Course: Plan Implementation and Management (8617)

Level: B.Ed (1.5 Years) Semester: Autumn, 2022

ASSIGNMENT No. 2
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-or-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-or-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 Liquate 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

establish the University Grants Commission as a federal regulatory institution.
Efforts led by Prime Minister Hussein Shahid 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 Isai 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 Isai, 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 People’s 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-up-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 organization
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-or-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-or-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-or-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. Javed Longhair 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-or-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-or-Rahman as its chairman. As a result of the efforts of
the Task Forces headed by Atta-or-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 Harper, Hazard 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.
Organizational theory means the study of the structure, functioning and
performance of organization and the behavior 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.

Organizational Theories:
Classical, Neo-Classical, Decision-Making and Modern Theories.
The theories of, or approaches to, organization 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
organization and leaves the human aspect of organization to personnel
specialists.
The earliest writers on organization, called the classical school, and their
successors to the present day have discussed how to plan the formal
organization 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
organizational 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 organization. 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 criticized on many counts, especially by the behavioral
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 organization. The principles of organization
are too broad to provide much help in the actual work of organizing.
Some of the principles are contradictory. Herbert A. Simon describes some of
the principles as “no more than proverbs” and being simple generalizations
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 organization.

2. The Human Relations Theory:

The human relations theory, also known as neo-classical theory, states that
while designing an organization structure, the people who are employed there
and their behavior 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 behavior.

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 organization 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
organizations 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 behavior. Much bigger limitation is that although we have learnt a lot about
people in organizations, there is still a great deal that we do not understand
about human behavior.

3. The Decision-Making Theory:

The next approach to organization 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 organization as a structure of decision
makers. In an organization, decisions are made at all levels, and important
decisions tend to be made at higher levels. The decision making approach to
organization accepts the hierarchical form of organization.

Simon suggested that the organization 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 organization as a total system comprising a
number of interacting variables. This approach emphasizes 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 organization, 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, organizing, 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
organization 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 organization.

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 organizational, integrity. Organization 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 organization 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, and 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.