Allama Iqbal open university,Islamabad.

Name: Rehana Kousar

Program/Level: MA Special Education
Title/Course : Educational Administratin and Supervision (845)

Semester : Autumn 2022

Assignment -01

Q.1 Critically analyze the functions of two wings (the Secretriat and the
Directorate) in the federal department of education.
Ans-
Ministry of Professional and Technical Training was established in July 2011 in
the wake of 18th Amendment. Some of the Departments/Organizations
previously under MOLM and MOE were placed under this Ministry. Supreme
Court of Pakistan in its Judgment dated 25th November, 2011 directed that in
view of insertion of Article 25-A in the Constitution, the Federal Government
cannot absolve itself from the responsibility of providing Education to its
citizens.
In the light of Supreme Court Judgment, a Summary was moved to Prime
Minister of Pakistan who was pleased to approve the renaming of Ministry as
“Ministry of Education and Training” which was duly notified by the Cabinet
Division on 24th July, 2012.Subsequently, the Council of Common Interest (CCI)
in its meeting held on 8th November, 2012 endorsed the renaming of Ministry
and approved its functioning with the subjects already assigned to it.
On reorganization of Federal Secretariat the Ministry renamed as Ministry of
Education, Trainings & Standards in Higher Education vide Cabinet Division’s
notification No. 4-8/2013-Min-I dated: 07th June, 2013.
On 19th June, 2014 Ministry has now renamed as Ministry of Federal
Education and Professional Training vide Cabinet Division’s notification No. 4-
10/2011-Min-I dated: 19th June, 2014.
Vision
“Developing Pakistan as a progressive and prosperous country by providing all
citizens a fair and equal opportunity to receive quality education and skills to
achieve optimum potential”
Mission Statement
“To develop human resources by ensuring equal access and educational
excellence across Pakistan”
Values

 Integrity – above board

 Pursuit of excellence – in our work
 Team work – breaking silos
 Innovation – ideas for transformational change
 Sense of responsibility – to citizens

Functions

 National cohesion on education policies and reforms, and

focusing national attention on education issues
 Lead Educational Standard setting
 Leading programs of national importance to ensure equity and
cohesion
 Leading international cooperation and coordination on
education matters
 Achieve universal literacy in the country
 Integration of Religious Educational Institutions
 Collect, analyze and disseminate information on key education
indicators including student learning assessments and
education financing
 Manage, supervise and implement formal education in schools
and colleges under ICT through the Federal Directorate of
Education
 Registration & regulation of Private Educational Institutions in
ICT and enforcement of relevant rules & regulations on private
education sector
 Contribute to the education of young through a value system
based on the Scout Promise and Law
 Lead a coordination of academic evaluation across Pakistan,
especially for quality in large scale student exams through the
Inter Board Committee of Chairmen (IBCC)
Wings

 Human Resource Management, Finance and Coordination

 Policy Development, Planning and Evaluation
 International Coordination and Special Initiatives
 Skill Development & Non-formal Education
 Formal Education

Q.2 Compare "regional/national and international planning" and "structural

planning/sectoral planning."
Ans-
The new regional policy in Norway
Regional problems in Norway have tended to stem from the vulnerability of
communities and
local economies faced with population loss, the lack of diverse economic
activities and small
size local business markets. After the Second World War we have witnessed a
widespread
out-migration from the peripheral areas in Norway, especially from the
northern part of the
country, to the Oslo area and the urban areas on the west coast. Problems
with unemployment
and low per capita income have been of less moment, due to the extensive
support for public
services traditionally provided by the government. The level and direction of
this support in
Norway can explain why a distinction is made between the “narrow” and the
“broad” regional
policy. The first is synonymous with the business- and economic development
measures
associated with regional policy in other Western Europe countries. However, in
Norway
regional problems have been so closely linked to national economic growth
that a regional
element has been adopted for many government sector policies. This broad
regional policy
has been crucial for regional development, since public services such as
transport,
communications, education and health all have extensive impact on the
continuing viability of
communities in sparsely populated areas (Aalbu et al 1999). Many of the
sectors are now
seeking more cost efficient solutions and are closing down their public services
in the
marginal areas (Berg 2000).

The main aim of Norwegian regional policy in this period has been to maintain
the
fundamental features of the existing settlement pattern and to ensure equality
in living
conditions in all parts of the country (St meld nr 31 1996- 1997). This aim has
served as a
vision for regional policy and regional planning. But it has always been vague
what these
fundamental features of the existing settlement pattern are, and the definition
has changed
through time. However, the aim has had the power of a broadly accepted
doctrine (Faludi

1999), and has thus had an impact on which means have been defined as
adequate in the
situation and period in question. Today, the aim still has broad acceptance, but
maybe only as
rhetoric, because the central government now deliberately reduces its role in
regional
policymaking and implementation. In the regions a strong national top-down
policy and a
correspondingly weak bottom-up policy is now to be replaced by a more
constructive
amalgamation of the two types of policy. The consequence is that the regions
have to take a
stronger responsibility for their own development. But what is a region in the
Norwegian
regional planning and development context?
Responsibility for the regional policy in Norway is divided between ministries,
sector
organisations and local authorities. The 19 counties and most of the 435
municipalities
actively stimulate regional and local development, and the counties and many
of the
municipalities receive funding for this purpose from the Ministry of Local
Government and
Regional Development.

However there is now a White paper (St meld nr 31 2000-2001), which tries to
create a more
clear division of work and responsibility between levels and sectors involved in
regional
planning and development. Here, the 19 appointed county governors and their
staffs shall
coordinate the regional state activities, and do the legal control of the
activities of the
municipalities. The 19 county municipalities and their councils of elected
politicians are
getting an extended responsibility for regional planning and development, and
the central
government are taking over the responsibility for the hospitals from the county
municipalities
from 2002. The municipalities shall continue to be important producers of
welfare state
services (mainly primary education and health and social care), but the central
government
intends to give them more freedom in doing so. In this way the counties are
given a stronger

role to play in regional planning and development, and the central government
and the
municipalities a stronger position in the production of welfare state issues.
Thus the 19
counties municipalities must be regarded as the formal regions in the new
regional planning
and development policy in Norway; however, the new policy will stimulate
amalgamation of
counties into bigger regions (St meld 31 2000-2001).

The local government structure in Norway is under reconsideration, and one

option is to
reduce the number of municipalities and counties. Among the arguments used
to support this
reform is the need for more cost-effective public service production, and an
assumption that
bigger units can facilitate better planning and co-ordination of this production.
On the other
hand there is a strong resistance to the reform, and one of the arguments is
the need for local
democratic policy-making units where people feel they belong and where they
can influence
decision-making. Lack of democracy is used as an argument against bigger
units.

In developing the new regional policy Norway has looked to the Structural
Funds for
inspiration, and the county councils in co-operation with various public actors
at regional
level are now preparing regional development programs. But still the most
important agent for
business support is the Fund for Industrial and Regional Development. This
fund has
gradually developed its regional organisation, and has offices in all counties.
This
organisation can be regarded an attempt by central government to by-pass
local government
through the direct appointment of single-task, dedicated agencies,
accountable primarily to
their paymaster – that is central government (Raco 1999). In this way the role
of national
actors has been strengthened at cost of the County Councils, which is the
opposite of the trend
in Denmark, Finland and Sweden (Aalbu et al 1999:169).
6

When discussing these questions we have to keep in mind that Norway on an

international
scale can be presented as a reluctant reformer (Olsen 1996). The reforms in
Norway have
tended to be incremental, and in this tradition the regionalisation process has
been going on
for a long period, without any fundamental structural decisions being made.
Compared with
many other countries, there have been no large and comprehensive
administrative policy
changes in Norway, due to a majority acceptance of a large public sector and
to a corporate
network with a strong union participation, among other factors. Public
expenditure is now
around 45 percent of the GNP, and it was around 50 percent in 1990. Norway
has so far not
had a fundamental discussion on the role of the government and the optimal
distribution of
tasks between the public sector and the private sector. Because of the large
national income
from the oil, a cutback in the public sector has not been necessary for financial
reasons.
In theory the new regionalism is something more than a process of political-
administrative
decentralisation. Regionalisation is a process of regional development,
transformation of the
state, and of adding governance to the local government structure. The main
purpose of the
new regional policy is seemingly to further co-ordination between sectors and
levels through a
broad process of learning in the regions, which is supposed to lead to regional
empowerment.

In the Norwegian regional context the “new” regional policy raises many
practical questions,
linked to theoretical paradoxes and dilemmas. Is a constructive balance
between top-down
and bottom-up policy really possible in a political structure with a dominant
vertical and
sectored power? Can government and governance policy be integrated in the
same institution,
or do we need one government structure (municipalities and counties), and
one governance
structure (inter municipalities and inter counties)? Can allocate planning be
integrated with
innovative planning of regional economic development in the same planning
system, or do we
need separate systems? I do not intend to give a complete answer to all these
questions, but I

shall try to discuss how well the existing planning system in Norway is able to
meet the
challenge of empowering political regions as part of our new regional policy.

Empowering regions as a political will forming process

There seem to be two main regulation regimes in the debate about regional
development
(Jessop 1995a, 1995b and 1997). A top-down regime based on instrumental
rationality,
Fordist mass production, mass consumption and a Keynesian welfare state.
Since the late
1980s there has been a shift towards a bottom-up regime based on
communicative rationality,
entrepreneurial post-Fordist flexible accumulation regime and a
Schumpeterian “workfare
state” (MacLeod and Goodwin 1999a and 1999b). The new regional policy
tries to combine
the two regimes, and the region is increasingly viewed to be the most
appropriate level at
which to situate a number of political economic capacities (Amin and Thrift
1995). But
according to Keating (1996: 15) there is no regional level of government in
Europe, since a
government (in the traditional sense of the word) at such a level is not possible
in a world
where the link between territory and political power has been so attenuated.
We cannot see
the region because it is an interpretation of events. Yet there is a reinvention
of political
space, as the European states restructure. Collective identities are reformed,
and new systems
of collective action emerge.

In regional policy and theory, there is a growing awareness of the need for
regional
empowerment between globalisation and internationalisation at the
supranational level, and
mobilisation and innovation at the regional and local level. One characteristic
of empowered
regions is that the social learning process and the extensive partnership
between the public,
private, and voluntary sectors exist both inside and outside the geographical
region. This does
not mean that empowered regions are units that are more or less independent
of superior

government and external enterprises and that lagging regions are units that
are strongly
dependent on support from the national government and external enterprises.
Regions are
dependent on a widespread interaction with their surroundings, but the
balance of power can
easily become asymmetric. The achievement of an appropriate balance of
power between the
regions and their surroundings is probably one of the most difficulty tasks in
regional
development work. Both private enterprises and public governments can easily
become
dominant and send the region into a dependency relationship (Friedmann
1992, Friedmann
and Weaver 1979). This kind of dependency relationship can imply that actors
outside the
region take important decisions and actions regarding the region, and that
people in the region
are not actively involved in the learning process. In this way the regions can
enter a vicious
circle and over time weaken their own capability for facing new challenge

Q.3 In our educational institutions, what is the current status of human

relations? Critically examine.
Ans-
Human Relations in School System and Importance of Relationships in
Teaching Learning Process
A discipline within resource management which addresses interpersonal
behaviors. Factors that are considered include leadership; communication;
team building; and negotiation, facilitation and mediation abilities. The
concept of Human Relations is generally defined as the capacity to interact and
work well with other people individuals. It looks at social dynamics at both the
individual and group level and tackles how they can complement each other to
work effectively. There are numerous problems and challenges when it comes
to conflicts within human relations, which factor in a range of dynamics and
individual criteria. However some major issues which are common to most
situations are:
1. Self esteem
2. Mutual respect
3. Group Dynamics
4. Communication skills
5. Motivation
Most problems that may occur can be traced back to the lack of any one or a
combination of the above skills or positive situation.
Human relationship is an interpersonal relationship and association between
two or more people that may range from fleeting to enduring. Human
relationships are formed on different circumstances; it could be cultural, social
family, friendship, work and social groups. Leadership and human relation go
side by side, you cannot choose between them, and you have to choose them
altogether.
Relationships involve some level of interdependence between two parties and
people in a relationship tend to influence each other by different means; share
their thoughts and feelings, and engage in activities together with trust.
Educational leadership depends on human relation, it all about relationship at
every level, Relationship with teaching staff, administrative staff and students.
Without good relation with teacher it is impossible for a leader to achieve good
academic result. Without the help of administrative staff and teachers it is
almost impossible to run a school in proper order, teachers are the soul of a
school and without the help of them the school would be a chaos. Therefore
good relations between leader and his school teachers are very important for
the improvement of school and the over-all performance of teachers.

Relation between Headmaster-teacher:

Leadership is all about relationship, there is a good leader behind every
successful task, and tool of every successful leader is good human relationship.
A leader inspires other with his character and earned the trust with whom he
interact. He gives respect to his staff members and treats them like a family.
He knows the problems of staff members and helps them at the time of crisis.
Teacher-student Relation:
Teacher student relationship is also very important. A good relation between
them will lead the school to better performance and academic achievements,
which will be success on the part of leader, therefore it is the responsibility of a
leader to provide them better environment where teacher and students could
develop better relationship. Get together from time to time and tour of
teachers and students outside the school. Arrange co-curricular activities in the
school where teacher and student both participate.
Teacher-Parent Relation:
Teacher parent relationship is vital to achieve better academic results and
enhance the performance of students. Because the students spend more time
at home then at school, so it is important for a teacher to guide the parents
about the strengths and weaknesses of their child. So it is the responsibility of
a leader to organize teacher-parent meetings on regular basis to develop
better relationship between them.

Q.4 Discuss in detail monitoring systems at the district level

AnsMonitoring and evaluation
Monitoring and Evaluation (M&E) is a combined term for the processes set up
by organizations such as companies, government agencies, international
organisations and NGOs, with the goal of improving their management of
outputs, outcomes and impact. Monitoring includes the continuous
assessment of programmes based on early detailed information on the
progress or delay of the ongoing assessed activities.[1] Evaluation involves the
examination of the relevance, effectiveness, efficiency and impact of activities
in the light of specified objectives.[2]
Monitoring and evaluation processes can be managed by the donors financing
the assessed activities, by an independent branch of the implementing
organization, by the project managers or implementing team themselves
and/or by a private company. The credibility and objectivity of monitoring and
evaluation reports depend very much on the independence of the evaluators.
Their expertise and independence is of major importance for the process to be
successful.
Many international organizations such as the United Nations, USAID, the World
Bank group and the Organization of American States have been utilizing this
process for many years. The process is also growing in popularity in the
developing countries where the governments have created their own national
M&E systems to assess the development projects, the resource management
and the government activities or administration. The developed countries are
using this process to assess their own development and cooperation agencies.
Evaluation

The M&E is separated into two distinguished categories: evaluation and

monitoring. An evaluation is a systematic and objective examination
concerning the relevance, effectiveness, efficiency, impact and sustainabilities
of activities in the light of specified objectives. The idea in evaluating projects is
to isolate errors in order to avoid repeating them and to underline and
promote the successful mechanisms for current and future projects.
An important goal of evaluation is to provide recommendations and lessons to
the project managers and implementation teams that have worked on the
projects and for the ones that will implement and work on similar projects.
Evaluations are also indirectly a means to report to the donor about the
activities implemented. It is a means to verify that the donated funds are being
well managed and transparently spent. The evaluators are supposed to check
and analyze the budget lines and to report the findings in their
work. Monitoring and Evaluation is also useful in the Facilities [Hospitals], it
enables the donors such as WHO and UNICEF to know whether the funds
provided are well utilized in purchasing drugs and also equipment in the
Hospitals.

Monitoring

Monitoring is a continuous assessment that aims at providing all stakeholders

with early detailed information on the progress or delay of the ongoing
assessed activities. It is an oversight of the activity's implementation stage. Its
purpose is to determine if the outputs, deliveries and schedules planned have
been reached so that action can be taken to correct the deficiencies as quickly
as possible.
Good planning, combined with effective monitoring and evaluation, can play a
major role in enhancing the effectiveness of development programs and
projects. Good planning helps focus on the results that matter, while
monitoring and evaluation help us learn from past successes and challenges
and inform decision making so that current and future initiatives are better
able to improve people's lives and expand their choices.
Differences between monitoring and evaluation

In monitoring, the feedback and recommendation is inevitable to the project

manager but in evaluation, this is not the case. The common ground for
monitoring and evaluation is that they are both management tools. For
monitoring, data and information collection for tracking progress according to
the terms of reference is gathered periodically which is not the case in
evaluations for which the data and information collection is happening during
or in view of the evaluation. The monitoring is a short term assessment and
does not take into consideration the outcomes and impact unlike the
evaluation process which also assesses the outcomes and sometime longer
term impact. This impact assessment occurs sometimes after the end of a
project, even though it is rare because of its cost and of the difficulty to
determine whether the project is responsible for the observed
results. Evaluation is a systematic and objective examination which is
conducted on monthly and/or yearly basis, unlike Monitoring, which is a
continuous assessment, providing stakeholders with early information.
Monitoring checks on all the activities on the last [implementation stage]
unlike Evaluation which entails information on whether the donated funds are
well managed and that they are transparently spent.
ImportanceAlthough evaluations are often retrospective, their purpose is
essentially forward looking. Evaluation applies the lessons and
recommendations to decisions about current and future programmes.
Evaluations can also be used to promote new projects, get support from
governments, raise funds from public or private institutions and inform the
general public on the different activities
The Paris Declaration on Aid Effectiveness in February 2005 and the follow-up
meeting in Accra underlined the importance of the evaluation process and of
the ownership of its conduct by the projects' hosting countries. Many
developing countries now have M&E systems and the tendency is growing.
Performance measurement-The credibility of findings and assessments
depends to a large extent on the manner in which monitoring and evaluation is
conducted. To assess performance, it is necessary to select, before the
implementation of the project, indicators which will permit to rate the
targeted outputs and outcomes. According to the United Nations Development
Programme (UNDP), an outcome indicator has two components: the baseline
which is the situation before the programme or projectbegins, and the target
which is the expected situation at the end of the project. An output indicator
that does not have any baseline as the purpose of the output is to introduce
something that does not exist yet.
Q.5 Analyze internal and external problems of finanacing.
Ans-
Financial Analysis
Financial analysis is the process of evaluating businesses, projects, budgets,
and other finance-related transactions to determine their performance and
suitability. Typically, financial analysis is used to analyze whether an entity is
stable, solvent, liquid, or profitable enough to warrant a monetary
investment.

Understanding Financial Analysis

Financial analysis is used to evaluate economic trends, set financial policy,
build long-term plans for business activity, and identify projects or companies
for investment. This is done through the synthesis of financial numbers and
data. A financial analyst will thoroughly examine a company's financial
statements—the income statement, balance sheet, and cash flow statement.
Financial analysis can be conducted in both corporate finance and investment
finance settings.

One of the most common ways to analyze financial data is to calculate ratios
from the data in the financial statements to compare against those of other
companies or against the company's own historical performance.

For example, return on assets (ROA) is a common ratio used to determine how
efficient a company is at using its assets and as a measure of profitability. This
ratio could be calculated for several companies in the same industry and
compared to one another as part of a larger analysis.

Corporate Financial Analysis

In corporate finance, the analysis is conducted internally by the accounting
department and shared with management in order to improve business
decision making. This type of internal analysis may include ratios such as net
present value (NPV) and internal rate of return (IRR) to find projects worth
executing.

Many companies extend credit to their customers. As a result, the cash receipt
from sales may be delayed for a period of time. For companies with large
receivable balances, it is useful to track days sales outstanding (DSO), which
helps the company identify the length of time it takes to turn a credit sale into
cash. The average collection period is an important aspect of a company's
overall cash conversion cycle.

A key area of corporate financial analysis involves extrapolating a company's

past performance, such as net earnings or profit margin, into an estimate of
the company's future performance. This type of historical trend analysis is
beneficial to identify seasonal trends.

For example, retailers may see a drastic upswing in sales in the few months
leading up to Christmas. This allows the business to forecast budgets and
make decisions, such as necessary minimum inventory levels, based on past
trends.

Investment Financial Analysis

In investment finance, an analyst external to the company conducts an
analysis for investment purposes. Analysts can either conduct a top-
down or bottom-up investment approach. A top-down approach first looks
for macroeconomic opportunities, such as high-performing sectors, and then
drills down to find the best companies within that sector. From this point,
they further analyze the stocks of specific companies to choose potentially
successful ones as investments by looking last at a particular
company's fundamentals.

A bottom-up approach, on the other hand, looks at a specific company and

conducts a similar ratio analysis to the ones used in corporate financial
analysis, looking at past performance and expected future performance as
investment indicators. Bottom-up investing forces investors to
consider microeconomic factors first and foremost. These factors include a
company's overall financial health, analysis of financial statements, the
products and services offered, supply and demand, and other individual
indicators of corporate performance over time.

Types of Financial Analysis

There are two types of financial analysis: fundamental analysis and technical
analysis.

Fundamental Analysis

Fundamental analysis uses ratios gathered from data within the financial
statements, such as a company's earnings per share (EPS), in order to
determine the business's value. Using ratio analysis in addition to a thorough
review of economic and financial situations surrounding the company, the
analyst is able to arrive at an intrinsic value for the security. The end goal is to
arrive at a number that an investor can compare with a security's current price
in order to see whether the security is undervalued or overvalued.

Technical Analysis

Technical analysis uses statistical trends gathered from trading activity, such
as moving averages (MA). Essentially, technical analysis assumes that a
security’s price already reflects all publicly available information and instead
focuses on the statistical analysis of price movements. Technical analysis
attempts to understand the market sentiment behind price trends by looking
for patterns and trends rather than analyzing a security’s fundamental
attributes.

Examples of Financial Analysis

As an example of fundamental analysis, Discover Financial Services reported
its fourth quarter 2021 diluted earnings per share (EPS) at $3.64. That was a
significant gain from the fourth quarter of the previous year, when Discover
reported a diluted EPS of $2.59.1 A financial analyst using fundamental
analysis would take this as a positive sign that the intrinsic value of the
security is increasing.

With that information, analysts may raise their forecasts of the company's
future performance. These consensus changes, or "estimate momentum,"
may be used to predict future prices.

For example, during January 2022, the consensus among analysts for
Discover's projected 2022 estimated EPS was raised from 13.49 to 13.89, a
2.45% increase over the average estimates a month prior. Of the 15 analysts
who made predictions, 13 raised their targets and only 2 lowered them.

Why Is Financial Analysis Useful?

The goal of financial analysis is to analyze whether an entity is stable, solvent,
liquid, or profitable enough to warrant a monetary investment. It is used to
evaluate economic trends, set financial policy, build long-term plans for
business activity, and identify projects or companies for investment.

How Is Financial Analysis Done?

Financial analysis can be conducted in both corporate finance and investment
finance settings. A financial analyst will thoroughly examine a company's
financial statements—the income statement, balance sheet, and cash flow
statement. One of the most common ways to analyze financial data is to
calculate ratios from the data in the financial statements to compare against
those of other companies or against the company's own historical
performance. A key area of corporate financial analysis involves extrapolating
a company's past performance, such as net earnings or profit margin, into an
estimate of the company's future performance.

What Is Fundamental Analysis?

Fundamental analysis uses ratios gathered from data within the financial
statements, such as a company's earnings per share (EPS), in order to
determine the business's value. Using ratio analysis in addition to a thorough
review of economic and financial situations surrounding the company, the
analyst is able to arrive at an intrinsic value for the security. The end goal is to
arrive at a number that an investor can compare with a security's current price
in order to see whether the security is undervalued or overvalued.

What Is Technical Analysis?

Technical analysis uses statistical trends gathered from market activity, such
as moving averages (MA). Essentially, technical analysis assumes that a
security’s price already reflects all publicly available information and instead
focuses on the statistical analysis of price movements. Technical analysis
attempts to understand the market sentiment behind price trends by looking
for patterns and trends rather than analyzing a security’s fundamental
attributes