the discretion of the competent authority.

17. Pension and gratuity.

(1) On retirement from service, a civil servant appointed on regular

basis in the prescribed manner before the commencement of the

North-West Frontier Province Civil servants (Amendment) Act,

2005 (hereinafter referred to as the said Act), shall be entitled to

receive such pension or gratuity as are admissible to him under the

West Pakistan Civil Service Pension Rules:

Provided that in the event of death of such a civil servant, whether

before or after retirement, his family shall be entitled to receive

such pension, or gratuity, or both, as admissible under the said

rules.

(2) A person though selected for appointment in the prescribed

manner to a service or post on or after the 1st day of July, 2001,

till the commencement of the said Act, but appointed on contract

basis, shall, with effect from the commencement of the said Act,

be deemed to have been appointed on regular basis. All such

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persons and the persons appointed on regular basis to a service or

post in the prescribed manner after the commencement of the said

Act shall, for all intents and purposes be civil servant, except for

the purpose of pension or gratuity. Such a civil servant shall, in

lieu of pension and gratuity, be entitled to receive such amount

contributed by him towards the Contributory Provident Fund,

along with the contributions made by Government to his account

in the said Fund, in the prescribed manner:

Provided that in the event of death of such a civil servant, whether

before or after retirement, his family shall be entitled to receive

the said amount, if it has already not been received by such

deceased civil servant.

(3) No pension to a civil servant, who is otherwise entitled to it, shall

be admissible to him, if he is dismissed or removed from service

for reasons of discipline, but Government may sanction

compassionate allowance to such civil servants, not exceeding

two-third of the pension or gratuity which would have been

admissible to him had he been invalided from service on the date

of such dismissal or removal:

Provided that a civil servant referred to in sub-section (2), in case

of such dismissal or removal, may, in addition to his own

contributions to the Contributory Provident Fund, be allowed, on

account of such compassionate allowance, a sum not exceeding

two-third of Government contributions in his account.

(4) If the determination of the amount of pension or gratuity

admissible to a civil servant is delayed beyond one month of the

date of his retirement or death, he or his family, as the case may

be, shall be paid provisionally such anticipatory pension or

gratuity as may be determined by the prescribed authority,

according to the length of service of the civil servant which

qualified for pension or gratuity and any over payment on such

provisional payment shall be adjusted against the amount of

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pension or gratuity finally determined as payable to such civil

servant or his family.”

18. Provident Fund:-

(1) Before the expiry of the third month of every financial year, the

Accounts Officer or other officer required to maintain provident

fund accounts shall furnish to every civil servant subscribing to a

provident fund the account of which he is required to maintain a

statement under his hand showing the subscriptions to including

the interest accruing thereon, if any, and withdrawals or advances

from his provident fund during the preceding financial year.

(2) Where any subscription made by a civil servant to his provident

fund has not been shown or credited in the account by the

Accounts Officer or other officer required to maintain such

account, such subscription shall be credited to the account of the

civil servant on the basis of such evidence as may be prescribed.

19. Benevolent Fund and Group Insurance:-

All civil servants and their families shall be entitled to the benefits

admissible under the West Pakistan Government Employees

Welfare Fund Ordinance,1969 (W.P Ord.I of 1969), or the North-

West Frontier Province Government Servants Benevolent Fund

Ordinance,1972 NWFP Ordinance VII of 1972), and the rules

made there under.

20. Right of Appeal or Representation:-

(1) Where a right to prefer an appeal or apply for review in respect of

any order relating to the terms and conditions of his service is

provided to a civil servant under any rules applicable to him, such

appeal or application shall, except as may be otherwise prescribed,

be made within thirty days of the date of such order.

(2) Where no provision for appeal or review exists under the rules in

respect of any order or class of orders, a civil servant aggrieved by

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any such order may, within thirty days of the communication to

him of such order, make a representation against it to the authority

next above the authority which made the order:

Provided that no representation shall lie on matters relating to the

determination of fitness of a person to hold a particular post or to

be promoted to a higher post or grade.

Part-I

The North West Frontier Province Civil Servant (Appointment, Promotion

& Transfer ) Rules, 1989.

Section 5 of Civil Servants Act, 1973 - Appointment to a civil service of the

Province or to a civil post in connection with the affairs of the Province

shall be made in the prescribed manner by the Governor or by a person

authorized by the Governor in that behalf.

General

1. Short title and commencement: (1) These rules may be called

the North-West Frontier Province Civil Servants (Appointment, Promotion

and Transfer) Rules,1989.

(2) They shall come into force at once.

2. Definitions:-(1) In these rules, unless the context otherwise

requires:-

(a) "Appointing Authority" in relation to a post, means the persons

authorised under rule 4 to make appointment to that post;

(b) "Basic Pay Scale" means the Basic Pay Scale for the time

being sanctioned by Government, in which a post or a group of

posts is placed:

(c) "Commission" means the North West Frontier Province Public

Service Commission.

(d) "Departmental Promotion Committee" means a committee

constituted for making selection for promotion or transfer to such

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posts under a Department, or offices of Government, which do not

fall within the purview of the Provincial Selection Board.

"Departmental Selection Board" means a Board constituted for the

purpose of making selection for initial recruitment /appointment to

posts under a Department or office of Government in Basic Pay

Scale 17 not falling within the purview of the Commission".

Provided that more than one such committee may be constituted

for civil servants holding different scales of pay".

(e) "Departmental Selection Committee" means a committee

constituted for the purpose of making selection for initial

appointment to posts under a department, or office of

Government {in Basic Pay Scale 17 and below not falling within

the purview of the Commission}:

(f) "Post" means a post sanctioned in connection with the

affairs of the Province, but not allocated to all Pakistan Unified

Grades ; and

(g) "Provincial Selection Board" means the Board

constituted by Government for the purpose of selection of civil

servants for promotion or transfer to posts in respect whereof the

appointing authority under rule 4 is the Chief Minister and shall

consist of such persons as may be appointed to it by Government

from time to time".

(2) Words and expressions used but not defined in these rules shall

have the same meanings as are assigned to them in the North-

West Frontier Province Civil Servants Act,1973(N.W.F.P act

XVIII of 1973) or any other statutory order or rules of

Government for the time being in force.

3. Method of Appointment:-(1) Appointment to posts shall be

made by any of the following methods, namely:-

a) by promotion or transfer in accordance with the provisions

contained in Part-II of these rules; and

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b) by initial recruitment in accordance with the provisions

contained in Part-III of these rules.

(2) The method of appointment, qualifications and other conditions

applicable to a post shall be such as laid down by the Department

concerned in consultation with the Services and General

Administration Department and the Finance Department.

4. "Departmental Promotion & Selection Committee/Board" –

(1) In each Department or office of Government there shall be one or

more Departmental Promotion Committee and Departmental

Selection Committee 2(or, as the case may be, Departmental

Selection Board), the composition of which shall be determined

by the Services and General Administration Department or the

Department in consultation with the Services and General

Administration Department.

(2) Each such Committee 2("or the Board, as the case may be ), shall

consist of at least three members, one of whom shall be appointed

as Chairman.

Part-IIAppointment by Promotion or Transfer

Appointment by Promotion or Transfer. 1”

(1) Except as otherwise provided in any service rules for the time being in

force, appointment by promotion or transfer to posts in respect whereof the

appointing authority under rule 4 is the Chief Minister shall ordinarily be

made on the recommendation of the Provincial Selection Board and

promotion and transfer to posts other than those falling within the purview

of the Provincial Selection Board shall ordinarily be made on the

recommendation of appropriate Departmental Promotion Committee".

(2) Appointment by transfer shall be made from amongst the persons

holding appointment on regular basis in the same basic pay scale, in which

the posts to be filled, exists.

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(3) Persons possessing such qualifications and fulfilling such

conditions as laid down for the purpose of promotion or transfer to a post

shall be considered by the Departmental Promotion Committee or the

Provincial Selection Board for promotion or transfer, as the case may be.

(4) No promotion on regular basis shall be made to posts in Basic Pay

Scale 18 to 21 unless the officer concerned has completed such minimum

length of service as may be specified from time to time.

Inter-Provincial Transfer:

(1) Persons holding appointment in BPS 1 to 15 under Federal

Government and other Provincial Government may, in deserving cases, be

transferred to equivalent posts under these rules:-

Provided that:

(i) The Federal Government or the Government of the Province

concerned, as the case may be, has no objection to such a transfer;

(ii) The person seeking transfer possesses the requisite qualification

and experience and the post to which his transfer is intended can,

under the rules, be filled by transfer;

(iii) The person concerned holds appointment to the post in his parent

Department on regular basis;

iv) The person concerned is a bona fide resident of the North-West

Frontier Province .

(v) A vacancy exists to accommodate the request of such a transfer;

and

(vi) Provided further that in most deserving cases, the merit of which

shall be determined on case to case basis and the decision of the

Competent Authority in that behalf shall be final, Government

may allow transfer of a civil servant in BPS-16 and above, subject

to the aforesaid conditions.

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(2) A person so transferred shall be placed at the bottom of the cadre

strength which he joins for the purposes of determining his seniority vis-a-

viz other members borne on the cadre.

(3) It will be the sole discretion of the appointing authority to accept

or refuse a request of transfer under this rule and any decision made in this

behalf shall be final and shall not be quoted as precedence in any other

case.

Appointment on Acting Charge or current Charge Basis.(1) Where the

appointing authority considered it to be in the public interest to fill a post

reserved under the rules for departmental promotion and the most senior

civil servant belonging to the cadre or service concerned, who is otherwise

eligible for promotion, does not possess the specified length of service the

authority may appoint him to that post on acting charge basis;1

Provided that no such appointment shall be made, if the prescribed length

of service is short by more than 2{three years}.

(2) So long as a civil servant holds the acting charge appointment, a

civil servant junior to him shall not be considered for regular promotion but

may be appointed on acting charge basis to a higher post.

(3) In the case of a post in Basic Pay Scale 17 and above, reserved

under the rules to be filled in by initial recruitment, where the appointing

authority is satisfied that no suitable officer drawing pay in the basic scale

in which the post exists is available in that category to fill the post and it is

expedient to fill the post, it may appoint to that post on acting charge basis

the most senior officer otherwise eligible for promotion in the organisation,

cadre or service, as the case may be, in excess of the promotion quota.

(4) Acting charge appointment shall be made against posts which are

likely to fall vacant for period of six months or more. Against vacancies

occurring for less than six months, current charge appointment may be

made according to the orders issued from time to time.

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(5) Appointment on acting charge basis shall be made on the

recommendations of the Departmental Promotion Committee or the

Provincial Selection Board, as the case may be.

(6) Acting charge appointment shall not confer any vested right for

regular promotion to the post held on acting charge basis.

Part-III: Initial Appointment

10. Appointment by Initial Recruitment:-(1) Initial appointment to

posts {in various pay scales} shall be made-

(a) if the post falls within the purview of the Commission,

on the basis of Examination or test to be conducted by the

Commission; or

(b) if the post does not fall within the purview of the

Commission, in the manner as may be determined by

Government.

(2) Initial recruitment to posts which does not fall within the purview

of the Commission shall be made on the recommendation of the

Departmental Selection Committee, after vacancies have been advertised in

newspapers";

Provided that nothing contained in this sub-rule shall apply to the

household staff of the Chief Minister House Peshawar, Frontier House

Islamabad, Frontier Rest Houses Bannu, Swat and Abbottabad, Frontier

House Nathia Galli and Shahi Mehman Khana, Peshawar and any House to

be established by the Government”.

“Provided further that the appointment in Grade-1 to 4 shall be made on

the recommendations of the Departmental Selection Committee through the

District Employment Exchange concerned,”5’ “or, where in a District, the

office of the Employment Exchange does not exist, after advertising the

posts in the leading newspapers.”

(3) A candidate for initial appointment to a post must possess the

educational qualification or technical qualifications and experience and

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except as provided in the rules framed for the purpose of relaxation of age

limit, must be within the age limit as laid down for the post, provided that-

(i) where recruitment is to be made on the basis of written

examination, then, notwithstanding anything to the contrary

contained in any other rules for the time being enforce, age shall

be reckoned on 1st January of the year in which the examination is

proposed to be held";

(ii) in other cases as on the last date fixed for submission of

applications for appointment.

(4) Notwithstanding the procedure prescribed in sub-rule (2), the

appointing authority may appoint one of the children of a deceased civil

servant, who died during service, to a post in any of the Basic Pay Scales

No.1 to 15; provided that the child possesses the minimum qualification

prescribed for appointment to the post. The appointment, as aforesaid, shall

be subject to the availability of a vacancy and if two or more vacancies in

different pay scales are available at a time, and the child possesses the

qualifications, which make him eligible for appointment to more than one

post, he shall ordinarily be appointed to the post carrying higher pay scale.

“(5) Notwithstanding anything contained in any rule for the time being in

force, two percent of all posts in each basic pay scale to be filled in by

initial recruitment shall be reserved for disabled candidates and ten percent

of all posts meant for initial recruitment shall be reserved for female

candidates:

Part-IV: ADHOC Appointment:

13. Requisition to Commission:-When under any rule for the time

being in force, a post is required to be filled in through the Commission,

the appointing authority shall forward a requisition on the prescribed form

to the Commission immediately after it is decided to fill in the post, or if

that is not practicable and the post is filled on adhoc basis as provided in

rule 14, within two months of the filling of the post.

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14. Adhoc Appointment: (1) When the appointing authority

considers it to be in the public interest to fill in a post falling within the

purview of the Commission urgently, it may, pending nomination of a

candidate by the Commission, proceed to fill in such post on adhoc basis

for a period not exceeding six months by advertising the same in

accordance with the procedure laid down for initial appointment in Part-III

of these rules.

(2) Short term vacancies in the posts falling within the purview of the

Commission and vacancies occurring as a result of creation of temporary

posts for a period not exceeding six months, may be filled in by appointing

authority otherwise than through the Commission on a purely temporary

basis after advertising the vacancy.

Part-V: Probation and Confirmation:

15. Probation:-(1) A person appointed to a post on regular basis shall

remain on probation for a period of two years, if appointed by initial

recruitment, and for a period of one year, if appointed otherwise; provided

that if his work or conduct during the period of probation has, in the

opinion of the appointing authority, not been found satisfactory, the

appointing authority may, notwithstanding that the period of probation has

not expired-

(a) dispense with his service, if he has been appointed by

initial recruitment; or

(b) revert him to his former post, if he has been appointed

otherwise, or if there be no such post, dispense with his services;

or

(c) extend the period of probation for a period not exceeding

one year in all and may, during or on the expiry of such extended

period, pass such orders as it could have passed during or on the

expiry of the initial probationary period.

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Explanation:- Officiating service or service spent on deputation to a

corresponding or a higher post may be allowed to count towards the period

or probation.

(2) If no orders have been made by the day following the completion

of the initial probationary period, the period or probation shall be deemed

to have been extended, and if no orders have been made by the day on

which the maximum period or probation expires, the probationer shall,

subject to the proviso to sub-section (3) of section 6 of the North-West

Frontier Province Civil Servants Act,1973, be deemed to have satisfactorily

completed his period of probation.

16. Confirmation:-After satisfactory completion of the probationary

period, a civil servant shall be confirmed; provided that he holds a

substantive post, provided further that a civil servant shall not be deemed to

have satisfactorily completed his period of probation, if he has failed to

pass an examination, test or course or has failed to complete successfully a

training prescribed within the meaning of sub-section(3) of Section 6 of the

North West Frontier Province Civil Servants Act, 1973.

Part-VI: Seniority

17. Seniority:- (1) The seniority of civil servants 1(appointed to a

service, cadre or post) shall be determined:-

(a) in the case of persons appointed by initial recruitment, in

accordance with the order of merit assigned by the Commission 2{or as the case may be, the Departmental Selection Committee;}

provided that persons selected for appointment to post in an earlier

selection shall rank senior to the persons selected in a later

selection; and

(b) in the case of civil servants appointed otherwise, with

reference to the date of their continuous regular appointment in

the post; provided that civil servants selected for promotion to a

higher post in one batch shall, on their promotion to the higher

post, retain their inter se seniority as in the lower post.

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Explanation-I:- If a junior person in a lower post is promoted to a higher

post temporarily in the public interest, even though continuing later

permanently in the higher post, it would not adversely effect the interest of

his seniors in fixation of his seniority in the higher post.

Explanation-II:- If a junior person in a lower post is promoted to a higher

post by superseding a senior person and subsequently that senior person is

also promoted the person promoted first shall rank senior to the person

promoted subsequently; provided that junior person shall not be deemed to

have superseded a senior person if the case of the senior person is deferred

for the time being for want of certain information or for incompletion of

record or for any other reason not attributing to his fault or demerit.

Explanation-III:- A junior person shall be deemed to have superseded a

senior person only if both the junior and the senior persons were

considered for the higher post and the junior person was appointed in

preference to the senior person.

(2) Seniority in various cadres of civil servants appointed by initial

recruitment vis-a-viz those appointed otherwise shall be determined with

reference to the dates of their regular appointment to a post in that cadre;

provided that if two dates are the same, the person appointed otherwise

shall rank senior to the person appointed by initial recruitment.

“(3) In the event of merger/restructuring of the Departments, attached

Departments or Subordinate Offices, the interse-seniority of civil servants

affected by the merger/restructuring as aforesaid shall be determined in

accordance with the date of their regular appointment to a cadre or post.”

18. General Rules:- In all matters not expressly provided for in these

rules, civil servants shall be governed by such rules as have been or may

hereafter be prescribed by Government and made applicable to them.

19. Repeal:- The North-West Frontier Province Civil Servants

(Appointment, Promotion and Transfer)Rules,1975, are hereby repealed.

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Quantifying the Confidential Reports:

All Confidential Reports (CRs) recorded during service as an officer will

be considered for promotion to the posts carrying basic pay scales 18-21 or

equivalent.

2. (a) The overall grading in the CRs are allocated the

following marks:

Overall Grading Marks

(i) Outstanding 10

(ii) Very Good 8

(iii) Good 7

(iv) Average 5

(v) Below Average 1

(vi) Poor 0

(b) If the overall grading in a CR is ambiguous e.g placed

between Good and Average, the quantification will be

based on the lower rating.

(c) In case the assessment of the countersigning officer

differs from that of the reporting officer in any CR, the

quantification will be based on the overall grading

recorded by the countersigning officer.

(d) Where two or more confidential reports were initiated in

a calendar year, the marks for that year will be worked

out as their average or arithmetic mean unless the officer

was promoted during year when the relevant part reports

or their arithmetic mean, where required, would be

treated as independent ACRs for the respective levels.

3. The marks for CRs will be computed separately for each level of

posts carrying the same basic pay scale and a weighted aggregate score will

be worked out as follow:

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4. Weightage for posts held at each level will given as follows in

computing the aggregate score against a uniform scale for 100 marks for

promotion.

(i) to post carrying basic pay scale 18 10xA

(ii) to post carrying basic pay scale 19 (6xB)+(4xA)

(iii) to post carrying basic pay scale 20 (5xc)+(3xB+(2xA)

(iv) to post carrying basic pay scale 21 (5xD)+(3xC)+(A+B)

Where

A= Average marks for report in posts carrying basic pay scale 17

B= Average marks for report in posts carrying basic pay scale 18

C= Average marks for report in posts carrying basic pay scale 19

D= Average marks for report in posts carrying basic pay scale 20

5. The following additions/deduction shall be made in the total

marks worked out in the ACRs:-

A. Additions:

(i) for serving in a Government 2 marks

Training institution, including

Those meant for specialized training

In any particular cadre, for a period

of 2 years or more.

B. Deductions:

(i) for each major penalty imposed 5 marks

under the Govt. Servants (Efficiency

and Discipline) Rules, 1973.

(ii) for each minor penalty 3 marks

Imposed under the Government

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Servants (Efficiency and Discipline)

Rules, 1973.

(iii) for adverse remarks (deductions be made 1 marks per C

for such remarks only as were duly conveyed containing adverse to the concerned officer and were not expunged remarks on his representation, or the officer did not represent)

Eligibility Thresh hold.

For promotion from BS-17 to BS-18 = 50 Marks of CRs

For promotion from BS-18 to BS-19 = 60 Marks of CRs

For promotion from BS-19 to BS-20 = 70 Marks of CRs

For promotion from BS-20 to BS-21 = 70/75 Marks of CRs

Merit/provincial/regional Quotas for recruitment to Civil posts

It has been decided that with immediate effect the flowing merit

and provincial/ regional quotas shall be observed in filling vacancies

reserved for direct recruitment to posts under the Federal Government

which are filled on all- Pakistan basis:-

Merit quota 10%

Punjab (including Federal area of Islamabad) 50%

Sindh (Including Karachi) 19%

The Share of Sindh will be further

sub-allocated in the following ratio.

Urban areas namely Karachi.

40% of 19%

Hyderabad and Sukkur. Or 7.6%

Rural areas i. rest of sindh excluding 60% of 19%

Karachi, Haderabad and Sukkur or 11.4%

N.W.F.P 11.5%

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Baluchistan 3.5%

Northern Area and Federally Administered 4%

Tribal Areas

Azad Kashmir 2%

{Authority:- Estt. Division O.M.No.X972-TRV. Dated 31.8.1973)

2. Salient features of the promotion policy are enumerated below:-

1. Confidential report will be given due importance but will

not be the sole criterion for promotion to selection posts.

2. Performance evaluation as reflected in the confidential

reports will be quantified according to the quantification

formula and weightage will be given to more recent

appointments.

3. A civil servant, once superseded for promotion will be

eligible for reconsideration only after he earns once more

confidential report.

4. The panel for promotion should comprise a minimum of

2 officers for each vacancy in grade 18 & 19 and of 3

officers for each vacancy in grade 20 or 21.

5. The minimum length of service prescribed for promotion

for various grades will continue to apply.

6. A civil servant will only be promoted within his own

cadre. Those posted against ex-cadre posts will be

considered for promotion on their turn but if selected, the

actual promotion will take place only when they rejoin

their parent cadre. This will also apply to civil servants

serving on ex-cadre posts in Pakistan Missions abroad.

7. A civil servant on deputation to a foreign government,

international agency or a private organization abroad will

be considered for promotion only on his return to

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Pakistan. He will be given intimation and asked to return

to Pakistan before his case comes up for consideration

for promotion in accordance with his seniority position,

if he fails to return he will not be considered for

promotion. Such an officer will have to earn at least one

CR after his return to Pakistan before he is considered for

promotion. The clearance/approval already accorded in

the past to promote a deputationist would lapse

automatically if he fails to return on expiry of the

deputation period already approved by the Government.

Unit-2: Conduct Rules

Statutory Provision regarding Conduct of Civil servents:

Section15, Civil Servants Act, 1973.

The conduct of a civil servant regulated by rules made, or instruction

issued, by Government or a prescribed authority, whether generally or in

respect of a specified group or class of civil servants.

Government Servants, (Conduct) Rules, 1987 NWFP.

1. Short title and commencement.

(1) These rules may be called the *[North-West Frontier Province

Government Servants (Conduct) Rules,1987.

2. Extent of application:-These rules apply to every person,

whether on duty or on leave within or without the North-West Frontier

Province serving in connection with the affairs of the North-West Frontier

Province, including the employees of the Provincial Government deputed

to serve under the Federal Government or with a statutory Corporation or

with a non-Government employer, but excluding:-

(a) members of an All-Pakistan Service serving in

connection with the affairs of the Province;

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(b) employees of the Federal Government or other authority

deputed temporarily to serve under the Provincial

Government; and

(c) holders of such posts in connection with the affairs of the

Province of North-West Frontier as the Provincial

Government may, by a notification in the official

Gazette, specify in this behalf.

3. Definitions:-

(1) In these rules, unless there is anything repugnant in the subject or

context;

a) "Government" or "Provincial Government" means the

Government of the North-West Frontier Province;

b) "Government Servant" means a person to whom these rules apply;

c) "member of a Government Servant's family" includes:-

(i) his wife, children and step children, parents, sisters and minor

brothers, residing with and wholly dependent upon the

Government Servant; and

(ii) any other relative of the Government servant or his wife when

residing with and wholly dependent upon him; but does not

include a wife legally separated from the Government servant or a

child or step-child who is no longer in anyway dependent upon

him, of whose custody the Government servant has been deprived

by law;

(d) "Province" means the North-West Frontier Province.

(2) Reference to a wife in clause(c)of sub-rule(i)shall be construed as

reference to the husband where the Government servant is a woman.

4. Repeal:- The West Pakistan Government Servants

(Conduct)Rules,1966, are hereby repealed, but such repeal shall not affect

anything duly done or suffered under those rules.

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"4A" No Government Servant shall-

(a) accept or obtain or agree to accept or attempt to obtain from any

person for himself or for any other person, any gratification(other

than legal remuneration) as a motive or reward such as is

mentioned in section 161

(b) do or forbear to do any official act or show or forbear to show, in

the exercise of his official functions, favour or disfavour to any

person or render or attempt to render any service or disservice to

any person, in violation or contravention of any provision of any

law for the time being in force, or of rules made under Article 119

or 139 of the Constitution of the Islamic Republic of Pakistan, or

the NWFP Civil Servants Act, 1973 or any other law for the time

being enforced, including the North-West Frontier Province

Government Rules of Business,1985 in a manner which may

appear to facilitate acceptance or obtaining or agreeing to accept

or attempting to obtain from any person for himself or for any

other person any gratification, whatsoever, other than the legal

remuneration, as a motive or reward; or

(c) accept or obtain or agree to accept or attempt to obtain for himself

or for any other person, any valuable thing without consideration

or for a consideration which he knows to be inadequate, from any

person whom he knows to have been, or to be likely to be,

concerned in any proceedings or business transacted or about to

be transacted by him, or having any connection with the official

functions of himself or of any Government servant to whom he is

subordinate, or from any person whom he knows to be interested

in or related to the person so concerned; or

(d) misappropriate, dishonestly or fraudulently, or otherwise convert

for his own use or for the use of any other person any property

entrusted to him or under his control as a Government servant or

willfully allow any other person to do so; or

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(e) obtain, by corrupt, dishonest, improper or illegal means, or seek

for himself or for any other person, any property, valuable thing,

pecuniary advantage or undue favour; or

(f) possess, directly or through his dependents or benamidars, any

movable or immovable property or pecuniary resources,

disproportionate to his known sources of income, which he cannot

reasonably account for".

5. Gift:-

(1) Save as otherwise provided in this rule, no Government servant

shall, except with the previous sanction of Government, accept or permit

any member of his family to accept, from any person any gift the receipt of

which will place him under any form of official obligation to the donor. If

the offer of a gift cannot be refused without causing undue offence, it may

be accepted and delivered to Government for decision as to its disposal .

(2) If any question arises whether receipt of a gift places a

Government servant under any form of official obligation to the donor, the

decision of Government thereon shall be final.

(3) If any gift, is offered by the head of representative of a foreign

State, the Government servant concerned should attempt to avoid

acceptance of such a gift, if he can do so without offending the donor. If,

however, he cannot do so, he shall accept the gift and shall report its

receipt to Government for orders as to its disposal.

(4) Government servants are prohibited from receiving gift of any

kind for their persons or for members of their families from diplomats,

consolers and other foreign Government representatives or their employees

who are stationed in Pakistan. If, however, due to very exceptional reasons,

a gift cannot be refused, it should invariably be deposited in the S&GAD.

(5) Government servants, except those drawing pay in basic pay scale

1 to 4, are prohibited from accepting cash awards offered by the visiting

foreign dignitaries. In case, however, if it becomes impossible to refuse

without causing offence to the visiting dignitary, the amount may be

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accepted and immediately deposited in the Treasury under the proper head

of account.

(6) A Government servant may accept gifts offered abroad or within

Pakistan by institutions or official dignitaries of foreign Government of

comparable or higher level;

Provided that the value of the gift in each case does not exceed one

thousand rupees. A Government servant desirous of retaining a gift worth

more than one thousand rupees, can retain it on payment of the difference

as evaluated under sub-rule(7). In any other case, the gift may be offered

for sale.

(7) For the purpose of sub-rule(6), the value of the gift shall be

assessed by the S&GAD in consultation with the Finance Department and

shall be allowed to be retained by the recipient, if it does not exceed one

thousand rupees. Where the value of the gift exceeds one thousand rupees,

the recipient may be allowed to retain the gift, if he so desires, on payment

of a sum worked out in the following manner:-

(a) Where the value of the gift exceeds one thousand rupees

but does not exceed five thousand rupees, twenty-five

percent of the value of the gift in excess of one thousand

rupees; or

(b) Where the value of the gift exceeds five thousand rupees,

twenty five percent of so much of the value as exceeds

one thousand rupees but does not exceed five thousand

rupees plus fifteen percent of so much of the value as

exceeds five thousand rupees.

(8) The responsibility for reporting the receipt of a gift shall devolve

on the individual recipient. All gifts received by a Government servant,

irrespective of their prices or value, must be reported to the S&GAD.

However, the responsibility for reporting to the S&GAD the receipt of

gifts, including the names of recipients, from foreign dignitaries or

delegations, either during their visits to Pakistan or during the visits of

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Pakistani dignitaries or delegations abroad, shall lie with the Chief of

Protocol or his representative in the former case, and with the Ambassador

concerned in the latter case. In the case of foreign delegations or visiting

dignitaries with whom the Chief of Protocol is not associated, the

Ministry/Department sponsoring the visit shall be responsible to supply the

details of gifts, if received, and the list of recipients to the S&GAD.

Rules for the acceptance and disposal of gifts by Government servants

The Government of Pakistan has partially modified the existing Rules

regarding the acceptance and disposal of gifts received by Government

servants’ etc. The decisions taken by the Government in this regard are

given below:-

(1) The responsibility for reporting the receipt of the gift shall

continue to devolve on the individual recipient. All gifts received

by a Government servant, irrespective of their prices must be

reported to the Toshakhana in the Cabinet Division, Government

of Pakistan.

The gifts are generally given when foreign dignitaries or delegations come

to Pakistan or our VIPs or delegations go abroad. If the Chief of Protocol

or his representative has been attached to a visiting dignitary or a foreign

delegation, it shall be his responsibility to supply a list of the gifts together

with the names of the recipients to the Cabinet Division. In the case of the

delegations or visiting dignitaries, with whom the Chief of Protocol is not

associated, the Ministry sponsoring the visit shall be responsible to supply

the details of gifts received and the list of recipients to the Cabinet Division

and the Ministry of Foreign Affairs. In the case of outgoing delegations or

visits abroad of our VIPs, it shall be the responsibility of the Ambassador

of Pakistan, in the country concerned to report the receipt of the gifts

together with the name of the recipient to the Cabinet Division through the

Ministry of Foreign Affairs. If on checking the list it is found that an

individual has not reported the receipt of a gift, appropriate action will be

taken against him under the relevant rules.

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(2) Government officials except those belonging to Grades 1 to 4, are

prohibited from receiving cash awards offered by the visiting foreign

dignitaries. These may please be politely refused. In case, however, it

becomes impossible to refuse without causing offence to the visiting

dignitary, the amount should be immediately deposited in the treasury

under the head given hereafter.

(3) Government officials are prohibited from receiving gift of any

kind for their person or for members of their families from diplomatic,

Consular and other foreign Government representatives or their employees,

who are stationed in Pakistan. As the Heads of Missions in Pakistan have

been caused by the return of the gift. If, however, due to very exceptional

reasons the gift cannot be returned, it should invariably be deposited in the

Toshakhana. These instructions, however, would not apply to

gifts/donations made to institutions.

(4) The value of the gifts will be assessed by the Cabinet Division

which will devise an improved and practical system of assessing, in the

country, wherever possible, the value of all gifts received.

(5) The monetary limits upto which the gifts could be retained by the

recipient have been revised. The new limits are as follows:-

(a) Gifts valued upto Rs.1000/- may be allowed to be

retained by the recipients.

(b) Gifts valued between Rs.1000/- and Rs.5000/- may be

allowed to be retained by a recipient if he is willing to

pay 25% of the value of the gift after deducting

Rs.1000/- from its assessed value.

(c) Gifts of the value beyond Rs .5,000/- may be allowed to

be retained by a recipient if he is willing to pay 25% of

the value between Rs.1000/- and Rs.5,000/- and 15% of

the value above Rs.5,000/-.

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(6) The Head of Account of Toshakhana in which the amounts are to

be deposited is "1390-Others (NES)Receipts of Darbar Presents (Central).

Misc.

(7) Presents deposited in Toshakhana which are fit for display, shall

be properly catalogued and then displayed in the public rooms of the

Foreign Office and in the residences of the Head of the State, the Head of

the Federal Government and the Governors. Such articles would be

properly entered in the Toshakhana register and in the stock registers of the

respective offices. An annual verification preferably in the first week of

January shall be carried out in respect of such articles and a report

submitted to the Cabinet Secretary.

(8) Gifts, which are not fit to be retained or displayed, shall be

disposed of by periodical sales to be arranged by the Cabinet Division,

Government of Pakistan. The Cabinet Division will ensure a wider

circulation of the periodic restricted sale of such gifts. Such sales could be

negotiated also on the basis of a reserve price, if no buyers are available in

the restricted auctions. These auctions will be held once or twice a year.

The list of gifts to be sold in such auctions will be circulated to all Federal

Government officers and officers of the Armed Forces.

(9) These rules also apply to the employees of the Government

controlled Corporations, autonomous and semi autonomous bodies and all

nationalized institutions.

6. Acceptance of foreign awards:-No Government servant shall,

except with the approval of the Governor of KPK, accept a foreign award,

title or decoration.

Explanation:-For the purpose of this rule, the expression "approval of the

Governor" means prior approval in ordinary cases and ex-post facto

approval in special cases where sufficient time is not available for

obtaining prior approval.

7. Public demonstration in honor of Government servants or

raising of funds by them:-(1) No Government servant shall encourage

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meetings to be held in his honor or presentation of addresses of which the

main purpose is to praise him;

Provided that the Head of Pakistan Mission Abroad, while so posted, may

attend a public meeting or entertainment held in his honor.

(2) No Government servant shall take part in raising funds, except:-

(a) for any public or charitable purposes, with the previous

permission of his next higher officer; or

(b) for a charitable object connected with the name of a

Government servant or person recently quitted

Government service with the previous permission of the

Government;

“Provided that Government servants belonging to the Provincial Police

Service or Excise and Taxation Service shall not be granted any such

permission”.

8. Gifts to Medical Officer:-Subject to the departmental rules in

this behalf, a medical officer may accept any gift of moderate value offered

in good faith by any person or body of persons in recognition of his

professional services.

9. Subscriptions:-No Government servant shall, except with the

previous sanction of Government, ask for or accept or in any way

participate in the raising of any subscription or other pecuniary assistance

in pursuance of any object whatsoever.

10. Lending and Borrowing:-(1) No Government servant shall lend

money to, or borrow money from, or place himself under any pecuniary

obligation to, any person within the local limits of his authority or any

person with whom he has any official dealings:

Provided that a Government servant may:-

(i) deal in the ordinary course of business with a joint stock company,

bank or a firm of standing or the House Building Finance

Corporation; and

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(ii) accept a purely temporary loan of small amount, free of interest,

from a personal friend or the operation of a credit account with a

bonofide tradesman.

(2) When a Government servant is appointed or transferred to a post

of such a nature that a person from whom he has borrowed money or to

whom he has otherwise placed himself under pecuniary obligation will be

subject to his official authority, or will reside, possess immovable property,

or carry on business, within the local limits of such authority, the

Government servant shall forth-with declare the circumstances, when he is

a Gazzeted Officer, to Government through the usual channel, and where

he is a Non-Gazetted Government Servant, to the head of his office.

(3) This rule, in so far as it may be construed to relate to loans given

to or taken from Co-operative Societies registered under the Cooperative

Societies Act,1927, or under any law for the time being in force relating to

the registration of Cooperative Societies, by the Government servants shall

be subject to any general or special restrictions or relaxation made or

permitted by Government.

11. Buying and selling of valuable property, movable and

immovable:-(1)Save in the case of a transaction conducted in good faith

with a regular dealer, a Government servant who intends to transact any

purchase, sale or disposal by any other means of movable or immovable

property exceeding in value 1Rs.10,0000/-(One hundred thousand rupees)

with a person residing, possessing immovable property or carrying on

business within the station, district or other local limits for which such

Government servant is appointed, shall declare his intention to the Head of

the Department or the Secretary to the Government, as the case may be .

When the Government servant concerned is himself the Head of

Department or Secretary to the Government, he shall declare his intention

to Government through the Secretary of the Administrative Department

concerned. And such declaration shall state fully the circumstances, the

price offered or demanded and in the case of disposal otherwise than by

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sale, the method of disposal. Thereafter such Government servant shall act

in accordance with such orders, as passed by Government.

Explanation:- In this rule, the term "Property" includes agricultural or

urban land, bonds, shares and securities but does not include a plot

purchased for the 21st time for building a house from a Co-operative

Housing Society or a Government Housing Scheme.

(2) Notwithstanding anything contained in sub-rule(1), a Government

servant who is about to quit the station, district or other local limits for

which he has been appointed may, without reference to any authority,

dispose of any of his movable property by circulating lists of it generally or

by causing it to be sold by public auction.

(3) No Government servant shall construct a building, whether

intended to be used for residential or commercial purposes, except with the

previous sanction of Government obtained upon an application made in

this behalf, disclosing the source from which the cost of such construction

shall be met.

(4) 3A Government Servant who intends to acquire more than one plot

from one or more Cooperative Housing Societies or Government Housing

Schemes or intends to dispose of any of plot acquired by him as such shall

obtain prior permission of the Government, as the case may be, in the

manner specified in sub rule (1).

(5) No prior permission is necessary for buying and selling shares,

bonds, saving certificates and securities through Government Sponsored

organizations upto the value of Rs.1,00,000/- (One hundred thousand

rupees). However, the Government servant concerned shall report all such

transactions in the form of a statement at the end of each year."

12. Declaration of property:-(1) Every Government servant shall, at

the time of entering Government service, make a declaration to

Government, through the usual channel, of all immovable and movable

properties including shares, certificates, securities, insurance policies, cash

and jewelry having a total value of Rs.50,000/- (Fifty thousand rupees) or

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more belonging to or held by him or a member of his family and such

declaration shall-

(a) state the district within which the property is situated;

(b) show separately individual items of jewelry exceeding

Rs.50,000/- (Fifty thousand rupees) in value; and

(c) give such further information as Government may, by

general or special order, require.

(2) Every Government servant shall submit to Government, through

usual channel, an annual return of assets in the month of December

showing any increase or decrease of property as shown in the declaration

under sub-rule(1) or, as the case may be, the last annual return.

13. "Disclosures of assets, immovable and liquid:- A Government

servant shall disclose all his assets, immovable as well as liquid and

expenses during any period in the specified form, when required to do so

by Government".

14. Speculation and Investment:-(1) No Government servant shall

speculate in investments. For the purpose of this sub-rule the habitual

purchase and sale of security of notoriously fluctuating value shall be

deemed to be speculation in investments.

(2) No Government servant shall make, or permit any member of his

family to make, any investment likely to embarrass or influence him in the

discharge of his official duties.

(3) No Government servant shall make any investment the value of

which is likely to be affected by some even of which information is

available to him as a Government servant and is not equally available to the

general public.

(4) If any question arises whether a security or an investment is of the

nature referred to in any of the foregoing sub-rules, the decision of

Government thereon shall be final.

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15. Promotion and management of companies, etc:- No

Government servant shall, except with the previous sanction of

Government take part in the promotion, registration or management of any

bank or company:

Provided that a Government servant may, subject to the provisions of any

general or special order of Government, take part in the promotion,

registration or management of a Co-operative Society registered under any

law for the time being in force for the purpose.

16. Private trade, employment or work:- (1) No Government

servant shall, except with the previous sanction of the Government, engage

in any trade or undertake any employment or work, other than his official

duties:

Provided that he may, without such sanction, undertake honorary work of a

religious, social or charitable nature or occasional work of a literary or

artistic character, subject to the condition that his official duties do not

thereby suffer and that the occupation or undertaking does not conflict or is

not inconsistent with his position or obligations as a Government servant

but he shall not undertake or shall discontinue such work if so directed by

Government. A Government servant who has any doubt about the propriety

of undertaking any particular work should refer the matter for the orders of

Government:

Provided further that non-gazzetted Government servant may, without such

sanction, undertake a small enterprise which absorbs family labour and

where he does so shall file details of the enterprise alongwith the

declaration of assets.

(2) Notwithstanding anything contained in sub-rule(1), no

Government servant shall associate himself with any private trust,

foundation or similar other institution which is not sponsored by

Government.

(3) This rule does not apply to sports activities and memberships of

recreation clubs.

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17. No Government servant shall live beyond his means, etc:- No

Government servant shall live beyond his means or indulge in ostentation

on occasions of marriage or other ceremonies.

18. Subletting of residential accommodation allotted by

Government:- (1)No Government servant shall, except with the prior

permission of the Head of the Department, sublet residential

accommodation or any portion thereof let to him by Government.

19. Insolvency and habitual indebtedness:- (1) A Government

servant shall avoid habitual indebtedness. If a Government servant is

adjudged or declared insolvent or if the whole of that portion of his salary

which is liable to attachment is frequently attached for debt has been

continuously so attached for a period of two years, or is attached for a sum

which in ordinary circumstances, he cannot repay within a period of two

years, he shall be presumed to have contravened these rules unless he

proves that the insolvency or indebtedness is the result of circumstances

which, with the exercise of ordinary diligence, he could not have foreseen

or over which he had no control and was not due to extravagant or

dissipated habits.

(2) A Government servant who applied to be or is adjudged or

declared insolvent shall forthwith report his insolvency to the Head of the

Office or Department or to the Secretary to the Administrative Department,

as the case may be, in which he is employed.

20. Report by Government servant in case of his involvement in a

criminal case:- If a Government servant is involved as an accused in a

criminal case, he shall bring the fact of such involvement or conviction, as

the case may be, to the notice of the Head of the Office or Department

immediately or, if he is arrested and released on bail, soon after such

release.

21. Unauthorized communication of official documents or

information:- No Government servant shall, except in accordance with

any special or general order of Government, communicate directly or

indirectly any official information or the contents of any official document

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to a Government servant not authorised to receive it, or to a non-official

person, or to the press.

22. Approach to Members of the Assemblies:- No Government

servant shall, directly or indirectly approach any member of the National

Assembly or a Provincial Assembly or any other non-official person to

intervene on his behalf in any matter.

23. Management, etc. of Newspapers or Periodicals:- No

Government servant shall except with the previous sanction of

Government, own wholly or in part, or conduct or participate in the editing

or management of any newspaper or other periodical publication.

24. Radio-Broadcast and communications to the Press:- No

Government servant shall, except with the previous sanction of

Government, or any other authority empowered by it in this behalf, or in

bonafide discharge of his duties, participate in a radio broadcast or

television programme or contribute any article or write any letter, either

anonymously or in his own name or in the name of any other person to any

newspaper or periodical:

Provided that such sanction shall generally be granted if such broadcast or

television programme or such contribution or letter is not, or may not be

considered likely to jeopardize the integrity of the Government servant, the

security of Pakistan or friendly relations with foreign states or to fend

public order, decency or morality, or tantamount to contempt of court,

defamation or incitement to an offence:

Provided further that no such sanction shall be required if such broadcast or

television programme or such contribution or letter is of a purely literary,

artistic or scientific character.

25. Publication of information and public speeches capable of

embarrassing Government:-(1) No Government servant shall, in any

document, published or any public utterance, radio broadcast or television

programme, or in any other manner make any statement of fact or opinion

206

which is capable of embarrassing the Federal or any Provincial

Government.

Provided that technical staff may publish research papers on technical

subjects, if such papers do not express views on political issues or on

Government Policy and do not include any information of a classified

nature.

(2) Where a Government servant submits the draft of a literary,

artistic or scientific article or book for obtaining previous sanction for its

publication, he shall be informed within three months of his doing so

whether he has or has not such sanction: and if no communication is issued

to him within that period, he shall be entitled to presume that the sanction

asked for has been granted.

26. Evidence before Committees:-

(1) No Government servant shall give evidence before a public

committee except with the previous sanction of Government.

(2) No Government servant giving such evidence shall criticise the

policy nor decision of the Federal or any Provincial Government.

(3) This rule shall not apply to evidence given before statutory

committees which has powers to compel attendance and the giving of

answers, nor to evidence given in judicial inquiries.

27. Taking part in politics and elections:-

(1) No Government servant shall take part in, subscribe in aid of, or

assist in any way, any political movement in Pakistan or relating to the

affairs of Pakistan.

(2) No Government servant shall permit any person dependent on him

for maintenance or under his care or control to take part in, or in any way

assist, any movement directly or indirectly, to be subversive to

Government as by law established in Pakistan.

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(3) No Government servant shall canvass or otherwise interfere or use

his influence in connection with or take part in any election to a legislative

body, whether in Pakistan or elsewhere:

Provided that a Government servant who is qualified to vote at such

election may exercise his right to vote; but if he does so, he shall give no

indication of the manner in which he proposes to vote or has voted.

(4) No Government servant shall allow any member of his family

dependent on him to indulge in any political activity, including forming a

political association and being its member, or to act in a manner in which

he himself is not permitted by sub-rule(3) to act.

(5) A Government servant who issues an address to electors or in any

other manner publicly announces himself or allows himself to be publicly

announced as a candidate or prospective candidate for election to a

legislative body shall be deemed for the purpose of sub-rule(3) to have

taken part in an election to such body.

(6) The provisions of sub-rule(3) and (5)shall, so far as may be, apply

to elections to local authorities or bodies, save in respect of Government

servants required or permitted by or under any law or order of Government,

for the time being in force, to be candidates at such election.

(7) If any question arises whether any movement or activity falls

within the scope of this rule, the decision of Government thereon shall be

final.

28. Propagation of Sectarian Creeds, etc:- No Government servant

shall propagate such sectarian creeds or take part in such sectarian

controversies or indulge in such sectarian partiality and favourtism as are

likely to affect his integrity in the discharge of his duties or to embarrass

the administration or create feelings of discontent or displeasure amongst

the Government servants in particular and amongst the people in general.

29. Government servants not to express views against the ideology

of Pakistan:- No Government servant shall express views detrimental to

the ideology or integrity of Pakistan.

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30. Nepotism, favourtism and victimization, etc:- No Government

servant shall indulge in provincialism, parochialism, nepotism, favourtism,

victimization or willful abuse of office.

31. Vindication by Government servants of their public acts or character:-

(1) A Government servant shall not, without the previous sanction of

Government have recourse to any Court or to the press for the vindication

of his public acts or character from defamatory attacks, when Government

grants sanction to a Government servant to have recourse to a court,

Government will ordinarily bear the cost of the proceedings, but may leave

the Government servant to institute them at his own expense. In the latter

case, if he obtains a decision in his favour, Government may reimburse him

to the extent of the whole or any part of the cost.

(2) Nothing in this rule limits or otherwise affects the right of a

Government servant to vindicate his private acts or character.

32. Membership of service Association:- (1) No Government

servant shall be a member, representative of office bearer of any

association representing or purporting to represent Government servants,

unless such association satisfies the following conditions, namely:-

(a) Membership of the Association and its office bearers

shall consist of persons in one and the same "functional

unit" and if there is no such functional unit, it may be

formed by persons borne on a specific single cadre in or

under a Department;

(b) Office-bearers of the Association shall be elected from

amongst members of the Association actually serving.

Persons who have retired or have been dismissed or

removed from service shall cease to be members of such

Association;

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(c) The Association shall neither affiliate nor associate with

any other body or Association belonging to any other

cadre;

(d) The Association shall confine its representations to

matters of general interest of Government servants whom

it represents and shall not involve itself in individual

cases of its members. Also the office bearers and

members of the Association shall not participate in the

activities of the Association at the cost of their official

duties;

(e) The Association shall not engage in any activity or

pursue a course of action which its members are

individually prohibited to engage in or pursue under

these rules or the instructions issued by Government,

from time to time, concerning conduct of Government

servant and service discipline;

(f) The Association shall not, in respect of any election to

legislative body, or to a local authority or body, whether

in Pakistan or elsewhere-

(i) pay or contribute towards any expenses incurred in connection with the candidature for such election.

(ii) support in any manner the candidature of any person for such election; or

(iii) undertake or assist in the registration of a candidate for such election;

(g) The Association, shall not-

(i) issue or maintain any periodical publication except in accordance with any general or special order of Government; and

(ii) publish, except with the previous sanction of Government, any representation on behalf of its members, whether in the press or otherwise;

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(h) The Association shall get its bye-laws or rules approved

by the Appointing Authority, who may at any time

require any modification therein or propose rules or bye-

laws, in a particular manner; and

(i) the Association shall submit annual statement of

its accounts and lists of its members and office

bearers to the Appointing Authority. Such

statement and lists shall be submitted before Ist

September every year;

(ii) the Association shall not represent or purport to represent Government servants unless it is recognised by the competent authority;

(iii) the appointing authority in respect of a cadre shall be the authority competent to recognise the Association of that cadre;

Provided that where the cadre consists of higher and lower grades, the authority competent to recognise the Association shall be the appointing authority in respect of the highest post in the cadre;

(iv) a Government servant who deals with the Association of a particular cadre and is also member of that cadre shall not become office bearer of such Association nor shall he take part in any activity of the Association;

(v) Government in its discretion may withdraw recognition of an Association, if in its opinion, such Association has violated any of the conditions of recognition.

33. Restriction on acceptance of membership of certain

association:- No Government servant shall accept membership of any

association or organization whose aims and objects, nature of activities and

memberships are not publicly known.

34. Use of political or other influence:- No Government servant

shall bring or attempt to bring political or other outside influence directly

211

or indirectly, to bear on Government or any Government servant in

support of any claim arising in connection with his employment as such.

35. Approaching Foreign Mission and Aid-Giving Agencies:-

(1) No Government servant shall approach, directly or indirectly a

Foreign Mission in Pakistan or any foreign aid-giving agency in Pakistan

or abroad to secure for himself invitations to visit a foreign country or to

elicit offers of training facilities abroad.

(2) Government servants should exercise great caution and restraint in

the matter of social contacts with members of foreign missions working in

Pakistan. They should also avoid casual remarks and observations on

official matters in social gathering where foreigners are present.

(3) Officials of the level of Additional Secretary and below should

not receive officials of foreign missions, except with the express

permission of the Secretary.

(4) Government Servants are prohibited from contacting or making

direct approaches to foreign missions in Pakistan in connection with their

private business. All such approaches should be made through proper

channel i.e through Chief of Protocol of the Ministry of Foreign Affairs.

(5) Invitations extended by Foreign Missions on the occasions of their

National days to officers below the status of Secretaries may be accepted

after obtaining permission from the Chief Secretary.

(6) The participation of officers below the status of Secretary in

private functions arranged by foreign diplomats should generally be

discouraged. Secretaries and officers of equivalent status, will, however, do

so with prior approval of the Chief Secretary

(7) Repeated and frequent attendance by officers at private functions

held by the same foreign diplomat must be avoided.

(8) As a general rule, only those officers who come into official

contact with the foreign diplomat concerned should accept invitations.

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36. Delegation of powers:- Government may, by general or special

order, delegate to any officer or authority subordinate to it all or any of its

powers under these rules and may, by such order, prescribe the channel

through which reports shall be made to Government and the officers the

receipt by whom such reports shall be regarded as receipts of the reports by

Government within the meaning of these rules.

37. Rules not to be in derogation of any law, etc:-Nothing in these

rules shall derogate from the provisions of any law, or of any order of any

competent authority, for the time being in force, relating to the conduct of

Government servants.

4.9 EFFICIENCY & DISCIPLINE RULE

Section 16 of Civil Servants Act, 1973:- Disciplinary Action. A civil

servant shall be liable to prescribed disciplinary action and penalties in

accordance with the prescribed procedure.

NWFP Government Servants (Efficiency and Discipline) Rules,1973.

Sl.No.2

1. Short title, commencement and application:-

(1) These rules may be called the 1[North-West Frontier Province

Government Servants (Efficiency and Discipline)Rules,1973.]

(2) They shall come into force at once and shall apply to every person

who is a member of the civil service of the Province or is the holder of a

civil post in connection with the affairs of the Province and shall also apply

to or in relation to a person in temporary employment in the civil service or

post in connection with affairs of the Province.

2. Definition:-

(1) In these rules, unless the context otherwise requires, the following

expressions shall have the meanings hereby respectively assigned to them,

that is to say:-

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(a) "accused" means a Government servant against whom

action is taken under these rules.

(b) "authority" means the Governor or an officer or authority

designated by him to exercise the powers of the authority

under these rules;

(c) "authorised officer" means an officer authorised by the

authority to perform functions of an authorised officer

under these rules;

(d) "Government" means the Government of North-West

Frontier Province;

(e) "misconduct" means conduct prejudicial to good order or

service discipline or contrary to the 1[N.W.F.P

Government Servants(Conduct) Rules,1987}or

unbecoming of an officer and a gentleman and includes

any act on the part of Government servant to bring or

attempt to bring political or other outside influence

directly or indirectly to bear on Government or any

Government Officer in respect of any matter relating to

the appointment, promotion, transfer, punishment,

retirement or other conditions of service of a Government

servant;

(f) "penalty" means a penalty which may be imposed under

these rules; and

(g) "Province" means the North-West Frontier Province.

“(2) In case two or more Government Servants are to be proceeded

against jointly under these rules, the authority or, as the case may be, the

authorised officer, designated or authorised, for the Government Servant

senior most in rank shall be the authority or, as the case may be, the

authorised officer in respect of all such accused.

"(3) The inquiry officer or Members of Enquiry Committee, as the case

may be, shall be the officer (s) senior in rank to the accused officer."

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3. Grounds of Penalty:-Where a Government servant, in the

opinion of the authority;

(a) is inefficient or has ceased to be efficient; or

(b) is guilty of misconduct; or

(c) is corrupt, or may reasonably be considered corrupt

because:-

(i) he is, or any of his dependents or any other

person through him or on his behalf is , in

possession (for which he cannot reasonably

account) of pecuniary resources or of property

disproportionate to his known sources of

income; or

(ii) he has assumed a style of living beyond his

ostensible means; or

(iii) he has a persistent reputation of being corrupt ;

or

(d) is engaged, or is reasonably suspected of being engaged

in subversive activities, or is reasonably suspected of

being associated with others engaged in subversive

activities or is guilty of disclosures of official secrets to

any un-authorised person, and his (retention) in service

is, therefore, prejudicial to national security, the authority

may impose on him one or more penalties.

4. Penalties:-(1) The following are the minor and major penalties,

namely:-

(a) Minor penalties:-

(i) Censure;

(ii) withholding, for a specific period, promotion or

increment, otherwise than for unfitness for

promotion or financial advancement, in

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accordance with the rules or orders pertaining to

the service or post;

(iii) recovery from pay of the whole or any part of

any pecuniary loss caused to Government by

negligence or breach of order.

(b) Major penalties:-

(i) Reduction to a lower post, grade or time scale,

or to a lower stage in a time scale;

(ii) compulsory retirement;

(iii) removal from service; and

(iv) dismissal from service.

(2) Removal from service does not, but dismissal from service does,

disqualify for future employment.

(3) In this rule, removal or dismissal from service does not include the

discharge of person:-

(a) appointed on probation, during the period of probation,

or in accordance with the probation or training rules

applicable to him; or

(b) appointed, otherwise than under a contract, to hold a

temporary appointment, on the expiration of the period of

appointment; or engaged under a contract, in accordance

with the terms of the contract.

5. Inquiry procedure:- The following procedure shall be observed

when a Government servant is proceeded against under these rules:-

(1) In case where a Government servant is accused of subversion,

corruption or misconduct, the authorized officer may require him

to proceed on leave or, with the approval of the authority, suspend

him provided that any continuation of such leave or suspension

shall require approval of the authority after every three months.

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(2) The authorized officer shall decide whether in the light of facts of

the case or interests of justice an inquiry should be conducted

through an inquiry officer or inquiry committee. If he so decides,

the procedure indicated in rule 6 shall apply.

(3) If the authorized officer decides that it is not necessary to have an

inquiry conducted through an inquiry officer or inquiry

committee, he shall:-

(a) by order in writing, inform the accused of the action

proposed to be taken in regard to him and the grounds of

the action; and

(b) give him a reasonable opportunity of showing cause

against that action;

Provided that no such opportunity shall be given where the authority is

satisfied that in the interest of the security of Pakistan or any part thereof it

is not expedient to give such opportunity.

Provided further that if the authorized officer is satisfied in view of the

preliminary inquiry report of Provincial Inspection Team, Governor

Inspection Team or any other Inquiry Committee or Inquiry Officer, that

responsibility has been fixed on the specified Government servant (s)

involved in the case and quantum of loss incurred by the Govt: is also

indicated therein, the authorized Officer may dispense with formal inquiry

under Efficiency and Discipline Rules, 1973 and serve a show cause notice

upon the accused officer (s)/official (s), stating therein the grounds of

action to be taken and giving to the accused a reasonable opportunity of

written defence and personal hearing.

(4) On receipt of the report of the inquiry officer or inquiry

committee, or where no inquiry officer or committee is appointed,

on receipt of written defence or explanation of the accused to the

show cause notice, the authorised officer shall determine whether

the charge has been proved, and if so, shall also tentatively decide

the imposition of major or minor penalty in relation to the accused

217

in the light of the inquiry report or the defence/explanation of the

accused, as the case may be, and serve him with a final show

cause notice, communicating him the penalty to be imposed,

alongwith a copy of the inquiry report, if any, giving him a

reasonable opportunity, which shall not be less than seven days or

more than fourteen days, to defend himself against the proposed

action.

(5) If on receipt of the final show cause notice, and after hearing the

accused if he so desired, it is proposed to imposed a minor

penalty, the authorised officer shall pass orders accordingly. If it is

proposed to impose a major penalty, he shall forward the case to

the authority alongwith the charges and statement of allegation

served on the accused, the explanation of the accused to the show

cause notice, the findings of the inquiry officer or inquiry

committee, it appointed, and his own recommendations regarding

the penalty to be imposed. The authority shall pass such orders as

it may deem proper.

(6) While imposing a penalty under these rules, the authorised officer,

or the authority, as the case may be shall ensure that the penalty

corresponds to the degree of involvement of the accused

officer/official with particular reference to the nature of guilt, i.e.

corruption, negligence, inefficiency or misconduct and shall make

a judicious decision, according to the facts, of the case and extent

of the officer's involvement in it.

Provided that if the authorised officer or the authority is not in agreement

with the findings of the Enquiry Officer/Committee, he may order a fresh

enquiry through another Enquiry Officer/Committee as deemed

appropriate.

6. Procedure to be observed by the Inquiry Officer and Inquiry

Committee:-(1) Where an Inquiry Officer or Inquiry committee is

appointed, the authorised officer shall:-

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(a) frame a charge and communicate it to the accused

together with statement of the allegations explaining the

charge and if any other relevant circumstances which are

proposed to be taken into consideration;

(b) require the accused within a reasonable time, which shall

not be less than seven days or more than fourteen days

from the day the charge has been communicated to him,

to put in a written defence and to state at the same time

whether he desires to be heard in person.

(2) The Inquiry Officer or the committee, as the case may be, shall

enquire into the charge and may examine such oral or documentary

evidence in support of the charge or in defence of the accused as may be

considered necessary and the accused shall be entitled to cross-examine the

witnesses against him.

(3) The Inquiry Officer or the Committee, as the case may be, shall

hear the case from day to day and no adjournment shall be given except for

reasons to be recorded in writing. However, every adjournment, with

reasons therefore shall be reported forthwith to the authorised officer.

Normally no adjournment shall be for more than a week.

"Provided that the inquiry Committee or officer, as the case may be, shall

submit its/his report within the shortest possible time which shall not be

more than one month, after receipt of reply to the charge sheet/statement of

allegation.

(4) Where the Inquiry Officer or the Committee, as the case may be,

is satisfied that the accused is hampering, or attempting to hamper, the

progress of the enquiry, he or it shall administer a warning, and if thereafter

he or it is satisfied that the accused is acting in disregard of the warning he

or it shall record a finding to that effect and proceed to complete the

enquiry in such manner as he or it thinks best suited to do substantial

justice.

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(5) The Inquiry Officer or the Committee, as the case may be, shall

within ten days of the conclusion of the proceedings or such longer period

as may be allowed by the authorized officer, submit his or its findings and

the grounds thereof to the authorised officer.

7. Powers of Inquiry Officer and Inquiry Committee:- (1) For

the purpose of an inquiry under these rules, the Inquiry Officer and the

Inquiry Committee shall have the powers of a Civil Court trying a suit

under the Code of Civil Procedure, 1908(Act V of 1908), in respect of the

following matters namely:-

(a) summoning and enforcing the attendance of any person

and examining him on oath;

(b) requiring the discovery and production of documents;

(c) receiving evidence on affidavit;

(d) issuing commissions for the examination of witnesses or

documents.

(2) The proceedings under these rules shall be deemed to be judicial

proceedings within the meaning of section 193 and 228 of the Pakistan

Penal Code(Act XLV of 1850).

7A. Revision:-The authority may, in the case of any order passed by

the authorized officer, call for and examine the record of any case and may,

after making such further inquiry or investigation, if necessary, either

personally or through an officer, pass such order as he may deem

appropriate;

Provided that in cases where the authorized officer has exonerated an

accused and the authority decides to impose a penalty on him or where the

penalty imposed by the authorized officer is decided to be increased, the

authority shall not impose any penalty or increase the penalty, unless an

opportunity is given to the person concerned to show cause as to why such

a penalty should not be imposed or, as the case may be, be increased.

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8. Rule 5 not to apply in certain cases:-Nothing in rule 5 shall apply

to a case:-

(a) where the accused is dismissed or removed from service

or reduced in rank, on the grounds of conduct which has

led to a sentence of fine or of imprisonment; or

(b) where the authority competent to dismiss or remove a

person from service, or to reduce a person in rank, is

satisfied that, for reasons to be recorded in writing by

that authority, it is not reasonably practicable to give the

accused an opportunity of showing cause.

8.A "A Procedure in case of wilful absence :- Notwithstanding

anything to the contrary contained in these rules, in case of wilful absence

from duty by a Government Servant, a notice shall be issued by the

authorised officer through registered acknowledgement due cover on his

home address directing him to resume duty forthwith. If the same is

received back as undelivered or no response is received from the absentee

within the stipulated time, a notice shall be published in at least two leading

newspapers directing him to resume duty within fifteen days of the

publication of that notice, failing which an ex-parte decision will be taken

against him. On expiry of the stipulated period given in the notice, the

authorised officer shall recommend his case to the authority for imposition

of major penalty of removal from service."

9. Procedure of inquiry against officers lent to other Provincial

Government or the Federation:-(1) Where the services of Government

servants to whom these rules apply are lent to the Federation or to any

other Provincial Government or to a local or other authority , in this rule

referred to as the borrowing authority, the borrowing authority shall have

the powers of the authority for the purpose of placing him under

suspension or requiring him to proceed on leave and of initiating

proceedings against him under these rules;

Provided that the borrowing authority shall forthwith inform the authority

which has lent his services, hereinafter in this rule referred to as to lending

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authority, of the circumstances leading to the order of his suspension or the

commencement of the proceedings, as the case may be.

Provided further that the borrowing authority shall obtain prior approval of

the {Chief Minister}2 before taking any action under these rules against a

member of such Civil service of the Province or the holder of such civil

post as Government may by notification (specify) 3.

(2) If, in the light of the findings in the proceedings taken against the

Government servant in terms of sub-rule(a), the borrowing authority is of

the opinion that any penalty should be imposed on him, it shall transmit to

the lending authority the record of the proceedings and thereupon the

lending authority shall take action prescribed in these rules.

"(3) Notwithstanding anything contained in these rules, Government

may, by order in writing, authorise the borrowing authority or any

subordinate officer to such authority to exercise all or any of the powers of

"authorised officer", "authority" and "appellate authority" in respect of civil

servants whose services have been lent to the borrowing authority".

10. "Appeal:- A person on whom a penalty is imposed shall have

such right of appeal as prescribed in the North-West Frontier Province

Civil Servants(Appeal) Rules,1980."

10A. “Appearance of Counsel:-No party to any proceedings under

these rules before the authority, the authorised officer, an Inquiry Officer or

an Inquiry committee shall be represented by an Advocate.

10B. “Exception:-Notwithstanding any thing to the contrary contained

in these rules, in cases where Government servants collectively strike

work, willfully absent themselves from duty or abandon their official work,

the Government or the authority may serve upon them, through the

newspapers or any other mean, such notice as deemed appropriate to

resume duty and in event of failure or refusal to comply with the directive

contained in the notice, impose upon the defaulting Government servants

any of the major penalties prescribed in these rules."

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11. Repeal:-The West Pakistan Government Servants(Efficiency and

Discipline) Rules,1960, in their application to the Government servants to

whom these rules apply are repealed, but the repeal thereof shall not affect

any action taken or anything done or suffered there under.

Delay in Process of Disciplinary cases.

1. It has been observed that inquiry proceedings against Civil

Servants under E&D Rules tend to be un-due protracted for various

avoidable reasons, causing hardship to the affected officers, on one hand,

and defeating the purpose of speedy disposal of cases, on the other.

2. It has, therefore, been decided that in all disciplinary cases, in

addition to strict observance of the provisions of Rule 6 of E&D Rules,

1973 and the instructions already issued with D.O No.553/80-JS (Rev &

D), dated 22.10.1980, the following measures should be strictly observed:-

a) The Inquiry Officer be carefully selected for his

competence and capability to hold the inquiry.

b) A time limit should be prescribed for completion of the

inquiry.

c) Until the inquiry is completed, the Inquiry Officer, the

accused as well as the witnesses concerned should not be

permitted to proceed on leave training, course or on

transfer in or outside Pakistan.

d) A check-sheet, recording the day to day progress, should

be maintained by the Inquiry Officer.

e) The Inquiry proceedings once started should be held

without interruption, as far as possible, on day to day

basis.

f) On receipt of the inquiry, the case should be processed

expeditiously by the Ministry concerned.

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g) It should be impressed upon the inquiry officer that the

quality of work produced by him will reflect on his

efficiency, which will be recorded in his ACR.

h) The initiating officer should record his assessment of the

Inquiry Officer's performance in the ACR.

Procedure under the NWFP Government Servants (Efficiency and

Discipline) Rules, 1973.

In the past, while proceeding against a Government servant under the

North-West Frontier Province Government Servants (Efficiency and

Discipline) Rules,1973, it was not required to give an opportunity to the

accused officer / official at the final stage to show cause against the penalty

proposed to be imposed on him on the basis of the inquiry report, in cases

where a formal inquiry was ordered to be held by the Authorised Officer

under rule 5 of the said rules. Instead, the opportunity given to him through

the charge sheet served on him, thereby allowing him to make his written

explanation/ defence against the charges and availing the chance of

personal hearing, and further allowing him full liberty to defend his case

before the Inquiry Officer conducting the inquiry, was considered as

sufficient opportunity for all practical purposes of imposing a penalty on

the basis of the inquiry report.

2. The Supreme Court, in Civil Appeal No.64 of 1979 (Syed Mir

Mohammad versus NWFP Government), decided on 16.3.1981 (reported

as PLD 1981 SC 176), has, however, held that on a proper construction of

rules 5 and 6 read together of the aforesaid rules, it is statutory requirement

that if a formal inquiry is held, then the Authorised Officer should, after he

has tentatively decided upon the action proposed to be taken against an

accused officer/official, give him an opportunity to offer his explanation

against the proposed action in the light of the findings of the Inquiry

Officer/Inquiry Committee.

3. In view of the above judgement of the Supreme Court , the

position that emerges now is that it has become a statutory requirement to

give an opportunity to an accused officer/official to offer his explanation

224

against the proposed action in the light of the findings of the Inquiry

Officer or, as the case may be, the Inquiry committee, in cases where the

Authorised Officer decides to hold a formal enquiry in any case.

4. Therefore, the procedure that has now to be followed for

proceeding against Government servant under the North-West Frontier

Province, Government Servants(Efficiency and Discipline) Rules,1973

(hereinafter referred to in the said rules), is reproduced below for

information and future guidance:-

"Before initiating proceedings under the said rules, the authorized officer

shall decide whether in the light of the facts of the case or interest of justice

an inquiry through an Inquiry Officer or Inquiry committee should or

should not be conducted. If the authorized officer decided that it is not

necessary to have an inquiry conducted through an Inquiry Officer or

Inquiry committee, he shall follow the procedure prescribed in sub-rule (3)

of rule 5 of the said rules, before imposing any penalty in the manner

prescribed in sub-rule(4) ibid.

However, if the authorized officer decides that an inquiry should be

conducted through an Inquiry Officer or an Inquiry committee, then the

procedure as laid down in rule 6 of the said rules shall be followed. After

the receipt of the report of the Inquiry Officer or the Inquiry Committee, as

the case may be, the authorized officer shall determine whether the charge

has been proved or not. If the authorized officer is of the opinion that the

charge has not been proved, he may drop the proceedings and absolve the

accused officer/official of the charge. But if the authorized officer is of the

view that on the basis of adverse findings of the Inquiry Officer or Inquiry

committee the charge has been proved, then he will tentatively decide

whether it calls for a major or minor penalty. After so deciding, he will

inform the accused officer/ official of the action proposed to be taken

against him with a view to giving him an opportunity to offer his

explanation against the proposed action in the light of the adverse findings

of the Inquiry Officer or Inquiry Committee. While doing so, the

authorized officer shall also forward a copy of the report of the Inquiry

225

Officer or Inquiry Committee on the basis whereof the action is proposed

to be taken.

On receipt of the explanation of the accused officer/official, the authorized

officer shall again apply his mind to the case and determine vis-a-vis the

explanation of the accused officer/official whether the charge against him

still stands proved? If the charge does not stand proved, he will drop the

proceedings and absolve the accused officer/official. However, if the

explanation, if any, furnished by the accused officer/official does not

absolve him of the charge, the authorized officer shall,-

a) in case it was proposed to impose a minor penalty or if it

was proposed to impose a major penalty, but in the light

of the explanation of the accused officer/official it calls

for a minor penalty ,pass orders himself;

(b) in case it was proposed to impose a major penalty, pass

on the case to the authority alongwith the charge sheet

and the statement of allegations, the reply of the accused

officer/official, the report of the Inquiry Officer or the

Inquiry committee, the explanation of the accused

officer/official, if any, and his own recommendations, for

such orders as the authority may deem fit.

Government of the Pukhtoonkhwa, Law Department Notification

Dated 15th August 2000

No. Legis:1(4)/2000/4457.. The following Ordinance by the Governor of

the North-West Frontier Province is hereby published for general

information:.

The Pukhtoonkhwa Removal from Service (Special Powers) Ordinance,

2000 N.W.F.P Ordinance No. V of 2000 an Ordinance to provide for

dismissal, removal, compulsory retirement from service and reduction to

lower post or pay scale of certain persons from Government service or

corporation service.

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1. Short title, extent, commencement and application:

(1) This Ordinance may be called the North-West Frontier Province

Removal from Service (Special Powers) Ordinance, 2000.

(2) It extends to the whole of the North-West Frontier Province.

(3) It shall come in force at once.

(4) It shall apply to persons in Government service and/or corporation

service.

2. Definitions.---In this Ordinance, unless there is anything

repugnant in the subject or context:

(a) “competent authority” means the Chief Minister and

where, in relation to any person or class of persons, the

Chief Minister authorizes any officer or authority, not

being inferior in rank to the appointing authority

prescribed for the post held by the person against whom

action is proposed to be taken, to exercise the powers of

competent authority under this Ordinance, that officer or

authority and, in relation to an employee of a Court or

tribunal functioning under Government, the appointing

authority, or the Chairman or Presiding Officer of the

Court or the Tribunal:

Provided that in relation to the employees of Universities

incorporated by law in the North-West Frontier Province,

in respect of which the Governor is the Chancellor, the

North-West Frontier Province Board of Technical

Education and the Boards of Intermediate and Secondary

Education in the North-West Frontier Province, the

competent authority shall mean the Governor;

(b) “Government” means the Government of the North-West

Frontier Province;

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(c) “misconduct” includes conduct prejudicial to good order

or service discipline or conduct unbecoming of an officer

or gentleman or involvement or participation for gain

either directly or indirectly in industry, trade or

speculative transactions or abuse or misuse of the official

position to gain undue advantage or assumption of

financial or other obligations to private institutions or

persons such as may cause embarrassment in the

performance of official duties or functions;

(d) “persons in corporation service” mean every person in

the employment of a corporation, corporate body,

authority, statutory body or other organization or

institutions set up, established, owned, managed or

controlled by Government, by or under any law for the

time being in force, or a body or organization in which

Government has a controlling share or interest and

includes the Chairman and the Managing Director, and

the holder of any other office therein; and

(e) “persons in Government service” include every person

who is a member of a civil service of the Province, or

who holds a civil post in connection with the affairs of

the Province, but does not include:

(i) a person who is on deputation to the Province from

the Federation or any other Province or other Authority;

(ii) a person who is employed on contract, or on work

charged basis, or who is paid from contingencies; or

(iii) a person who is a “worker” or “workman” as defined

in the Factories Act, 1934 (Act XXV of 1934), or the

Workman’s Compensation Act, 1923 (Act VIII of 1923);

but includes any employee serving in any court or

tribunal set up or established by Government, except a

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Judge of the High Court or a court subordinate to the

High Court and any employee thereof; and

(f) “Province” means the North-West Frontier Province.

3. Dismissal, removal and compulsory retirement, etc. of certain

persons in Government or corporation service, etc.—(1) Where, in the

opinion of the competent authority, a person in Government or corporation

service is-

(a) inefficient, or has ceased to be efficient for any reason, or

is guilty of habitually absenting himself from duty

without prior approval of leave, or

(b) guilty of misconduct; or

(c) corrupt, or may reasonably be considered as corrupt,

because,-

i. he, or any of his dependants or any other person,

through him or on his behalf, is in possession of

pecuniary sources or of property, for which he

cannot reasonably account for, and which are

disproportionate to his known sources of income; or

ii. he has assumed a style of living beyond his known

sources of income; or

iii. he has a persistent reputation of being corrupt; or

iv. he has entered into plea bargaining under any law for

the time being in force and has returned the assets or

gains acquired through corruption or corrupt

practices voluntarily; or

(d) engaged, or is reasonably believed to be

engaged, in subversive activities and his

retention in service is prejudicial to national

security or he is guilty of disclosure of official

secrets to any unauthorized persons; or

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(e) found to have been appointed or promoted on

extraneous considerations in violation of law

and the relevant rules

(1) the competent authority, after inquiry by an Inquiry Officer or the

Inquiry Committee appointed under section 5, may notwithstanding

anything contained in any law, or the terms and condition of service of

such person, by order in writing, dismiss or remove such person from

service, compulsorily retire him from service or reduce him to lower post

or pay scale, or recover from pay, pension or any other amount payable to

him, the whole or a part of any pecuniary loss caused to the organization

in which he was employed or impose one or more minor penalties as

prescribed in the Pukhtoonkhwa Government Servants (Efficiency and

Discipline) Rules, 1973, made under section 26 of the Pukhtoonkhwa Civil

servant Act 1973 (K.P.K Act No. XVIII of 1973.)

(2) Before passing an order under sub-section (1), the competent

authority shall,-

a) by order in writing, inform the accused of the action proposed

to be taken with regard to him and the grounds of the action;

and

b) give him a reasonable opportunity of showing cause against

that action within seven days or within such extended period

as the competent authority may determine:

Provided that no such opportunity shall be given where-

i. the competent authority is satisfied that in the interest of

security of Pakistan or any part thereof it is not expedient

to give such opportunity; or

ii. the accused is dismissed under clause [(a) of sub-section

(2) of section 3A] or where the competent authority is

satisfied for reasons to be recorded in writing that it is

not reasonably practicable to give the accused an

opportunity of showing cause.

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(3) The dismissal or removal or premature retirement from service or

reduction to lower post or pay scale of a person under sub-section (1) shall

not absolve such person from liability to any punishment to which he may

be liable for an offence committed by him under any law, while in service.

3A. Procedure in case of conviction by a court of law.---(1) Where

a person in Government service or in corporation service on conviction by

a court of law is sentenced to imprisonment or fine, the competent

authority shall examine the facts and the grounds on which the order

convicting such person was passed by a court of law.

(2) Where on examination the competent authority finds that order of

imprisonment or fine is based on-

(a) established charges of corruption or moral

turpitude, it shall pass order of dismissal from

service of the delinquent person in Government

service or in corporation service which shall be

effective from the date of his conviction by a

court of law; or

(b) charges other than corruption or moral turpitude

it may, in the light of the facts and

circumstances of the case, decide as to whether

it is a fit case for taking departmental action

under this Ordinance, and if it so decides it may,

subject to the provisions of sub-section (2) of

section 3, impose any penalty provided by this

Ordinance as it may deem fit.

4. Suspension.--- A person against whom action is proposed to be

taken under sub-section (1) of section 3 may be placed under suspension

with immediate effect if, in the opinion of the competent authority,

suspension is necessary or expedient:

Provided that the competent authority may, in an appropriate case, for

reasons to be recorded in writing, instead of placing such person under

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suspension, require him to proceed on such leave, as may be admissible to

him, from such date as may be specified by the competent authority.

5. Power to appoint an Inquiry Officer or Inquiry Committee.--

(1) Subject to the provisions of sub-section (2), the competent authority

shall, before passing an order under section 3, appoint an Inquiry Officer or

Inquiry Committee to scrutinize the conduct of a person in Government

service or a person in corporation service who is alleged to have committed

any of the acts or omissions specified in section 3, the Inquiry Officer or,

as the case may be, the Inquiry Committee, shall-

a) communicate to the accused the charges and statement of

allegations specified in the order of inquiry passed by the

competent authority;

b) require the accused within seven days from the day the

charge is communicated to him to put in a written

defence;

c) enquire into the charge and may examine such oral or

documentary evidence in support of the charge or in

defence of the accused as may be considered necessary

and the accused shall be entitled to cross-examine the

witnesses against him; and

d) hear the case from day to day and no adjournment shall

be given except for special reasons to be recorded in

writing and intimated to the competent authority.

(2) Where the Inquiry Officer or, as the case may be, the Inquiry

Committee, is satisfied that the accused is hampering, or attempting to

hamper, the progress of the Inquiry, he or it shall record a finding to that

effect and proceed to complete the inquiry in such manner as he or it deems

proper in the interest of justice.

(3) The Inquiry Officer or, as the case may be, the inquiry Committee,

shall submit his or its findings and recommendations to the competent

authority within twenty-five days of the initiation of inquiry.

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(4) The Competent authority may dispense with the inquiry under

sub-section (1) if it is in possession of sufficient documentary evidence

against the accused, or for reasons to be recorded in writing, it is satisfied

that there is no need of holding an inquiry.

(5) Where a person who has entered into plea bargaining under any

law for the time being in force, and has returned the assets or gains

acquired through corruption or corrupt practices voluntarily, the inquiry

shall not be ordered:

Provided that show cause notice shall be issued on the basis of such plea

bargaining to such person informing of the action proposed to be taken

against him and the grounds of such action requiring him to submit reply

within fifteen days of the receipt of the notice. On receipt of the reply, the

competent authority may pass such orders as it may deem fit.

6. Powers of the [Inquiry Officer or] Inquiry Committee.---The

Inquiry Officer or, as the case may be,] the Inquiry Committee shall have

powers-

a) to summon and enforce attendance of any person and

examine him on oath;

b) to require the discovery and production of any document;

c) to receive evidence on affidavits; and

d) to record evidence.

7. Procedure to be followed by the Inquiry Officer or Inquiry

Committee.---The Inquiry Officer or, as the case may be, the Inquiry

Committee shall, subject to any rules made under this Ordinance, have

power to regulate its own procedure including the fixing of place and time

of its sitting and deciding whether to sit in public or in private, and, in the

case of a committee constituted for a person in corporate service, to act

notwithstanding the temporary absence of any of its members.

8. Order to be passed upon a finding.---Every finding recorded by

an Inquiry officer or, as the case may be the Inquiry Committee under

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section 5 shall, along with the recommendation provided for in that section,

be submitted to the competent authority and the competent authority may

pass such orders thereon as it may deem proper in accordance with the

provisions of this Ordinance.

9. Representation.---(1) A person on whom a penalty is imposed

under section 3, may, within fifteen days from the date of communication

of the order, prefer a representation to-

(a) the Chief Minister or an Officer or authority designated

by him, if the order has been passed by an officer or

authority authorized by the Chief Minister;

(b) the Governor or an officer or authority designated by him

in any other case; provided that where the order has been

made by the Governor, such person may, within the

aforesaid period, submit a review petition to the

Governor; and

(c) the Governor, where an order as competent authority has

been passed by the Chief Minister.

(2) The Governor, the Chief Minister or an officer or authority, as

may be designated for the purpose by the Governor or the Chief Minister,

as the case may be, may, on consideration of the representation or, as the

case may be, the review petition and any other relevant material, confirm,

set aside, vary or modify the order in respect of which such representation

or review petition is made.

10. Appeals.--- Notwithstanding anything contained in any other law

for the time being in force, any person aggrieved by any final order under

section 9 may, within thirty days of the order, prefer an appeal to the

Service Tribunals established under the Khyber Pukhtoonkhwa Service

Tribunals Act, 1974 (K.P.K. Act No. I of 1974):

Provided that where a representation has been preferred under section 9,

but no decision has been received by, or communicated to, the applicant or,

as the case may be, the petitioner, within a period of sixty days of its

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submission to the prescribed authority, he may prefer an appeal to the

Service Tribunal, established under section 3 of the Khyber Pukhtoonkhwa

Service Tribunals Act, 1974 (K.P.K. Act No. I of 1974), within thirty days

of the expiry of the aforesaid period.

11. Ordinance to override other laws.---The provisions of this

Ordinance shall have effect notwithstanding anything to the contrary

contained in the Khyber Pukhtoonkhwa Civil Servant Act, 1973 (K.P.K.

Act No. XVIII of 1973), and the rules made thereunder, and any other laws

for the time being in force.

12. Proceeding under this Ordinance.---All proceedings initiated on

the commencement of this Ordinance in respect of matters and persons in

service provided for in this Ordinance shall be governed by the provisions

of this Ordinance and rules made thereunder:

Provided that the Provincial Government may, by notification in the

official gazette, exempt any class or classes of employees of a corporation,

a corporate body, authority, statutory body or other organization or

institution set up, established, owned, managed or controlled by it, or a

body or organization in which it has a controlling share or interest, from

the provisions of this Ordinance and such class or classes of employees

shall, notwithstanding anything contained in this Ordinance, be proceeded

against and dealt with under the laws and rules applicable to such

employees before the commencement of this Ordinance.

13. Pending proceedings to continue.---For the removal of doubts, it

is hereby provided that all proceedings pending immediately before the

commencement of this Ordinance against any person, whether in

Government service or service of a corporation, under the Khyber

Pukhtoonkhwa Civil Servants Act, 1973 (K.P.K. Act No. XVIII of 1973),

and rules made thereunder, or any other law or rules, shall continue under

the said laws and rules in the manner provided thereunder.

14. Pensionary benefits, etc.---Notwithstanding anything contained

in this Ordinance, the payment of pension or other benefits to a person

retired or reduced to lower post or pay scale under this Ordinance shall, if

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admissible, be regulated in accordance with the law for the time being in

force relating thereto.

14 A. Indemnity.--- No suit, prosecution or other legal proceedings

shall lie against the competent authority or an officer or authority

authorized by it for anything which is in good faith done or intended to be

done under this Ordinance or the rules, instructions or directions made or

issued thereunder.

14 B. Jurisdiction barred.--- Save as otherwise provided, no order

made or proceedings taken under this Ordinance, or the rules made

thereunder by the competent authority or an officer or authority authorised

by it shall be called in question in any court and no injunction shall be

granted by any court in respect of any decision made or proceedings taken

in pursuance of any power conferred by, or under, this Ordinance, or the

rules made thereunder.

15. Power to make rules.---Government may, be notification in the

Official Gazette, make rules for carrying out the purposes of this

Ordinance.

16. Removal of difficulties.---If any difficulty arises in giving effect

to any of the provisions of this Ordinance, the Governor may make such

Order, not inconsistent with the provisions of this Ordinance, as may

appear to him to be necessary for the purpose of removing the difficulty.

Unit-4: KPK Civil Servants Revised Leave Rules, 1981

1. Leave is earned on duty. No Civil Servant shall earn leave during

the period of leave. Any period spent on Foreign Service qualifies

a civil servant to earn leave provided leave salary contribution is

paid to the Government.

2. Leave is earned on full pay.

3. Leave is expressed and calculated in terms of days.

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4. Leave is earned @ four days for every calendar month of the

period spent on duty in case of employees of non-vacation

departments and one day for every calendar month in case of

employees of vacation department, provided they avail the facility

of vacation.

5. Duty period of 15 days or less in a calendar month is ignored and

more than 15 days is treated as full calendar month.

6. If a civil servant proceeds on leave in one calendar month and

returns from it during another calendar month and the period of

duty in either month is more than 15 days, the leave to be credited

for both the incomplete months will be restricted to one full

calendar month.

7. There is no maximum limit for accumulation of earned leave.

8. Leave cannot be claimed as a matter of right but can be sanctioned

at the discretion of the leave sanctioning authority. Leave may not

however be rejected as a matter of routine.

9. Administrative Secretaries have full powers to sanction all kinds

of leave, to Government Servants in BS-17 and above, except

Study leave & Special disability leave. Powers in respect of the

remaining employees shall be exercised by the Head of the

Attached Department/Respective Appointing Authority as the case

may be.

10. Study leave & Special Disability leave shall be sanctioned by the

Finance Department.

THE KHYBER PUKHTOONKHWA CIVIL SERVANTS REVISED

LEAVE RULES, 1981

(Corrected upto February, 1997)

GOVERNMENT OF K.P.K

FINANCE DEPARTMENT

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(SR-IV SECTION

NOTIFICATION

17 December, 1981

No.FD.SO(SR-IV)5-54/80(Vol:II). In exercise of the powers

conferred by section 26 of the Khyber Pukhtoonkhwa Civil Servants Act,

1973 (KPK Act XVIII of 1973) and in supersession of this Department’s

Notification No.FD.SO(SR-IV)1-17/78, dated 20th November, 1979, the

Governor of the North-West Frontier Province is pleased to make the

following rules namely;

THE KHYBER PUKHTOONKHWA CIVIL SERVANTS REVISED

LEAVE RULES, 1981

1. Short title, commencement and application.

a) These rules may be called the Khyber Pukhtoonkhwa Civil

Servants Revised Leave Rules, 1981.

b) They shall come into force at once.

c) They shall apply to all Civil Servants under the rule making

authority of the Governor except those who opted not to be

governed by the North-West Frontier Province Civil Servants

Leave Rules, 1979.

2. Admissibility of Leave to civil Servant - Leave shall be

applied for, expressed and sanctioned in terms of days and shall be

admissible to a civil servant at the following rate and scale:

i. A civil servant shall earn leave only on full pay. It shall be

calculated at the rate of four days for every calendar months

of the period of duty rendered and credited to the leave

account as “leave on fully pay” duty period of 15 days or less

in a calendar month being ignored and those of more than 15

days being treated as a full calendar month, for the purpose. If

a civil servant proceeds on leave during a calendar month and

returns from it during another calendar month and the period

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of duty in either month is more than 15 days, the leave to be

credited for both the incomplete months will be restricted to

that admissible for one full calendar month only.

ii. The provisions of clause (i) will not apply to vacation

departments. A civil servant of a vacation department may

earn leave on full pay as under:

(a) When he avails himself of vacation in a calendar year

At the rate of one day for every calendar month of duty rendered;

(b) When during any year he is prevented from availing himself of the full vacation.

As for a civil servant in non-vacation Department for that year; and

(c) When he avails himself of only a part of the vacation

As in (a) above plus such proportion of thirty days as the number of days of vacation not taken bears to the full vacation.

iii. There shall be no maximum limit on the accumulation of

such leave.

3. When leave earned - (a) All service rendered by a civil

servant qualifies him to earn leave in accordance with these rules but shall

not be earned during the period of leave.

(b) Any period spent by a civil servant in Foreign Service qualifies

him to earn leave provided that a contribution towards leave salary is paid

to the Government on account of such period.

4. Grant of Leave on Full Pay - (1) The maximum period of

leave on full pay that may be granted at one time by the competent

authority shall be as follows:

(i) Without medical certificate … 120 days

(ii) With medical certificate … 180 days

PLUS

(iii) On medical certificate from leave … 365 days

Account in entire service.

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(2) The maxima prescribed at (i) and (ii) of sub-rule (1) are

independent of each other. In other words a civil servant may be granted, at

a time, total leave on full pay on medical certificate upto the permissible

extend in continuation of leave upto 120 days without medical certificate,

subject to given conditions.

5. Grant of Leave on Half Pay - (1) Leave on full pay may be

converted into leave on half pay, at the option of the civil servant.

(2) Debits to the leave account will be at the rate of one day of the

former for every two days of the latter, fraction of one-half counting as one

full day’s leave on full pay.

(3) The request for such conversion shall be specified by the civil

servant in his application for the grant of leave.

(4) There shall be no limit on the grant of leave on half pay so long as

it is available by conversion in the leave account.

6. Conversion of Leave Account - (1) All leave at credit in the

account of a civil servant who was in service on the 1st day of July, 1978,

shall be carried forward and expressed in terms of leave on full pay. The

leave account in such cases shall, with effect from 1 st July, 1978 or in the

case of a civil servant who was on leave on that date with effect from the

date of his return from leave, be recast as under, ignoring the fraction if

any;

(i) Leave on full pay -

(a) 1 month … 30 days

(b) 1 day … 1 day

(ii) Leave on half pay -

(a) 1 month … 15 days

(b) 2 days … 1 day

(2) In carrying forward the leave, the leave at credit of a civil servant

in columns 7 and 8 and half of the leave at credit in column 9 of the

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existing leave account shall be carried forward to the new leave account of

the civil servant.

(3) The leave availed under the existing rules from column 13 (a) of

the leave account shall be debited against the maximum limit of 365 days

fixed under rule 4 (1) (iii).

7. Leave not due - (1) Leave not due may be granted on full pay, to

be offset against leave to be earned in future, for a maximum period of

three hundred and sixty five days in the entire period of service, subject to

the condition that during the first five years of service it shall not exceed

ninety days in all.

(2) Such leave may be converted into leave on half pay.

(3) Such leave shall be granted only when there are reasonable

chances of the Civil Servant resuming duty on the expiry of the leave.

(4) Such leave shall be granted sparingly and to the satisfaction of the

sanctioning authority but it shall not be admissible to the temporary civil

servants.

8. Leave salary - (1) Leave pay admissible during leave on full

pay shall be the greater of –

a) the average monthly pay earned during the twelve complete

months immediately preceeding the month in which the leave

begins; and

b) the rate equal to the rate of pay drawn on the day immediately

before the beginning of the leave.

(2) When leave on half pay is taken, the amount calculated under

clause (a) and (b) of sub-rule (1) shall be halved to determine the greater of

the two rates.

(3) A civil servant shall be entitled to the leave pay at the revised rate

of pay if a general revision in pay of civil servants takes place or an annual

increment occurs during the period of leave of the civil servant.

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9. Special Leave to Female Civil Servants - A female civil

servant may, on the death of her husband, be granted special leave on full

pay not exceeding 130 days. This leave shall not be debited to her leave

account and will commence from the date of death of her husband. For this

purpose she will have to produce death certificate issued by competent

authority either along with her application for special leave or, if that is not

possible, the said certificate may be furnished to the leave sanctioning

authority separately.

10. Maternity Leave - (1) Maternity leave may be granted on

full pay, outside the leave account, to a female civil servant to the extent of

ninety days in all from the date of its commencement or forty five days

from the date of her confinement, whichever be earlier.

(2) Such leave may not be granted for more than three times in the

entire service of a female civil servant except in the case of a female civil

servant employed in a vacation department who may be granted maternity

leave without this restriction.

(3) For confinement beyond the third one, the female civil servant

would have to take leave from her normal leave account.

(4) The spells of maternity leave availed of prior to the coming into

force of these rules shall be deemed to have been taken under these rules.

(5) Maternity leave may be granted in continuation of, or in

combination with, any other kind of leave including extraordinary leave as

may be due and admissible to a female civil servant.

(6) Leave salary to be paid during maternity leave shall be regulated

as for other leave, in accordance with the formula provided in rule 8.

(7) The leave salary to be paid during maternity leave will, therefore,

remain unaffected even if any increment accrues during such leave and the

effect of such an increment will be given after the expiry of maternity

leave.

11. Disability Leave - (1) Disability leave may be granted

outside leave account on each occasion upto a maximum of seven hundred

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and twenty days on such medical advice as the head of office may consider

necessary, to a civil servant, other than civil servant in part time service,

disabled by injury, ailment or disease contacted in course or in

consequence of duty or official position.

(2) The leave salary during disability leave shall be equal to full pay

for the first one hundred and eighty days and on half pay for the remaining

period.

12. Extraordinary Leave (Leave without Pay). – (1) Extraordinary

leave may be granted on any ground upto a maximum period of five years

at a time; provided that the ccivil servant to whom such leave is granted has

been in continuous service for a period of not less than ten years. In case a

civil servant has not completed ten years of continuous service,

extraordinary leave without pay for a maximum period of two years may

be granted at the discretion of the leave sanctioning authority. This leave

can be granted irrespective of the fact whether a civil servant is a

permanent or temporary employee.

(2) The maximum period of extraordinary leave without pay

combined with leave on full pay and leave on half pay shall be subject to

the limit of 5 years prescribed in FR-18, i.e. the maximum period of

extraordinary leave without pay that would be admissible to a civil servant

who has rendered continuous service for a period of not less than 10 years

shall be 5 years less the period of leave on full pay and leave on half pay so

combined.

(3) Extraordinary leave may be granted retrospectively in lieu of

absence without leave.

13. Leave on Medical Certificate. – Leave applied for on medical

certificate shall not be refused. The authority competent to sanction leave

may, however, at its discretion, secure a second medical opinion by

requesting the Civil Surgeon or the Medical Board to have the applicant

medically examined. The existing provisions contained in Supplementary

Rules 212, 213 and Rule 220 to 231 for the grnat of leave on medical

grounds will continue to apply.

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14. Leave Preparatory to Retirement. – The maximum period upto

which a Civil Servant may be granted leave preparatory to retirement shall

be 365 days only. It may be taken subject to availability in the leave

account, either on full pay or partly on full pay and partly on half pay, or

entirely on half pay, at the discretion of the Civil Servant and it will not

extend beyond the age of superannuation.

15. Recreation Leave. – Recreation leave may be granted for fifteen

days once in a calendar year, the debit to the leave account may, however,

be for ten days leave on full pay:

Provided that such leave shall not be admissible to a Civil servant in a

vacation department.

Note: Casual Leave (as Recreation Leave) shall, however, continue to be

granted for 10 days only subject to other conditions under Government

instructions.

16. Leave Ex-Pakistan. – (1) Leave Ex-Pakistan may be granted on

full pay to a civil servant who applied for such leave or who proceeds

abroad during leave, or takes leave while posted abroad or is otherwise on

duty abroad and makes a specific request to the effect.

(2) The leave pay to be drawn abroad shall be restricted to a

maximum of three thousand rupees per month.

(3) The leave pay shall be payable in sterling, if such leave is spent

Asia other than Pakistan and India.

(4) Such leave pay shall be payable for the actual period of leave

spent abroad subject to maximum of one hundred and twenty days at a

time.

(5) The civil servants appointed after 17th May, 1958, shall draw their

leave salary in rupees in Pakistan irrespective of the country where they

spent their leave.

(6) Leave Ex-Pakistan will be regulated and be subject to the same

limits and conditions as prescribed in rule 4, 5 and 12.

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17. Assigning reasons for leave. – It shall not be necessary to specify

the reasons for which leave has been applied, so long as that leave is due

and admissible to a civil servant.

18. Commencement and end of leave. – Instead of indicating

whether leave starts/ends in the forenoon or afternoon, leave shall

commence from the day following that on which a civil servant hands over

the charge of his post. It shall end on the day preceeding that on which he

resumes duty.

19. Absence after the expiry of leave. – Unless his leave is extended

by the leave sanctioning authority, a civil servant who remains absent

(except for circumstances beyond his control) after the end of his leave

shall not be entitled to any remuneration for the period of such absence and

double period of such absence shall be debited against his leave account.

Such debit shall if there is insufficient credit in the leave account, be

adjusted against future accumulations. Such double debit shall not preclude

any disciplinary action that may be considered necessary under any rule for

the time being in force after affording a reasonable opportunity to the civil

servant concerned to indicate his position.

20. Encashment of Leave Preparatory to Retirement. – Where a

civil servant opts not to avail the leave preparatory to retirement admissible

to him under rule 14, he shall be allowed leave salary for the period for

which leave preparatory to retirement is admissible, subject to a maximum

of 180 days. For the purpose of lump sum payment in lieu of leave

preparatory to retirement oly the senior post allowance will be included in

the leave pay so admissible. The payment of leave pay in lieu of leave

preparatory to retirement may be made to the civil servant either in lump

sum at the time of retirement or may at his option, be drawn by him month-

wise, in arrears, for and during the period of leave preparatory to

retirement. This amendment shall take effect from 01.07.1983.

21. In Service Death, etc. – (1) In case a civil servant dies, or is

declared permanently incapacitated for further service by a Medical Board,

while in service, a lump sum payment equal to leave pay upto one hundred

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and eighty days out of the leave at his credit shall be made to his family as

defined for the purposes of family pension or, as the case may be, to the

civil servant.

(2) For the purpose of lump sum payment under sub rule (1), only the

“senior post allowance” will be included in the “leave pay” so admissible.

22. Recall from Leave. – If a civil servant is recalled to duty

compulsorily with the approval of the leave sanctioning authority, from

leave of any kind, which he is spending away from his headquarters, he

may be granted single return fare plus daily allowance as admissible on

tour from the station where he is spending his leave to the place where he is

required to report for duty. In case he is recalled to duty at headquarters

and his remaining leave is cancelled, the fare then admissible shall be for

one way journey only. If the order of recall to the civil servant is optional

then the concession above mentioned will not be admissible.

23. Any type of leave may be applied. – A civil servant may apply

for the type of leave which is due and admissible to him and it shall not be

refused on the ground that another type of leave should be taken in the

particular circumstances for example, a civil servant may apply for

extraordinary leave or leave on half pay even if leave on full pay is

otherwise due and admissible to him, or he may proceed on extraordinary

leave followed by leave on half pay and full pay rather than on full pay,

half pay and without pay.

24. Combination of different types of leave etc. – One type of leave

may be combined with joining time or with any other type of leave

otherwise admissible to the civil servant;

Provided that leave preparatory to retirement shall not be combined with

any other kind of leave.

25. Civil servants on leave not to join duty without permission

before its expiry. Unless he is permitted to do so by the authority which

sanctioned his leave a civil servant on leave may not return to duty before

the expiry of the period of leave granted to him.

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26. Leave due may be granted on abolition of post, etc. – (1) When

a post is abolished, leave due to the civil servant, whose services are

terminated in consequence thereof, shall be granted without regard to the

availability of a post for the period of leave.

(2) The grant of leave in such cases shall, so long as he does not attain

the age of superannuation be deemed automatically to have also extended

the duration of the post and the tenure of its incumbent.

27. Manner of handling over charge when proceeding on leave,

etc. – (1) A civil servant proceeding on leave shall hand over the charge of

his post, and if he is in Grade-16 and above, he shall, while handing over

charge of the post, sign the charge relinquishment report.

(2) If leave ex-Pakistan has been sanctioned on medical grounds, the

civil servant shall take abroad with him copy of the medical statement of

his case.

28. Assumption of charge on return from leave, etc. – (1) A civil

servant, on return from leave, shall report for duty to the authority that

sanctioned his leave and assume charge of the post of which he is directed

by that authority unless such direction has been given to him in advance.

(2) In case he is directed to take charge of a post at a station other

than that from where he proceeded on leave, travel expenses as on transfer

shall be payable to him.

29. Account Office to maintain leave account. – (1) Leave account

in respect of a civil servant shall be maintained as part of his Service Book.

(2) The Account Offices shall maintain the leave accounts of civil

servants of whom they were maintaining the accounts immediately before

the coming into force of these rules.

30. Leave to lapse when civil servant quits service. – All leave at

the credit of a civil servant shall lapse when he quits service.

31. Leave application, its sanction, etc. – (1) Except where

otherwise stated, an application for leave or for a extension of leave must

247

be made to the head of office where a civil servant is employed and, in the

case of the head of office to the next-above administrative authority and the

extent of leave due and admissible shall be stated in the application.

(2) An audit report shall not be necessary before the leave is

sanctioned.

(3) When a civil servant submits a medical certificate for the grant of

leave, it shall be by an authorized medical attendant in the form attached to

these rules.

(4) Leave as admissible to a civil servant under these rules may be

sanctioned by the head of a Department, Attached Department, Office or

any other officer authorized by him to do so and, when so required, leave

shall be notified in the official Gazette.

(5) In case where all the applications for leave cannot, in the interest

of public service, be sanctioned to run simultaneously, the authority

competent to sanction leave shall, in deciding the priority of the

applications consider:

i. whether, and how many applicants can, for the time

being, best be spared;

ii. whether any applicants were last recalled compulsorily

from leave; and

iii. whether any applicants were required to make adjustment

in the timing of their leave on the last occasion.

Unit- 5: Writing of Performance Evaluation Reports

0.1 Extent of Application: The instructions will apply to all

Government Servants serving in connection with the affairs of the Province

of North-West Frontier except the following who need not be reported

upon:-

(a) Judges of N.W.F.P High Court;

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(b) Members of N.W.F.P, Public Service Commission.

0.2 How to write PER: Since the evaluation reports constitute an aid

to selection for training, appointments/transfers, promotions, confirmations

or screening of officials, it is essential that these are written most carefully.

A Reporting Officer before he embarks on the report writing work should

try to comprehend the characteristics listed in the Performance Report

Form. The report should give a clear picture of the officer reported upon

viz personal qualities, standard of performance, dealing with others,

potential growth and his suitability for promotion to special posts

according to individual aptitude. Similarly, the Countersigning Officers

should scrutinize the report scrupulously in accordance with the prescribed

procedure before countersigning it.

The revised Performance Evaluation Report Form was introduced by the

Establishment Division in 1982 to reflect an officer’s strong and weak

points more objectively and to ensure that such performance evaluation

effectively serve its true purpose. The revised from is by now well

understood and generally accepted to have improved the quality of

reporting. The new form and promotion policy in fact constitute the key

elements in personnel administration but their usefulness is ultimately

dependent on objective reporting. The attention of Reporting

Officer/countersigning Officer is drawn to the deficiencies commonly

noted in such reports.

0.3 Manner of Writing the Reports: Instructions for the Reporting

Officer:

(i) While reporting on your subordinate:-

(1) Be as objective as possible.

(2) Be as circumspect as possible.

(3) Be clear and direct, not ambiguous or evasive in your

remarks.

(4) Avoid exaggeration and gross understatement.

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(ii) State whether any of the defects reported have already been

brought to the notice of the officer concerned and also whether he has or

has not taken steps to remedy them.

(iii) Fill the form in duplicate by initiating the relevant boxes in both

the original and the duplicate copies. If necessary, the R.O vies under “Pen

Picture” typed. In that case affix his signature at the end of the “Pen

picture”.

(iv) It has been decided that PERS of the officers should be initiated

only by such officers who have the opportunity of seeing the performance

of the subordinate officers closely.

04. Instructions for Reporting Officer:- In many cases the signature of

the Reporting Officers on the reports are illegible. This means that after

some time it may, in such cases, be impossible to identify the Reporting

Officer. The name and designation of the reporting office should, therefore,

invariably be typed or written in block letters on the evaluation reports.

0.5 Instructions for the Countersigning Officer:(i) The

Countersigning Officer should weigh the remarks of the Reporting Officer

against his personal knowledge of the officer same grade working under

different Reporting Officers but under the same Countersigning Officer,

and then give his overall assessment in Part-VI (Old format) and remarks

in part VII (a). In certain categories of cases, remarks of a 2 nd

Countersigning Officer may be required to be recorded. The Establishment

Division, Islamabad will identity such cases from time to time and also

designate an officer as the 2nd Countersigning Officer will record his

remarks in Part-VII (b). In cases of Provincial Government Officers, the

Establishment & Admin: Department will identify from time to time such

cases and also designate an officer as the 2nd Countersigning Officer for

each category.

(ii) If the Countersigning Officer differs with the grading or remarks

given (in parts other than Part-VI) by the Reporting Officer, he should

score it out and give his own grading in red ink. In Part-VI, he is required

250

to give his own assessment in addition to that of the Reporting Officer. The

report of the Countersigning Officer will be considered as final.

(iii) The Countersigning Officer should underline, in red ink, remarks

which in his opinion are adverse and should be communicated to the

officer reported upon.

(iv) After countersigning the form, return it to the officer responsible

for the custody of the character Roll.

(a) The Peshawar High Court/NWFP Services Tribunal have inter

alia, observed that while recording adverse remarks in the PERs, following

conditions are not fulfilled :-

(i) Reporting Officers and Countersigning Officer do not follow the

instructions given at Page-7 (last page) of PER Forms. Reporting/

Countersigning Officers are required to write PERs of their subordinates in

a judicious manner and instructions given at page-7 of the PER forms

should be followed/ observed strictly.

(ii) While recording overall grading, the Reporting/ Countersigning

Officers concerned, should confine themselves to the grading specified in

the PER Forms i.e (V.Good, Good, Average, Below Average). Despite

clear instructions about general gradation of the evaluation report, some of

the R.O assess the conduct of the officers reported upon as “Satisfactory”

which does not convey a clear picture as such may be avoided.

(iii) In some cases, the assessment of an officer in part II, III, IV and

VI (overall grading) of the PER Form are not co-related. It has been

noticed that in part II, III, and IV an officer the officer is placed in column

“A” (Good). Normally these should be identical. If the major number of

entries in part, II, III and IV are Good, in overall grading in part VI, the

officer may be classified as “Good”.

(iv) The Reporting /Countersigning Officer some times record adverse

remarks which are in very vague terms and do not clearly spell out as to

which kind of work was under consideration. The Countersigning Officer

while assessing the grading in Part-III of the PERs form other than that

251

given by reporting officer is also required to correct in red ink the grading

given by Reporting Officers in Part-III, IV and give detailed reasons for not

agreeing with the Reporting Officers.

May be read with the revised format of PER Forms

(v) The Countersigning Officers should make an unbiased evaluation

on the quality of performance evaluation made by Reporting Officer by

categorizing the reports as exaggerated, fair or biased. This would evoke a

greater sense of responsibility from the Reporting Officers.

0.6:- utmost care should be taken by the Reporting Officer while assessing

the qualities and work of their subordinates. Biased or evasive reports are

likely to cause incalculable damage to the officers reported upon. The

whole purpose of evaluation report is defeated unless the Reporting Officer

judge the performance of their subordinates from an absolutely detached

and objective point of view. To achieve this objective, it has been provided

in the old format that the Countersigning Officer should asses the report

itself and categorize it as very good/ reasonably good/ strict/ lenient/

biased. This would be conducive to greater sense of responsibility on the

part of the Reporting Officer.

0.7 (i) The following two points have been raised in connections with

writing of an evaluation reports of officers:-

(a) How to determine the performance assessment of an officer in

Part III of the evaluation report from when the assessment of any other

officer in the same grade is not known to the Reporting /Countersigning

Officer?

(b) Whether the assessment in Part-III of the PER Form in respect of

officer’s performance is to be determined with reference to his assessment

in Part II of the Form?

(ii) With regard to the first point, it has been decided that where there

is only one officer in a particular grade his assessment of performance in

Part III may be made independently.

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(iii) As regards the second point, it has been observed that in some

cases the assessment of an officer in Part II and Part III of the PERs form

are not co-related. This inconsistency causes a lot of inconvenience to the

DPCs as well as the PSB while reviewing the cases of such officers for

promotion to higher-grade posts. To remove this inconsistency, the

assessment of an officer in Part III should, as far as possible be based on

the assessment made about his personal traits and on the job performance

in Part II. If the major number of entries in Part-II are ‘good’ and in Part III

the officer is classified ‘average’ the Reporting Officer should give detailed

reasons for his average assessment. Normally these should be identical.

0.8 (i) It has been observed in a large number of cases that Reporting and

Countersigning Officers award intermediate grading e.g. “between very

good and good and “between good and average”, etc. Reporting and

Countersigning Officers are directed to adhere to the grading provided in

the PER form and not to deviate from these.

(ii) It has also been observed that Countersigning Officers while

assessing the reports given by Reporting Officer and having assessed these

as strict or lenient do not give their final grading themselves which leads to

complications. Countersigning Officers are advised that when they assess

the report as strict or lenient they must record their overall assessment of

the officer reported upon in their remarks clearly and also preferably

change the overall assessment in Part III or the report.

Replaced with new format of PERs practicable since 2000

(iii) Many reports have been received which have not been seen by the

senior officers in the department higher than the Reporting Officers. This is

clearly undesirable, they should always be countersigned by him in token

that he accept the reports if he does.

0.9 Avoidance of personal remarks in writing PERs: It may be

impressed upon the Reporting Officers that, in writing such reports, they

should take utmost care to ensure that personal remarks are avoided and

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that reports are written in an objective manner. If, subsequently, despite

these instructions, any Reporting Officer indulges in subjective reporting, it

will be open to his superior officers to report adversely on him for having

failed to record his remarks in an objective manner.

1.0 When should a report Be written: Para-0.2 of the Instructions

about Evaluation Reports envisages that reports on civil servants be

initiated in the first week of January each year by the initiating authority

and forwarded to the higher authority in the same week. The higher

authority shall give its remarks within one week, so that the report is

completed within the month of January each year.

1.1 PERs are very frequently required in connection with the

promotion, training, posting and transfer cases. In the absence of PERs,

these cases are unduly delayed. This state of affairs has caused resentment

among the members of various service Associations of the Provincial

Government. They have, therefore, been agitating for the early initiating of

PERs. However, it is regretted that in certain quarters this issued has not

been given due importance which it deserved.

1.2 During the course of discussions with the Ministerial Committee,

appointed by Government to look into the demands of this association. The

members of the Association once again voiced their concern over delay in

the initiation of PERs and demanded that suitable instructions be issued to

all concerned to ensure that:

(a) PERs of Government servants are written by the

specified dates without fail.

(b) In case PERs in respect of some Government servants

relating to past years have not been written so far, these

may be written immediately and a certificate be furnished

to the Establishment & Administration Department to the

effect that PERs of all government servants working

under their administrative control have been written up-

to-date.

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1.3 Overall Grading of PERs for Training cases:- While

processing case of training abroad, the P&D Department requires the

sponsoring Departments to supply synopsis of PERs along-with CR

dossiers of the nominees.

The nomination papers along-with Performance Evaluation Reports are

submitted to the members of the Provincial Selection Committee headed by

the Additional Chief Secretary PE&D Department with the following

members:-

1. Secretary, Establishment & Administration MemberDepartment.

2. Secretary, Finance Member

3. Secretary, P&D Secretary of the Committee.

Nominations approved through circulation by the Provincial Selection

Committee are thereafter submitted for final approval. Thus, the

Performance Evaluation Reports pass through various channels hence their

secrecy is this compromised.

In future, only overall grading of the Performance Evaluation Reports of

the nominees may be supplied by the sponsoring Departments to the P&D

Department or any other borrowing Department with prior permission of

the Chief Secretary.

1.4 Responsibility of the Final Authority to ensure prompt writing

of Evaluation Reports: Generally the writing of Evaluation Reports gets

delayed, which affects the disposal of cases in which it is necessary to

consult Character Rolls. This also leads to frustration among the

Government servants. The final authority about the writing of Evaluation

Report will. Be responsible for obtaining evaluation reports for the

preceding calendar year within the month of January each year. It would

then furnish a certificate to Establishment & Administration Department

that all the evaluation reports which were due to be completed have

actually been completed and placed on the Character Rolls. This certificate

should reach E&A Department (Secret Section) in the first week of

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February. The defaulting authority shall be brought to the notice of

Government for appropriate disciplinary action.

(a) Apart form the above instructions E&AD has repeatedly re-

iterated the said instructions through circular letters every year so that the

concerned officer could be reminded afresh for compliance of the laid

down policy instructions it has been noticed with concern that very few

officers adhere to the same and resultantly a large number of

officers/officials suffer in cases of their promotions due to the laxity of

Reporting/Countersigning Officer and all others who are responsible for

timely completion of their service record.

(b) The competent authority has therefore decided that the following

policy guide lines for writing of Performance Evaluation Repots should be

followed so that the system could be improved and complications

/repercussions could be avoided in future:-

(i) Onus of initiating of PERS will be lie on the Reporting

Officer.

(ii) Section officer(Establishment) of a Department/

Attached Department will place a requisition for the

required number of PERR Forms with the Printing Press

in October each year and the same should be delivered to

the Departments as soon as possible but not later than

30th November. The Section (concerned) will send PER

Forms to those officers whose records are maintained by

them by 15th of December each year.

The particulars at Part-1 & 2 of the PER Forms shall be

filled by the officer / official concerned to be reported

upon.

No performance Evaluation Reports will be accepted by

the Controlling Officer by hand from the officer

concerned. The same must be dispatched in a

confidential envelope.

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The initiating officer of an officer being reported upon

will endorse an entry in his PER if he has not initiated the

PERs of his immediate subordinates for his failure in

doing the needful in time.

The retiring officers shall be responsible for completing

PERs as Reporting or Countersigning officer and that the

Department/office concerned should render a certificate

to this effect before forwarding the pension papers of

the retiring officers.

Emphasis on safe custody of the Performance Evaluation

Reports is once again reiterated with a view that in no

case an officer /official should have any access to his

own reports. The contents of the report will not be

divulged to the Government Servant concerned.

Rest of the instructions issued by this Provincial

Government regarding procedure for communication of

adverse remarks and other related matter shall remain in

force.

1.5 Minimum period for writing of reports: (i) The

minimum period during which an officer is expected to form a judicious

opinion about the work of his subordinate for the purpose of writing a

report on his work and conduct has been prescribed as three months. The

report recorded in respect of period less than the minimum prescribed

period should be ignored.

(ii) It has also been observed that some time an Evaluation Report is

written to cover part periods covering two calendar years. It is not

permissible to do so as in terms of Para 2.29 (ii) of “A Guide to

Performance Evaluation”, the period of two calendars year cannot be

combined to form a single report for the purpose of report writing. If a civil

servant has served under a Reporting Officer in two calendar years for a

period aggregating to reports-one each for the period of 3 months or more

in a calendar year, Evaluation Reports should be written for such periods.

257

If the period under report in one calendar year is 3 months or more and less

than 3 months in the other year, the report of r the former period only

should be written. If the continuous period of service under a Reporting

Officer is spread in two years but ht e part period in each year is 3 moths or

more two evaluation reports-one each for the period of 3 months or more in

a calendar year, should be written.

1.6 Action when a Reporting Officer or Subordinate is

transferred: if the Reporting Officer is transferred during the course of

calendar year he should be required to write a report if his transfer occurs

more than three months from the date, the last report was due; such reports

must be written before relinquishing charge. The report shall be sent to the

higher authority when a ll the reports for the year have been written. If a

subordinate is transferred from the jurisdiction of the higher authority then

the views of the higher authority shall be obtained and forwarded to the

Department/Office where a subordinate has been transferred.

1.7 Special report: if a Government Servant is placed on special

report for any reason the special report recorded on him should be placed

on the character roll.

1.8 placing Government Servants on Special Reports: Whenever

the Head of Department is convinced, on good grounds that the work of a

particular Government servant is not satisfactory, the former could put the

Government servant concerned, with simultaneous intimation to him, on a

special report. A special report on the latter’s work would in such an

eventuality, be drawn on the expiry of six moths irrespective of the fact

whether the Performance Report on him becomes due during this period.

If such a special report does not indicate any improvement in the work of

the government servant concerned it would be open to the competent

authority to take such action against him as may be permissible under the

existing rules.

3.8 Advisory remarks: Advisory remarks are nor to be treated

as adverse for the purpose of promotion unless it has been established that

the officer concerned has not paid any heed to the piece of advice given to

258

him and has failed to show any improvement. Advisory remarks

communicated, can not be represented.

3.9 Evaluation Reports which are not in accordance with the

instructions should be returned by the higher authority to the Reporting

Officer, for revision in complain with these instructions.

4.0 General Gradation of the PERs i.e satisfactory: The

provincial Selection Board while examining promotion /moreover cases,

has observed that the PERs/synopsis of PERs do not reflect exact picture of

the conduct/service record of the civil servant concerned. Besides, nothing

oftenly mentioned in the PERs /synopsis about the communication or

otherwise of the adverse remarks recorded by the Reporting Officers/

Countersigning Officers. It is also not indicated whether or not the same

have been represented against and if so with what result. Moreover, the

board has also that despite clear instructions about the general gradation of

the evaluation reports, some of the Reporting Officers assess the conduct of

the officers reported upon as “satisfactory” which does not covey a clear

picture and is in deviation of the laid down instructions on the subject.

The Shariat Appellate Bench of the Supreme Court have inter alia made a

suggestion that an entry may be made or a column inserted in the PERs and

or other service paper of every state functionary of all levels, showing:

i. Whether the person concerned has any tendency against the

tenets of Islam: and

ii. Whether there is any outstanding feature in his conduct or

character indicating Islamic way of life.

The revised forms prescribed for the Performance Evaluation Report of

officers already provides for separate entries on “Knowledge of Islam” and

“Attitude towards Islamic Ideology” in the Par-III. These entries would

generally serve the purpose but where more sacrifice material bearing on

the questions reproduced at ‘a’ and ‘b’ in Para 1 comes to the knowledge of

the Reporting and Countersigning Officers, it may be brought out in the

pen picture by the Reporting of Countersigning Officer, as the case may be.

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As far forms for PERs other than referred to above, those used in respect of

officials how are holding posts in pay scale 16 and below, the require entry

may be made, where necessary in the general remarks.

(May be read with revised format of PERs)

4.1 Adverse Remarks: when a report is built on the individual

opinion of the Reporting and Countersigning Officers, it is only the opinion

as accepted by the latter which should be communicated.

i. All adverse remarks whether remediable or irremediable

should be communicated in writing to the officer

reported upon and copy of the communication placed in

the dossier.

ii. Countersigning Officer should underline in red ink,

remarks which, in his opinion, are adverse and should be

communicated to the officer concerned.

iii. Remarks in cases where the Head of a Department/

countersigning or other higher officer suspends

judgment, should not be communicated.

iv. When an adverse remarks is made in the Evaluation

Report of any officer only a copy of the adverse entries

should be furnished to him at the earliest opportunity,

and in any case within one month from the date the

report is countersigned with a D.O letter, a copy of which

should be signed and returned by him in

acknowledgment f the D.O letter. A serious view should

be taken if any failure on the part of the officer

concerned to furnish adverse remarks of the officer

reported upon, within the stipulated period. Nevertheless

the adverse remarks should be communicated to the

officer concerned even at the belated stage.

v. Any remarks to the effect that the officer reported upon

has or has not taken steps to remedy the defects pointed

260

out to him in previous years, should also be

communicated.

vi. The adverse remarks should be communicated by Head

of Department/Office in the case of Grade-17 and above

officers and by the senior officer incharge of the

establishment matters in case of other officers (custodian

of C.R Dossiers).

vii. An Evaluation Report containing adverse remarks should

not be taken into consideration until they have been

communicated in writing to the officer concerned and

decision taken on his representation, if any

4.2 Instructions regarding adverse remarks:-(i)The presumption that

if any adverse entry is not underlined in red ink, it is not to be

communicated, is not quite in order. Marking in column “C” below average

and “D” “Poor” (in old Format) and “D” Below Average in New format of

BS-17/18 Form do create an unfavorable impression on the members of the

Selection Committee /Board while scrutinizing the service record of an

officer. Unless an officer is informed about such entries, he will remain in

the dark without making any effort for improvement and yet to suffer for

the adverse entries.

(ii) Entries which may tend to create an unfavorable impression about

an officer should be communicated even if the Reporting Officer or

Countersigning Officers do not underline them in red ink.

(iii) Under the existing instructions, remarks once recorded in

evaluation reports cannot be altered. If a Reporting/Countersigning Officer

changes his views about the officer reported upon, the changed views can

be incorporated only in the next year’s report.

4.3 Unlikely to progress further/unfit for further promotion:- (i)

A question has been raised whether or not the remarks “Unlikely to

progress further/unfit for further promotion, has reached his ceiling”, in an

evaluation report are adverse and should be communicated. The point has

261

been given due consideration and it has been decided that the remarks

should be considered as adverse and should be communicated to the officer

reported upon.

(ii) The question whether the remarks “Not yet fit for promotion, but

likely to become fit in course of time” in Part-III of the PER (in old format)

and Part-IV (in new format of BS-17/18) under caption “Fitness for

promotion “are to be treated as adverse in the case of an officer who fulfills

the condition of length of service for promotion to the next higher grade,

has been considered. It has been decided that the remarks should be

considered as adverse in the case of an officer who fulfills the condition of

length of service for promotion to the next higher grade and should be

communicated to him.

(iii) it has been decided that if any officer is adjudged unfit for

continued retention in service such an entry should be treated as adverse

and should be communicated to the officer concerned.

4.4 Un-finalized Departmental Proceedings:- In the case of an

officer against whom departmental proceedings are in progress, no

mentioned whatsoever should be made about it in his Performance

Evaluation Report. Only when such proceedings have been finalized, and

the punishment, if any, has been warded/exonerated should be mention in

his Evaluation Report. In such a case complete copy of the final order may

be placed, as is usually done, on his character Roll.

4.5 According to the instructions (vide Para 4.4) no mention should be

made in the Evaluation Report of a Government servant, of the

departmental proceedings which may be in progress against him, unless

such proceedings have been finalized, and the punishment , if any, has been

awarded. There is no bar to a Government servant being considered for

promotion during the pendency of departmental proceedings against him.

However, in such cases, a copy each of the charge sheet and statement of

allegations should be place before the Provincial Selection Board of the

Departmental Promotion Committee, as the case may be vide

Establishment Division’s O.M No. 2/20/67-D.I., dated the 13th November ,

262

1967 (printed at S.No. 118 of chapter V of the Establishment Manual,

Volume-I, reprint, 1968 and page 615 of, ESTACODE).

4.6 According to the instructions contained in the Establishment

Division’s letter No. 9(1)/58-SE.III, dated the 8th May, 1958 (Para4.4) no

mention whatever can be made about a departmental inquiry pending

against an officer in the Evaluation Report. However, there should be no

harm in making as mention about a criminal case pending against an officer

in his C.R.

4.7 Evaluation Report:- If there are any adverse remarks in the

Evaluation Reports prepared by NIPA and Administrative Staff Colleges,

Lahore on Officers who received in-service training at these institutions,

Departments concerned will communicate them to the officer, Place a

copy of the letter on the Character Roll and endorse another copy of it to

the Establishment Division Islamabad. In case the officer concerned makes

a representation against these remarks, the Departments should forward the

representation to the Head of the training Institution, the authority

concerned should take a decision whether or not the adverse remakes

occurring in the Evaluation Reports should be expunged. The

Establishment Division, Islamabad is to be informed of the decision.

4.8 It has been observed that wherever any adverse remarks are

communicated to any officer, no mention is made in the next year’s report

whether the officer concerned has or has not taken steps to remedy defects.

This defeats the very purpose for which the system of communicating

adverse remarks had been introduced.

4.9 it is the responsibility of the departmental representative who

attend the meetings of the Departmental Promotion Committee/Provincial

Selection Board to the apprise the Committee /Board whether or not any

departmental proceedings are pending against the Government Servants

whose cases are being considered by the Committee /Board. A serious

view should be taken if the departmental representatives do not give this

information to the Committee/Board. And if later it comes to the notice that

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a Government servant was promoted notwithstanding the fact that

disciplinary proceedings were pending against him.

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UNIT-5: SCHOOL ADMINISTRATION AND RELATED ISSUES

5.1 COMMUNICATION SKILL:

Listening

Introduction:

Listening is an important communication skill. Most of our time is spent in

listening. Businesspeople spend nearly 50% of their time on listening.

Listening is a vital element of communication cycle. No oral

communication is complete without listening.

Definition:

Listening is the complex and selective process of receiving, “Focusing,

deciphering, accepting, and storing what we hear. Listening does not occur

without these five interrelated, yet distinct, process. “Dumont and Lennon”.

SPEAKING:

Definition:

The first duty of a man is to speak…” R.L. Stevenson. Businesspeople

spend 30% of their time on speaking. In a vast context, speaking means

making a speech. We mean giving a speech to a small group or a large

audience.

READING:

Definition:

Reading is the understanding of words and the association between them.

Reading is a productive skill. Reading plays an important role in present

lifestyle. It is essential part of our personal and working lives. Eighty-five

percent of college work involves reading. Businesspeople spend 16% of

their time on reading.

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WRITING:

Definition:

Writing means putting letters or other symbols on a surface usually paper.

Writing is one of the important communication skills. Bacon said: “Writing

maketh an exact man.” These words of Bacon tell the value of writing.

SPEAKING AND WRITING:

As figure 2.1 illustrates, businesspeople tend to prefer oral communication

channels to written ones. The trade-offs between speaking and writing are

discussed in more depth in Chapter 5, but basically, the preference reflects

the relative ease and efficiency of oral communication. It’s generally

quicker and more convenient to talk to somebody than to write a memo or

letter. Furthermore, when your are speaking or listening, you can pick up

added meaning from nonverbal cues and benefit from immediate feedback.

On the other hand, relying too heavily on oral communication can cause

problems in a company. This has been one of the main sources of growing

pains at Ben and Jerry’s. Both founders are by nature face-to-face

communicators.

For maximum impact, use both written and spoken channels. As a recent

study suggests, the human brain may have separate systems for processing

written and spoken language. If we do assign speech and writing tasks to

separate compartments, then using both channels can only reinforce your

message.

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Listening45%

Reading 16%

Speaking 30%

Writing 9%

Writing

Speaking

Listening

Reading

LISTENING AND READING:

Unfortunately, most of us are not very good listeners. Immediately after

hearing a ten-minute speech, we typically remember only half of what was

said. A few days later, we have forgotten three-quarters of the message.

Worse, we often miss the subtle, underlying meaning entirely. To some

extent, our listening problems stem from our education, or lack of it. We

spend years learning to express our ideas, but few of us ever take a course

in listening.

At the same time, our reading skills often leave a good deal to be desired.

Studies indicate that approximately 20 percent of the adults in the United

States are functionally illiterate; 14 percent cannot fill our a check

properly; 38 percent have trouble reading the help-wanted ads in the

newspaper; and 26 percent can’t figure out the deductions listed on their

paychecks.

Although listening and reading obviously differ, both require a similarly

approach. The first step is to register the information, which means that

you must tune out distrctions and focus your attention. You must then

interpret and evaluate the information, respond in some fashion, and file

away the data for future reference. The most important part of this process

is interpretation and evaluation, which is no easy matter. While absorbing

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the material, you must decide what is important and what isn’t. one

approach is to look for the main ideas and the most important supporting

details, rather than trying to remember everything you read or hear. If you

can discern the structure of the material, you can also understand the

relationships among the ideas.

If your are listening as opposed to reading, you have the advantage of

being able to ask questions and interact with the speaker. Instead of just

gathering information, you can cooperate in solving problems. This

interactive process requires additional listening skills.

The Process of Communication

Whether you are speaking or writing, listening or reading, communication

is more than a single act. Instead, it is a chain of events that can be broken

into five phases, as figure 2.2 illustrates.

1. The sender has an idea. You conceive an idea and want to share it.

2. The idea becomes a message. When you put your idea into a

message that your receiver will understand, you are encoding,

deciding on the message’s form (word, facial expression, gesture),

length, organization, tone, and style all of which depend on your

idea, your audience, and your personal style or mood.

3. The message is transmitted. To physically transmit your message

to your receiver, you select a communication channel (verbal,

nonverbal, spoken, or written) and medium (telephone, computer,

letter, memo, report, face-to-face exchange, etc.). the channel and

medium you choose depend on your message, the location of your

audience, your need for speed, and the formality of the situation.

4. The receiver gets the message. For communication to occur, your

receiver must fist get the message. If you send a letter, your

receiver has to read it before understanding it. If your are giving a

speech, the people in your audience have to abe able to hear you,

and they have to be paying attention. Your receiver must

cooperate by decoding your message, absorbing and

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The Idea Becomes a Message

The sender has an idea.

The receiver reacts and sends

feedback

The receiver gets the message

The message is transmitted

understanding it. Then the decoded message has to be stored in the

reciever’s mind. If all goes well, the message is interpreted

correctly that is, the receiver assigns the same basic meaning to

the words as the sender intended and responds in the desired way.

5. the receiver reacts and sends feedback to the sender. Feedback is

your receiver’s response, the final link in the communication

chain. After getting the message, your receiver responds in some

way and signals that response to you. Feedback is the key element

I n the communication process because it enables you to evaluate

the effectiveness of your message. If your audience doesn’t

understand what you mean, you can tell by the response and refine

your message.

6. the process is repeated until both parties have finished expressing

themselves, but communication is effective only when each step is

successful.

Formulating a Message

Communication is a dynamic process. Your idea cannot be communicated

if your ignore, fail, or skip any step in that process unfortunately, the

process can be interrupted before it really begins while you are trying to

put your idea into words. Several things can go wrong when you are

formulating a message, including indecision about the content of your

message, lack of familiarity with the situation or the receiver, and difficulty

in expressing ideas.

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Indecision about Content

Deciding what to say is the first hurdle in the communication process.

Many people make the mistake of trying to convey everything they know

about a subject. Unfortunately, when a message contains too much

information, it’s difficult to absorb. If you want to get your point across,

decide what to include and what to leave out, how much detail to provide,

and what order to follow.

Lack of Familiarity with the Situation or the Receiver:

Lack of familiarity with your audience is an equally serious handicap. You

need to know something about the biases, education, age, status, and style

of your receiver in order to create an effective message. If you are writing

for a specialist in your field, for example, you can use technical terms that

might be unfamiliar to a layperson. If you are addressing a lower-level

employee, you might approach a subject differently than if you were

talking to your boss. Decisions about the content, organization, style, and

tone of your message all depend, at least to some extent, on the relationship

between you and your audience. If you don’t know your audience, you will

be forced to make these decisions in the dark, and at least part of your

message may miss the mark.

Difficulty Expressing Ideas:

Lack of experience in writing or speaking can also prevent a person from

developing effective message. Some people have limited education or a

lack of aptitude when it comes to expressing ideas. Perhaps they have a

limited vocabulary or are uncertain about questions of grammar,

punctuation, and style. Perhaps they are simple frightened by the idea of

writing something or of appearing before a group. In any case, they are

unable to develop an effective message because they lack expertise in using

language.

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Overcoming Communication Barriers:

“Good” communication is not synonymous with talking other people into

accepting your point of view. Regardless of how well you express yourself,

other people will not always agree with you. However, if you communicate

well, they will understand you. Noise is any interference in the

communication process that distorts or obscures the sender’s meanings,

and such communication barriers can exist between people and within

organizations.

Communication Barriers between People:

When you send a message, you intend to communicate meaning, but the

message it self doesn’t contain meaning. The meaning exists in your mind

and in the mind of your receiver. To understand one another, you and you

receiver must share similarly meanings for words, gestures, tone of voice,

and other symbols.

Differences in Perception:

The world constantly bombards us with information: sights, sounds, scents,

and so on. Our minds organize this steam of sensation into a mental map

that represents our perception of reality. In no case is the map in a persons’

mind the same as the word itself, and no two maps are exactly alike.

Because your perceptions are unique, the ideas you want to express differ

from other peoples. Even when two people have experienced the same

event, their mental images of that event will not be identical. As senders,

we choose the details that seem important and focus our attention on the

most relevant and general, a process known as selective perception.

Incorrect Filtering:

Filtering is screening out or abbreviating information before a message is

passed on to someone else. In business, the filters between you and your

receiver are many: secretaries, assistants, receptionists, and answering

machines, to name a few. To overcome filtering barriers, try to establish

more than one communication channel (so that information can be verified

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through multiple sources), eliminate as many intermediaries as possible,

and decrease distortion by condensing message information to the bare

essentials.

Language Problems:

When you choose the words for your message, you signal that you are a

member a of particular culture or subculture and that you know the code.

The nature of your code – your language and vocabulary – imposes its own

barriers on your message. For example, the language of a lawyer differs

from that of an accountant or a doctor, and the difference in their

vocabularies affects their ability to recognize and express ideas.

Barriers also exists because words can be interpreted in more than one way.

Language uses words as symbols to represent reality.

Poor Listening:

Perhaps the most common barrier to reception is simply a lack of at tention

on the receiver’s part. We all let our minds wander now and then,

regardless of how hard we try to concentrate.

Differing Emotional States:

Every message contains both a content meaning, which deals with the

subject of the message, and a relationship meaning, which suggest the

nature of the interaction between sender and receiver. Communication can

break down when the receiver reacts negatively to either of these

meanings.

Differing Backgrounds:

Differences in background can be one of the hardest communication

barriers to overcome. When your receiver’s life experience differs

substantially from yours, communication becomes more difficult. Age,

education, gender, social status, economic position, cultural background,

temperament, health, beauty, popularity, religion, political belief, even a

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passing mood can all separate on person from another and make

understanding difficult.

Communication Barriers within Organizations:

Although all communication is subject to misunderstandings, business

communication is particularly difficult. The material is often complex and

controversial. More over, both the sender and the receiver may face

distractions that divert their attention. Further, the opportunities for

feedback are often limited, making it difficult to correct misunderstandings.

Information Overload:

To overcome information overload, realize that some information is not

necessary, and make necessary information easily available. Give

information meaning, rather than just passing it on, and set priorities for

dealing with the information flow.

Message Complexiting:

When formulating business messages, you communicate both as an

individual and as a representative of an organization. Thus you must adjust

your own ideas and style so that they are acceptable to your employer. In

fact, you may be asked occasionally to write or say something that you

disagree with personally.

Message Competition:

Communicators are often faced with messages that compete for attention.

If you are talking on the phone while scanning a report, both messages are

apt to get short shrift. Even your own messages may have to compete with

a variety of interruptions: the phone rings every five minutes, people

intrude, meetings are called, and crises arise. In short, your messages rarely

have the benefit of the receiver’s undivided attention.

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Differing Status:

To overcome status barriers, keep managers and colleagues well informed.

Encourage lower-status employees to keep you informed by being fair-

minded and respectful of their opinions. When you have information that

your are afraid your boss might not like, be brave and convey it anyway.

Lack of Trust:

To overcome trust barriers, be visible and accessible. Don’t insulate

yourself behind assistants or secretaries. Share key information with

colleagues and employees, communicate honestly, and include employees

in decision making.

Inadequate Communication Structures:

Organizational communication is affected by formal restrictions on who

may communicate with whom and who is authorized to make decisions.

Designing too few formal channels blocks effective communication.

Strongly centralized organizations, especially those with a high degree of

formalization, reduce communication capacity, and they decrease the

tendency to communicate horizontally – thus limiting the ability to

coordinate activities of decisions. Tall organizations tend to provide too

many vertical communication links, so message become distorted as they

move through the organization’s levels.

Incorrect Choice of Medium:

If you choose an inappropriate communication medium, your message can

be distorted so that the intended meaning is blocked. You can select the

most appropriate medium by matching your choice with the nature of the

message and of the group or the individual who will receive it. Media

richness is the value of a medium in a given communication situation. It’s

determined by a medium’s ability (1) to convey a message using more than

one informational cue (visual, verbal, vocal), (2) to facilitate feedback, and

(3) to establish personal focus.

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Face-to-face communication is the richest medium because it is personal, it

provides immediate feedback, it transmits information form both verbal

and nonverbal cues, and it conveys the emotion behind the message.

Closed Communication Climate:

As discussed in Chapter 1, communication climate is influenced by

management style, and a directive, authoritarian style blocks the and open

exchange of information that characterizes good communication. To over

come climate barriers, spend more time listening than issuing orders. Make

sure you respond constructively to employees, and of course, encourage

employees and colleagues to offer suggestions, help set goals, participate in

solving problems, and help make decisions.

Unethical Communication:

An organization cannot create illegal or unethical messages and still be

credible or successful in the long run. Relationships within and outside the

organization depend on trust and fairness. To overcome ethics barriers,

make sure your messages include all the information that ought to be there.

Make sure that information is adequate and relevant to the situation. And

make sure your message is completely truthful, not deceptive in any way.

Inefficient Communication:

Producing worthless messages wastes time and resources, and it

contributes to the information overload already mentioned. Reduce the

number of messages by thinking twice before sending one.

Physical Distractions:

Communication barriers are often physical: bad connections, poor

acoustics, illegible copy. Although noise of this sort seems trivial, it can

completely block an otherwise effective message. Your receiver might also

be distracted by an uncomfortable chair, poor lighting, or some other

irritating condition. In some cases, the barrier may be related to the

receiver’s health. Hearing or visual impairment or even a headache can

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interfere with reception of a message. These annoyances don’t generally

block communication entirely, but they may reduce the receiver’s

concentration.

How to Improve Communication:

As you learn how to overcome more and more communication barriers,

you become more and more successful as a business communicator. Think

about the people you know. Which of them would you call successful

communicators? What do these people have in common? Chances are, the

individuals on your list share five traits:

Perception: They are able to predict how you will receive their

message. They anticipate your reaction and shape the message

accordingly. They read your response correctly and constantly

adjust to correct any misunderstanding.

Precision: They create a meeting of the minds. When they finish

expressing themselves, you share the same mental picture.

Credibility: they are believable. You have faith in the substance

of their message. You trust their information and their intentions.

Control: They shape your response. Depending on their purpose,

they can make you laugh or cry, calm down, change your mind, or

take action.

Congeniality: They maintain friendly, pleasant relations with

you. Regardless of whether you agree with them, good

communicators command your respect and goodwill. You are

willing to work with them again, despite your differences.

Verbal and Non-Verbal Communication

Before going in detail of the verbal and Non-verbal communication

let’s see what does each word mean.

Communication.

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According to the Online dictionary The word communication means

The imparting or exchanging of information or news.

Verbal Communication

How something is said conveys meaning in addition to what is actually said.

Verbal communication includes sound, words, and

language.

www.cdc.gov/tb/publications/guidestoolkits/Interviewing/

selfstudy/module2/2_11.htm

Non -Verbal Communication

Nonverbal communications (NVC) is usually understood as the process of

Communication through sending and receiving wordless messages. i.e,

Language is not the only source of communication, there are other means also.

en.wikipedia.org/wiki/Non_verbal_communication

Gestures, body language, facial expression, sign language are all ways of

Communicating without the spoken word.

www.tki.org.nz/r/arts/drama/glossary_e.php

Verbal Communication

So by now we are on the sound ground to see and to understand the

things in a better position As we know that communication means

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the imparting of some news or information. And by verbal

communication we mean how this information is imparted meaning

thereby that is that information is imparted by words or sound or by

both etc.

Let’s see what can be different types of verbal communication.

Types of verbal communication

There are two main types of verbal communication

a. Written

b. Speech

Meaning thereby that human verbal communication generally takes

place in these two ways. Either it takes place verbally in written

form or it may take place in oral form.

a) Written form.. It is the nicer way of communication and has been

a way of the elite and royal way . In today’s time the mails,

emails, messages these all come under the verbal communication.

b) Speech. Speech can be termed as another form of the verbal

communication.It is the most widely practiced form of the verbal

communication. As if we recall the meanings that we reffered to

in start, it said that verbal communication includes, sounds words

and language. As far as words and language is concerned, that is

clear. But sounds are also verbal communication. So it means that

the people who are Mute or can’t speak, if you notice, they use to

utter some sounds. Although they can’t speak, but they use to

sound some sounds, and that is also a form of verbal

communication.

5.1.1 Verbal and Non-Verbal Communication:

In early days when man has not learnt the proper writing and was not rich

in linguistics, he used to draw different shapes for communication. That

can be place as an example of the non-verbal communication.

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Non-verbal communication means that you convey something without

using of language, word or even sound. The question arises that how comes

it possible that someone conveys a message without usin a sound even. It

seems interesting and can be understood by looking into it’s types.

Types of Non-verbal communication.

a. Body Language

b. Appearance

c. Posture

d. Space and distance

e. Touch

f. Body odurr or smell.

These all aforesaid types can be termed as the examples of the Non-verbal

communication. After having said that all, let’s see how much

communication is important for an Educational leader.

Communication and Educational Leader

As we know that the word communication means the imparting of news or

information, or we can say that knowledge is also an in-depth information.

And what is the task of an educational leader ? Naturally his foremost duty

is to communicate.

Areas of communication of an Educational Leader.

There are two main areas for an educational leader to communicate.

Communication as a teacher

Communication as an Administrator

Importance of Communication as a teacher for educational

leader. Communication as a teacher is the basic duty and tool of

an educational leader. Communication either in verbal or non-

verbal form. Both matter and are equally important. The more the

teacher is well versant in communication the more effective

teaching learning process will take place. And it includes all forms

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of communication and their types that we have already discussed.

When the teacher is teaching or delivering a lecture, he is

communicating.

When an educational leader is giving some instructional material in written

form, he is communicating. If he is otherwise talking to them in an

informal way he is busy in communication.

If he is walking to the class, he is communicating, when he smiles, walks,

talks, sits, eats, drinks or whatever he does, he communicates. And all his

actions are communication and can have a positive or negative role upon

his students. Therefore as the Educational leader is a role model for his

students,

Therefore his all actions reflect meanings and are interpreted. It is the duty

and responsibility that not to be understood or interpreted wrongly or in

negative terms.

Importance of Communication for educational leader as an administrator.

Communication as an administrator plays also a vital role for an

educational leader. As educational leader if is working as administrator, his

policy, rules and way of work is cler to his co-workers provided that he is

good in communication skills. If he has a clear vision of his projects and

the plans, and he is able enough to convey and impart this vision to his co-

workers, he will be called an educational leader with good communication

skills.

The educational leader working as an administrator is not restricted to

communicate to his co-workers rather he is supposed to communicate

verbally to the offices to which he is answerable and with the ones that are

answerable to him as well. Moereover he is to attend meetings. And in such

meeting he has to communicate verbally and orally. If he has the ability to

communicate in a better way he will be liked by both his co-workers and

high- ups.

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Communication has a number of advantages and pluses that can be viewed

as:

The office or an institution where communication is practiced it’s

Environment will be healthy.

The workers or students will be happy.

Motivated

Ready to work

Relaxed

Polite to the people come in contact

Obedient to their high-ups

Loyal to their job and duty

Courageous in the assigned tasks and decisive

And as a result efficient in their duties.

These aforesaid points are the fruits of communication that can create such

a healthy environment.

And the family, institution, states or countries, society, civilizations or

generation have a communication-gap will suffer a lot.

There is a need of communication after the battle of hundred years and the

matters are decided through dialogue.

As human beings are called as social animals. And man cannot live alone

or without a society, therefore the punishment of solitary confinement is

considered to be the most rigorous punishment. Only because no man can

live a happy and healthy life without communication.

5.2 FORMAL, INFORMAL AND NON-FORMAL EDUCATION

Let’s see what do the different words mean separately and how are they

different from one another.

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Formal Education

According to an online dictionary

A formal education program is the process of training and developing

people in knowledge, skills, mind, and character in a structured and

certified program.

That means that the formal education is the process which educate and train

people in a structured and certified programme. All the educational

institutions like schools, colleges and universities working regularly,

following a scheduled time table on daily basis for a specific time duration

come under this form of education

Non-formal Education

Non- formal education is a way to facilitate the learner in such a manner

where he does not have the worries of following the bells and the daily

time table strictly. In this way of education the knowledge is imparted in

such a manner that the learner gets education with facility. We have

Allama Iqbal Open University and the Virtual University here in

Pakistan. And they are the best examples of the non- formal education

giving institutions.

Both formal and non- formal education can be best understood by the

following given

Model by Fordham 1993 from Simkins

Ideal-type models of normal and non-formal education

formal non-formal

purposes Long-term & general

Credential-based

Short-term & specific

Non-credential-based

timing long cycle / preparatory / full-time

short cycle / recurrent / part-time

content standardized / input centred

academic

individualized / output centred

practical

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entry requirements determine clientele

clientele determine entry requirements

delivery system

institution-based, isolated from environment.

rigidly structured, teacher-centred and resource intensive

environment-based, community related.

flexible, learner-centred and resource saving

Control external / hierarchical self-governing / democratic

(Adapted by Fordham 1993 from Simkins 1977: 12-15) 

Informal Education

It is the third term that is used along with the aforesaid two term, but it is a

bit distant from both. As we know that formal and non- formal education is

the way of learning but one is rigid and the other is flexible. But as far as

the in-formal education is concerned , it is the set of values or skills and

behaviours learned by a person from the society in his day to day dealing

with people. As we all see people who are not literate but is an educated

person, who knows how to talk to people. And how to behave in different

situations. The people who are so educated can be identified along with

their best display of skills at any wedding ceremony or any other gathering,

with special reference to the villages. Such people behave in the best

manner to nanage the human resource and other resources as well,

What we are talking about as 'informal education' may well be described in

Scotland as community education or community learning, in Germany as

social pedagogy, and in France as animation.

In our society sitting with elders, listening to the stories of past,

socialization at different occasions are the ways and norms of informal

education.

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