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INTRODUCTION
For improving the managerial aspect of education and in order to actualize the
concept of “Right person for the Right job”, it was decided by the government of that
time in 2009 to divide education department into management cadre and teaching
cadre.
The Khyber Pakhtunkhwa and Sind government after 18th amendment actually
separated management and teaching cadre in education department as earlier they
lacked management and financial skill and administration which are the backbone
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of success for any organization. Before this managers were recruited within existing
teaching cadre through political favor without any special expertise in the field. For
better realization of program giving specialize in service training in financial
management, office management, personal management, planning community,
participation and Information Technology skill was proposed.
However , the bifurcation of education into two separate cadres envisaged in 2009
National Educational Policy was implemented half-heartedly as implementing in
2011 in Khyber Pakhtunkhwa was rolled back due to the stiff resistance from the
management cadre officers against political appointment.
Due to the positive effect over learning environment the incumbent government of
Khyber Pakhtunkhwa once again from the very beginning reinstated all those
persons over management posts selected by the Public Service Commission.
The topic under study is” The Effect of Management Cadre in Improving Learning
Environment in Elementary And Secondary Education Department at District Level
Khyber Pakhtunkhwa ”.
1. To collect data about the management cadre in Dir Lower a district KHYBER
PAKHTUNKHWA and its effect over learning environment.
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4. To give suggestion for the development of management in education department.
1.3 Hypothesis
This study is likely to make a significant contribution in understanding the need for
a separate management cadre in school education department therefore study will
have importance for policy makers at national as well as provincial level. This study
will also serve as to indentify needs of taking decision about creation of an
independent Management Cadre in school Education therefore will have
significance for district management of education department. The findings and
recommendations of this research study will provide strategic guidance to the
decision makers at Federal, Provincial and Regional levels to create and
sustainable Education Management Cadre (EMC) in school
education department at provincial level.
1.5 Delimitation
Keeping in view the short time at disposal the study is delimited to only district
Education Office (M) Dir Lower, Ex-educational officers, Principals and the Member
of Provincial Assembly PK 76 who voted in the said piece of legislation at that time
is scrutinized for the overall improvement in education department in Dir Lower.
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Chapter: 2
The major purpose of the study is to investigate the effect of management cadre in
improving the learning environment in Elementary and Secondary Education
Department at district level. For this purpose, the related literature is reviewed
under the following subheadings:
1. Management
3. Functions of Management
4. Educational Management
7. Management Cadre
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2.1 Management
organizing the human and financial resources as well as influencing and controlling.
In planning, a planner keeping in view human, material resources and time set
activities are identified and roles and responsibilities are defined for each step of
to complete the task in coherent manners. This helps in monitoring and evaluating
directs to complete the activities as per plan. In controlling a manager oversees the
resources.
Management is efficient when all activities are completed efficiently and effectively
for achieving organizational goals through other people within minimum time and
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a. Top Level of Management
At the top management level, relatively few technical skills are used. The stress here is on
planning
and there is notable less effort in relation to working with people to execute definite
activities.
In general, the middle manager is responsible for the supervision of salary and salary
systems,
conduction of appraisals and counseling. Personnel oriented activities are common in this
group.
c. Lower/Supervisory Management
Lower or supervisory managers arrange and implement routine activities, making certain
fluttering somewhere over a horizon. But reaching this goal implies performing
thousands of petty tasks, everyday chores, meetings and actions. Planning these
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Actually, time management is not exactly a right word since we cannot manage or
control the given time but can only manage ourselves, our actions to fit into the time
limits. That is why some prefer "life management" or "tasks management" terms.
Basic idea of tasks management is to organize your daily life so that you could easily
and quickly reach your ultimate goals. However, only a bunch of disciplined minds
manages not to lose their hearts dealing with complex time organizers, schedulers
and heaps of papers. The majority of common people consider them an attribute of
corporate life while still too boring and time-consuming thing to implement in a
daily routine.
Here's another idea: no day without planning. The main reason for this is that
elements. It was found that most of us can hold no more than 7 (±2) objects in a
short-term memory. Which inevitably means that we have to put some of our
thoughts or tasks in paper or type in a computer. Thus, we free the brain from
burdened need to remember irregular stuff, for example, that August 12 is your
Another reason for daily planning is that it dramatically saves your time. The idea
of GTD (Getting Things Done) is getting very popular nowadays because thousands
of disorganized workers and housekeepers have found their peace and harmony
only due to the free time not spent on planning and memorizing. They now have got
a chance to use the time more effectively on creativity or just having a rest.
Getting Things Done is a method created by David Allen and described in a book of
the same name. GTD rests on the principle that a person needs to move tasks out of
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the mind by recording them externally. That way, the mind is freed from the job of
Generally, the management process consists of four functions which are explained
as under:
1. Planning
The process determines in advance what should be done and how it should be
ensure the provision of clear guidance for the managers and workers.
2. Organizing
The process of prescribing formal relationship among people and resources in order
3. Influencing
influencing. A large number of topics are placed under this heading, consisting
corporate culture. Motivation is the willingness to put forth effort in pursuit of goals
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4. Controlling
The process of comparing actual performance with standards and taking any
unsatisfactory, then corrective remedial actions can be taken. For example, some
means of recognizing and correcting the problems. Control can also be applied for
demands a very high degree of professional standards and expertise. The rapid
expansions of education system have put tremendous challenges for the managers
that require specialized qualification, experiences and skill to cope with these. [2]
The educational management has eight most important components which are: (1)
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1. Educational Planning:
Being the first aspect in the scope of educational management, planning implies a
basic function that is how the aims and objectives are to be realized. A plan is
agent and so on. It is a basic management task and a means of achieving higher
levels of effectiveness.
2. Educational Administration:
functions whose primary purpose is to ensure the efficient and effective delivery of
system.
3. Educational Organization:
groups having a collective identity (a name and a location) pursuing interest and
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achieving given tasks and co-ordinated through a system of authority. Organisations
are social units deliberately constructed and reconstructed to seek specific goals.
4. Educational Direction:
decisions in solving the problems. For this direction is necessary for giving
leadership in order to implement the programmes and carrying out the entire
management.
5. Educational Co-Ordination:
coordination all facilities will be unified and all services are harmonized. So, through
6. Educational Supervision:
Educational supervision is the means to co-ordinate stimulate and direct the growth
of the teachers, to stimulate and direct the growth of every individual pupil through
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7. Educational Control:
programme should have to discharge their duties efficiently and effectively by being
controlled.
8. Educational Evaluation:
Being the last but not the least aspect of educational management, educational
educational objectives or goals as well as the effectiveness of it; for this there must
informal [7].
Educational Management plays a vital role in achieving the goals of any organization
and as a field of thought and study, has a long history. She summarizes the
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evaluation concept, as there are seven conceptual foundations to the concept of
management.
structures.
6. Marketing
7. Financing
·
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The rapid expansions of education system have put tremendous challenges for the
managers that require specialized qualification, experiences and skill to cope with
there have been a strong realization among policy makers for having a separate
satisfied education managers will effectively define the purpose and offer solution
well as departmental level but due to lack of requisite professional skills, the
School heads have not been up to the desired level. Educational Managers are not
is involved in the managerial tasks without building his/her capacity for new role,
performance as manager on one hand remains very low and the education badly
suffers on the other hand. The educational management being a specialized task
demands professional standards and expertise for which the provincial, divisional
district and tehsil education managers need to be prepared and trained properly.
academic activities Recognizing this, many countries around the globe are paying
special attention level, academic activity is the most important thing to be achieved
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training which is need of the hour to enable the institutions to deliver as expected
[9].
Educational Management plays a vital role in achieving the goals of any organization
Need for a separate management cadre has not emerged out of the blue. While
policies is as under.
1970). All key posts in education administration will be manned by qualified and
Policy 1992-2002 states that the managerial and administrative skills of educational
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of educational administration. Management of district level education will be
policymakers at the ministries or the head teachers are unprepared and untrained.
At the institutional level, planning also takes time away from teaching
Pakistan's education sector have not any management training. With regard to
policy actions, it says that a management cadre for education, with specified training
(DEO) is responsible for the overall planning and its execution in education. There is
chain of subordinate such as Deputy District Education Officer (DDEO), Sub District
concerned only to primary Schools. The SDEO is normally at Tehsil level. Where
ADEO the circle is related only to the primary Schools of the relevant aria. There are
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At district level the work is done mostly on the implementation of the provisional
4 . Political pressure does not influence the administrative powers of the education
5.To reduce the corruption in education offices under the management cadre
officers.
6. To select such officers for managerial staff appoints teaching and non-teaching
7.Under the management cadre, the officers implement and monitor all
educational activities in the district within the framework of provincial and national
guideline/policies/targets [8].
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2.11 Management Cadre and KHYBER PAKHTUNKHWA
Government
The concept of right person for the right job seems to be institutionalized. Due to
expansion of the cadre promotion opportunities for the existing workforce have
Cadre would impact access, equity, quality and governance in Education. Separate
Management Cadre along with governing rules framed and notified only in Khyber
Pakhtunkhwa.
DDEO,SDEO, ADEO)
(EPM), M.Phil and Ph.D Most of the Education Managers lack financial and
administrative skills[10].
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Chapter: 3
RESEARCH METHODOLOGY
This chapter deals with the method of the study and covers population, selection of
the sample ,development of the tools and statistical techniques selected for data
analysis .after discussing the related literature in chapter II of the study , the
3.2 Population
The population of the study comprised officers in Elementary and Secondary
3.3 Sample
The researcher selected one MPA, DEO, Ex-EDO and Principals from the
stated with every statement ,so the relevant responses can be gained.
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3.5 Collection of data
For the collection of data, the procedure that the researcher had followed
The researcher also gave the answer asked by the respondent at the time
convenient time.
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Chapter: 4
Analysis & Interpretation of Data
This is designed to Know the “Effect of Management Cadre in Elementary and
questioner is the main data collection tools. the data has been presented in
organized way in this chapter. This chapter gave analysis of data collected by all the
MPA Management Officer (DEO, DDEO, SDEO, ADEOs etc) and Schools
Assembly PK-95 and Education Officer of District Dir Lower. Which are mentioned
in appendix Index A.
Lower.
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4.1 Importance of Management for Education Department
Table 4.1
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
A good Managerial 10 10 0 0 0
Staff is important for
education Department 100% 100% 0% 0% 0%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disagree Undecided
Analysis
Data shows clearly those 10 (100%) respondents Strongly agreed with the
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4.2 Need of separate management Cadre in Education Department
Table 4.2
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
Separate Management 10 04 02 02 02
Cadre is necessary for
Education 100% 40% 20% 20% 20%
Department
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Data shows that 40% respondents are strongly agree 20% agree and 20%
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4.3 Managerial Staff Professional Qualification
Table 4.3
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
Managerial Staff 10 -- 08 02 --
should be qualified
professionally 100% -- 80% 20% --
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.3 indicates that 8(80%) responds said that managerial should be
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4.4 Managerial Staff Selection
Table: 4.4
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
Managerial Staff 10 02 05 02 01
Selection Should be
selected by Public 100% 20% 50% 20% 10%
Service Commission
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.4 Shows that 2(20%) of the respondent are strongly agree 5(50%)
are agree 2(20%) are disagree while the remaining 1(10%) cannot decided about
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4.5 Management Cadre and Political Interference
Table 4.5
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
Management cadre 10 -- 08 02 --
could reduce Political
Interference in 100% -- 80% 20% --
Education
Department
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.5 shows that 8(80%) of the respondents are agreeing that the
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4.6 Actualization of “Right person for Right Job”
Table 4.6
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
The Separation of 10 03 05 02 --
Management Cadre
would actualize the 100% 30% 50% 20% --
maxim “Right person
for Right Job”.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.6 shows clearly that 3(30%), 5(50%) and 2(20%) of the respondents
are strongly agree, agree and disagree respectuly about the separation of
management Cadre would actualize the maxim “Right Person for Right Job”.
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4.7 Management Cadre will uphold merit
Table 4.7
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
The management 10 -- 08 02 --
cadre uphold merit
100% -- 80% 20% --
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.7 shows that 8(80%) of the respondents are in the favor of the
statement that Management Cadre will uphold merit are 2(20%) are not infavour of
the statement.
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4.8 Hurdle in creating management Cadre
Table 4.8
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
There is Hurdle in 10 08 -- 02 --
creating management
cadre in Education 100% 80% -- 20% --
Department
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.8 indicates that 8(80%) of the respondents are strongly agree about
are disagree.
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4.9 Management Cadre and Supervision System.
Table 4.9
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
Under management 10 02 06 01 01
cadre supervision
system satisfactory & 100% 20% 60% 10% 10%
Effective
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.9 shows that 2(20%), 6(60%), 1(10%) and 1(10%) are strongly
agree, agree, disagree and undecided respectuly about the statement that under the
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4.10 Management Cadre and implementation of Polices
Table 4.10
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
The Management 10 04 04 -- 02
cadre officer would be
capable to implement 100% 40% 40% -- 20%
and monitor National
and Provincial policies
at District level.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Table 4.10 shows that 4(40%) of the respondents are strongly agreed with the
statement that the management cadre officers would be capable to implement and
monoter National and Provincial policies at District Level. Where 4(40%) are agree
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4.11 Managerial Officers and their Legal Power
Table 4.11
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
All the managerial 10 -- 02 08 --
officer with in the
District are free of 100% -- 20% 80% --
Interference in there
legal Power
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Data Shows that 8(80%) of the respondents have the idea that after
management cadre the officers are not free in their legal power while 2(20%) have
positive idea.
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4.12Management Cadre and Transfer of Teaching and non
Teaching Staff
Table 4.12
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
Management cadre 10 -- 03 04 03
officers are free in
transferring on merit 100% -- 30% 40% 30%
basis.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Data shows that 3(30%) of the respondents are agree 4(40%) are disagree
and 3(30%) cannot decide about the statement that management cadre officers are
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4.13 Annual Audit System and Management Cadre.
Table 4.13
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
Annual Audit system 10 -- 04 05 01
is implemented
effectuly after creating 100% -- 40% 50% 10%
management cadre
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Data shows that 4(40%) of the respondents are agree 4(40%) are disagree
and 1(10%) cannot decide about the statement Anuual Audit system is implemented
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4.14 Management Cadre and continuation of policies
Table 4.14
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
The Management 10 01 05 02 02
cadre is helpful in
continuation of 100% 10% 50% 20% 20%
policies
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Data shows that 1(10%) of the respondents are strongly agree 5(50%) are
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4.15 Cadre officer is officers and salutation of Teacher Problems
Table 4.15
Statement Total No of Strongly Agree Disagree Undecided
Respondents Agree (A) (DA)
(SA)
The Management 10 -- 06 04 --
cadre officers are
available in offices for 100% -- 60% 40% --
solving the Teachers
problems.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree Agree Disgree Undicided
Analysis
Data indicate that 6(60%) are agree while 4(40%) are disagree with the
statement The Management cadre officers are available in officer for solving the
Teachers problems.
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4.16 Suggestions by Respondents
The following suggestions are gives by the respondents to improve by
independent body.
selection of manager.
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Chapter: 5
FINDINDINGS,CONCLUSIONS,RECOMANDATIONS AND
SUMMARY
5.1 Findings
After collecting the data and analyzing it carefully the researcher draw some
recommendations.
education.
Teaching cadre.
4. 30% of the officers are not satisfied with the idea that the management cadre
5. About 80% are agree with the fact that Management cadre reduce the political
6. Only 50% has positive view about the maxim “Right Person for Right Job” after
management cadre.
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8. 80% has view that there is great hurdle in creation of Management cadre.
10. 80% officers are not free of interference in their legal power.
5.2 Conclusions
After analysis of the data, the researchers arrived at the following conclusions:
a. Weak Points
2. Funds given to institutions are not properly used for the wellbeing of the school.
b. Strong Points
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3. Political pressure does not influence the administrative powers of the education
officers and other official matters.
4. Transfers of the teaching and non-teaching staff are being made purely on merit
basis.
5. All the officers within district are sovereign in their legal powers.
7. Service problems of teaching and non-teaching staff are solved quickly and
efficiently under
management cadre.
11. Appointments of the teaching and non-teaching staff are being made purely on
the merit basis.
12. Under the district educational management system, the officers take appropriate
corrective
13. Under the management cadre, the officers enforce relevant federal provincial
laws, rules and policies more effectively.
14. Under the management cadre, the officers implement and monitor all
educational activities in the district within the framework of provincial and national
guideline/policies/targets.
5.3 Recommendations
Keeping in view the conclusions, the researcher make some recommendations
which are described as under:
teachers. For this purpose, the officers are advised to make a schedule in which
ample time
should be reserved for office work and surprising visits. Therefore, we recommend
that they
should reserve three days for surprising visits and three days for office work.
In the same meetings, various educational issues and problems should be discussed
so that its
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• The contemporary district educational management system should take necessary
actions to
• Those officials who were found guilty should be punished and a drastic legal action
should be
taken against them. Consequently, our education system will be strengthened and
will produce
• All the education officers should take a drastic action against the curse of
unfairmeans during
the examinations conducted by boards and universities. For this purpose, special
strict rules and regulation should be made.
• All the education officers should be selected directly through transparent and
competitive
of education.
5.4 Summary
It was found that after the creation of Management Cadre the district educational
management is more effective, transparent and fruitful. Under the management
cadre , political interference is discouraged; service problems of the officials are
being solved properly; appointments are being made on merit basis; corruption
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level has been decreased; supervision system is effective; the evil of nepotism and
favoritism has been eradicated; education officers are sovereign in their legal
powers; and federal, provincial and national rules and policies are properly
implemented. In addition, there also exists some weaknesses in the management
cadre but it is expected that these weakness will be also eradicated with the
passage of time. In a nutshell, it is right to say that the management cadre is more
effective, successful, fruitful and transparent. It is expected that newly developed
management cadre will bring a constructive revolution in education in Khyber
Pukhtunkhwa (Pakistan).
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Appendix – A
List of Respondents
i. Member of Provincially Assembly Pk-95.
45
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[1 ]. S.M Shahid “History and pilosopy of Education”(2012)
[2]. Choudhury, N.R. 2001. Management in Education. A.P.H. Publishing Corporation, New
Delhi
[3] Megginson, Leon C., et all. 1992. Management Concept & Application. New York: Harper
& Row.
[4]Azad Jammu and Kashmir, Teacher Education Strategy 2013-2018, Cadre Management in the
Public Sector
[5] Certo, S. C. 2003. Modern Management: Adding Digital Focus. Prentice-Hall of India
Private Limited. New York.
Pakistan.
[7] Baht, K. S. 1985. Administration of Education. Seenta Publications Rana Dratap Bagh,
Delhi, India.
[8] https://www.researchgate.net/publication/260191457
[9]. http://www.answers.com
[10]. Dr. Sardar Malik Abdul Ghaffar Pakeez “Creation OF Management Cadrein the School
Education Department in the Punjab province” (2016).
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