aneiiassidle @ Allama Iqbal Open uU versity, Islamabad Educational Leadership and Management cote: 8605 Prepared By: Mr. Hamid Sehar How toreachme? x @ 0316-8560735 © hamidseharO@[Link] ‘and may result in legal action, To gain a thorough understanding of course 8605, it is recommended to read the official book as these notes only provide a brief overview of the Topics.Prepared by: Mr. Hamid Sehar # Greta By 8605 amid veror (Units # 01,02,03,04,05,09) Lite file |ON The term "administration," rooted in the Latin, word "minister,". Administration is like taking care of things to help them grow and develop. It’s about providing services and creating the right conditions for people and societies to do well. Administration refers to the process of managing and organizing the activities, resources, and people within an organization or government to achieve specific goals and objectives efficiently and effectively. 1.1 Educational Administration Meaning and Nature © +s2mi6 asso7as > — Russel T, Gregg defines, ducational administration is the process of utilizing appropriate materials in such a way a8'to, promote effectively the [Link] human qualities. It is concerned not only with >the development of children and youth but also with the growth of adults and_particularly with the growth of school personnel > Good’s Dictionarysof Education defines educational administration as, “All those techniques and procedures employed in operating the educational organization in accordance with established policies.” Good administration involves: * Teamwork: People work together and share responsibilities. * Clear Goals: Well-defined purposes are achieved through shared responsibilities. * Creativity: A dynamic approach to reach goals. © Achievement: The sense of accomplishment motivates administrators to strive for perfection. Importance of Educational Administration (1). Achievement of Goals Educational Administration serves as a means to achieve the goals of education, fostering social transformation and a sense of community. QW esses It involves managing human and material resources, curricula, and laws to achieve educational objectives. 2). Economy Efficient use of resources is essential to minimize wastage and monetary costs. Effective administration helps in planning, coordination, and the efficient utilization of resources in education (3). Conservation of Resources Educational Administration plays a ¢rucial role in conserving natural resources, physical capital, and human resources. These resources are essential for economic, development and must be carefully managed, (4). Optimum Use of Resources The goA'Of administration is to ensure the optimal us@) of resources, maximizing their benefits for effigient education management. Scope of Educational Administration Developed by Gulick and Urwick _as POSDCORB. Planning: Establishing formal authority structure, defining work subdivisions, and objectives, Organi Cooperative preparation of people for optimal resource utilization. Staffing: Bringing, training, and maintaining staff. Directing: Making decisions, _ giving orders, serving as an enterprise teacher. (9). Coordinating: Inter-relating parts of work. (vi). Reporting: Keeping records, informing executives. (vii). Budgeting: Financial ~—_ planning, 9 accounting, control. Expanded Function: %* Decision Making: Executive decisions on pertinent questions. * Stimulating: Providing cooperation and creativity. * Coordinating: Developing relationships, allotting duties, and responsibilities * Communicating: Upward, horizontal, and downward communication, & Evaluating: Testing activities for success and improvement. stimulation for Creat By hamid sehar Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # QW 2226800705 1.2 Approaches to Educational Management © Robert Bales identified task and and Administration 8 maintenance orientations in group behavior. orical Foundations Leadership and Human Relations * Ancient civilizations like Egypt and China had © Leadership is dynamic interaction with organized and administered complex systems subordinates, not a one-way process. long before modem times. * Classical organizational concepts focus on © Civil services in Europe and Great Britain structure, while human relations theories established the notion of studying and teaching. emphasize people. administration separately from content Acceptance and Behavioral Perspectives: * The belief that political decisions are best ‘© A new concept of acceptance recognized the dynamic interrelationships between ‘organization? structure and individual charact implemented by civil servants with good administrative procedures, Impact of Industrial Revolution © The industrial revolution brought changes in general administration that influenced educational management. © Fredrick W. Taylor's principles of scient management: Eliminating guesswork, je methods for worker | Edueational “organizations have dual for _non-instructional “activities and bureaucratic methods for ©» tasks like financial and pupil accounting. 4) +22316 8560735 administration is essential for selection and training, ision of {| itnplementing policies, clarifying objectives, responsibility, and discipline. , fe managing resources, increasing productivity, * Henry Fayol focused on the (role of | Unifying efforts, monitoring progress, fostering a managers, separating adminifagg GRE positive climate, and reporting to authorities. other operations, functions: 1.3 Basic Principles of Educational commanding, Administration & 92518560735 controlling. : (D. — Principle of Democratic Leadership jax Weber's Bureaucraigy. ‘This principle means that the school administrator © Weber introduced the concept of | should involve teachers in decision-making and bureaucracy, emphasizing impersonal, problem-solving, The administrator should not expert, and impartial service. impose their will on teachers, but rather work © Bureaucratic apparatus minimizes personal together to find the best solutions and emotional factors for efficient work. @). Principle of Cooperation This principle means that teachers and administrators should work together towards, Development of Educational Management © Professors of educational administration common goals. It is important to have a sense of applied scientific management to study | teamwork and mutual respect. school superintendents’ roles G). Principle of Scientific Method * Luther Gulick and Lyndall Unwick | This prineiple means that administrators should use synthesized classical principles for | ‘ata and evidence to make decisions. They should functional organizations. also be open to feedback and new ideas © May Parker Follett bridged scientific @. — Principle of Coordination management and the human relations | This principle means that the school should be movement, emphasizing social process and | f@anized in such a way that all parts work together situational management smoothly. This includes coordinating the work of «Elton Mayo introduced human factor different departments, teachers, and students. Morale, group dynamics, demoer: id Sehar supervision, personal relations, and Haric Sehar motivation. fo © +92316 8560735 Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # (5). Principle of Flexibility This principle means that the school should be adaptable to change. It is important to be able to adjust plans and procedures as needed (6). Principle of Planning This principle means that administrators should develop plans for the school and its programs. These plans should be based on clear goals and objectives. (7). Principle of Evaluation fae This principle means that administrators should evaluate the school and its programs on a regular basis. This helps to ensure that the school is meeting its goals and objectives. summary: ©) havitsohdogmaitcom (1). Principle of Democratic Leadership: ‘© Leadership based on ability, not authority. © Group decision-making and mutual respect ‘© Written conclusions for progress tracking (2). Principle of Co-operation: » «Teacher as a coworker, not a subordin: Mutual help and discussion for) solving «© Encouragement of creativity‘iid responsibilty (3). Principle of Scientific Meth ¢ Emphasis on fuct-fddiy Wand /6bjective analysis %¢ © Scientific approach to decision-making and planning (4). Principle of Coordination: Teachers work as coordinated parts. * Balance between individuality and cooperation © Coordinating school and community efforts (5). Principle of Flexibility: Adjusting rules and methods for changing conditions © Recognizing and respecting individual differences * Providing various instructional aids and materials (©. Principle of Planning: # Planning as a cooperative process * Clear vision of goals and foresight of consequences «Planning based on needs and aspi Haric Sehar © 492216 8560735 tions. Created by Hamid Sehar QW esses (7). Principle of Evaluation: ‘¢ Evaluation for improvement, not just testing. * Assessing teaching, learning, and supervision * Developing evaluative criteria with teacher cooperation 14 Meaning and Spirit of Islamic Administration & +223168860735, mic Administration Islamic administration is based on the principles of the Holy Quran and the Sunnah of the Prophet Muhammad (S.A.W), The Holy Quran is the real basis of Islamielife and its actual legislation is very limited. Muslims ae fee to legislate as needs aise, in the spirit of sotial justice. The few laws in the Holy Quran afe often permissive and give large Laat any change in circumstances. ‘ie ov two essential and primary ingredients of the ) Blamic administration theory are: ~ > Ummah: The Ummah is the community of ‘Muslims > Shari’ he Shari'ah is the Islamic law Islamic Theocracy or Democracy? Mulana Maududi says, the Islamic theocracy does not mean a rule by any priestly class but it means common Muslims wielding reigns of power. But the Muslims have to wield this power in keeping with the Book of Allah (S.W.T) and Sunnah, of His Prophet. Maududi prefers to call the Islamic form of government as “theo-demoeracy”. In this form of government Muslims have been allowed a limited popular sovereignty under the paramountey of Allah (8.W.1). Islamic State in Medina The Islamic state in Medina is the great example to turn to if one is to resolve the various problems of the modern Islamic world. According to this view the Islamic state in Medina was governed pursuant to the divine precepts of Muhammad (S.4.W). Quranic Foundation © The Holy Quran forms the basis of Islamic life and legislation. © Laws in the Quran are limited and often permissive, allowing adaptation to changing circumstances. © It aims to create a just society rather than a state. & +02216 a8s07a5, = hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # Role of Prophet Muhammad (S.A.W} Prophet Muhammad (S.A.W) is seen as the ideal philosopher-king, both in theory and practice. He served as a legislator, executive, and jurist, guided by divine revelation. Consultation and Iima The Prophet consulted his companions and was commanded by Allah (S.W.T) to do so. ‘The Islamic administration theory involves the Ummah (community) and Shariah (islamic law). Theocratic Democracy ‘The Model of Mec Islam promotes a form of government where common Muslims wield power but adhere to the Quran and Sunnah. This system can be described as “theo- democracy." a The Islamic state in Medina serves as a historical example of Islamic administration. at It was governed according tothe divine precepts of Muhammad (S.A.W).) Fundamental Administrat Principles of Islamic Sovereignty of Allah (S.W.T): Allahis the supreme ruler and authority overall. Rule of Sharia Lav: Islamic law derived from the Quran and Sunnah is the supreme law of the land. Equality of all citizens: All citizens, regardless of race, religion, or gender, are equal before the law and enjoy the same rights and opportunities, Justice and fair dealing: The government must uphold justice and fair dealing in all its dealings with its citizens, Protection of non-Muslims: Non-Muslims are guaranteed full protection of life, property, and liberty in an Islamie state Democratic form of government: The Quran and Sunnah encourage consultation and consensus-building in decision- making, which is consistent with a democratic form of government. © [Link] Created by Hamid Sehar ™. (8). 0). (10). Ingshorty Islamic principles of justice, aecotntability. QW esses Equitable_distribution_of wealth: The government must strive fo ensure an equitable distribution of wealth and prevent the concentration of wealth in the hands of a few. Equality of human beings: Islam teaches that all human beings are created equal and deserve to be treated with dignity and respect. Maximum freedom to citizens: Citizens of an Islamic state enjoy a wide range of freedoms, including freedom of religion, assembly, and movement. ility of the ruler: The ruler is acéountable to the people and to Allah for (iactions. administration is based on the equality, freedom, and fio «| 1.6 Dynamics of Islamic Model The Islamic model is based on the sovereignty of Allah (S.W.T) and the rule of Sharia Law. The structure of the Islamic model includes the following: (D. Sovereignty of Allah (S.W.T) Q). The Sunnah and Hadith @). — Ijtihad Salo (4). imal ‘The duties of an Islamic administrator include: & +0216 a860735, Dispensation of justice and disposal of all litigations in accordance with Shariah Maintenance of law and order Enforcement of the criminal code of the Quran, Defence of the frontiers against foreign invasions Organization and prosecution of religious war against those who oppose the call of Islam or refuse to enter the protection of the Islamic state as non-Muslim subject In short, the Islamic model is based on the principles of justice, equality, and security Hamid Sehar writer +92 316 8560 735 = hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # fixtace (ole Col ame) eo ee CuO TU AEN Ceo NONE 1.1 Meaning of Basic Elements of Management The term management has two meanings. (1). Management as a group of functional people Management as a Group of Functional People The term management refers to the personnel in an organization who have the right and responsibility to make decisions and run the enterprise efficiently within the policies defined in this way (2). Management as Function/Process/Activity The term management is also used to refer to the functions or activity of managing resources, tasks and other persons in order to achieve the defined objectives. fie among Organiza Administration and Management Concept Definition Organization | A formal structure ¢hat enables people to work together to achieve common goals) The process of sdetermining corporate.) policy and coordinating production, distribution, and finance. The process of executing policy within the limits established by administration and employing the organization as required ‘Administration Management Basic Elements/Functions of Management Process {© +92318 8580735 Concept _| Definition Planning | The process of setting goals and determining how to achieve them. Organizing | The process of creating a structure for people to work together to achieve goals, Staffing The process of recruiting, hiring, training, and developing employees. Leading The process of motivating and inspiring employees to achieve goals The process of monitoring and evaluating performance and making adjustment ded. Controlling QW esses Planning - What to do? Organizing - How to d Staffing - Who will do it? file Leading - Getting it done. Controlling - Making sure it's done right. FE ie E vVvVVvvy © +9236 8560725 ‘Management Process in Education According 10 the point of view of planners and managers in education, the management process can be briefly described as follows: (1). Planning: (Setting goals and developing strategies toléthieve them. Organizing: "Arranging | resources people to accomplish tasks. Staffing: Recruiting, hiring, training, and developing employees. Directing: Motivating and employees to perform their jobs. (8). Coordinating: Ensuring that different parts of the organization work together smoothly. Q). and @). (4). guiding (6. Innovating: Finding new and better ways to do things. (J). Controlling: Monitoring and evaluating performance to ensure that goals are being met (8). Budgeting: Allocating financial resources to different areas of the organization. (9). Decision making: Choosing the best course of action from among several alternatives. (10). Human relations: Building and maintaining positive relationships with employees. (11). Reporting/communication: Providing and receiving information to and from employees, customers, and _ other stakeholders. (12). Leadership: Influencing and inspiring others to achieve common goals. (13). Problem solving: Identifying and solving problems in the organization. (14). Motivation: Encouraging employees to . perform at their best. ; Harid Sehar 9 & 482316 8560735 Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # ‘Levels of Management © #82316 9500735 Management may be classified under three main levels: (). Top Management. (2). Middle And Management. @). fie Lower (Or Supervisory) Management. Top-Level ‘Management Middle-Level ‘Management Lower-Level ‘Management ‘Top level management: © Focuses on planning and conceptual activities, such as long-range objectives and policies, © Utilizes relatively few technical skills. Middle level management: + Focuses on supervising daily operations and motivating subordinates, 4 ‘+ Isresponsible for the day-to-day result range objectives, Carries out personnel-oriented activities, such as hiring, training, and ev; ees. Lower-level mana: © Plans and puts int Ensures that plans 1y-to-day activities. carried out by workers, 4 1.2 Concept of Management in Broader Sense In a broader sense, management is the process of achieving organizational goals by coordinating the activities of people and using resources efficiently and effectivel; > > Planning, Policy Making, Budgeting, Staffing Coordination, Communication, Controlling, Directing > Organizing, Implementing, Decision-Making > Monitoring and Evaluation (Supervision) Examples Of Management In The Broader Sense: © A parent managing the household chores and activities of their children. A teacher managing @ classroom of students, Accoach managing a sports team. * A project manager leading a team of engincers to develop a new product. A politician managing a government agency or country, QW esses sf Ki nal/Schoo! Man: Loyalty to Islam and Pakistan Awareness of Universal Muslim Ummah Gi), Understanding of Pakistani Movement and Culture Character Development in Line wi Sunnah Equal Citizens Quality Education and Skill Development Funetional Literacy for All long Learning Promotion Seientifie and Vocational Education Socio. jrowth and Self-reliance -ation/S th Quran and, Educational Opportunities for All Wi. (vii). (viii). Fostering Interest in Lit (iy. are “ the educational/school ent aspects: Society needs and aspirations. The policy and objectives The resources The outcomes ‘major Crone By The issues in educational management usually concern with five major educational management aspects namely: the policy and objectives, the resources, the management as a system, We can show the critical areas that give birth to issues. @. 4). wr Sources of Educ: issues (i). Resource Issues: Human (students, staff), Material (funds, facilities, equipment etc.) and Constraints (policy, regulation, ideology, etc.) (ii). Process Issues: Administrative and managerial issues (including power, curricular authority, teaching strategies, nature of programmes and overall production process in education). (ii). Output Issues: the results of the educational process: number of successful students, retention rate, dropouts, or how for the educational system is meeting the objectives for setting it up. (iv). Societal Issues: The social, political, cultural, economic, technological issues which effect the management of education Hamid Sehar Writer +92 316 8560 735 Created by Hamid Sehar =p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # QW 2226800705 For example, in Pakistan one ean guess the following oar UPERVISION # Input issues: Religion, resources © Process issues: Curriculum, administration, Supervision is the process of guiding and stimulating teaching, exams the activities of teachers with a view to improve them in + Output issues: Suitability, quantity ele | the context of ther teaching as well as instruction and © Social issues: Politics, equality, culture promoting their professional growth. It is a cooperative and comprehensive activity, which improves the total = ea teaching learning process along with its aspects a sins of choot mans oS Difference between Inspection and Supervision (@. Principle of the Principle of the Primary Objectives: Begin * Inspection isa procedure <4 ig direction to with a clear-cut statement of the primary goal a h —_e Gi). Principle of Adequate Alternative: Consider Pebirervisctge oid prdgibmme for the as many alternatives as possible to solve a problem improvement of instruction Principle of Contingencies: Prepare for Keeping in view this definition both may be unexpected yet possible events. analysgatag: a Inspection Supervision (B). Organizing Principles Bureaucratic Democrat (®. Unity-ofCommand Principle: Direetion and Well-constructed individual should report to a single supervisor. Regimentation suggestive and expert (i). Adequacy-of-Authority Principle: People guidance should be given the authority they ne to Trapt emer of Improvement oF accomplish their tasks. Teaching tearing. Scalar (Chain-of-Command) Principle: The line of authority should be clear and well- : = defined 1.2 __ Kinds of Supervision (C). Staffing Principles Types of supervision (@. Principle of DevelofinBoa GifecessOF: Train (). Inspection: Authoritarian supervision focused subordinates to take o¥F your job. on ensuring that teachers are performing their Gil). Principle of Manager Evaluation: Evaluate duties and meeting standards. ‘managers in terms of the results they achieve. 2). Laissez-Faire: No supervision at all. Teachers Principle of Management Development: | & are allowed to teach as they please. Provide managers with opportunitiesto develop | & @)- Coereive: Authoritarian supervision focused on their skills 3 controlling teachers and ensuring that they (D). Directing Principles 3 follow specific methods and procedures. (i. Principle of Harmony of Objective: A | * @). ‘Training and Guidance: Supervisors provide manager's personal goals should Wilaligned | <» teachers with in-service training and support to with the organization's objectives. help them improve their skills (i). Principle of the Manager's Example: (5). Democratic: Supervisors and teachers work Managers should set the example for their collaboratively to identify and address areas for employees. improvement Principle of Motivation: Provide employees 13 Nature and Characteristics of Supervision with both financial and psychological (D. Supervision should be democratic and co- incentives. operative in spirit and organization, (©). Controlling Principles @). Supervision should be established on (®. Principle of Standards: Set clear standards for maintenance of satisfactory interpersonal performance. relationships. (ii). Principle of Measurement of Performance: (). The supervisor is. concerned with Measure performance against standards communication within a group. Principle of Corrective Action: Take (4). Supervision should be creative. corrective action when performance does not (5). Supervision should be scientific. meet standards. (©. Supervision should be experimental and auto- critical in nature Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # QW esses 4 Difference between Administration and Supervision © +2216 0560735 Administration 4 Focuses on the overall management of an organization 4 Seis goals and objectives * Develops and implements policies and procedures + Allocates resources 4 Evaluates the organization's performance Examples of administrative roles: Y Schoo! principal ¥ CEO fio Y Hospital administrator Y Government official Supervision Focuses on the day-to- ‘organization % Provides guidance and support to employees 4 Monitors employee performance + Ensures that policies and procedures are being followed + Helps to improve the quality of work Examples of supervisory roles: Teacher supervisor Nurse manager Production supervisor Customer service supervision 1.5 Purpose and Need of Supervision (D. To improve the teaching-learning process 2). To develop teachers professionally (3). To promote collaboration among teachers (4). To ensure that the school is meeting its goals (5). To support teachers in their work (6). Supervision helps to improve the teaching leaming process. (1). Supervision helps to develop teachers professionally (8). Supervision promotes collaboration among, teachers. (9). Supervision ensures that the school is meeting, its goals. (10). __ Supervision supports teachers in their work [1.6 Qualities of an Effective Supervisor ] According to swearingen (41-83-86) essential personal qualities of a supervisor, “which can be nurtured intentionally." Are under: (D. Approachability (2). Perceptiveness Crate &y (3). Aspiration and Faith . (5). Imagination and Resourcefulness © +92a18 8560735 operations of an ASKS 1.7 Different Techniques of Supe ion (I). Preventive Supervision Supervisor anticipates the teacher's difficulties and prevents them. 2). Corrective Supervision Supervisor identifies and corrects the teacher's faults @). Constructive Supervision Supervisor seeks to improve the teacher's performance by helping them to grow professionally. (4). Creative Supervision Supervisor encourages variety, Originality, and independent experimentation. 1.8 Role of a Supervisor ‘Administrative Rolés ofa School Supervisor (I. Selection and ppointment of class four or supporting,staff. Q). ((Satietion and payment of school grants (3)e_ Providing facilities to school (4. Supervising the developmental tasks of school (5). © Recognition and gradation of school @. Holding the scholarship examination and aWarding scholarships (1). Approval of the resolution of management ‘committee (8). Checking the accounts and records of the school (9). Checking the safety and security of the school plant (10). Maintaining proper service conditions for teachers (1). Checking proper distribution of workload (12). Welfare of the teachers Academic Roles (1). Supervision of teaching learning activit 2). Exchanging and maintaining the educational standard (3). Evaluating and improving the teaching learning process (4). Orientation of teachers through i teaching courses service rr) EDUCATIONAL PLANNING Definitions, Aims and Objectives of Education ‘The purpose of education is to develop individuals and prepare them for society. Education has many aims, including; ‘+ Preserving and transmitting the cultural heritage © Intellectual training ‘+ Preparation for employment and life ‘= Changing, renewing, and challenging the established values Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # Education is a lifelong process that helps us to learn and grow. It is important for both individuals and society as. a whole. Sao Pale National integration and internationalism. Equality of educational opportunity and the creation of trained manpower + Economic Objectives: National development and improvement of the quality of life © Social Objectives: Establishing a social welfare state providing security, full employment and social justice Creating a dynamic and constantly moving society Pedagogical Objectives: Harmonious development of the individual's personality and capacity of his intellect, his emotions and his will Better occupation of leisure Classification of objectives of education Purposes Of Education According to The Education | Policy Commission of The National Education Association of The United States: 04 (1). Objectives of Self-Realization AY 2). Objectives of Human Relationships (3). Objectives of Economic Efficiency (4). Objectives of Civic Responsibility 1.2 Approaches to Education Planning (D. The Social Demand Methodology This aims at planning education to meet the demands of, the society for education. It views education as something good in itself and required by every individual. (2). ‘The Manpower Requirement Methodology. This approach focuses on the objective of using education for producing the required manpower for development (3). The Rate of Returns Methodology This method attempts to determine the private and public costs of education of various types and various levels with the projected benefits or returns (using cost- benefit analysis) to such education Other Important Factors (@. Unit costs Equality and disparity issues Organizational structures Demographic factors Political factors External efficiency |. Occupational needs QW esses 1.3 Types and Goals of Educational Planning ‘What is Educational Plannin; Educational Planning, like general Planning is a process of preparing a set of decision about the education enterprise in such a way that the goals and purposes of education will be sufficiently realized in future with the available resources. “Educational Planning is a continuous process of obtaining and analyzing facts and, from empirical base, of providing information to decision makers on how well the education system is accomplishing its goals.” Major interests of Educational Plannin; Preparation of Alternatives Decisions Goal and Objectives i). Programmés and Services (iv).| Human Resources ()-. Physical Resources ). Finance ‘492316 8560735 Crate By | g"Gid- Governmental Structure — rarmrid, sob viii). The Social Context Types of Educational Planning (1). Centralized Planning: Planning is done at the federal level. Targets and resources are allocated by the federal government, 2). Local Level Planning: Planning is done at the local level. Local people determine priorities and prepare projects with the help of experts. Funds are allocated by the government. (3). Sectoral Planning Projects are prepared by each sector separately. Funds are allocated to the secretary of the department for the implementation of the projects. (4). Integrated Planning: A pilot area is selected for development. All departments concentrate on the development of that specific area. They prepare projects according to the needs of the area. fale Summary > — Centralized Planning: Top-down approach > Local Level Planning: Bottom-up approach > Sectoral Planning: Focus on individual sectors, > Integrated Planning: Focus on a specific area. Hamid Sehar wi r +92 316 8560 735 Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # 1.4 The Process of Plan Formulation (D. Broad Objectives and Targets Setting ‘* Determine socio-economic objectives Set general physical targets for the various sectors of the economy. Q2). Survey Current Economic Conditions Identify areas where more concentrated efforts are needed. (3). Strategy Identify the strategy to be adopted to ensure the successful implementation of a plan. (4). Determination of Plan Size Fix the size of a plan so as to arrive at the total investment outlay. (5). Financing_of _Plan:_Public_and_Private Sectors Find ways and means of financing the plan through the public and private sectors, (6). Sectoral Programmes Prepare detailed sectoral programmes on the basis of plan priorities. (1). Mobilization of Reso Identify how the required resources will be mobilized to implement the plan objective and targets. (8). Plan Execution Spell out the machinery to extend the plan at different levels. Summary awk. Step 1: Set broad objectives and targets Step 2: Survey current economi€ conditions Step 3: Identify strategy. Step 4: Determine plan size. Step 5: Finance plan Step 6: Develop sectoral programmes, Step 7: Mobilize resources. Step 8: Execute plan. ‘5 Process of Project Planning © (D. Introduction: scope, importance, alignment with government plans and policies, problems faced by similar projeets in the past and possible solutions. 2). Background: overview of the education sector and government's plans and policies, how the project will help achieve the sector's objectives and targets, (3). Project are: suitability, physical population and employment, physical infrastructure, institutions (4). Objective and phasing: clear objectives, clear indication of phy with reference to phasing and time period. resources, QW esses (5). Choice of location, production process, and size: careful consideration of factors such as location, production process, and size. (©). Major works and other components: clear identification of major works, ancillary works and buildings, and equipment. (7). Phasing of works and activities: carefull phasing of works and activities, typically on 2 fiscal year basis. (8). Project costs: clear classification of costs as capital, recurrent, local and foreign curreney,and phased on an annual basis, (©). Financing roject: identification of vatious sources of financing. (10). Organization and management: carefull, Consideration of | organization and manageihent structure, including required manpower and its availability. ie SCHOOL DISCIPLINE & CLASSROOM MANAGEMENT. 1.1 Meaning and Purpose Schoo! Discipline The word “Discipline” is derived from the Latin root “disciples” meaning a pupil or disciple. School discipline is a set of rules and expectations that are established and enforced ina school setting to create a safe and positive learning environment, It is essential for students to learn and grow in a disciplined environment. Purpose of School Discipline ‘The purpose of school discipline is to: (1). Create a safe and orderly learning environment for all students. Q). Teach students self-discipline and responsibility (3). Prepare students for success in school and in life (4). Promote positive values and behaviors. (5). Help students develop the social-emotional skills they need to succeed 1.2 Factors Effecting School Disci (). Lack of Leadership in Teacher @). The Current Education System (3). Lack of Sustaining Ideal in the Students (. Economic Difficulties Havid Sehar 4D +92216 8560735 © +92216 8560735 Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # 1.3 Meaning of Classroom and its Management. Classroom: Ack ssroom is a designated physical or virtual space within an educational institution where teaching and earning activities take place. Classroom Management: Cla: tech creat ssroom management refers tothe strategies, niques, and practices employed by educators to te an effective and productive learming environment within the classroom. Principles of Classroom Management Principle # ss, clarify and communicate needs and expectation, Principle # 2: Create a warm and nurturing classroom, Principle # 3: Democratically develop a set of rules, and consequenc Principle # 4: Develop a daily routine, yet remain flexible. Principle # $: Make learning more attractive and | fun for the students Principle # 6: Deal with misbehavious quickly consistently and respectfully A_Uw Principle # 7: When all else fails, redpectfally remove the student from the cla88 p Techniques for Better Classroom Discipline @. Q. @). ). @. ©. @. (8). ©. Focusing: Get theystudents’ attention before ‘you start your lesson. Direct Instruction: Tell the students what will bbe happening in the lesson and set time limits for tasks. Monitoring: Circulate around the room while the students are working and provide individualized instruetion as needed. ‘Modeling: Be a role model for the students by demonstrating the behavior you want to see in them ‘Non-Verbal Cuing: Use non-verbal cues, such as facial expressions, body posture, and hand signals, to communicate with the students. Environmental Control: Create a classroom ‘environment that is conducive to leaming. Low-Profile Intervention: Intervene in a quiet and calm manner when students are misbehaving, Assertive Discipline: Set clear rules and enforce them consistently. Assertive I-Messages: Use T-messages to clearly communicate your expectations to the students. QW esses (10), Humanistic I-Messages: Express your feelings to the students in a clear and respectfal manner. (11). Positive Discipline: Focus on the behaviors you want to see in the students and use praise to reinforce good behavior. 1.4 Criteria for Student Classification History (Some Plans of Students Classification * Winnetka Plan: Individual instruction for elementary school children within a grade. * Unit Plan: Organize units of work around a comprehensive and significant aspect of our environment. * Summer School?'For students who have failed or wish to make addifiéital credits. Common Patterns of Student Classification (). Ungraded grouping: Students are grouped 2 “according to their ability and progress at their _ | own pace 2). Inter-classroom subject grouping: Students ) are grouped according to the subject they are studying. h @). Inter-classroom ability grouping: Students ‘are grouped according to their ability (@). — Split-day grouping: Students are assigned to a split-day schedule to reduce class size. (5). Intra-classroom_ability grouping: Students are grouped within the classroom according to their ability (©). Special _ability grouping: Students are assigned to a special teacher for short periods based on their ability (7). Intra-classroom individualized _ grouping: Instruction is provided for one student ata time. General Criteria for Student Classificat (@. Age 2). Academic characteris (3). Social characteristics fa b 1.5 Psychological Factors of Classification (1. Chronological Age is an unreliable basis of classification. Pupils of the same age can have very different abilities and learning rates 2). General Intelligence is a more reliable basis of classification, but it is not the only factor to consider. Other factors, such as past academic 8 achievement, motivation, and emotional 3 maturity, also play a role in a student's success, g Hamid Sehar : writer a +492 316 8560 735 Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # (3). Attainment_in_ Schoo! Subjects is another important factor to consider when classifying students. Students who have similar academic achievements in the same subjects are more likely to be able to leam together at the same pace (4). Multiple __and_Composite Basis of classification is the most effective approach. It considers a variety of factors, including chronological age, general _ intelligence, attainment in school subjects, motivation, ‘emotional maturity, and social development. UNIT. EVALUATION MANAGEMENT SYSTEM of Evaluation in 1.1 Need and Importance “Management Evaluation is Essential for Effective Management Evaluation is a crucial but often overlooked aspect of managing schools and organizations. It involves continuously assessing programs, personnel, and activities to ensure they are effective and meetjtheir intended goals. This article explores why evaluation i essential for effective management, Why Evaluation Matters? Ensuring Programs Serve Their Purpose: Programs are created to meet Specific néeds. Evaluation helps determine if they are Serving their intended purpose. ‘+ Measuring Program Effectiveness: Evaluation helps answer the question: Are programs achieving the desired results? It's essential to assess whether efforts are paying off. * Cost-Effectiveness: Ina world of limited resources, it's important to know if a program is a wise use of funds, Evaluation can help determine this. + Program Compatibility: Schools and organizations often have multiple programs in place. Evaluation can help ensure that these programs work well together. + Supporting the School's Mission: Every schoo! or organization has @ mission, Evaluation helps confirm whether programs and activities align with and support this mission. Evaluation is an essential tool for effective management, It can help schools and organizations improve their programs, make better use of resources, and ensure they are aligned with their mission, Covad By Iasmnids sehar QW esses 1.2 System of Evaluation (CIPP) Dr. Daniel Stufflebeam of Ohio State University developed CIPP, an acronym for Context — input — Process -~ Product Evaluation Di TYPES TYPES Context services Planning Input services Structuring Process services Implementing Product services Recycling Four Evaluation Typ@ fio (1). Context uation Context Evaluation in Educational Management is the @YStematic assessment and ongoing examination of the factors, circumstances, and conditions surrounding an educational program or Service. It helps educators and administrators understand the environmental, social, and organizational context in which programs operate Importance (S| Ssortand long-range planning decisions ‘© Ongoing or continuous throughout the life of an ‘educational program or service + Provides a reference point or baseline of information. Benefits fio ‘Avoids or minimizes "after-the-fact” or "post mortem" evaluations of edueational programs and services Information and Planning Activities (i). Focusing Gathering and reporting useful information addressing the present and desired program by staf. (i. Defining Defining the existing setting and identifiable influences (political, economical and sociological) Gi), Tdentifving Identifying concems of people reflecting and communicating their values, philosophies and exceptions as individual and in groups (iv). Recommending Recommending goals which are compatible with the setting, acceptable to partes affected and adaptable to further refinement into specific objectives. (2). Input Evaluation Input evaluation allocates resources based on what existing programs and activities need, reducing wast. Benefits Helps allocate resourees to meet program needs. + Reduces waste of scarce resources. Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # (3). Process Evaluation Process evaluation monitors project implementation, detects issues, and assesses if objectives are met. It uses various data collection methods and is more critical when context and input evaluations are weak Benefits: © Detects or predicts defects in the procedural design or implementation stage © Provides information for decisions. ‘+ Maintains a record of the procedure as it occurs. (4). Product Evaluation Product evaluation measures results during and at the end of a project, helping set goals. It's part of the overall evaluation process. The CIPP model aids decisi making and cost-effectiveness assessment Benefits: Provides information for establishing goals and objectives. Can be used to adjust input or process. 13 Criteria of Evaluation (© +928160560735 ‘Stufflebeam et al. (1971, 28) identify five practical criteria: programmed (1). Relevance: The information must bi to the purpose of the evaluation. 2). Importance: The inraton be important to the decision-mifiking pr (3). Scope: The — in eo be comprehensive enough tobe useful (4). Timeliness: The i mn must be provided when it is needed. (5). Pervasiveness: The information must be disseminated to all who need to know it. Scientific Criteria for Judging the Worth of Evaluative Informati (1). Accuracy: The information should be factually correct and free from errors. (2). Objectivity: The information should be collected and interpreted in an unbiased ‘manner. (3). Reliability: The information should be consistent and reproducible, (4). Validity: The information should measure what itis intended to measure. (5). Internal_validity: the information must he “true”. A more accurate way is to state that there must be a close, if not one-to-one, correspondence between the information and phenomena it represents. Hamid Sehar Writer +92 316 8560 735, QW esses External_validity: refers to the “generalize ability: of the information, Does the information hold only for the sample from which it was collected or for other groups for the same group at other times as well? o. 1 Evaluation can be used by educational managers to Improving Management through Eval make decisions about educational programs and processes. It can be either decision-oriented or goal- oriented. Decision-oriented tion focuses on providing rs make decisions. This type sony fet wnt cet of differe imo or to assess the impact of a new pest S information to ted evaluation focuses on assessing whether im or process is meeting its goals. This type of Ge i aes is often used to develop and refine programs and to ensure that they are aligned with the overall goals of the organization. To improve management through educational managers should: (@. Use evaluation to inform their decision-making. ii). Set clear goals for programs and processes. (ii). Use evaluation to assess whether programs and, processes are meeting their goals. Use evaluation to develop and refine programs and processes. evaluation, cr Steps In Improve Management Through Evaluation To improve management through evaluation: (). Set clear goals and objectives. Q). Collect data regularly. (3). Use a variety of data collection methods. (4). Analyze the data carefully. (5). Use the findings to make informed decisions Example: © r#sateumatcon A school district is considering implementing a new math program. The district could use evaluation to collect data on the effectiveness of the program in other districts, The district could also use evaluation to assess whether the program meets the district's specific goals for math education. By using evaluation to inform its decision-making, the district can inctease the likelihood of choosing a program that is effective and meets its needs, Q rmrieterdoemstiom Created by Hamid Sehar 2p hamidseharO@[Link]Prepared by: Mr. Hamid Sehar # QW esses Role of Evaluation © #82316 8560735 Purposes of Evaluation The role of evaluation is to permit appropriate educational decisions to be made, The making of any single decision is always a complex process it includes four stages: (1). Becoming aware that decision is needed. Becoming aware that decision is needed is the first element of the decision making structure 2). Designing the decision situation, Once the need for decision is evident, the decision maker must design the situation to be proceeded. Stufflebeam suggest a six-step process for such processing The six steps are: (H. State the decision situation in question form, ). Specified authority and responsibility for making the decision, Formulate decision alternatives, Specify criteria which will be employed in assessing alternatives, (¥). Determine decision rules for use in selecting an alternative, Estimate the tinting of the decision ( @). After designing the situation, the aetual coding the decision altemative is the third stage of therdecision process. The steps involved in choosing an alternative include (@). Obtaining informatio Applying cccsiondies, Reflection, and Confirmation of indicated choice or recycling. ¢ (4), Acting upon the chosen alternative The fourth stage, that of acting on the chosen alternative involves four steps: oO. Fixing responsibility for implementation of the chosen objective, Operationalizing the selective altemative, Reflecting on the efficacy of the operationalized alternative, and Executing the operationalized altemative or recycling. O: % Evaluation determines the value of educational efforts Evaluation provides @ sound basis for judgments and conclusions. Evaluation continually processes and programs of education, Evaluations enable schools and school systems to diagnose difficulties and avoid destructive upheavals, Evaluation improves the ability of the staffand lay citizens to plan and effect improvements in the ‘educational systéms. Evaluation en: chool systems to test new in problems. ensures improving Improvement and Feedback Quality Assurance Effectiveness and Efficiency ().__ Policy Development (8). Research and Knowledge Building (9). Resource Allocation (10). Accountability to Funders (i). Continous Learning fo (12). Risk Management (13). Performance Measurement (14). Innovation and Adaptation (15). Educational Improvement HAMID SEHAR YOUR WELL-WISHER Hamidsehar0@[Link] « Any attempt to edit, modify, or make fy; sins as ne von per wile consent sly roi ‘and may result in legal action Created by Hamid Sehar 2p hamidseharO@[Link]