Course: 8617|G6015|PLAN IMPLE. & EDU. MGT.

Semester:Autumn, 2022

Level: B.Ed

ASSIGNMENT No. 1

Name: Bibi Huma

Reg. No: 0000236123
 ASSIGNMENT No. 2

Q.1 Identify different modern technologies that may help in school mapping. (20)

Q.2 Explain the role of decision making in financing of higher education in Pakistan. Highlight different
factors which a planner should consider during the resources utilization (20)

Q.3 Critically review the various theories of organization with their basic assumptions.
(20)
Q.4 Explain the developing management control instruments. What are the effects of control on
educational employees in the context of Pakistan? (20)

Q.5 Give the requisite corrective action the educational manager should take to keep the cost down in
the construction of ideal secondary schools in your region. (20)
Q.1 Identify different modern technologies that may help in school mapping.

Learning methods are constantly improving, relying more and more on modern
technology. This advances communication, facilitates the acquiring of information
and makes it easier to explain the subject matter. These are only some of the ways
technology is used in education today.

Thanks to the educational methods of the 21st century, it is easier for the teachers
to impart knowledge, as well as recognize their students’ potential. On the other
hand, the students’ learning itself is hugely facilitated through the use of audio-
visual and interactive software and gadgets. This strategic synergy of technology
and teaching is what opens up new possibilities in education, and some methods
have stood out as especially noteworthy.
Distance learning

Distance education as a form of education has been used for decades, but it has
gained importance with the rapid advancement of the means of communication.
Now it is possible to attend class in real time from another end of the planet, and
even actively participate. The prerequisites for online education are an internet
connection and a computer or another smart device, and adequate communication
software. 
Technology in education provides virtual attendance, live chat, as well as face to
face communication with teachers and students in real time. One can also access
the previously recorded lessons, as well as a wealth of other materials necessary
for studying. 
This learning method is used at many American schools, sometimes as an
additional method of teaching and sometimes on its own, as full-time online
learning. The possibilities have expanded so much that it is now even possible to
attend the school’s extracurricular activities in this manner. And in the end, at
many schools across the USA, one can even graduate in this way. 

Computers and tablets in classrooms

What would an education without books look like? This question is easy to answer
– all information would be placed on a tablet (or computer). The digitization of
educational content would facilitate access to information, while hard-copy
textbooks would no longer be relevant. 

Additionally, computers and tablets help in the following ways:

 they make education literally lighter (no heavy bags)

 ease of access anytime, from anywhere
 they provide a high level of computer literacy
 they facilitate studying through allowing children to use multimedia materials
 getting familiar with new technologies from an early age serves as excellent
preparation for further education
 computer-based testing makes knowledge assessment easier for teachers.
Of course, in order for all this to be possible, students and teachers must have
access to tablets or computers, so that modern methods of education could be
equally available to everyone. 

Cloud technology

One of the best examples of the usefulness of learning technology is the

implementation of cloud technology. Earlier use of computers in education was
limited, as the sharing of data was comparatively complicated. Nowadays, school
devices are interconnected using online software that keeps data in a cloud. This
means that all information available on the server is accessible to all students. 
Now it is much easier to solve team tasks, and share information and multimedia
using cloud services such as Office365 or Google Drive. There are also specific
educational apps that introduce children to this type of data exchange. The
additional benefit of these cloud services is the price, which is a lot lower than that
of buying specific software for each school device. This technology is especially
important in eLearning, when a teacher uploads assignments and multimedia
content for students.

VR technology

Virtual reality (VR) and augmented reality (AR) are relatively new advancements
in technology that bring a new dimension to the classroom. Using VR headgear,
students can visit remote areas and encounter ancient civilizations or dinosaurs.
This is an excellent supplement in the learning process, where one can gain close
experiences not feasible in reality (climbing a mountain, going to space). 

On the other hand, augmented reality entails an “enhancement” of reality, where

digital elements are blended with real ones, which positively affects student
engagement. Perhaps the most popular example of AR technology around the
world is the game Pokémon GO, where the players walk on actual streets looking
for the creatures from the game. This technology is useful in areas other than
gaming, and there is no doubt that the possibilities that this powerful tool brings
along are a part of the fabric of the future of education.

Robotics

In addition to facilitating the learning process, new technology helps students get
acquainted with the world of modern work through problem solving. School
science projects are reimagined through the introduction of robotics, programming
and 3D printing. These are the foundations of many professions that are already
popular on the job market, with a great potential for future growth and expansion. 

Robotics helps students get acquainted with all branches of the STEM

system (science, technology, engineering and mathematics), which opens the door
to future professional advancements. Creating a robot does not mean only
designing it and making its parts through 3D printing, but also programming its
behavior. This might sound complicated, but at many schools, even the younger
students are introduced to the basics of robotics and other technological
advancements (according to age and intellectual development).

Q.2 Explain the role of decision making in financing of higher education in

Pakistan. Highlight different factors which a planner should consider
during the resources utilization

The Higher Education Commission (colloquially known as HEC) is a statutory

body formed by the Government of Pakistan which was established in 2002 under
the Chairmanship of Atta-ur-Rahman. Its main functions are funding, overseeing,
regulating and accrediting the higher education institutions in the country.

It was first established in 1974 as University Grants Commission (UGC), and came
into its modern form on 11 September 2002 after Atta-ur-Rahman's reforms, which
received international praise. The commission is responsible for formulating higher
education policy and quality assurance to meet the international standards as well
as providing accrediting academic degrees, development of new institutions and
uplift of existing institutions in Pakistan.
The commission also facilitated the development of higher educational system in
the country with the main purpose of upgrading the universities and degree
awarding institutes in the country to be focal point of the high learning of
education, research and development. Over several years, it has played an
important and leading role towards building a knowledge-based economy in
Pakistan by giving out hundreds of doctoral scholarships for education abroad
every year.

1947–1971: Genesis and development

At the time of establishment of Pakistan on 14 August 1947, the country had only
one institution of higher learning, University of the Punjab and among forty
colleges expanded to four provinces of Pakistan. Education policy revised
by Prime Minister of Pakistan Liaquat Ali Khan, the government established
various universities and colleges in all over the country. The same
year, Mohammad Ali Jinnah held a National Education Conference (also known as
Pakistan Education Conference) of academicians and state holders to revise the
policy of higher education in the country, as he stated:

... The importance of education and the type of education cannot be over-
emphasized ... There is no doubt that the future of our state of Pakistan will and
must greatly depend upon the type of education we give to our children and the
way in which we bring them up as future citizens of Pakistan.... We should not
forget that we have to compete with the world which is moving very fast in this
direction....

Many recommendations were directed and accepted by the government to

established the University Grants Commission as a federal regulatory
institution. Efforts led by Prime Minister Huseyn Shaheed Suhrawardy led to the
imposition of Soviet-oriented first five-year plans which explained the first official
education policy in 1956. The first plan was an attempt to make education
development suitable for the socio-economic development in the country.

In the 1960s, the financial policies and economic programs introduced by President
of Pakistan Ayub Khan greatly emphasized to importance of higher education in
the country. A significant proportion of the budget was actually spent to promote
higher education efforts in the country. Thesis written by Usman Ali Isani pointed
out that 912 million rupees were spent annually for the fiscal period of 1960–65 in
a joint collaboration led by Ministry of Finance, Ministry of Federal Education and
Professional Training (the then called Ministry of Education), University Grants
Commission and Planning Commission. Colleges were transformed into full-scale
research universities and special research institutes were established in all over the
country. According to the calculations performed by the Statistics Division and
published by Isani, around 430,000 students were enrolled in different universities
to pursue their higher education over the fiscal period of 1960–65. From 1965 to
1971, the government spent 173.8 million rupees on the education sector as
opposed to actual allocations of ₨. 278.6 million.

1971–2000s: Revision and policies

After the 1971 war with India which saw the separation of East

Pakistan as Bangladesh, the new education policy was announced with the
implementation of nationalization program in 1972, by the Pakistan Peoples Party.
Under this policy, all two-year colleges were transformed to university status under
the state-controlled policy, and privatized universities were nationalized. During
this time, Prime Minister Zulfikar Ali Bhutto had spent 70% of natural resources
on higher education efforts; enrollment in the universities increased to 56%.Prime
Minister Bhutto sought integrated social change and economic progress through
nationalization. In 1974, the University Grants Commission was officially
established by an Act of Parliament.

In 1979, President Muhammad Zia-ul-Haq's policies announced "The National

Education Policy, 1979" (NEP-79) which saw the harmonization of higher
education in Pakistan with Islamic concepts and the national ideology. President
Zia's policies led to the fundamentalist ideas flaring in the higher education system
in the country. In 1992, Prime Minister Nawaz Sharif announced a "National
Education Policy 1992" (NEP-92) to streamline the process of higher
education. This was followed by the Eighth Five-year Plans launched by Prime
Minister Benazir Bhutto in 1993 which focused on primary education.

2000s–present: New Era

Prior to the year 2000, different higher education policies, priorities and the need
of competition between the political forces in Pakistan led to disturbances in the
higher education sector as well as adversely affecting the University Grants
Commission's ability. The inadequate financial funding and policy implementation
never matched the need of higher education in the country. In 2002,
President Pervez Musharraf took the initiative of dissolving the University Grants
Commission and establishing a new autonomous organisation which was
completely independent of the Federal Ministry of Education – the Higher
Education Commission. The Chairman of the Higher Education Commission was
given the status of a Federal Minister, while its Executive Director was given the
status of a Federal Secretary.

President Musharraf invited scientist and chemist Atta-ur-Rahman, who was

Federal Minister of Science and Technology, to be its first chair, and immediately
passed the Presidential Ordinance on 11 September 2002 to establish the Higher
Education Commission. Over several years, the commission implemented its
program of enhancing access, improving quality, and increased relevance of higher
education to the needs and requirement of Pakistan. The reforms carried out in
science and higher education during 2000 to 2008 have been applauded by
international observers and he was called "a force of nature" in an article published
in Nature. As a result of reforms introduced by Atta-ur-Rahman, sector 4 Pakistani
universities became ranked among the top 300, 400 and 500 universities of the
world under the Times Higher Education (UK) rankings of 2008.

In an analysis of scientific research productivity of Pakistan, in comparison to

Brazil, Russia, India, and China ("BRIC" countries), Thomson Reuters has
applauded the developments that have taken place as a result of the reforms, since
Pakistan has emerged as the country with the highest increase in the percentage of
high highly cited papers in comparison to the BRIC countries. To facilitate
distance education and to promote information technology, a number of facilitating
measures were taken by Atta-ur-Rahman. As of 2020, Pakistan has
85% teledensity with 183 million cellular, 98 million 3G/4G and 101 million
broadband subscribers, due to the foundations laid by Atta-ur-Rahman of the IT
and telecom industry during 2000–2008. The situation in the higher education
sector deteriorated in the subsequent decade with the rankings of all universities
slipping badly. Javaid Laghari was the second chairman from 2009 to 2013 who
tried to continue the higher education reforms despite serious cuts in funding and
opposition by the government. He is known for his stand on exposing the fake
degrees of many parliamentarians, including Ministers, in spite of pressure by the
government.

A task force was formed on "Technology Driven Knowledge Economy" that is

chaired by the Prime Minister Imran Khan and has Atta-ur-Rahman as its Vice
Chairman. The group has several Federal Ministers as members including the
Federal Minister of Finance, Federal Minister of Planning, Federal Minister of
Education, Federal Minister of IT/Telecom, Federal Minister of Science &
Technology and chairman Higher Education Commission. The task force has the
mandate to promote research in technology fields and to initiate projects that can
use science and technology for sustainable and equitable socio-economic
development. Another task force of Prime Minister on science & technology has
been formed with Atta-ur-Rahman as its chairman. As a result of the efforts of the
Task Forces headed by Atta-ur-Rahman, the development budget of the Federal
Ministry of Science and technology has been enhanced by over 600%, allowing a
number of new projects to be undertaken.

Pakistan's first foreign engineering university (Pak Austria Fachhochschule) was

inaugurated by the Prime Minister of Pakistan in 2020. It incorporates a hybrid
model involving a Fachhochschule half and a postgraduate research half, with a
central technology park for promotion of innovations. There are eight foreign
universities collaborating (three Austrian and five Chinese) to train the faculty,
control quality, and eventually offer their degrees to selected students. It is located
in Haripur, Hazara Division, about 50 miles from Islamabad. Similar foreign
engineering universities are in the process of being established in Sialkot, and in
lands behind Prime Minister House, Islamabad.

Programs and projects

The commission's main programs are following:

 Degree Attestation
 Entry Test Council
 Faculty development
 Curriculum revision
 Higher education infrastructure development
 Indigenous scholarships
 Foreign scholarships
 Patent filing support
 Conference travel grants
 Increase industry and university research collaboration
 Developing new technology parks
 Laptop Scheme
Q.3 Critically review the various theories of organization with their basic
assumptions.

Everything you need to know about the organizational theories. Organizational

theory is the sociological study of formal social organizations, such as businesses
and bureaucracies, and their interrelationship with the environment in which they
operate.
It complements the studies of organizational behavior and human resource studies.
Organisational theory means the study of the structure, functioning and
performance of organisation and the behaviour of individual and groups within it.

List of organizational theories are:-

1. Classical or Traditional Theory 2. Human Relations or Neo-Classical Theory 3.

Decision-Making Theory 4. Systems Approach 5. Weber’s Ideal of Bureaucracy 6.
Modern Theory

7. Hawthorne Study 8. Contingency Theory 9. Motivation Theory 10. Decision

Theory 11. Scientific Management Theory and 12. Administrative Theory.
Organisational Theories: Classical, Neo-Classical, Decision-Making and
Modern Theories
The theories of, or approaches to, organisation may be classified as follows:

1. The classical or traditional theory.

2. The Human Relations or Neo-classical theory.

3. The decision-making theory.

4. The systems approach.

1. The Classical Theory:

The classical or traditional theory concentrates on the formal structure of

organisation and leaves the human aspect of organisation to personnel specialists.
The earliest writers on organisation, called the classical school, and their
successors to the present day have discussed how to plan the formal organisation of
work.

They have been concerned with the best way of dividing up the tasks to be done,
with how to group these tasks together into departments, and how to deal with the
problems of coordination. They have paid particular attention to organisational
relationships between line and staff. They have stressed the need for a clear
definition of responsibilities and authority. They have sought to enunciate the
principles, which should be used in designing this formal structure.
The chief contribution of the classical school is the definition and analysis of the
tasks that have to be considered in building up an organisation. The emphasis is on
structural frame work in which grouped activities are assigned to people, authority
relations are established, individual efforts are properly coordinated and
responsibilities fixed. The structure is built to help accomplish enterprise goals
more effectively.

The theory has been criticised on many counts, especially by the behavioural
scientists. The approach of the classical writers is too concerned with the formal
structure, not sufficiently with the individuals who make the structure work. It is a
static approach, paying too little attention to the many interactions that take place
between different parts of an organisation. The principles of organisation are too
broad to provide much help in the actual work of organising.

Some of the principles are contradictory. Herbert A. Simon describes some of the
principles as “no more than proverbs” and being simple generalisations devoid of
predictive power. Since the classical theory ignores major facts of human nature,
the newer theorists have developed some new approaches to the study of
organisation.

2. The Human Relations Theory:

The human relations theory, also known as neo-classical theory, states that while
designing an organisation structure, the people who are employed there and their
behaviour should be taken into consideration. No manager can think solely of job
descriptions, he has also to think of why people behave as they do and what
influences their behaviour.
The Hawthorne studies, and many subsequent ones, have shown that the way the
people behave at work is affected by many other factors than monetary
consideration. The organisation is composed of individuals with different needs
that can be studied and of groups of people who develop their own ways of doing
things and their own code of conduct.

The proponents of the human relations school are research oriented. They try to
find out what happens before seeking to explain it. This approach to the study of
organisations has contributed much that can be of value to the manager – If he
looks at a job only from the classical point of view, he will think of the tasks that
have to be done. If he adopts the human relations approach, he will appreciate what
it is like for the person who has to perform the tasks.

The human relations school has also its limitations. Some of its supporters have
claimed too much for what can be achieved by thinking about peoples’ needs and
behaviour. Much bigger limitation is that although we have learnt a lot about
people in organisations, there is still a great deal that we do not understand about
human behaviour.

3. The Decision-Making Theory:

The next approach to organisation is known as the decision-making theory. Herbert
A. Simon (who was awarded in the year 1978, the Nobel Prize mainly on the basis
of this theory) regards organisation as a structure of decision makers. In an
organisation, decisions are made at all levels, and important decisions tend to be
made at higher levels. The decision making approach to organisation accepts the
hierarchical form of organisation.
Simon suggested that the organisation structure be designed through an
examination of the points at which decisions must be made and the persons from
whom information must be required if decisions are to be satisfactory.

4. The Systems Approach:

The systems approach looks at the organisation as a total system comprising a
number of interacting variables. This approach emphasises that we should not deal
with problems in isolation, but consider their interactions. In fact, the word system
means a regularly interacting or interdependent group of items forming a “unified
whole”.

Thus, the systems approach is concerned with the interaction between the different
aspect of the organisation, people, technology, formal structure, the physical
setting, and environment. The advantage of approaching any problem is that it
enables us to see the critical variables and constraints and their interaction with one
another. It keeps us alert and constantly aware that one single element,
phenomenon, or problem should not be treated without regard to its interacting
consequences with other elements.

For example, the managerial functions of planning, organising, staffing, directing,

leading and controlling are all interlocked, or contained within each other. All
these functions can be conceived as sub-functions of each other.

It is also important to remember that the systems approach does not view
organisation as a static arrangement of jobs but calls for identifying the functions
required in terms of the decision areas involved in achieving goals. It calls for
developing a pattern of inputs, outputs, feed backs, delays, and flows of materials
and information. Frequent internal and external changes cause disturbances in the
organisation.

Consequently, for survival and growth of the enterprise the management must
adjust different variables so that they should function in an orderly fashion and
preserve organisational, integrity. Organisation should be viewed as an open
system, for neither objectives nor plans can possibly be set in the vacuum of a
closed company system; Markets, government regulations, competitors,
technology and many other elements of an enterprise environment affect plans and
objectives and cannot be overlooked.

Thus, the manager has to always bear in mind that the organisation exists within a
wider system of its community, of the government and of the country, all of which
may affect it. In other words, it is a part of a larger system with which it reacts.

Q.4 Explain the developing management control instruments. What are the
effects of control on educational employees in the context of Pakistan?
One of the best ways to understand management control systems or MCS is by
examining the different components that make it. The concept is built on three
distinct elements: management, systems and control.

Management

As you know, management is about organizing people and processes in a manner

that helps the organization achieve specific objectives. The management process
wants to ensure different parts work together to attain these goals.
How can this be done? Well, this in most instances means dealing with different
resources and allocating them to correct roles and purposes. Management includes
guidance and monitoring of these resources as well. You are essentially managing
how other people perform a specific role and use resources, instead of doing it
yourself. As a manager, you are essentially a facilitator – if A needs to be done,
you find B to do it and provide him the strategy and the resources to do it.

OK, so that explains the core concept, but what about the functions of
management? You need to identify and understand the key components of
management as well. The first component is the different functions of
management. The definitions can be different depending on the situation, but
generally, five functions are identified as the core functions of management. These
are planning, organizing, staffing, leading, and controlling. 

The other key part of management is the resource types it entails. The most
common forms of resourcing include: human resources, financial
resources, technological resources and natural resources. You could use the above
functions to allocate, control and monitor the different forms of resources. In
essence, you are combining the functions you have at hand – planning, staffing and
so on – with the resources, such as financial resources. The clearest example is
having the function of staffing and using the human resource funding to hire in
new staff.

The definition of management in the context of MCS is important because of how

organizations can be viewed. Think of an organization as a system. Now the role of
management is therefore facilitating the production of beneficial outcomes from
the system. If you want the system, i.e. the organization, to produce a result A, you
use management to gather the resources, i.e. the human and other resources, to
guarantee A gets done. You are essentially the engine, which gathers the other
parts together to move the car forward.

The key to systems, especially in the case of MSCs, is the structure of which they
are formed and often perform. Every system comes with input, output and
feedback mechanism. The system is able to maintain itself even when the
surroundings are changing and it has a specific set of boundaries within which is
operates. The picture here illustrates the idea of a system in a business context
perfectly.

You have an input, the business system and the output. You also have the feedback
mechanism. The business system would be the strategy the business uses to create
a specific output. If the output is to provide cheap shoes, the business strategy is
manufacturing of the shoes with the specific elements this entails.

The input, therefore, is the resources (materials, labor, equipment) you need to
achieve the output. So, you take the resources, you implement them with your
chosen strategy and you get the results. The results then provide feedback to inputs
on the performance of the system. Perhaps you didn’t receive as many shoes as you
wanted and so, you can increase input. The objective of the system is to achieve a
pre-determined result each time it is executed.

In a business environment, the sale process can be viewed as an example of the

process. The organization has a set of policies and processes in place to guarantee
the sale effort would always lead to a same result (i.e. the sale). As mentioned in
the above section, management would be one of the methods used to guarantee the
result occurs in the system each time.
In the case of the example above, your pre-determined result might be to have
1,000 good quality shoes with an individual shoe costing $50 to make. The
feedback might show you that occasionally the cost of shoes rises to $70 and you
know you need to tweak the input or the processes you use, as you’ve deviated
from the wanted results.

Q.5 Give the requisite corrective action the educational manager should
take to keep the cost down in the construction of ideal secondary schools in
your region.

Educational management is one of a trilogy of overlapping concepts, along with

educational administration and educational leadership. These three concepts are
related but nonetheless possess definitional differences depending on where the
terms are applied.

The complexity of educational management as a concept is evidenced by its

inclusion of related but subsidiary though important notions such as ethics, culture,
and diversity within differing educational systems. The overall purpose of
educational management is to effectively and efficiently create and maintain
environments within educational institutions that promote, support, and sustain
effective teaching and learning, but how those key objectives are set and the means
by which they are attained may differ significantly depending upon education
system or level and across educational cultures. In striving to accomplish these
goals, educational managers, through thoughtful practical application of
management principles, enlist and organize a society’s available resources to attain
the educational goals that have been set by that society’s political leaders. As such,
the various educational goals set by differing societies to which educational
managers at all levels of the educational system must respond are by definition
changeable along with changing socioeconomic conditions within a society and the
disruption occasioned by the rapid development of digital technologies used as
management tools. Educational management, while guiding planned change, must
be responsive to unplanned, disruptive change created by rapid changes in both
social structures and cultures as well as advances in digital technologies. This is
where the element of educational leadership that directs and guides the entire
process of educational management and administration takes on particular
importance. Leadership includes both manager and teacher professional ethics and
is expressed within a variety of theories of ethical leadership in education that
respond to cultural imperatives in differing societies. Educational management
must be responsive to both global and local changes due to technological
developments that directly impact teaching and learning through changes in
curriculum in terms of pedagogical and assessment practices. It is in how
educational management as a discipline evolves to effectively meet the needs of
educational systems contingent upon the challenges derived from technological,
social, cultural, and economic changes sweeping the globe in the first decades of
the 21st century that will determine the effectiveness and efficacy of management
practices going forward. Effectively and innovatively managing change is the
primary challenge facing educational management locally, regionally, and globally
in the decades ahead.