Organizational Leadership

Submitted By: Warda Ahmed

Submitted To: Sir Hamid Ali Nadeem

Roll No: CF503549

Program: PGD (ELM)

Semester: Spring 2021

Course Code: 1646

Assignment 2
Department of Educational Planning, Policy Studies and Leadership

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

 Assignment no. 2

Q.1 Explain first phase of change process i.e. motivating change. Also describe different
key elements of this phase.

Initially a popular concept, current ITSM thinking criticizes Lewin’s model for being too
simplistic and abstract to manage change in a real way. In today’s speedy, complex, and
dynamic landscape of enterprise IT, the three-step model provides limited actionable
guidance. Still, understanding these steps provides an essential view into change
management, so let’s have a look.

What is the 3 Stage Model of Change?

A leader in change management, Kurt Lewin was a German-American social psychologist in

the early 20th century. Among the first to research group dynamics and organizational
development, Lewin developed the 3 Stage Model of Change in order to evaluate two areas:

• The change process in organizational environments

• How the status-quo could be challenged to realize effective changes

Lewin proposed that the behavior of any individual in response to a proposed change is a
function of group behavior. Any interaction or force affecting the group structure also
affects the individual’s behavior and capacity to change. Therefore, the group environment,
or ‘field’, must be considered in the change process.

The 3 Stage Model of Change describes status-quo as the present situation, but a change
process—a proposed change—should then evolve into a future desired state. To understand
group behavior, and hence the behavior of individual group members during the change
process, we must evaluate the totality and complexity of the field. This is also known
as Field Theory, which is widely used to develop change models including Lewin’s 3 Stage
Model.
The 3 Stages of Change
Let’s look at how Lewin’s three-step model describes the nature of change, its
implementation, and common challenges:

Step 1: Unfreeze

Lewin identifies human behavior, with respect to change, as a quasi-stationary equilibrium

state. This state is a mindset, a mental and physical capacity that can be almost absolutely
reached, but it is initially situated so that the mind can evolve without actually attaining that
capacity. For example, a contagious disease can spread rapidly in a population and resist
initial measures to contain the escalation. Eventually, through medical advancement, the
disease can be treated and virtually disappear from the population. Lewin argues that
change follows similar resistance, but group forces (the field) prevent individuals from
embracing this change. Therefore, we must agitate the equilibrium state in order to
instigate a behavior that is open to change. Lewin suggests that an emotional stir-up may
disturb the group dynamics and forces associated with self-righteousness among the
individual group members. Certainly, there are a variety of ways to shake up the present
status-quo, and you’ll want to consider whether you need change in an individual or, as in a
company, amongst a group of people.

Let’s consider the process of preparing a meal. The first change, before anything else can
happen, is to “unfreeze” foods—preparing them for change, whether they’re frozen and
require thawing, or raw food requiring washing. Lewin’s 3 Step Model believes that human
change follows a similar philosophy, so you must first unfreeze the status-quo before you
may implement organizational change.

• Determining what needs to change.

• Survey your company.
• Understand why change is necessary.
• Ensuring support from management and the C-suite.
• Talk with stakeholders to obtain support.
• Frame your issue as one that positively impacts the entire company.
• Creating the need for change.
• Market a compelling message about why change is best.
• Communicate the change using your long-term vision.

Step 2: Change

Once you’ve “unfrozen” the status quo, you may begin to implement your change.
Organizational change in particular is notoriously complex, so executing a well-planned
change process does not guarantee predictable results. Therefore, you must prepare a
variety of change options, from the planned change process to trial-and-error. With each
attempt at change, examine what worked, what didn’t, what parts were resistant, etc.
During this evaluation process, there are two important drivers of successful and long-term
effectiveness of the change implementation process: information flow and leadership.

• Information flow refers to sharing information across multiple levels of the

organizational hierarchy, making available a variety of skills and expertise, and
coordinating problem solving across the company.
• Leadership is defined as the influence of certain individuals in the group to achieve
common goals. A well-planned change process requires defining a vision and
motivation.

The iterative approach is also necessary to sustain a change. According to Lewin, a change
left without adequate reinforcement may be short-lived and therefore fail to meet the
objectives of a change process.
During the Change phase, companies should:

• Communicate widely and clearly about the planned implementation, benefits, and
who is affected. Answer questions, clarify misunderstandings, and dispel rumors.
• Promote and empower action. Encourage employees to get involved proactively with
the change, and support managers in providing daily and weekly direction to staff.
• Involve others as much as possible. These easy wins can accumulate into larger wins,
and working with more people can help you navigate various stakeholders.

Step 3: Refreeze

The purpose of the final step—refreezing—is to sustain the change you’ve enacted. The goal
is for the people involved to consider this new state as the new status-quo, so they no
longer resist forces that are trying to implement the change. The group norms, activities,
strategies, and processes are transformed per the new state. Without appropriate steps
that sustain and reinforce the change, the previously dominant behavior tends to reassert
itself. You’ll need to consider both formal and informal mechanisms to implement and
freeze these new changes. Consider one or more steps or actions that can be strong enough
to counter the cumulative effect of all resistive forces to the change—these stronger steps
help ensure the new change will prevail and become “the new normal”.

In the Refreeze phase, companies should do the following:

• Tie the new changes into the culture by identifying change supports and change
barriers.
• Develop and promote ways to sustain the change long-term. Consider:
• Ensuring leadership and management support and adapting organizational
structure when necessary.
• Establishing feedback processes.
• Creating a rewards system.
 • Offer training, support, and communication for both the short- and long-term.
Promote both formal and informal methods, and remember the various ways that
employees learn.
• Celebrate success!

Lewin’s 3 Stage Model of Change provides an intuitive and fundamental understanding of

how changes occur, in context of the social behaviors observed at an individual and
collective level within a group. Since the theory was first introduced in 1951, change
management has taken both supportive and opposing directions. This is a vital reminder:
when modern-day change management frameworks are not working for specific use cases
and business needs, consider these fundamentals of understanding social behavior in light
of change.

Q2.Compare and contrast role culture and task culture in an organization.

Employees decide what best they can do and gladly accept the challenge. Every individual is
responsible for something has to take responsibity of the work assigned to him. Nowadays
in most organizations there is role culture. It is the specialization of employee to a job where
they are the best. By having the role culture in an organization, it should increase the
productivity. This is a functional structure and it is also a divisional structure.

The task culture:

The task culture is to put the right people together and then give them a task. This type of
culture is teamwork. The people with more knowledge and experience will lead this type of
culture in an organization and bring the teams together to work towards the same goal.

Decisions are made quickly because people are able to discuss with each other freely. Staff
feels motivated because they are allowed to make decisions within their team.

This is a matrix structure.

The difference between role culture and task culture is that one is individual and the other
one is teamwork. In a role culture power comes from the personal position whereas in the
task culture the power is derived from the team.
2) There are three main organizational structures:

Functional:

The first advantage is the specialization where each unit operates as a type of independent
with specific role. Employees develop specialized knowledge. They become experts within
their functional area. The company will benefit from their expertise and experience over
time.

Then we have like advantage the Efficiency and Productivity.

It is where a worker completes a tasks with a high level of speed and efficiency, which
improves productivity. The employees may be highly motivated to advance their careers,
which may also make them more productive. The disadvantage is a lack of teamwork where
employee may have difficulty working well with other units. And if they have to work with a
team it can be a problem where specialized workers can not be agree with others. Difficult
Management Control can also be a problem where management can maintain control when
the organization expands. If management doesn’t control it, the different department can
think that they have autonomy.

Matrix

A Matrix structure organisation contains teams of people created from various sections of
the business. These teams will be created for the purposes of a specific project. At every
new project there a new team. The advantages of a matrix are that workers are chosen
according the needs of the project. Project manager are directly responsible. While the
disadvantages can be in conflict between teams mate. And if team have lot of independence
it can be difficult to monitor them

Task B

According to John Ivancevich and Michael Mattson, the major factors that influence
individual differences are demographic factors, abilities and skills, perception, attitudes and
personality.

Demographic Factors:
The demographic factors are socio economic background, education, nationality, race, age,
sex, etc. companies prefer persons that belong from good socio economic-background, well
educate. Young and dynamic professionals that have good educational and effective
communication skills are always in great demand. The demographic factor helps managers
to select future candidates for job.

Abilities and Skills:

The physical capacity of an individual can be the ability. Skill is the ability to act in a way to
perform well. The individual behaviour and performance is highly influenced by ability and
skills. The managers plays vital role in matching the abilities and skills of the employees with
the particular job requirement.

Perception:

It is the process that interprets external environment stimuli. But they are different reasons
that can influence the perception of persons. The study of perception plays important role
for the managers. It is important for mangers to create the positive work environment so
that employees notice them in most favourable way. Employee would perform better within
a good environment.

Attitude:

Attitude is the best way to succeed in life. It is the tendency to respond positively to object,
persons or situation. Employees will perform better if they have a positive attitude. They
should have the attitude to work with their heart for the company. Job should be a prayer
for people.

Personality:

It is the study of the characteristics and distinctive traits of an individual. Heredity, family,
society, culture and situation are factors that influence personality. It’s the manner to
respond in an environment. Personality offers opportunity to understand the persons. It
helps them by motivating them for the accomplishment of the organizational goal. Every
organisation demands a particular type of behaviour from their employees. All these factors
are important. Let’s take an example when a company offers a job of helper. The manager
should look the physical capacity of the man before employing him. There are many others
example we can make. Individual behavior is very important for an organization because if
the manager chooses right workers, his workforce will increase.

TASK C

There are three types of leadership; the autocratic, democratic and the “laissez faire”.
Melanie seems to use the autocratic leadership style. This leadership is characterized by an
individual control over all decisions and little contribution from group members. Autocratic
leaders naturally make choices based on their own ideas and hardly accept others
suggestions. They control the groups. She makes the decision. Melanie is a leader where she
doesn’t want to hear “NO” or “WHY” when she tells what workers have to do. I think an
autocratic attitude is good for the organization because when Melanie has to make a
decision it is direct. But by having this attitude, the workforce is falling down. She doesn’t
have direct connection with his employees; she only gives instruction through officers. The
communication is only one side. There is not really a relation between workers and Melanie.
Workers have lost interest in theirs jobs that’s why the labour turnover is high. Furthmore
employee fear Melanie. This situation was created by the instauration of a powerfull
discipline of work. As we know, employee should have some flexibility of work. Melanie has
just run after high productivity, she didn’t take care about the condition of her employee.
She should have know that automatically if the workers are not happy the productivity
would decrease. But Melanie didn’t see that this way she had prefer to take new workers
than keeping the ancient one. Which has result to a high labour turnover. Having an
autocratic leadership is also good because it helps the company to take decision quickly.
This kind of leadership is mostly present in most Small medium companies.

2) There is a problem in Melanie’s department. To change this, as an HR we can use

“Maslow’s hierarchy of need model”. Abraham Maslow developed where humans have “five
needs which will fulfill their needs. Humans need begin with needs, which are vital to
survive, and then one by one he try to satisfy higher needs. The needs are as follows:

Physiological needs

Safety needs
Relationship needs,

Self-esteem needs

Self-actualization needs.

In order to improve the organizational performance, it is vital that the company recognizes
the individual need and provides openings for satisfaction for workers. At Innovative Prods
Ltd., the worker works with fear because if they do something wrong they can be fired and
also Melanie has establish a high power discipline. It can be result into a poor productivity.
The most basic needs for an employee is to have a decent pay so he can live and make his
family living.

The safety needs to be fulfilled by having a security of work tomorrow. As we know there is
a high level of labour turnover. The relationship need is very important because employees
should have a direct contact with their boss. They constantly need to know that their boss is
counting on them. They should fell valued. But Melanie does not even talk to her employee.
She should start interaction with them so that the motivation level can increase. Melanie is
proud of her productivity but she doesn’t reward her employees and the need of
recognition could enable them to have be valued into this company. Melanie should
understand and appreciate her labor’s efforts rather than staying apart from them.

To improve motivation:

Esteem needs: Management can reward employees on accomplishing and reaching their
targets. Or simply increasing their salary. Social needs: management can encourage
teamwork Self-actualization needs: the management can propose professions in which the
employees’ skills and competencies are fully utilized. However, Maslow’s hierarchy has
some limitations in this case. For example, the eight workers may not have any safety needs
with regards to their work. Herzberg’s theory of motivation could be applied to the present
case. For instance, a motivator would be to receive feedback on their performance. And
then Melanie has to talk to her workforce about their performance.
Q.3 Teachers Unions in Pakistan play their roles in achievement of departmental goals
or personal objectives. Discuss please

Teachers are considered as the builders of the nations and Teachers Associations as the
integral part of education system. Teachers' Associations are the organizations of teachers
which keep teachers united and work for the betterment of According to Nelis (2001) the
availability of Teachers Associations in educational institutions play positive role in
promoting the quality of education. They work for the professional development of
teachers, introduce new trends and innovations, create awareness among teachers to face
new challenges and work regularly for the betterment of educational institutions. Teachers'
associations work for the best possible working conditions and collective interest of
teachers (Loyo 2001). They solve various problems of teachers, help them in their
promotion and transfer, demand possible attractive wage for them and make efforts for
reducing work load of teachers. According to Masenya (2013) Teachers' Unions play their
vital role in school system and they cannot be isolated from school system. They are
considered as an integral part of education system due to their many-fold purposes. They
usually demand for more teachers to provide best teaching facilities. They mostly demand
for more budgets for developmental activities at school. They also create opportunities of
cocurricular activities for the overall development of students

Teachers' Associations provide great support to teachers when they face problems (Ager
and Pyle 2013). Teachers cannot defend their rights individually. They generally face great
problems in their promotion, transfer and other official works. The collective voices of these
associations enable them to get their due rights and to provide them support whenever
they are in trouble. According to Han (2012) Teachers' Associations play their vital role to
increase salaries of their members so that they will fulfill their needs easily and will perform
their duties. Associations generally work for decreasing working hours and increasing wages.
It means that these associations want to maximize the well-being of their members
(Lovenheim 2009). As the work load and responsibilities of teachers increasing day by day
due to new approaches and new styles of teaching. The numbers of students in classrooms
are also increasing rapidly. In such circumstances teachers need more facilities for teaching
purposes. Association can get such facilities for teachers from the authorities. On the other
hand the economical conditions also changing rapidly and the demands of human being
increasing. Teachers' community also needs economical growth for their survival being a
respectable portion of the society. Associations provide them a platform to raise their
collective voice for the betterment of their life style. Teachers' Unions extended their voices
for issues related to standard-of-living (Haas 2010) .

According to Rosenfeld (2010) Teachers' Unions struggle for their dignity, benefits and for
their rights. The united forum of teachers provide them strength as union is strength which
enable them acquire their rights and dignity in a most convenient way. Like other unions,
teachers' unions also have the right to defend their rights and to raise their collective voice
for justice, equality and dignity. Harman (1984) reported that teachers' associations can play
their important role during educational policy making process because these associations
can easily exert pressure on authorities for developing attractive and more useful
educational policies. Educational policies must be developed with the help of expert
teachers as they are well aware of the needs and requirements of education system.
According to a famous proverb “Every man does his business well”, teachers' responsibilities
can contribute well during educational policy making. According to Eberts (2007) teachers'
associations work to improve working conditions of teachers, enhance job security and raise
teachers' salaries. Almost all the unions of the world keep the same fundamental rules.
Their foremost duty is to increase their salary, to get job security, to reduce work load and
to achieve their rights. Teachers' associations also follow these rules for the betterment of
their members. Many teachers are organized in various associations because they cannot
face all the challenges alone. These associations provide them support on local level,
national and global levels (Beltran 2012). Teachers' associations provide support to their
members, that is why most teachers join associations to solve their problems through their
association leaders.

According to Kleiner and Petree (1988) teachers' unions increase salaries of their members
through political and bargaining means. Many teacher associations and political parties
support each other. With the help of political parties associations increase the wages and
facilities of their members. Rottmann (2008) suggested that teachers' associations defend
the rights of teachers and public education. Associations are helpful in spreading and
developing public education. They mostly work for the rights of teachers and solve the
problems of their members. Pansiri (2013) highlighted that Government with the help of
teachers' associations can easily focus on reformation activities through professional
development of teachers. Education system needs regular reforms and positive changes
with the passage of time. Teachers' associations provide great support to government for
bringing reforms in education system. Without the associations' support it becomes very
difficult for government to bring reformations. According to Dinardo and Lemieux (1997)
associations reduce inequality among the wages of teachers and standardizing the pay level
among workers. According to Kingdon and Muzammil (2008), the important role of
teachers' associations is the development of professional honesty and the resistance of
professional misconduct.

Q.4 Write in detail the evolution or organizational behavior with reference to different
theories.

A major responsibility—perhaps the major responsibility—of managers is to make

organizations operate effectively. Bringing about effective performance, however, is no easy
task. As Nadler and Tushman note:

Understanding one individual’s behavior is challenging in and of itself; understanding a

group that’s made up of different individuals and comprehending the many relationships
among those individuals is even more complex. Imagine, then, the mind-boggling
complexity of a large organization made up of thousands of individuals and hundreds of
groups with myriad relationships among these individuals and groups. Despite this difficulty,
however, organizations must be managed. Nadler and Tushman continue:

Ultimately the organization’s work gets done through people, individually or collectively, on
their own or in collaboration with technology. Therefore, the management of organizational
behavior is central to the management task—a task that involves the capacity
to understand the behavior patterns of individuals, groups, and organizations,
to predict what behavioral responses will be elicited by various managerial actions, and
finally to use this understanding and these predictions to achieve control.
The work of society is accomplished largely through organizations, and the role of
management is to see to it that organizations perform this work. Without it, the wheels of
society would soon grind to a halt.

What Is Organizational Behavior?

The study of the behavior of people in organizations is typically referred to as organizational

behavior. Here, the focus is on applying what we can learn from the social and behavioral
sciences so we can better understand and predict human behavior at work. We examine
such behavior on three levels—the individual, the group, and the organization as a whole. In
all three cases, we seek to learn more about what causes people—individually or
collectively—to behave as they do in organizational settings. What motivates people? What
makes some employees leaders and others not? Why do groups often work in opposition to
their employer? How do organizations respond to changes in their external environments?
How do people communicate and make decisions? Questions such as these constitute the
domain of organizational behavior and are the focus of this course.

To a large extent, we can apply what has been learned from psychology, sociology, and
cultural anthropology. In addition, we can learn from economics and political science. All of
these disciplines have something to say about life in organizations. However, what sets
organizational behavior apart is its particular focus on the organization (not the discipline) in
organizational analysis. Thus, if we wish to examine a problem of employee motivation, for
example, we can draw upon economic theories of wage structures in the workplace. At the
same time, we can also draw on the psychological theories of motivation and incentives as
they relate to work. We can bring in sociological treatments of social forces on behavior,
and we can make use of anthropological studies of cultural influences on individual
performance. It is this conceptual richness that establishes organizational behavior as a
unique applied discipline. And throughout our analyses, we are continually concerned with
the implications of what we learn for the quality of working life and organizational
performance. We always look for management implications so the managers of the future
can develop more humane and more competitive organizations for the future.

For convenience, we often differentiate between micro- and macro-organizational

behavior. Micro-organizational behavior is primarily concerned with the behavior of
individuals and groups, while macro-organizational behavior (also referred to
as organization theory) is concerned with organization-wide issues, such as organization
design and the relations between an organization and its environment. Although there are
times when this distinction is helpful, it is always important to remember that in most
instances we learn the most when we take a comprehensive view of organizational behavior
and integrate these two perspectives. That is, issues such as organization structure can
influence employee motivation. Hence, by keeping these two realms separate we lose
valuable information that can help us better understand how to manage organizations.

Building Blocks of Organizations

Understanding the behavior of people at work is fundamental to the effective management

of an organization. Obviously, a number of factors come together to determine this
behavior and its organizational consequences. In order to understand the origins and
characteristics of these factors, it is necessary to have a model that organizes and simplifies
the variables involved. We offer such a model here in the hope that it will bring some order
to the study of this subject. The model can be considered in two parts.

A Model of Management and Organizational Behavior

The first part of the model is the simple recognition of organizational inputs and outcomes.
That is, organizations receive inputs from the external environment in the form of capital,
raw materials, labor, community or government support, and so forth. In addition,
organizations experience or produce certain outcomes, including (1) organizational goal
attainment, (2) group performance and effectiveness, and (3) individual performance and
effectiveness. Thus, organizations and the people in them exist in a constant state of flux,
receiving and transforming inputs from the environment and returning those transformed
inputs in the form of finished goods and services, return on stockholders’ equity, salaries
that are paid to employees, and so forth. It is, in short, a dynamic system. The second aspect
of the model is the organization itself and all of its parts. One way to understand the
complexity of organizations is to think of them simply as a set of building blocks, including:
Individuals and groups. Organizations are collectives of individuals and groups working to
pursue common objectives. Their members come from various backgrounds and have
varying abilities and skills, differing motivational levels, and different ambitions. Within the
organizational context, these people must communicate, make decisions, show leadership,
and handle power and organizational politics as they carry out their assigned activities.

Tasks and technology. In addition to variations among individuals and groups, we must
recognize variations in the technology of the workplace. That is, how does the work actually
get done? Technology includes both the actual design of jobs and the tools and techniques
used in manufacture (e.g., robotics and expert systems).

Organization design. Putting together these factors—individuals and groups and tasks—is
the subject of organization design. That is, how do we structure an organization so it
effectively coordinates and controls employee behavior to facilitate performance?

Organizational processes. In addition to people, machines, and structure, we must

recognize a series of organizational processes, such as leadership, communication, decision-
making, power and politics, and so forth. The processes largely determine the nature and
quality of interpersonal and intergroup relations within the workplace and, as such,
influence ultimate organizational performance.

Management. Finally, the glue that holds these building blocks together is the character of
management. Throughout this text, we shall see numerous examples of how the degree of
managerial effectiveness and prowess have determined the success or failure of a venture.
We shall take a managerial view throughout our survey of organizational behavior.

There have been many attempts to provide a differentiation between leadership and
management over time. While they are not the same thing, they are necessarily linked, and
complementary. Any effort to separate the two is likely to cause more problems than it
solves and as business evolved the content of leadership and management has changed.
The emergence of the “knowledge worker,” and the profound differences that this causes
the way business is organized. With the rise of the knowledge worker, one does not
‘manage’ people, and instead the task is to lead people and the goal is to make productive
the specific strengths and knowledge of every individual.
 These five variables, then, will constitute the primary ingredients of this book. We shall
proceed sequentially, beginning with individual behavior and moving to group and
intergroup behavior and finally to organization design and structure. On the basis of this, we
will turn to a consideration of several of the more important organizational processes.
Finally, we will look to the future and examine ways that organizations can continue to
develop and improve their workforces and the organization as a whole. Throughout, the
roles of technology and management will be considered. Also, throughout, we will
blend theory with research and practice.

1. Discuss the role of management in the larger societal context.

2. What do you think the managers of the future will be like?

3. Identify what you think are the critical issues facing contemporary management. Explain.

4. What is the role of the behavioral sciences in management and organizations?

Organizational behavior is the study of people in organizations. It can be studied on a micro

level, which focuses on individual or group behavior, or on a macro level, which focuses on
organization-wide actions and events. A model of organizational behavior is presented,
consisting of five building blocks: individuals and groups, tasks and technology, organization
design, organizational processes, and management.

Q.5 In the Pakistani context, what are different management problems in an

educational organization?

Critical analysis of the problems of education

The education system of Pakistan despite of towering claims and plans faces the following
problems which are critically analyzed below;

3.1 Lack of uniformity

The system of education in Pakistan according to Iqbal (1981) is not based on uniform
principles [5]. Different systems of education are simultaneously working in the country. The
curriculum is also not uniformed which has given birth to different schools of thoughts. For
example there is a world of difference between the attitudes of students coming out from
the public educational institutions, Deeni Madaris and the few private elite institutions. This
trend has accelerated the pace of polarization in the society. According to Zaki (1989) this is
the result of divisive Pakistani education system [1]. This system has created a huge gap
among the nation and even has deeply penetrated into the cultural veins of the nation. The
recent wave of terrorism and the increasing sectarian division are the logical consequences
of this divided system of education. As a result of this current polarized system of education
there has occurred a great social division in the society on political, social and economic
grounds rather than unity among the people which is cutting knee deep the ideological and
social foundation of the nation leading towards further divisions on linguistic and regional
grounds which can poetentailly damage the social cohesion and fabric of the society.

3.2 Education without direction

A sound education system is essential for every nation of the world [8]. Every nation
develops its generation on the basis of vigorous training and education on social, political,
economic and ideological grounds. Pakistani education system due being directionless and
weak has not been able to develop and guide its people on sound political and social
grounds. There is lack of cohesion in the system and it is more prone towards general
education which does not bring any skilled manpower to the market. Resulting there is
increasing unemployment. This situation may promote sense of deprivation among the
masses [9]. Due to this there is cultural and political unrest in the society. Besides, there is
lack of educational opportunities for science and technology. In this way the development
of thinking, reasoning and creativity of students is not being polished.

3.3. Outdated curricula

utdated curricula Curriculum is the tool through which the goals of education are achieved.
The curriculum of education in Pakistan does not meet the demands of the current times. It
is an old and traditional curriculum which compels the learners to memorize certain facts
and figures without taking into consideration the reality that education is the holistic
development of an individual. It places much emphasis on the psychology of the learner as
well which cannot be negated in the process of teaching and learning. The objectives of
education must be developed the psychological, philosophical and sociological foundations
of education. The present educational curriculum of Pakistan does not meet these modern
standards of education and research. Hence this curriculum is not promoting the interest of
the learner for practical work, research, scientific knowledge and reflective observation,
rather, it emphasizes on memory and theory .

3.4 Lack of professional development of teachers

Training is essential for quality performance. Teaching is a challenging job. There is lack of
training opportunities for teachers in Pakistan. Although there various teacher training
institutes in the country. These institutes are either not well resourced or being poor run
due to lack of fund and trained human resource such trainers and administrators. There are
no proper training standards in the available training institutes around the country. Most of
the training institutes have been closed down due to lack of funds. The courses being run in
the teacher education intuitions are outdated and very traditional which does not enhance
the skills, motivation and quality of teachers.

3.5 Lack of quality teachers

ck of quality teachers Teacher is the backbone of education system. The quality of teachers
in Pakistani schools is deplorable. According to a UNESCO report, the quality of the teachers
and instruction in schools is of low quality [5]. This situation is grimmer in remote parts of
Punjab, Sindh and Baluchistan where even there are no teachers available in schools.
Research has found that teachers do not use new methods and strategies of teaching and
learning [3]. Majority of the teachers do not know about lesson planning which renders
them incapable of dealing with various problems in the process of teaching and learning.
Teachers encourage cramming of the materials by students. Students do not know the use
of libraries in educational institutions. Thus the reading habits are decreasing among the
students. Teachers are highly responsible for all this mess. It is their professional
responsibility to guide the students towards book reading. Teachers rely on lecture methods
which do provide an opportunity to students to participate in the process of education as
active member. They only note does the information and memorize this just to pass the
examination. Thus students are evaluated on the basis of memorization of facts and
information rather than performance.
3.6 Alarming dropouts

Due to lack of effective management of schools there is lack of discipline in schools and
other educational institutions which leads to high scale dropouts of students. This trend has
increased to such an extent that there are now 40 lac students out of school due to drop out
in Pakistan. This trend according to Hayes (1989) is due to partly the punishment in schools,
poor motivating or unattractive school environment and partly due to weak parenting on
the part of parents [11]. Child labour and poverty is also one of the reasons for dropouts
form schools. An estimated 30 percent of children enrolled in primary education reach to
the matric level. This trend in Pakistan has added to the low literacy rate as well.

3.7 System of examination

Examination is the evaluation of student’s learning. It should be based on qualitative and

quantitative techniques to comprehensively evaluate the performance of students. The
standards must ensure validity and reliability of the procedures used in the assessment
process. The basic aim of assessment is to evaluate the performance of students. The
examination system of Pakistan is not only outdated but it also does not have the quality to
evaluate the performance of learners comprehensively. The examination system of Pakistan
tests only the memory of students. It does not evaluate them in all aspects of learning [3].
Moreover, the examinations are influenced by external and internal forces which have
encouraged the trend of illegal practices such as unfair means. As a result of this the
examination system promotes rote learning and cramming which negates the role of high
intellectual power of learners in the education process such as critical thinking, reflection,
analytical skills and so on. It does not measure the actual achievements and performance of
students.

3.8 Poor supervisory standards

The role of supervision is to explore weaknesses or faults of teachers and showing a harsh
treatment in form of transfers to remote areas or even termination from services [12].
Supervision is the monitoring of teaching and learning. Through effective supervision
techniques the process of teaching and learning could be improved. The system of school
supervision is aimless. There is not only lack of supervisory activities in schools but the
process of supervision itself does not bring any positive results for teachers and students.
Supervision system is concerned with controlling and harassing the teachers rather than
providing help and guidance for improvement of performance.

3.9 Internal and external influences

Education system in Pakistan is not free from external and internal influences. Externally the
system has been made hostage to political interference and internally it is plagued by the
bureaucratic manipulations [13]. There is a greater favoritism and nepotism in matters of
transfers, appointments and promotions. Due to this the basic infrastructure of the
education system in Pakistan has affected.

3.10 Lack of resources

Education resources such as books, libraries and physical facilities are important for smooth
running of educational process. There are despairingly no facilities of books, libraries and
reading materials in all educational institutions of the country. Besides, there are
overcrowded classrooms, inadequate teachers and ill-equipped laboratories. This entire
grim situation has resulted in a despair and low standard education system [4].

3.11 Policy implementation

Since the inception of Pakistan a number of education policies were created. There has been
lack of political will on the part of successive government to implement the policies
vigorously. The policies were highly ambitious but could not be implemented in true letter
and spirit. There has been problem of corruption, lack of funds and gross inconsistency in
successive planning on the part of various political regimes in Pakistan. Moreover, in the
overall policy formulation teachers have been ignored. They are regarded as unimportant
element which has led to alienation between the teachers and the system of education.

3.12 Low budgetary allocation for education

Finance is considered the engine of any system. The education system of Pakistan has been
crippled mainly due to scarce finance. The successive governments have been giving less
than 2.5 percent budget to the education sector which is not sufficient for the growing
educational needs of the nation in the present changing times. In many of the developing
regional countries such as Sri Lanka and Bangladesh the budgetary allocation for education
has increased. But in Pakistan it is declining day by day [7]. According to International Crisis
group, Pakistan is amongst the 12 countries in the world that spent less than 2 percent of
their GDP on education sector [3]. With this insufficient budgetary allocation, the country is
hardly going to meet the targets of universalization of primary education as a signatory to
the Dakar Conference’s MDG goals by 2015 and onward.

3.13 Corruption

Among other causes, corruption is the main contributing factor which has deeply affected
the education system of Pakistan [8]. There is a weak system of check and balances and
accountability which has encouraged many criminal elements to misappropriate funds, use
of authority illegally and giving unnecessary favors in allocation of funds, transfers,
promotions and decision making. According to Transparency International, Pakistan is
included in the list of the most corrupt countries of the world [3]. Due to low salaries,
teachers in search of decent life standards and to keep their body and soul together attempt
to unfair means in the examination and matters relating to certificates, degrees and so on.