Q.

1 Why situational analysis is so necessary in the development of population education

program? Briefly discuss the planning process.

ANALYSIS OF OUR PRESENT EDUCATION SYSTEM

Though the education system has attracted a considerable attention, it is difficult to ascertain any
deterioration in its quality as well as quantity. There has been manifold increase in the number of
educational institutions. The government is spending much more than it was in the past but the
results are still not satisfactory. The parents blame the teachers, teachers the students and
students, in turn, shift the entire responsibility to the system and society. To ascertain the erosion
of education standards, it is important to analyse the education system as follows:

 Basic Ingredients.
 Major Weaknesses.
 Effects of Existing Education System.

Basic Ingredients

The educational pyramid consists of three distinct stages – Elementary, Secondary/Higher

Secondary and Higher Education.

a. Elementary Education. Designed from 5 to 12 years of age to impart universal literacy and
explore hidden talent among the students from class I to 8. Elementary education employs
regional languages as medium of instruction. Rural areas confront low enrolment, weak turnout,
weak infrastructure and inadequate facilities, whereas urban institutions are overcrowded and
located in unhealthy environment. This crucial stage of a child’s learning is overloaded with
stereotypical academic curriculum basically aiming at providing primary inputs for higher
education. The syllabus provides no opportunity for arts, crafts and pre-vocational exposures.

Secondary and Higher Secondary Education. Secondary and Higher Secondary stage is an
integral part of the growth package for an individual towards his intellectual, research and
professional excellence, coincides with adolescence stage (a delicate and sensitive phase of
human development) which requires calculated guidance with logical reasoning. The existing
curriculum at this stage is again information oriented, predominantly bookish and theoretical in
nature, which does not develop a child as to the demands of either the society or work place. The
students thus lack exposure to practical and creative work. Soon after their secondary schooling,
many of them begin to search for a clerical type of job. At present, 60-80% of students in
secondary classes are enrolled in arts subjects, which leads through an aimless general education
that has very little acceptance in our agro-based controlled economy. Thus, a pattern of supply
rather than demand-orientation in terms of instructions at secondary and higher secondary levels
is further accentuating the dropouts either before or during this critical learning period.

Higher Education. This commences at the age where the element of coercion fades away and
students are motivated enough to pursue serious studies and possess abilities for
academic/intellectual growth. There are basically stages of scholarly activities at higher
education. These are B.A, M.A and the M.Phil. /Ph.D. The first one introduces the field of
specialisation, the second the mastery of same field and the third carries students into new
advanced fields through independent study and original research work. Under the present
educational environment, higher education is producing academics instead of practitioners as
there is virtually no concept or avenue for the use of higher learning of certain subjects in our
society. Since thinking process and creation of knowledge remains quite restricted without
proper experience and experiments and therefore, higher education without practice cannot be
truly useful.

MAJOR WEAKNESSES

Lack of Quality Education. The most important problem being faced by our educational system
is that of quality education. The major factor being over-crowding in the classes i.e. 80 students
or more are handled together in a small room. The teaching staff is also unable to pay individual
attention to their students; this naturally leads to indiscipline and deterioration of standards in the
class.

Untrained Teachers. Unfortunately non-availability of qualified and properly trained teachers

also retarded the expansion of literacy rate by adversary affecting the establishment of new
educational institution as well as the quality of education in existing institutions. In a nationwide
study in Pakistan in 1995, teachers with less than Matric level education could not answer 30%
of questions based on grade four textbooks.

Large Number of Dropouts. Socio-economic factor is a major reason for a large number of
dropouts of students even before completing their primary/middle standards. Economic pressures
force a student to assist the family to increase family income at the expanse of his education.
Other contributing factors in this regard are :

 A dislike for school subjects.

 Unsatisfactory student-teacher relationship.
 A history of school failures.
 Non participation in school activities.

Female Education. Literacy rate of female in Pakistan is half of that of males. Primary reasons
for this are:

 Male dominance, cultural biases, and ages old tribal traditions.

 Girls are often required to help with household work of the family.
 Lack of conveniently located schools and separate schools for girls.
 Non availability of female teacher’s. In Pakistan female teachers at primary level are 25%
of total teachers.
 Inflexible hours of schooling and irrelevant curricula.

Non Involvement of Community. Nationalisation of schools in the 1970’s, without adequate

community participation in the running of schools, had led to a major deterioration in the quality
of education.
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Non Participation of Private Sector. Insufficient government facilities do not cater for
requirements of the country. In rural areas, where literacy rate is at the lowest, no worth while
participation of the private sector exists.

Illdiversification of Courses. It is imperative that a wide choice of subjects be made available to

the students at the beginning of 9th class to suit their individual needs, aptitude and
temperaments. It is unfortunate that most of our education is of a general and academic nature.
Therefore there is an intellectual drought. The general academic nature, no doubt, helps in
broadening the vision and creating a general consciousness of the happenings around us, but it is
seldom of any use in carrying out the practical affairs of life successfully in the complex society
of today.

Allocation of Funds. UNESCO has recommended that 4% of the G.N.P, is a reasonable amount
to be spent by the developing countries on education, whereas Pakistan presently is spending
about 2.2% of G.N.P on education. Infact Pakistan is the only country in South Asia, where
expenditure on education, as a percentage of G.N.P, has fallen since 1990.

Evaluation System. Prevalent examination system is marred by a number of evils. Tests are
based on end of cycle certification rather than periodic tests. Dangerous trend of cheating and
manipulation has also crept in the system.

Language. Our education system suffers from a precarious struggle between education in
English and Urdu. Presently, there are two standards of education each basing on one language.

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Other Factors

Out of meagre amount spent on education, a huge portion is wasted through corrupt and
inefficient system. According to a survey by Army Rs 1.5 billion per year were embezzled in
head of teacher’s salaries.

52% of teachers in Pakistan use physical punishment.

Curriculum of primary education is not in line with our objectives and national aspirations.

Textbooks are sub standard and generally are not in conformity with the specifications/standards
set by the curriculum bureau.
Political unrest and unhealthy political activities amongst students adversely affect education.
It’s however limited to beyond primary and secondary levels.

School timings for the year do not take into account agriculture cycles, which limits attendance
in rural areas.

Narrow research base in the universities.

h. Non-employability of educated youth.

j. Ineffective role of media.

k. Education not being used at all for social change.

l. Learning less in substance and more in volume.

Effects of Existing Education System

Lack of National Aspirations. The development of education is confronted with just about all
problems that can be found anywhere in the world. A long detailed description of objectives and
aspirations of all educational policies since 1947-98 magnifies the confusion as it has always
been set in the absence of definite National Goals.

Waste of Effort. The present education system does not prepare a student for the challenges of
the life rather it only prepares him for examination. At the same time huge amount is spent on
sending individuals abroad for higher studies and research but the country does not have
requisite means and infrastructure to benefit from their higher standards on their return, thus the
higher qualification become a mere status symbol with no advantage to the country and no
satisfaction to the individuals academic aspirations.

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Loss of Inherited Trade. Most of our students come from the working class. The present system
of education detaches them from their ancestral trade/business and imparts them a general
education though at times it may be very sophisticated education. These youth are ultimately a
loss to their trades, to their parents, to the society and to themselves as well. The present system
of education is systematically producing a large number of unemployed, frustrated and dejected
youth.

Unemployment. Education policies in the past made an effort to give an industrial bias to
education. Hence a number of polytechnics and commercial colleges were opened throughout the
country. The result is that now we have a daring situation of unemployment among technically
qualified. Moreover trade and industry field in the country is still not sufficiently developed to
absorb these trained people.
Q. 2 Define management. Is management and art or science give arguments in support of
your answer?

Management as Science

Yes, Science is a systematic body of knowledge pertaining to a specific field of study that
contains general facts which explains a phenomenon. It establishes cause and effect relationship
between two or more variables and underlines the principles governing their relationship. These
principles are developed through scientific method of observation and verification through
testing. Science is characterized by the following main features: 1. Universally acceptance
principles – Scientific principles represents basic truth about a particular field of enquiry. These
principles may be applied in all situations, at all time & at all places. E.g. – law of gravitation
which can be applied in all countries irrespective of the time. Management also contains some
fundamental principles which can be applied universally like the Principle of Unity of Command
i.e. one man, one boss. This principle is applicable to all type of organization – business or non
business. 2. Experimentation & Observation – Scientific principles are derived through scientific
investigation & researching i.e. they are based on logic. E.g. the principle that earth goes round
the sun has been scientifically proved. Management principles are also based on scientific
enquiry & observation and not only on the opinion of Henry Fayol. They have been developed
through experiments & practical experiences of large number of managers. E.g. it is observed
that fair remuneration to personal helps in creating a satisfied work force. 3. Cause & Effect
Relationship – Principles of science lay down cause and effect relationship between various
variables. E.g. when metals are heated, they are expanded. The cause is heating & result is
expansion. The same is true for management, therefore it also establishes cause and effect
relationship. E.g. lack of parity (balance) between authority & responsibility will lead to
ineffectiveness. If you know the cause i.e. lack of balance, the effect can be ascertained easily -in
effectiveness. Similarly if workers are given bonuses, fair wages they will work hard but when
not treated in fair and just manner, reduces productivity of organization. 4. Test of Validity &
Predictability – Validity of scientific principles can be tested at any time or any number of times.
They stand the test of time. Each time these tests will give same result. Moreover future events
can be predicted with reasonable accuracy by using scientific principles. E.g. hydrogen &
oxygen will always give water. Principles of management can also be tested for validity. E.g.
principle of unity of command can be tested by comparing two persons – one having single boss
and one having 2 bosses. The performance of 1st person will be better than 2nd. It cannot be
denied that management has a systematic body of knowledge but it is not as exact as that of other
physical sciences like biology, physics, and chemistry etc. The main reason for the inexactness
of science of management is that it deals with human beings and it is very difficult to predict
their behavior accurately. Since it is a social process, therefore it falls in the area of social
sciences. It is a flexible science & that is why its theories and principles may produce different
results at different times and therefore it is a behavioral science. Ernest Dale has called it as a
Soft Science.
Management as Art

Art implies application of knowledge & skill to trying about desired results. An art may be
defined as personalized application of general theoretical principles for achieving best possible
results. Art has the following characters – 1. Practical Knowledge: Every art requires practical
knowledge therefore learning of theory is not sufficient. It is very important to know practical
application of theoretical principles. E.g. to become a good painter, the person may not only be
knowing different colour and brushes but different designs, dimensions, situations etc to use
them appropriately. A manager can never be successful just by obtaining degree or diploma in
management; he must have also know how to apply various principles in real situations by
functioning in capacity of manager. 2. Personal Skill: Although theoretical base may be same for
every artist, but each one has his own style and approach towards his job. That is why the level
of success and quality of performance differs from one person to another. E.g. there are several
qualified painters but M.F. Hussain is recognized for his style. Similarly management as an art is
also personalized. Every manager has his own way of managing things based on his knowledge,
experience and personality, that is why some managers are known as good managers (like Aditya
Birla, Rahul Bajaj) whereas others as bad. 3. Creativity: Every artist has an element of creativity
in line. That is why he aims at producing something that has never existed before which requires
combination of intelligence & imagination. Management is also creative in nature like any other
art. It combines human and non-human resources in useful way so as to achieve desired results.
It tries to produce sweet music by combining chords in an efficient manner. 4. Perfection through
practice: Practice makes a man perfect. Every artist becomes more and more proficient through
constant practice. Similarly managers learn through an art of trial and error initially but
application of management principles over the years makes them perfect in the job of managing.
5. Goal-Oriented: Every art is result oriented as it seeks to achieve concrete results. In the same
manner, management is also directed towards accomplishment of pre-determined goals.
Managers use various resources like men, money, material, machinery & methods to promote
growth of an organization. Thus, we can say that management is an art therefore it requires
application of certain principles rather it is an art of highest order because it deals with moulding
the attitude and behavior of people at work towards desired goals. 6. Work by effectively.
manager manage all problem in every environment so this is not science, it is an art that how he
manage every problem of organization in every environment.

Management as both Science and Art

Management is both an art and a science. The above mentioned points clearly reveals that
management combines features of both science as well as art. It is considered as a science
because it has an organized body of knowledge which contains certain universal truth. It is called
an art because managing requires certain skills which are personal possessions of managers.
Science provides the knowledge & art deals with the application of knowledge and skills. A
manager to be successful in his profession must acquire the knowledge of science & the art of
applying it. Therefore management is a judicious blend of science as well as an art because it
proves the principles and the way these principles are applied is a matter of art. Science teaches
to ’know’ and art teaches to ’do’. Example. a person cannot become a good singer unless he has
knowledge about various ragas & he also applies his personal skill in the art of singing. Same
way it is not sufficient for manager to first know the principles but he must also apply them in
solving various managerial problems that is why, science and art are not mutually exclusive but
they are complementary to each other (like tea and biscuit, bread and butter etc.). The old saying
that ―Manager are Born‖ has been rejected in favor of ―Managers are Made‖. It has been aptly
remarked that management is the oldest of art and youngest of science. To conclude, we can say
that science is the root and art is the fruit.
 Q. 3 What is the difference between in-service and distance training program and what is
the use of distance education?

In-Service Training
In Service Training (IST) Programme
As part of the reform process initiated by the TVET Sector Support Programme, an innovative
scheme for In Service Training for TVET teachers has been developed. Contrary to the usual
class room training with teacher centered lessons, this innovative training was based on assisted
IT learning, where the participants have to surf the internet and prepare their lesson plans. This is
supplemented by the provision of educational theories and practical tools for lesson delivery. The
entire training takes 4 weeks including 2 weeks of self-learning, where the participants need to
accomplish specific tasks.

Establishing E-Learning Centers

This training programme, launched in 2011, was implemented through 19 e-Learning Centers set
up across the country. Initially more than 100 e-tutors were trained as multipliers to train further
teachers. The e-Learning Centers are still functioning in close cooperation with the provincial
Technical Education and Vocational Training Authorities (TEVTAs) and Punjab Vocational
Training Council (PVTC) under the umbrella of National Vocational & Technical Training
Commission (NAVTTC).

The following e-Learning Centers have been established

 6 centers in Punjab

 4 centers in Sindh

 4 centers in Khyber Pakhtunkhwa and FATA

 1 center in Balochistan

 1 center in Azad Jammu & Kashmir

 1 center in Gilgit-Baltistan

 1 center in Islamabad Capital Territory

 As many as 8500 TVET teachers across the country have attended this special training by
December 2015. These E-Learning Centers will be utilized for the future trainings of the TVET
teachers by the partner organizations.

Distance Education for Teacher Training: Modes, Models, and Methods

Distance Education for Teacher Training: Modes, Models, and Methods builds on EDC’s
extensive international and domestic experience in the field of distance education and gathers
research and lessons learned from numerous programs in over 100 nations and territories to help
distance education policymakers, planners and designers develop distance education systems
focused on producing high-quality teachers.

Whether upgrading ―un-trained‖ teachers’ existing skills, providing teachers with enrichment or
continuing education opportunities or helping teachers gain advanced degrees or certification,
nations across the globe are increasingly turning to distance education as a convenient, flexible
and multimodal avenue for teacher education.

Distance Education for Teacher Training focuses on the following areas:

 Modes of distance education—types of distance-based delivery systems and their strengths and
weaknesses from print to digital gaming to online learning to mobile technologies
 Models of distance education for teacher training programs—actual examples of various
programs from each continent
 Methods or best practices necessary to develop a high-quality distance education program

Unlike most distance education books, this guide focuses less on policy and funding, and almost
exclusively on building high-quality teaching and learning within a distance-based system. With
over 200 web references to existing programs and technology tools; an annotated reference
section of distance-based resources; and an extensive glossary of terms and bibliography, this
guide is a valuable resource for those interested in not just distance education but technology and
professional development.
Q.4 what are the condition for successful monitoring system? Discuss the monitoring
mechanism in detail.

Monitoring is the systematic and routine collection of data during project implementation for the
purpose of establishing whether an intervention is moving towards the set objectives or project
goals. In this case, data is collected throughout the life cycle of the project. The data collection
tools are usually embedded into the project activities in order to ensure that the process is
seamless. There are several types of monitoring in M&E and they include process monitoring,
technical monitoring, assumption monitoring, financial monitoring and impact monitoring.
Process monitoring/ physical progress monitoring
In process monitoring, routine data is collected and analyzed in order to establish whether the
project tasks and activities are leading towards the intended project results. It authenticates the
progress of the project towards the intended results. This kind of monitoring measures the inputs,
activities and outputs. In other words, process monitoring answers the questions ―what has been
done so far, where, when and how has it been done?‖ Most of the data collected during project
implementation usually serves this kind of monitoring.

Technical monitoring
Technical monitoring involves assessing the strategy that is being used in project implementation
to establish whether it is achieving the required results. It involves the technical aspects of the
project such as the activities to be conducted. In a safe water project for example, physical
progress monitoring may show that there is little or no uptake of chlorination as a water
treatment strategy. Technical monitoring may establish that this could be a result of installing
chlorine dispensers at the water source and women are too time constrained that they have no
time to line up to get chlorine from the dispensers. This may prompt a change of strategy where
the project might opt for household distribution of bottled chlorine.

Assumption monitoring
Any project has its working assumptions which have to be clearly outlined in the project log
frame. These assumptions are those factors which might determine project success or failure, but
which the project has no control over. Assumption monitoring involves measuring these factors
which are external to the project. It is important to carry out assumption monitoring as it may
help to explain success or failure of a project1. For example, a project that was promoting the use
of contraceptives may realize that uptake of use of contraceptives has dropped. The drop in use
of the contraceptive could however, be attributed to increased taxation on the importation of
contraceptives in the country which makes them more expensive, rather than on project failure.
Financial Monitoring
Just like the name suggests, financial monitoring simply refers to monitoring project/ program
expenditure and comparing them with the budgets prepared at the planning stage. The use of
funds at the disposal of a program/project is crucial for ensuring there are no excesses or
wastages. Financial monitoring is also important for accountability and reporting purposes, as
well as for measuring financial efficiency (the maximization of outputs with minimal inputs).

Impact Monitoring
Impact monitoring is a type of monitoring which continually assesses the impact of project
activities to the target population. Indeed, impacts are usually the long term effects of a project.
However, for projects with a long life span or programs (programs have no defined timelines)
there emerges a need for measuring impact change in order show whether the general conditions
of the intended beneficiaries are improving or otherwise2. In this case, the manager monitors
impact through the pre-determined set of impact indicators. Monitoring both the positive and
negative impacts, intended and un-intended impacts of the project/program becomes imperative.
For example, in a Water and Sanitation program, there may be a need to monitor the change in
Under 5 Mortality in the program area over time. In this case, rather than being identified as an
impact evaluation, this would be identified as impact monitoring.
Monitoring Meaningful Task Involvement
The monitoring process involves observing the task involvement of respective groups of center
participants, usually no more than 10 participants at a time. Typically in center-based programs
participants are organized in specific groups, such as within classrooms or other specific
locations within an agency. In other cases, participants are present in one large room. Even in the
latter situations though usually there are staff assignments for respective participant groups (e.g.,
one staff person is responsible for participants sitting at certain tables and another staff person is
responsible for participants at other tables). However the groupings are arranged, one group of
participants is observed, then another, etc., until all groups have been observed.
The Monitoring Form for Meaningful and Nonmeaningful Task Involvement
Objectively and systematically monitoring meaningful task involvement in a manner that results
in quantifiable data is facilitated if a structured form is used to conduct the monitoring. A
prototypical monitoring form is represented in the illustration on a subsequent page. This type of
form has been used to monitor task involvement in a number of ABA investigations on
promoting meaningful task involvement in center-based programs
The monitoring form has four basic parts: demographic information (top part above the large box
on the form), behavior codes (top part within the box), the actual recording area where results of
the monitoring are marked (middle part of the box), and the data summarization part at the
bottom of the box. The demographic information is completed prior to initiating the monitoring
to identify the specific group of participants whose behavior will be observed, the date and time
of the monitoring, and the name of the person who is conducting the monitoring. The behavior
codes explain the abbreviations used within the recording area (see following sections). The
summarization section represents what is completed following the monitoring
Q .5 Discuss the impact of components of social system on population.
Some of the most important factors of social change are as under:
1. Physical Environment:
Certain geographic changes sometimes produce great social change. Climate, storms, social
erosion, earthquakes, floods, droughts etc., definitely affect social life and induce social change.
Human life is closely bound up with the geographical conditions of the earth.

Human history is full of examples that flourishing civilisations fell prey to natural calamities.
The distribution of population over various regions, the variations in the population densities, the
agricultural production, flora and fauna, the joys and hardships—all indicate a change when a
change in the physical environment occurs.

2. Demographic (biological) Factor:

Broadly speaking, demography is concerned with the size and structure of human population.
The social structure of a society is closely related with the changes in the size, composition and
distribution of population. The size of the population is based mainly upon three factors—birth
rate, death rate and migration (immigration and emigration).

The composition of population depends upon variables like age, sex, marital status, literacy etc.
Changes in demographic structure, which may be caused by changes in mortality rates, will
produce changes in the ratio of breadwinners to dependents.

Such a change can have consequences for the structure of family, kinship, political and other
institutions. The size of population affects each of us quite personally. Whether we are born into
a growing or a shrinking population has a bearing on our education, the age at which we marry,
our ability to get a job, the taxes we pay and many other factors.

3. Cultural Factor:
It is an established fact that there is an intimate connection between our beliefs and social
institutions, our values and social relationships. Values, beliefs, ideas, institutions are the basic
elements of a culture. Certainly, all cultural changes involve social change.

Social and the cultural aspects are closely interwoven. Thus, any change in the culture (ideas,
values, beliefs etc.) brings a corresponding change in the whole social order. Social institutions
cannot live on life shells within which life is extinct.

4. Ideational Factor:
Among the cultural factors affecting social change in modern times, the development of science
and secularisation of thought have contributed a lot to the development of the critical and
innovative character of the modern outlook. We no longer follow many customs or habits merely
because they have the age-old authority of tradition. On the contrary, our ways of life have
increasingly become on the basis of rationality.

Some writers have interpreted social change at ideational level and asserted that all social change
is ideational. They argued that ideas could influence the course of social change. For them,
ideational changes are important contributory factors to many or most types of social change.
Ideas and ideologies together are powerful motivating forces in social change.

5. Economic Factor:
Of economic influences, the most far-reaching is the impact of industrialisation. It has
revolutionised the whole way of life, institutions, organisations and community life. In
traditional production systems, levels of production were fairly static since they were geared to
habitual, customary needs. Modern industrial capitalism promotes the constant revision of the
technology of production, a process into which science is increasingly drawn.

The impact of industrialisation (science and technology) we can easily see on Indian family
system (joint family) and caste system. (For detailed analysis of the influence of economic
factor, see Marx’s views discussed in Economic Theory of Social Change).