EDUCATIONAL ADMINISTRATION

Dr. Arbab Khan Afridi

Ex-Director

In Collaboration with
INSTITUTE OF EDUCATION & RESEARCH (IER)
Master Coaching Academy (MCA)

(All Rights are Reserved with the Publisher)

Authors:

Dr. Arbab Khan Afridi

2nd Edition:

April, 2013

Year of Printing:

2013

No. of Copies:

1000

Publisher:

Master Coaching Academy (MCA)

Composed By:

M. Nawaz Khan Abbasi

0345-9100738

Price:

Rs.200/-

Printer:

Ijaz Printers

PREFACE
While placing 2nd revised addition of my book and the hands of teacher I
have to offer my sincerest thanks for their reception of it earlier addition I
sure them that this new addition will be found by them more complete
comprehensive / beneficial and interesting. They can depend on it with
greater confidence. There are quite a large number of books already
available on the subject of administration. The present one is an attempt to
make the subject more up-to-date understandable, interest in and relevant.
In the view of complex nature of the phenomena of management and
administration, there is a continues need to provide new guidelines to our
administrators, would be administrators, teachers, and students. This book
is humble continuation in this regard.
This book has been specially prepared according to the latest syllabus
approved by Universities of Khyber Pakhtoon Khawa as given in the
syllabus the whole work is divided into five units.
This book has been produced on emergency basis keeping in view the
pressing need of students/ administrator. Naturally there will be wide
margin left for its further improvement and enrichment. The author is
thankful to all Ph.D scholar for their positive input while compiling this
book.

Author

TABLE OF CONTENTS
UNIT-1:

EDUCATIONAL LEADERSHIP & MANAGEMENT......1

1.1
Meaning, Nature, Importance, Scope and types...........................1
1.2
Education Management..............................................................13
1.3
Education Administration...........................................................19
1.4
Educational Supervision:............................................................26
1.5
Educational Leadership..............................................................44
1.5.1
Leadership Skills................................................................44
1.5.2
Role of Principal as a Leader............................................46
1.5.3
Leadership and Human Relationship.................................48
1.6
Educational Administration at School, College and
University Levels:.......................................................................50
UNIT-2:
2.1
2.2
2.3
2.4
UNIT-3:
3.1
3.2
3.3
3.4
3.5
UNIT-4:
4.1
4.2
4.3
4.4

ISSUES IN EDUCATIONAL ADMINISTRATION..........68

Human Resources.......................................................................68
Physical Resources.....................................................................71
Financial Resources....................................................................76
Information Resources:...............................................................86
EDUCATIONAL PLANNING............................................91
Definition of Planning................................................................91
Educational Planning and its Importance...................................94
Financing of Education:..............................................................98
Human Resource Planning.......................................................105
Educational Facilities................................................................107
EDUCATION IN KPK.......................................................109
The Role of Government in Education.....................................109
Role of Parliamentarians for Achievement of EFA Goals........121
Main Problems of Education....................................................123
Reforms in Education Since 2001............................................132

4.5
4.6
4.7
4.8
4.9
UNIT-5:

Foreign Role in Education; International, Contribution

in Education..............................................................................142
Impact of Separation of Teaching and Management Cadres....149
After 18th Amendment the Provincial Role in Education........150
Rules Regarding Appointment, Leaves, pay and Allowances:. 165
Efficiency & Discipline Rule....................................................212
SCHOOL ADMINISTRATION AND RELATED
ISSUES................................................................................264

5.1
Communication Skill:...............................................................264
5.1.1
Verbal and Non-Verbal Communication:.........................277
5.2
Formal, Informal and Non-Formal Education..........................280
REFERENCES.......................................................................................283

UNIT-1:

1.1

EDUCATIONAL LEADERSHIP &

MANAGEMENT

MEANING, NATURE, IMPORTANCE, SCOPE AND

TYPES

In this age of science and technology, psychology has been considered as

one of the youngest, yet one of the most influential sciences. It has
influenced education in many different ways and has give a new turn; a
psychological turn to the human mind. For a skilful teacher in this day and
age, a great deal of knowledge of educational psychology is highly
indispensable.
The subject psychology has two aspects pure and applied. Pure psychology
formulates techniques for the study of human behaviour, which finds the
practical shape in its applied aspects, i.e. branches of applied psychology
like clinical psychology, crime psychology, industrial psychology,
occupational psychology and educational psychology.
Educational Psychology as a Branch of Applied
Psychology
As discussed above educational psychology is nothing but one of the
branches of applied psychology. It is an attempt to apply knowledge of
pure psychology to the field of education. It consists of application of
psychological principles and techniques to human behaviour in educational
situations. In other words, Educational Psychology is a study of the
experience and behaviour of the learner in relation to educational
environment. In order to develop a clear understanding of the term
educational psychology it is necessary to understand the meaning of
psychology and education separately.
Meaning of Psychology
Curiosity in man has led to know his surroundings which mainly conclude
nature and other fellow men. There is always a desire to know what one
is, what is his background, what is it made of, what are the associated
1

factors and in what way can it be useful to one self ? Each question will
lead to more questions, Psychology forces to answer many of the questions
we have about ourselves, other people and the nature of human life; why
do we feel lonely ? Why do we forget ? How people learn ? What makes
someone creative ? Why do we take drugs ? What makes some one help
others ? and so on.
Psychology had its formal beginning when Wilhelm Wondt established his
psychological laboratory in Leipzig Germany in 1879. But in real sense,
interest in psychology as a discipline dates back to the work of Plato,
Aristotle and other philosophers.
Psychology The Science of Soul
The Greek Philosophers conceived psychology as a science of soul, as
early as 400 B.C. In fact, the term psychology literally means the science
of soul. Etymologically, it is composed of two Greek words Psyche and
Logos means soul and science respectively. Goeckel named it as
psychologia. Soul is a being which dwells on the body and with the end of
life it leaves the body. Soul is a metaphysical idea. It can neither be
perceived on imagined nor its nature and function can be studied by
scientific methods of observation, experiment etc. Therefore, definition of
psychology as the science of soul has been discarded by the modern
psychologists.
Psychology The Science of Mind
Some regard psychology as the science of mind. Historically the French
philosophers like Descartes (1596-1650) and the Britisher philosophers
like Locke considered psychology as the science of mind. Descartes tried
to understand body mind relationship in terms of their interaction, the
study of nervous system, and interest of references as innate actions, etc.
The definition of psychology as the science of mind is not acceptable at
present. Mind is an ambiguous a concept as the soul. It is not at all possible
to carry on scientific observation and experimentation on mind. This
definition also does not include the overt behaviour of man and animal
2

which are also important subject matter of psychology. Therefore, the

definition of psychology as the science of mind has been discarded.
Psychology The Science of Consciousness
Psychology has also been defined as the science of consciousness.
Historically such a definition has been propounded by the Leipzing school
of psychologists led by Withelm Wundt (1832-1920). Wundt defined
psychology as the science of immediate experience with consciousness
being the main subject matter. He postulated that conscious experience can
be reduced in to elements and the primary aim psychology is the analysis
of conscious experience in to its elements.
But the definition of psychology as the science of consciousness is not
acceptable. That is because mental life does not consist only of
consciousness. There are unconscious and subconscious mental process
which influence our behaviour in various ways without our knowledge.
Psychology The Science of Experience
Titchner (1867 1927), the leader of the structuralists defines psychology
as the science of conscious experience which is dependent upon the
experiencing person. To give an example the physicit and the psychologist
may be investigating about sound. But whole the former investigates the
phenomena as such, the latter is interested as to how it is perceived by the
observer. The mind is nothing but the sum total of the conscious
experiences as perceived by a person. The subject matter of psychology is
the study of such conscious experience which constitutes mind. The
method of study of conscious experience is through the introspection of a
trained observer.
Psychology Study of Behaviour
Watson (1878-1958), an American brought about a revolution in
psychology called behaviourism. He argued that psychology is to be
regarded as a science and as a science it is to limit itself to the study and
analysis of publicly observable events such as the behaviour of the subject

rather than subjective matters like his private mental states. He defined
psychology as the science of behaviour.
Meaning of Science and Behaviour
Science has been defined as Systematic study of knowledge concerning
the relationship between the cause and effect of a particular phenomenon.
In order to collect the scientific data and systematised material, science
employs various kinds of methods of enquiry such as observation
classification formulation of hypothesis, analysis of evidence etc. It also
organises and develops our knowledge of the word, we live on, Psychology
too aims at same thing. It uses scientific methods to study human
behaviour. It also helps us to understand control and predict human
behaviour.
What is Behaviour
Behaviour is classified in three categories according to its content :
a)

Cognitive behaviour where it is dominantly knowing or thinking,

e.g., solving questions.
b) Affective behaviour where the dominance is of feeling, e.g., the
emotional experience of anger, fear, jealousy etc.
c) Conative behaviour where the dominance is of motor activity, e.g.,
cycling, playing hockey etc.
Definition of Psychology - Some of the well know definitions of
psychology are as under :
i)
ii)

Definition by Woodworth : Psychology deals with the activities

of the individual in relation to his environment.

Skinners definition : Psychology is the science of behaviour and

experience.
iii)

Munns definition : Psychology today concerns itself with the

scientific investigation of behaviour.

iv)

Definition by Garrison and others : Psychology is concerned

with observable human behaviour.

Analysis of various Definitions:

If we analyse the definitions of Psychology given above, we shall come to
the following conclusions:
1.

Psychology is regarded as a science.

2.

It is a positive science.

3.

It is a branch of natural science. It is a science of behaviour and not of

matter. It cannot be a pure science like mathematics and chemistry.

4.

It studies memory, imagination, thinking, learning, intelligence and

other sensory experiences.

Meaning of the Term Education

Education is an activity, which goes on in the society. It attempts to
develop the personality of an individual and then prepares him for
membership in a society. Man with education would still be living just
like an animal. It is education, which transforms man from a two legged
animal into human. It helps him to behave like a man and prevents him
from behaving like an animal. Any modification brought about in the
behaviour of an individual as a result of his interaction with the
environment constitutes learning. Thus modification of behaviour of an
individual for healthy social adjustment in the society is education.
Educational Psychology Defined:
1.

Crow and Crow: Educational psychology describes and explains the

learning experiences of an individual from birth through old age.

2.

Charles E. Skinner: Educational Psychology is that branch of

psychology which deals with teaching and learning.

3.

Trow: Educational Psychology is the study of psychological aspects

of educational situations.

4.

Stephen: Educational Psychology is the systematic study of the

educational growth and development of a child.

5.

F.A. Peel : Educational Psychology is the science of education.

6.

Walter B. Kolesnik: Educational Psychology is the study of those

facts and principles of psychology which help to explain and improve
the process of education.

7.

Anderson: Educational Psychology is a subject to be studied, an area

or field of knowledge, a set of application of laws and principles from
a wide field of knowledge to a social process a set of tools and
techniques, and a field of research. While General psychology is a
pure science, Educational psychology is its application in the field of
education with the aim of socialising man and modifying his
behaviour.

8.

Judd: Educational Psychology is the science which explains the

changes that take place in the individuals as they pass through the
various stages of development.

Nature of Educational Psychology:

1.

Educational Psychology is a Positive and not a normative science

2.

Educational Psychology is a Behavioural Science

3.

Educational Psychology is an Applied Science

4.

Educational Psychology is Human Experimental Psychology

5.

Educational Psychology is a Social Science

6.

Educational Psychology is a Couselling Psychology

7.

Educational Psychology is an Educational Science

Scope of Educational Psychology

Scope means, the limits of a particular subject in the field of its operation,
what is to be included in its or what subject matter does it contain comes
under its scope. Educational psychology, as discussed so far, deals with the
behaviour of the learner in educational situation only. Therefore, it
becomes imperative that educational psychology should limit itself within
the four walls of the teaching learning process and educational
environment. It must try and solve the problems evolving in actual

teaching-learning situations and help the individuals involved in this

process.
The psychologists who deal with the problems of education are concerned
with what to teach, when to teach and how to teach. A famous
psychologist, Lindgren points out that educational psychology is concerned
with understanding the learner, the learning process and the learning
situation. The scope of educational psychology may be discussed under the
following heads:
1.

The Learner (pupil)

2.

The learning process

3.

The learning situation

4.

The learning experience

5.

The teacher

1. The Learner: The term learner applies to students who individually or

collectively participate in the educational programmes. These students
taken collectively constitute the class. In fact the behaviour of the class is
none other than the behaviour of the students. There can be no teaching
without there being a learner. Therefore, Sir John Adams once remarked
Teacher teaches John Latin. Teacher must have the knowledge of John,
before he teaches Latin. Since the knowledge of John is psychology,
teacher must study psychology. The teaching of Latin without the
knowledge of John will not be effective. Johnny (the learner) thus becomes
the centre of the teaching learning process.
From the psychological point of view Johnny is a child and he should be
considered not as a small man but as a man in the making. His needs,
ambitions, fears and other emotions are not the same as those of an adult.
Treat him therefore as a developing organism which is a unique and not a
small model of an adult. Two learners of the same age differ from one
another in a number of ways. When one has a liking for music and dislike
for mathematics and science another may have dislike for mathematics and
science. Hence, while preparing the curriculum for the learners we must

take into consideration the individual differences that exist among the
learners.
However, intelligent is a learner may be he cannot become successful in
life if he lacks motivation. Hence motivating the learner is very important
in the classroom situation from psychological point of view. Not only
motivation but also the developmental characteristics, personality, mental
health, individual difference and intelligence etc. of the learner come under
the scope of educational psychology.
2) The Learning Process: Learning is the process by which we acquire
and retain attitudes, knowledge, understanding, skills and capabilities that
cannot be attributed to inherited behaviour patterns or physical growth.
Capacity for learning is related to innate physiological factors. Rate of
learning depends on both inherited and environmental factors.
Each type of learning goes by a different name :
a)

Affective learning has to do with feelings and values and

therefore influences our attitudes and personalities.

b)

Cognitive learning is achieved by mental processes such as

reasoning, remembering and recall. It helps in problem solving,
developing new ideas and evaluation.

c)

Psychomotor learning has to do with the development of skills

which require efficient coordination between our brains and
muscles, as when we read or write or carry out physical skills
such as balancing, skipping or juggling.

There are two main ways of learning :

a)

Deductive learning : This describes the process by which a learner

is presented with a hypothesis or general principle and applies a
number of tests to it to discover whether it is true or not.

b)

Inductive learning : This describes the process which is the

reverse of deductive learning. In it, the leaner examines related
matters to see whether any general conclusions can be drawn.

A number of theories have been put forward to explain how we learn. All
of them have conceived of learning as a process that progresses in stages.
3)

The Learning Situation : It is difficult to imagine any period of

our lives situations, when we are not learning something, even
though we are not always aware that we are learning. While
walking down a street on any ordinary day, we continually modify
our behaviour (Learning is commonly refers to the modification
of behaviour through experience) in response to environment.
Thus learning situation covers all life experiences that modify our
behaviour.
From academic point of view learning situation refers to the
classroom setting, which is composed of pupils, a teacher and a
room. All have unique characteristics. In addition to these
features, we also have the behaviour of teachers and pupils.
Behaviour includes not only overt physical activity such as talking
and doing, but also cognitive processes like cognizing, thinking
and evaluating. In the classroom and the school, the teacher is to
help bring about desirable changes in pupil behaviour. Through
the teachers interaction with students and students interaction
with one another, many desired interests, motives, social skills,
and many outcomes in the cognitive and the psychomotor
domains are acquired more efficiently than if there were no partial
interaction.

4)

The Learning Experience: Although Educational psychology

does not connect itself directly with the problem of what to teach
or connect itself directly with the problem of what to teach or
what learning experiences are to be provided for the learner yet it
has the full responsibility of suggesting techniques of acquiring
the learning experiences. Once the task of Educational Philosophy
to decide the aims and objectives of a piece of instruction at a
particular stage is finished the need of educational psychology is
felt. At this stage, educational psychology helps in deciding what

learning experiences are desirable at what stage of the growth and

development of the learner so that these experiences can be
acquired with a greater case and satisfaction. In this area
Educational Psychology has the subject matter which deals with
the knowledge and principles of psychology which facilitates the
selection of the desirable learning experiences for the learner.
5)

The Teacher: It is not enough for a carpenter to be good at

sawing planning and polishing wood, because every kind of wood
has different characteristics and behaves in different ways under
his tools. The skilled carpenter needs to know about trees, their
variety, their characteristics and how to make the best use of them.
So is with the teacher. Teaching skills alone are not sufficient. He
must understand the children as learners. He must try to recognize
those characteristics that are of significance in helping each child
to learn more effectively.
Any teacher who knows anything about learners is aware that
growing up is more than growing bigger. Children are not little
adults nor are adults big babies. It is essential, therefore, that
teachers who are closely concerned with children during that
period in life when some of the most important developments take
place should know as much as possible about the process of
growing and developing.
One of the first things we notice when we try to understand the
learners is how differently they are : how each develops at his
own pace and along his own path of progress. No child is typical;
each one is in his own way unique. Yet, like the doctor who must
learn to recognize which symptoms are serious and which are
trivial among his patients complaints, so the teacher must learn to
distinguish between those variations that are normal and those that
may indicate a child in need of special attention.
Understanding the learner from psychological point of view is an
attempt to find out as much as possible about a particular learner

10

by spending some time with him and learning about his physical,
mental and personality characteristics and relevant facts about the
environment in which he is growing up. Recording such child
studies is important so that the information can be used in wider
studies or, where necessary, for helping a child with problems.
6)

Positive Science: Education psychology is a positive science of

human behaviour. In the role of science its function is to describe,
control and predict human behaviour.

7)

Applied Science: Education psychology is one of the applied

branches of psychology. It is an applied behavioural science. It
studies the behaviour of the educand (learner) in relation to
learning.

8)

Scientific Approach: Educational psychology adopts scientific

approach. It uses scientific methods.
Obviously, the nature of Educational Psychology is scientific but
this statement must be analysed to discover the nature of science
and its characteristic features.

9)

Problem of Behaviour: Education psychology studies the

behaviour of the learner in learning situations. It studies the
psychological as well as the physiological behaviour of the
learner. Psychological basis of behaviour are instincts, emotions,
sentiments, suggestion, sympathy, imitation and play etc.
Physiological basis of behaviour are nervous system and glands
etc. Educational psychology studies all these psychological basis
of behaviour.

10)

Problems of Individual Differences: Educational psychology

studies individual differences and suggests ways and means to
provide education to all types of pupils. No two individuals are
alike. Individuals differ physically and psychologically. Individual
differences are caused due to differences in capacities and
capabilities, potentialities and propensities, abilities and

11

intelligence, attitudes and aptitudes, interests and sentiments,

temperaments and traits, age and sex etc. It must be noted that
individual differences are mainly caused by heredity and
environment. Hence educational psychology studies all these
areas.
11)

Developmental Stages: Educational psychology studies the

nature of growth and development and general characteristics of
physical, mental, emotional and social development at the various
stages i.e., at the stage of infancy, late childhood and adolescence.

12)

Personality and Intelligence: Educational psychology also

studies nature, development and assessment of personality and
intelligence. Adjustment problems with special reference to gifted,
backward, handicapped, problem and delinquent children are also
studied by educational psychology.

13)

Measurement and Evaluation: Measurement and evaluation is

another important field of educational psychology. It gives new
and new techniques and tests for measuring intelligence,
personality, aptitudes, interests and achievements etc. It is
educational statistics which helps us in measurement and
evaluation.

14)

Guidance and Counselling: It is only after successful study of

educational psychology that a teacher can discharge his duties
successfully. The teacher has to guide and counsel the students at
every stage. Rousseau was of the opinion that a child is like a
book whose every page has to be studied by the teacher. The
impact of the saying is that the teacher should give educational
and psychological guidance and counselling to the pupils.

15)

Group Dynamics and Group Behaviour: Educational

psychology studies group dynamics and group behaviour in
classroom teaching learning. It studies importance and effect of
group on the individual. It also considers how an individual can
modify the group life. It emphasizes the role of groups in the

12

education of children. It is on this basis that now in the school, the

formation of healthy groups and providing of a healthy
environment is considered most desirable and essential.
16)

Research: Educational psychology deals with the latest

techniques of experimentation and research. We can control direct
and predict the behaviour of students on the basis of research
studies in classroom teaching. The teacher can take up action
research which he can easily carry for his personal satisfaction
and immediate solution for his difficulties

1.2

EDUCATION MANAGEMENT

Management is defined as a social process which is developed to

ensure the cooperation, participation, intervention and involvement of
others in the effective achievement of the given objective.
Management is the art of guiding the activities of a group of
people towards achievement of common goal. The four basic components
of management are decision making, problem solving, human relation and
communication. Management demands an active exercise for development
of practices and procedures which suit to the environment in which an
organisation works, which is called organizational culture. Management
unlike administration, seeks from its environment and client etc methods of
organization that can bring about changes suited to new demands that
made on the organization.
The management process of education system can be
organizationally placed under three categories. Management,
administration and leadership. They are combined in such a way that the
difference can be found in performance. All the three types of officers need
skills and expertise in decision making, problem solving communication
and motivation which are basic to modern management.
The term educational management came into currency in the late
20th century for several reasons. Demands were made on schools for
higher levels of pupil achievement, and schools were expected to improve
13

and reform. These expectations were accompanied by calls for

accountability at the school level. Maintenance of the status quo was no
longer considered acceptable. Administration and management are terms
that connote stability through the exercise of control and supervision. The
concept of leadership was favored because it conveys dynamism and
proactivity. The principal or school head is commonly thought to be the
school leader; however, school leadership may include other persons, such
as members of a formal leadership team and other persons who contribute
toward the aims of the school.
While school leadership or educational leadership have become
popular as replacements for educational administration in recent years,
leadership arguably presents only a partial picture of the work of school,
division or district, and ministerial or state education agency personnel, not
to mention the areas of research explored by university faculty in
departments concerned with the operations of schools and educational
institutions. For this reason, there may be grounds to question the merits of
the term as a catch-all for the field. Rather, the etiology of its use may be
found in more generally and contemporarily experienced neo-liberal social
and economic governance models, especially in the United States and the
United Kingdom. On this view, the term is understood as having been
borrowed from business.
In the United States, the superintendency, or role of the chief
school administrator, has undergone many changes since the creation of the
position which is often attributed to the Buffalo Common Council that
approved a superintendent on June 9, 1837. If history serves us correctly,
the superintendency is about 170 years old with four major role changes
from the early 19th century through the first half of the 20th century and
into the early years of the 21st century. Initially, the superintendent's main
function was clerical in nature and focused on assisting the board of
education with day-to-day details of running the school. At the turn of the
20th century, states began to develop common curriculum for public
schools with superintendents fulfilling the role of teacher-scholar or master
educator who had added an emphasis on curricular and instructional
14

matters to school operations. In the early 20th century, the Industrial

Revolution affected the superintendent's role by shifting the emphasis to
expert manager with efficiency in handling non-instructional tasks such as
budget, facility, and transportation. The release of A Nation at Risk in 1983
directly impacted public school accountability and, ultimately, the
superintendency. The early 1980s initiated the change that has continued
through today with the superintendent viewed as chief executive officer,
including the roles of professional advisor to the board, leader of reforms,
manager of resources, and communicator to the public.
Functions of Management
It is a process of planning, organizing and control of educational activities.
IT is designed to ensure the coperation, participation & involvement of
other for the effective achievement of the organizational objectives.
In excersise of control managements provides guidance and corrective
action at the time of evaluation of activities in order to strengthen problem
areas, provides incentives and disincentives to reporting people and
cordinates activities with other related organizations for proper intrer
action and timely achievement of the stipulated objectives.
Management demands an active exersise for development of practices and
procedures which suit to he enviorment in which an organization functions.
Management, unlike admn, seeks from its enviorment and clientele
methods of organization that can bring about changes suited to new
demands that are made on the organization.
Management accepts to share with the administration the need and
requirements of the standardized routines for maintaining order and
consistency, such as setting goals and preparing plans, fixing financial and
phisical targets, allocation of resourses, monitoring and evaluating the
achievement of goals and targets and setting procedures for appointments,
promotions and dismissals of staff and catering to the needs of the training
and career development.

15

Unlike Administration, it is more alive to the outside conditions and more

open to staff participation in developing and changing procedures and
practices by formulating strategies for reform.
The language, more often, used at the management level is about
adaptation, performance effectiveness, meeting targets problem solving,
decision making responding to the market, and satisfying client needs.
Essential Work Environment Elements to be
Managed:
The things or elements, which any person has to manage are:
1. Operations (actions)
2. Finance (money and resources)
3. People (human relations)
4. Information (needed information for wise decisions)
5. Time (your own and that of others)
The Importance of Management can be Expressed as
follows:It helps in Achieving Group Goals - It arranges the factors of production,
assembles and organizes the resources, integrates the resources in effective
manner to achieve goals. It directs group efforts towards achievement of
pre-determined goals. By defining objective of organization clearly there
would be no wastage of time, money and effort. Management converts
disorganized resources of men, machines, money etc. into useful
enterprise. These resources are coordinated, directed and controlled in such
a manner that enterprise work towards attainment of goals.
Optimum Utilization of Resources - Management utilizes all the physical
& human resources productively. This leads to efficacy in management.
Management provides maximum utilization of scarce resources by
selecting its best possible alternate use in industry from out of various uses.
It makes use of experts, professional and these services leads to use of their

16

skills, knowledge, and proper utilization and avoids wastage. If employees

and machines are producing its maximum there is no under employment of
any resources.
Reduces Costs - It gets maximum results through minimum input by
proper planning and by using minimum input & getting maximum output.
Management uses physical, human and financial resources in such a
manner which results in best combination. This helps in cost reduction.
Establishes Sound Organization - No overlapping of efforts (smooth and
coordinated functions). To establish sound organizational structure is one
of the objective of management which is in tune with objective of
organization and for fulfillment of this, it establishes effective authority &
responsibility relationship i.e. who is accountable to whom, who can give
instructions to whom, who are superiors & who are subordinates.
Management fills up various positions with right persons, having right
skills, training and qualification. All jobs should be cleared to everyone.
Establishes Equilibrium - It enables the organization to survive in changing
environment. It keeps in touch with the changing environment. With the
change is external environment, the initial co-ordination of organization
must be changed. So it adapts organization to changing demand of market /
changing needs of societies. It is responsible for growth and survival of
organization.
Essentials for Prosperity of Society - Efficient management leads to better
economical production which helps in turn to increase the welfare of
people. Good management makes a difficult task easier by avoiding
wastage of scarce resource. It improves standard of living. It increases the
profit which is beneficial to business and society will get maximum output
at minimum cost by creating employment opportunities which generate
income in hands. Organization comes with new products and researches
beneficial for society.
Read more
The four functions of management are:

17

The base function is to: Plan

It is the foundation area of management. It is the base upon which the all
the areas of management should be built. Planning requires administration
to assess; where the company is presently set, and where it would be in the
upcoming. From there an appropriate course of action is determined and
implemented to attain the companys goals and objectives
The subsequent function is to: Organize
The second function of the management is getting prepared, getting
organized. Management must organize all its resources well before in hand
to put into practice the course of action to decide that has been planned in
the base function. Through this process, management will now determine
the inside directorial configuration; establish and maintain relationships,
and also assign required resources.
The third function is to: Direct
Directing is the third function of the management. Working under this
function helps the management to control and supervise the actions of the
staff. This helps them to assist the staff in achieving the companys goals
and also accomplishing their personal or career goals which can be
powered by motivation, communication, department dynamics, and
department leadership.
The final function is to: Control
Control, the last of four functions of management, includes establishing
performance standards which are of course based on the companys
objectives. It also involves evaluating and reporting of actual job
performance. When these points are studied by the management then it is
necessary to compare both the things. This study on comparision of both
decides further correct

18

1.3

EDUCATION ADMINISTRATION

Introduction:
The word administration is derived from Latin word ministiare
which means "to serve". In its common use, administration means to
manage the affairs of, or to lookafter people. In common parlence the word
administration appear to bear at least four different meanings;
1.

A synonym of the word "cabinet" or some other body of person in

supreme charge of affairs.

2.

The name of a branch of learning or intellectual discipline.

3.

The sum of the total of the activities undertaken to implement

public policy or policies, or to produce some service or goods.

4.

The art of management.

Definition of Administration:

Administration is the leadership, guidance and control of the

efforts of a group of individuals towards some common goal.

According to Simon, Smith bourg and Thomson "In its broarder

sense it can be defined as the activities of groups co- operating to
accomplish common goals"

Administration is also used in a narrower sense to refer to those

patterns of behaviours that are common to many kinds of cooperating groups and that do not depend upon either the specific
goals towards which they are co-operating or the spacific
technological methods used to reach these goals.( Simon ).

Administration is not doing things but getting them done. An

administration is a functionary who gets thing done by others by directing
and supervising their work. Administratiopn has the task of integrating a
larger number of elements than any other vocation. It is a skilful fusion of
numerious variables in just the right proportions. There are five different

19

kinds of activities which are known to be characteristics of the

administration. These activities are as following:
1-Planning
2- Organizationi
3- directing
4- Controlling
5- Co-Ordination

Planning: It is not a separate and independent function but is a

phase of large process of administration. Planning interacted with
direction, organization, co-ordination and control to produce the
total function of management.

Organization: The activity of putting such law in to effect is

called organization. An organization is a machine for doing work.
It may compose primarily of persons, of materials, of ideas,
concepts, symbols, forms, rules, principles or more often of a
combination of all these. In educational institution to organize
people in faculties, schools, classes, grades, committees. And also
to organize materials into buildings, libraries, apparatus and filing
system.

Directing:- Indirection we see authority work under control; we

see action decision and work done. The director, executive, is an
official with power to decide and to command others.

Co-Ordination: Administration is concern with many purposes,

processes, people and things- material, housing, business and
finance. There is task of keeping these elements together in
harmony if there is to be unity of efforts towards a chosen end.
This function is called co-ordination.

Control: In administration control is an obvious necessity. One

cannot direct action without control of forcesing energizing action

20

or without control of persons and things directed or of ends to be

achieved.
Function of Administration:
Administration plays different functions which are very important
to run an institute properly and successfully. These functions are given
below.

21

1.

Education administration is mainly concerned with the operational

activities shares management some of its functions in planning,
organization and control of activities at different levels,
Provincial. Divisional, District and Sub Divisional.

2.

The administration also seeks the participation and involvement

of stake holders in different activities and for that adopts the
managerial skills for doing things with the help of subordinates.

3.

Education administration acts to ensure conformity with the

established rules and procedure. The administration is not allowed
to bring about changes in rules.

4.

The activities of administration includes inspection, supervision,

budgeting, control, difference and Compliance to the orders and
policy of management.

5.

Administration operationalizes the innovations and changes

envisaged by the management.

6.

The concerns of management are shared by administration at

different administrative levels.

7.

Administration is more concern with the inside problems and is

not free to change procedures and stategies for reform.

8.

The language used by administration is the strict application of

rules and implementation of the laid down policy.

Basic Principles of School Administration

School administration is related with human being their feelings
and emotions attitudes and behaviours therefore it becomes more complex
more delicate from other types of administrations.
However there are some principles which must be kept in mind in
organization of school administration. These principles are as following.
1.

Priority of objectives over machine and

personal considerations.

One having lost of his objectives doubles his efforts. This was told
by Bernard Shaw many years ago and it is a fact that any effort which is
not means an end are only waste of time and energy.
General tendency of human being is that he concentrate over
immitiate goals and lose the sight of ultimate objectives and functions of
organization or institutions. Like main objective of school administration
is proper mental growth and development of children than any thing else.
2.

Co-ordination of authorities and responsibility.

In school this principle is applied and quite important for the

good relationship between the principal and other staff. He should held
meetings. He should appritiate his subordinates. If some one commit any
mistake help him to make correction instead of punishing him.
3.

Adaptation of the responsibility to character

of the personal.

The place of any individual in the scheme of organization for

administration must be determine in part by his individual natural talents,
training and experiences. This principle has two aspects as
A. The degree of individuals fitness for responsibilites.
B. The other has to do with his particular types of talents which should
be utilized to full advantage.

22

4.

Recognition of psychological factors.

As Administration is directly related to human behaviour

therefore in all its dealing with an individuals where co-operation
isnecessary and desirable so the wishes, desires, ambitions and tastes of all
workers must be taken into account.
5.

Principle of relativity of values.

In actual life quite often situation arise when two principles seem
to apply and to be in conflict. It would be unnatural and unlike most
situations in life for decisions if they were not so. At this stage an
administration must perform his role carefully and at the time of taking
decision must kept the relativity of values.
The education administrator definition is a person who works to
ensure the highest level of academic achievement and standards within
their school or organization. This individual also works to develop and
execute the best and most beneficial programs and courses for students
while also overseeing the operation of the educational organization.
Education administrators have a wide range of daily job responsibilities
that might include managing teachers and faculty, developing and leading
training programs, preparing annual budgets, allocating funds
appropriately, counseling current and prospective students on career advice
and their future goals, meeting with students and their families to discuss
concerns, following student achievement patterns, overseeing curriculum
and lesson plans and making improvements and changes as needed.
The education and training required to become an education
administrator will vary greatly depending on the specific job position and
school. In many circumstances, these individuals will begin their career as
a teacher with a bachelor's degree but gain experience and complete
additional education to become an administrator. Many times this position
will require a masters or doctoral degree in addition to relevant coursework
relating to the specific school they choose to work within. For example, a
preschool administrator will usually need to receive a credential such as
the Child Development Associate, or CDA. A principal that hopes to work
23

at a public school must receive a school administration license that requires

additional examinations, training and possibly further education. These
regulations vary by state.
Qualities
Individuals considering a career in education administration
should have strong communication skills, both verbal and written. They
should also enjoy working with others in a group setting because many
aspects of this career choice involve collaborating with other faculty, staff
members, students, parents and school district representatives.
Education administrator: Job description and
activities Job description
Education administrators organise and manage the administration,
support systems and activities that facilitate the effective running of an
educational institution. The majority are based in higher or further
education (HE or FE), and opportunities are increasing in schools and
private colleges.
Administrators work in areas such as admissions, quality
assurance, data management and examinations or in a specialist department
such as finance, careers or human resources. All of these can be either
centrally based or within faculties, departments or other smaller units.
There are a huge number of possible job titles within education
administration and job descriptions are equally diverse.
Typical work activities
The range of administrative roles in the education sector is
enormous and responsibilities can vary greatly depending on the type of
institution and the section or department where you work.
The responsibilities listed below give a flavour of some typical
tasks in various roles, but in education administration it is unlikely that any
two jobs will be exactly the same. Tasks may include:

24

Servicing committees including academic boards, governing

bodies and task groups;

Assisting with recruitment, public or alumni relations and

marketing activities;

Administering the 'student lifecycle' from registration or

admission to graduation or leaving;

Providing administrative support to an academic team of lecturers,

tutors or teachers;

Drafting and interpreting regulations and dealing with queries and

complaints procedures;

Coordinating examination and assessment processes;

Maintaining high levels of quality assurance, including course

evaluation and course approval procedures;

Using information systems and preparing reports and statistics for

internal and external use;

Participating in the development of future information systems;

Contributing to policy and planning;

Managing budgets and ensuring financial systems are followed;

Purchasing goods and equipment, as required, and processing

invoices;

Supervising staff;

Liaising with other administrative staff, academic colleagues and

students;

Liaising with partner institutions, other institutions, external

agencies, government departments and prospective students;

Organising and facilitating a variety of educational or social

activities.

25

Academic Supervision/ Monitoring

1.4

EDUCATIONAL SUPERVISION:

Supervision means to guide, facilitate and direct. Generally it is

defined as a "the art of directing the activities of human beings."
It is measuring and rating performance to ensure the overall
school improvement, dismissing the workers for ineffective performance
and rewarding for good work.
Supervision is an art of activities to be done carefully, fairly,
tactfully and patiently.
Supervisory practices in any context reflect the predominant
views about the nature of teaching, the roles of teachers and how they learn
to teach. Until the 1980s teaching was viewed basically as transmission of
predetermined knowledge to students. Teachers were charged with the
responsibility of transmitting this knowledge in as uncontaminated a form
as possible, through scientifically tested procedures thought to be
immutable and universally applicable. Learning to teach was largely a
matter of mastering these procedures. Supervisors were employed as
objective evaluators to check if teachers were indeed using the prescribed
methods in their classrooms and to take corrective measures, if needed.
The more recent concept of teaching is based on the assumption that
knowledge is constructed, dynamic and conditional (Nelson and
Hammerman, 1996), and teaching is intellectually and morally complex
work (Lampert, 1985; Ball and Wilson, 1996). The role of the teachers is to
facilitate student learning on the basis of morally defensible grounds, while
managing the multiple and conflicting social, political and economic
agendas played out in schools (Britzman, 1986). Teachers learn to teach by
emulating their own teachers (Lortie, 1975), generalizing from their own
experiences as learners (Holt-Reynolds, 1991), and also by being
socialized in schools, communities and education systems in which they
work (Zeichner and Gore, 1990; Fullan, 1991, 1993; Wasley, 1991).
Supervision in this paradigm is directed towards helping teachers become

26

smarter at making professional judgments, not only about curriculum,

students and pedagogy, but also about the structures and cultures in which
their work is located. Darling-Hammond and Berry (1988, p.11) describe
the theories that underpin these two models of supervision, in the following
words: One theory, which may be called bureaucratic in orientation,
assumes that knowledge for teaching is unnecessary because techniques,
tools, and methods can be prescribed from above; they need not be crafted
by teachers themselves.
The other theory, which may be Supervision for teacher
development: a proposal for Pakistan called professional in orientation,
assumes that pedagogical preparation is essential, because teachers must be
capable of making complex educational decisions on behalf of the diverse
students. This paper claims that the current practice of supervision in
Pakistan is based on the bureaucratic view of teaching and argues that, as
such, it does not contribute to the professional development of teachers. It
begins with the characterization of the current teaching and supervisory
practices to identify the need for change, then presents an alternative
supervisory model consisting of three tiers: external supervision, interschool supervision and in-school supervision. It calls for formal assessment
of student and teacher learning, while broadening the concept of student
outcomes and teachers roles. It refocuses supervision on schools and
school clusters rather than on individual teachers. Finally, it contends that
this model has the potential to shift the locus of control for professional
development closer to schools, and thereby address some of the issues that
plague teacher development in Pakistan.
Supervisors and Supervision
The organisational chart below represents the official supervisory
relationships in secondary and primary schools. The external supervisors of
secondary schools are the District Education Officers (DEOs) who have
the Basic Pay Scale (BPS) of Grade 18. Their duties include: regular
inspection of schools, checking the maintenance and repair of the building,
ensuring adequate supplies, writing annual reports about their district,

27

posting secondary teachers and appointing primary teachers, and helping

the Director of the Bureau of Curriculum and Extension with in-service
teacher training programmes.
Selected secondary schools with a large student population and a good
reputation are labelled pilot or comprehensive schools, and have
principals (BPS 18), while others have heads (BPS 17). Both are
supervised directly by the DEOs because the principals and heads do not
recognize the supervisory authority of any officers below that level.
Supervisory Structure in Schools
Executive district officer
District Education Officer
Assistant District Officer
Principal
Teachers Supervisor / LC Teacher
Supervision for teacher development: a proposal for Pakistan secondary
school are in BPS 15, which is at least two levels below that of the
designated head.
(DEOs, BPS 18) and/or ADEOs (BPS 16) or Learning Co-ordinators (LCs,
BPS 11) supervise primary schools. All teachers in a primary school
ordinarily have the same grade level (BPS7), but some qualify for a higher
grade (BPS 9) on the basis of their years of service. The most senior
teacher in terms of length of service is responsible for administrative tasks,
but does not qualify for extra benefits for this additional responsibility.
More importantly, the most senior teacher is not officially responsible for
the supervision of other teachers in the school, although various
researchers (Farah, 1996; Simkins et al., in press; Warwick and Reimer,
1995) have recorded the supervisory roles assumed by the most senior
teacher in primary schools. DEOs can be responsible for 100 to 175
secondary schools; the ADEOs or supervisors for about 20-25 primary
schools; and, in districts where learning co-ordinators have been appointed,

28

they are responsible for supervising 10-15 primary schools. Officially,

DEOs are selected for the post on the basis of the number of years they
have served in the education department as teachers and as principals.
Unofficially, having a voice in the Department of Education is their most
important qualification. Consequently, teachers who may have
distinguished themselves in the classroom or in the staff room, but who
lack this political asset, may never be appointed as supervisors of
secondary schools. Supervisors of primary schools (except learning coordinators) have a background in secondary school teaching. Not only is
their knowledge of primary schools inadequate, they also have a
disparaging attitude towards primary-school teachers, based on their lower
levels of education, salaries and social status. Experienced as well as
novice primary teachers, in the absence of an explicit official
differentiation between the two categories, are supervised by them. The
World Bank financed First Primary Education Project, a new tier of
education officials for the external supervision of primary schools, created
in 1979. Primary-school teachers with 10 or more years of The current
context experience were hired as learning co-ordinators (LCs) to provide
on-the job instructional support to other primary teachers. Warwick and
Reimer (1995, p. 98) state that some of the LCs hired for the project
received one type of training, others received another type, and some
received no training at all. An early evaluation of the project showed that
teacher absenteeism was reduced in areas where LCs were deployed. On
the basis of this evaluation, LCs were employed in selected districts in all
four provinces of Pakistan. However, the authors claim: [LCs] have not
lived up to their promise as leaders. Many make so few visits to schools
that they are not in a position to have any long-term influence on teachers.
Even if they come one day a month, which most do not, their suggestions
to teachers may be forgotten between visits. Teachers are most likely to
change their classroom practice when they are not only given a suggestion
about what to do, but a chance to carry it out over several days or weeks.
Subsequent reports show that LCs focused almost exclusively on
monitoring teacher attendance and school records, rather than helping

29

teachers improve classroom instruction (World Bank, 1988). Other studies

(e.g. Farah, 1996; Memon and Mithani, 1996; Smith et al., 1988)
underscore the fact that supervisory personnel and practices have made no
difference to the quality of instruction in schools. Supervisors are not
responsible for identifying teachers professional needs, responding to
them in a sustained manner, or communicating them to another
organization that can do so. The Bureau of Curriculum and Extension
(BCE), which is responsible for designing the curriculum of primary and
middle school teacher certification programmes, is supposed to provide
off-site support to teachers through short in-service courses, but is not
responsible for monitoring the outcomes of their pre-service or in-service
training programmes. There is no evidence of co-ordination between the
work of the BCE and DEOs or LCs, or among the other governmental and
non-governmental organizations that offer in-service courses to
schoolteachers. In the absence of a systematic analysis of teachers needs,
Supervision for teacher development: a proposal for Pakistan government
organizations, NGOs and donor agencies are guided by the personal views
of decision-makers, or their inadequately informed advisers, about what
teachers need to learn. Thus none of the provisions are based on a
systematic analysis of what teachers need to learn, or evaluations of what
they have learned through particular interventions.
A secondary-school teacher with 13 years of teaching experience described
a typical supervisory visit to his school thus: Typically, the supervisor
arrives five minutes before school starts and as soon as the bell rings, he
gets hold of the register (where teachers sign in every morning to record
their presence). He then has explanation call of all the teachers who are
late. They beg and plead, and the lady teachers especially, they cry, and tell
him that that was the only day they were late. The bus tyre got punctured,
or their child was sick. One excuse after another Asked if the
supervisor visited the classrooms, the teacher said:
Yes, he goes into the classes sometimes. He will ask for the class in which
his own subject is being taught. For example, a supervisor with a
background as an Urdu teacher, will go into an Urdu class and ask the
30

students to explain the meaning of a verse. Even if the students know, they
and the teacher are all so nervous, they forget. Then he asks the teacher,
How long have you been teaching? She will say Ten years, sir, and he
replies, How come the students dont even know this? What rubbish have
you been teaching them for so long? All this in front of the students!
Sometimes he also goes through a few copybooks. All he wants to see is
the teachers signature on the copybook, to make sure she checks it. He
doesnt know or care what is written in there ....
The teacher was asked what happened after the visit. He replied: Nothing
happens afterwards. For that, [the supervisor] would have to enter it into
the service book, which is the official record of a The current context
teachers career. Nobody does that. They dont want to hurt the teachers
chances of promotion. Who knows how many children he or she is
bringing up on that salary? The teacher also commented that, on the one
hand, it was very difficult, if not impossible, for teachers to be fired or
demoted, which therefore meant they need not be afraid of supervisory
visits. On the other hand, if any other superior officer or a teacher with the
appropriate political connections wanted a particular teacher to be replaced
by someone else, there was nothing he/she could do, no matter how
professionally competent he/ she was. As for the head of the school, he
added that he/she would make sure that there was a gift for the supervisor,
such as a crate of mangoes in the summer. This is to ensure that
complimentary remarks are written about the school in the official record
of the supervisory visit, at least until the next visit. No official reports of
the visit are recorded in the DEOs office or sent elsewhere. The teacher
claimed that the visit did not form the basis of efforts to provide further
support to teachers or the school. He remarked that nobody had the time,
mandate or motivation to help teachers learn anything. Although sporadic
efforts have been made to train supervisors, they invariably draw upon
their own experience of being supervised to construct their practice.
Historically their role has been defined by the colonial tradition of
inspection, where the inspector represented expertise as well as authority.
He tried to ensure that the correct methods and materials were being used

31

in schools, often by identifying mistakes by teachers and demonstrating

model lessons in class. The inspector had the authority to transfer teachers
to their preferred schools, promote them, or suspend them for negligence
of duties. While many of the social practices associated with the
hierarchical relationship between teachers and supervisors have survived,
supervisors no longer feel that they represent authority or expertise. The
report of a training workshop for supervisors (AEPAM, 1994) states that
supervisors are not able to perform their duties adequately because
Supervision for teacher development: a proposal for Pakistan
administrative action against teachers cannot be taken because of political
pressure. Supervisors participating in this workshop also claimed that they
had too much paper work, no transport facilities and too many schools to
inspect, many of which were built in inappropriate locations. Furthermore,
they found the curricula overloaded and complex and asked for the set
theory to be eliminated from the primary curriculum, most likely because
they themselves did not understand it. Evidently, supervisors find
themselves ill prepared and powerless to perform their perceived duties.
The internal supervision of a secondary school is the responsibility of the
principal or head, but primary schools have no designated internal
supervisors. However, what the principal/head of a secondary school, or
the senior teacher in charge of a primary school, can or cannot do is
determined more by local norms and the individuals themselves, than by
the official powers given to them (Farah, 1996). In their study of
management styles of head teachers, Simkins et al. (in press) found that the
perceptions of their roles varied a great deal among heads of government
schools. One head of a secondary school said: I consider myself only as a
chowkidar (gatekeeper). Another stated: I see my role more as an
accountant than an administrator or academic. Yet another told the
researchers that she blocked the transfers of teachers she wanted to keep
and had others unofficially transferred to her school while they continued
to draw salaries from elsewhere, despite the fact that she had no official
powers for making teacher transfers. In his study of primary schools, Farah
(1996) found that senior teachers, or teachers in charge of primary

32

schools, not only made major changes in the curriculum, such as the
introduction of English language as a subject, but also coached other
teachers and raised funds for their schools. Warwick and Reimer (1995, p.
99) also highlight the ambiguous role of the head teacher in Pakistani
primary schools: Their titles suggest authority headmasters,
headmistresses, head teachers but they usually have none. They become
school heads because they happen to be the most senior teacher in the
school. If they move to another school where they are younger than
another teacher, they will no longer be heads. Most are full-time teachers
The current context who handle some administrative tasks, such as sending
in attendance records to the district education office. They rarely supervise
other teachers, help them develop greater self-confidence and better
teaching skills, or work with them in other ways ... They were not trained
to be leaders, did not see themselves as leaders and did not act like
leaders.
The authors go on to state that in the few primary schools where they
found heads supervising other teachers, their work had a positive impact on
the achievement levels of students in Grade 5 in mathematics and science.
Supervision as District Education Officer:
Objectives:
As supervisor following are objectives
1.

Improvement of Instruction.

2.

Improvement of school administration/change in attitudes.

3.

Improvement of curriculum.

4.

Professional development of staff

5.

To ensure the effective class room management.

Significance:
Modern school supervision is considered as any service for teacher that
eventually results in improving instruction, learning and the curriculum. It
33

consists of positive, dynamic and democratic actions designed to improve

instruction and strategy.
Tolls for Supervision:

Check list for physical facilities.

Check list for supervisory method

Check list for academic performance.

Check list for class room observation during teaching.

Check list for maintenance of record.

Improvement of Instruction:
In view of professor Pfeiffer and Dunlop, educational supervision is a
process of interaction in which the supervisor works with teachers to
improve instruction. The ultimate goal is better student learning, The Goal
includes involving change, teacher behaviour and restructuring learning
environment
I.

II.

Suggestions for Improvement of Instruction:

1.

Stimulate the heads and teachers of a school for their capacity

building through in-service-training programme, which has
become more crucial for professional development and for rapid
change.

2.

Develop the learning objectives and instructional material to

achieve the objectives of supervision.

3.

Evaluate the instruction through your feedback.

Improvement of School Management:

The school management and supervision are shared functions in

the operational educational system, therefore both are considered
correlative and complementary. Generally administration works on

34

expectation to solve the organizational problems and to provide smooth

working environment for the people (teacher, student, parents).
Suggestions for Improvement of School
Administration
Evaluating the school environment, it includes:

Physical facilities, as Cleanliness, availability of clean water,

proper sanitation system, lighting & other related resources.

III

Friendly respected atmosphere.

Effective learning environment.

Community active participation.

Head & teachers cooperation

Staff Professional Development:

The staff professional development has become more crucial to

accept the challenges of the day. The involvement of the school head
teachers and teaching staff in in-service-teachers training courses,
workshops, seminars, field trips and consultation can improve their
performance.
Availability of the teaching learning material, related other
resources, monitoring of the classroom activities, observation of the
classroom management are expected from the supervisors during their
supervision.
Conducting of orientation meetings with the staff/head teacher
and community, establish the close relation between the teacher and
students.
IV.

Improvement of Curriculum:

One of the objectives of the school supervision is improvement

and delivery of curriculum, which reflect the four things, the basic pillars
of curriculum.
35

Objectives,
Content,
Methodology / Pedagogy &
Evaluation.
Objectives of the curriculum reflect the goals of any society or a
country, which they want to achieve. To achieve the desired objectives the
content and methodology of delivery that content must be appropriate. The
evaluation of the whole process of the development of the curriculum is
very important as the out-put of the organization, the production degree,
the results of the students, achievement tests, behavioural change, positive
change in their behaviour and their responses to the society.
If there is some problem regarding objectives, content,
methodology then the alternate strategy could be adopted to remove those
constraints
Without evaluation process no one can expect to achieve the
objectives of the curriculum.
V.

To ensure the Classroom Management:

Classroom management is:

Managing the classroom situation to ensure that an atmosphere is
Generating, where the most effective learning takes place for all of the
students.
The most important aspect of the academic supervision &
monitoring is the classroom management therefore the district senior
managers are expected to be able to give proper feedback to the heads and
teachers to improve that area.
The main objective of supervision is to skill the teachers to
manage the classroom for joyful and maximum learning achievement, so
that the students may be able to express freely their ideas, thinking and raw
knowledge learnt from their daily life experiences& environment.

36

During the school academic supervision and monitoring the

education managers must involve themselves in classroom activities to
observe keenly,
What is happening there, what is the output of teacher's efforts
and what is the response/ attitude of the students.
It is not enough to record the attendance, cleanliness, sitting
arrangement and how much textbook according to annual study scheme
has been taught or finished but the most essential aspect of the supervision
is to identify and record the human behaviour, various aspects of learning
achievement, interest level and time framed activities.
Supervisors are to be believed to have a checklist to observe the
classroom activities and their own valuable feedback may be recorded in
that checklist and a copy of that may be filed in each school record
properly.
Quality Based School Supervision and Monitoring
Skills
The role of each level of management in the organizational
growth and development is different from the other one at Supervision
level both, the process
Oriented & objectives oriented control is necessary to produce
greater positive results.
That is why, that there is a need to clear the concept of the skills
required for academic supervision & monitoring. It is a combination of
four main skills as given below:
1. Behavioural Skills
3. Instructing skills

37

2. Planning Skills
4. People Handling Skills.

1.

Behavioural Skills:

Attitude is the hidden factor behind behaviour. Behaviours are

situational because attitudes cause behaviour subject to change according
to situation.
District senior education managers/ supervisors face a variety of
situations during their work, some are caused by their management and
others are caused by their actions. Mostly behaviour among people is
reactionary in nature.
Therefore, to produce a positive behaviour in their employees, a
supervisor needs to control his/her actions in relation to their people.
Usually the actions, they take must focus on achieving the Goals and
Objectives of their supervision.
The supervision process requires an active participation of all the
concerned people, that is why that the supervisor needs to contribute
his/her skills and ideas in handling routine problems of a school, which the
supervisor must not delay because delay in solving problems leads to a
variety dissatisfaction among the employees.
2.

Planning Skills

Academic Supervision Planning Skills are quite different from the

managerial skills. Managers need overall planning, that is to focus the
human resource, other available resources, machines and finance to
achieve the desired objectives of the organization within the specific time
and period. On the other hand the supervision planning focuses on the
work-planning, therefore this planning is optimum on the proper &
effective utilization of human and resources.
The work-planning is used to allocate resources to various kinds
of work and to facilitate work process for achieving the required objectives
and a level of work performance within a specified time. This planning
allows smooth monitoring and control of work.

38

The focus of this planning is reducing time on unnecessary

operations or simplify some operations so he/she can produce maximum
results within resources allocated to them.
3.

1.

Format of Planning Skills;

1. What to achieve

(Objectives / work performance).

2. How much to achieve

(Quality and Quantity Standard)

3. When to achieve

(Specified time for each action)

4. How to achieve

(Methodology
strategy)

5. Follow up/ monitoring

(Methods/Strategy to evaluate
performance/ Check-List)

implementation

Skills of Instructing Employees

A supervisor needs to instruct his/her employees both at the job

training (at the beginning of their service) and during their service through
orientation meetings / workshops, consultation, school visit. Feedback of
the supervisor may be provided regularly and well in time for their further
improvement through supervision/ monitoring Report/Checklist/ School
Log-Book as convenient.
At the both stages the employees need instruction to know how to
perform effective work, which requires three combine skills:
What to do?

Why to do?

How to do?

The first skill of the combine process is "what to do" deals with the
knowledge/ content curriculum.
The second skill involves the objectives of the task assigned to
them. Supervisors must focus the objectives of their own actions as well as
the performance of the school head and teachers, why they need to
perform?
Both the supervisors and employees must focus the both aspects,
objectivity as well as process of performance/ activity (the actual
demonstration/ performance).
39

The supervisors may perform demonstration during the school

supervision where needed. If he/she is not confident in this skill, he/she can
not give good instruction to their employees.
"How to do" this step moves the supervisors to the next phase which
deals with methodology of instructing the employees. This requires the
knowledge and skills to develop a positive attitude in teachers & learners.
The most important, sensitive and necessary responsibility of the
supervisors is instructing the people which should be handled very
carefully keeping in mind the interest and motivation level of the heads,
teachers, learners and community.
1.

Skills in Handling People (Heads, Teachers,

Students, Community)

People are the most vital resource for achieving organizational

objectives. Supervisors need to make work a pleasure to achieve higher
degree of efforts from people. People must feel at home at work. They
must feel that their genuine problems will be heard and redressed. Their
rights must be fully protected and they should be provided just and honest
treatment by their supervisors / senior district managers.
When they visit or supervise a school, the employees take the
words of a supervisor as manager; therefore the supervisor must guard
his/her words. They should not make any commitment or a promise which
they can not fulfil.
He/she should try to live up to the expectations of his/her people by
appreciating their efforts recognizing good work and rewarding work
performance. On other hand supervisor expects full cooperation from
his/her people obeying their instruction within the organization.
To develop positive relationship between supervisor-worker, the
expert in the subject suggests certain foundation principles, these are:

Appraise each person's work performance individually &

regularly and let him/her know how he/she is doing.

40

Do not deprive employees of reward for his/her outstanding work;

give credit for it when due rather delaying it.

Use each person's ability for the maximum, avoid misplacing

people while distributing job.

Seek employee's acceptance for behavioural change, ask for their

commitment for new challenges of their job.

Treat all the employees individually regarding their problems and

job requirements.

Good understanding between supervisors and workers reduces

grievances, hostilities and save time, this time can be utilized for
achieving greater efforts towards higher production or out-put of
school improvement.

Self Assessment
Write down the comprehensive answers of the given
Questions:
Being a skilled supervisor:

How can I bring a positive change in the attitudes of a School

Head and staff?

I can develop the following effective planning techniques for

academic supervision/monitoring.

While giving the instruction to the teaching staff, what are the
skills I must own them?

41

How can I apply the skills of handling the heads/teachers

Tips for Quality Based Academic Supervision &

Monitoring

Make sure that teachers know what is expected of them, if

teachers feel uncertain as to expectation they will feel hesitation
and confusion, so make instructions clear and let them know.

Avoid being too restricted by the schemes of work, if things are

not going as expected allow time and opportunity for setting their
own targets within available resources. This encourages self
awareness and realistic expectation which leads to success, a great
motivator.

Make sure that you are giving praise where possible and needed
well in time, because it gives the confidence for more
improvement.

Sure that the staff has availed the opportunities to develop new
skills that will help achieving learning for all.

Questioning skill is a vital part of any good supervisor's toolkit

and the act of answering question is a strong learning experience.
Some times questions highlight gapes of understanding therefore
to explain the things or ideas when, necessary is a good tool.

It is very important to be skilled at It is very important to be

skilled at giving and receiving feedback for all, supervisor, head,
teacher and student.

Team work does not just happen behind the operation of any
successful team, but the strategies and practices are in place that
helps to develop the collaborative working which makes team
function effective.

Do SWOT analysis.

This should look at the Strengths and Weakness of the task, the
Opportunities for improvement and any Threat to success of your
plans.

42

SWOT theory helps you know what you need to build, what needs
remediation, which direction it will be fruitful to follow and what
you will need to look out for so your plans are not stalled.

Tell the people that the purpose of the supervision is just to

facilitate them not to create a fear.

Listen to the heads/teacher's problems. Concerns, ask them to

share the possible suggestions first , than try to solve the
problems.

Appreciate the strengths of performance and encourage them.

Discus the areas of weakness for the purpose of professional

development.

Discuss only with the person concerned.

Classroom Observation Tips:

Enter the class silently avoiding the disturbance of teacher &

students.

Avoid interrupting the teacher if busy in teaching learning

process.

Ensure your presence in the class till end of the activity,

appreciate where needed and give your feed back to clear the
concept if needed.

Give a demonstration where needed for their improvement.

Select a suitable time for feed back in the absence of the students.

Ask them to reflect their own performance first, then give

instruction.

Ask the questions expected by the students regarding their

learning achievement.

43

Develop a confidence among the students.

Appreciate and encourage on the positive aspects.

Observe the physical facilities in the class and record in the feed
back on the Log-Book or Supervision Report.

Observe the instructional/support material used for the teaching

learning activity and record properly in your report.

1.5

EDUCATIONAL LEADERSHIP

1.5.1 Leadership Skills

Leadership is the ability of a person to lead a group of people to achieve a
given task, Leadership is an inspiration for the people, and those people are
leaders who inspire others. Leaders are present around us, we can see them
in every day life, when some one among them attain the level where he can
demonstrate and exercise his ability for the common purpose, they excel
and then we recognize them as a leader
Mohammad (peace be upon him) is the greatest leader of world, in the
history of mankind there is no other person who can reach to his level or
status. He is model for all humanity, how to lead the people, if we read all
the modern books about leadership today, we will see the qualities of
Mohammad (peace be upon him) in these books.
Here is a list of skill which is necessary for a leader.
1.

Inspired people: Leader inspires others by his actions and

character.

2.

Educational Vision: leader has a clear vision for the institution

future goals and a clear plan for achieving those goals.

3.

Management Skills: Improving institutional effectiveness by

initiating change in Procedures and organizational goals

4.

Agent of Change: leader is the agent of change. He brings new

changes to institution and always welcome to new change.

44

5.

Open-minded: Leaders always accept new ideas and suggestions

despite his view.

6.

Acceptability: Leader is the person who is acceptable to all.

7.

Diagnostic skills: Diagnose the problem and bring solution to the

problem.

8.

Decision making: A leader should have the ability to decide.

What to do, why and when to do. Quick decision making is an
essential skill of a leader

9.

Communication skills: communication skill is the most

important skill of a leader, with communication he builds good
relation with staff, students and community members.

10.

Planning skills. Planning skill help leader to organise activities in

school e.g. teaching activities, co-curricular activities,
administrative activities and education organization need from
time to time.

11.

Sharing Leadership: sharing responsibilities with teaching staff

and develop them for the role of leadership

12.

Dynamic: leader is dynamic and ready to lead any time when

ever he needed.

13.

Man of words: leader is the man of words and it gives trust to his
follower that he will do what he said.

14.

Innovative: leader is Innovator in nature and he Support new

change and take vital steps to complete a project.

15.

Team Builder: Focuses activities toward increasing the

effectiveness of the staff members.

16.

Know the Talent: He knows the skill of people with whom he is

working and gives them responsibilities according to their skill.

17.

Humble: Down to earth and respect his staff members.

45

18.

Coach: Leader is like a good guide and trainer for his staff
members.

19.

Community Building: As the role of the educational leader

widens, so does the need for these leaders to build a network of
relationships inside and outside the school. The community are
consists of school, teachers, students, parents and other members
of the community. It is the duty of a leader to bring them together.

20.

Sphere of Influence / area of concern: the leader knows about

his shortcoming and speciality.

21.

Embrace error: leader accepts failure and dont blame others.

1.5.2 Role of Principal as a Leader

Principal is the most important person in a school. Every thing depends on
him. The importance of the principal and viewing him as a leader is not a
new concept. If a principal is a good leader, the school will have success
stories. A good principal is do not afraid others people skills and wisdom
but he use there skills and wisdom for the improvement of institution. It is
the quality of a leader to share leadership with others and turn them in to
good leader from them. Principal is not an instructional person, he did not
teach he supervise, he guide other how to teach, what to teach and when to
teach.

46

1.

Shape staff roles for teachers and allocate time for meetings.

2.

Keep the school's goals head of all things and try to achieve these
goals

3.

Works closely with distract education office to ensure the school

remain on the right track to achieve goals.

4.

principal create budget for annual spending and repair of school if

any, also create schedule for school which is best for teacher and
teaching learning process.

5.

Ensure to achieve academic expectations, and fulfill the

challenging curriculum requirements and it objectives,

6.

Create team of teachers to monitor the school performance and

create future leader for school administration.

7.

Build strong relationships between teachers, students and

community.

8.

Keep discipline in school.

9.

Supervising teaching from time to time by different means.

Evaluation of students

Help teacher for more reflective and insightful about their

methods of teaching.

Observe classroom teaching.

10. The principal role is to monitor student progress and assessment

of student knowledge according to objectives of curriculum.
11. Promoting collaborative
communication

problem

solving

and

open

12. Collecting data, analyzing data, and use that data to identify
school needs
13. Implementing and monitoring the school improvement plan
14. Plan Strategies for classroom management and teachers to
monitor student understanding and academic progress.
15. Introduce tested Research-based practices in school
improvement in the performance of teachers and students.

for

16. Introduce multiple methods of teaching in school.

17. Collaboration with stakeholders in the process of school
improvement
18. Communicates and share school vision, goals for the future and
progress for the attainment of goals to parents, community and
staff members.

47

19. Recognizes the contribution of parents and community in the

process of ongoing school activities and celebrates it on parents
day to motivate the community members.
20. Nurtures and develops the leadership capabilities of staff, parents
and community members.
21. Identify the weakness of staff members and plan various training
course for them to improve their skills in that particular area.
22. Identify performance instruction indicator that link to achieve key
goals and objectives.
1.5.3 Leadership and Human Relationship
Definition of Leadership:

School leadership is the process of enlisting and guiding the

talents and energies of teachers, pupils, and parents toward
achieving common educational aims. This term is often used
synonymously with educational leadership in the United States
and has supplanted educational management in the United
Kingdom. Wikipedia

Leadership is "organizing a group of people to achieve a common

goal.

"Leadership occurs when one person induces others to work

toward some predetermined objectives." Massie

"A manager takes people where they want to go. A great leader
takes people where they don't necessarily want to go but ought
to." Rosalyn Carter

Definition of Human Relationship:

Human relationship: An

interpersonal

relationship is an

association between two or more people that may range from

fleeting to enduring. Human relationships are formed on different
48

circumstances; it could be cultural, social family, friendship, work

and social groups. Leadership and human relation go side by side,
you cant chose between them, and you have to choose them
altogether.
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.
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.
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 cocurricular activities in the school where teacher and student both
participate.

49

Relationship of the leader with his colleagues in educational institute:

Milo Stuart states, The relation of the principal to his teachers should be
the most intimate of any. If a teacher fails, the principal fails; if the teacher
succeeds, the principal succeeds. To sum up what the principals job is, I
shall call him a referee the captain of the ship the boss of the firm a
juvenile judge before whom tribunal come out not only the culprits but the
adults who frequently contribute to the pupils shortcomings. He is a
promoter who must project the future of his institution and convert the
public to his plan. He is a social physician to every parent who has
wayward son who needs attention. He is a friend in need to pupils and to
all the homes in which misfortune comes. His power, his activities, even the
good he does, can not be measured by a material yardstick.
The role of the leader in educational institution is very Delicate and
critical. He keeps his relation with all stakeholders of the school and keeps
balance in them, fighting and quarrelling students, reluctant and difficult
teachers and complaining parents. The leader will establish good relation
between all of them. He seeks their whole hearted cooperation in all the
activities of the school, academic, co-curricular and administrative.
In leadership and human relation lot of things are common,

50

I admit I made a mistake: take blame for the failure

You did a good job: appreciate other for the success

What is your opinion: open to suggestion from others

If you please: give respect to others

We: sharing responsibility

Minimum use of the word "I"

One who cannot empathize with others will never become a true
leader.

1.6

EDUCATIONAL ADMINISTRATION AT SCHOOL,

COLLEGE AND UNIVERSITY LEVELS:

Educational administration is a discipline within the study of

education that examines the administrative theory and practice of
education in general and educational institutions and educators in
particular. The field ideally distinguishes itself from administration and
management through its adherence to guiding principles of educational
philosophy.
It can be defined as Planning, organizing, directing, and controlling human
or material resources in an educational setting, and the study of this
process is called as educational administration.
Educational administration is the operation and management of learning
institutions such as public schools, child care centers, colleges and
universities. From small preschools to prestigious universities, educational
administrators manage organizational structure, administrative processes
and educational programming. Because it involves children educational
administration contains a wide range of ethical standards and customary
practices.
Educational Administrators
Educational administrator positions require training in behavioral science,
business administration, community relations, counseling, conflict
resolution, curriculum development, finance, leadership and research. Such
administrative posts may require a master's degree in education
administration, educational leadership, college student affairs or a related
field, and state boards of education may require specific licensing for
administrators. Many top educational administrators earn their positions
through promotion from lower-level assistant jobs.
Administrative Theory

Administrative theory as it pertains to educational administration

has changed since the field began in the 1950s. The foundation of
administrative operational and organizational theory comes from

51

the classical theory of scientific management, which focuses on

work and workers, and administrative management, which
analyzes the organization as a whole. From there, theory has
focused on human relations (management through the creation of
work teams) and behavioral science (a combination of classic
theory and the human relations approach that accounts for
management of individuals and the organization).
Organizational Structure

Learning facilities require an organizational structure that delegate

educational and administrative tasks. An educational
administration plan assigns job specializations, creates
departments, develops a chain of command, designates authority
and defines the management system. The management style can
be bureaucratic, which has a policy-making group such as a board
of education, or participatory, which uses feedback from teachers
and other educators within the system to develop standards and
structure. School-based management, a relatively new style,
focuses less on bureaucratic policy development and more on
giving educators individual, professional responsibility, which can
be used for anything from curriculum development to disciplinary
methods.

Administrative Processes

Education administrators motivate staff, provide leadership, make

decisions and direct policy changes. They plan program financing
and educational staff development. Educational administration
also involves the local, state and federal legal requirements of the
particular institutions. Public schools may be required to offer
referendums about spending and policy to the community.
Educators also must ensure students follow or are protected by
applicable laws, including those regarding attendance, freedom of
expression, academic performance and discrimination.

52

Educational Programming

Curriculum development generally involves input from state and

federal departments of education, along with educators in the
field. Teachers and administrators work to try to assure curriculum
content engages and enriches the lives of students. It must be
varied, with both conceptual and practical subjects. Besides
academic programs, educational facilities monitor learning
progress, provide career or behavioral counseling and offer
extracurricular activities. Educational programming should
include measurable learning goals and afford teaching staff the
ability to improve their skills and knowledge.

Educational administrators can hold a variety of different jobs and work in

many different capacities in an education office, an education department,
a school district or a school. Educational administrators' jobs may vary, but
ultimately they serve to lead and manage both teachers and learners.
1.

History

Education administrators have been in schools since the 1800s. Prior to

this, most students were taught in one-room schools with mixed ages,
abilities and grades. Once the U.S. population began to grow and school
services began to grow and become more specialized, a clear need for
administrative and clerical work emerged. Around 1850, the idea of the
"principal teacher" developed. Principal teachers were the head teachers in
high schools first, and eventually the trend continued through the primary
grades. As populations and schools grew, the the teaching duties of these
individuals were eliminated and administrative responsibilities grew. They
soon became known as "principals" instead of "principal teachers."
Other education administrator roles also grew during this time. Eventually,
a "superintendent of schools" position developed. This term grew out of
other leadership positions of the time including railroad superintendents
and plant superintendents.

53

2.

Types

Educational leadership positions vary according to the age of the student.

Preschool administrators, sometimes known as day care or early childhood
administrators, have a wide range of job duties, as these positions require
management of day-to-day activities, hiring, employee management,
expenditures and the supervision of students. Assistant principals and
principals in elementary schools also share similar tasks; however,
specialization can sometimes occur as larger schools may require one
principal to be in charge of discipline or student services while the others
have different duties. Assistant principals and principals in secondary
schools typically also have more specialized roles to balance work loads
and support the many needs of staff and students.
At the district level of education, assistant superintendents have highly
specialized positions ranging from human resources to student services to
curriculum and instruction. They, along with head superintendents, manage
principals, schools and students. District administrators also oversee the
maintenance and care of the schools, are public voices for their particular
districts, are managers of student data and curricular standards and are the
liaison between the buildings and the school board. Educational
administrators in universities have some duties similar to those of public
school superintendents, as their roles are specialized.
3.

Education and Experience

Educational administrators have education backgrounds similar to school

guidance counselors, librarians, curriculum coordinators, educational
specialists and teachers. Understanding the requirements and expectations
of various other educational jobs helps administrators lead others in an
empathic capacity. Educational administrators usually have advanced
degrees in teaching, administration or educational leadership. Most
administrators have many years of experience as teachers, leaders and
mentors. Additionally, many educational administrators are required to
participate in ongoing training and professional development to learn new
methods and policies of school leadership.
54

1.

Developments in Organization and Human

Resources Policies

Friendship, brotherhood and permanent peace in our country and

in the world is only possible with education that is guided by national and
universal values. Each administrator to manage the educational processes
in which individuals learn the necessary skills, knowledge, attitude and
behavior to live happily in their countries and in the world are basically
expected to have the administrative skills, knowledge, and experience, to
produce national and world class service, to be equally far or close to
each political opinion and belief.
In every kind of organization;
Knowledge to be valued as the most important power,
A vision which is shared with correct principles and basic values to be
identified with a participatory understanding,
Decision and administrative processes to be organized with a democratic
and participatory understanding,
Business success to be measured by objective measures and indicators,
Freedom based creativity to be supported,
An organizational culture education in which the successful people will be
important and valuable, would integrate our country first with European
Community and then the global standards.
Besides the basic concepts of Public Administration like merit, carrier,
success, effectiveness, productivity, employees morale and
business satisfaction; other concepts that will support the basics like
assignment definitions, in-service training, training on-assignment,
examination, evaluation principles, informing the personnel of
evaluation measures, indicators and standards, building of the business
areas and making the evaluations objectively by achieving the targets and
goals within the measures and standards identified in the business plan are
needed. Within a process-focused evaluation understanding, concepts like

55

informing the personnel immediately of the good and bad business results,
taking verbal and written comments of the personnel on systematical
evaluation,
providing
participation
and
democracy
in
administrations evaluation process are re-carried to public
administration in the example of Ministry of National Education with
the principles and means for implementation.
Leadership of the transition between public administrations traditional
personnel evaluation system to contemporary personnel assessment
systems and the burden derived from this process belongs to the directors
of Ministry of National Education.
For this reason Ministry of National Education has passed the following
regulations within context of 53, 56, 61 and 62. Article of Law No: 3797
about the Organization and Duties of Ministry of National Education as
amended by Law No: 4359.

Ministry of National Education Administrator Appointment,

Evaluation, Promotion and Replacement Regulations.

Ministry of National Education Personnel Promotion Regulations.

Ministry of National Education Regulations for Making Changes

in Record Supervisors Regulations.

Ministry of National Education Regulations for Making Changes

in Discipline Supervisors Regulations.

Regulations for the Appointment and Replacement of Directors of

Educational Institutions bound to Ministry of National Education.

Ministry of National Education has not embraced the recognized solutions

of favoritism against administrative problems; by implementing the
regulations listed above he has highlighted once again the basic properties
like setting an example by educating employees behaviors and leading by
the occupation and presented these to the critical support of public
opinion.

56

In Administrator Regulations; a new working culture which will leave

behind every understanding that prevents the change, scientific and critical
sense, be in favor of freedom and relate personnels promotion to its own
business success is suggested. The new working culture depends upon the
full belief of the basic principles of law, the meaning and importance
human rights and freedom have gained today, believing that being different
is a right and wealth and democratic and secular values are not to be
abandoned.
With the new understanding which is planned to be formed and
implemented by Administrator Regulations and the organizational and
working culture to be developed in line with this understanding; an
administrator interaction that is honored, successful, democratic, creative,
participatory, efficient, effective, tolerant, respectful, true, honest,
knowledgeable, in favor of freedom, productive, learning, learning together
with his organization and preferring to communicate correctly rather than
appropriately in every condition would be established.
Personnel evaluation systems meaning and content was established once
again on the basis of integrating learning and practice by the personnel
evaluation system which has been brought to life with Ministry of National
Educations Administrator Appointment, Evaluation, Promotion and
Replacement Regulations.
In this context the goals are;

To assess personnels business success levels objectively,

To determine the weak points in personnels work and to

strengthen these weaknesses,

To determine the educational needs for career and personal

development,

To identify the skills,

To take the necessary measures for developing the interactions

between administration and employees in a positive manner,

57

To inform the personnel clearly and sincerely of his own

condition and to help them gain awareness of the need for selfdevelopment,

To make the personnel to do his best,

Team work,

To develop oneself as much as developing others,

To establish a working culture which supports the belief of being

able to increase ones own potential as much as increasing others
potentials.

The evaluation system established with the mentioned regulations

is founded on this basis and specific guidelines are accepted as
fundamentals in that context.

Administering the human resources should be assumed as a value

of the working culture. Responsibility should be taken in
administering human resources like the responsibility in Money
Management.

Administration/administrator

should

not

show

interest

in

personnel and business issues annually, this interest must be

shown every day.

One should not be contented with analyzing the short-term results

and mistakes made in the past; future targets, goals and personnel
education should seriously be considered.

For handling the organization/bureau as a whole and for

continuous improvement, the balance and harmony between the
long- and short-term targets should be established.

Sincere and honest relations should be founded with the personnel

to determine the goals and targets, to define the standards and to
improve the business success levels when appropriate.

58

Administrators should demonstrate the management skills to

conduct the business succession improvement process.

Employees should be given incremental responsibility to plan

their own assignments.

Administrators at all levels should avoid evaluating their

personnels business succession levels subjectively.

Administrators should set examples with their behaviors and

should be leaders via their occupations.

In this context, the following guidelines should be considered

while preparing the annual business plans that forms one of the
main columns of the evaluation system brought by the
regulations:

Personnel work more effectively if they know what is expected of

them and how to achieve it appropriately.

Personnel who participate actively in determining the goals,

targets and standards related to their assignments are more likely
to achieve the targets.

Personnel, who are systematically informed of and guided for

their business success, become more ready to improve business
successions.

Goals, targets and standards in annual business plans should be

determined by mutual agreement; short-term targets should be
supported by long-term targets, and should be in line with
Ministry of National Educations long-term goals, vision, mission
and values. Evaluation principles and methods are organized
separately in the regulations. In this context,

The objective of evaluation is determined in the first paragraph of

12. Article. According to this; Evaluation is made for
determining administrators business succession levels on the

59

assignments they conduct and according to these succession levels

determining the necessary professional and individual educational
needs for their job or career advancement, or promotion or
replacement in group services.

Administrators are given the obligation to prepare the annual

business plans.

It is determined that the business plan will include the targets,

standards and clear and precise goals to be achieved according to
the business definition.

It is decided that business plan would be prepared by the first

chief record officer and the relevant manager in a participatory
understanding.

Evaluation will be made by the chief record officer by considering

the achievement of goals, targets and standards in the business
plan, record reports and other information in personal files.

When evaluation report no: I is completed by the end of the first 6

months, it will be given to the administrator evaluated and his
comments will be received. The evaluation will be discussed on
subjects request at times the chief record officer considers as
appropriate.

Chief record officers personnel evaluation will not merely

depend on general expressions, identity and personality
evaluation; but will be directed to achievement of the goals,
targets and standards in the annual business plan as well.

Each administrator will evaluate his performance according to the

information topics of the Personal Evaluation Form and this
evaluation will be taken into account by the chief record officers
evaluation of the subject in question.

At the end of the evaluation process, the business succession level

of the administrator in question and assignments which would be

60

appropriate for him/her to get promoted within the management

level or in group service will be determined by the chief record
officer.

At the end of the evaluation process, the education level necessary

for personnel to complete their assignments and the education
level that would be necessary for their possible promotion will be
demonstrated in the Education and Development Plan.
Educational needs related to in-service training which have not
been provided by the Ministry up to date will be determined at the
end of the evaluation process and the information and database
concerning personnels educational needs will be formed in a
healthy manner.

In the regulations, not only personnels educational needs were determined;

but also placing every item related to in-service training from completing
the in-service training relevant to in-service training programs assignment
definition, to determining places where in-service training would take
place where they belong was amended as an obligation rather than a
preference. In Administrator Regulations, in-service training takes place
both as a necessary condition and a sufficiency.
It was intended that;

Ministry of National Education to be a learning organization with

all of its personnel - from chief to national education director in
provincial organization and from chief to undersecretary in central
organization,

Administration to be equipped with qualities relevant to human

nature,

An organizational culture to be developed within Ministry of

National Education which supports continuous development and
creativity based on conducting the administrator education in an
organized manner,

61

Right principles to be placed in each administrators mission

(special assignment) and vision (view, view intending to form a
system) proclamation and having the contemporary capacity to
answer countrys needs in line with these principles.

Regulations are founded on the right principles according to their

basic preferences and direction. Opportunities for the system to
adapt itself to change and developments and even to steer change
were created. Utilizing these opportunities is possible if
administrators at each level;

value knowledge and continuous education,

have a management understanding based on correct principles,

are

open

to

participation,

participate

in

decision

and

administration processes of individual, representative and

organizational participation methods,

1.1

prioritize and value the desire to be a leader.

Implementation of Administrator Regulations

1.1.1 Ministry of National Education Administrator Appointment,

Evaluation, Advancement and Replacement Regulations
Based on the 46. Article of the regulations; 810 job (assignment)
definitions have been developed for MONEs central and provincial
organizations management levels to determine the identity of assignment,
actions forming the assignment, processes, authorizations, responsibilities,
inter-relations of the assignment with other assignments, the qualities that
the performer of the assignment needs to have. The job (assignment)
definitions developed were presented to Government Personnel
Administration for approval.
Turkey was divided to two service areas, and provinces and districts were
grouped in four sub-classes according to their development -both
economically and socially-, geographical conditions and service needs to

62

form the basis of appointments and replacements of the administrators

included in this regulations rules. Provincial organization administrators
are obliged to work for a minimum of four years in I. service area where
working conditions are harder. The provincial organizations administrators
who have not fulfilled this obligation are not given the opportunity to
become a national education director in II: service areas.
Regarding the replacements of provincial organization administrators who
have completed at least 10 years in the group services they belong,
fulfillment of the administrator needs of the I. service area is supported
considering the service obligation in this service area. In addition, while
getting promoted in central organizations administrative offices if the
scores are level, the completion of I. area obligatory service is determined
to be a priority and working in the I. service area is envied.
Besides, Turkey is divided into three service areas to form the basis of
appointments and replacements of administrators in general management
services staff in the regulation amendments.
1.1.2 Ministry of National Education Personnel
Promotion Regulations
Of MONEs central and provincial organizations and revolving capital; the
guidelines and means regarding appointments of personnel by promotion
who are functioning as director of government books revolving capital,
printing house director, director of home for elderly, director of health
training center, hospital director, foundation director, campus director,
assistant director of government books revolving capital, assistant director
of printing house, assistant director of home for elderly, Turkish
Commercial Code (TCC) specialist, Research Planning Coordination
(RPC) specialist, training specialist, reporter, revolving capital accountant,
safety and protection chief, technical specialist, technician, analyst,
programmer, computer operator, data preparation and control operator,
property accountant, cash registrar, property officer, depot officer, official,
telephone operator, money officer, typist, safety and protection officer and

63

driver based on their service necessities, record, seniority in service, merit

and career principles are intended to be determined.
1.1.3 Regulations Regarding The Appointment and
Replacement of Administrators of Educational
Organizations Associated with Ministry of
National Education
In the regulations, the appointment, assessment and replacement of
educational organizations directors are carried out based on measures such
as their service necessities, career, merit, seniority in service and these
people are appointed equipped with administrative formation. To achieve
this:

Teachers possessing the general necessities and having served for

at least five years are accepted in the selection test to participate
in the in-service training necessitated by the administration
assignment.

The selection test is carried out by Student Selection and

Allocation Center (SSAC) by means of a central testing system.

Operations regarding the selection test and evaluation processes

are made via computers.

Successful candidates of the selection test are accepted in inservice training.

In-service training programs based on the assignment definitions

of school administrators are prepared by a commission.

In-service training is carried in two status to possess the quality

and content needed for the administrative work for people to be
appointed to administrative positions and to have current
administrators to adapt to change and improvements.

At the end of the in-service training, an evaluation test is given.

According to the results of the evaluation test, individuals scoring
a minimum of 80 points, individuals scoring a minimum of 75

64

points and individuals scoring a minimum of 70 points can apply

for the director positions of organizations type (A), type (B) and
type (C) respectively.

To select the qualified people among the applications for

becoming educational organization administrators, Ministry of
National Education evaluation commissions are formed in
provinces. The candidates educational status, success status and
seniority in service are evaluated according to the information
topics placed in the evaluation form by these commissions. As a
result of this evaluation, one of the two candidates receiving the
highest scores is appointed as a school administrator.

Within this framework, 34.505 candidates were applied for the selection
test made on November 14th, 1998 and 30.878 candidates actually took the
test. 1.553 successful candidates were included in the in-service training.
The first announcement regarding the open positions in administrative
positions of schools and organizations was made on July 19 th 1998 by
MONE and the governors office for the successful candidates of the
evaluation test. Based on this announcement 575 candidates were
appointed by the evaluation carried out by the evaluation commissions.
Of 26.335 candidates attended the selection test made on October 10 th
1999, 5.204 were successful. When the two selection tests which have been
made between today and September 23rd 1998 when the regulations put in
force are compared, success rate of the first test 4.4 has raised to 21.1
in the second test.
All candidates who applied for occupational technical education, special
education and other kinds of educational organizations whose open
administrative positions were less than the number of successful
candidates, were accepted in the in-service training. Since the number of
successful candidates were greater than the number of open directory
positions in general secondary education, candidates who scored 75 points
or more were accepted in the in-service training; and since the number of
the successful candidates and the number of open directory positions are

65

close in primary education, candidates who received 76 points or more

were included in the in-service training.
3.800 administrator candidates who had received less than 76 points for the
primary education institutions, who had received less than 75 points for
general secondary education institutions and have not been accepted in the
in-service training were included in the in-service training in 24
universities and Turkey and Middle East Public Administration Institute
between July 1st and July 21st and 2.324 candidates had succeeded.
Approximately 8.500 open administrative positions of schools and
institutions have been lowered to 4.700 by the appointments made in 1999
and 2000.
Problems in Educational Administration
The educational system will not function effectively with weak school
administration. Effective administration begins with leaders who know
how to motivate teachers and students. Good administrators also know
how to enlist the help of the community in improving schools for all
concerned. If administrators allow personal relationships or ambition to
dictate their decisions, the school environment will become one of distrust.
This lack of unity and teamwork will result in low student achievement.
1.

Leadership

Problems in educational administration stem from lack of leadership.

School administration officials are usually former teachers or principals
who have worked hard to qualify for their positions and have many years
of experience. But experience does not necessarily qualify one to be a
leader. Educational administrators must adhere to policies, even if they do
not personally agree with them. If exceptions are made, they are done so
with the stated purpose of serving a higher good. Good leaders
compromise without sacrificing the integrity of the system.

66

Communication
Confusion results when administrators do not have regular and open lines
of communication with their teaching staff or with their superiors. Because
of overwhelming responsibilities, principals tend to become less
accessible, which leads to less face-to-face interaction, which is important
for the teachers and students. Instead, issues usually are addressed in
general meetings because of time constraints. Faculty tend to perceive that
they are being preached at, instead of involved with meaningful discourse.
This method if not effective with students in the classroom; administrators
cannot expect that it will work with their staff.
Disconnect
The teach-student classroom environment is relatively sheltered. The
relationship is a close one that is nurtured by everyday interaction. A
disconnect can result when a similar level of familiarity between teachers,
principals, and district leaders is not maintained. This causes resentfulness
on the part of teachers, who perceive a lack of concern and distorted
priorities on the part of their superiors. When teachers become indignant,
their performance suffers along with student achievement. This disconnect
will also be felt in the community if the school district is seen as an
adversarial enterprise.
Partiality
A major problem can occur in schools when certain teachers, parents or
community leaders are shown favoritism based on their degree of influence
or relationships with administrators. Many times, this bias is not
intentional; it is easier to placate rather than spend a lot of time in a battle
of the wills with someone who is known to be vocal about his discontent or
who threatens to call district and state education leaders. An effective
administrator will make decisions based upon what is deemed to be best
for the student and will stand firm in her position as advocate for children.

67

Politics
In schools that have elected leaders and school boards, competition and
fierce ambition can cause a problem when these concerns override the
main purpose of education. Principals who prefer one candidate over
another may try to persuade teachers to be like-minded. Some candidates
may use low test scores and high drop out rates as weapons to force current
leaders out of their positions, thereby casting the district into a negative
light. If communities do not see their educational leaders as people of
integrity, the motivation to participate in school improvement projects is
diminished, thereby negatively affecting the future of their children's
education.

68

UNIT-2:
ISSUES IN EDUCATIONAL
ADMINISTRATION
2.1

HUMAN RESOURCES

Human resource management (HRM or simply HR) is the management of

an organization's workforce, or human resources. It is responsible for the
attraction, selection, training, assessment, and rewarding of employees,
while also overseeing organizational leadership and culture, and ensuring
compliance with employment and labor laws. In circumstances where
employees desire and are legally authorized to hold a collective bargaining
agreement, HR will typically also serve as the company's primary liaison
with the employees' representatives (usually a labor union).
Evolution of Human Resource Management
Literature on Human resources management is fairly rich in terms of
academic theories. Success of Henry Ford and his Ford Motors in early
twentieth century gave rise to the term 'Fordism' consisting of the theory
that high corporate profitability can be achieved by high wages to the
employees. Even before Ford, Fredrick Winslow Taylor had propagated the
'scientific management theory' or 'Taylorism' wherein scientific studies of
processes were believed to lead to optimum human resource utilization.
These 'modernistic' theories suffered from one grave drawback - they
treated human beings as homogeneous, ignoring the individual differences
in them. Later academic theories, often referred to as 'post-modernism'
attempted to correct this folly by admitting that human beings are complex
and solutions to their problems cannot be obtained by simple thumb rules.
In recent times, the academic theory has given place to practical
applications and HRM experts today specialize in resolving individual
problems of the organization in a step-by-step pattern. This means focusing
on one of the several human resource management processes enumerated
above, beginning from recruitment and ending with performance appraisal.
These days, one of their greatest challenges is managing the process of

69

collective bargaining, or the 'contract' between employee and the

organization in a way that ensures commitment of the individual towards
organizational goals. Another focus of modern HRM practices is to provide
the employees a clear understanding of these organizational goals.
Challenges of Human Resources Management
Unlike managing other resources like machines, real estate and finance,
managing human beings is a totally different ball game, simply because
unlike other assets, each employee has his own goal and will work first to
attain that goal, even if it is at the cost of the goals of the organization.
Thus, no employee can ever be made to provide his optimum output for the
organization unless the goals of the organization are closely aligned with
his own goals. This, in short, is the greatest challenge for all HRM experts,
and in every organization, the need is to go about it in a way which is
unique and specific for that organization.
Science Vs Art
While technology threatens to take over most functions of business
management away from the experts, HRM is one field which is unlikely to
be faced with this threat. It was, is and will always be an expertise that is as
much of a skill as an art, and hence beyond the intelligence that our
computers possess.
Human Resources Planning
Human resources planning are a process that identifies current and future
human resources needs for an organization to achieve it goals. Human
resources planning should serve as a link between human resources
management and the overall strategic plan of an organization. Aging
worker populations in most western countries and growing demands for
qualified workers in developing economies have underscored the
importance of effective Human Resources Planning.
Definition:
Human Resource Planning is ongoing process of
systematic planning to achieve optimum use of an organization's most

70

valuable asset - its human resources. The objective of human resource

(HR) planning is to ensure the best fit between employees and jobs, while
avoiding manpower shortages or surpluses. The three key elements of the
HR planning process are forecasting labor demand, analyzing present labor
supply, and balancing projected labor demand and supply
Forecasting of Human Resources in Organization
The information gathered from external environmental scanning and
assessment of internal strengths and weaknesses is used to predict or
forecast HR supply and demand in light of organizational objectives and
strategies. Forecasting uses information from the past and present to
identify expected future conditions. Projections for the future are, of
course, subject to error. Changes in the conditions on which the projections
are based might even completely invalidate them, which is the chance
forecasters take. Usually, though, experienced people are able to forecast
with enough accuracy to benefit organizational long-range planning.
Approaches to forecasting human resources range from a managers best
guess to a rigorous and complex computer simulation. Simple assumptions
may be sufficient in certain instances, but complex models may be
necessary for others.
It is beyond the scope of this text to discuss in detail the numerous methods
of forecasting available, but a few of the more prominent ones will be
highlighted.
Despite the availability of sophisticated mathematical models and
techniques, forecasting is still a combination of quantitative method and
subjective judgment. The facts must be evaluated and weighed by
knowledgeable individuals, such as managers and HR experts, who use the
mathematical models as a tool rather than relying on them blindly.
Forecasting Periods HR forecasting should be done over three planning
periods: short range, intermediate, and long range. The most commonly
used planning period is short range, usually a period of six months to one
year. This level of planning is routine in many organizations because very

71

few assumptions about the future are necessary for such short-range plans.
These short-range forecasts offer the best estimates of the immediate HR
needs of an organization. Intermediate and long-range forecasting are
much more difficult processes. Intermediate plans usually project one to
five years into the future, and long-range plans extend beyond five years.
Recruitment
Research points to the importance of good recruitment systems in the
organizations. The 1980s brought downsizing, organizations were
becoming too effective for their numbers of employees employed by them.
Most problems concerning Human resources commences when recruitment
is not handled properly. Resignations, low motivation, poor performance
may be due to incorrect procedures in the recruitment process.
This article discusses the importance of good recruitment at technical and
managerial levels and the implications that are encountered as a result of
ad hoc recruitment processes. Recruitment is a responsibility of every
manager in the Organization. The article is divided into five sections
namely: Definition of recruitment; Purposes and Policies of Recruitment;
Deficiencies and Problems; Advertisements and Job descriptions;
Implications and finally the Summary of this discussion.
2.2

PHYSICAL RESOURCES

Educational facilities play a vital role in the output of educational

institutions in terms of achieving educational objectives. These facilities
also help in improving the quality as well as the quantity in education.
Physical resources comprise of school building, facilities in the building,
water supply, play ground, toilets, furniture, science laboratories and
library
These facilities bring desired improvement in teaching-learning processes
by making it effective to the maximum for cognitive, affective and
psychomotor aspect of the people. It also makes the classroom teaching
easy, clear, interesting and scientific. But unfortunately these facilities are

72

not available in many secondary schools and those schools where these
facilities are available; the teachers are not interested in proper utilization
of these facilities. Many teachers are not properly trained for utilizing these
facilities.
It is presumed that adequate availability and proper utilization of
instructional and physical facilities improve the performance and output of
the institutions. The institutions fully equipped with educational facilities
give a better result as compared to the institutions having inadequate
educational facilities. Such institutions fail to attract the students, which
affects the enrolment ratio resulting in wastage of time and resources.
The quality education and teacher can bring a massive change and lead to
rise educational standard and education as a result ensures the welfare,
progress and prosperity of the nation. We have increased the number of
schools, colleges and universities, but our output is not satisfactory. We
have failed to improve the quality of education and provide skillful persons
to the country. The standard of education is falling day by day, because our
government is unable to provide full educational facilities to all institutions
Good basic education is a critical stepping stone for a country, such as
Pakistan, working to build a modern, market-based economy and to
improve its people's lives. Education-especially for girls-means more
choices and more skills, higher wages and higher living standards, and
without it countries cannot compete in the global economy. But education
in Pakistan, despite recent economic progress, lags behind other countries
in the region, a
To fulfill a major part of the needs of education it is essential to have well
designed and maintained buildings on suitable and adequate sites providing
sufficient classroom accommodation, modern equipment, specialist rooms,
amenities and facilities of the highest standard.

73

Issues Related To Planning New School Buildings

When planning new school building or major addition to an existing one
local people better knows the local condition to understand the
requirements of particular school area.
Trees plantation should begin as soon as possible after the land is reserved.
taking into account the sites of future building .It is essential to ensure that
school sites are located with every consideration born in mind including
availability of transport, traffic hazard, flooding and other natural
hazards .The minimum area needed for primary school is two hectors and
six hectors for secondary school .The school should be housed on a single
site and not fragmented.
Recreational ground should be made available to school.
The public works department must ensure that the building is ready well in
time.
Examination hall, sick room, adequate libraries rooms must be included in
all schools.
Issues Related to Maintenance of Buildings
Renovate and repair old buildings including toilet block to bring them up
to the standard.
Issues Related to Building Specifically Rural Areas
In many rural areas of Pakistan school lack basic facilities. there are
dangerous school buildings in Pakistan. In some cases lesson have to be
held outside because the school buildings are simply not safe to be used.
This can have a big important an attendance levels, especially when the
weather is bad. The students sit out side in the sun and cause the illness of
students. During rain student stayed at home.

74

Issues Related to Rented Accommodation

If it is unavoidable that school activities have to take place in rented
accommodation all associated cost and the accommodation must have
adequate lighting heating ventilation cooling and safety features.
Issues Related to Playground
Adequate playground for leisure time activities should also be provided to
the students.
Issues Related to Fire and Safety
All staff should be keenly aware of fire and other safety issues to make he
school environment as safe as possible and should be aware of procedure
in the events of any emergency.
Evacuation drill procedure at least annually with special provision for
disable students and new students to learn the procedure early in their time
at school.
Evacuation procedure in the case of bomb threat are also clearly defined
and understood by all staff.
Libraries Facilities
Adequate library and associated storerooms and work room must be
included in all Schools. Well planned, well stocked libraries are essential
for infant, primary and secondary School.
If children are to develop positive attitude the methods of learning which
will meet their present and future needs and must be available for use at
time convenient for their use.
Art and Craft Rooms:
Properly designed specialist art and craft rooms fitted with benches,
shelves, sinks and essential equipments must be provided in all schools,
primary and Secondary.

75

Housing Facilities for Staff:

Adequate facilities for accommodation of staff should be provided.
Equipment:
There must be prompt replacement, repairs equipment which has bees lost,
stolen or need to be changed. The grant should be allocated for the supply,
maintenance and renewal of major items of essential equipments in school.
Issues Related to Text Book and Reference Books:
Suitable action should be taken to ensure that text and reference books
needed for teaching are readily available.
Drinking Water Facilities:
According to UNICEF Pakistan, "about 80% of all major diseases such as
diarrhea, cholera, typhoid, hepatitis are due to unsafe drinking water,
inadequate sanitation and poor hygiene." The incidence of disease is
greater in developing countries such as Pakistan, where a large fraction of
the population is living in extreme conditions of
Poverty, with an improper sewage disposal system and inadequate
sanitation facilities in public places including hospitals, health centers and
schools and unavailability of clean water. According to the Pakistan
Federal Bureau of Statistics, 30% of the Pakistani population has no access
to toilets. Further, the Federal Minister of Environment, Hameedullah Jan
Afridi, states that "inadequate provision of pure drinking water and
sanitation facilities in schools is one of the contributing factors to low
enrolment and the high drop out rates of girls from schools". This is
critically important as studies have demonstrated that in schools without
proper hand washing facilities, children are 13 times more likely to suffer
from diarrhea. WHO states that the cheapest and most effective measure
against common illnesses is the simple act of hand washing with soap
Science Laboratory:
Modern science laboratory fully equipped should be provided
76

Computer Laboratory:
In the age of technology there is a need to provide up to date computer
laboratory to every School.
Transport Facilities:
The students and teacher also face transportation problem .transport
facilities should be provided to staff and students.
Furniture Facilities:
In most of government schools the students use to sit on uncovered floor
and furniture facilities are not available. Proper furniture should be
provided to the students.
Issue Related to Terrorist Attacks on Schools:
The current wave of militancy in FATA and its implications on the stability
of Pakistan, specially the Khyber Pukhtoonkhwa province, has attracted
huge attention from the world faces. The wave of terror which hit
pakhtoonkhwa soon after 9/11,did not only affect the economy of the
province ,but also damaged its educational foundation. The province that
used to be the land of hospitality has transformed into a sanctuary for
militancy. School were blown up and students were threatened not to
pursue education.
Issue Related to Flood:
Widespread flooding across Pakistan due to unusual rain caused damaged
to education
According to Rapid Damage Assessment conducted by UNICEF297 school
in KPK are completely destroyed and 671 are partially damaged.

77

2.3
1.

FINANCIAL RESOURCES
Introduction

Education is the corner stone of development. It is an establish fact that

education makes a significant and positive impact on employment, earning,
productivity, health and control over population growth.
According to the Constitution of the Islamic Republic of Pakistan, 1973
Article 37-b
The State shall remove illiteracy and provide free and
compulsory education within minimum possible period
Quaid-e-Azam in his speech on September 26,1947 at Karachi said:
Education is a matter of life and death for Pakistan. The world
is progressing so rapidly that without requisite advance in
education, not only shall we be left behind others but may be
wiped out altogether:
But it is also an admitted fact that the quantity and quality of learning
programs are directly dependent on the funding provided and the effective,
efficient management of those funds.
Because of resource limitations, there is sometimes a temptation to operate
so that fiscal concerns overshadow the educational program. Recognizing
this, it is essential that the Ministry of education take specific action to
make certain that education remains central and those fiscal matters
contribute to the educational program.
This study aim to survey the financial resources of education at district
level, to point out financial issues and to give some suggestion for the
improvement of the system in this regard.
2.

Definition of Financial Resources

Resources that are or will become available for spending. Financial

resources include cash and resources ordinarily expected to be converted to
cash (e.g. receivables, investments). Financial resources may also include

78

inventories and pre-paids (because they obviate the need to expend current
available resources).
3.

Type of financial resource at secondary school

level

Financing is equivalent to an annual budgeting exercise, involving

accounting and control of relatively smaller recurrent expenditures,
investment in buildings and equipments.
3.1

Annual Budget

3.1.1 Definition of budget

A budget is a comprehensive and coordinated plan, expressed in

financial terms for the operation of a system or an organization for
specific period to achieve the predetermined goals.

A statement of estimated receipts and expenditure of a

government for a financial year referred to as Annual Budget
statement.

A plan of financial operation embodying an estimate of

proposed expenditures for a given period and the
proposed means of financing them.

Simply stating, the preparation of budget is aimed at achieving pre

planned goals. It is a systematic and organized approach to
accomplish the purpose of an organization

3.1.2 Functions of Budget

The main functions of financing and budgeting are following:

Mobilization or acquisition of resources.

Managing the cash reserves prudently.

Establishing resource allocation mechanisms that encourage

individuals and departments to generate income.

79

Producing financial indicators that assist planning and the

effective general management.

Ensuring that resources are allocated and used efficiently in

accordance with the objectives of institution.

Establishing mechanism of evaluation for proper accountability.

3.1.3 School Base Budget:

School based budget means estimation of expenditures of each
unit/institution on the basses of its employees related expenditure (pay and
Allowances) and other expenditures (contingent expenditure) on need
assessment base as per norm approved by the competent authorities, for the
financial year.
3.1.4 Developmental Budget:
Developmental budget are approved by the finance department for the
developmental purposes, such as constructing new buildings, providing
Stephen funds to students etc.
3.1.5 Non Developmental Budget:
Non-Development expense estimate previously approved and are
continuing i.e. permanent staff salary, TA and contingent expenses etc.
It also include new items of Non-Development expenditure i.e. salary or
services that have continued on from year to year on temporary basis or
have been newly sanctioned and not included in the current years budget.
This is submitted as SNE Non-Development Expenditure.
3.1.6 Total expenditure for schools
For each school, the salary component is paid through the relevant DDO,
however, the non-salary budget is allocated and intimation sent to the
relevant school.
The annual budgets detailed for each school are allocated for the following
types of expenditure:
80

Repair and Maintenance of Machinery and Equipment (between Rs.500 to

1000 per school).
Repair and Maintenance of Furniture and Fixture (between Rs.500 to 4000
per school).
Transportation
Postage (Rs.2,400 to 2,900)
Telephone (3,000 to 10,000)
Electricity (Rs.5,000 to 20,000)
3.2

PTC Funds

3.2.1 Definition of the PTC

Parent Teacher Council (PTC) is a school forum, where the children,
parents and the teachers comes together and discuss issues and the
challenges of school and children, indicate problems and solve them, and
work hard for quality education.
3.2.2 Structure of PTC

81

1.

Four selected parents, who will elect a chairman / chair person

from among themselves.

2.

The Principal / head teacher shall be secretary cum member of the

council.

3.

An intelligent person from the same locality, who will be chosen

by the parents.

4.

A retired govt. servant from the same locality.

5.

A councilor of the perspective gender from the same locality

where the school is situated.

6.

Pesh Imam of the local Masjid nearest to the concerned school.

7.

If the members at S. No. 4 & 5 are not available then from parents
members shall be elected in their place.

3.2.3 Functions of PTC:

1.

Administrative

2.

Promotion of Education and development.

3.

Financial

1.2.4 Funds of PTC:

For every school of District funds are released @ 7000/room.
1.

2000 for purchase

2.

5000 for repair.

1.2.5 Financial Responsibilities

82

1.

Every Council shall open and open and maintain a blank account
which will be jointly operated by the Chairman/Chairperson and
Secretary of council.

2.

All funds provided by the government and all the donations shall
be deposited in the said account.

3.

Utilize the funds at the discretion of the PTC on individual need

basis, according to the priorities set by the PTC. In this regard
there shall be no bar of bur of purchasing any particular item.

4.

PTC shall undertake minor civil works and repairs itself.

5.

PTC shall monitor the civil/other works executed through the said
PTC funds.

6.

PTC shall maintain complete record of income and expenditure

and shall submit copies thereof to the EDO concerned at the
closure of the financial year.

7.

The PTC funds shall not be lapsable and could be utilized during
the succeeding financial year.

8.

All the decisions related to general and especially financial

matters shall be taken with majority vote.

9.

Signatures of both Chairman/Chairperson and Secretary shall be

mandatory for the withdrawal and utilization of the PTC funds.

10. PTC shall have the authority to utilize the funds on petty repairs,
minor civil works, payment of utility bills, repair of
bathrooms/latrines, white wash, purchase of tats/furniture,
classroom consumables, laboratory equipment and consumables,
gardening etc: and other requirements as determined by the PTC.
1.3

Private funds

Funds are paid by the students at the time of admission.

These are:

83

Examination fund

Sports fund

Medical fund

Guide fund

Red crescent fund

Cooking fund ( for girls only)

Poor fund

A total of Rs.105 is paid by middle class students and Rs.120 is paid by

each student of high class i.e. 9th and 10th .
3.3.1 Purpose

1.

School internal funds shall be used to finance a program of

activities approved by the school principal which supplement
those activities approved by the district education office.

Benefit to Students - Funds collected each year shall be used to

benefit those students currently in school unless those funds are
being collected for a specific documented purpose.

Funds collected for a specific purpose shall be expended for the

purpose collected. .
Financing of Education in the Public Sector

Public Expenditure on Education as percentage to GDP is lowest in

Pakistan as compared to other countries of the South Asian region.
According to official data, Pakistan allocated 2.5% of GDP during 2006
07, 2.47% in 200708, 2.1% in 200809 and 2.0 % in 200910 which
shows persistent declining trend. According to UNESCOs EFA Global
Monitoring Report 2009, the Public Sector expenditure on Education as
percentage of GDP, in other countries of the region was 2.6% in
Bungladdesh, 3.2% in Nepal, 3.3% in India, 5.2% in Iran and 8.3%in
Maldieve.

84

1.

85

Financial Issues
1.

In Pakistan the budget allocated to education is low. .Although

education enjoys the highest priority on the social sector agenda.
Which as a whole is poorly funded when compared to defence,
general administration and debt servicing, allocations are modest
due to indispensable rigidities such as resource constraints, large
establishment bills due to a large salaried-workforce and heavy
debt interest and repayments, arising from different priority
commitments of the country in the financial system of Pakistan.

2.

A high portion of education budget at the provincial level are

spent on recurrent heads, particularly on salary of teaching and
administrative staff. A very low portion of educational budget is
used for developmental purpose.

3.

Similar to other social services in the public sector, education, too,

suffers from inefficient financial management and outdated
procedures which have adversely affected the implementation of
educational programmes. The development projects are prepared
by the Ministry/Departments of Education which are approved by
the Planning and Development Division / Department but the

funds are allocated by the Finance Division. It is not unusual to

observe that funds particularly for higher-cost projects are seldom
allocated according to the approved phasing due to thin funding.
This is mainly due to low budgetary allocation to education.
4.

One of the major problems is the lack of reliable educational,

physical and financial data/information on various educational
variables.

5.

Lack of proper monitoring system is also an issue in financial

administration.

2.

86

Suggestions
1.

Efforts should be made to enhance the budgetary allocation to

education to 4% of GDP, as suggested in the National Education
Policy (1998). In addition, innovative approaches should be
designed to generate additional resources for increased funds for
the education sector.

2.

Budget for developmental program should be increased and more

emphasis should be placed on quality improvements such as
teachers training, curriculum development, assessment and
supervision systems.

3.

Obstacles in management and procedural systems hindering the

efficient utilization of allocated resources should be removed
through an overhaul of the financial procedures governing release
of funds.

4.

National Educational Management Information Systems (EMISs)

should be expanded to collect and compile, besides physical and
enrolment data, financial information pertaining to school
expenditures.

5.

NGO and private sector participation can also bring improvement

in the system.

Source: Ministry of Education

2.4

INFORMATION RESOURCES:

2.4.1 Definition:
Knowledge derives from study, occurrence or training.
Knowledge of particular actions or instruction that has been gathered by
communication, intelligence or news.
A set of information and data.
The act of informing or the condition of being informed; communication of
knowledge
Computer science processed stored or transmitted data.
Information is: knowledge acquired through experience or study.
Knowledge of specific through timely experience (the free dictionary by
Farlex)
Information is in its most restricted term is order of sequence that has been
verified to be accurate and timely. Specific and organized for a purpose. it
can lead to an increase in understanding and decrease in uncertainty.

87

The value of information lies solely in its ability to affect behaviour,

decision or out come. A piece of information is considered valueless if,
after receiving it, things remain unchanged.
2.4.2 Introduction
In the 20th century information acquired two major functional implications.
On the one hand, its considered an economic resource, somewhat on par
with other resources such as labour, material and capital.
The view stems form evidence that the possession, manipulation and use of
information can increase the cost effectiveness of many physical and
cognitive processes. The rise in information processing activities in human
problem solving has been remarkable.
In Pakistan Education Sector inculcates various problems and always put
effort to overcome these issues and challenges with great form of struggle.
There are various ways to give awareness to the administration network for
the well being and promotion of education.
Some of the resources to point out such challenges are:
Journal Articles
Books
Research syntheses
Conference papers
Technical Reports
Dissertations
Policy Papers
Other educational related material
There must be an advisory panel to supervise the ongoing development of
education.

88

The Steering committee:

It provides recommendations for implementing the mission.
Content Experts:
Provide advice on acquiring subject-specific, education related inclusion.
Library committee:
Provides input on collection development for the academic. Members
include Administrators and librarians.
2.4.3 Types of Information:
I
P
n
r
n
r
f
i
o
m
r
a
m
r
a
y
t
i
o
n

Primary Information:
Secondary information
Tertiary information

89

1.

Primary: original data that has not been interpreted or analyzed.

E.g. research articles, Blogs and website.

2.

Secondary Data: Create from primary material e.g. Review

articles and text books.

3.

Tertiary Resources: Act as a tool understanding and locating

information. E.g. Database, subject gateway, Dictionaries and
Bibliography

2.4.4 Types of Resources:

W
e
bs
C o n f ei t
r e n c ee s
p ro c e
e d in g
Ne
ws
pa
Da
pe
ta
rs
ba
se
s

Jo u r
nal
A r t ic
le s

Re
fe r
en
ce
s

Te
xt
b
oo Re
k so
ur
ce
s

2.4.5 Current Issues for Information Resources:

Advance Network challenges:
New network set up must be promoted to share information and overcome
all the challenges. Connectivity provided by advance communications
networks continues to expand at a truly amazing rate. This growing
importance of networks and networking has forced us to rethink our
assumptions about the nature of networks and best develop and mange
them.
Challenges of distributed IT Environment

90

Many institutions as administrative academic and management adapted

their IT organizational structure to more closely match this current
technology prototype.
Authentication, Authorization, and Management:
As colleges and universities extend access to electronic libraries,
databases, computer applications, and other secured subscription services,
the need to authorize or authenticate udders become critical. The issues
face by sharing information:
Policy development
New licensing agreements
New classes of users
Public networks, private data
Distance learning Challenges:
Increasing numbers of students are becoming more receptive to interactive
and asynchronous learning that to the broadcast learning style that typifies
higher education today. As information technology leads, we need to be a
part of discussions about distributed education that address, if not resolve,
numerous key issues.
Intellectual Property issues in a Network Environment: it faces
challenges like how will information that is born digitally be preserved for
future scholarly activities.
2.4.6 Suggestion
To sum up, mentioning the above issues it is necessary to establish well
defined processing unit for the resources of information. Lack of
communication should be eliminated. Administrative authority should
enhance the higher education setup.
Keeping interaction with all network of administrative setup also dealt to
enhance the information resources.

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UNIT-3:
3.1

EDUCATIONAL PLANNING

DEFINITION OF PLANNING

Definition
Among the most common definitions for this term are
The process of setting goals, developing strategies, and outlining tasks and
schedules to accomplish the goals.
1.

A basic management function involving formulation of one or

more detailed plans to achieve optimum balance of needs or
demands with the available resources. The planning process

(1) Identifies the goals or objectives to be achieved,

(2) Formulates strategies to achieve them,
(3) Arranges or creates the means required, and
(4) Implements, directs, and monitors all steps in their proper sequence.
(5) The control of development by a local authority, through
and licensing for land use changes and building.

regulation

(6) Planning is the process by which an individual or organization decides

in advance on some future course of action (Omron, 2002, p. 68).
(7) Planning is the process of determining how the organization can get
where it wants to go (Certo, 2000, p. 126).
(8) Planning involves selecting from among alternative future courses of
actions for the organization as a whole and for every department or section
within it. (Cook, Hunsaker, Coffey, 1999, p. 16)
Planning Quotations Let our advance worrying becomes advance thinking
and planning.
Winston Churchill Where the stakes are the highest, in the war on terror,
we cannot possibly succeed without extraordinary international

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cooperation. Effective international police actions require the highest

degree of intelligence sharing, planning and collaborative enforcement.
Thomas A. Edison Never look back unless you are planning to go that way.
Henry David Thoreau When we are planning for posterity, we ought to
remember that virtue is not hereditary.
Thomas Paine Plans are nothing; planning is everything.
Dwight D. Eisenhower Like religion, politics, and family planning, cereal
is not a topic to be brought up in public. It's too controversial.
Erma Bombeck In preparing for battle I have always found that plans are
useless, but planning is indispensable.
Dwight D. Eisenhower During last night's debate, John Kerry and John
Edwards were so friendly to each other some political experts think that
they may end up running together. In fact Kerry and Edwards were so
friendly, President Bush accused them of planning a gay marriage.
Conan O'Brien Meekness: Uncommon patience in planning revenge that is
worth while.
Nature of Planning Process
Planning is goal oriented Continuous and ongoing process.
It is a pervasive function. It is done by managers at all levels.
It is flexible in nature. Intellectual process- involves choice and decision
making. It is an integrating process-improper planning result in random
activity

93

Schematic Representation

Importance and Purpose

It minimizes uncertainty and risk.

It helps in decision making.

It gives a clear view of the future forecasting.

It leads to effective use of resources and economic operation.

Effective control-planning and control are inseparable and

interdependent.

It helps to search from various alternatives.

Helps to identify potential opportunities and threats, leads to

development of business strategies and budget planning Already
have a Scribd account.
d6417ae412606d

94

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3.2

EDUCATIONAL PLANNING AND ITS

IMPORTANCE

There are many definitions of educational planning.

Educational planning first starts with a vision. It is a clear articulated
picture of the future you intend to create for yourself. It's a dream. It is a
passion for what want you to do, and the benefit it brings others as well as
yourself. However, if that vision (dream) does not have direction, it will
always remain a dream and will never become a reality. Therefore, the
vision comes first which also includes the will to change circumstances;
your overall long-term career goals and objectives. Next, you must develop
95

a road-map with short-term goals and objectives which will lead to your
long-term career goal. The short-term goals and objectives will ensure you
that you are moving in the right direction, and will serve as a catalyst
giving you excitement and incentive to carry on. When creating a roadmap. Thus the following are the main area covered by educational
planning.

Acquire the will to change circumstances

Acquire the vision (dream)

Develop a road-map leading to the overall career goal and

objective

Just do it with 100% commitment and don't let go until it becomes

a reality.

Educational planning, in its broadest generic sense, is the application of

rational, systematic analysis to the process of educational development
with the aim of making education more effective and efficient in
responding to the needs and goals of its students and society. Whatever
educational planning is, it is certainly not a miracle drug for ailing
educational systems. Educational planning is ideologically neutral. Its
methodologies are sufficiently flexible and adaptable to fit situations that
differ widely in ideology, level of development, and governmental form. Its
basic logic, concepts, and principles are universally applicable, but the
practical methods for applying them may range from the crude and simple
to the highly sophisticated, depending on the circumstances.
It is therefore wrong to conceive of educational planning as offering a
rigid, monolithic formula that must be imposed uniformly on all situations.
It is equally wrong to conceive of educational planning as being
exclusively concerned with the quantitative expansion of education, which
making things bigger but not different. This misconception arises partly
because that is how educational planning has so often been used, but it is
not an inherent limitation. It arises also because planning makes extensive
use of statistics (when they are available). But it should be remembered
96

that a statistic is merely the shadow of a fact, and the fact may just as well
be qualitative as quantitative.
Educational planning deals with the future, drawing enlightenment from
the past. It is the springboard for future decisions and actions, but it is more
than a mere blueprint. Educational planning also perform the following
functions

Reducing risk

Reducing uncertainty

Supporting better decision making

Establishing trust

Conveying information

An Initial Characterization
Concerned not only with where to go but with how to get there and by
what best route. Educational Planning is a continuous process. It may
never be stopped. Its work does not cease when a plan gets on paper and
has won approval. Planning, to be effective, must be concerned with its
own implementation-with progress made or not made, with unforeseen
obstacles that arise and with how to overcome them. Plans are not made to
be carved in stone but to be changed and adapted as the occasion warrants.
As plans for one period move into action, planning for the next must be
under way, nourished by feedback from the first. Planning is not the special
sport of dictators-though dictators, like democratic leaders, can find it a
useful instrument. For planning, person is not the maker of policies and
decisions; it is but the handmaiden to those who carry such responsibility,
at high and low levels alike.
Planning is, or should be, an integral part of the whole process of
educational management, defined in the broadest sense. It can help the
decision-makers at all levels-from classroom teachers to national ministers
and parliaments-to make better-informed decisions. It can do this by
helping them see more clearly the specific objectives in question, the
various options that are available for pursuing these objectives, and the

97

likely implications of each. Planning can help to attain larger and better
aggregate results within the limits of available resources.
To achieve such benefits, however, planning must use a wide-angle lens
through which a great many interlocking variables can be put in focus and
all of them seen as parts of a dynamic organic whole-as a system
susceptible of system analysis.
So, before recommending any one course of action, planners must first see
what room the decision-makers have, right now, for maneuver. They must
look, for instance, at the state of the society, where it wants to go, and what
it will require, educationally, to get there; at the nature of the students, their
needs, aspirations and practical prospects; at the state of knowledge itself
and the state of the educational art and technology; and not least of all at
the innate ability of the educational system to examine itself critically and
to take intelligent action to improve its own performance.
One of the central tasks of educational planning is to determine how best to
keep these intricate internal and external relationships of the educational
system in reasonable balance under dynamically changing circumstances,
and to bend them constantly in the required direction.
Planning has ever fully lived up to. But then, during most of educations
long history it did not need to, because life for educational systems was
considerably simpler then than now.
Prior to the Second World War, educational systems everywhere were less
complex in structure and content, smaller in size and less intricately tied to
the total life of nations. Moreover, educational institutions and the world
around them were growing and changing at a considerably slower pace.
Thus there was minimal risk that serious imbalances and maladjustments
might suddenly erupt amongst the constituent parts of an educational
system or between the system and its client environment.
None the less, even in these simpler times there had to be some sort of
planning, as part of the normal care and feeding of educational institutions.
But except for times of extraordinary social ferment, it could be a simple

98

and limited form, an inconspicuous and routine aspect of educational

administration which hardly warranted the concern of scholars and
statesmen, or even a special label.
This is no longer the case. The world of education has been changing
rapidly and drastically since the end of the Second World War, due to a
combination of now familiar revolutionary forces that have shaken the
entire world. Later we will examine the kind of impact which these
revolutionary forces have had on education and how all this has created the
need for a fundamentally new kind of educational planning.
3.3
3.3.1

FINANCING OF EDUCATION:
Budget Making Process at School Level

A budget is a statement of the total educational program for a given unit, as

well as an estimate of resources necessary to carry out the program and the
revenues needed to cover those expenditures. A vertical budget includes
the various income and expenditure estimates in a given fiscal year, while a
horizontal budget will include current estimates for a given fiscal year,
compared to prior audited income and expenditures, and a projection of
costs into the future. Hence, the budget is a statement of purpose and a
review of income and expenditures by function with a timeline to explain
past, current, and future.
Budgeting
A budget refers to a quantitative expression of proposed plan of action by
the schools management for a future period and is an aid to the
coordination and implementation of the plan. Budgets covering financial
aspects quantify managements expectations regarding future income, cash
flows and financial position.

99

School Budget
A school budget is a fiscal managerial document used to plan for the
projection of expenditures that will be incurred during a designated period
of time. The time period is referred to as the fiscal year.
Philosophy regarding the school budget
The philosophy in establishing the annual school budget should be to
create a budget that supports appropriate funding for all educational
programs so that the students may benefit and learn from quality learning
experiences based on educationally sound and fiscally prudent planning.
School planning and budgeting:
Planning is the process of determining goals/objective, targets, schedules
and standard before hand. The outputs of the thought process are captured
in a document called plan. It is planning which gives us direction and
purpose. If you do not know where you are going, any road will take you
there. If you do not know where you are going, you can never get lost.
This phrase explains the very essence of planning.
A school development plan is a line of action designed by the school to
achieve desired targets within a given period of time using available
resources. A school development plan must be unique to an individual
school because of the different circumstances in which schools operate.
Schools are responsible and accountable for providing programs and
strategies to meet the diverse needs of students. Each school is expected to
be an effective school in which all students can learn. In order to
accomplish this, schools must be able to match resources and services to
the needs of the students.
A school budget therefore is a carefully thought out plan for financing the
desired programmes and activities of the school. The budget reflects an
estimate of the expected revenue and the expected expenditure for the
activity or programme for a specified period. Usually school budgets run
for one calendar year. Initially, it originates as an estimate for a desired
purpose/need that becomes a budget after approval by the parent
100

The head teacher being the person charged with the responsibility of
running a school determines, mobilizes and acquires financial and material
resources for the purpose of achieving desired goals. It embraces the
impact of both operating and financial decisions.
The head teachers involvement in the budgeting process ensures a full
understanding of the financial situation of the school and proper utilization
of the available resources to achieve the mission and educational goals of
the school. This will help in prioritizing activities that require immediate
attention by the schools management.
Basic Process for the Development of School Budget
To begin the budget development process, the administration analyzes
expenditures from the previous years budget. This analysis includes
informal and formal audits, review of instructional versus non-instructional
costs, study of budgeted versus actual expenditures, and various
projections of increases in student enrolment, impact on facilities, and so
on. The budget development process encompasses both school-based
budgeting and district-based budgeting. Budgeting by school sites
decentralizes decision-making, thus promoting school staff input and
providing for expenditure choices to meet student needs in the various
schools. The school-based level also provides opportunity for parental
input. The school-based budgets are reviewed to ensure that they
correspond with the requirements of statutes, educational goals, district
policies, and collective bargaining agreements. With school-base budgets,
one can expect to see variances in how monies and resources are allocated
at the school level. Differences in allocations reflect differences in student
needs and in the overall size of the student population. School staff is
responsible for:
(1) determining program requirements and assessing what students will
require for learning and teachers will need for teaching; (2) initiating and
supervising an assessment of program needs relative to staffing and
scheduling; (3) obtaining community perspectives and opinions concerning
school needs; (4) recommending a school based budget that allocates funds
101

in a manner best-suited to achieving the school improvement plan; and (5)

supporting school-based budget statistics with the plan for school
improvement.
Categories of Expenditures that comprise the School
Budget
Instruction Accounts
Includes expenditures for travel expenses, equipment rental, supplies,
books, classroom furniture, and maintenance costs directly attributable to
equipment.
Instruction and Curriculum Development Services
Accounts
Includes aids for teachers in developing the curriculum, preparing and
utilizing special curriculum materials, and understanding and appreciating
the various techniques that stimulate and motivate students.
Educational Media Services Accounts
Includes content materials, methods, or experiences used for teaching and
learning purposes, printed and non-printed sensory materials such as
textbooks, instructional supplies, software and computer leases/ purchases.
Office of the Superintendent Accounts
Includes activities of the superintendent and assistant superintendent in
generally directing and managing all affairs of the district, including all
personnel and materials in the office of the chief executive.
Office of Principal Services Accounts
Includes activities performed by the principal, assistant principals and
other staff while they supervise all operations of the school, including the
work of clerical staff in support of the teaching and administrative duties.

102

Operation and Maintenance of Plant Services

Accounts
Includes activities concerned with keeping the physical plant open,
comfortable and safe for use, and keeping the grounds, buildings and
equipment in effective working condition and state of repair.
Student Transportation Services Accounts
Includes activities concerned with conveying students to and from school,
such as trips between home and school and trips to school activities.
Food Service Operations Accounts
Includes preparing and serving incidental meals, lunches or tea in
connection with school activities.
Facilities Acquisition and Construction Services
(Accounts )
Includes activities concerned with acquiring land and buildings,
remodeling buildings, construction of buildings and additions to buildings,
initially installing or extending service systems and other built-in
equipment and site improvement.

103

The Budget Analysis Research Cycle

P re b udg et

A n n u al s c h o ol b u d g et a n d
p e rfo rm a n c e m o n i to rin g

P os t-b u d g e t
an a ly s is

Who prepares the budget?

! Head teacher with the staff
! School committee members
! The parents all these people are involved in preparing, approval and
administration of the budget.
What does the school budget contain?
! School needs/school objectives and related programme costs as per the
School development plan.
! Cost of items
! Source of income and resources
What the principles are of school budgeting?
Participation
Transparency
Accountability
Predictability

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 Flexibility
Accessible budget information Accuracy
Contestability
Timeframe (periodicity]
Responsibilities of the Budget Office (head teacher)
in the school
Issue instructions to departments regarding requirements and date of
submission
Receive and check budget estimates
Suggesting possible revisions
Discussing difficulties arising from budget estimates
Ensuring that budgets are read in good time
Preparing the final committees approved master man.
Coordination of all budget work
The Process of preparing budgets [short term]
! Identify needs and priorities within the school
! Set out objectives or what you intend to achieve (expected Outcome)
! Review the previous budget to seal loop holes and obtain facts on all
items
! Outline possible sources of income and likely amounts of money from
each source
! Prepare the budget and share it with other teachers before seeking
approval
! Budget implementation (spending) starts immediately it is approved
! Monitoring the flow income and levels of expenditure guides the budget
process and forms a basis for the next financial years budget.

105

Indicators of a good school budget

A good budget must clearly represent activities; identify resources, revenue
and materials. It must also show estimated costs of all items indicated and
time lines. The role of all the parties involved in implementing the budget
must be explicit, that is who will be undertaking what responsibility (e.g.
providing funds, labour and land). Finally, a budget must be approved by
relevant stakeholders in this case staff, school committee PTA and local
administration
Implementation of School Development Plans and
Budgets
This is the most critical stage in the plan and budget process as it requires
good managerial skills. A good and budget may fail in the hands of a poor
manager while a poor budget may succeed in the hands of a good manager.
Plan and Budget implementation includes undertaking budget activities as
outlined once it has been approved and signed. It involves the process of
receiving funds and spending the same on specified vote heads. Execution
of the school development plan lies with the Head teacher, staff and the
executives of the school management committee.
Implementing plans is critical and the head teacher needs to track all
activities and timelines. This can be done through keeping dairies, year
planner, delegated duties are kept on schedule and not abdicated, keeping
time and meeting deadline. A simple way of ensuring priorities for each
day is to work from a daily plan. This will prevent the idea of tackling
things as they come to mind or appear on your desk. This will also, enable
the head teacher to monitor how the work is progressing. (See sample
below). There is also need to have some degree of flexibility based on new
information and emerging issues that were unprecedented.
Allocating and Spending School funds
Criteria for resource distribution should take into consideration the
following:
! Authorization of all expenditures

106

! Allocation should be according to planned activities

! Provision of resources in good time
! Proper accountability of all expenditures
! Availability of the capacity to use funds suitably
! Capacity to use the resources is available
3.4

HUMAN RESOURCE PLANNING

Vetter (1967) defined human resource planning as the process by which

management determines how the organization should move from its
current manpower position to its desired position. Through planning,
management strives to have the right number and the right kinds of people,
at the right places, at the right time, doing things which result in both the
organization and the individual receiving maximum long-run benefits. (p.
15)
Human resource planning is the process of anticipating and carrying out
the movement of people into, within, and out of the organization. Human
resources planning is done to achieve the optimum use of human resources
and to have the correct number and types of employees needed to meet
organizational goals.It involves forecasting the organization's future human
resource needs and planning for how those needs will be met. It includes
establishing objectives and then developing and implementing programs
(staffing, appraising, compensating, and training) to ensure that people are
available with the appropriate characteristics and skills when and where the
organization needs them. It may also involve developing and implementing
programs to improve employee performance or to increase employee
satisfaction and involvement in order to boost organizational productivity,
quality, or innovation (Mills, 1 985b). Finally, human resource planning
includes gathering data that can be used to evaluate the effectiveness of
ongoing programs and inform planners when revisions in their forecasts
and programs are needed.
Human resources:
Head teacher,
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 Teachers
Non-teaching staff
Pupils
Student leadership
Maintenance staff, etc.
Human resource planning: Purpose and Goals
The purpose and goals of HR planning are mainly:
To ensure optimum and effective use of human resources
currently employed;
To research and reconfigure new skill sets to cope with
organizational needs given depleting relevant skills population
To assess the employability of the human resource given changing
skills and competencies
To draw specific outlines of competencies as they differ from
today
To assess or forecast future skills requirement if organizations
overall objectives are to be achieved; and
To identify control standards to ensure that necessary resources
are identified, available as and when required.
Factors Underlying Increased Interest in Human
Resource Planning
Undoubtedly, there are many factors that account for the increased
attention directed to human resource planning, environmental forcesglobalization, new technologies, economic conditions, and a changing
work force seem particularly potent .These create complexity and
uncertainty for organizations. Uncertainty can interfere with efficient
operations, so organizations typically attempt to reduce its impact; formal
planning is one common tactic used by organizations to buffer themselves
from environmental uncertainty.
The changing characteristics of the work force, which is but one important
environmental factor, make the need for planning evident.

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3.5

EDUCATIONAL FACILITIES

Educational facilities are the human, material and financial input used in
the facilitation of a process. The educational facilities refer to both learning
and physical resources and how they are financed. The provision of these
essential facilities should adhere to established policies and regulations
such as building regulations and by-laws, minimum health standards and
levels of expenditure among other things.
Types of educational facilities:
Human resources:
Teachers, head teacher, maintenance staff, etc.
Financial resources:
Grant money, school fees, Ptc , donations etc.
Temporal:
Time tables, programmes, datelines, schedules
Physical resources:
All property owned by the school should be properly recorded in an
inventory. The head teacher should ensure appropriate registration,
utilization, maintenance and management of school resources. The head
teacher should be able to provide documentary proof of any transaction
relating to the management of school resources. Land,
buildings(classrooms, administration block, toilets), furniture (desks,
chairs, tables, stools) equipment (office, classroom, games, kitchen),
vehicles, animals, agricultural produce, stationery, books and other
teaching/learning materials (audio visuals, TV, video, radio, tape recorder)
and play grounds/swimming pool largely form the asset base of any given
school.

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Time as a resource
Time is money and time is life, People who master time, master
themselves. Time is a unique resource because it is shared equally and
can hardly be stretched (but remember work can be stretched to fill
available time), it cannot be stored and it cannot be replaced once lost.
The head teacher should allocate time for pupils, teachers, support staff and
other persons adequately/effectively. To achieve time discipline you need
to master only three concepts namely; time awareness (making a
conscious recognition of time), time planning (scheduling activities for
specific periods of time) and time saving (using time wisely). Thereafter,
adhere to agreed plans and set deadlines while at the same time being
flexible to accommodate emergencies.

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UNIT-4:
4.1

EDUCATION IN KPK

THE ROLE OF GOVERNMENT IN EDUCATION

Education and Development

The concept of development has transformed and extended from the
traditional indicators of economic growth, GDP, or per capita income of a
country to cover human resource development as an ultimate objective.
Education is a vital investment for human or socio-economic development.
Human Development Index (HDI) is based on numerous key indicators,
including literacy rate, and enrolment rates at primary, secondary and
tertiary education. Since 1990s, UN is ranking human development in
countries of the world based on HDI. Unfortunately, Pakistan has not been
able to improve its HDI ranking. Its present ranking is 141 out of 206
countries. If we trace back and analyze the factors which accelerated
development process in the countries which are now leading economic
powers of the world, we will find education as the most common and
major catalyst. Most of the countries today enjoying economic power,
political stability and military dominance have first attained higher levels
of education for their people, which helped them to achieve development
goals. World map of poverty and illiteracy largely coincides. There can be
no economic progress without education. Economic growth requires
trained human resources. Sustainable economic growth in a county needs
peaceful environment, merit, social justice and most importantly political
stability. Political stability, based on democracy and participation of masses
in decision making, can not be achieved when majority of the voters are
illiterate. Hence, education and developed are inter linked and inter
dependent.
Right to Education
Access to free and compulsory elementary education has been globally
recognized a fundamental right of all human beings. It is the responsibility
of the state and society to ensure provision of free and compulsory

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elementary education to all children, irrespective of their gender, race,

ethnicity, religion, or economic status of their parents. The Article 26 of the
Universal Declaration of Human Rights (1948) granted this right 62 years
back.
Right to free elementary education has now been guaranteed by the
Constitution of Pakistan under: Everyone has the right to education.
Education shall be free, at least in the elementary and fundamental stages.
Elementary education shall be compulsory. Technical and professional
education shall be made generally available and higher education shall be
equally accessible to all on the basis of merit. Article 26, Universal
Declaration of Human Rights (1948)
The state shall provide free and compulsory education to all children of
the age of five to sixteen years in such manner as may be determined by
law.
17th Article 25 A. (18 Amendment)
The right granted in the above referred global charter and constitutional
provision can not be given to the children of this country unless
government makes necessary legislation and ensures provision of
education budget to the level it is needed to meet this obligation.
Pakistan's Commitments to Education
The Govt. of Pakistan has declared education in general and Education for
All (EFA) in particular, its top priority. Human development through
education and training forms key pillars of Pakistan's strategy for poverty
reduction.
Pakistan is also a signatory to international commitments like The
Millennium Development Goals (MDGs) signed by the world leaders in
the year 2000, and the Dakar Framework of Action for Education For All
(April 2000).

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Six Goals of EFA

Education Ministers and representatives from 166 countries of the world,
including Pakistan committed in April 2000 to achieve following Six Goals
of EFA by 2015
1. Early Childhood Care and Education (ECCE):
Expanding and improving comprehensive early childhood care and
education, especially for the most vulnerable disadvantaged children;
2. Universal Primary Education (UPE): Ensuring that by 2015 all
children with special emphasis on girls and children in difficult
circumstances have access to and complete free and compulsory primary
education of good quality;
3. Meeting Learning Needs of Young and Adults:
Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning, life skills and citizenship
programs;
4. Improving Literacy Rate: Achieve a 50% improvement in levels of
adult literacy by 2015, especially for women and equitable access to basic
and continuing education for all adults;
5. Gender Equality in Education: Eliminating gender disparities in
primary and secondary education by 2005, and achieving gender equality
in education by 2015, with a focus on ensuring girls' full and equal access
to and achievement in basic education of good quality; and
6. Quality of Education: Improving all aspects of the quality of education
and ensuring excellence of all so that recognized and measurable learning
outcomes are achieved by all, especially in literacy, numeracy and essential
life skills. Also the challenges triggered by globalization and nation's quest
for becoming a knowledge society in the wake of compelling domestic
pressures like devolution and demographic transformations have
necessitated a renewed commitment to proliferate quality education for all.

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National Education Policy (2009)

In the new National Education Policy, approved by the Federal Cabinet on
09 September 2009, following key targets have been envisaged:

Achieving universal and free primary education by 2015

All children, boys and girls, shall be brought inside school by the
year 2015

Achieving universal and free secondary education by 2025

Achieving EFA Goals and MDGs

Achieving 86% Literacy rate by 2015

Increasing allocations for education up to 7% of GDP by 2015

Provincial and district governments shall allocate a minimum of

4% of education budget for literacy and Non-formal basic
education (NFBE)

Food based incentives shall be introduced to increase enrolment

improve retention and completion rates, especially for girls. Now
the planners, parliamentarians, media, and civil society
organizations need to assess the pace of progress of the Govt. of
Pakistan, including provincial governments towards achievement
of targets and commitments of Pakistan listed above.

Status of EFA Indicators in Pakistan:

A Comparative View
Pakistan's commitment to universal primary education by 2015 under EFA
Framework appears elusive on current performance, as participation is low
and dropout rates continue to be high. There are persistent gender and rural
urban disparities. Girls continue to remain underrepresented in the
education system, both public and private. The rural - urban divide is stark
on most indicators of school provision and participation, which becomes
particularly attenuated in some Provinces and Areas. Reforms and
114

priorities will need to be planned in detail at various levels of government.

Government spending has declined during recent years. The following
table indicates overall status of literacy and elementary education in
Pakistan.
Table 1

Table 1. Literacy Rate and Primary Level Enrolment (NER) in P

Indicator/Area

Total

Rural Ar

Literacy Rate (10+)

57%

48%

Net Enrolment Rate (Primary)

57%

53%

Source: PSLM Survey (2008-09), Economic Survey, Govt. of Pakistan,

2010
Above statistics, released by the Govt. of Pakistan indicates that about 43%
people in Pakistan are illiterate, and only 57% children of age 5-9 are
enrolled in primary schools. Situation is alarming if we study the rates for
rural areas and females. In Sindh about 80% rural women are illiterate, and
in Balochistan only 16% rural women can read and write.aPSLM (200708) has revealed that 42% people in Pakistan have never gone to any
school. These figures point out towards harsh reality that Pakistan has
failed to invest on education of its masses. The following table shows our
comparative position in South and West Asia.

115

Table 2
Table 2: Human Development in South and West Asia
Country

HD I Ranking

Public expenditure on
Education as % of GDP

India

134

3.3

Iran

88

5.6

Pakistan

141

2.8

Sri Lanka

102

5.4

Maldives

95

8.3

Nepal

144

3.8

Bangladesh

146

2.4

(Source: Human Development Report 2009, and UNESCO EFA Global

Monitoring Report 2010)
Major issues and Challenges of Education in Pakistan
A number of factors have affected educational development in Pakistan.
Number of illiterates in Pakistan has doubled during last 50 years in
Pakistan. At present, one third school aged children are not enrolled in
schools. Drop out rate is high and quality of education is poor in public
sector schools. The state of Pakistan has failed to expand educational
opportunities in accordance with the needs emerging as a result of
population growth and those who could not cross threshold of a primary
school due to poverty or distance location of school. With respect to
achievement of EFA
Goals and MDGs, education sector in Pakistan is facing following
challenges:
i. Commitment Gap: Political leadership and planners in Pakistan could
not accord due priority to education of masses. Education remained low on
the ladder of priorities. Education is a long term investment and its benefits
emerge over generations. Parliamentarians and political parties focused
their attention on projects with more visible and short term returns.

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ii. Poor financing of education: Education budget is the vital input for
expansion of access and improvement in quality of education. Education
sector in Pakistan has been facing shortage of financial resources. On
average, not more than 2% of GDP was allocated for education sector, and
90% of this amount was meant to meet recurring expenditure of the
existing schools, and about 10% annual budget was available for
development purposes. This has resulted in slow pace of growth in
educational opportunities for a society where population was increasing at
the highest rate. Disparity in need and actual facilities or their intake
capacity led to a backlog of illiterate youth and out of school children.
iii. Missing facilities: Leaning conditions at public sector schools are poor.
According to latest data of EMIS, about 70% Govt. Primary Schools have
only 2-Room buildings for five classes.
Table 3
Table 3: Class Rooms and Missing Facilities in Govt. Primary Schools (2007-08)

1-Room
Schools

15%

2-Room
Schools

52%

3-Without
Electricity

67%

4-Without
Drinking

5-Without

Water

Students

39%

Latrine for

41%

Source: Academy of Educational Planning and Management, Ministry of

Education, Islamabad (Pakistan Education
Statistics 2007-08).
More than half of the schools do not have without electricity. Although
59% Govt. Primary Schools have toilets for students but half of these are
not operational. 67% Schools are without electricity. Absence of conducive
environment negatively affects the attention of children in the class room
and compels many of them to drop out or leave the school before
completion of primary level education or Grade 5.
iv. Rising population of illiterates: Since formal school system has not
been able to reach out or enroll all the children, therefore missed out and

117

dropped out children add up annually to the existing lot of illiterates.

Illiterate population in Pakistan has doubled during last 50 years.
Table 4
Table 4: Numbers of Illiterates are Rising in Pakistan
Year

Pop 10 +

Illiterate Pop (10+)

(Millions

Literacy Rate
(10+)

1951

22.71

17.9

18.64

1961

26.50

16.7

22.08

1972

42.91

21.7

33.59

1981

57.84

26.2

42.69

1998

89.84

43.92

50.38

2006-07

112.00

55.00

50.4

in Millions

(estimated
Source: Population Census Reports. Projections for 2006-07 based on past
trends.
Above table indicates gradual and consistent increase in illiterate
population. If today over 50 million Pakistanis illiterate, it is due to the
hard fact that past governments did not pay due attention to bring all
children into school and ensure their retention. A strong and well organized
country wide literacy programme has so far not been launched to tackle the
problem of illiteracy and transform Pakistani nation into a literate society.
v. Political interference and Educational Governance:
It is generally perceived that decisions about appointments and transfer of
teachers and postings of education managers are made on political basis.
This deteriorates educational governance and gives birth to corruption,
teacher absenteeism, slow pace of implementation of development
schemes, and consequently it also affects quality of learning in class
rooms.

118

vi. Parallel system of education: To promote social justice and equality in

the society, it is imperative that education system is based on equal and
uniform curriculum. Unfortunately, this has not been happening in
Pakistan. There exist parallel systems of education consisting of high
quality private sector English medium schools for the rich, Urdu medium
Govt. Schools for children of ordinary citizens, and Madrassas for the poor.
Prevalence of parallel systems of education is breeding disparities and
strengthening stratification and tensions in the society.
The Govt. of Pakistan, particularly the provinces need to plan their future
development projects and reforms keeping in view the challenges listed
above.
Will Pakistan achieve EFA Goals by 2015?
Every year, UNESCO reviews progress of various countries with respect to
achievement of EFA Goals. Data and analysis on monitoring of EFA is
published in its annual publication titled EFA Global Monitoring Report
(or GMR).
According to GMR 2009, Pakistan includes among 29 countries which are
not likely to achieve EFA Goals by 2015.
If we see pace of progress in the area of literacy and Primary Education
during last few years, we can project Pakistan's position by 2015 as well.
The following table, using data published by Govt. of Pakistan in latest
Economic Survey, projects future scenario based on past trends.
Table 5
Table 5: Projected Rate of Literacy and Net Enrolment Rate NER (Primary) by
2015
Indicators/Year

Rates as per PSLM Survey

(Pakistan Economic Survey
2009-10)
2006-07 2007-08

Average
Annual

Projected
Rate

Growth Rate

by 2015

2008-09

Literacy Rate (10+)

55

56

57

1.818%

64

Net Enrolment Rate

56

55

57

0.892

60.12

(Primary)

119

Above table indicates that Pakistan may need another 15 years to achieve
86% literacy rate and 38 years to achieve universal primary education
(UPE) or 100% NER. This means EFA Goals will not be achieved before
2048, if present trend continues and special initiatives are not launched by
the Federal and Provincial Governments.
Financing of Education in Pakistan
Financing of education in general, and especially in the context of the six
goals of EFA has emerged as a key area, which needs urgent attention.
Unfortunately, Pakistan has not been spending enough on education.
Following table shows low priority accorded to education in terms of
budget.
Table 6
Table 6: Financing of Education in Pakistan (1995-96 to 2009-10)
Year

%age of GDP

Year

%age

1995-96

2.00

2002-03

1996-97

2.62

2003-04

1997-98

2.34

2004-05

1998-99

2.40

2005-06

1999-2000

1.70

2006-07

2000-2001

1.60

2007-08

2001-02

1.90

2008-09
2009-10

(Source: Economic Survey 2002-03, 2005-06, 2009 and 2010)

It is evident from the above Graph that Pakistan is spending less compared
with other countries in the region with similar economic status or common
social scenario. Educational opportunities can not be expanded without
increasing education budget. Similarly, low quality of education in Govt.
Schools can not enhanced without construction of more rooms and
provision of missing Slow and static trend of financing of education in
Pakistan observed during last 14 years is shown in the below Graph.

120

Graph 1

2.62

2.34

2.4

1.7

1.82

1.79

1.86

2.2

2.15

2.24

2.5

2.47

2.1

(Source: Economic Survey (2002-2003) Finance Division Government

of Pakistan, Page 167, Table 11.5 and Economic Survey of Pakistan 200506, and EFA Global Monitoring Report 2008)
Facilities, provision of food and other incentives to students, stipend to
girls, better training of teachers, supply of textbooks which are relevant to
the needs of society as well as economy, efficient monitoring of schools
and accountability of their performance from various angles. Present
budget of 2% GDP is not enough to scale up educational facilities and
improve quality of education in the public sector.
Table 7
Table 7: Trends in Education Expenditure as Percentage of GDP and GNP
2000/01

01/02

02/03

03/04

04/05

05/06

06/07

07/08

08/09

Education
Expenditure(
Rs m)

56506

66290

78447

97697

116873

141702

162084

182646

195602

GDP (Rs m)

420987

445265

487564

564058

649978

762320

8673007

1028438

1028438

Educ. Exp. as 1.34%

% of GDP

1.49%

1.61%

1.73%

1.80%

1.86%

1.87%

1.78%

1.51%

GNP (Rs m)

447631

502746

576505

663424

777310

8830638

1049418

1350290

1.48%

1.56%

1.69%

1.76%

1.82%

1.84%

1.74%

1.45%

415539

Educ. Exp. as 1.36%

% of GNP

Projections of the financial resources available to meet EFA targets in the

three themes, i.e., primary education, adult literacy, and early childhood
education for the thirteen years show that the total budgetary resources
available by 2015/16 should be Rs. 786,005 million. Given the financial
requirements of Rs. 1,212,097 million, the resulting financing gap is to
the tune of Rs. 426,092 million. It may be highlighted that these estimates
121

include an annual average additional cost of achieving UPE by 2015/16 of

US $495 million. However, if a more idealistic approach based on good
quality i.e., five-classroom in urban and two classroom in rural model
schools, is considered, the financing gap is considerably higher and
expected to exceed Rs. 2,031,292 million.
Table 8
07-08
% Educ

08-09

09-10

10-11

11-12

12-13

13-14

14-15

1.74

2.17

2.61

3.16

3.82

4.65

5.66

6.90

GDP (Rs b)**

10478.14

12969.3

14297.83

15838.42

17712.1

19900.88

22571.57

25393.02

Educ

182.646

281.955

373.769

499.888

677.222

924.418

1276.805

1752.669

2279

2535

2746

3069

3495

3915

4401

4952

8.0

11.1

13.6

16.3

19.4

23.6

29.0

35.4

Expenditure/GDP

Expenditure
(Rs.b)****
Government
Total Expenditure
(R b)*****
Educ Expenditure
in Total Govt.
Expenditure (%)

@Based on National Education Policy projection that allocation to

education will be 7% of GDP in 2014-15# All values for 2007/08 are actual
values*Based on values derived on the basis of exponential (assuming that
the increase would be relatively higher in later years) function in Graph 1,
using actual value for 2007/008, and limiting the value at 7% in 20142015. See Graph 1.
** Source: GDP 2007/08-2013-14: PRSP II
*** 2014-15: GDP projected on the basis of growth rate of 12.5%
**** Educ Expenditure: actual value for 2007/08; but calculated on the
basis of estimated percentage of educ expenditure per GDP
***** Source: 2007/08: Govt. Total Expenditure 2007/08- 2012/13: PRSPII; for 2013-14 and 2014-15, projected on the basis of 19.5% of GDP

122

Considering the estimated financial requirement of Rs. 1,212,097 billion to

meet EFA targets by 2015/16 and the projected budgetary resources which
should be available to the three EFA themes, i.e., primary education, adult
literacy, and early childhood education. At that time, anticipating adequate
growth in education budget by the Federal and Provincial Governments, a
financing gap of over Rs. 426 billion has been calculated.
Keeping in view the past trends and progress so far, it is felt that a
financing strategy based on a strong funding support to public sector
education will be the only option to bring out of school children into the
school and make millions of illiterate Pakistanis literate. The major issue in
education finance in Pakistan is the low public sector investment. Although
government claims that education enjoys the highest priority on the social
sector agenda, yet practically, allocations remain low and relatively
modest. Federal Govt. and Provinces need to gradually but consistently
enhance their education budgets during next 5 years, as per table given
below, if they are serious to achieve the target of 7% GDP for education
sector.
It is, therefore, recommended that all efforts should be made to enhance the
budgetary allocation to education up to 7% of GDP, as suggested in the
National Education Policy (2009). In addition, innovative approaches
should be designed to generate additional resources for increasing funding
for the education sector, especially to primary education, adult literacy and
early childhood education, if Dakar targets are to be achieved by 2015.
4.2

ROLE OF PARLIAMENTARIANS FOR

ACHIEVEMENT OF EFA GOALS

The whole Society, various organs of the state, including the

parliamentarians are responsible for ensuring the provision of right of free
and compulsory elementary education for all children. A committed
leadership of Parliamentarians can add to the steps towards achieving the
targets set in the Dakar Declaration as they too can strongly advocate on
the issues at the highest level, allocate adequate resources for taking the

123

EFA forward, and legislate to ensure universal access to resources

necessary to implement the EFA plan effectively.
Recently, parliamentarians have played a pivotal role by approving free
and compulsory elementary education as a fundamental right. Insertion of
Article 25-A in Chapter No 1 (Fundamental Rights) has paved the way for
a historic journey towards Education For All. Now the next step is to pass
legislation which can help enforce Article 25 A. Parliamentarians can
positively influence national policy by supporting provision of increased
financial resources for the education sector. They can also provide
leadership to the EFA movement which has so far been lacking.
Parliamentarians may undertake following tasks:
Legislation: Immediate legislation for enforcement of Article 25-A, by
setting standards and passing various Acts and laws to elaborate roles and
responsibilities of various stakeholders. Leadership: Creating an enabling
environment by personally leading EFA movement in their constituencies.
Per child education budget: Advocacy and resolutions in the parliament
for ensuring equitable distribution of financial resources to districts/Areas,
proportionate to the population of out of school children and illiterates.
Road map up to 2015: Year wise targets for raising education budget up
to 7% of GDP by 2015 as per target envisaged in the National Education
Policy
Parliamentary Sub Committee on Literacy: Putting literacy and NFBE
on agenda of Parliamentary Committees on Education, and constituting a
permanent Sub Committee on Adult Literacy and Non-formal Basic
Education, to ensure adequate debate and priority to this neglected sub
sector of education.
Budget for Literacy:
Legislation for allocation of at least 5% of education budget for NFBE
programmes for out of school youth and adult illiterates. The elected
representatives can play a very effective role in the specific context of
promoting EFA programme. They can highlight administrative lapses,
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lethargy and lack of effectiveness in the local administration about EFA in

the legislature or the elected bodies and demand improvements. They can
make use of evidence to enhance decisions and policy making to promote
increased education investments at the national and provincial levels. They
can monitor the effectiveness and progress of EFA in their constituencies
and raise concerns with the local administration or in the parliament. They
should show a strong will to ensure that political influences don't hamper
the basic objectives of EFA. They should monitor progress towards
achieving the MDGs both at the federal/provincial level and also within
their own constituencies. They can help raise awareness by participating in
media talk-shows and media events. They can try to enhance the budget
allocated for EFA targets and they can question the government about the
effectiveness of the measures that the Government is taking to implement
EFA goals.
Conclusion
The only way forward to achieve EFA Goals is to increase the budgetary
allocation to education up to 7% of GDP, as suggested in the National
Education Policy (2009). In addition, innovative approaches should be
designed to generate additional resources for increased financial resources
for the education sector, especially to primary education, adult literacy and
early childhood education, if Dakar targets are to be achieved by 2015.
Parliamentarians should join hands, beyond party lines, in the interest of
next generations, to create a literate society and to bring Pakistan on the
road towards sustainable development, political stability, and positive
social change.
4.3

MAIN PROBLEMS OF EDUCATION

Introduction
Education plays the role of leadership in the society. The functions of the
educational institutions are to develop the people physically, mentally,
psychologically, socially, and spiritually. It improves and promotes the
economic, social, political and cultural life of the nation. Education plays a
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vital role in human capital formation. It raises the productivity and

efficiency of individuals and thus produces skilled manpower that is
capable of leading the economy towards the path of sustainable economic
development. Like many other developing countries, the situation of the
education sector in Pakistan is not very encouraging. In Pakistan, after
more than five decades, the developmental indicators are not showing
positive results. The participation rate at higher education is low
comparatively to other countries of the region. There are problems of
quality of staff, students, library and laboratory. Relevance with society
needs, research facilities, financial crisis, arts students more than science
students, weaknesses of examination, ineffective governance and academic
results are not at par with international standards.
Problems of Education
Lack of funding/ low level of public investment
The extremely low level of public investment is the major cause of the
poor performance of Pakistans education sector. Public expenditure on
education remained less than 2 percent of GNP before 1984-85. In recent
years it has increased to 2.2 percent. In addition, the allocation of
government funds is skewed towards higher education so that the benefits
of public subsidy on education are largely reaped by the upper income
class. Many of the highly educated go abroad either for higher education or
in search of better job opportunities. Most of them do not return and cause
a large public loss.
The quality of primary and secondary education
In Pakistan, the quality of primary and secondary education has a declining
trend. It is realized that science education in particular is reaching lowest
ebb and needs to be improved urgently. At the time of independence and
thereafter there remained acute shortage of teachers, laboratories were poor
and ill equipped and curriculum had of primary and secondary education
has a declining trend little relevance to present day needs (Behrman, 1976).
Certain minimum levels of enrolment at primary and secondary level
126

represent a necessary condition for the development of functioning higher

education. For relevant participation rates at university level, a net primary
enrolment rate of 80 percent seems to be the minimum required. Similarly,
about 80 percent of secondary net enrolment typically seems to be the
minimum to develop higher education institutions with the potential to be
listed in international university rankings, to employ the considerable
number of researchers and to develop significant new ideas.
Insufficient financial input
The Education Sector in Pakistan suffers from insufficient financial input,
low levels of efficiency for implementation of programs, and poor quality
of management, monitoring, supervision and teaching. As a result, Pakistan
has one of the lowest rates of literacy in the world, and the lowest among
countries of comparative resources and social/economic situations. With a
per capita income of over $450 Pakistan has an adult literacy rate of 49%,
while both Vietnam and India with less per capita income have literacy
rates of 94% and 52%, respectively (Human Development Centre, 1998).
Literacy is higher in urban areas and in the provinces of Sindh and Punjab,
among the higher income group, and in males.
The Role and Appointment of Teachers
The quality of teachers, which is a key factor in any education system, is
poor in Pakistan. The main reason is the low level of educational
qualifications required to become a primary school teacher; which includes
ten years of schooling and an eleven-month certificate program. It has been
established through various studies that pupil achievement is closely
related to the number of years of formal schooling of teachers. Thus,
students of teachers with 12 years of schooling perform better than
students of matriculate (10 years education) teachers, who in turn perform
better than students of teachers with only grade eight qualifications. The
second factor relates to the quality of teacher certification programs, which
suffers from the lack of adequately trained master trainers, little emphasis
on teaching practice and non-existence of a proper support/monitoring

127

system for teachers. In the absence of any accredited body to certify

teachers, the mere acquisition of a certificate/diploma is considered
sufficient to apply for a teaching position.
In addition, teacher appointment in schools is subject to interference from
local interest groups seeking to place teachers of their choice within their
constituency. This has opened the system to graft and rent seeking leading
to high levels of teacher absenteeism accentuated by the absence of an
effective supervision system. The appointment of teachers especially in
primary schools is subject to the political influence or paying huge money.
Private School Teachers
The quality of education imparted by the majority of private schools is
questionable owing to an acute dearth of properly trained and qualified
teachers, and any kind of support mechanism for these teachers. Except for
large school systems like Beacon house, City, Lahore Grammar, and
others, which constitute a small percentage of the existing private schools
the majority of others have appointed teachers who are qualified up to
intermediate (12 years of schooling) or BA level (14 years of education),
and are paid much lower salaries compared to their counterparts in the
government sector in addition to no job security. The large schools and
school systems have instituted their own teacher training programs or
access specialized private institutions. There is less inclination in these
schools to hiring teachers who have previously been trained by government
institutions and hold degrees in B.Ed or M. Ed; their preference is for those
fluent in English language. Thus, very few teachers hired by the private
schools have had any pre-service training. There is a felt need to enhance
the professional skills of those who are currently working through various
inset programs.
Inadequate Research Activities
Research gives rise to curiosity and a desire to look for, and find, better
solutions to our everyday problems or better explanations for whatever
happens. Over the years, numerous manuscripts have written about a lack

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of research in Pakistan. The issue is discussed frequently in academic

institutions too. In nearly all such discussions, lack of funding and of
adequate facilities are presented as the major reasons that research has not
been conducted. Perhaps the single most significant impediment in
Pakistan to research, and also quality higher education, is the near-zero
tolerance for dissent in educational institutions. We have in place a
hierarchical system, which operates at every level of society at the
home, school, college, university and workplace. Research thrives best
where there is a group with which one can interact a 'critical mass' of
critical thinkers. Ideally, the group should not comprise people from the
same narrow field but from different areas. This promotes crossfertilization of ideas. This is where universities have an edge over singlediscipline institutes. Now that the government is providing substantial
research funds to public-sector universities, a major hurdle has been
removed. The step is long overdue and thus commendable. It is now up to
the universities to produce the desired results.
Gender Differences
Education is important especially for women because it provides important
means for their empowerment. Apart from the acquisition of knowledge
and values conducive to social evolution, education provides many other
benefits. The development of the mind, training in logical and analytical
thinking, organizational, administrative and management skills accrue
through education. Enhanced self-esteem and improved financial and
social status within the community is a direct outcome of education.
Education, therefore, be made available to all. For better parenting and
healthier living also, education is an important factor. It is beyond doubt
that educating girls can yield a higher rate of return than any other
investment. There is great difference in the rates of enrollment of boys, as
compared to girls in Pakistan. According to UNESCO figures (Dawn, 23
Feb 2004, editorial), primary school enrolment for girls stands at 60 per
cent as compared to 84 per cent for boys. The secondary school enrolment
ratio is even more discouraging, 32 per cent for females and 46 per cent

129

males. Regular school attendance for female students is estimated at 41 per

cent while that for male students is 50 per cent. According to the
Population Census of 1998, the overall literacy rate in Pakistan was 45
percent. The number of literate females increased from 0.8 million in 1961
to 11.4 million in 1998 -97. The growth rate for males' literacy was 5.1
percent per annum. It may be noted that the overall literacy rate in Pakistan
is lower when compared to other countries in the region. The reasons could
be limited number of educational institutions in the country and
accessibility to those. The situation in rural areas, where the majority of
population resides, is even more serious. The people in those areas avoid
sending their children to schools especially females because schools are in
far flung areas.
Examination system
Pakistan does not have an assessment system that can continuously and
adequately gauge the efficiency of the system and provide feedback for
policy interventions. The concept is limited to assessing the students
through examinations. These examinations, conducted at various stages of
the students career, mostly result in furthering his or her academic
progress and in the more critical secondary and higher secondary level
determining the career path. These examinations themselves are infested
with a number of problems that make them poor representatives of the
efficiency of the system. Also in the last few years their ability to
determine merit has been eroded in the wake of widespread malpractices
that has allowed the coining of the term copy culture.
Learning Environment
In an average rural area of Pakistan, a five or six year old child walks to
the school dreading what he or she would face. Children are scared of the
teacher as de facto corporal punishment exists in all provinces, although
Punjab has managed some interesting measures. They know that they may
have to sit on a cold floor in winters and a hot one in summers provided
they are lucky enough to have a school building, otherwise the tree is the

130

only shade available to the children. Toilets are a luxury and where in some
schools they do exist; the ratio is inadequate for the childrens comfort.
These issues are prevalent in all poor areas, irrespective of urban or rural
setting. Where school buildings exist they are mostly of a standardized
nature. Local climatic conditions are not always factored in. The design
itself is too insipid to excite learning processes.
Geographic Disparities
There are vast differences in education services between rural and urban
areas which continue to broaden the gulf between the urban elites and the
comparatively marginalized and disempowered rural population.
Unfortunately, the issue of quality service delivery in rural areas receives
scant attention specifically and it has been seen that the worst public sector
schools are in the rural areas. Also, there are disparities within urban slums
and posh areas. This is essentially a focus issue in strategic planning and
needs urgent attention with incentive based improvement in quality
education service delivery in all disadvantaged areas. Also contextual rural
settings do not find an appropriate place in the curriculum, which has a
serious urban bias that makes the subject less relevant and more difficult
for the rural learner. There are perceptions of biases against universities
located away from the Centre in Punjab.
Economic Disparities
To state the obvious, the rich go to private schools and the poor go to
public schools creating apartheid like situation in the education sector. The
current education system reinforces class division by preparing the
working class for its role through technical subjects while the arts, social
sciences and other pure subjects are reserved for the rich. Currently, the
purpose of education is simply social and economic mobility and this result
in just skills training not education. Poverty is the main obstacle to
acquiring quality education and also the result of poor education available
to the economically deprived. The vicious circle, therefore, prevents any
movement out of the education related poverty syndrome.

131

Medium of Instruction
Pakistan has historically been a nation with multi-lingual proficiencies.
However, there are rich regional languages with strong literatures used by
ethnic regions, also roughly forming the federating units. There is a long
history of debate regarding an official language in Pakistan, a language of
common understanding by all sub-national regions and the importance of
local and regional languages in the educational and social character of each
province. This debate is not without frictions between a universal
acceptance of either one common language, or one language as medium of
instruction in the whole country.
Poor quality text books
Text books being taught at all levels, especially schools, are generally of
poor quality. Most teachers complained of these as being dull, over flowing
of information narrated in a confusing manner and, in many cases full of
printing errors. They have low pedagogic capacity.
Misuse of funding/ corruption
Unfortunately, in Pakistan corruption continues despite many efforts by the
Government. Education is not spared. Corruption and political interference
have had the most pernicious impact on the sector. Due to severe capacity
constraints, the most serious flaw is the under-utilization of funds.
According to an estimate less than 50% of the funds allocated for the nonrecurrent expenditure are expended. This leads to the concern on the
impact of an increased outlay, as there appears to be little absorption
capacity in the system.
Other problems of education are
Pakistan continues to face a problem of access because of low levels of
public spending, literacy and enrolments, acute regional and gender
inequalities, and inequalities in the distribution of budgetary allocations to
education. The main factors that keep children out of education are:
poverty combined with education not perceived to provide economic gains,

132

low quality of education, traditional style of teaching and corporal

punishment, long distances to schools and high student-teacher ratio.
Pakistan faces the problem of a large number of out-of-school children,
both at primary and secondary levels, aside from a high number of
dropouts. The population age group between 5-9 years is 19.634 million in
Pakistan. Out of these, 3.300 million children are out of school. The
dropout rate is 31.3% at the primary level and 30% at the middle level.
Given a population growth rate of 1.9% (official figures), attainment of
EFA goals within the stipulated period would require huge investments.
Even if resources could be mobilized towards this end, the capacity to
build and operationalize such a large number of schools in such a short
time may not be easy.
Conclusion
Education provides the base for socio-economic development. An
educational system of poor quality may be one of the most important
reasons why poor countries do not grow. In Pakistan, the quality of
education is on the decline in spite of the fact that the present government
has initiated drastic measures in uplifting the quality and quantity of
education. Quality of teachers especially at primary level is still
questionable. It is evident that that without teachers transformation we
cannot transform the education system for improving the quality of
education. In this regard, a series of education reforms in the area of
teacher education were introduced in the public sector but their vision
seemed to be narrow, hence, they failed to make any substantial impact on
the quality of teachers and teaching process. Eventually, it further affected
the quality of education being offered in schools. Education system of
Pakistan is facing new challenges. It has yet to be developed at par with
other developing countries in the region.
In Pakistan efforts have been made to mould the curriculum in accordance
with our ideological, moral and cultural values as well as our national
requirements in the fields of science, technology, medicine, engineering
and agriculture, etc. The rise in supply of educational infrastructure or

133

removal of the supply side constraints can play an important role in raising
literacy and education of the population. Development budget allocation
for the social sector has been very low throughout and is evident from the
budgetary allocation for education. The government is not able to invest
the requisite amount on education in accordance with the population
growth. Allocations lag behind the developing countries in the region.
4.4

REFORMS IN EDUCATION SINCE 2001

Introduction:
Pakistan has an estimated population of 158 million, two per cent of the
worlds population. The areas of 88 million hectares comprise four
provinces (Punjab, Sindh, Khyber pukhtunkhwa and Baluchistan) and four
territories (Islamabad Capital Territory, Azad Jammu and Kashmir,
Federally Administered Northern Areas and Federal Administered Tribal
Areas) of the total land of 88 million hectares, 20 percent has potential for
intensive agricultural use.[ESR2001-06]
Current status of education in Pakistan
Currently the national allocation to basic education is well over 50%. The
net participation rate in 2000-2001 at primary level is 68% whilst the
participation of female participation rate is 53%. However, out of 18.1
million populations of children at primary level age, 12.4 million children
are enrolled and 5.7 million are out of school system.[ESR REPORT]
Pakistan is one of only 12 world countries that spend less than 2% of its
GNP on education.
The World Bank reports that the average Pakistani boy receives only five
years of schooling; the average girl just 2.5 years. The U.S. Agency for
International Development claims that only two thirds of Pakistani children
aged 5-9 are ever enrolled in school and only one-third will complete the
fifth grade. Pakistans adult literacy rate is about 40% and is much lower
among females.

134

The U.N. Development Programme 2004 Human Development Report

assigns Pakistan the lowest education index of any country outside
Africa.
Administrative Reforms in education since 2001:
Pakistan has a diverse ethnic population of 158 million people, with 32.2
percent people living below the poverty line (I-PRSP, 2001). For three
decades the country experienced a process of increasing centralization in
decision-making, resource management and service delivery. To offset
poor governance, a process of devolution has been initiated through
establishment of local governments across Pakistan. Devolution of power
plan was announced by the then president pervez musharraf on march 23 rd
2000, in which the major thrust was on the creating district government
structure. The objective of the devolution plan 2000 was to devolve
political power and decentralize administrative and financial authority to
accountable local government for good governance and effective delivery
of services through a transparent mechanism at the grass root level.( seema
abbasi, 2006)
The Local Government design is based on five fundamentals: Devolution
of power, decentralization of administrative authority, deconcentration of
management functions, diffusion of power-authority nexus, and
distribution of resources to the district level. It is designed to ensure that
the genuine interests of the people are served and their rights safeguarded.
A coherent integration of these principles and application in various sectors
is a major challenge.
(NRB, 2000: 1) According to the devolution
manual, the Local Government Ordinance, and the District Rules of
Business, each district is composed of eleven departments that function as
separate entities. Each of these departments (including education, literacy,
and information technology) is managed by an Executive District Officer
(EDO). Like all EDOs, the EDO-Educations line managers are, the
District Coordination Office (DCO) as the direct administrative head and
the district mayor or Nazim as the political head. The federally
administered areas are awaiting devolution transformations. The EDO

135

must also respond to the demands of his/her provincial line department

manager, or the Secretary of Education.

136

Local Government Proposed Plan (NRB) May, 2006 p,72

Implementation of the devolution plan: The Federal Bureau of Statistics
under takes survey of social indicators, which provide a basis for policy
decisions. Gross enrollment at primary level, after stagnation at around
71/72 % during 1989-99 and 2000-01, increased substantially to 86% in
2004-05. Net enrollment at primary level also increased by 10 % points (42
to 52%) in four years. This suggests that the drop out rate has declined and
the cost effectiveness of the educational expenditure has improved. Gross
and net enrollment in middle and matric levels also show improvements
137

during the last four years as against the total stagnation during 1989-99 and
2000-01. (The News international, 2005).
In terms of implementation, there are provincial differences, administrative
issues and personnel matters that will need attention in due course. For
example, there has been a lack of uniformity among provinces with respect
to the implemention of certain provisions. Due to a lack of skilled
personnel, many provinces are having difficulty finding enough skilled
staff members to carry out the functions and responsibilities recently
assigned to them. These problems need to be revisited by the provincial
governments soon after completion of the transition phase of devolution.
In the workshops held in 2001, field practitioners expressed numerous
concerns about problems they felt were inevitable. Those concerns are
outlined in Table:

Issues Highlighted by Provinces:

There is need of proper orientation and capacity building of all

stakeholders about their particular roles and responsibilities towards the
system as well as towards each other

A number of managerial staff are former teachers.

provided with necessary managerial training

Inter-district transfers to be made with the consent of the concerned

EDOs

Public representatives should refrain from creating unnecessary

interference with education officials

Clear job descriptions be laid down to ensure better and focused

performance

Administrative and financial powers are too limited

The Rules of Business arent clear enough, especially the financial

aspects need more clarity

A solid physical infrastructure is not yet in place

The staff strength does not match the responsibilities assigned to the
district educational set-up

138

They should be

Government authorities have acknowledged that skills need urgent

attention if decentralization is to prove worthwhile for education
development in Pakistan. This requires: (i) massive capacity building of
all stakeholders; (ii) proper orientation of communities; and (iii) a
reorientation of elected representatives (MSU, 2001).
In Pakistan, several challenges must be met if educational decentralization
is to produce positive outcomes. The most critical of those challenges are:

Linking district realities with national restructuring efforts

continuing to advance the decentralization agenda after the
election of October 2002

Devolving powers and authority to district managers and local

governance partners in the communities

Providing the union councils with administrative and financial

powers so that recentralization trends will be resisted and decision
can be made in a timely way

Designing an efficient indigenous capacity model that will

promote good governance

Ensuring the participation of private and civil society sectors in

meeting district targets for education.

Reforms at pre and primary level:

In the public sector primary schools, especially in rural areas, children
below 5 years of age do attend the schools informally, and learn basic
concepts of literacy and numeracy.
In private sector schools, especially schools run on commercial basis, preprimary education is well organized, being an essential part of primary
education. Almost all such schools arrange pre-primary education in the
form of Nursery, Pre-nursery or KG.
The Ministry of Education under ESR has promoted ECE as an innovative
program in the provinces. Under this initiative 450 ECE classes were set
up with a view that the respective provinces may mainstream these once
their efficacy was established. Support for ECE has been mobilized from
donors such as US AID, UNICEF, and the Asian Development Bank

139

(ADB).. The Aga Khan Foundation Pakistan with the support from USAID has initiated a pilot programme of early childhood education (ECE) in
the province of Sindh and Baluchistan. ECE programme entitled
Releasing Confidence and Creativity: EMIS data indicates that Preprimary age group gross enrolment in public sector was 2.97 (male 1.67:
female 1.30) million in 2001-02. Since, private sector ECE data is not
available therefore adding to it 50% of private sector enrolment (as is the
present ratio between public and private sector in Primary education I-V)
the gross enrolment comes out to be 4.5 million which is 57% of the ECE
age group population of 7.9 million in 2002. Pre-Primary Education is an
important component of Early Childhood Education (ECE), Prep or Kachi
classes of children having age of 3-4 years. An increase of 2.6 % in PrePrimary enrolment (8.434 million) in 2008-09 over 2007-08 (8.218
million) has been observed and during 2009-10, it is estimated to increase
by 2.2 percent. The ESR is fully integrated with relevant Millennium
Development Goals (MDGs) Net Primary Enrolment from 66 % to 76 %.
A number of 156,653 Primary Schools with 465,334 Teachers are
functional. An increase of 0.6 % in Primary enrolment (18.468 million) in
2008-09 over 2007-08 (18.360 million) has been observed and during
2009-10, it is estimated to increase by 1.3 percent.( economic survey of
Pakistan 2010)
Middle Education (Classes VI-VIII)
Middle School Enrolment from 47.5 % to 55 % from 2002 to 2006 esr
report. A number 40,919 Middle School with 320,480 Teachers are
functional. A decrease of 0.2 % middle enrolment (5.414 million) in 200809 over 2007-08 (5.426 million) has been observed and during 2009-10, it
is estimated to increase by 0.6 percent
Secondary Education (Classes IX-X) A number 24,322 Secondary
Schools with 439,316 Teachers are functional. .An increase of 2.9 % in
middle enrolment (2.556 million) in 2008-09 over 2007-08 (2.484 million)
has been observed and during 2009-10, it is estimated to increase by 5.6
percent.

140

v)

Higher Secondary / Inter Colleges (Classes XIXII)

An enrolment of 1.147 million is estimated in 2009-10 over 1.074 million

in 2008-09 and 959,690 in 2007-08. 3,291 Higher Secondary Schools /
Inter Colleges with 76,184 Teachers are functional. 78 new schools / Inter
Colleges have been added since July 2008.
vi)

Degree Colleges Education (Classes XIII-XIV)

An enrolment of 458,835 students is expected during 2009-10 in Degree

Colleges over 429,251 in 2008-09 and 383,810 in 2007-08. 1,238 Degree
Colleges with 21,176 Teachers are functional and 205 new Degree
Colleges have been added since July 2008.
vii)

Universities Education (Classes XV onwards)

An enrolment of 948,364 is estimated in 2009-10 in Higher Education over

803,507 in 2008-09. In order to boost-up higher education four new
universities have been established during the year 2009-10 making the total
number to 132 universities with 50,825 Teachers in both Private and Public
Sectors.
Salient Features of NEP 2009
Apart from due emphasis on governance issues and an implementation
framework, some distinct features of the policy are mentioned as under:
I.

Access & Equity

Dakar EFA Goals and MDGs relating to Education shall be

achieved by 2015.

Introduction of Early Childhood Education (35 years) and

encouraging inclusive and child-friendly education.

Primary education official age shall be 6 to 10 years.

Equity in Education (gender, geographical UrbanRural areas)

shall be promoted.

141

Grades 11 and 12 shall not be part of the college education and

merged into the school education.

Governments shall establish Apna Ghar residential schools in

each province to provide free high quality education facilities to
poor students.

Every child, on admission in Grade I, shall be allotted a unique ID

that will continue throughout his or her academic career.

The definition of free education shall include all education

related costs.

Waiver of maximum age limit for recruitment of female teachers,

wherever required.

Access will be extended by ensuring availability of Technical and

Vocational Education (TVE) at district and tehsil levels.
Relevance to Labour Market shall be ensured.

Enrolment in higher education sector shall be raised from existing

4.7 percent to 10 percent by 2015 and 15 percent by 2020.

II.

Governance, Quality & Relevance:

The Government shall allocate 7% of GDP to education by 2015

and necessary enactment shall be made for this purpose.

Sector Planning in Education shall be promoted and each

Provincial/ Area Education Department shall develop its sector/
subsector plan, with facilitation and coordination at federal level.

A system for donor harmonization for aideffectiveness and

improved coordination between development partners and
government shall be developed.

Fragmented governance of education at federal and provincial

levels including literacy shall be managed under one organization.

142

Separate academic & educational management cadres with

specified training and qualification requirements shall be
introduced.

In order to bridge Public-Private divide, governments shall take

steps to bring harmony through common standards, quality and
regulatory regimes.

Deeni

Madaris

shall

be

mainstreamed

by

introducing

contemporary studies alongside the curricula of Deeni Madaris.

Minimum National Standards for educational inputs, processes

and outcomes shall be established.

Inters-Provincial Education Ministers (IPEM) forum shall be

institutionalized, with legal mandate to oversee implementation of
NEP and making amendments in it, when required.

Teacher training arrangements, accreditation and certification

procedures shall be standardized and institutionalized.

Governments shall take steps to ensure that teacher recruitment,

professional development, promotion and postings are based on
merit alone.

The curriculum development and review process shall be

standardized and institutionalized.

Use of Information Communication Technologies in Education

shall be promoted.

Curriculum Wing of Ministry of Education and provincial

textbook boards shall ensure elimination of all types of gender
biases from textbooks. Also adequate representation of females
shall be ensured in all curriculum and textbooks review
committees.

A well regulated system of competitive publishing of textbooks

and learning materials shall be introduced.

143

Examinations systems shall be standardized to reduce differentials

across students appearing in different boards of examinations.

Career counseling at secondary and higher secondary level shall

be initiated.

Matric-Tech stream shall be re-introduced and scheme of studies

revised accordingly.

Sports activities shall be organized at the Secondary, Higher

Secondary, College and University levels.

Matching with labour market, develop linkages with industry,

innovation and promotion of research and development (R&D)
culture are hall marks of NEP 2009.

The policy proposes National Qualifications Framework (NQF)

with a changed program structure that encompasses all
qualifications in the country, both academic and
vocational/technical.

Similarly under 18th constitutional amendments education is now purely

provincial subject, who should be devolving to provincial level. Now it is
the responsibility of the concerned provincial government to manage the
business of education at various levels
4.5

FOREIGN ROLE IN EDUCATION;

INTERNATIONAL, CONTRIBUTION IN
EDUCATION

Donors Assistance for Pakistans Education Sector (Summary)

Donors Directory 2006
S-No

Multi
Organizations

Coverage

Year

Amount in
millions

Loan

ADB

National

02-11

815.853

IDB

National and Karachi

02-06

35.240

World Bank

Punjab , Sindh and

Khyber Pukhtunkhwa

05-09

325.OOO

144

GRANTS

ILO

National

99-06

11.427

UNDP

42 Districts

04-08

3.250

UNESCO

National

04-07

.723

UNPFA

2 Districts from each

Province and AJK

04-08

1.600

UNICEF

23 Districts / all Province

04-08

14.6

WFP

Districts all Provinces

and AJK

04-08

52.00

Bilateral
Organization

AUS-AID

4 Province

03-09

31.7

CIDA

National

05-01

130/110 DEBT

10

DFID

National

01-04

17.106

11

EC

Sind & Northern Areas

04-12

110.368

12

GTZ

Khyber Pukhtun, Punjab

04-08

11.656

13

JICA

National

97-06

14.7

14

NORAD

6 Districts in Punjab,
Khyber Pukhtun, Fata

02-08

23.9

15

US-AID

Focuss
on
Sindand
Baluchistan,
Some
National Coverage I.E
Rawalpindi, Islamabad,
Karachi & MOE

02-06

213.921

SCF
(NGO)

Sheikhpura and Kasur

and Khairpur in Sind

02-06

6.109

UK

Total 1,819.203 (in millions)

Asian Development Bank (ADB)

Islamic Development Bank (IDB)

The World Bank (WB)
International Labor Organization (ILO)
United Nation Development Program (UNDP)
145

United Nation Educational, Scientific and Cultural Organization

(UNESCO)
United Nations Fund for Population Activity (UNFPA)
United Nations Childrens & Emergency Fund (UNICEF)
UN/World Food Program (WFP)
Contribution of US Aids: Besides the above table US Aid for fiscal year
2010 have donated 246.995 millions dollars.
Provide full bright scholar ship to 130 new masters and PhD students at US
universities and provide 248 students to complete their programmes
Signed 147.9 millions dollars with the Government of Punjab for the flood
affectees schools and their missing facilities etc
Supported the restoration of 150 schools and 600 teachers training in
Malakand agency
Provide support to the Govt. of Pakistan for two new academies degree
programmes designed to produce better qualified teachers. Sixteen
institutions have piloted these programmes with 600 students benefiting
from these institutions.
Launch 20 million dollar Pakistani TV programmes designed for the
education of the Pakistani child.
UNESCO Contribution:
Global Action Week (GAW) for EFA will take place from 2-8 May 2011,
under the theme of "Girls and Women Education". In Pakistan, UNESCO
in collaboration with other partners is supporting a number of activities for
observance of EFA Week 2011.
EFA Week is observed every year, all around the world to reaffirm
determination for achievement of goals and target set by the international
community and the governments during World Education Forum, which
held during April 2000 in Dakar, Senegal. UN Agencies including
UNESCO and UNICEF are partners of EFA movement and Dakar
146

Framework of Action. EFA Week 2011 will highlight the key advocacy
messages through various slogans including; "Its a Right, Make it Right:
Education for Girls and Women Now!" The Global Campaign for
Education (GCE), as the main organizer, has announced that GAW 2011s
main activity will revolve around "story telling", also referred to as "The
Big Story". The main activity aims to link the local group and school work
with the national and global events.( EFA NEWS LETTER) The launching
of the National Database of Pakistans Cultural Assets was the culminating
point of the mapping project by UNESCO Islamabad, its implementing
partners and the Royal Norwegian Embassy.
1)

Developing a strategic policy framework

Looking into the current situations of teacher education, programme and its
policies implemented in provinces and areas, a policy framework will be
developed. Through a series of participatory consultations of key
stakeholders and partners, the framework will be finalized.
2)

Supporting the national body of Teacher

accreditation and certificate

Developing the national standard for teacher certification and accreditation

and following the finalized policy framework, the national body for teacher
accreditation and certificate will be established by the Government of
Pakistan. UNESCO Islamabad will technically and financially support the
government in this endeavor.
3)

Evaluation of the current teacher training

programme

Requested by the World Bank and the government of Punjab, UNESCO is

going to undertake the assessment study for the teacher training
programme the government of Punjab has been engaged. This assessment
includes reviews of the training manuals, observations of training
programmes, and impact findings. This study will be completed in Oct
2007. The results will be fed into the activities mentioned above.
UNESCO aimed at preservation and revival of educational services and
147

facilities, including all forms of preventive activities, mitigation and

preparedness to counter the adverse effects of hazards and crisis situations
on Education, the 'Education in Emergencies and Disaster Risk
Management Unit was set up with the dual objective of:
i) Pre-disaster efforts: Contributing towards the reduction of
vulnerabilities, loss of human lives, and economic and environmental
damages caused by the disaster through information and education of
disaster preparedness.
ii) Post disaster efforts: Ensuring swift access to quality education by
disaster affected populations, through rehabilitation and reconstruction of
educational services
The World Bank (South Asia Human Development)
Objective(s): The Banks goal in the education sector is to support national
and provincial education reform efforts to increase net primary enrolment
rates, and to bridge the gender gap at primary and secondary level,
especially in rural areas. To achieve this, focus is on (a) improving
equitable access to quality of education; (b) improving governance and
service delivery, including better teacher management; and effective
public/private partnerships; and (c) increasing education expenditures.
Duration of Current Agreement with GOP : Each project has a separate
agreement.
Modality of Assistance: Assistance to Government of Pakistan through
investment lending (projects), programmatic assistance through policy
development credits (formerly called adjustment credits); and
analytical/advisory support. Projected Levels of Funding: $225 million
from FY06-09 as direct support for Education, and further support is also
available through proposed PRSC and Provincial Development Policy
Credits but sectoral allocations are to be decided by government. Current
and Projected Levels of Annual Assistance (listed with each project) FY06FY09

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Current Assistance:
Second Punjab Education Development Policy Credit (PESAC II) $100
million
National Education Assessment System (NEAS) $ 3.63 million
JSDF Grant National Education Foundation (NEF) $706,500
Projected Assistance:
Baluchistan Primary Education Project $ 20 million Third Punjab
Education Development Policy Credit (PESAC III) $100 million NWFP
Human Development Policy Credit (NWFP HDPC) TBD Possible Sindh
Education Development Policy Credit TBD In addition, Bank will also be
supporting the National and Provincial Education Sector Reforms and
Education financing through the Poverty Reduction Support Credits
(PRSCs), and provincial Development Policy Credits (formerly called
Structural Adjustment Credits [SACs] ).
GTZ Role
Through its strategic-integral approach, Pakistani-German cooperation
contributes to the Millennium Development Goals (MDGs) by involving
educational institutions at all levels government, provincial and district with the focus on improving quality, education policy and programme
planning. The national plans for educational reform and the aim of
education for all entail a long-term reform and development of the
education sector, tied into the national strategy for poverty reduction.
Poverty and the poor quality of teaching are the main causes for the low
enrolment figures and high dropout rates. The primary school enrolment of
girls is also hampered by traditional gender role models.
The condition of the buildings and the operating conditions of many
schools make successful learning almost impossible. Extensive building
programmes by the government in the next five years are to alleviate this
problem. The quality of teaching is low due to badly trained teachers and
the lack of teaching materials or their deficient quality. In remote regions in

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particular female teachers are frequently not available, which hampers the
enrolment of girls in primary school.
Besides religious schools, the public, often deficient, educational
establishments are predominantly attended by the poor sections of the
population. In view of the quality deficits, parents increasingly send their
children to smaller private schools of medium quality that the growing
middle classes can afford. The outcome is many small schools that exist
side by side with only two classes for three to four year groups each.
By making contributions in different regions and at different levels, the
German approach attains a broad impact. In the North-West Frontier
Province alone, the outreach encompasses a population with 2.5 million
children. Building and repairing the structural infrastructure ensures a
better learning environment for many.
Pupil performance can be expected to improve nationwide. The means to
achieve this are regular in-service training of teachers and the use of new
learning materials. One aim is to effect structural improvements through
advice for reform at national level in textbook liberalization and teachers'
training. Schemes that have proved effective will be disseminated via the
national Ministry of Education. The approaches developed from experience
gained in the North-West Frontier Province will also play a part in the
regional expansion of German Development Cooperation.
ED Links Projects in Pakistan
ED LINKS intends to invest in education at the middle and secondary
levels in Sindh, Baluchistan, FATA and the Islamabad Capital Territory
(ICT). All ED-LINKS program activities are aimed at bringing about
significant and sustainable improvements in student learning and learning
environments; teacher education and professional development; and public
sector capacity to sustain quality education. At the activity level,
strengthening of the EMIS infrastructure and use of education data at the
national, provincial, and districts levels, is a cross-cutting activity that
complements the larger program activities. The ED-LINKS program also

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encompasses upgrading and establishment of computer and science labs in

selected middle and secondary schools of the project area. ED-LINKS is
working closely with the Ministry of Education and the Federal Directorate
of Education (FDE) for effective implementation of target activities in
selected schools functioning in four rural and one urban sectors of FDE.
4.6

IMPACT OF SEPARATION OF TEACHING AND

MANAGEMENT CADRES

Education is largest sector of the provincial government with about 27, 000
education institutions, 0.156 million employees of all categories, two
directorates as attached departments and an elaborate structure at district
level headed by an executive District Officer (EDO) assisted by District/
deputy District/ Assistant district Officers. To improve the governance at
the directorate and district level the government has taken the following
initiatives;
4.6.1 Separation of Teaching and Management
Cadres
The officers at the directorate and district level were posted from amongst
the general teaching cadre. It was observed that due to multiple reasons
these officers could not perform to the best of their abilities. Therefore it
was felt imperative to separate the teaching and management cadre so that
managers could whole heartedly focus on administration, supervision and
monitoring and the teachers on teaching activities only. Selection of 21
EDOs has been made by the Khyber Pakhtunkhwa PSC. Notification of the
EDOs has been issued by the Department and they are posted in the
districts. This initiative will go a long way towards effective governance in
the education Sector.
4.6.2 Impact of Separation of Teaching and
Management Cadres:
The impact will be evident after it come into practice and brought under
precise testing but the visionary impact was considered to be the following
areas to be negotiated.
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1.

First the need was felt for skilled educational mangers,

administrators and supervisors who are competent in dealing with
educational matters effectively.

2.

The order system was faulty on the basis of appointment made in

these offices among he teachers without any justification.

3.

It was also effecting teaching in schools because of the

appointments of these teachers on management posts and working
in offices leaving behind the vacant posts disturbing the whole
environment in the schools.

4.

It was difficult for these teacher mangers to take disciplinary

action against their fellow teachers because of nepotism and
favoritism at the most.

4.6.3 Future Visionary Impact of Separation of

Teaching and Management Cadres

4.7

1.

To appoint new competent people who are expert and skilled and
capable of managing and administering education offices
effectively.

2.

To pave the way for teachers to focus on their teaching in the

schools having no provision for management and administration.
AFTER 18TH AMENDMENT THE PROVINCIAL
ROLE IN EDUCATION

4.7.1 Federal Province Role and Responsibilities in

Education
The Centre for Civic Education Pakistan and the Forum of Federations
arranged a roundtable Conference on 21st September 2010 in Islamabad on
Federal-Province Role and Responsibilities in Education after the
passing of the eighteenth Constitutional Amendment in Pakistan.
The 18th Constitutional Amendment has significantly changed the way
education will be planned, managed and financed in Pakistan. The

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Amendment acknowledges provision of free and compulsory education to

all children of the age (5-16) as a fundamental right under the article 25A
as determined by the law. And with abolition of Concurrent Legislative
List, the mandate for curriculum, syllabus, planning, policy, centers of
excellence and standards of education, now exclusively falls in provincial
domain. However, a new entry in Federal Legislative List Part-II retains
standards in institutions for higher education and research, scientific and
technical institutions to be handled by the Council of Common Interests.
In fact even before the passing of the eighteenth amendment the provinces
were largely independent in planning, management and delivery of
education but the centre had the authority and responsibility of designing
and developing education policy and curriculum for all the federating units
to be introduced in the public schools. None of the provinces had the
authority to amend, add or delete any of the items of the prescribed
curriculum. This was entirely the domain of the Federal Ministry of
Education. However, the provincial Text Book Board had the space to
translate the standard curriculum into books to be taught in nations class
rooms.
The other area where the provinces have been given autonomy is the
sphere of Higher Education. Earlier, the higher education for provinces
meant only college education though provinces had the authority to award
charter to the universities as per criteria of the Higher Education
Commission, and provincial governors were chancellors of the public
sector universities. Provincial universities, though had administrative
freedom, but were highly dependent on the federal government for
finances and grants. Now the provinces would have to foot the bill for
development of universities.
On one hand this new scenario provides an exciting new opportunity to the
provinces to make new advancements in the education sector and develop
improved curricula according to the need, priority and ideals of their own
regions and on the other hand this also adds to responsibilities of the
provinces in terms of better education management and delivery. The

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provinces also need to allocate more financial resources in the education

sector in order to bring improvement in it.
The Roundtable was attended by a large number of participants from all
over the country. Federal minister for education, a former education
minister of the Punjab; provincial secretaries of education departments
from Punjab, Sindh, Khyber Pakhtunkhwa and Balochistan and officials of
the Federal Ministry of Education; vice chancellors of four universities and
pro-vice chancellor of another university; officials of Higher Education
Commission and Federal Directorate of Education; president of Private
School Network (PSN); sixteen educationists/scholars from various
universities/institutes, five research scholars, and representatives of eleven
civil society organizations from across the country attended the conference.
The chief guest was Sardar Asif Ahmed Ali, the Federal Minister for
Education.
Federal Minister for Education, Sardar Asseff Ahmed Ali, in his keynote
address stated that minimum national standards in curriculum and
textbooks are essential for building national identity. He held a personal
opinion quite in contrast to the governments official point of view and said
that the total autonomy of the provinces with regard to development of
curricula was not appreciable
A galaxy of national academia, educationists, and practitioners
discussed the post-18th Amendment roles and responsibilities of federal
and provincial governments in education.
Federal Minister for Education, Sardar Asseff Ahmed Ali, in his keynote
address said that minimum national standards in curriculum and textbooks
are essential for building national identity. However, pro-provincial
autonomy intellectuals and educationists did not agree with the Minister
and with examples from other federations argued that stronger provinces
were vital for a stable Pakistan.
The conference titled Federal-Provinces Role and Responsibilities in
Education was arranged by the Centre for Civic Education Pakistan
(CCEP) and Forum of Federations. Secretaries of education departments
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from Punjab, Sindh, Khyber Pakhtunkhwa and Balochistan; vice

chancellors of several universities; officials of Federal Ministry of
Education, Higher Education Commission and Federal Directorate of
Education; educationists and representatives of civil society from across
the country attended the conference.
The speakers welcomed devolution of education sector to provinces but
stressed the need for federal role in Education Policy and curriculum to
foster national unity.
They said that devolution of educational responsibilities to provinces may
create short term difficulties but it would have far reaching positive
impacts in improving standards and delivery of education.
They said that in the past, provinces were not given major responsibilities
and as a result capacity of provincial governments remained
underdeveloped. Now for fulfilling these new responsibilities the provinces
would have to build capacity at provincial levels that would result in better
handling of education sector and improving quality of education.
Sardar Assef Ahmed Ali said that there had always been lack of funds and
political will for education and asked the provincial governments to
allocate enough money in the provincial budgets to this sector. He said the
provinces share in the National Finance Commission Award has
considerably gone up. And the provinces should also try to expand their
resources to meet the growing fund demand of education sector, he added.
Eminent scholar Dr. Rasul Bakhsh Rais termed the 18th amendment as an
expression of broad-based national consensus and said that it would
strengthen Pakistan as a democratic federal country. We should not be
afraid of change instead we need to get lessons from similar experiences of
other federations regarding distribution of powers and responsibilities, he
added.
Dr. Jaffer Ahmad, another noted academician, said that we should trust the
abilities of the provinces. He said that the role of provinces in developing

155

their own curricula would promote cultural diversity and it would enhance
Pakistans image as a federal country.
Mr. Zafarullah Khan, Executive Director of the CCEP, stressed the need to
explore new options and possibilities for getting full benefit from
opportunities in the post-18th Amendment situation.
Prominent among others who spoke on the occasion were: Dr. S Mehmood
Raza, Dr. Neelofar Halai, Mr. Abbas Rasheed, Mr. Jami Chandio, Dr.
Shahid Siddiqi, Mian Imran Masood, Dr. Masoom Yasinzai, Dr. Afzal
Babur, Mr. Farmanullah Anjum, Dr. Sarfaraz Khan, Dr. Ihsan Ali, Dr. Syed
Sakhawat Shah, Ms. Sultana Baloch, Dr. Allah Bakhsh Malik, Mr. T. M
Quershi, Dr. Muhammad Saleem, and Mr. Fida Hussain.
Instead it had held meetings of the inter-provincial education secretaries
which were chaired by the federal secretary. The education secretaries were
pressed upon to prepare action plans to implement National Education
Policy (NEP) 2009 recommendations as their regional priorities.
Under the NEP recommendations, the government would commit to
allocate seven per cent GDP to education by 2015 and carry out necessary
enactment for this purpose. Formula for proportional allocation, out of
available funds, to different sub-sectors of education should be evolved by
the provincial/area governments.
The education ministry said it had to keep the allocation on low profile
after approval of 18th Amendment.
Members of the National Assembly also brought to the notice of the
speaker the transportation problems being faced by students in Islamabad.
Parliamentary Secretary Gul Mohammad Jakharani almost shrugged of the
concern of the members stating that all federal government colleges were
equipped with transport.
However, the government has purchased three buses and six coaches for
federal government schools, he said to the dissatisfaction of the members
who insisted that the problem of transportation needed special attention.

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Apart from the political restructuring it mandates, the amendment also

holds some major implications for the country`s system of education.
Through it a new article, 25A, has been inserted into the constitution that
reads: Right to education: The state shall provide free and compulsory
education to all children of the age of five to 16 years in such manner as
may be determined by law. This is an important undertaking by the state
since education, in contemporary times, is considered an important tool for
enhancing one`s chances for socioeconomic development.
In Pakistan, a large number of students do not have access to schools or
drop out before they reach the fifth grade. A major reason behind the high
dropout rate is poverty, and as a result a large number of children remain
illiterate and cannot become part of the literate human resource group
which is vital for the development of a country. An effective
implementation of this article of the constitution would without doubt pave
the way for enriching the national human capital.
Another major implication of the 18th Amendment for education is that the
curriculum, syllabus, planning, policy, centres of excellence and standards
of education will fall under the purview of the provinces. This is a big step
forward for education.The 18th Amendment, passed unanimously by
parliament, was the result of a rare consensus between all the major
political parties. After becoming a part of the constitution, however, some
strong voices of dissent were raised by different quarters, including the
Ministry of Education. A campaign has been initiated to spread the idea
that the provinces are not ready to take up the massive challenge of dealing
with the provision of education. This claim is made on the assumption that
the provinces do not have the capacity or the financial resources to cope
with the huge challenge in front of them.
It has been argued that the contents of the curricula should remain with the
federation since the provinces could take liberties which may result in
putting the unity and ideology of the country at risk. Critics have asked
how standards would be maintained across the provinces and how quality

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would be assured. And what if all the provinces introduced regional

languages in schools? Would this weaken the federation?
Looking at the above points, one can understand the federation`s concern
regarding the future of education once it becomes a provincial
responsibility. However, this concern seems to emanate primarily from a
lack of trust in the capacity and ability of the provinces.
It is interesting to note, though, that the provinces are already providing for
school and college education and they do have the capacity (in terms of
intellectual resources) to handle the job. As far as funds are concerned, the
provinces have been funding education from their budgets. The federation
would give partial grants to the universities only.
The provinces should have the autonomy to design the curricula according
to contextual needs and learners` requirement. If the federation is very
concerned about the curriculum issue, it can keep Islamiat and Pakistan
Studies under its control. The curricula for other subjects should be
designed by the provinces concerned. Education standards can be
monitored through provincial quality assurance departments and the interprovincial coordination committee. Similarly, the provinces may introduce
regional languages as a subject in their respective provinces as Khyber
Pakhtunkhwa is attempting to do.
This right was already there, even before the 18th Amendment. The
diversity of languages is more likely to strengthen the federation, rather
than weaken it. Recall that the denial of the demand to name Bangla as a
national language in addition to Urdu played a major part in the separation
of East Pakistan.
A cursory glance at the points above tells us that all the problems can be
resolved without much ado. It seems, however, that concerns about the
incapability of provinces to deal with educational responsibilities emerge
from a trust deficit where the centre, in its self-righteous manner, doubts
the competence and integrity of the provinces. Why is that so? Why this

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reluctance on the part of the federation? Why these fears that the provinces
may mess up the education system?
To understand this, we need to realise that education has a strong link with
power. Education, as political theorist Gramsci suggested, can pay an
important part in controlling minds. Historically education has been used
to take and maintain control of marginalised countries and groups, so if
education becomes a provincial matter, certain powerful groups and
organisations see it as a shift in power which is not in their favour. The
outcome is a lot of hue and cry, and the offering of lame excuses.
What is required at this point is a positive attitude by the federation, a trust
in the competence, integrity and patriotism of the provinces. As has been
suggested, there are two kinds of federations in the world: hold-together
and come-together. We need to make a move from holding the provinces
together to persuading them to come together. The 18th Amendment
provides an excellent opportunity for such a paradigm shift.
Rethinking Education in Pakistan http:// shahidksiddiqui.blogspot.com
The implementation of the 18th Amendment has generated a debate in
academic and other interested circles, political as well as non-political, due
to its far reaching implications for higher education. This piece attempts to
explain the implications, apprehensions and the possible policy responses.
The 18th Amendment abolishes the concurrent list, thus devolving a
number of subjects, including higher education, to the federating units.
However, it awards the responsibility of standard setting to the federal list.
This means the end of the federal education ministry and, more important,
the end of the Higher Education Commission (HEC), at least as we know
it. It is the implications of the change in HEC that has generated debate in
academia. The broader divide is between those who consider the HECs
survival in its present form vital for the growth of quality higher education
and those who consider the main issue ensuring the autonomy of the
campuses and devising a new system in the light of the 18th Amendment,
which will ensure the enhanced funding that was made available through
the HEC.
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The protagonists of the HEC argue that if it is devolved to the provinces,

the increased funding made available to it since 2002 will dry up, resulting
in discontinuation of a large number of both indigenous and foreign PhD
scholarships and research projects. They further argue that the large
number of new universities is a gift of the HEC and also credit increased
enrolment, research publications and PhD degree holders to HEC. It has
also been argued that the degrees awarded by the Pakistani universities
have achieved a better level of recognition as a result of HECs policies
and verification system. A more serious fear is expressed that the
devolution of higher education to the provinces will mean loss of
autonomy of the universities and a greater level of intrusion from both the
provincial bureaucracy and politicians. Thus, it is inferred that if the HEC
is wound up or its powers and functions reduced, all the good things that
have happened to higher education will come to end.
The question is: how would the surge in funding decline with HECs end or
change in its status? If it was generated by the HEC and belongs to it, then
there may be some truth in this. The fact is that the funding to the HEC
came from the government directly or because of the government from
USAID and the World Bank (WB). International funding has been
available to higher education along with other sectors after September 11,
2001. Our international supporters were willing to support the state and the
people for reasons well known. The state created a certain system through
the establishment of HEC to receive and utilise that fund. The situation that
convinced foreign donors has not changed and will not change by the
demise of or change in the status of HEC. The provision in the agreement
between the WB and the HEC to the effect that any change in the current
HEC status will result in end of funding simply means that it is giving
funds to HEC because of its status and role as an agency made responsible
by the state to receive such funds. That provision was not and cannot be
interpreted as protecting HEC but rather protecting funding for higher
education through the HEC so long as the HEC is responsible for higher
education. As such, the funding to HEC will end as it has been reported in
the newspapers, but will resume through the alternate mechanism/s created

160

for the purpose. Once funding is assured, there is no reason to fear the
termination or suspension of the ongoing projects or scholarships as well
as their future continuity.
The increased number of universities, both in the private and public sector,
is the result of government policy and has nothing to do with HEC. HEC
simply was not, is not, and has never tried to be a university-creating body.
It only sets certain standards for an institution to be a university or a degree
awarding body. The power to award degrees is granted by the state and not
by the HEC. Similarly, if, when and where to create a university are the
decisions of the government of the day, not HEC. There is also a question
whether this mushrooming of universities is a good policy or not, whether
it promotes quality higher education or not. However, the HEC can neither
be given credit for it nor accused for the number.
The increased number of PhDs and scholarships is the direct result of more
funds being available. If there was no increased funding, scholarships or
other projects would not have been possible, HEC or no HEC. The
increased number of PhDs is also a result of this becoming a requirement
for appointment at senior levels. Again, that requirement was made much
earlier than HEC was established. One must acknowledge that HEC has
established a good system for evaluation of research journals and research
publications. That may need a little rationalisation but overall it is a good
contribution. However, that such a system could not have been created
without the HEC is not a very strong claim. Now that it is there, the bodies
replacing the HEC can keep it, as there may be other contributions of the
HEC that may be retained.
International recognition of degrees from Pakistani universities has not
been affected at all by the HEC. The level of recognition remains the same
as it was. Mostly western universities equate educational qualifications
based on the years of education and admissions to various programmes are
based on certain tests, like GRE, GMAT, TOEFL or IELTS. A degree
attested by the HEC is not given any more credibility than one attested by
the university granting it. Rather, the university that has granted a degree is

161

a much better and more authentic authority for verification or attestation

than the HEC or any other place. Even if others do it, they have to rely on
evidence provided by the degree awarding institution.
The real issue is not HEC or devolution but the appropriate level of
autonomy of the university campus. Academia fears intrusion by the
provincial bureaucracy and politicians. There is a need for the creation of
an alternate system that addresses this apprehension. There has to be an
autonomous provincial body, free of the influence of the provincial
government. However, it should not be a replication of HEC at the
provincial level. It must be remembered that HEC had also curtailed
freedom of the campus and had developed the habit of micro-managing
universities. The new system must avoid that. The government must act
urgently to create an alternative with inputs and consultation of the
stakeholders, academics being the central ones, and people with a much
better understanding of the needs and requirements of a modern university.
The 18th Amendment gives the federation the responsibility for standard
setting, which means a restructured HEC or a new body succeeding it at
the federal level may continue with the coordination, standard setting,
quality enhancement and assurance, accreditation and equivalence
functions. The fear that higher education in different provinces will be
totally different from one another is not very well founded either. The
devolution of higher education as a result of the 18th Amendment provides
for a certain level of standardisation along with providing enough room for
diversity and freedom.
Our universities may not be ideal and do have a lot of deficiencies, but
they are full of highly qualified academics with degrees and work
experience in the developed world. In the interim period, the continuity of
the ongoing projects and payments of scholarships to those already
enrolled as well as those about to proceed must be ensured.
We know that 25A cannot be implemented too quickly. There are millions
of children out of school. Millions more drop out before they turn 16. In

162

fact a very small percentage of our children are in school when they turn
16. How are we going to turn the situation around?
We need details of how many new schools do we need, who is going to
open them, where are the teachers going to come from, what material do
we need for teaching these children, and most importantly, who is going to
pay for these increases and from where.
The government has, over the last decade or so, more or less given up on
education. It has been talking a lot about private sector and private-public
partnerships as a way of addressing the education provision issues. And
though private sector has expanded a lot over the last couple of decades,
providing for some odd 35 percent of school-going children in the country,
this is a far cry from providing education to all children across Pakistan.
In particular, we have found that the private sector is keen, not surprisingly,
to serve the more lucrative and higher return segments of the society but is
much less willing to go to rural areas, areas that have fragmented markets
or areas that have very poor families. Even with all the growth of the
private sector, and with millions not in schools still, public sector serves
some 65 percent of enrolled children. So, if there are going to be plans for
meeting the goals set by 25A, public sector will have to play the crucial
and important role in this.
Given the scale of the issue, it will not be practical to think that any
province can fulfill the requirements in a year or so. Just the fact that
thousands of schools need to be opened and/or upgraded, thousands of
teachers need to be recruited and trained, and we need to think of
innovative ways of using existing resources (double shifts and so on)
means that provinces need to develop 5 to 10 year plans for reaching the
goal of quality education for all children in Pakistan. The provinces will
also need the help of not only the private sector in this but of the federal
government as well as the donors interested in seeing education become
universal.
It is time for provincial governments to start thinking about
implementation of 25A. The 18th Amendment has made education a basic
163

right and it has also made it compulsory. It is pointless to talk of rights if

they are not implemented and treated as trump cards that give them
importance over other claims on resources.
From Pakistan Today, Pakistan, March 2011.
4.7.2 18th Constitutional Amendment: Implications
for Education Sector
1.

Article 25 A: Free and compulsory education for 5 -16 years

children in such manner as may be determined by law

4.7.3 The Federal Ministry of Education: Before and

After 18th Amendment
Before: Key Functions Performed by the Ministry of
Education

Curriculum

Syllabus

Planning

Policy

Standards of Education

Parliamentary business related to Education (also performing

function for HEC)

Education in ICT, FATA and AJK

Look after federal interventions

Line Ministry for Various Autonomous Bodies, Attached

Departments and Subordinate Offices ( incl. NBF)

After: The Revised Federal Legislative List Education

164

External Affairs: implementing treaties and agreements, including

educational and cultural pacts and agreements,

Education regards Pakistani students in foreign countries and

foreign students in Pakistan,

Standards in institutions for higher education and research,

scientific and technical institutions,

Inter-provincial matters and co-ordination.

4.7.4 Why Other Major Functions have not been

Legally Impacted
National Education Policy never derived its implementation strength from
a legal mandate

It was a document voluntarily agreed to by the provincial

governments

Approved through agreement of the provinces and federal

government

Implementation was always going to be based on provincial

priorities.

After: in a nutshell

Education in ICT ( incl. planning), FATA and AJK

Line Ministry for Various Autonomous Bodies, Attached

Departments and Subordinate Offices

International Interface

Parliamentary business related to Education (also performing

function for HEC)

Federal interventions

Functions performed by the autonomous bodies, attached

departments and subordinate offices

4.7.5 Implications for Provinces/Areas and other Key

Questions
For Provinces:

165

Capacity for Curriculum Development

Law and capacity for implementation of Article 25A

Is additional legislation required for curriculum and compulsory

education?

Other issues:

National coordination?

Fate of National Education Policy?

Need for Standards of Education?

Future of Inter-provincial Education Ministers Conference?

How to interpret 270AA?

How do other international models work?

4.7.6 Departments strategic vision, priority areas

and approach to handle the upcoming
workload;
Challenges

Enhance Capacity for Curriculum Development

Preparation for change in Law and capacity for implementation of

Article 25A OR Administration of NWFP compulsory Primary
Education Act, 1996.

Formulation for additional legislation required for curriculum.

Enhancement of capacity building of Directorate of Curriculum

and Khyber Pakhtunkhwa Textbook Board.

Strategies for implementation

Creation of Research & Development wing in Elementary &

Secondary Education Department.

To prepare Provincial Law on Curriculum.

To amend the existing legislation on Compulsory Primary

Education Act,1996 in accordance with Article 25A

Prepare Provincial Education Policy in the light of the existing

National Education Policy, 2009.

166

To amend Rules of Business accordingly.

Requirement (s) of Directorate of Curriculum and Textbook Board

are being obtained on a prescribed proforma.

4.8

RULES REGARDING APPOINTMENT, LEAVES,

PAY AND ALLOWANCES:

KPK Civil Servants Act, 1973 (K.P.K. Act No. XVIII of

1973)
Introduction
This course is specifically designed for the students of M.Ed program; in
our educational system the teachers having M.Ed degree are appointed as
principals and head masters. The perspective educational managers
perform various tasks, including establishment matters. It is also a fact that
our perspective teachers have little knowledge of the rules which are
applicable to them and their duties.
This course will provide the basic knowledge of the civil service rules, to
the future educational managers, it is also felt that the pre service teacher
training programs should be need based , there fore this course has been
designed, keeping in view the needs of the future teachers.
Objectives of the course
After completion of this course the students will be able to:

Describe the main features of Civil Servants Act 1973

Implement the Civil Servants Act, 1973 in its real sense.

Explain rules regarding appointment, leaves, pay and allowances.

Discuss efficiency and discipline rules.

Exercise code of ethics.

Maintain personal files of teachers and other staff.

KPK CIVIL SERVANTS ACT 1973 (UPDATED UPTO 20th JAN 2009)
THE NWFP CIVIL SERVANTS ACTS, 1973 (K.P.K Act No. XVIII of 1973)

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An Act to regulate the appointment of persons to, and the terms

and conditions of service of persons in, the service of the North West
Frontier Province.
Introduction
Preamble-WHEREAS it is expedient to regulate by law, the
appointment of persons to, and the terms and conditions of service of
persons in, the service of the North West Frontier Province, and to provide
for matters connected herewith or ancillary thereto;
It is hereby enacted as follows:
This Act may be called the North West Frontier Province Civil Servants
Act, 1973. This section and section 25 shall apply to persons employed on
contract, or on work charged basis, or who are paid from contingencies,
and the remaining provisions of this Act including this section, shall apply
to all civil servants wherever they may be. Also, it shall come into force at
once.
Unit-1:
1

Preliminary

Definitions:-

In this Act, unless the context otherwise requires the following

expressions shall have the meanings hereby respectively assigned to them,
that is to say
(a)

"adhoc appointment" means appointment of a duly qualified

person made otherwise than in accordance with the prescribed
method of recruitment, pending recruitment in accordance with
such method,

(b)

"civil servant" means a person who is a member of a civil service

of the Province, or who holds a civil post in connection with the
affairs of the Province, but does not include
(i)

168

a person who is on deputation to the Province from the

Federation or any other Province or other authority;

(ii)

a person who is employed on contract, or on work

charged basis, or who is paid from contingencies; or

(iii)

a person who is a "worker" or "workman" as defined in

the Factories Act,1934 (Act XXV of 1934), or the
Workman's Compensation Act,1923 (Act VIII of 1923);

(c)
"Government"
Pukhtooknwa.

means

the

Government

of

the

Khyber

(d)

"Initial appointment" means appointment made otherwise than by

promotion or transfer;

(e)

"Pay" means the amount drawn monthly by a civil servant as pay,

and includes special pay, personal pay and any other emoluments
declared by the prescribed authority to be paid ;

(f)

"Permanent post" means a post sanctioned without limit of times;

(g)

"Prescribed " means prescribed by rules;

(h)

"Province "means the Khyber Pukhtoonkhwa;

(i)
Act ;

"rules" means rules made or deemed to have been made under this

(j)

"Selection authority" means the North-West Frontier Province

Public Service Commission, a departmental selection board,
departmental selection committee or other authority or body on
the recommendations of, or in consultation with which any
appointment or promotion, as may be prescribed, is made;

(k)

"temporary post" means a post other than a permanent post.

(2)

For the purpose of this Act, an appointment, whether by

promotion or otherwise, shall be deemed to have been made on
regular basis if it is made in the prescribed manner.

Terms & Conditions of Service of Civil Servants

1.

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Terms and Conditions:-The terms and conditions of service of a

civil servant shall be as provided in this Act and the rules.

1.

2.

Tenure of office of civil servants:-Every civil servant shall hold

office during the pleasure of the Governor.

3.

Appointment: Appointment to a civil service of the Province or to

a civil post in connection with the affairs of the Province shall be
made in the prescribed manner by the Governor or by a person
authorized by the Governor in that behalf.
Probation:-

(1)

An initial appointment to a service or post referred to in section 5,

not being an adhoc appointment, shall be on probation as may be
prescribed.

(2)

Any appointment of a civil servant by promotion or transfer to a

service or post may also be made on probation as may be
prescribed.

(3)

Where, in respect of any service or post, the satisfactory

completion of probation includes the passing of a prescribed
examination, test or course or successful completion of any
training, a person appointed on probation to such service or post
who, before the expiry of the original or extended period of his
probation, has failed to pass such examination or test or to
successfully complete course or the training shall, except as may
be prescribed otherwise
(a)

if he was appointed to such service or post by initial

recruitment, be discharged; or

(b)

if he was appointed to such service or post by promotion

or transfer, be reverted to the service or post from which
he was promoted or transferred and against which he
holds a lien or, if there be no such service or post, be
discharged:

Provided that in the case of initial appointment to a service or post, a civil

servant shall not be deemed to have completed his period of probation

170

satisfactorily until his character and antecedents have been verified as

satisfactory in the opinion of the appointing authority.
5.

Confirmation:

(1)

A person appointed on probation shall, on satisfactory completion

of his probation, be eligible for confirmation in a service or, as the
case may be, a post as may be prescribed.

(2)

A civil servant promoted to a post 1{ } on regular basis shall be

eligible for confirmation after rendering satisfactory service for
the period prescribed for confirmation therein.

(3)

There shall be no confirmation against any temporary post.

(4)

A civil servant who, during the period of his service, was eligible
to be confirmed in any service or against any post retires from
service before being confirmed shall not, merely by reason of
such retirement, be refused confirmation in such service or post or
any benefits accruing there-from.

(5)

Confirmation of a civil servant in a service or post shall take

effect from the date of occurrence of permanent vacancy in that
service or post or from the date of continuous officiation, in such
service or post, whichever is later.

6.

Seniority:-

(1)

For proper administration of a service, cadre or 2{post}, the

appointing authority shall cause a seniority list of the members for
the time being of such service, cadre or 3[post] to be prepared, but
nothing herein contained shall be construed to confer any vested
right to a particular seniority in such service, cadre or post as the
case may be.

(2)

Subject to the provisions of sub-section (1), the seniority of a civil

servant shall be reckoned in relation to other civil servants
belonging to the same service or 5[cadre] whether serving the
same department or office or not, as may be prescribed.

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(3)

Seniority on initial appointment to a service, 6[cadre] or post shall

be determined as may be prescribed.

(4)

Seniority in a post, service or cadre to which a civil servant is

promoted shall take effect from the date of regular appointment to
that post;
Provided that civil servants who are selected for promotion to a
higher post in one batch shall, on their promotion to the higher
post, retain their inter-se-seniority as in the lower post.

(5)

The seniority lists prepared under sub -section(1), shall be revised

and notified in the official Gazette at least once in a calendar year,
preferably in the month of January.

7.

Promotion

(1)

A civil servant possessing such minimum qualifications as may be

prescribed shall be eligible for promotion to a 9[higher] post for
the time being reserved under the rule for departmental promotion
in 10{ } the service or cadre to which he belongs.

(2)

A post referred to in sub-section (1) may either be a selection post

or a non selection post to which promotion shall be made as may
be prescribed
a) In the case of a selection post, on the basis of selection on
merit; and
(b) In the case of non-selection post, on the basis of senioritycum-fitness.

8.

Posting and Transfer:

Every civil servant shall be liable to serve anywhere within or

outside the province, in any post under the Federal Government, or any.
Provincial Government or Local authority, or a corporation or
body set up or established by any such Government:

172

Provided that nothing contained in this section shall apply to a

civil servant recruited specifically to serve in a particular area or region:
Provided further that, where a civil servant is required to serve in
a posts outside his service or cadre , his terms and conditions of service as
to his pay shall not be less favourable than those to which he would have
been entitled if he had not been so required to serve.
9.

Termination of service:-

(1) The service of a civil servant may be terminated with out notice
(i)

During the initial or extended period of his probation:

Provided that, where such civil servant is appointed by promotion
on probation or, as the case may be, is transferred from one
service, cadre or post to another service, cadre or post, his service
shall not be so terminated so long as he holds a lien against his
former post in such 1[service] or cadre, but he shall be reverted to
his former service, cadre or post, as the case may be;

(ii)

On the expiry of the initial or extended period of his employment;

or

(iii)

if the appointment is made ad hoc terminable on the appointment

of a person on the recommendation of the selection authority, on
the appointment of such person.

(2)

Where, on the abolition of a post or reduction in the number of

post in a cadre or grade, the services of a civil servant are required
to be terminated, the person whose services are terminated shall
ordinarily be the one who is the most junior in such cadre or
grade.

(3)

Notwithstanding the provisions of sub-section (1), but subject to

the provisions of sub section (2), the service of a civil servant in
temporary employment or appointed ad hoc shall be liable to
termination on fourteen days notice or pay in lieu thereof.

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311-A. Absorption of civil servants rendered surplus. Notwithstanding

anything contained in this Act, the rules made there-under, any agreement,
contract or the terms and conditions of service, a civil servant who is
rendered surplus as a result of reorganization or abolition of a department,
office or abolition of a post in pursuance of any Government decision may
be appointed to a post, carrying basic pay scale equal to the post held by
him before such appointment, if he possesses the qualifications and fulfils
other conditions applicable to that post:
Provided that, where no equivalent post is available, he may be offered a
lower post in such manner and subject to such conditions as may be
prescribed, and where such civil servant is appointed to a lower post, the
pay being drawn by him in the higher post immediately preceding his
appointment to a lower post shall remain protected.
10.
Reversion to a lower post. :-A civil servant appointed to a higher
post or before the commencement of the North-West Frontier Province
Civil Servants amendment Ordinance,1985 to a higher grade ad hoc or on
temporary or officiating basis shall be liable to reversion to his lower post
without notice.
112A. Certain persons to be liable to removal or reversion:Notwithstanding anything contained in his terms and conditions of service,
a civil servant appointed or promoted during the period from first day of
January, 1972 to the fifth day of July, 1977 may be removed from service
or reverted to his lower post as the case may be, without notice, by the
Governor or a person authorized by him in this behalf, on such date as the
Governor or, as the case may be, the person so authorized may, in the
public interest, direct."
11.

Retirement from service: -

A civil servant shall retire from service

(a)

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On such date after he has completed 4[twenty] years of service

qualifying for pension or other retirement benefits as the
competent authority may, in public interest, direct; or

(b)

Where no direction is given under clause (a), on the completion of

sixtieth year of his age.

(2)

No direction under clause (a) of sub-section (I) shall be made until

the civil servant has been informed in writing of the grounds on
which it is proposed to make the direction, and has been given a
reasonable opportunity of showing cause against the said
direction.

12.

Employment after retirement:-

(1)

A retired civil servant shall not ordinarily be re-employed under

Government, unless such re-employment is necessary in the
public interest and is made with the prior approval of the authority
next above the appointing authority:
Provided that, where the appointing authority is the Governor,
such reemployment may be ordered with the approval of the
Governor.

(2)

Subject to the provision of sub-section(1) of section 3 of the ExGovernment Servants (Employment with Foreign Governments)
(Prohibition) Act,1966 (Act XII of 1966), a civil servant may,
during leave preparatory to retirement, or after retirement from
Government service, seek any private employment:
Provided that, where employment is sought by a civil servant
while on leave preparatory to retirement or within two years of the
date of his retirement, he shall obtain the prior approval of the
prescribed authority.

13.

Conduct:-

The conduct of a civil servant shall be regulated by rules made, or

instructions issued, by Government or a prescribed authority, whether
generally or in respect of a specified group or class of civil servants.

175

14.

Disciplinary action:-

A civil servant shall be liable to prescribed disciplinary action and

penalties in accordance with the prescribed procedure.
15.

Pay:-

A civil servant appointed to a post shall be entitled, in accordance with the

rules, to the pay sanctioned for such post.
Provided that, when the appointment is made on a current-charge basis or
by way of additional charge, his pay shall be fixed in the prescribed
manner:
Provided further that where a civil servant has, under an order which is
later set aside, been dismissed or removed from service or reduced in rank,
he shall, on the setting aside of such order, be entitled to such arrears of
pay as the authority setting aside such order may determine.
16.

Leave:

A civil servant shall be allowed leave in accordance with the leave rules
applicable to him; provided that the grant of leave will depend on the
exigencies of service and be at the discretion of the competent authority.
17.

Pension and gratuity.

(1)

On retirement from service, a civil servant appointed on regular

basis in the prescribed manner before the commencement of the
North-West Frontier Province Civil servants (Amendment) Act,
2005 (hereinafter referred to as the said Act), shall be entitled to
receive such pension or gratuity as are admissible to him under
the West Pakistan Civil Service Pension Rules:
Provided that in the event of death of such a civil servant, whether
before or after retirement, his family shall be entitled to receive
such pension, or gratuity, or both, as admissible under the said
rules.

176

(2)

A person though selected for appointment in the prescribed

manner to a service or post on or after the 1st day of July, 2001,
till the commencement of the said Act, but appointed on contract
basis, shall, with effect from the commencement of the said Act,
be deemed to have been appointed on regular basis. All such
persons and the persons appointed on regular basis to a service or
post in the prescribed manner after the commencement of the said
Act shall, for all intents and purposes be civil servant, except for
the purpose of pension or gratuity. Such a civil servant shall, in
lieu of pension and gratuity, be entitled to receive such amount
contributed by him towards the Contributory Provident Fund,
along with the contributions made by Government to his account
in the said Fund, in the prescribed manner:
Provided that in the event of death of such a civil servant, whether
before or after retirement, his family shall be entitled to receive
the said amount, if it has already not been received by such
deceased civil servant.

(3)

No pension to a civil servant, who is otherwise entitled to it, shall

be admissible to him, if he is dismissed or removed from service
for reasons of discipline, but Government may sanction
compassionate allowance to such civil servants, not exceeding
two-third of the pension or gratuity which would have been
admissible to him had he been invalided from service on the date
of such dismissal or removal:
Provided that a civil servant referred to in sub-section (2), in case
of such dismissal or removal, may, in addition to his own
contributions to the Contributory Provident Fund, be allowed, on
account of such compassionate allowance, a sum not exceeding
two-third of Government contributions in his account.

(4)

177

If the determination of the amount of pension or gratuity

admissible to a civil servant is delayed beyond one month of the
date of his retirement or death, he or his family, as the case may

be, shall be paid provisionally such anticipatory pension or

gratuity as may be determined by the prescribed authority,
according to the length of service of the civil servant which
qualified for pension or gratuity and any over payment on such
provisional payment shall be adjusted against the amount of
pension or gratuity finally determined as payable to such civil
servant or his family.
18.

Provident Fund:-

(1)

Before the expiry of the third month of every financial year, the
Accounts Officer or other officer required to maintain provident
fund accounts shall furnish to every civil servant subscribing to a
provident fund the account of which he is required to maintain a
statement under his hand showing the subscriptions to including
the interest accruing thereon, if any, and withdrawals or advances
from his provident fund during the preceding financial year.

(2)

Where any subscription made by a civil servant to his provident

fund has not been shown or credited in the account by the
Accounts Officer or other officer required to maintain such
account, such subscription shall be credited to the account of the
civil servant on the basis of such evidence as may be prescribed.

19.

Benevolent Fund and Group Insurance:All civil servants and their families shall be entitled to the benefits
admissible under the West Pakistan Government Employees
Welfare Fund Ordinance,1969 (W.P Ord.I of 1969), or the NorthWest Frontier Province Government Servants Benevolent Fund
Ordinance,1972 NWFP Ordinance VII of 1972), and the rules
made there under.

20.

Right of Appeal or Representation:-

(1)

Where a right to prefer an appeal or apply for review in respect of

any order relating to the terms and conditions of his service is

178

provided to a civil servant under any rules applicable to him, such

appeal or application shall, except as may be otherwise
prescribed, be made within thirty days of the date of such order.
(2)

Where no provision for appeal or review exists under the rules in

respect of any order or class of orders, a civil servant aggrieved by
any such order may, within thirty days of the communication to
him of such order, make a representation against it to the authority
next above the authority which made the order:
Provided that no representation shall lie on matters relating to the
determination of fitness of a person to hold a particular post or to
be promoted to a higher post or grade.

Part-I
The North West Frontier Province Civil Servant (Appointment, Promotion
& Transfer ) Rules, 1989.
Section 5 of Civil Servants Act, 1973 - Appointment to a civil service of the
Province or to a civil post in connection with the affairs of the Province
shall be made in the prescribed manner by the Governor or by a person
authorized by the Governor in that behalf.
General
1.
Short title and commencement: (1) These rules may be called
the North-West Frontier Province Civil Servants (Appointment, Promotion
and Transfer) Rules,1989.
(2)

They shall come into force at once.

2.
Definitions:-(1) In these rules, unless the context otherwise
requires:(a) "Appointing Authority" in relation to a post, means the persons
authorised under rule 4 to make appointment to that post;

179

(b) "Basic Pay Scale" means the Basic Pay Scale for the time
being sanctioned by Government, in which a post or a group of
posts is placed:
(c) "Commission" means the North West Frontier Province Public
Service Commission.
(d) "Departmental Promotion Committee" means a committee
constituted for making selection for promotion or transfer to such
posts under a Department, or offices of Government, which do not
fall within the purview of the Provincial Selection Board.
"Departmental Selection Board" means a Board constituted for
the purpose of making selection for initial recruitment
/appointment to posts under a Department or office of
Government in Basic Pay Scale 17 not falling within the purview
of the Commission".
Provided that more than one such committee may be constituted
for civil servants holding different scales of pay".
(e)
"Departmental Selection Committee" means a committee
constituted for the purpose of making selection for initial
appointment
to posts under a department, or office of
Government {in Basic Pay Scale 17 and below not falling within
the purview of the Commission}:
(f)
"Post" means a post sanctioned in connection with the
affairs of the Province, but not allocated to all Pakistan Unified
Grades ; and
(g)
"Provincial Selection Board" means the Board
constituted by Government for the purpose of selection of civil
servants for promotion or transfer to posts in respect whereof the
appointing authority under rule 4 is the Chief Minister and shall
consist of such persons as may be appointed to it by Government
from time to time".

180

(2)

Words and expressions used but not defined in these rules shall
have the same meanings as are assigned to them in the NorthWest Frontier Province Civil Servants Act,1973(N.W.F.P act
XVIII of 1973) or any other statutory order or rules of
Government for the time being in force.

3.
Method of Appointment:-(1) Appointment to posts shall be
made by any of the following methods, namely:a)

by promotion or transfer in accordance with the provisions

contained in Part-II of these rules; and

b) by initial recruitment in accordance with the provisions

contained in Part-III of these rules.
(2)

4.

The method of appointment, qualifications and other conditions

applicable to a post shall be such as laid down by the Department
concerned in consultation with the Services and General
Administration Department and the Finance Department.
"Departmental Promotion & Selection
Committee/Board"

(1)

In each Department or office of Government there shall be one or

more Departmental Promotion Committee and Departmental
Selection Committee 2(or, as the case may be, Departmental
Selection Board), the composition of which shall be determined
by the Services and General Administration Department or the
Department in consultation with the Services and General
Administration Department.

(2)

Each such Committee 2("or the Board, as the case may be ), shall
consist of at least three members, one of whom shall be appointed
as Chairman.

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Part-IIAppointment by Promotion or Transfer

Appointment by Promotion or Transfer. 1
(1) Except as otherwise provided in any service rules for the time being in
force, appointment by promotion or transfer to posts in respect whereof the
appointing authority under rule 4 is the Chief Minister shall ordinarily be
made on the recommendation of the Provincial Selection Board and
promotion and transfer to posts other than those falling within the purview
of the Provincial Selection Board shall ordinarily be made on the
recommendation of appropriate Departmental Promotion Committee".
(2)
Appointment by transfer shall be made from amongst the persons
holding appointment on regular basis in the same basic pay scale, in which
the posts to be filled, exists.
(3)
Persons possessing such qualifications and fulfilling such
conditions as laid down for the purpose of promotion or transfer to a post
shall be considered by the Departmental Promotion Committee or the
Provincial Selection Board for promotion or transfer, as the case may be.
(4)
No promotion on regular basis shall be made to posts in Basic Pay
Scale 18 to 21 unless the officer concerned has completed such minimum
length of service as may be specified from time to time.
Inter-Provincial Transfer:
(1) Persons holding appointment in BPS 1 to 15 under Federal
Government and other Provincial Government may, in deserving cases, be
transferred to equivalent posts under these rules:Provided that:
(i)

The Federal Government or the Government of the Province

concerned, as the case may be, has no objection to such a transfer;

(ii)

The person seeking transfer possesses the requisite qualification

and experience and the post to which his transfer is intended can,
under the rules, be filled by transfer;

182

(iii)

The person concerned holds appointment to the post in his parent

Department on regular basis;

iv)

The person concerned is a bona fide resident of the North-West

Frontier Province .

(v)

A vacancy exists to accommodate the request of such a transfer;

and

(vi)

Provided further that in most deserving cases, the merit of which

shall be determined on case to case basis and the decision of the
Competent Authority in that behalf shall be final, Government
may allow transfer of a civil servant in BPS-16 and above, subject
to the aforesaid conditions.

(2)
A person so transferred shall be placed at the bottom of the cadre
strength which he joins for the purposes of determining his seniority vis-aviz other members borne on the cadre.
(3)
It will be the sole discretion of the appointing authority to accept
or refuse a request of transfer under this rule and any decision made in this
behalf shall be final and shall not be quoted as precedence in any other
case.
Appointment on Acting Charge or current Charge Basis.(1) Where the
appointing authority considered it to be in the public interest to fill a post
reserved under the rules for departmental promotion and the most senior
civil servant belonging to the cadre or service concerned, who is otherwise
eligible for promotion, does not possess the specified length of service the
authority may appoint him to that post on acting charge basis;1
Provided that no such appointment shall be made, if the prescribed length
of service is short by more than 2{three years}.
(2)
So long as a civil servant holds the acting charge appointment, a
civil servant junior to him shall not be considered for regular promotion
but may be appointed on acting charge basis to a higher post.

183

(3)
In the case of a post in Basic Pay Scale 17 and above, reserved
under the rules to be filled in by initial recruitment, where the appointing
authority is satisfied that no suitable officer drawing pay in the basic scale
in which the post exists is available in that category to fill the post and it is
expedient to fill the post, it may appoint to that post on acting charge basis
the most senior officer otherwise eligible for promotion in the organisation,
cadre or service, as the case may be, in excess of the promotion quota.
(4)
Acting charge appointment shall be made against posts which are
likely to fall vacant for period of six months or more. Against vacancies
occurring for less than six months, current charge appointment may be
made according to the orders issued from time to time.
(5)
Appointment on acting charge basis shall be made on the
recommendations of the Departmental Promotion Committee or the
Provincial Selection Board, as the case may be.
(6)
Acting charge appointment shall not confer any vested right for
regular promotion to the post held on acting charge basis.
Part-III:

Initial Appointment

10.
Appointment by Initial Recruitment:-(1) Initial appointment to
posts {in various pay scales} shall be made(a)
if the post falls within the purview of the Commission,
on the basis of Examination or test to be conducted by the
Commission; or
(b)
if the post does not fall within the purview of the
Commission, in the manner as may be determined by
Government.
(2)
Initial recruitment to posts which does not fall within the purview
of the Commission shall be made on the recommendation of the
Departmental Selection Committee, after vacancies have been advertised in
newspapers";

184

Provided that nothing contained in this sub-rule shall apply to the

household staff of the Chief Minister House Peshawar, Frontier House
Islamabad, Frontier Rest Houses Bannu, Swat and Abbottabad, Frontier
House Nathia Galli and Shahi Mehman Khana, Peshawar and any House to
be established by the Government.
Provided further that the appointment in Grade-1 to 4 shall be made on
the recommendations of the Departmental Selection Committee through
the District Employment Exchange concerned,5 or, where in a District,
the office of the Employment Exchange does not exist, after advertising the
posts
in
the
leading
newspapers.
(3)
A candidate for initial appointment to a post must possess the
educational qualification or technical qualifications and experience and
except as provided in the rules framed for the purpose of relaxation of age
limit, must be within the age limit as laid down for the post, provided that(i)
where recruitment is to be made on the basis of written
examination, then, notwithstanding anything to the contrary
contained in any other rules for the time being enforce, age shall
be reckoned on 1st January of the year in which the examination
is proposed to be held";
(ii)
in other cases as on the last date fixed for submission of
applications for appointment.
(4)
Notwithstanding the procedure prescribed in sub-rule (2), the
appointing authority may appoint one of the children of a deceased civil
servant, who died during service, to a post in any of the Basic Pay Scales
No.1 to 15; provided that the child possesses the minimum qualification
prescribed for appointment to the post. The appointment, as aforesaid, shall
be subject to the availability of a vacancy and if two or more vacancies in
different pay scales are available at a time, and the child possesses the
qualifications, which make him eligible for appointment to more than one
post, he shall ordinarily be appointed to the post carrying higher pay scale.
(5) Notwithstanding anything contained in any rule for the time being in
force, two percent of all posts in each basic pay scale to be filled in by
185

initial recruitment shall be reserved for disabled candidates and ten percent
of all posts meant for initial recruitment shall be reserved for female
candidates:
Part-IV:

ADHOC Appointment:

13.
Requisition to Commission:-When under any rule for the time
being in force, a post is required to be filled in through the Commission,
the appointing authority shall forward a requisition on the prescribed form
to the Commission immediately after it is decided to fill in the post, or if
that is not practicable and the post is filled on adhoc basis as provided in
rule 14, within two months of the filling of the post.
14.
Adhoc Appointment: (1) When the appointing authority
considers it to be in the public interest to fill in a post falling within the
purview of the Commission urgently, it may, pending nomination of a
candidate by the Commission, proceed to fill in such post on adhoc basis
for a period not exceeding six months by advertising the same in
accordance with the procedure laid down for initial appointment in Part-III
of these rules.
(2)
Short term vacancies in the posts falling within the purview of the
Commission and vacancies occurring as a result of creation of temporary
posts for a period not exceeding six months, may be filled in by appointing
authority otherwise than through the Commission on a purely temporary
basis after advertising the vacancy.
Part-V:

Probation and Confirmation:

15.
Probation:-(1) A person appointed to a post on regular basis shall
remain on probation for a period of two years, if appointed by initial
recruitment, and for a period of one year, if appointed otherwise; provided
that if his work or conduct during the period of probation has, in the
opinion of the appointing authority, not been found satisfactory, the
appointing authority may, notwithstanding that the period of probation has
not expired-

186

(a)
dispense with his service, if he has been appointed by
initial recruitment; or
(b)
revert him to his former post, if he has been appointed
otherwise, or if there be no such post, dispense with his services;
or
(c)
extend the period of probation for a period not exceeding
one year in all and may, during or on the expiry of such extended
period, pass such orders as it could have passed during or on the
expiry of the initial probationary period.
Explanation:- Officiating service or service spent on deputation to a
corresponding or a higher post may be allowed to count towards the period
or probation.
(2)
If no orders have been made by the day following the completion
of the initial probationary period, the period or probation shall be deemed
to have been extended, and if no orders have been made by the day on
which the maximum period or probation expires, the probationer shall,
subject to the proviso to sub-section (3) of section 6 of the North-West
Frontier Province Civil Servants Act,1973, be deemed to have
satisfactorily completed his period of probation.
16.
Confirmation:-After satisfactory completion of the probationary
period, a civil servant shall be confirmed; provided that he holds a
substantive post, provided further that a civil servant shall not be deemed
to have satisfactorily completed his period of probation, if he has failed to
pass an examination, test or course or has failed to complete successfully a
training prescribed within the meaning of sub-section(3) of Section 6 of the
North West Frontier Province Civil Servants Act, 1973.
Part-VI:

Seniority

17.
Seniority:- (1) The seniority of civil servants 1(appointed to a
service, cadre or post) shall be determined:-

187

(a)
in the case of persons appointed by initial recruitment, in
accordance with the order of merit assigned by the Commission
2
{or as the case may be, the Departmental Selection Committee;}
provided that persons selected for appointment to post in an
earlier selection shall rank senior to the persons selected in a later
selection; and
(b)
in the case of civil servants appointed otherwise, with
reference to the date of their continuous regular appointment in
the post; provided that civil servants selected for promotion to a
higher post in one batch shall, on their promotion to the higher
post, retain their inter se seniority as in the lower post.
Explanation-I:- If a junior person in a lower post is promoted to a higher
post temporarily in the public interest, even though continuing later
permanently in the higher post, it would not adversely effect the interest of
his seniors in fixation of his seniority in the higher post.
Explanation-II:- If a junior person in a lower post is promoted to a higher
post by superseding a senior person and subsequently that senior person is
also promoted the person promoted first shall rank senior to the person
promoted subsequently; provided that junior person shall not be deemed to
have superseded a senior person if the case of the senior person is deferred
for the time being for want of certain information or for incompletion of
record or for any other reason not attributing to his fault or demerit.
Explanation-III:- A junior person shall be deemed to have superseded a
senior person only if both the junior and the senior persons were
considered for the higher post and the junior person was appointed in
preference to the senior person.
(2)
Seniority in various cadres of civil servants appointed by initial
recruitment vis-a-viz those appointed otherwise shall be determined with
reference to the dates of their regular appointment to a post in that cadre;
provided that if two dates are the same, the person appointed otherwise
shall rank senior to the person appointed by initial recruitment.

188

(3)
In the event of merger/restructuring of the Departments, attached
Departments or Subordinate Offices, the interse-seniority of civil servants
affected by the merger/restructuring as aforesaid shall be determined in
accordance with the date of their regular appointment to a cadre or post.
18.
General Rules:- In all matters not expressly provided for in these
rules, civil servants shall be governed by such rules as have been or may
hereafter be prescribed by Government and made applicable to them.
19.
Repeal:- The North-West Frontier Province Civil Servants
(Appointment, Promotion and Transfer)Rules,1975, are hereby repealed.
Quantifying the Confidential Reports:
All Confidential Reports (CRs) recorded during service as an officer will
be considered for promotion to the posts carrying basic pay scales 18-21 or
equivalent.
2.

189

(a)
The overall grading in the CRs are allocated the
following marks:
Overall Grading

Marks

(i)

Outstanding

10

(ii)

Very Good

(iii)

Good

(iv)

Average

(v)

Below Average

(vi)

Poor

(b)

If the overall grading in a CR is ambiguous e.g placed

between Good and Average, the quantification will be
based on the lower rating.

(c)

In case the assessment of the countersigning officer

differs from that of the reporting officer in any CR, the
quantification will be based on the overall grading
recorded by the countersigning officer.

(d)

Where two or more confidential reports were initiated in

a calendar year, the marks for that year will be worked
out as their average or arithmetic mean unless the officer
was promoted during year when the relevant part reports
or their arithmetic mean, where required, would be
treated as independent ACRs for the respective levels.

3.
The marks for CRs will be computed separately for each level of
posts carrying the same basic pay scale and a weighted aggregate score
will be worked out as follow:
4.
Weightage for posts held at each level will given as follows in
computing the aggregate score against a uniform scale for 100 marks for
promotion.
(i)

to post carrying basic pay scale 18 10xA

(ii)

to post carrying basic pay scale 19 (6xB)+(4xA)

(iii)

to post carrying basic pay scale 20 (5xc)+(3xB+(2xA)

(iv)

to post carrying basic pay scale 21 (5xD)+(3xC)+(A+B)

Where
A=

Average marks for report in posts carrying basic pay scale 17

B=

Average marks for report in posts carrying basic pay scale 18

C=

Average marks for report in posts carrying basic pay scale 19

D=

Average marks for report in posts carrying basic pay scale 20

5.
The following additions/deduction shall be made in the total
marks worked out in the ACRs:A.

Additions:
(i)

for serving in a Government

Training institution, including
Those meant for specialized training
In any particular cadre, for a period

190

2 marks

of 2 years or more.
B.

Deductions:

(i)

for each major penalty imposed

5 marks

under the Govt. Servants (Efficiency

and Discipline) Rules, 1973.
(ii)

for each minor penalty

3 marks

Imposed under the Government

Servants (Efficiency and Discipline)
Rules, 1973.
(iii)

for adverse remarks (deductions be made

1 marks per C

for such remarks only as were duly conveyed containing

adverse to the concerned officer and were not expunged
remarks on his representation, or the officer did not
represent)
Eligibility Thresh hold.
For promotion from BS-17 to BS-18 = 50 Marks of CRs
For promotion from BS-18 to BS-19 = 60 Marks of CRs
For promotion from BS-19 to BS-20 = 70 Marks of CRs
For promotion from BS-20 to BS-21 = 70/75 Marks of CRs

Merit/provincial/regional Quotas for recruitment to Civil posts

It has been decided that with immediate effect the flowing merit
and provincial/ regional quotas shall be observed in filling vacancies
reserved for direct recruitment to posts under the Federal Government
which are filled on all- Pakistan basis:Merit quota

10%

Punjab (including Federal area of Islamabad)

50%

Sindh (Including Karachi)

19%

The Share of Sindh will be further

191

sub-allocated in the following ratio.

Urban areas namely Karachi.
40% of 19%
Hyderabad and Sukkur.

Or 7.6%

Rural areas i. rest of sindh excluding

60% of 19%

Karachi, Haderabad and Sukkur

or 11.4%

N.W.F.P

11.5%

Baluchistan

3.5%

Northern Area and Federally Administered

4%

Tribal Areas
Azad Kashmir

2%

{Authority:- Estt. Division O.M.No.X972-TRV. Dated 31.8.1973)

2.

192

Salient features of the promotion policy are enumerated below:1.

Confidential report will be given due importance but will

not be the sole criterion for promotion to selection posts.

2.

Performance evaluation as reflected in the confidential

reports will be quantified according to the quantification
formula and weightage will be given to more recent
appointments.

3.

A civil servant, once superseded for promotion will be

eligible for reconsideration only after he earns once more
confidential report.

4.

The panel for promotion should comprise a minimum of

2 officers for each vacancy in grade 18 & 19 and of 3
officers for each vacancy in grade 20 or 21.

5.

The minimum length of service prescribed for promotion

for various grades will continue to apply.

6.

A civil servant will only be promoted within his own

cadre. Those posted against ex-cadre posts will be
considered for promotion on their turn but if selected, the
actual promotion will take place only when they rejoin
their parent cadre. This will also apply to civil servants
serving on ex-cadre posts in Pakistan Missions abroad.

7.

Unit-2:

A civil servant on deputation to a foreign government,

international agency or a private organization abroad will
be considered for promotion only on his return to
Pakistan. He will be given intimation and asked to return
to Pakistan before his case comes up for consideration
for promotion in accordance with his seniority position,
if he fails to return he will not be considered for
promotion. Such an officer will have to earn at least one
CR after his return to Pakistan before he is considered
for promotion. The clearance/approval already accorded
in the past to promote a deputationist would lapse
automatically if he fails to return on expiry of the
deputation period already approved by the Government.
Conduct Rules

Statutory Provision regarding Conduct of Civil

servents:
Section15, Civil Servants Act, 1973.
The conduct of a civil servant regulated by rules made, or instruction
issued, by Government or a prescribed authority, whether generally or in
respect of a specified group or class of civil servants.
Government Servants, (Conduct) Rules, 1987 NWFP.
1.

Short title and commencement.

(1) These rules may be called the *[North-West Frontier Province

Government Servants (Conduct) Rules,1987.
193

2.
Extent of application:-These rules apply to every person,
whether on duty or on leave within or without the North-West Frontier
Province serving in connection with the affairs of the North-West Frontier
Province, including the employees of the Provincial Government deputed
to serve under the Federal Government or with a statutory Corporation or
with a non-Government employer, but excluding:-

3.

(a)

members of an All-Pakistan Service serving in

connection with the affairs of the Province;

(b)

employees of the Federal Government or other authority

deputed temporarily to serve under the Provincial
Government; and

(c)

holders of such posts in connection with the affairs of the

Province of North-West Frontier as the Provincial
Government may, by a notification in the official
Gazette, specify in this behalf.

Definitions:-

(1) In these rules, unless there is anything repugnant in the subject or

context;
a)

"Government" or "Provincial Government"

Government of the North-West Frontier Province;

means

the

b) "Government Servant" means a person to whom these rules apply;

c)

"member of a Government Servant's family" includes:-

(i) his wife, children and step children, parents, sisters and minor
brothers, residing with and wholly dependent upon the
Government Servant; and
(ii) any other relative of the Government servant or his wife when
residing with and wholly dependent upon him; but does not
include a wife legally separated from the Government servant or a
child or step-child who is no longer in anyway dependent upon

194

him, of whose custody the Government servant has been deprived

by law;
(d) "Province" means the North-West Frontier Province.
(2)
Reference to a wife in clause(c)of sub-rule(i)shall be construed as
reference to the husband where the Government servant is a woman.
4.
Repeal:The
West
Pakistan
Government
Servants
(Conduct)Rules,1966, are hereby repealed, but such repeal shall not affect
anything duly done or suffered under those rules.
"4A"

No Government Servant shall-

(a)

accept or obtain or agree to accept or attempt to obtain from any

person for himself or for any other person, any gratification(other
than legal remuneration) as a motive or reward such as is
mentioned in section 161

(b)

do or forbear to do any official act or show or forbear to show, in

the exercise of his official functions, favour or disfavour to any
person or render or attempt to render any service or disservice to
any person, in violation or contravention of any provision of any
law for the time being in force, or of rules made under Article 119
or 139 of the Constitution of the Islamic Republic of Pakistan, or
the NWFP Civil Servants Act, 1973 or any other law for the time
being enforced, including the North-West Frontier Province
Government Rules of Business,1985 in a manner which may
appear to facilitate acceptance or obtaining or agreeing to accept
or attempting to obtain from any person for himself or for any
other person any gratification, whatsoever, other than the legal
remuneration, as a motive or reward; or

(c)

accept or obtain or agree to accept or attempt to obtain for himself

or for any other person, any valuable thing without consideration
or for a consideration which he knows to be inadequate, from any
person whom he knows to have been, or to be likely to be,
concerned in any proceedings or business transacted or about to

195

be transacted by him, or having any connection with the official

functions of himself or of any Government servant to whom he is
subordinate, or from any person whom he knows to be interested
in or related to the person so concerned; or
(d)

misappropriate, dishonestly or fraudulently, or otherwise convert

for his own use or for the use of any other person any property
entrusted to him or under his control as a Government servant or
willfully allow any other person to do so; or

(e)

obtain, by corrupt, dishonest, improper or illegal means, or seek

for himself or for any other person, any property, valuable thing,
pecuniary advantage or undue favour; or

(f)

possess, directly or through his dependents or benamidars, any

movable or immovable property or pecuniary resources,
disproportionate to his known sources of income, which he cannot
reasonably account for".

5.

Gift:-

(1)
Save as otherwise provided in this rule, no Government servant
shall, except with the previous sanction of Government, accept or permit
any member of his family to accept, from any person any gift the receipt of
which will place him under any form of official obligation to the donor. If
the offer of a gift cannot be refused without causing undue offence, it may
be accepted and delivered to Government for decision as to its disposal .
(2)
If any question arises whether receipt of a gift places a
Government servant under any form of official obligation to the donor, the
decision of Government thereon shall be final.
(3)
If any gift, is offered by the head of representative of a foreign
State, the Government servant concerned should attempt to avoid
acceptance of such a gift, if he can do so without offending the donor. If,
however, he cannot do so, he shall accept the gift and shall report its
receipt to Government for orders as to its disposal.

196

(4)
Government servants are prohibited from receiving gift of any
kind for their persons or for members of their families from diplomats,
consolers and other foreign Government representatives or their employees
who are stationed in Pakistan. If, however, due to very exceptional reasons,
a gift cannot be refused, it should invariably be deposited in the S&GAD.
(5)
Government servants, except those drawing pay in basic pay scale
1 to 4, are prohibited from accepting cash awards offered by the visiting
foreign dignitaries. In case, however, if it becomes impossible to refuse
without causing offence to the visiting dignitary, the amount may be
accepted and immediately deposited in the Treasury under the proper head
of account.
(6)
A Government servant may accept gifts offered abroad or within
Pakistan by institutions or official dignitaries of foreign Government of
comparable or higher level;
Provided that the value of the gift in each case does not exceed one
thousand rupees. A Government servant desirous of retaining a gift worth
more than one thousand rupees, can retain it on payment of the difference
as evaluated under sub-rule(7). In any other case, the gift may be offered
for sale.
(7)
For the purpose of sub-rule(6), the value of the gift shall be
assessed by the S&GAD in consultation with the Finance Department and
shall be allowed to be retained by the recipient, if it does not exceed one
thousand rupees. Where the value of the gift exceeds one thousand rupees,
the recipient may be allowed to retain the gift, if he so desires, on payment
of a sum worked out in the following manner:-

197

(a)

Where the value of the gift exceeds one thousand rupees

but does not exceed five thousand rupees, twenty-five
percent of the value of the gift in excess of one thousand
rupees; or

(b)

Where the value of the gift exceeds five thousand rupees,

twenty five percent of so much of the value as exceeds

one thousand rupees but does not exceed five thousand

rupees plus fifteen percent of so much of the value as
exceeds five thousand rupees.
(8)
The responsibility for reporting the receipt of a gift shall devolve
on the individual recipient. All gifts received by a Government servant,
irrespective of their prices or value, must be reported to the S&GAD.
However, the responsibility for reporting to the S&GAD the receipt of
gifts, including the names of recipients, from foreign dignitaries or
delegations, either during their visits to Pakistan or during the visits of
Pakistani dignitaries or delegations abroad, shall lie with the Chief of
Protocol or his representative in the former case, and with the Ambassador
concerned in the latter case. In the case of foreign delegations or visiting
dignitaries with whom the Chief of Protocol is not associated, the
Ministry/Department sponsoring the visit shall be responsible to supply the
details of gifts, if received, and the list of recipients to the S&GAD.
Rules for the acceptance and disposal of gifts by
Government servants
The Government of Pakistan has partially modified the existing Rules
regarding the acceptance and disposal of gifts received by Government
servants etc. The decisions taken by the Government in this regard are
given below:(1)

The responsibility for reporting the receipt of the gift shall

continue to devolve on the individual recipient. All gifts received
by a Government servant, irrespective of their prices must be
reported to the Toshakhana in the Cabinet Division, Government
of Pakistan.

The gifts are generally given when foreign dignitaries or delegations come
to Pakistan or our VIPs or delegations go abroad. If the Chief of Protocol
or his representative has been attached to a visiting dignitary or a foreign
delegation, it shall be his responsibility to supply a list of the gifts together
with the names of the recipients to the Cabinet Division. In the case of the
delegations or visiting dignitaries, with whom the Chief of Protocol is not
198

associated, the Ministry sponsoring the visit shall be responsible to supply

the details of gifts received and the list of recipients to the Cabinet
Division and the Ministry of Foreign Affairs. In the case of outgoing
delegations or visits abroad of our VIPs, it shall be the responsibility of the
Ambassador of Pakistan, in the country concerned to report the receipt of
the gifts together with the name of the recipient to the Cabinet Division
through the Ministry of Foreign Affairs. If on checking the list it is found
that an individual has not reported the receipt of a gift, appropriate action
will be taken against him under the relevant rules.
(2)
Government officials except those belonging to Grades 1 to 4, are
prohibited from receiving cash awards offered by the visiting foreign
dignitaries. These may please be politely refused. In case, however, it
becomes impossible to refuse without causing offence to the visiting
dignitary, the amount should be immediately deposited in the treasury
under the head given hereafter.
(3)
Government officials are prohibited from receiving gift of any
kind for their person or for members of their families from diplomatic,
Consular and other foreign Government representatives or their employees,
who are stationed in Pakistan. As the Heads of Missions in Pakistan have
been caused by the return of the gift. If, however, due to very exceptional
reasons the gift cannot be returned, it should invariably be deposited in the
Toshakhana. These instructions, however, would not apply to
gifts/donations made to institutions.
(4)
The value of the gifts will be assessed by the Cabinet Division
which will devise an improved and practical system of assessing, in the
country, wherever possible, the value of all gifts received.
(5)
The monetary limits upto which the gifts could be retained by the
recipient have been revised. The new limits are as follows:(a)

199

Gifts valued upto Rs.1000/- may be allowed to be

retained by the recipients.

(b)

Gifts valued between Rs.1000/- and Rs.5000/- may be

allowed to be retained by a recipient if he is willing to
pay 25% of the value of the gift after deducting
Rs.1000/- from its assessed value.

(c)

Gifts of the value beyond Rs .5,000/- may be allowed to

be retained by a recipient if he is willing to pay 25% of
the value between Rs.1000/- and Rs.5,000/- and 15% of
the value above Rs.5,000/-.

(6)
The Head of Account of Toshakhana in which the amounts are to
be deposited is "1390-Others (NES)Receipts of Darbar Presents (Central).
Misc.
(7)
Presents deposited in Toshakhana which are fit for display, shall
be properly catalogued and then displayed in the public rooms of the
Foreign Office and in the residences of the Head of the State, the Head of
the Federal Government and the Governors. Such articles would be
properly entered in the Toshakhana register and in the stock registers of the
respective offices. An annual verification preferably in the first week of
January shall be carried out in respect of such articles and a report
submitted to the Cabinet Secretary.
(8)
Gifts, which are not fit to be retained or displayed, shall be
disposed of by periodical sales to be arranged by the Cabinet Division,
Government of Pakistan. The Cabinet Division will ensure a wider
circulation of the periodic restricted sale of such gifts. Such sales could be
negotiated also on the basis of a reserve price, if no buyers are available in
the restricted auctions. These auctions will be held once or twice a year.
The list of gifts to be sold in such auctions will be circulated to all Federal
Government officers and officers of the Armed Forces.
(9)
These rules also apply to the employees of the Government
controlled Corporations, autonomous and semi autonomous bodies and all
nationalized institutions.

200

6.
Acceptance of foreign awards:-No Government servant shall,
except with the approval of the Governor of KPK, accept a foreign award,
title or decoration.
Explanation:-For the purpose of this rule, the expression "approval of the
Governor" means prior approval in ordinary cases and ex-post facto
approval in special cases where sufficient time is not available for
obtaining prior approval.
7.
Public demonstration in honor of Government servants or
raising of funds by them:-(1) No Government servant shall encourage
meetings to be held in his honor or presentation of addresses of which the
main purpose is to praise him;
Provided that the Head of Pakistan Mission Abroad, while so posted, may
attend a public meeting or entertainment held in his honor.
(2)

No Government servant shall take part in raising funds, except:(a)

for any public or charitable purposes, with the previous

permission of his next higher officer; or

(b)

for a charitable object connected with the name of a

Government servant or person recently quitted
Government service with the previous permission of the
Government;

Provided that Government servants belonging to the Provincial Police

Service or Excise and Taxation Service shall not be granted any such
permission.
8.
Gifts to Medical Officer:-Subject to the departmental rules in
this behalf, a medical officer may accept any gift of moderate value offered
in good faith by any person or body of persons in recognition of his
professional services.
9.
Subscriptions:-No Government servant shall, except with the
previous sanction of Government, ask for or accept or in any way

201

participate in the raising of any subscription or other pecuniary assistance

in pursuance of any object whatsoever.
10.
Lending and Borrowing:-(1) No Government servant shall lend
money to, or borrow money from, or place himself under any pecuniary
obligation to, any person within the local limits of his authority or any
person with whom he has any official dealings:
Provided that a Government servant may:(i)

deal in the ordinary course of business with a joint stock

company, bank or a firm of standing or the House Building
Finance Corporation; and

(ii)

accept a purely temporary loan of small amount, free of interest,

from a personal friend or the operation of a credit account with a
bonofide tradesman.

(2)
When a Government servant is appointed or transferred to a post
of such a nature that a person from whom he has borrowed money or to
whom he has otherwise placed himself under pecuniary obligation will be
subject to his official authority, or will reside, possess immovable property,
or carry on business, within the local limits of such authority, the
Government servant shall forth-with declare the circumstances, when he is
a Gazzeted Officer, to Government through the usual channel, and where
he is a Non-Gazetted Government Servant, to the head of his office.
(3)
This rule, in so far as it may be construed to relate to loans given
to or taken from Co-operative Societies registered under the Cooperative
Societies Act,1927, or under any law for the time being in force relating to
the registration of Cooperative Societies, by the Government servants shall
be subject to any general or special restrictions or relaxation made or
permitted by Government.
11.
Buying and selling of valuable property, movable and
immovable:-(1)Save in the case of a transaction conducted in good faith
with a regular dealer, a Government servant who intends to transact any
purchase, sale or disposal by any other means of movable or immovable

202

property exceeding in value 1Rs.10,0000/-(One hundred thousand rupees)

with a person residing, possessing immovable property or carrying on
business within the station, district or other local limits for which such
Government servant is appointed, shall declare his intention to the Head of
the Department or the Secretary to the Government, as the case may be .
When the Government servant concerned is himself the Head of
Department or Secretary to the Government, he shall declare his intention
to Government through the Secretary of the Administrative Department
concerned. And such declaration shall state fully the circumstances, the
price offered or demanded and in the case of disposal otherwise than by
sale, the method of disposal. Thereafter such Government servant shall act
in accordance with such orders, as passed by Government.
Explanation:- In this rule, the term "Property" includes agricultural or
urban land, bonds, shares and securities but does not include a plot
purchased for the 21st time for building a house from a Co-operative
Housing Society or a Government Housing Scheme.
(2)
Notwithstanding anything contained in sub-rule(1), a Government
servant who is about to quit the station, district or other local limits for
which he has been appointed may, without reference to any authority,
dispose of any of his movable property by circulating lists of it generally or
by causing it to be sold by public auction.
(3)
No Government servant shall construct a building, whether
intended to be used for residential or commercial purposes, except with the
previous sanction of Government obtained upon an application made in
this behalf, disclosing the source from which the cost of such construction
shall be met.
3
(4)
A Government Servant who intends to acquire more than one plot
from one or more Cooperative Housing Societies or Government Housing
Schemes or intends to dispose of any of plot acquired by him as such shall
obtain prior permission of the Government, as the case may be, in the
manner specified in sub rule (1).

203

(5)
No prior permission is necessary for buying and selling shares,
bonds, saving certificates and securities through Government Sponsored
organizations upto the value of Rs.1,00,000/- (One hundred thousand
rupees). However, the Government servant concerned shall report all such
transactions in the form of a statement at the end of each year."
12.
Declaration of property:-(1) Every Government servant shall, at
the time of entering Government service, make a declaration to
Government, through the usual channel, of all immovable and movable
properties including shares, certificates, securities, insurance policies, cash
and jewelry having a total value of Rs.50,000/- (Fifty thousand rupees) or
more belonging to or held by him or a member of his family and such
declaration shall(a)

state the district within which the property is situated;

(b)

show separately individual items of jewelry exceeding

Rs.50,000/- (Fifty thousand rupees) in value; and

(c)

give such further information as Government may, by

general or special order, require.

(2)
Every Government servant shall submit to Government, through
usual channel, an annual return of assets in the month of December
showing any increase or decrease of property as shown in the declaration
under sub-rule(1) or, as the case may be, the last annual return.
13.
"Disclosures of assets, immovable and liquid:- A Government
servant shall disclose all his assets, immovable as well as liquid and
expenses during any period in the specified form, when required to do so
by Government".
14.
Speculation and Investment:-(1) No Government servant shall
speculate in investments. For the purpose of this sub-rule the habitual
purchase and sale of security of notoriously fluctuating value shall be
deemed to be speculation in investments.

204

(2)
No Government servant shall make, or permit any member of his
family to make, any investment likely to embarrass or influence him in the
discharge of his official duties.
(3)
No Government servant shall make any investment the value of
which is likely to be affected by some even of which information is
available to him as a Government servant and is not equally available to
the general public.
(4)
If any question arises whether a security or an investment is of the
nature referred to in any of the foregoing sub-rules, the decision of
Government thereon shall be final.
15.
Promotion and management of companies, etc:- No
Government servant shall, except with the previous sanction of
Government take part in the promotion, registration or management of any
bank or company:
Provided that a Government servant may, subject to the provisions of any
general or special order of Government, take part in the promotion,
registration or management of a Co-operative Society registered under any
law for the time being in force for the purpose.
16.
Private trade, employment or work:- (1) No Government
servant shall, except with the previous sanction of the Government, engage
in any trade or undertake any employment or work, other than his official
duties:
Provided that he may, without such sanction, undertake honorary work of a
religious, social or charitable nature or occasional work of a literary or
artistic character, subject to the condition that his official duties do not
thereby suffer and that the occupation or undertaking does not conflict or is
not inconsistent with his position or obligations as a Government servant
but he shall not undertake or shall discontinue such work if so directed by
Government. A Government servant who has any doubt about the propriety
of undertaking any particular work should refer the matter for the orders
of Government:

205

Provided further that non-gazzetted Government servant may, without such

sanction, undertake a small enterprise which absorbs family labour and
where he does so shall file details of the enterprise alongwith the
declaration of assets.
(2)
Notwithstanding anything contained in sub-rule(1), no
Government servant shall associate himself with any private trust,
foundation or similar other institution which is not sponsored by
Government.
(3)
This rule does not apply to sports activities and memberships of
recreation clubs.
17.
No Government servant shall live beyond his means, etc:- No
Government servant shall live beyond his means or indulge in ostentation
on occasions of marriage or other ceremonies.
18.
Subletting of residential accommodation allotted by
Government:- (1)No Government servant shall, except with the prior
permission of the Head of the Department, sublet residential
accommodation or any portion thereof let to him by Government.
19.
Insolvency and habitual indebtedness:- (1) A Government
servant shall avoid habitual indebtedness. If a Government servant is
adjudged or declared insolvent or if the whole of that portion of his salary
which is liable to attachment is frequently attached for debt has been
continuously so attached for a period of two years, or is attached for a sum
which in ordinary circumstances, he cannot repay within a period of two
years, he shall be presumed to have contravened these rules unless he
proves that the insolvency or indebtedness is the result of circumstances
which, with the exercise of ordinary diligence, he could not have foreseen
or over which he had no control and was not due to extravagant or
dissipated habits.
(2)
A Government servant who applied to be or is adjudged or
declared insolvent shall forthwith report his insolvency to the Head of the

206

Office or Department or to the Secretary to the Administrative Department,

as the case may be, in which he is employed.
20.
Report by Government servant in case of his involvement in a
criminal case:- If a Government servant is involved as an accused in a
criminal case, he shall bring the fact of such involvement or conviction, as
the case may be, to the notice of the Head of the Office or Department
immediately or, if he is arrested and released on bail, soon after such
release.
21.
Unauthorized communication of official documents or
information:- No Government servant shall, except in accordance with
any special or general order of Government, communicate directly or
indirectly any official information or the contents of any official document
to a Government servant not authorised to receive it, or to a non-official
person, or to the press.
22.
Approach to Members of the Assemblies:- No Government
servant shall, directly or indirectly approach any member of the National
Assembly or a Provincial Assembly or any other non-official person to
intervene on his behalf in any matter.
23.
Management, etc. of Newspapers or Periodicals:- No
Government servant shall except with the previous sanction of
Government, own wholly or in part, or conduct or participate in the editing
or management of any newspaper or other periodical publication.
24.
Radio-Broadcast and communications to the Press:- No
Government servant shall, except with the previous sanction of
Government, or any other authority empowered by it in this behalf, or in
bonafide discharge of his duties, participate in a radio broadcast or
television programme or contribute any article or write any letter, either
anonymously or in his own name or in the name of any other person to any
newspaper or periodical:
Provided that such sanction shall generally be granted if such broadcast or
television programme or such contribution or letter is not, or may not be

207

considered likely to jeopardize the integrity of the Government servant, the

security of Pakistan or friendly relations with foreign states or to fend
public order, decency or morality, or tantamount to contempt of court,
defamation or incitement to an offence:
Provided further that no such sanction shall be required if such broadcast
or television programme or such contribution or letter is of a purely
literary, artistic or scientific character.
25.
Publication of information and public speeches capable of
embarrassing Government:-(1) No Government servant shall, in any
document, published or any public utterance, radio broadcast or television
programme, or in any other manner make any statement of fact or opinion
which is capable of embarrassing the Federal or any Provincial
Government.
Provided that technical staff may publish research papers on technical
subjects, if such papers do not express views on political issues or on
Government Policy and do not include any information of a classified
nature.
(2)
Where a Government servant submits the draft of a literary,
artistic or scientific article or book for obtaining previous sanction for its
publication, he shall be informed within three months of his doing so
whether he has or has not such sanction: and if no communication is issued
to him within that period, he shall be entitled to presume that the sanction
asked for has been granted.
26.

Evidence before Committees:-

(1)
No Government servant shall give evidence before a public
committee except with the previous sanction of Government.
(2)
No Government servant giving such evidence shall criticise the
policy nor decision of the Federal or any Provincial Government.

208

(3)
This rule shall not apply to evidence given before statutory
committees which has powers to compel attendance and the giving of
answers, nor to evidence given in judicial inquiries.
27.

Taking part in politics and elections:-

(1)
No Government servant shall take part in, subscribe in aid of, or
assist in any way, any political movement in Pakistan or relating to the
affairs of Pakistan.
(2)
No Government servant shall permit any person dependent on him
for maintenance or under his care or control to take part in, or in any way
assist, any movement directly or indirectly, to be subversive to
Government as by law established in Pakistan.
(3)
No Government servant shall canvass or otherwise interfere or use
his influence in connection with or take part in any election to a legislative
body, whether in Pakistan or elsewhere:
Provided that a Government servant who is qualified to vote at such
election may exercise his right to vote; but if he does so, he shall give no
indication of the manner in which he proposes to vote or has voted.
(4)
No Government servant shall allow any member of his family
dependent on him to indulge in any political activity, including forming a
political association and being its member, or to act in a manner in which
he himself is not permitted by sub-rule(3) to act.
(5)
A Government servant who issues an address to electors or in any
other manner publicly announces himself or allows himself to be publicly
announced as a candidate or prospective candidate for election to a
legislative body shall be deemed for the purpose of sub-rule(3) to have
taken part in an election to such body.
(6)
The provisions of sub-rule(3) and (5)shall, so far as may be, apply
to elections to local authorities or bodies, save in respect of Government
servants required or permitted by or under any law or order of
Government, for the time being in force, to be candidates at such election.

209

(7)
If any question arises whether any movement or activity falls
within the scope of this rule, the decision of Government thereon shall be
final.
28.
Propagation of Sectarian Creeds, etc:- No Government servant
shall propagate such sectarian creeds or take part in such sectarian
controversies or indulge in such sectarian partiality and favourtism as are
likely to affect his integrity in the discharge of his duties or to embarrass
the administration or create feelings of discontent or displeasure amongst
the Government servants in particular and amongst the people in general.
29.
Government servants not to express views against the ideology
of Pakistan:- No Government servant shall express views detrimental to
the ideology or integrity of Pakistan.
30.
Nepotism, favourtism and victimization, etc:- No Government
servant shall indulge in provincialism, parochialism, nepotism, favourtism,
victimization or willful abuse of office.
31.

Vindication by Government servants of their

public acts or character:-

(1)
A Government servant shall not, without the previous sanction of
Government have recourse to any Court or to the press for the vindication
of his public acts or character from defamatory attacks, when Government
grants sanction to a Government servant to have recourse to a court,
Government will ordinarily bear the cost of the proceedings, but may leave
the Government servant to institute them at his own expense. In the latter
case, if he obtains a decision in his favour, Government may reimburse him
to the extent of the whole or any part of the cost.
(2)
Nothing in this rule limits or otherwise affects the right of a
Government servant to vindicate his private acts or character.
32.
Membership of service Association:- (1) No Government
servant shall be a member, representative of office bearer of any
association representing or purporting to represent Government servants,
unless such association satisfies the following conditions, namely:210

(a)

Membership of the Association and its office bearers

shall consist of persons in one and the same "functional
unit" and if there is no such functional unit, it may be
formed by persons borne on a specific single cadre in or
under a Department;

(b)

Office-bearers of the Association shall be elected from

amongst members of the Association actually serving.
Persons who have retired or have been dismissed or
removed from service shall cease to be members of such
Association;

(c)

The Association shall neither affiliate nor associate with

any other body or Association belonging to any other
cadre;

(d)

The Association shall confine its representations to

matters of general interest of Government servants whom
it represents and shall not involve itself in individual
cases of its members. Also the office bearers and
members of the Association shall not participate in the
activities of the Association at the cost of their official
duties;

(e)

The Association shall not engage in any activity or

pursue a course of action which its members are
individually prohibited to engage in or pursue under
these rules or the instructions issued by Government,
from time to time, concerning conduct of Government
servant and service discipline;

(f)

The Association shall not, in respect of any election to

legislative body, or to a local authority or body, whether
in Pakistan or elsewhere(i)

211

pay or contribute towards any expenses incurred

in connection with the candidature for such
election.

(g)

(h)

(ii)

support in any manner the candidature of any

person for such election; or

(iii)

undertake or assist in the registration of a

candidate for such election;

The Association, shall not(i)

issue or maintain any periodical publication

except in accordance with any general or special
order of Government; and

(ii)

publish, except with the previous sanction of

Government, any representation on behalf of its
members, whether in the press or otherwise;

The Association shall get its bye-laws or rules approved

by the Appointing Authority, who may at any time
require any modification therein or propose rules or byelaws, in a particular manner; and
(i)

the Association shall submit annual statement of

its accounts and lists of its members and office
bearers to the Appointing Authority. Such
statement and lists shall be submitted before Ist
September every year;

(ii)

the Association shall not represent or purport to

represent Government servants unless it is
recognised by the competent authority;

(iii)

the appointing authority in respect of a cadre

shall be the authority competent to recognise the
Association of that cadre;
Provided that where the cadre consists of higher
and lower grades, the authority competent to
recognise the Association shall be the
appointing authority in respect of the highest
post in the cadre;

(iv)

212

a Government servant who deals with the

Association of a particular cadre and is also
member of that cadre shall not become office
bearer of such Association nor shall he take part
in any activity of the Association;

(v)

Government in its discretion may withdraw

recognition of an Association, if in its opinion,
such Association has violated any of the
conditions of recognition.

33.
Restriction on acceptance of membership of certain
association:- No Government servant shall accept membership of any
association or organization whose aims and objects, nature of activities and
memberships are not publicly known.
34.
Use of political or other influence:- No Government servant
shall bring or attempt to bring political or other outside influence directly
or indirectly, to bear on Government or any Government servant in
support of any claim arising in connection with his employment as such.
35.

Approaching Foreign Mission and Aid-Giving

Agencies:-

(1)
No Government servant shall approach, directly or indirectly a
Foreign Mission in Pakistan or any foreign aid-giving agency in Pakistan
or abroad to secure for himself invitations to visit a foreign country or to
elicit offers of training facilities abroad.
(2)
Government servants should exercise great caution and restraint
in the matter of social contacts with members of foreign missions working
in Pakistan. They should also avoid casual remarks and observations on
official matters in social gathering where foreigners are present.
(3)
Officials of the level of Additional Secretary and below should
not receive officials of foreign missions, except with the express
permission of the Secretary.
(4)
Government Servants are prohibited from contacting or making
direct approaches to foreign missions in Pakistan in connection with their
private business. All such approaches should be made through proper
channel i.e through Chief of Protocol of the Ministry of Foreign Affairs.
(5)
Invitations extended by Foreign Missions on the occasions of their
National days to officers below the status of Secretaries may be accepted
after obtaining permission from the Chief Secretary.
213

(6)
The participation of officers below the status of Secretary in
private functions arranged by foreign diplomats should generally be
discouraged. Secretaries and officers of equivalent status, will, however, do
so with prior approval of the Chief Secretary
(7)
Repeated and frequent attendance by officers at private functions
held by the same foreign diplomat must be avoided.
(8)
As a general rule, only those officers who come into official
contact with the foreign diplomat concerned should accept invitations.
36.
Delegation of powers:- Government may, by general or special
order, delegate to any officer or authority subordinate to it all or any of its
powers under these rules and may, by such order, prescribe the channel
through which reports shall be made to Government and the officers the
receipt by whom such reports shall be regarded as receipts of the reports by
Government within the meaning of these rules.
37.
Rules not to be in derogation of any law, etc:-Nothing in these
rules shall derogate from the provisions of any law, or of any order of any
competent authority, for the time being in force, relating to the conduct of
Government servants.
4.9

EFFICIENCY & DISCIPLINE RULE

Section 16 of Civil Servants Act, 1973:- Disciplinary Action. A civil

servant shall be liable to prescribed disciplinary action and penalties in
accordance with the prescribed procedure.
NWFP Government Servants (Efficiency and Discipline) Rules,1973.
Sl.No.2
1.

Short title, commencement and application:-

(1)
These rules may be called the 1[North-West Frontier Province
Government Servants (Efficiency and Discipline)Rules,1973.]
(2)
They shall come into force at once and shall apply to every person
who is a member of the civil service of the Province or is the holder of a

214

civil post in connection with the affairs of the Province and shall also apply
to or in relation to a person in temporary employment in the civil service or
post in connection with affairs of the Province.
2.

Definition:-

(1)
In these rules, unless the context otherwise requires, the following
expressions shall have the meanings hereby respectively assigned to them,
that is to say:-

215

(a)

"accused" means a Government servant against whom

action is taken under these rules.

(b)

"authority" means the Governor or an officer or authority

designated by him to exercise the powers of the authority
under these rules;

(c)

"authorised officer" means an officer authorised by the

authority to perform functions of an authorised officer
under these rules;

(d)

"Government" means the Government of North-West

Frontier Province;

(e)

"misconduct" means conduct prejudicial to good order or

service discipline or contrary to the 1[N.W.F.P
Government
Servants(Conduct)
Rules,1987}or
unbecoming of an officer and a gentleman and includes
any act on the part of Government servant to bring or
attempt to bring political or other outside influence
directly or indirectly to bear on Government or any
Government Officer in respect of any matter relating to
the appointment, promotion, transfer, punishment,
retirement or other conditions of service of a
Government servant;

(f)

"penalty" means a penalty which may be imposed under

these rules; and

(g)

"Province" means the North-West Frontier Province.

(2)
In case two or more Government Servants are to be proceeded
against jointly under these rules, the authority or, as the case may be, the
authorised officer, designated or authorised, for the Government Servant
senior most in rank shall be the authority or, as the case may be, the
authorised officer in respect of all such accused.
"(3) The inquiry officer or Members of Enquiry Committee, as the case
may be, shall be the officer (s) senior in rank to the accused officer."
3.
Grounds of Penalty:-Where a Government servant, in the
opinion of the authority;
(a)

is inefficient or has ceased to be efficient; or

(b)

is guilty of misconduct; or

(c)
is corrupt, or may reasonably
because:-

(d)

216

be considered corrupt

(i)

he is, or any of his dependents or any other

person through him or on his behalf is , in
possession (for which he cannot reasonably
account) of pecuniary resources or of property
disproportionate to his known sources of
income; or

(ii)

he has assumed a style of living beyond his

ostensible means; or

(iii)

he has a persistent reputation of being corrupt ;

or

is engaged, or is reasonably suspected of being engaged

in subversive activities, or is reasonably suspected of
being associated with others engaged in subversive
activities or is guilty of disclosures of official secrets to
any un-authorised person, and his (retention) in service

is, therefore, prejudicial to national security, the authority

may impose on him one or more penalties.
4.
Penalties:-(1) The following are the minor and major penalties,
namely:(a)

(b)

Minor penalties:(i)

Censure;

(ii)

withholding, for a specific period, promotion or

increment, otherwise than for unfitness for
promotion or financial advancement, in
accordance with the rules or orders pertaining to
the service or post;

(iii)

recovery from pay of the whole or any part of

any pecuniary loss caused to Government by
negligence or breach of order.

Major penalties:(i)

Reduction to a lower post, grade or time scale,

or to a lower stage in a time scale;

(ii)

compulsory retirement;

(iii)

removal from service; and

(iv)

dismissal from service.

(2)
Removal from service does not, but dismissal from service does,
disqualify for future employment.
(3)
In this rule, removal or dismissal from service does not include
the discharge of person:-

217

(a)

appointed on probation, during the period of probation,

or in accordance with the probation or training rules
applicable to him; or

(b)

appointed, otherwise than under a contract, to hold a

temporary appointment, on the expiration of the period

of appointment; or engaged under a contract, in

accordance with the terms of the contract.
5.
Inquiry procedure:- The following procedure shall be observed
when a Government servant is proceeded against under these rules:(1)

In case where a Government servant is accused of subversion,

corruption or misconduct, the authorized officer may require him
to proceed on leave or, with the approval of the authority, suspend
him provided that any continuation of such leave or suspension
shall require approval of the authority after every three months.

(2)

The authorized officer shall decide whether in the light of facts of

the case or interests of justice an inquiry should be conducted
through an inquiry officer or inquiry committee. If he so decides,
the procedure indicated in rule 6 shall apply.

(3)

If the authorized officer decides that it is not necessary to have an

inquiry conducted through an inquiry officer or inquiry
committee, he shall:(a)

by order in writing, inform the accused of the action

proposed to be taken in regard to him and the grounds of
the action; and

(b)

give him a reasonable opportunity of showing cause

against that action;

Provided that no such opportunity shall be given where the authority is

satisfied that in the interest of the security of Pakistan or any part thereof it
is not expedient to give such opportunity.
Provided further that if the authorized officer is satisfied in view of the
preliminary inquiry report of Provincial Inspection Team, Governor
Inspection Team or any other Inquiry Committee or Inquiry Officer, that
responsibility has been fixed on the specified Government servant (s)
involved in the case and quantum of loss incurred by the Govt: is also
indicated therein, the authorized Officer may dispense with formal inquiry
under Efficiency and Discipline Rules, 1973 and serve a show cause notice
218

upon the accused officer (s)/official (s), stating therein the grounds of
action to be taken and giving to the accused a reasonable opportunity of
written defence and personal hearing.
(4)

On receipt of the report of the inquiry officer or inquiry

committee, or where no inquiry officer or committee is appointed,
on receipt of written defence or explanation of the accused to the
show cause notice, the authorised officer shall determine whether
the charge has been proved, and if so, shall also tentatively decide
the imposition of major or minor penalty in relation to the accused
in the light of the inquiry report or the defence/explanation of the
accused, as the case may be, and serve him with a final show
cause notice, communicating him the penalty to be imposed,
alongwith a copy of the inquiry report, if any, giving him a
reasonable opportunity, which shall not be less than seven days or
more than fourteen days, to defend himself against the proposed
action.

(5)

If on receipt of the final show cause notice, and after hearing the
accused if he so desired, it is proposed to imposed a minor
penalty, the authorised officer shall pass orders accordingly. If it is
proposed to impose a major penalty, he shall forward the case to
the authority alongwith the charges and statement of allegation
served on the accused, the explanation of the accused to the show
cause notice, the findings of the inquiry officer or inquiry
committee, it appointed, and his own recommendations regarding
the penalty to be imposed. The authority shall pass such orders as
it may deem proper.

(6)

While imposing a penalty under these rules, the authorised officer,

or the authority, as the case may be shall ensure that the penalty
corresponds to the degree of involvement of the accused
officer/official with particular reference to the nature of guilt, i.e.
corruption, negligence, inefficiency or misconduct and shall make

219

a judicious decision, according to the facts, of the case and extent

of the officer's involvement in it.
Provided that if the authorised officer or the authority is not in agreement
with the findings of the Enquiry Officer/Committee, he may order a fresh
enquiry through another Enquiry Officer/Committee as deemed
appropriate.
6.
Procedure to be observed by the Inquiry Officer and Inquiry
Committee:-(1) Where an Inquiry Officer or Inquiry committee is
appointed, the authorised officer shall:(a)

frame a charge and communicate it to the accused

together with statement of the allegations explaining the
charge and if any other relevant circumstances which are
proposed to be taken into consideration;

(b)

require the accused within a reasonable time, which shall

not be less than seven days or more than fourteen days
from the day the charge has been communicated to him,
to put in a written defence and to state at the same time
whether he desires to be heard in person.

(2)
The Inquiry Officer or the committee, as the case may be, shall
enquire into the charge and may examine such oral or documentary
evidence in support of the charge or in defence of the accused as may be
considered necessary and the accused shall be entitled to cross-examine the
witnesses against him.
(3)
The Inquiry Officer or the Committee, as the case may be, shall
hear the case from day to day and no adjournment shall be given except for
reasons to be recorded in writing. However, every adjournment, with
reasons therefore shall be reported forthwith to the authorised officer.
Normally no adjournment shall be for more than a week.
"Provided that the inquiry Committee or officer, as the case may be, shall
submit its/his report within the shortest possible time which shall not be

220

more than one month, after receipt of reply to the charge sheet/statement of
allegation.
(4)
Where the Inquiry Officer or the Committee, as the case may be,
is satisfied that the accused is hampering, or attempting to hamper, the
progress of the enquiry, he or it shall administer a warning, and if thereafter
he or it is satisfied that the accused is acting in disregard of the warning he
or it shall record a finding to that effect and proceed to complete the
enquiry in such manner as he or it thinks best suited to do substantial
justice.
(5)
The Inquiry Officer or the Committee, as the case may be, shall
within ten days of the conclusion of the proceedings or such longer period
as may be allowed by the authorized officer, submit his or its findings and
the grounds thereof to the authorised officer.
7.
Powers of Inquiry Officer and Inquiry Committee:- (1) For
the purpose of an inquiry under these rules, the Inquiry Officer and the
Inquiry Committee shall have the powers of a Civil Court trying a suit
under the Code of Civil Procedure, 1908(Act V of 1908), in respect of the
following matters namely:(a)

summoning and enforcing the attendance of any person

and examining him on oath;

(b)

requiring the discovery and production of documents;

(c)

receiving evidence on affidavit;

(d)
issuing commissions for the examination of witnesses or
documents.
(2)
The proceedings under these rules shall be deemed to be judicial
proceedings within the meaning of section 193 and 228 of the Pakistan
Penal Code(Act XLV of 1850).
7A.
Revision:-The authority may, in the case of any order passed by
the authorized officer, call for and examine the record of any case and may,
after making such further inquiry or investigation, if necessary, either

221

personally or through an officer, pass such order as he may deem

appropriate;
Provided that in cases where the authorized officer has exonerated an
accused and the authority decides to impose a penalty on him or where the
penalty imposed by the authorized officer is decided to be increased, the
authority shall not impose any penalty or increase the penalty, unless an
opportunity is given to the person concerned to show cause as to why such
a penalty should not be imposed or, as the case may be, be increased.
8.
Rule 5 not to apply in certain cases:-Nothing in rule 5 shall apply
to a case:(a)

where the accused is dismissed or removed from service

or reduced in rank, on the grounds of conduct which has
led to a sentence of fine or of imprisonment; or

(b)

where the authority competent to dismiss or remove a

person from service, or to reduce a person in rank, is
satisfied that, for reasons to be recorded in writing by
that authority, it is not reasonably practicable to give the
accused an opportunity of showing cause.

8.A
"A Procedure in case of wilful absence:- Notwithstanding
anything to the contrary contained in these rules, in case of wilful absence
from duty by a Government Servant, a notice shall be issued by the
authorised officer through registered acknowledgement due cover on his
home address directing him to resume duty forthwith. If the same is
received back as undelivered or no response is received from the absentee
within the stipulated time, a notice shall be published in at least two
leading newspapers directing him to resume duty within fifteen days of the
publication of that notice, failing which an ex-parte decision will be taken
against him. On expiry of the stipulated period given in the notice, the
authorised officer shall recommend his case to the authority for imposition
of major penalty of removal from service."

222

9.
Procedure of inquiry against officers lent to other Provincial
Government or the Federation:-(1) Where the services of Government
servants to whom these rules apply are lent to the Federation or to any
other Provincial Government or to a local or other authority , in this rule
referred to as the borrowing authority, the borrowing authority shall have
the powers of the authority for the purpose of placing him under
suspension or requiring him to proceed on leave and of initiating
proceedings against him under these rules;
Provided that the borrowing authority shall forthwith inform the authority
which has lent his services, hereinafter in this rule referred to as to lending
authority, of the circumstances leading to the order of his suspension or the
commencement of the proceedings, as the case may be.
Provided further that the borrowing authority shall obtain prior approval of
the {Chief Minister}2 before taking any action under these rules against a
member of such Civil service of the Province or the holder of such civil
post as Government may by notification (specify) 3.
(2)
If, in the light of the findings in the proceedings taken against the
Government servant in terms of sub-rule(a), the borrowing authority is of
the opinion that any penalty should be imposed on him, it shall transmit to
the lending authority the record of the proceedings and thereupon the
lending authority shall take action prescribed in these rules.
"(3)
Notwithstanding anything contained in these rules, Government
may, by order in writing, authorise the borrowing authority or any
subordinate officer to such authority to exercise all or any of the powers of
"authorised officer", "authority" and "appellate authority" in respect of
civil servants whose services have been lent to the borrowing authority".
10.
"Appeal:- A person on whom a penalty is imposed shall have
such right of appeal as prescribed in the North-West Frontier Province
Civil Servants(Appeal) Rules,1980."

223

10A.
Appearance of Counsel:-No party to any proceedings under
these rules before the authority, the authorised officer, an Inquiry Officer or
an Inquiry committee shall be represented by an Advocate.
10B.
Exception:-Notwithstanding any thing to the contrary contained
in these rules, in cases where Government servants collectively strike
work, willfully absent themselves from duty or abandon their official work,
the Government or the authority may serve upon them, through the
newspapers or any other mean, such notice as deemed appropriate to
resume duty and in event of failure or refusal to comply with the directive
contained in the notice, impose upon the defaulting Government servants
any of the major penalties prescribed in these rules."
11.
Repeal:-The West Pakistan Government Servants(Efficiency and
Discipline) Rules,1960, in their application to the Government servants to
whom these rules apply are repealed, but the repeal thereof shall not affect
any action taken or anything done or suffered there under.
Delay in Process of Disciplinary cases.
1.
It has been observed that inquiry proceedings against Civil
Servants under E&D Rules tend to be un-due protracted for various
avoidable reasons, causing hardship to the affected officers, on one hand,
and defeating the purpose of speedy disposal of cases, on the other.
2.
It has, therefore, been decided that in all disciplinary cases, in
addition to strict observance of the provisions of Rule 6 of E&D Rules,
1973 and the instructions already issued with D.O No.553/80-JS (Rev &
D), dated 22.10.1980, the following measures should be strictly observed:-

224

a)

The Inquiry Officer be carefully selected for his

competence and capability to hold the inquiry.

b)

A time limit should be prescribed for completion of the

inquiry.

c)

Until the inquiry is completed, the Inquiry Officer, the

accused as well as the witnesses concerned should not be

permitted to proceed on leave training, course or on

transfer in or outside Pakistan.
d)

A check-sheet, recording the day to day progress, should

be maintained by the Inquiry Officer.

e)

The Inquiry proceedings once started should be held

without interruption, as far as possible, on day to day
basis.

f)

On receipt of the inquiry, the case should be processed

expeditiously by the Ministry concerned.

g)

It should be impressed upon the inquiry officer that the

quality of work produced by him will reflect on his
efficiency, which will be recorded in his ACR.

h)

The initiating officer should record his assessment of the

Inquiry Officer's performance in the ACR.

Procedure under the NWFP Government Servants (Efficiency and

Discipline) Rules, 1973.
In the past, while proceeding against a Government servant under the
North-West Frontier Province Government Servants (Efficiency and
Discipline) Rules,1973, it was not required to give an opportunity to the
accused officer / official at the final stage to show cause against the penalty
proposed to be imposed on him on the basis of the inquiry report, in cases
where a formal inquiry was ordered to be held by the Authorised Officer
under rule 5 of the said rules. Instead, the opportunity given to him through
the charge sheet served on him, thereby allowing him to make his written
explanation/ defence against the charges and availing the chance of
personal hearing, and further allowing him full liberty to defend his case
before the Inquiry Officer conducting the inquiry, was considered as
sufficient opportunity for all practical purposes of imposing a penalty on
the basis of the inquiry report.
2.
The Supreme Court, in Civil Appeal No.64 of 1979 (Syed Mir
Mohammad versus NWFP Government), decided on 16.3.1981 (reported
225

as PLD 1981 SC 176), has, however, held that on a proper construction of

rules 5 and 6 read together of the aforesaid rules, it is statutory requirement
that if a formal inquiry is held, then the Authorised Officer should, after he
has tentatively decided upon the action proposed to be taken against an
accused officer/official, give him an opportunity to offer his explanation
against the proposed action in the light of the findings of the Inquiry
Officer/Inquiry Committee.
3.
In view of the above judgement of the Supreme Court , the
position that emerges now is that it has become a statutory requirement to
give an opportunity to an accused officer/official to offer his explanation
against the proposed action in the light of the findings of the Inquiry
Officer or, as the case may be, the Inquiry committee, in cases where the
Authorised Officer decides to hold a formal enquiry in any case.
4.
Therefore, the procedure that has now to be followed for
proceeding against Government servant under the North-West Frontier
Province, Government Servants(Efficiency and Discipline) Rules,1973
(hereinafter referred to in the said rules), is reproduced below for
information and future guidance:"Before initiating proceedings under the said rules, the authorized officer
shall decide whether in the light of the facts of the case or interest of
justice an inquiry through an Inquiry Officer or Inquiry committee should
or should not be conducted. If the authorized officer decided that it is not
necessary to have an inquiry conducted through an Inquiry Officer or
Inquiry committee, he shall follow the procedure prescribed in sub-rule (3)
of rule 5 of the said rules, before imposing any penalty in the manner
prescribed in sub-rule(4) ibid.
However, if the authorized officer decides that an inquiry should be
conducted through an Inquiry Officer or an Inquiry committee, then the
procedure as laid down in rule 6 of the said rules shall be followed. After
the receipt of the report of the Inquiry Officer or the Inquiry Committee, as
the case may be, the authorized officer shall determine whether the charge
has been proved or not. If the authorized officer is of the opinion that the

226

charge has not been proved, he may drop the proceedings and absolve the
accused officer/official of the charge. But if the authorized officer is of the
view that on the basis of adverse findings of the Inquiry Officer or Inquiry
committee the charge has been proved, then he will tentatively decide
whether it calls for a major or minor penalty. After so deciding, he will
inform the accused officer/ official of the action proposed to be taken
against him with a view to giving him an opportunity to offer his
explanation against the proposed action in the light of the adverse findings
of the Inquiry Officer or Inquiry Committee. While doing so, the
authorized officer shall also forward a copy of the report of the Inquiry
Officer or Inquiry Committee on the basis whereof the action is proposed
to be taken.
On receipt of the explanation of the accused officer/official, the authorized
officer shall again apply his mind to the case and determine vis-a-vis the
explanation of the accused officer/official whether the charge against him
still stands proved? If the charge does not stand proved, he will drop the
proceedings and absolve the accused officer/official. However, if the
explanation, if any, furnished by the accused officer/official does not
absolve him of the charge, the authorized officer shall,-

227

a)

in case it was proposed to impose a minor penalty or if it

was proposed to impose a major penalty, but in the light
of the explanation of the accused officer/official it calls
for a minor penalty ,pass orders himself;

(b)

in case it was proposed to impose a major penalty, pass

on the case to the authority alongwith the charge sheet
and the statement of allegations, the reply of the accused
officer/official, the report of the Inquiry Officer or the
Inquiry committee, the explanation of the accused
officer/official, if any, and his own recommendations, for
such orders as the authority may deem fit.

Government of the Pukhtoonkhwa, Law Department

Notification
Dated 15th August 2000
No. Legis:1(4)/2000/4457.. The following Ordinance by the Governor of
the North-West Frontier Province is hereby published for general
information:.
The Pukhtoonkhwa Removal from Service (Special Powers) Ordinance,
2000 N.W.F.P Ordinance No. V of 2000 an Ordinance to provide for
dismissal, removal, compulsory retirement from service and reduction to
lower post or pay scale of certain persons from Government service or
corporation service.
1.

Short title, extent, commencement and

application:

(1)
This Ordinance may be called the North-West Frontier Province
Removal from Service (Special Powers) Ordinance, 2000.
(2)

It extends to the whole of the North-West Frontier Province.

(3)

It shall come in force at once.

(4)
It shall apply to persons in Government service and/or corporation
service.
2.
Definitions.---In this Ordinance, unless there is anything
repugnant in the subject or context:
(a)

228

competent authority means the Chief Minister and

where, in relation to any person or class of persons, the
Chief Minister authorizes any officer or authority, not
being inferior in rank to the appointing authority
prescribed for the post held by the person against whom
action is proposed to be taken, to exercise the powers of
competent authority under this Ordinance, that officer or
authority and, in relation to an employee of a Court or
tribunal functioning under Government, the appointing

authority, or the Chairman or Presiding Officer of the

Court or the Tribunal:
Provided that in relation to the employees of Universities
incorporated by law in the North-West Frontier Province,
in respect of which the Governor is the Chancellor, the
North-West Frontier Province Board of Technical
Education and the Boards of Intermediate and Secondary
Education in the North-West Frontier Province, the
competent authority shall mean the Governor;

229

(b)

Government means the Government of the North-West

Frontier Province;

(c)

misconduct includes conduct prejudicial to good order

or service discipline or conduct unbecoming of an officer
or gentleman or involvement or participation for gain
either directly or indirectly in industry, trade or
speculative transactions or abuse or misuse of the official
position to gain undue advantage or assumption of
financial or other obligations to private institutions or
persons such as may cause embarrassment in the
performance of official duties or functions;

(d)

persons in corporation service mean every person in

the employment of a corporation, corporate body,
authority, statutory body or other organization or
institutions set up, established, owned, managed or
controlled by Government, by or under any law for the
time being in force, or a body or organization in which
Government has a controlling share or interest and
includes the Chairman and the Managing Director, and
the holder of any other office therein; and

(e)

persons in Government service include every person

who is a member of a civil service of the Province, or

who holds a civil post in connection with the affairs of

the Province, but does not include:
(i) a person who is on deputation to the Province from
the Federation or any other Province or other Authority;
(ii) a person who is employed on contract, or on work
charged basis, or who is paid from contingencies; or
(iii) a person who is a worker or workman as defined
in the Factories Act, 1934 (Act XXV of 1934), or the
Workmans Compensation Act, 1923 (Act VIII of 1923);
but includes any employee serving in any court or
tribunal set up or established by Government, except a
Judge of the High Court or a court subordinate to the
High Court and any employee thereof; and
(f)

Province means the North-West Frontier Province.

3.
Dismissal, removal and compulsory retirement, etc. of certain
persons in Government or corporation service, etc.(1) Where, in the
opinion of the competent authority, a person in Government or corporation
service is(a)

inefficient, or has ceased to be efficient for any reason, or

is guilty of habitually absenting himself from duty
without prior approval of leave, or

(b)

guilty of misconduct; or

(c)
corrupt, or may reasonably be considered as corrupt,
because,i.

230

he, or any of his dependants or any other person,

through him or on his behalf, is in possession of
pecuniary sources or of property, for which he
cannot reasonably account for, and which are
disproportionate to his known sources of income; or

ii.

he has assumed a style of living beyond his known

sources of income; or

iii.

he has a persistent reputation of being corrupt; or

iv.

he has entered into plea bargaining under any law

for the time being in force and has returned the
assets or gains acquired through corruption or
corrupt practices voluntarily; or

(d)

engaged, or is reasonably believed to be

engaged, in subversive activities and his
retention in service is prejudicial to national
security or he is guilty of disclosure of official
secrets to any unauthorized persons; or

(e)

found to have been appointed or promoted on

extraneous considerations in violation of law
and the relevant rules

(1)
the competent authority, after inquiry by an Inquiry Officer or the
Inquiry Committee appointed under section 5, may notwithstanding
anything contained in any law, or the terms and condition of service of
such person, by order in writing, dismiss or remove such person from
service, compulsorily retire him from service or reduce him to lower post
or pay scale, or recover from pay, pension or any other amount payable to
him, the whole or a part of any pecuniary loss caused to the organization
in which he was employed or impose one or more minor penalties as
prescribed in the Pukhtoonkhwa Government Servants (Efficiency and
Discipline) Rules, 1973, made under section 26 of the Pukhtoonkhwa Civil
servant Act 1973 (K.P.K Act No. XVIII of 1973.)
(2)
Before passing an order under sub-section (1), the competent
authority shall,a)

231

by order in writing, inform the accused of the action proposed

to be taken with regard to him and the grounds of the action;
and

b) give him a reasonable opportunity of showing cause against

that action within seven days or within such extended period
as the competent authority may determine:
Provided that no such opportunity shall be given wherei.

the competent authority is satisfied that in the interest of

security of Pakistan or any part thereof it is not expedient
to give such opportunity; or

ii.

the accused is dismissed under clause [(a) of sub-section

(2) of section 3A] or where the competent authority is
satisfied for reasons to be recorded in writing that it is
not reasonably practicable to give the accused an
opportunity of showing cause.

(3)
The dismissal or removal or premature retirement from service or
reduction to lower post or pay scale of a person under sub-section (1) shall
not absolve such person from liability to any punishment to which he may
be liable for an offence committed by him under any law, while in service.
3A.
Procedure in case of conviction by a court of law.---(1) Where
a person in Government service or in corporation service on conviction by
a court of law is sentenced to imprisonment or fine, the competent
authority shall examine the facts and the grounds on which the order
convicting such person was passed by a court of law.
(2)
Where on examination the competent authority finds that order of
imprisonment or fine is based on-

232

(a)

established charges of corruption or moral

turpitude, it shall pass order of dismissal from
service of the delinquent person in Government
service or in corporation service which shall be
effective from the date of his conviction by a
court of law; or

(b)

charges other than corruption or moral turpitude

it may, in the light of the facts and

circumstances of the case, decide as to whether

it is a fit case for taking departmental action
under this Ordinance, and if it so decides it may,
subject to the provisions of sub-section (2) of
section 3, impose any penalty provided by this
Ordinance as it may deem fit.
4.
Suspension.--- A person against whom action is proposed to be
taken under sub-section (1) of section 3 may be placed under suspension
with immediate effect if, in the opinion of the competent authority,
suspension is necessary or expedient:
Provided that the competent authority may, in an appropriate case, for
reasons to be recorded in writing, instead of placing such person under
suspension, require him to proceed on such leave, as may be admissible to
him, from such date as may be specified by the competent authority.
5.
Power to appoint an Inquiry Officer or Inquiry Committee.-(1) Subject to the provisions of sub-section (2), the competent authority
shall, before passing an order under section 3, appoint an Inquiry Officer or
Inquiry Committee to scrutinize the conduct of a person in Government
service or a person in corporation service who is alleged to have committed
any of the acts or omissions specified in section 3, the Inquiry Officer or,
as the case may be, the Inquiry Committee, shalla)

communicate to the accused the charges and statement of

allegations specified in the order of inquiry passed by the
competent authority;

b) require the accused within seven days from the day the
charge is communicated to him to put in a written
defence;
c)

233

enquire into the charge and may examine such oral or

documentary evidence in support of the charge or in
defence of the accused as may be considered necessary

and the accused shall be entitled to cross-examine the

witnesses against him; and
d) hear the case from day to day and no adjournment shall
be given except for special reasons to be recorded in
writing and intimated to the competent authority.
(2)
Where the Inquiry Officer or, as the case may be, the Inquiry
Committee, is satisfied that the accused is hampering, or attempting to
hamper, the progress of the Inquiry, he or it shall record a finding to that
effect and proceed to complete the inquiry in such manner as he or it
deems proper in the interest of justice.
(3)
The Inquiry Officer or, as the case may be, the inquiry
Committee, shall submit his or its findings and recommendations to the
competent authority within twenty-five days of the initiation of inquiry.
(4)
The Competent authority may dispense with the inquiry under
sub-section (1) if it is in possession of sufficient documentary evidence
against the accused, or for reasons to be recorded in writing, it is satisfied
that there is no need of holding an inquiry.
(5)
Where a person who has entered into plea bargaining under any
law for the time being in force, and has returned the assets or gains
acquired through corruption or corrupt practices voluntarily, the inquiry
shall not be ordered:
Provided that show cause notice shall be issued on the basis of such plea
bargaining to such person informing of the action proposed to be taken
against him and the grounds of such action requiring him to submit reply
within fifteen days of the receipt of the notice. On receipt of the reply, the
competent authority may pass such orders as it may deem fit.
6.
Powers of the [Inquiry Officer or] Inquiry Committee.---The
Inquiry Officer or, as the case may be,] the Inquiry Committee shall have
powersa)

234

to summon and enforce attendance of any person and

examine him on oath;

b) to require the discovery and production of any document;

c)

to receive evidence on affidavits; and

d) to record evidence.
7.
Procedure to be followed by the Inquiry Officer or Inquiry
Committee.---The Inquiry Officer or, as the case may be, the Inquiry
Committee shall, subject to any rules made under this Ordinance, have
power to regulate its own procedure including the fixing of place and time
of its sitting and deciding whether to sit in public or in private, and, in the
case of a committee constituted for a person in corporate service, to act
notwithstanding the temporary absence of any of its members.
8.
Order to be passed upon a finding.---Every finding recorded by
an Inquiry officer or, as the case may be the Inquiry Committee under
section 5 shall, along with the recommendation provided for in that
section, be submitted to the competent authority and the competent
authority may pass such orders thereon as it may deem proper in
accordance with the provisions of this Ordinance.
9.
Representation.---(1) A person on whom a penalty is imposed
under section 3, may, within fifteen days from the date of communication
of the order, prefer a representation to-

235

(a)

the Chief Minister or an Officer or authority designated

by him, if the order has been passed by an officer or
authority authorized by the Chief Minister;

(b)

the Governor or an officer or authority designated by him

in any other case; provided that where the order has been
made by the Governor, such person may, within the
aforesaid period, submit a review petition to the
Governor; and

(c)

the Governor, where an order as competent authority has

been passed by the Chief Minister.

(2)
The Governor, the Chief Minister or an officer or authority, as
may be designated for the purpose by the Governor or the Chief Minister,
as the case may be, may, on consideration of the representation or, as the
case may be, the review petition and any other relevant material, confirm,
set aside, vary or modify the order in respect of which such representation
or review petition is made.
10.
Appeals.--- Notwithstanding anything contained in any other law
for the time being in force, any person aggrieved by any final order under
section 9 may, within thirty days of the order, prefer an appeal to the
Service Tribunals established under the Khyber Pukhtoonkhwa Service
Tribunals Act, 1974 (K.P.K. Act No. I of 1974):
Provided that where a representation has been preferred under section 9,
but no decision has been received by, or communicated to, the applicant or,
as the case may be, the petitioner, within a period of sixty days of its
submission to the prescribed authority, he may prefer an appeal to the
Service Tribunal, established under section 3 of the Khyber Pukhtoonkhwa
Service Tribunals Act, 1974 (K.P.K. Act No. I of 1974), within thirty days
of the expiry of the aforesaid period.
11.
Ordinance to override other laws.---The provisions of this
Ordinance shall have effect notwithstanding anything to the contrary
contained in the Khyber Pukhtoonkhwa Civil Servant Act, 1973 (K.P.K.
Act No. XVIII of 1973), and the rules made thereunder, and any other laws
for the time being in force.
12.
Proceeding under this Ordinance.---All proceedings initiated on
the commencement of this Ordinance in respect of matters and persons in
service provided for in this Ordinance shall be governed by the provisions
of this Ordinance and rules made thereunder:
Provided that the Provincial Government may, by notification in the
official gazette, exempt any class or classes of employees of a corporation,
a corporate body, authority, statutory body or other organization or
institution set up, established, owned, managed or controlled by it, or a
body or organization in which it has a controlling share or interest, from
236

the provisions of this Ordinance and such class or classes of employees

shall, notwithstanding anything contained in this Ordinance, be proceeded
against and dealt with under the laws and rules applicable to such
employees before the commencement of this Ordinance.
13.
Pending proceedings to continue.---For the removal of doubts, it
is hereby provided that all proceedings pending immediately before the
commencement of this Ordinance against any person, whether in
Government service or service of a corporation, under the Khyber
Pukhtoonkhwa Civil Servants Act, 1973 (K.P.K. Act No. XVIII of 1973),
and rules made thereunder, or any other law or rules, shall continue under
the said laws and rules in the manner provided thereunder.
14.
Pensionary benefits, etc.---Notwithstanding anything contained
in this Ordinance, the payment of pension or other benefits to a person
retired or reduced to lower post or pay scale under this Ordinance shall, if
admissible, be regulated in accordance with the law for the time being in
force relating thereto.
14 A. Indemnity.--- No suit, prosecution or other legal proceedings
shall lie against the competent authority or an officer or authority
authorized by it for anything which is in good faith done or intended to be
done under this Ordinance or the rules, instructions or directions made or
issued thereunder.
14 B. Jurisdiction barred.--- Save as otherwise provided, no order
made or proceedings taken under this Ordinance, or the rules made
thereunder by the competent authority or an officer or authority authorised
by it shall be called in question in any court and no injunction shall be
granted by any court in respect of any decision made or proceedings taken
in pursuance of any power conferred by, or under, this Ordinance, or the
rules made thereunder.
15.
Power to make rules.---Government may, be notification in the
Official Gazette, make rules for carrying out the purposes of this
Ordinance.

237

16.
Removal of difficulties.---If any difficulty arises in giving effect
to any of the provisions of this Ordinance, the Governor may make such
Order, not inconsistent with the provisions of this Ordinance, as may
appear to him to be necessary for the purpose of removing the difficulty.
Unit-4:
KPK Civil Servants Revised Leave Rules,
1981
1.

Leave is earned on duty. No Civil Servant shall earn leave during the
period of leave. Any period spent on Foreign Service qualifies a civil
servant to earn leave provided leave salary contribution is paid to the
Government.

2.

Leave is earned on full pay.

3.

Leave is expressed and calculated in terms of days.

4.

Leave is earned @ four days for every calendar month of the period spent
on duty in case of employees of non-vacation departments and one day for
every calendar month in case of employees of vacation department,
provided they avail the facility of vacation.

5.

Duty period of 15 days or less in a calendar month is ignored and more

than 15 days is treated as full calendar month.

6.

If a civil servant proceeds on leave in one calendar month and returns from
it during another calendar month and the period of duty in either month is
more than 15 days, the leave to be credited for both the incomplete months
will be restricted to one full calendar month.

7.

There is no maximum limit for accumulation of earned leave.

8.

Leave cannot be claimed as a matter of right but can be sanctioned at the

discretion of the leave sanctioning authority. Leave may not however be
rejected as a matter of routine.

9.

Administrative Secretaries have full powers to sanction all kinds of leave,

to Government Servants in BS-17 and above, except Study leave & Special
disability leave. Powers in respect of the remaining employees shall be

238

exercised by the Head of the Attached Department/Respective Appointing

Authority as the case may be.
10.

Study leave & Special Disability leave shall be sanctioned by the Finance
Department.

THE KHYBER PUKHTOONKHWA CIVIL SERVANTS REVISED

LEAVE RULES, 1981
(Corrected upto February, 1997)
GOVERNMENT OF K.P.K
FINANCE DEPARTMENT
(SR-IV SECTION
NOTIFICATION
17 December, 1981
No.FD.SO(SR-IV)5-54/80(Vol:II). In exercise of the powers
conferred by section 26 of the Khyber Pukhtoonkhwa Civil Servants Act,
1973 (KPK Act XVIII of 1973) and in supersession of this Departments
Notification No.FD.SO(SR-IV)1-17/78, dated 20th November, 1979, the
Governor of the North-West Frontier Province is pleased to make the
following rules namely;
THE KHYBER PUKHTOONKHWA CIVIL SERVANTS REVISED
LEAVE RULES, 1981
1.

Short title, commencement and application.

a)

These rules may be called the Khyber Pukhtoonkhwa Civil

Servants Revised Leave Rules, 1981.

b) They shall come into force at once.

c)

239

They shall apply to all Civil Servants under the rule making
authority of the Governor except those who opted not to be

governed by the North-West Frontier Province Civil Servants

Leave Rules, 1979.
2.
Admissibility of Leave to civil Servant - Leave
shall
be
applied for, expressed and sanctioned in terms of days and shall be
admissible to a civil servant at the following rate and scale:
i.

A civil servant shall earn leave only on full pay. It shall be

calculated at the rate of four days for every calendar months
of the period of duty rendered and credited to the leave
account as leave on fully pay duty period of 15 days or less
in a calendar month being ignored and those of more than 15
days being treated as a full calendar month, for the purpose.
If a civil servant proceeds on leave during a calendar month
and returns from it during another calendar month and the
period of duty in either month is more than 15 days, the leave
to be credited for both the incomplete months will be
restricted to that admissible for one full calendar month only.

ii.

The provisions of clause (i) will not apply to vacation

departments. A civil servant of a vacation department may
earn leave on full pay as under:

(a)

When he avails himself of

vacation in a calendar year

At the rate of one day for every

calendar month of duty rendered;

(b)

When during any year he is

prevented from availing
himself of the full vacation.

As for a civil servant in nonvacation Department for that year;

and

(c)

When he avails himself of

only a part of the vacation

As in (a) above plus such

proportion of thirty days as the
number of days of vacation not
taken bears to the full vacation.

iii.

There shall be no maximum limit on the accumulation of

such leave.

3.
When leave earned (a) All service rendered by a civil
servant qualifies him to earn leave in accordance with these rules but shall
not be earned during the period of leave.

240

(b)
Any period spent by a civil servant in Foreign Service qualifies
him to earn leave provided that a contribution towards leave salary is paid
to the Government on account of such period.
4.
Grant of Leave on Full Pay (1) The maximum period of
leave on full pay that may be granted at one time by the competent
authority shall be as follows:
(i)

Without medical certificate

120 days

(ii)

With medical certificate

180 days

On medical certificate from leave

365 days

PLUS
(iii)

Account in entire service.

(2)
The maxima prescribed at (i) and (ii) of sub-rule (1) are
independent of each other. In other words a civil servant may be granted, at
a time, total leave on full pay on medical certificate upto the permissible
extend in continuation of leave upto 120 days without medical certificate,
subject to given conditions.
5.
Grant of Leave on Half Pay (1) Leave on full pay may be
converted into leave on half pay, at the option of the civil servant.
(2)
Debits to the leave account will be at the rate of one day of the
former for every two days of the latter, fraction of one-half counting as one
full days leave on full pay.
(3)
The request for such conversion shall be specified by the civil
servant in his application for the grant of leave.
(4)
There shall be no limit on the grant of leave on half pay so long as
it is available by conversion in the leave account.
6.
Conversion of Leave Account - (1) All leave at credit in the
account of a civil servant who was in service on the 1 st day of July, 1978,
shall be carried forward and expressed in terms of leave on full pay. The
leave account in such cases shall, with effect from 1 st July, 1978 or in the
case of a civil servant who was on leave on that date with effect from the

241

date of his return from leave, be recast as under, ignoring the fraction if
any;
(i)

(ii)

Leave on full pay (a)

1 month

30 days

(b)

1 day

1 day

Leave on half pay (a)

1 month

15 days

(b)

2 days

1 day

(2)
In carrying forward the leave, the leave at credit of a civil servant
in columns 7 and 8 and half of the leave at credit in column 9 of the
existing leave account shall be carried forward to the new leave account of
the civil servant.
(3)
The leave availed under the existing rules from column 13 (a) of
the leave account shall be debited against the maximum limit of 365 days
fixed under rule 4 (1) (iii).
7.
Leave not due - (1) Leave not due may be granted on full pay, to
be offset against leave to be earned in future, for a maximum period of
three hundred and sixty five days in the entire period of service, subject to
the condition that during the first five years of service it shall not exceed
ninety days in all.
(2)

Such leave may be converted into leave on half pay.

(3)
Such leave shall be granted only when there are reasonable
chances of the Civil Servant resuming duty on the expiry of the leave.
(4)
Such leave shall be granted sparingly and to the satisfaction of the
sanctioning authority but it shall not be admissible to the temporary civil
servants.
8.
Leave salary - (1) Leave pay admissible during leave on full
pay shall be the greater of

242

a)

the average monthly pay earned during the twelve complete

months immediately preceeding the month in which the leave
begins; and

b) the rate equal to the rate of pay drawn on the day immediately
before the beginning of the leave.
(2)
When leave on half pay is taken, the amount calculated under
clause (a) and (b) of sub-rule (1) shall be halved to determine the greater of
the two rates.
(3)
A civil servant shall be entitled to the leave pay at the revised rate
of pay if a general revision in pay of civil servants takes place or an annual
increment occurs during the period of leave of the civil servant.
9.
Special Leave to Female Civil Servants - A
female
civil
servant may, on the death of her husband, be granted special leave on full
pay not exceeding 130 days. This leave shall not be debited to her leave
account and will commence from the date of death of her husband. For this
purpose she will have to produce death certificate issued by competent
authority either along with her application for special leave or, if that is not
possible, the said certificate may be furnished to the leave sanctioning
authority separately.
10.
Maternity Leave (1) Maternity leave may be granted on
full pay, outside the leave account, to a female civil servant to the extent of
ninety days in all from the date of its commencement or forty five days
from the date of her confinement, whichever be earlier.
(2)
Such leave may not be granted for more than three times in the
entire service of a female civil servant except in the case of a female civil
servant employed in a vacation department who may be granted maternity
leave without this restriction.
(3)
For confinement beyond the third one, the female civil servant
would have to take leave from her normal leave account.
(4)
The spells of maternity leave availed of prior to the coming into
force of these rules shall be deemed to have been taken under these rules.
243

(5)
Maternity leave may be granted in continuation of, or in
combination with, any other kind of leave including extraordinary leave as
may be due and admissible to a female civil servant.
(6)
Leave salary to be paid during maternity leave shall be regulated
as for other leave, in accordance with the formula provided in rule 8.
(7)
The leave salary to be paid during maternity leave will, therefore,
remain unaffected even if any increment accrues during such leave and the
effect of such an increment will be given after the expiry of maternity
leave.
11.
Disability Leave (1) Disability leave may be granted
outside leave account on each occasion upto a maximum of seven hundred
and twenty days on such medical advice as the head of office may consider
necessary, to a civil servant, other than civil servant in part time service,
disabled by injury, ailment or disease contacted in course or in
consequence of duty or official position.
(2)
The leave salary during disability leave shall be equal to full pay
for the first one hundred and eighty days and on half pay for the remaining
period.
12.
Extraordinary Leave (Leave without Pay). (1) Extraordinary
leave may be granted on any ground upto a maximum period of five years
at a time; provided that the ccivil servant to whom such leave is granted
has been in continuous service for a period of not less than ten years. In
case a civil servant has not completed ten years of continuous service,
extraordinary leave without pay for a maximum period of two years may
be granted at the discretion of the leave sanctioning authority. This leave
can be granted irrespective of the fact whether a civil servant is a
permanent or temporary employee.
(2)
The maximum period of extraordinary leave without pay
combined with leave on full pay and leave on half pay shall be subject to
the limit of 5 years prescribed in FR-18, i.e. the maximum period of
extraordinary leave without pay that would be admissible to a civil servant

244

who has rendered continuous service for a period of not less than 10 years
shall be 5 years less the period of leave on full pay and leave on half pay so
combined.
(3)
Extraordinary leave may be granted retrospectively in lieu of
absence without leave.
13.
Leave on Medical Certificate. Leave applied for on medical
certificate shall not be refused. The authority competent to sanction leave
may, however, at its discretion, secure a second medical opinion by
requesting the Civil Surgeon or the Medical Board to have the applicant
medically examined. The existing provisions contained in Supplementary
Rules 212, 213 and Rule 220 to 231 for the grnat of leave on medical
grounds will continue to apply.
14.
Leave Preparatory to Retirement. The maximum period upto
which a Civil Servant may be granted leave preparatory to retirement shall
be 365 days only. It may be taken subject to availability in the leave
account, either on full pay or partly on full pay and partly on half pay, or
entirely on half pay, at the discretion of the Civil Servant and it will not
extend beyond the age of superannuation.
15.
Recreation Leave. Recreation leave may be granted for fifteen
days once in a calendar year, the debit to the leave account may, however,
be for ten days leave on full pay:
Provided that such leave shall not be admissible to a Civil servant in a
vacation department.
Note: Casual Leave (as Recreation Leave) shall, however, continue to
be granted for 10 days only subject to other conditions under Government
instructions.
16.
Leave Ex-Pakistan. (1) Leave Ex-Pakistan may be granted on
full pay to a civil servant who applied for such leave or who proceeds
abroad during leave, or takes leave while posted abroad or is otherwise on
duty abroad and makes a specific request to the effect.

245

(2)
The leave pay to be drawn abroad shall be restricted to a
maximum of three thousand rupees per month.
(3)
The leave pay shall be payable in sterling, if such leave is spent
Asia other than Pakistan and India.
(4)
Such leave pay shall be payable for the actual period of leave
spent abroad subject to maximum of one hundred and twenty days at a
time.
(5)
The civil servants appointed after 17th May, 1958, shall draw their
leave salary in rupees in Pakistan irrespective of the country where they
spent their leave.
(6)
Leave Ex-Pakistan will be regulated and be subject to the same
limits and conditions as prescribed in rule 4, 5 and 12.
17.
Assigning reasons for leave. It shall not be necessary to specify
the reasons for which leave has been applied, so long as that leave is due
and admissible to a civil servant.
18.
Commencement and end of leave. Instead of indicating
whether leave starts/ends in the forenoon or afternoon, leave shall
commence from the day following that on which a civil servant hands over
the charge of his post. It shall end on the day preceeding that on which he
resumes duty.
19.
Absence after the expiry of leave. Unless his leave is extended
by the leave sanctioning authority, a civil servant who remains absent
(except for circumstances beyond his control) after the end of his leave
shall not be entitled to any remuneration for the period of such absence and
double period of such absence shall be debited against his leave account.
Such debit shall if there is insufficient credit in the leave account, be
adjusted against future accumulations. Such double debit shall not preclude
any disciplinary action that may be considered necessary under any rule for
the time being in force after affording a reasonable opportunity to the civil
servant concerned to indicate his position.

246

20.
Encashment of Leave Preparatory to Retirement. Where a
civil servant opts not to avail the leave preparatory to retirement admissible
to him under rule 14, he shall be allowed leave salary for the period for
which leave preparatory to retirement is admissible, subject to a maximum
of 180 days. For the purpose of lump sum payment in lieu of leave
preparatory to retirement oly the senior post allowance will be included in
the leave pay so admissible. The payment of leave pay in lieu of leave
preparatory to retirement may be made to the civil servant either in lump
sum at the time of retirement or may at his option, be drawn by him monthwise, in arrears, for and during the period of leave preparatory to
retirement. This amendment shall take effect from 01.07.1983.
21.
In Service Death, etc. (1) In case a civil servant dies, or is
declared permanently incapacitated for further service by a Medical Board,
while in service, a lump sum payment equal to leave pay upto one hundred
and eighty days out of the leave at his credit shall be made to his family as
defined for the purposes of family pension or, as the case may be, to the
civil servant.
(2)
For the purpose of lump sum payment under sub rule (1), only the
senior post allowance will be included in the leave pay so admissible.
22.
Recall from Leave. If a civil servant is recalled to duty
compulsorily with the approval of the leave sanctioning authority, from
leave of any kind, which he is spending away from his headquarters, he
may be granted single return fare plus daily allowance as admissible on
tour from the station where he is spending his leave to the place where he
is required to report for duty. In case he is recalled to duty at headquarters
and his remaining leave is cancelled, the fare then admissible shall be for
one way journey only. If the order of recall to the civil servant is optional
then the concession above mentioned will not be admissible.
23.
Any type of leave may be applied. A civil servant may apply
for the type of leave which is due and admissible to him and it shall not be
refused on the ground that another type of leave should be taken in the
particular circumstances for example, a civil servant may apply for

247

extraordinary leave or leave on half pay even if leave on full pay is

otherwise due and admissible to him, or he may proceed on extraordinary
leave followed by leave on half pay and full pay rather than on full pay,
half pay and without pay.
24.
Combination of different types of leave etc. One type of leave
may be combined with joining time or with any other type of leave
otherwise admissible to the civil servant;
Provided that leave preparatory to retirement shall not be combined with
any other kind of leave.
25.
Civil servants on leave not to join duty without permission
before its expiry. Unless he is permitted to do so by the authority which
sanctioned his leave a civil servant on leave may not return to duty before
the expiry of the period of leave granted to him.
26.
Leave due may be granted on abolition of post, etc. (1) When
a post is abolished, leave due to the civil servant, whose services are
terminated in consequence thereof, shall be granted without regard to the
availability of a post for the period of leave.
(2)
The grant of leave in such cases shall, so long as he does not
attain the age of superannuation be deemed automatically to have also
extended the duration of the post and the tenure of its incumbent.
27.
Manner of handling over charge when proceeding on leave,
etc. (1) A civil servant proceeding on leave shall hand over the charge of
his post, and if he is in Grade-16 and above, he shall, while handing over
charge of the post, sign the charge relinquishment report.
(2)
If leave ex-Pakistan has been sanctioned on medical grounds, the
civil servant shall take abroad with him copy of the medical statement of
his case.
28.
Assumption of charge on return from leave, etc. (1) A civil
servant, on return from leave, shall report for duty to the authority that
sanctioned his leave and assume charge of the post of which he is directed
by that authority unless such direction has been given to him in advance.
248

(2)
In case he is directed to take charge of a post at a station other
than that from where he proceeded on leave, travel expenses as on transfer
shall be payable to him.
29.
Account Office to maintain leave account. (1) Leave account
in respect of a civil servant shall be maintained as part of his Service Book.
(2)
The Account Offices shall maintain the leave accounts of civil
servants of whom they were maintaining the accounts immediately before
the coming into force of these rules.
30.
Leave to lapse when civil servant quits service. All leave at
the credit of a civil servant shall lapse when he quits service.
31.
Leave application, its sanction, etc. (1) Except where
otherwise stated, an application for leave or for a extension of leave must
be made to the head of office where a civil servant is employed and, in the
case of the head of office to the next-above administrative authority and
the extent of leave due and admissible shall be stated in the application.
(2)
An audit report shall not be necessary before the leave is
sanctioned.
(3)
When a civil servant submits a medical certificate for the grant of
leave, it shall be by an authorized medical attendant in the form attached to
these rules.
(4)
Leave as admissible to a civil servant under these rules may be
sanctioned by the head of a Department, Attached Department, Office or
any other officer authorized by him to do so and, when so required, leave
shall be notified in the official Gazette.
(5)
In case where all the applications for leave cannot, in the interest
of public service, be sanctioned to run simultaneously, the authority
competent to sanction leave shall, in deciding the priority of the
applications consider:
i.

249

whether, and how many applicants can, for the time

being, best be spared;

ii.

whether any applicants were last recalled compulsorily

from leave; and

iii.

whether any applicants were required to make

adjustment in the timing of their leave on the last
occasion.

Unit- 5:
Writing of Performance Evaluation
Reports
0.1
Extent of Application: The instructions will apply to all
Government Servants serving in connection with the affairs of the Province
of North-West Frontier except the following who need not be reported
upon:(a)

Judges of N.W.F.P High Court;

(b)

Members of N.W.F.P, Public Service Commission.

0.2
How to write PER: Since the evaluation reports constitute an aid
to selection for training, appointments/transfers, promotions, confirmations
or screening of officials, it is essential that these are written most carefully.
A Reporting Officer before he embarks on the report writing work should
try to comprehend the characteristics listed in the Performance Report
Form. The report should give a clear picture of the officer reported upon
viz personal qualities, standard of performance, dealing with others,
potential growth and his suitability for promotion to special posts
according to individual aptitude. Similarly, the Countersigning Officers
should scrutinize the report scrupulously in accordance with the prescribed
procedure before countersigning it.
The revised Performance Evaluation Report Form was introduced by the
Establishment Division in 1982 to reflect an officers strong and weak
points more objectively and to ensure that such performance evaluation
effectively serve its true purpose. The revised from is by now well
understood and generally accepted to have improved the quality of
reporting. The new form and promotion policy in fact constitute the key
elements in personnel administration but their usefulness is ultimately
250

dependent on objective reporting. The attention of Reporting

Officer/countersigning Officer is drawn to the deficiencies commonly
noted in such reports.
0.3
Manner of Writing the Reports:
Officer:
(i)

Instructions for the Reporting

While reporting on your subordinate:(1)

Be as objective as possible.

(2)

Be as circumspect as possible.

(3)

Be clear and direct, not ambiguous or evasive in your

(4)

Avoid exaggeration and gross understatement.

remarks.

(ii)
State whether any of the defects reported have already been
brought to the notice of the officer concerned and also whether he has or
has not taken steps to remedy them.
(iii)
Fill the form in duplicate by initiating the relevant boxes in both
the original and the duplicate copies. If necessary, the R.O vies under Pen
Picture typed. In that case affix his signature at the end of the Pen
picture.
(iv)
It has been decided that PERS of the officers should be initiated
only by such officers who have the opportunity of seeing the performance
of the subordinate officers closely.
04.
Instructions for Reporting Officer:- In many cases the signature of
the Reporting Officers on the reports are illegible. This means that after
some time it may, in such cases, be impossible to identify the Reporting
Officer. The name and designation of the reporting office should, therefore,
invariably be typed or written in block letters on the evaluation reports.
0.5
Instructions for the Countersigning Officer:(i) The
Countersigning Officer should weigh the remarks of the Reporting Officer
against his personal knowledge of the officer same grade working under
different Reporting Officers but under the same Countersigning Officer,
251

and then give his overall assessment in Part-VI (Old format) and remarks
in part VII (a). In certain categories of cases, remarks of a 2 nd
Countersigning Officer may be required to be recorded. The Establishment
Division, Islamabad will identity such cases from time to time and also
designate an officer as the 2nd Countersigning Officer will record his
remarks in Part-VII (b). In cases of Provincial Government Officers, the
Establishment & Admin: Department will identify from time to time such
cases and also designate an officer as the 2 nd Countersigning Officer for
each category.
(ii)
If the Countersigning Officer differs with the grading or remarks
given (in parts other than Part-VI) by the Reporting Officer, he should
score it out and give his own grading in red ink. In Part-VI, he is required
to give his own assessment in addition to that of the Reporting Officer. The
report of the Countersigning Officer will be considered as final.
(iii)
The Countersigning Officer should underline, in red ink, remarks
which in his opinion are adverse and should be communicated to the
officer reported upon.
(iv)
After countersigning the form, return it to the officer responsible
for the custody of the character Roll.
(a)
The Peshawar High Court/NWFP Services Tribunal have inter
alia, observed that while recording adverse remarks in the PERs, following
conditions are not fulfilled :(i)
Reporting Officers and Countersigning Officer do not follow the
instructions given at Page-7 (last page) of PER Forms. Reporting/
Countersigning Officers are required to write PERs of their subordinates in
a judicious manner and instructions given at page-7 of the PER forms
should be followed/ observed strictly.
(ii)
While recording overall grading, the Reporting/ Countersigning
Officers concerned, should confine themselves to the grading specified in
the PER Forms i.e (V.Good, Good, Average, Below Average). Despite clear
instructions about general gradation of the evaluation report, some of the

252

R.O assess the conduct of the officers reported upon as Satisfactory

which does not convey a clear picture as such may be avoided.
(iii)
In some cases, the assessment of an officer in part II, III, IV and
VI (overall grading) of the PER Form are not co-related. It has been
noticed that in part II, III, and IV an officer the officer is placed in column
A (Good). Normally these should be identical. If the major number of
entries in part, II, III and IV are Good, in overall grading in part VI, the
officer may be classified as Good.
(iv)
The Reporting /Countersigning Officer some times record adverse
remarks which are in very vague terms and do not clearly spell out as to
which kind of work was under consideration. The Countersigning Officer
while assessing the grading in Part-III of the PERs form other than that
given by reporting officer is also required to correct in red ink the grading
given by Reporting Officers in Part-III, IV and give detailed reasons for
not agreeing with the Reporting Officers.
May be read with the revised format of PER Forms
(v)
The Countersigning Officers should make an unbiased evaluation
on the quality of performance evaluation made by Reporting Officer by
categorizing the reports as exaggerated, fair or biased. This would evoke a
greater sense of responsibility from the Reporting Officers.
0.6:- utmost care should be taken by the Reporting Officer while assessing
the qualities and work of their subordinates. Biased or evasive reports are
likely to cause incalculable damage to the officers reported upon. The
whole purpose of evaluation report is defeated unless the Reporting Officer
judge the performance of their subordinates from an absolutely detached
and objective point of view. To achieve this objective, it has been provided
in the old format that the Countersigning Officer should asses the report
itself and categorize it as very good/ reasonably good/ strict/ lenient/
biased. This would be conducive to greater sense of responsibility on the
part of the Reporting Officer.

253

0.7 (i) The following two points have been raised in connections with
writing of an evaluation reports of officers:(a)
How to determine the performance assessment of an officer in
Part III of the evaluation report from when the assessment of any other
officer in the same grade is not known to the Reporting /Countersigning
Officer?
(b)
Whether the assessment in Part-III of the PER Form in respect of
officers performance is to be determined with reference to his assessment
in Part II of the Form?
(ii)
With regard to the first point, it has been decided that where there
is only one officer in a particular grade his assessment of performance in
Part III may be made independently.
(iii)
As regards the second point, it has been observed that in some
cases the assessment of an officer in Part II and Part III of the PERs form
are not co-related. This inconsistency causes a lot of inconvenience to the
DPCs as well as the PSB while reviewing the cases of such officers for
promotion to higher-grade posts. To remove this inconsistency, the
assessment of an officer in Part III should, as far as possible be based on
the assessment made about his personal traits and on the job performance
in Part II. If the major number of entries in Part-II are good and in Part III
the officer is classified average the Reporting Officer should give detailed
reasons for his average assessment. Normally these should be identical.
0.8 (i) It has been observed in a large number of cases that Reporting and
Countersigning Officers award intermediate grading e.g. between very
good and good and between good and average, etc. Reporting and
Countersigning Officers are directed to adhere to the grading provided in
the PER form and not to deviate from these.
(ii)
It has also been observed that Countersigning Officers while
assessing the reports given by Reporting Officer and having assessed these
as strict or lenient do not give their final grading themselves which leads to
complications. Countersigning Officers are advised that when they assess

254

the report as strict or lenient they must record their overall assessment of
the officer reported upon in their remarks clearly and also preferably
change the overall assessment in Part III or the report.
Replaced with new format of PERs practicable since
2000
(iii)
Many reports have been received which have not been seen by the
senior officers in the department higher than the Reporting Officers. This is
clearly undesirable, they should always be countersigned by him in token
that he accept the reports if he does.
0.9
Avoidance of personal remarks in writing PERs: It may be
impressed upon the Reporting Officers that, in writing such reports, they
should take utmost care to ensure that personal remarks are avoided and
that reports are written in an objective manner. If, subsequently, despite
these instructions, any Reporting Officer indulges in subjective reporting, it
will be open to his superior officers to report adversely on him for having
failed to record his remarks in an objective manner.
1.0
When should a report Be written: Para-0.2 of the Instructions
about Evaluation Reports envisages that reports on civil servants be
initiated in the first week of January each year by the initiating authority
and forwarded to the higher authority in the same week. The higher
authority shall give its remarks within one week, so that the report is
completed within the month of January each year.
1.1
PERs are very frequently required in connection with the
promotion, training, posting and transfer cases. In the absence of PERs,
these cases are unduly delayed. This state of affairs has caused resentment
among the members of various service Associations of the Provincial
Government. They have, therefore, been agitating for the early initiating of
PERs. However, it is regretted that in certain quarters this issued has not
been given due importance which it deserved.
1.2
During the course of discussions with the Ministerial Committee,
appointed by Government to look into the demands of this association. The

255

members of the Association once again voiced their concern over delay in
the initiation of PERs and demanded that suitable instructions be issued to
all concerned to ensure that:
(a)

PERs of Government servants are written by the

specified dates without fail.

(b)

In case PERs in respect of some Government servants

relating to past years have not been written so far, these
may be written immediately and a certificate be
furnished to the Establishment & Administration
Department to the effect that PERs of all government
servants working under their administrative control have
been written up-to-date.

1.3
Overall Grading of PERs for Training cases:While
processing case of training abroad, the P&D Department requires the
sponsoring Departments to supply synopsis of PERs along-with CR
dossiers of the nominees.
The nomination papers along-with Performance Evaluation Reports are
submitted to the members of the Provincial Selection Committee headed
by the Additional Chief Secretary PE&D Department with the following
members:1.

Secretary, Establishment & Administration

Member
Department.

2.

Secretary, Finance

Member

3.

Secretary, P&D

Secretary of the Committee.

Nominations approved through circulation by the Provincial Selection

Committee are thereafter submitted for final approval. Thus, the
Performance Evaluation Reports pass through various channels hence their
secrecy is this compromised.
In future, only overall grading of the Performance Evaluation Reports of
the nominees may be supplied by the sponsoring Departments to the P&D

256

Department or any other borrowing Department with prior permission of

the Chief Secretary.
1.4
Responsibility of the Final Authority to ensure prompt writing
of Evaluation Reports: Generally the writing of Evaluation Reports
gets delayed, which affects the disposal of cases in which it is necessary to
consult Character Rolls. This also leads to frustration among the
Government servants. The final authority about the writing of Evaluation
Report will. Be responsible for obtaining evaluation reports for the
preceding calendar year within the month of January each year. It would
then furnish a certificate to Establishment & Administration Department
that all the evaluation reports which were due to be completed have
actually been completed and placed on the Character Rolls. This certificate
should reach E&A Department (Secret Section) in the first week of
February. The defaulting authority shall be brought to the notice of
Government for appropriate disciplinary action.
(a)
Apart form the above instructions E&AD has repeatedly reiterated the said instructions through circular letters every year so that the
concerned officer could be reminded afresh for compliance of the laid
down policy instructions it has been noticed with concern that very few
officers adhere to the same and resultantly a large number of
officers/officials suffer in cases of their promotions due to the laxity of
Reporting/Countersigning Officer and all others who are responsible for
timely completion of their service record.
(b)
The competent authority has therefore decided that the following
policy guide lines for writing of Performance Evaluation Repots should be
followed so that the system could be improved and complications
/repercussions could be avoided in future:-

257

(i)

Onus of initiating of PERS will be lie on the Reporting

Officer.

(ii)

Section officer(Establishment) of a Department/

Attached Department will place a requisition for the
required number of PERR Forms with the Printing Press

in October each year and the same should be delivered to

the Departments as soon as possible but not later than
30th November. The Section (concerned) will send PER
Forms to those officers whose records are maintained by
them by 15th of December each year.
The particulars at Part-1 & 2 of the PER Forms shall be
filled by the officer / official concerned to be reported
upon.
No performance Evaluation Reports will be accepted by
the Controlling Officer by hand from the officer
concerned. The same must be dispatched in a
confidential envelope.
The initiating officer of an officer being reported upon
will endorse an entry in his PER if he has not initiated
the PERs of his immediate subordinates for his failure in
doing the needful in time.
The retiring officers shall be responsible for completing
PERs as Reporting or Countersigning officer and that the
Department/office concerned should render a certificate
to this effect before forwarding the pension papers of
the retiring officers.
Emphasis on safe custody of the Performance Evaluation
Reports is once again reiterated with a view that in no
case an officer /official should have any access to his
own reports. The contents of the report will not be
divulged to the Government Servant concerned.
Rest of the instructions issued by this Provincial
Government regarding procedure for communication of
adverse remarks and other related matter shall remain in
force.

258

1.5
Minimum period for writing of reports: (i)
The
minimum period during which an officer is expected to form a judicious
opinion about the work of his subordinate for the purpose of writing a
report on his work and conduct has been prescribed as three months. The
report recorded in respect of period less than the minimum prescribed
period should be ignored.
(ii)
It has also been observed that some time an Evaluation Report is
written to cover part periods covering two calendar years. It is not
permissible to do so as in terms of Para 2.29 (ii) of A Guide to
Performance Evaluation, the period of two calendars year cannot be
combined to form a single report for the purpose of report writing. If a civil
servant has served under a Reporting Officer in two calendar years for a
period aggregating to reports-one each for the period of 3 months or more
in a calendar year, Evaluation Reports should be written for such periods.
If the period under report in one calendar year is 3 months or more and less
than 3 months in the other year, the report of r the former period only
should be written. If the continuous period of service under a Reporting
Officer is spread in two years but ht e part period in each year is 3 moths or
more two evaluation reports-one each for the period of 3 months or more
in a calendar year, should be written.
1.6
Action when a Reporting Officer or Subordinate is
transferred: if the Reporting Officer is transferred during the course of
calendar year he should be required to write a report if his transfer occurs
more than three months from the date, the last report was due; such reports
must be written before relinquishing charge. The report shall be sent to the
higher authority when a ll the reports for the year have been written. If a
subordinate is transferred from the jurisdiction of the higher authority then
the views of the higher authority shall be obtained and forwarded to the
Department/Office where a subordinate has been transferred.
1.7
Special report: if a Government Servant is placed on special
report for any reason the special report recorded on him should be placed
on the character roll.

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1.8
placing Government Servants on Special Reports: Whenever
the Head of Department is convinced, on good grounds that the work of a
particular Government servant is not satisfactory, the former could put the
Government servant concerned, with simultaneous intimation to him, on a
special report. A special report on the latters work would in such an
eventuality, be drawn on the expiry of six moths irrespective of the fact
whether the Performance Report on him becomes due during this period.
If such a special report does not indicate any improvement in the work of
the government servant concerned it would be open to the competent
authority to take such action against him as may be permissible under the
existing rules.
3.8
Advisory remarks:
Advisory remarks are nor to be treated
as adverse for the purpose of promotion unless it has been established that
the officer concerned has not paid any heed to the piece of advice given to
him and has failed to show any improvement. Advisory remarks
communicated, can not be represented.
3.9
Evaluation Reports which are not in accordance with the
instructions should be returned by the higher authority to the Reporting
Officer, for revision in complain with these instructions.
4.0
General Gradation of the PERs i.e satisfactory: The
provincial Selection Board while examining promotion /moreover cases,
has observed that the PERs/synopsis of PERs do not reflect exact picture of
the conduct/service record of the civil servant concerned. Besides, nothing
oftenly mentioned in the PERs /synopsis about the communication or
otherwise of the adverse remarks recorded by the Reporting Officers/
Countersigning Officers. It is also not indicated whether or not the same
have been represented against and if so with what result. Moreover, the
board has also that despite clear instructions about the general gradation of
the evaluation reports, some of the Reporting Officers assess the conduct
of the officers reported upon as satisfactory which does not covey a clear
picture and is in deviation of the laid down instructions on the subject.

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The Shariat Appellate Bench of the Supreme Court have inter alia made a
suggestion that an entry may be made or a column inserted in the PERs and
or other service paper of every state functionary of all levels, showing:
i.

Whether the person concerned has any tendency against the

tenets of Islam: and

ii.

Whether there is any outstanding feature in his conduct or

character indicating Islamic way of life.

The revised forms prescribed for the Performance Evaluation Report of

officers already provides for separate entries on Knowledge of Islam and
Attitude towards Islamic Ideology in the Par-III. These entries would
generally serve the purpose but where more sacrifice material bearing on
the questions reproduced at a and b in Para 1 comes to the knowledge of
the Reporting and Countersigning Officers, it may be brought out in the
pen picture by the Reporting of Countersigning Officer, as the case may be.
As far forms for PERs other than referred to above, those used in respect of
officials how are holding posts in pay scale 16 and below, the require entry
may be made, where necessary in the general remarks.
(May be read with revised format of PERs)
4.1
Adverse Remarks:
when a report is built on the individual
opinion of the Reporting and Countersigning Officers, it is only the
opinion as accepted by the latter which should be communicated.

261

i.

All adverse remarks whether remediable or irremediable

should be communicated in writing to the officer
reported upon and copy of the communication placed in
the dossier.

ii.

Countersigning Officer should underline in red ink,

remarks which, in his opinion, are adverse and should be
communicated to the officer concerned.

iii.

Remarks in cases where the Head of a Department/

countersigning or other higher officer suspends
judgment, should not be communicated.

iv.

When an adverse remarks is made in the Evaluation

Report of any officer only a copy of the adverse entries
should be furnished to him at the earliest opportunity,
and in any case within one month from the date the
report is countersigned with a D.O letter, a copy of which
should be signed and returned by him in
acknowledgment f the D.O letter. A serious view should
be taken if any failure on the part of the officer
concerned to furnish adverse remarks of the officer
reported upon, within the stipulated period. Nevertheless
the adverse remarks should be communicated to the
officer concerned even at the belated stage.

v.

Any remarks to the effect that the officer reported upon

has or has not taken steps to remedy the defects pointed
out to him in previous years, should also be
communicated.

vi.

The adverse remarks should be communicated by Head

of Department/Office in the case of Grade-17 and above
officers and by the senior officer incharge of the
establishment matters in case of other officers (custodian
of C.R Dossiers).

vii.

An Evaluation Report containing adverse remarks should

not be taken into consideration until they have been
communicated in writing to the officer concerned and
decision taken on his representation, if any

4.2
Instructions regarding adverse remarks:-(i)The presumption that
if any adverse entry is not underlined in red ink, it is not to be
communicated, is not quite in order. Marking in column C below
average and D Poor (in old Format) and D Below Average in New
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format of BS-17/18 Form do create an unfavorable impression on the

members of the Selection Committee /Board while scrutinizing the service
record of an officer. Unless an officer is informed about such entries, he
will remain in the dark without making any effort for improvement and yet
to suffer for the adverse entries.
(ii)
Entries which may tend to create an unfavorable impression about
an officer should be communicated even if the Reporting Officer or
Countersigning Officers do not underline them in red ink.
(iii)
Under the existing instructions, remarks once recorded in
evaluation reports cannot be altered. If a Reporting/Countersigning Officer
changes his views about the officer reported upon, the changed views can
be incorporated only in the next years report.
4.3
Unlikely to progress further/unfit for further promotion:- (i) A
question has been raised whether or not the remarks Unlikely to progress
further/unfit for further promotion, has reached his ceiling, in an
evaluation report are adverse and should be communicated. The point has
been given due consideration and it has been decided that the remarks
should be considered as adverse and should be communicated to the officer
reported upon.
(ii)
The question whether the remarks Not yet fit for promotion, but
likely to become fit in course of time in Part-III of the PER (in old
format) and Part-IV (in new format of BS-17/18) under caption Fitness
for promotion are to be treated as adverse in the case of an officer who
fulfills the condition of length of service for promotion to the next higher
grade, has been considered. It has been decided that the remarks should be
considered as adverse in the case of an officer who fulfills the condition of
length of service for promotion to the next higher grade and should be
communicated to him.
(iii)
it has been decided that if any officer is adjudged unfit for
continued retention in service such an entry should be treated as adverse
and should be communicated to the officer concerned.

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4.4
Un-finalized Departmental Proceedings:- In the case of an
officer against whom departmental proceedings are in progress, no
mentioned whatsoever should be made about it in his Performance
Evaluation Report. Only when such proceedings have been finalized, and
the punishment, if any, has been warded/exonerated should be mention in
his Evaluation Report. In such a case complete copy of the final order may
be placed, as is usually done, on his character Roll.
4.5
According to the instructions (vide Para 4.4) no mention should
be made in the Evaluation Report of a Government servant, of the
departmental proceedings which may be in progress against him, unless
such proceedings have been finalized, and the punishment , if any, has been
awarded. There is no bar to a Government servant being considered for
promotion during the pendency of departmental proceedings against him.
However, in such cases, a copy each of the charge sheet and statement of
allegations should be place before the Provincial Selection Board of the
Departmental Promotion Committee, as the case may be vide
Establishment Divisions O.M No. 2/20/67-D.I., dated the 13 th November ,
1967 (printed at S.No. 118 of chapter V of the Establishment Manual,
Volume-I, reprint, 1968 and page 615 of, ESTACODE).
4.6
According to the instructions contained in the Establishment
Divisions letter No. 9(1)/58-SE.III, dated the 8 th May, 1958 (Para4.4) no
mention whatever can be made about a departmental inquiry pending
against an officer in the Evaluation Report. However, there should be no
harm in making as mention about a criminal case pending against an
officer in his C.R.
4.7
Evaluation Report:If there are any adverse remarks in the
Evaluation Reports prepared by NIPA and Administrative Staff Colleges,
Lahore on Officers who received in-service training at these institutions,
Departments concerned will communicate them to the officer, Place a
copy of the letter on the Character Roll and endorse another copy of it to
the Establishment Division Islamabad. In case the officer concerned makes
a representation against these remarks, the Departments should forward the

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representation to the Head of the training Institution, the authority

concerned should take a decision whether or not the adverse remakes
occurring in the Evaluation Reports should be expunged. The
Establishment Division, Islamabad is to be informed of the decision.
4.8
It has been observed that wherever any adverse remarks are
communicated to any officer, no mention is made in the next years report
whether the officer concerned has or has not taken steps to remedy defects.
This defeats the very purpose for which the system of communicating
adverse remarks had been introduced.
4.9
it is the responsibility of the departmental representative who
attend the meetings of the Departmental Promotion Committee/Provincial
Selection Board to the apprise the Committee /Board whether or not any
departmental proceedings are pending against the Government Servants
whose cases are being considered by the Committee /Board. A serious view
should be taken if the departmental representatives do not give this
information to the Committee/Board. And if later it comes to the notice
that a Government servant was promoted notwithstanding the fact that
disciplinary proceedings were pending against him.

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UNIT-5:

5.1

SCHOOL ADMINISTRATION AND

RELATED ISSUES

COMMUNICATION SKILL:

Listening
Introduction:
Listening is an important communication skill. Most of our time is spent in
listening. Businesspeople spend nearly 50% of their time on listening.
Listening is a vital element of communication cycle. No oral
communication is complete without listening.
Definition:
Listening is the complex and selective process of receiving, Focusing,
deciphering, accepting, and storing what we hear. Listening does not occur
without these five interrelated, yet distinct, process. Dumont and
Lennon.
SPEAKING:
Definition:
The first duty of a man is to speak R.L. Stevenson. Businesspeople
spend 30% of their time on speaking. In a vast context, speaking means
making a speech. We mean giving a speech to a small group or a large
audience.
READING:
Definition:
Reading is the understanding of words and the association between them.
Reading is a productive skill. Reading plays an important role in present
lifestyle. It is essential part of our personal and working lives. Eighty-five

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percent of college work involves reading. Businesspeople spend 16% of

their time on reading.
WRITING:
Definition:
Writing means putting letters or other symbols on a surface usually paper.
Writing is one of the important communication skills. Bacon said: Writing
maketh an exact man. These words of Bacon tell the value of writing.
SPEAKING AND WRITING:
As figure 2.1 illustrates, businesspeople tend to prefer oral communication
channels to written ones. The trade-offs between speaking and writing are
discussed in more depth in Chapter 5, but basically, the preference reflects
the relative ease and efficiency of oral communication. Its generally
quicker and more convenient to talk to somebody than to write a memo or
letter. Furthermore, when your are speaking or listening, you can pick up
added meaning from nonverbal cues and benefit from immediate feedback.
On the other hand, relying too heavily on oral communication can cause
problems in a company. This has been one of the main sources of growing
pains at Ben and Jerrys. Both founders are by nature face-to-face
communicators.
For maximum impact, use both written and spoken channels. As a recent
study suggests, the human brain may have separate systems for processing
written and spoken language. If we do assign speech and writing tasks to
separate compartments, then using both channels can only reinforce your
message.

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LISTENING AND READING:

Unfortunately, most of us are not very good listeners. Immediately after
hearing a ten-minute speech, we typically remember only half of what was
said. A few days later, we have forgotten three-quarters of the message.
Worse, we often miss the subtle, underlying meaning entirely. To some
extent, our listening problems stem from our education, or lack of it. We
spend years learning to express our ideas, but few of us ever take a course
in listening.
At the same time, our reading skills often leave a good deal to be desired.
Studies indicate that approximately 20 percent of the adults in the United
States are functionally illiterate; 14 percent cannot fill our a check
properly; 38 percent have trouble reading the help-wanted ads in the
newspaper; and 26 percent cant figure out the deductions listed on their
paychecks.
Although listening and reading obviously differ, both require a similarly
approach. The first step is to register the information, which means that
you must tune out distrctions and focus your attention. You must then
interpret and evaluate the information, respond in some fashion, and file
away the data for future reference. The most important part of this process
is interpretation and evaluation, which is no easy matter. While absorbing
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the material, you must decide what is important and what isnt. one
approach is to look for the main ideas and the most important supporting
details, rather than trying to remember everything you read or hear. If you
can discern the structure of the material, you can also understand the
relationships among the ideas.
If your are listening as opposed to reading, you have the advantage of
being able to ask questions and interact with the speaker. Instead of just
gathering information, you can cooperate in solving problems. This
interactive process requires additional listening skills.
The Process of Communication
Whether you are speaking or writing, listening or reading, communication
is more than a single act. Instead, it is a chain of events that can be broken
into five phases, as figure 2.2 illustrates.

269

1.

The sender has an idea. You conceive an idea and want to share it.

2.

The idea becomes a message. When you put your idea into a
message that your receiver will understand, you are encoding,
deciding on the messages form (word, facial expression, gesture),
length, organization, tone, and style all of which depend on your
idea, your audience, and your personal style or mood.

3.

The message is transmitted. To physically transmit your message

to your receiver, you select a communication channel (verbal,
nonverbal, spoken, or written) and medium (telephone, computer,
letter, memo, report, face-to-face exchange, etc.). the channel and
medium you choose depend on your message, the location of your
audience, your need for speed, and the formality of the situation.

4.

The receiver gets the message. For communication to occur, your

receiver must fist get the message. If you send a letter, your
receiver has to read it before understanding it. If your are giving a
speech, the people in your audience have to abe able to hear you,
and they have to be paying attention. Your receiver must
cooperate by decoding your message, absorbing and

understanding it. Then the decoded message has to be stored in

the recievers mind. If all goes well, the message is interpreted
correctly that is, the receiver assigns the same basic meaning to
the words as the sender intended and responds in the desired way.
5.

the receiver reacts and sends feedback to the sender. Feedback is

your receivers response, the final link in the communication
chain. After getting the message, your receiver responds in some
way and signals that response to you. Feedback is the key element
I n the communication process because it enables you to evaluate
the effectiveness of your message. If your audience doesnt
understand what you mean, you can tell by the response and
refine your message.

6.

the process is repeated until both parties have finished expressing

themselves, but communication is effective only when each step
is successful.

Formulating a Message
Communication is a dynamic process. Your idea cannot be communicated
if your ignore, fail, or skip any step in that process unfortunately, the
process can be interrupted before it really begins while you are trying to
put your idea into words. Several things can go wrong when you are
formulating a message, including indecision about the content of your
message, lack of familiarity with the situation or the receiver, and difficulty
in expressing ideas.
The Idea Becomes a Message

The sender has an idea.

The message is transmitted

Thefeedback
receiver gets the message
The receiver reacts and sends

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Indecision about Content

Deciding what to say is the first hurdle in the communication process.
Many people make the mistake of trying to convey everything they know
about a subject. Unfortunately, when a message contains too much
information, its difficult to absorb. If you want to get your point across,
decide what to include and what to leave out, how much detail to provide,
and what order to follow.
Lack of Familiarity with the Situation or the
Receiver:
Lack of familiarity with your audience is an equally serious handicap. You
need to know something about the biases, education, age, status, and style
of your receiver in order to create an effective message. If you are writing
for a specialist in your field, for example, you can use technical terms that
might be unfamiliar to a layperson. If you are addressing a lower-level
employee, you might approach a subject differently than if you were
talking to your boss. Decisions about the content, organization, style, and
tone of your message all depend, at least to some extent, on the
relationship between you and your audience. If you dont know your
audience, you will be forced to make these decisions in the dark, and at
least part of your message may miss the mark.
Difficulty Expressing Ideas:
Lack of experience in writing or speaking can also prevent a person from
developing effective message. Some people have limited education or a
lack of aptitude when it comes to expressing ideas. Perhaps they have a
limited vocabulary or are uncertain about questions of grammar,
punctuation, and style. Perhaps they are simple frightened by the idea of
writing something or of appearing before a group. In any case, they are
unable to develop an effective message because they lack expertise in
using language.

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Overcoming Communication Barriers:

Good communication is not synonymous with talking other people into
accepting your point of view. Regardless of how well you express yourself,
other people will not always agree with you. However, if you communicate
well, they will understand you. Noise is any interference in the
communication process that distorts or obscures the senders meanings,
and such communication barriers can exist between people and within
organizations.
Communication Barriers between People:
When you send a message, you intend to communicate meaning, but the
message it self doesnt contain meaning. The meaning exists in your mind
and in the mind of your receiver. To understand one another, you and you
receiver must share similarly meanings for words, gestures, tone of voice,
and other symbols.
Differences in Perception:
The world constantly bombards us with information: sights, sounds, scents,
and so on. Our minds organize this steam of sensation into a mental map
that represents our perception of reality. In no case is the map in a persons
mind the same as the word itself, and no two maps are exactly alike.
Because your perceptions are unique, the ideas you want to express differ
from other peoples. Even when two people have experienced the same
event, their mental images of that event will not be identical. As senders,
we choose the details that seem important and focus our attention on the
most relevant and general, a process known as selective perception.
Incorrect Filtering:
Filtering is screening out or abbreviating information before a message is
passed on to someone else. In business, the filters between you and your
receiver are many: secretaries, assistants, receptionists, and answering
machines, to name a few. To overcome filtering barriers, try to establish
more than one communication channel (so that information can be verified
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through multiple sources), eliminate as many intermediaries as possible,

and decrease distortion by condensing message information to the bare
essentials.
Language Problems:
When you choose the words for your message, you signal that you are a
member a of particular culture or subculture and that you know the code.
The nature of your code your language and vocabulary imposes its own
barriers on your message. For example, the language of a lawyer differs
from that of an accountant or a doctor, and the difference in their
vocabularies affects their ability to recognize and express ideas.
Barriers also exists because words can be interpreted in more than one way.
Language uses words as symbols to represent reality.
Poor Listening:
Perhaps the most common barrier to reception is simply a lack of at tention
on the receivers part. We all let our minds wander now and then,
regardless of how hard we try to concentrate.
Differing Emotional States:
Every message contains both a content meaning, which deals with the
subject of the message, and a relationship meaning, which suggest the
nature of the interaction between sender and receiver. Communication can
break down when the receiver reacts negatively to either of these
meanings.
Differing Backgrounds:
Differences in background can be one of the hardest communication
barriers to overcome. When your receivers life experience differs
substantially from yours, communication becomes more difficult. Age,
education, gender, social status, economic position, cultural background,
temperament, health, beauty, popularity, religion, political belief, even a

273

passing mood can all separate on person from another and make
understanding difficult.
Communication Barriers within Organizations:
Although all communication is subject to misunderstandings, business
communication is particularly difficult. The material is often complex and
controversial. More over, both the sender and the receiver may face
distractions that divert their attention. Further, the opportunities for
feedback are often limited, making it difficult to correct
misunderstandings.
Information Overload:
To overcome information overload, realize that some information is not
necessary, and make necessary information easily available. Give
information meaning, rather than just passing it on, and set priorities for
dealing with the information flow.
Message Complexiting:
When formulating business messages, you communicate both as an
individual and as a representative of an organization. Thus you must adjust
your own ideas and style so that they are acceptable to your employer. In
fact, you may be asked occasionally to write or say something that you
disagree with personally.
Message Competition:
Communicators are often faced with messages that compete for attention.
If you are talking on the phone while scanning a report, both messages are
apt to get short shrift. Even your own messages may have to compete with
a variety of interruptions: the phone rings every five minutes, people
intrude, meetings are called, and crises arise. In short, your messages rarely
have the benefit of the receivers undivided attention.

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Differing Status:
To overcome status barriers, keep managers and colleagues well informed.
Encourage lower-status employees to keep you informed by being fairminded and respectful of their opinions. When you have information that
your are afraid your boss might not like, be brave and convey it anyway.
Lack of Trust:
To overcome trust barriers, be visible and accessible. Dont insulate
yourself behind assistants or secretaries. Share key information with
colleagues and employees, communicate honestly, and include employees
in decision making.
Inadequate Communication Structures:
Organizational communication is affected by formal restrictions on who
may communicate with whom and who is authorized to make decisions.
Designing too few formal channels blocks effective communication.
Strongly centralized organizations, especially those with a high degree of
formalization, reduce communication capacity, and they decrease the
tendency to communicate horizontally thus limiting the ability to
coordinate activities of decisions. Tall organizations tend to provide too
many vertical communication links, so message become distorted as they
move through the organizations levels.
Incorrect Choice of Medium:
If you choose an inappropriate communication medium, your message can
be distorted so that the intended meaning is blocked. You can select the
most appropriate medium by matching your choice with the nature of the
message and of the group or the individual who will receive it. Media
richness is the value of a medium in a given communication situation. Its
determined by a mediums ability (1) to convey a message using more than
one informational cue (visual, verbal, vocal), (2) to facilitate feedback, and
(3) to establish personal focus.

275

Face-to-face communication is the richest medium because it is personal, it

provides immediate feedback, it transmits information form both verbal
and nonverbal cues, and it conveys the emotion behind the message.
Closed Communication Climate:
As discussed in Chapter 1, communication climate is influenced by
management style, and a directive, authoritarian style blocks the and open
exchange of information that characterizes good communication. To over
come climate barriers, spend more time listening than issuing orders. Make
sure you respond constructively to employees, and of course, encourage
employees and colleagues to offer suggestions, help set goals, participate
in solving problems, and help make decisions.
Unethical Communication:
An organization cannot create illegal or unethical messages and still be
credible or successful in the long run. Relationships within and outside the
organization depend on trust and fairness. To overcome ethics barriers,
make sure your messages include all the information that ought to be there.
Make sure that information is adequate and relevant to the situation. And
make sure your message is completely truthful, not deceptive in any way.
Inefficient Communication:
Producing worthless messages wastes time and resources, and it
contributes to the information overload already mentioned. Reduce the
number of messages by thinking twice before sending one.
Physical Distractions:
Communication barriers are often physical: bad connections, poor
acoustics, illegible copy. Although noise of this sort seems trivial, it can
completely block an otherwise effective message. Your receiver might also
be distracted by an uncomfortable chair, poor lighting, or some other
irritating condition. In some cases, the barrier may be related to the
receivers health. Hearing or visual impairment or even a headache can

276

interfere with reception of a message. These annoyances dont generally

block communication entirely, but they may reduce the receivers
concentration.
How to Improve Communication:
As you learn how to overcome more and more communication barriers,
you become more and more successful as a business communicator. Think
about the people you know. Which of them would you call successful
communicators? What do these people have in common? Chances are, the
individuals on your list share five traits:

Perception: They are able to predict how you will receive their
message. They anticipate your reaction and shape the message
accordingly. They read your response correctly and constantly
adjust to correct any misunderstanding.

Precision: They create a meeting of the minds. When they finish

expressing themselves, you share the same mental picture.

Credibility: they are believable. You have faith in the substance

of their message. You trust their information and their intentions.

Control: They shape your response. Depending on their purpose,

they can make you laugh or cry, calm down, change your mind, or
take action.

Congeniality: They maintain friendly, pleasant relations with

you. Regardless of whether you agree with them, good
communicators command your respect and goodwill. You are
willing to work with them again, despite your differences.

Verbal and Non-Verbal Communication

Before going in detail of the verbal and Non-verbal communication

lets see what does each word mean.
Communication.

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According to the Online dictionary The word communication means

The imparting or exchanging of information or news.
Verbal Communication

How something is said conveys meaning in addition to what

is actually said.

Verbal
language.

communication

includes

sound,

words,

and

www.cdc.gov/tb/publications/guidestoolkits/Interviewing/se
lfstudy/module2/2_11.htm
Non -Verbal Communication

Nonverbal communications (NVC) is usually understood as

the process of

Communication through sending and receiving wordless

messages. i.e,

Language is not the only source of communication, there

are other means also.
en.wikipedia.org/wiki/Non_verbal_communication

Gestures, body language, facial expression, sign language

are all ways of

Communicating without the spoken word.

www.tki.org.nz/r/arts/drama/glossary_e.php

Verbal Communication
So by now we are on the sound ground to see and to understand the
things in a better position As we know that communication means
278

the imparting of some news or information. And by verbal

communication we mean how this information is imparted meaning
thereby that is that information is imparted by words or sound or by
both etc.
Lets see what can be different types of verbal communication.
Types of verbal communication
There are two main types of verbal communication
a. Written
b. Speech
Meaning thereby that human verbal communication generally takes
place in these two ways. Either it takes place verbally in written
form or it may take place in oral form.
a)

Written form.. It is the nicer way of communication and has been

a way of the elite and royal way . In todays time the mails,
emails, messages these all come under the verbal communication.

b)

Speech. Speech can be termed as another form of the verbal

communication.It is the most widely practiced form of the verbal
communication. As if we recall the meanings that we reffered to
in start, it said that verbal communication includes, sounds words
and language. As far as words and language is concerned, that is
clear. But sounds are also verbal communication. So it means that
the people who are Mute or cant speak, if you notice, they use to
utter some sounds. Although they cant speak, but they use to
sound some sounds, and that is also a form of verbal
communication.

5.1.1 Verbal and Non-Verbal Communication:

In early days when man has not learnt the proper writing and was not rich
in linguistics, he used to draw different shapes for communication. That
can be place as an example of the non-verbal communication.
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Non-verbal communication means that you convey something without

using of language, word or even sound. The question arises that how
comes it possible that someone conveys a message without usin a sound
even. It seems interesting and can be understood by looking into its types.
Types of Non-verbal communication.
a.

Body Language

b.

Appearance

c.

Posture

d.

Space and distance

e.

Touch

f.

Body odurr or smell.

These all aforesaid types can be termed as the examples of the Non-verbal
communication. After having said that all, lets see how much
communication is important for an Educational leader.
Communication and Educational Leader
As we know that the word communication means the imparting of news or
information, or we can say that knowledge is also an in-depth information.
And what is the task of an educational leader ? Naturally his foremost duty
is to communicate.
Areas of communication of an Educational Leader.
There are two main areas for an educational leader to communicate.

Communication as a teacher

Communication as an Administrator

Importance of Communication as a teacher for educational leader.

Communication as a teacher is the basic duty and tool of an educational
leader. Communication either in verbal or non-verbal form. Both matter
and are equally important. The more the teacher is well versant in
communication the more effective teaching learning process will take

280

place. And it includes all forms of communication and their types that we
have already discussed. When the teacher is teaching or delivering a
lecture, he is communicating.
When an educational leader is giving some instructional material in written
form, he is communicating. If he is otherwise talking to them in an
informal way he is busy in communication.
If he is walking to the class, he is communicating, when he smiles, walks,
talks, sits, eats, drinks or whatever he does, he communicates. And all his
actions are communication and can have a positive or negative role upon
his students. Therefore as the Educational leader is a role model for his
students,
Therefore his all actions reflect meanings and are interpreted. It is the duty
and responsibility that not to be understood or interpreted wrongly or in
negative terms.
Importance of Communication for educational leader
as an administrator.
Communication as an administrator plays also a vital role for an
educational leader. As educational leader if is working as administrator, his
policy, rules and way of work is cler to his co-workers provided that he is
good in communication skills. If he has a clear vision of his projects and
the plans, and he is able enough to convey and impart this vision to his coworkers, he will be called an educational leader with good communication
skills.
The educational leader working as an administrator is not restricted to
communicate to his co-workers rather he is supposed to communicate
verbally to the offices to which he is answerable and with the ones that are
answerable to him as well. Moereover he is to attend meetings. And in
such meeting he has to communicate verbally and orally. If he has the
ability to communicate in a better way he will be liked by both his coworkers and high- ups.

281

Communication has a number of advantages and pluses that can be viewed

as:
The office or an institution where communication is practiced its

Environment will be healthy.

The workers or students will be happy.

Motivated

Ready to work

Relaxed

Polite to the people come in contact

Obedient to their high-ups

Loyal to their job and duty

Courageous in the assigned tasks and decisive

And as a result efficient in their duties.

These aforesaid points are the fruits of communication that can create such
a healthy environment.
And the family, institution, states or countries, society, civilizations or
generation have a communication-gap will suffer a lot.
There is a need of communication after the battle of hundred years and the
matters are decided through dialogue.
As human beings are called as social animals. And man cannot live alone
or without a society, therefore the punishment of solitary confinement is
considered to be the most rigorous punishment. Only because no man can
live a happy and healthy life without communication.

282

5.2

FORMAL, INFORMAL AND NON-FORMAL

EDUCATION

Lets see what do the different words mean separately and how are they
different from one another.
Formal Education
According to an online dictionary
A formal education program is the process of training and developing
people in knowledge, skills, mind, and character in a structured and
certified program.
That means that the formal education is the process which educate and
train people
in a structured and certified programme. All the
educational institutions like schools, colleges and universities working
regularly, following a scheduled time table on daily basis for a specific
time duration come under this form of education
Non-formal Education
Non- formal education is a way to facilitate the learner in such a manner
where he does not have the worries of following the bells and the daily
time table strictly. In this way of education the knowledge is imparted in
such a manner that the learner gets education with facility. We have Allama
Iqbal Open University and the Virtual University here in
Pakistan. And they are the best examples of the non- formal education
giving institutions.
Both formal and non- formal education can be best understood by the
following given
Model by Fordham 1993 from Simkins
Ideal-type models of normal and non-formal education
formal
purposes

283

non-formal

Long-term & general Short-term & specific

Credential-based

Non-credential-based

timing

long
cycle
/short cycle / recurrent /
preparatory / full-time part-time

content

standardized / inputindividualized / output

centred
centred
academic

practical

entry
requirementsclientele
determine
determine clientele
entry requirements
delivery
system

institution-based,
environment-based,
isolated
fromcommunity related.
environment.
flexible,
learnerrigidly
structured,centred and resource
teacher-centred
andsaving
resource intensive

Control

external / hierarchical self-governing

democratic

(Adapted by Fordham 1993 from Simkins 1977: 12-15)

Informal Education
It is the third term that is used along with the aforesaid two term, but it is a
bit distant from both. As we know that formal and non- formal education is
the way of learning but one is rigid and the other is flexible. But as far as
the in-formal education is concerned , it is the set of values or skills and
behaviours learned by a person from the society in his day to day dealing
with people. As we all see people who are not literate but is an educated
person, who knows how to talk to people. And how to behave in different
situations. The people who are so educated can be identified along with
their best display of skills at any wedding ceremony or any other gathering,
with special reference to the villages. Such people behave in the best
manner to nanage the human resource and other resources as well,
What we are talking about as 'informal education' may well be described in
Scotland as community education or community learning, in Germany as
social pedagogy, and in France as animation.

284

In our society sitting with elders, listening to the stories of past,

socialization at different occasions are the ways and norms of informal
education.

285

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