Course title: Educational management & Supervision

Course code: 6502

Units: 1-4
Submitted to: Khalid Mahmood
Submitted by: Namra Fatima
Level: MA/M. Ed.
Department: Secondary Teacher Education Department
Semester: Spring
Session: 2021
Roll no: CA548568
Registration no: 17PNL05172
Question no #1
Discuss the different approaches of educational management and
administration?
Educational Administration
Administration means overall determination of policies, setting of major objectives, the
identification of general purposes and laying down of programmes and projects.
Administration means guidance, leadership & control of the efforts of the groups towards some
common goals. It refers to the activities of higher level. It lays down basic principles of the
enterprise.
Educational Management
According to Henri Fayor, “to manage is to forecast and plan, to coordinate, and control”. Van
Fleet and Peterson define Management is “a set of activities directed at the efficient utilization
of resources in pursuit of one or more goal”. It is an art of getting things done through & with
the people in formally organized groups. The types are:
(1) Centralized and Decentralized Education Management
(2) External and Internal Education Management
(3) Autocratic and Democratic Educational Management
(4) Creative Educational Management
Education management and administration refer to both a field of study to pursue and a type
of career a professional can work within. Professionals in this field not only have a passion for
education, but they also want to be decision-makers for matters of policy, curriculum, and
personnel.
Approaches to Educational Management and Administration
The Chinese are known to have had highly systematic, large-scale systems at about same time
as the pyramids were built, which used many of the management concepts, which are still i use
today. Nearer to us in time and better known to most of us are the ideas and concepts that
underlay the establishment of the reputed civil services of Europe and Great Britain in the
nineteenth century.
Two key notions provided the essential rationale for civil services.
1. The idea that administration is an activity that can be studied and taught separately from the
content of what is being administered.
2. The belief that decisions about the policies and purposes of government belong to the realm
of political action but that these decisions are best implemented by civil servants whose jobs
are not dependent on the whims of politicians and who are free to develop good administrative
procedures.
In the United States in the nineteenth century, the term administration was used in the context
of the government and the idea it represented gave rise to the growth of public administration,
although civil service in America tended to connote a system which is designed to ensure
honesty and fairness rather than the expertise associated with the European and British systems.
Industrial revolution brought about a change in the concept of general administration, which in
turn, reflected in educational management and administration. Fredrick W. Taylor developed
what later became known as his four principles of scientific management. They were:
1. Eliminate the guesswork of rule of thumb. Try to find out the approaches in deciding how
each worker has to do a job by adopting scientific measurements, to break the job into a series
of small, related tasks.
2. Use more scientific, systematic methods for selection of workers and training them for
specific jobs.
3. Establish the concept that there is a clear division of, responsibility between management
and workers, as management has to do the goal setting, planning and supervision and workers
executing the required tasks.
4. Establish the discipline in which management sets the objectives and the workers co - operate
in achieving them. These became enormously popular not only in industry, but also in the
management of all kinds of organizations, including the family.
Fayol believed that a trained administrative group was essential for improving the operations
of organizations, which were becoming increasingly complex. He defined administration in
terms of five functions:
➢ Planning
➢ Organizing
➢ Commanding
➢ Coordinating
➢ controlling
A German sociologist, Max Weber. produced some of the most useful. durable and brilliant
works on administrative system: it seemed promising at that time and since from that time has
proved indispensable: bureaucracy.
As the study of problems of organization, management and administration became established
more and more firm, the principle of scientific management received increased attention, also
faced challenges from scholars and practitioners.
The work of May Parker Foilett was unique in the development of management thought. Her
ideas were rooted in the classical traditions of organizational theory but matured in such a way
that she, in effect. Bridged the gap between scientific management and the early industrial
psychologists.
➢ First, viewed management as a social process
➢ Second, saw it inextricably enmeshed in the particular situation. She did not see authority
as flowing from top of the organization's hierarchy to be parceled out among those in lower
levels.
➢ The third was coordinated as the reciprocal relating of all the factors in the situation and
finally, coordination as a continuing process which recognized that management is an ever-
changing dynamic process in response to emergency situations, sharp contrast to
traditional, static, classic views that sought to codify universal principles of action.
Leadership was of great interest for those concerned with organizations and social scientists
didn't take too long in realizing that, unlike the classical view, leadership is not something that
" greet people " or individuals with formal legal authority due to their subordinates, but rather,
is a processor which involves dynamic interaction with subordinates. Classical or bureaucratic
concepts of organizations are sometimes said to focusing on organizations without people.
There is such great emphasis on formal organizational structure and high rational logic control
that people are often viewed as those who can fit into the structure on the organization's terms.
A new concept of acceptance developed among students of educational administration, which
recognized the dynamic interrelationships between the structural characteristics of the
organization and the personal characteristics of the individual Unlike informal human social
systems, the school systems and schools may be classified as follows:
a) They are specifically goal - oriented.
b) The work to be done so as to achieve goals is divided into subtasks and assigned as official
duties to established positions in the organizations.
c) These positions are arranged hierarchically in the formal organization and authority
relationships are clearly established.
d) General and impersonal organizational rules govern, to a large extent. what people do in
their official capacity and also, to a large extent shape and deli nit the interpersonal interactions
of people in the organizations.
Research in the field of educational administration revealed the importance of behavioral
perspectives, that is, the Human Resources Management (HRM). Here the educational
organizations are characterized not by their order, rationality and system inheritance in classical
thinking.
Question No # 2
What are aims and objectives of education management according to
education policy 1979 in Pakistan?
Education management
Educational Management is a field which is concerned with the operation of educational
organizations. It is the process of planning, organizing and directing activities in a school,
effectively utilizing human and material resources, in order to accomplish the school's
objectives. It helps the members of the organization to know the aims & objectives of
organization and also directs them to achieve those goals.
Objectives Of Education Management
1. To develop an understanding of the concept of educational management.
2. To develop an understanding of the roles and functions of an educational manager.
3. To develop an understanding of the essential components of democratic classroom
management.
4. To develop an awareness of the characteristics of quality institutions.
5. Achievement of the institutions’ objectives.
6. To improve the planning, organizing and implementation of the institution’s activities and
processes.
7. To manage interpersonal conflicts, manage stress and use time effectively.
Educational management helps in the achievement institution’s objectives i.e. It ensures school
and college effectiveness. It improves planning, organizing and implementing and institution’s
activities and process. It helps in appropriate utilization of its human resources i.e., teaching
staff, non –teaching staff and students. It enhances efficiency of the institution i.e.; it helps in
attaining the goals with minimum cost and time.
Aim Of Education Management
The overall aim of educational management is to effectively and efficiently create and maintain
environments within educational institutions that promote, support, and sustain effective
teaching and learning, but how those key objectives are set and the means by which they are
attained may differ significantly.
1)Educational Management is necessary to develop the inter relationship among different
human resources and physical resources and with the organization.
2)Educational management is essential for proper planning of any educational institution. It
gives the practical shape of the planning.
3)It is necessary in this sense that it stresses on the decentralization of facilities and delegation
of powers.
4)It is necessary for the proper evaluation and future course of action.
5)It demands on the educational institution that makes its curriculum more relevant to the life
and needs of the changing society in effective and efficient manner.
Aims and objectives of education management according to education policy
1979 in Pakistan
In the light of the commitment of the Government of Pakistan to the achievement of universal
literacy and for the provision of free and compulsory elementary primary education as
prescribed in the Constitution of Pakistan and as outlined under Article 26 of the Universal
Declaration of Human Rights ratified by the United Nations, the country has introduced some
twenty-two policies and action plans since 1947. After 60 years and at the stage of electing
political leadership for the next 5 years, it is time to reflect on the progress made, lessons learnt
and critically examine the setbacks which we might have suffered on the way, and chart a way
forward with a new vigor.
The New National Education Policy, (NEP) 2009 comes in a series of education policies
dating back to the very inception of the country in 1947.
➢ The first National Educational Conference produced a strong philosophy of as well as a
number of ambitious recommendations indicating the future goals of education in Pakistan
Nevertheless, many of its recommendations remained in documentary form only for the
lack of institutional or economic resources to pursue them.
➢ In 1959 Notational Commission on was established which recommended that education
should be made compulsory up to primary level by the year 1969 and up to middle level by
the year 1974.
➢ In 1969, the New Education policy emphasized adult literacy. The Education Policy, 1972
anticipated universal primary education for boys and girls by the years 1979 and 1984
respectively, with its extension up to middle level in the next three years.
➢ The New Education, Policy 1970 recommended a shift to scientific, technical and
vocational education for middle level skilled worker. It also emphasized a 50: 50 ratio
between science and humanities subjects enrollment.
➢ National Education Policy 1979 emphasized the universal primary education, by 1986-87
utilizing non-formal sources, open ‘Mosque Schools’ and, ‘Mohalla Schools’ for girls on a
large scale.
➢ Since 1979 no further expansion is seen in the field of education planning in Pakistan except
some new policy-decisions in certain areas such as primary education, teacher training and
higher education and research. Nevertheless, more emphasis is given to universalize the
primary education and quite a number of international projects have been launched in this
field.
➢ The Educational Policy 1992 was announced by the Federal Minister of Education in
Islamabad in June, 1992. The following characteristics were the most important features of
this policy:
1. An emphasis on Privatization.
2. Encouraging the private sector in education.
➢ The recommendations of the education policies were highlighted in the next five-year plans
of the country and the targets were set accordingly, however, meager resources were
generally allocated to education and the education sector could not get a lion’s share in any
of the budget proposal.
Recently, the review process for the National Education Policy 1998-2010 was initiated in 2005
and the first document, the white paper was finalized in March 2007. The White Paper became
the basis for development of the Policy document. Two main reasons prompted the MOE to
launch the review in 2005 well before the time horizon of the existing policy framework
(1998 – 2010) had approached.
Firstly, the policy framework has not served as a satisfactory guide, as the policies pursued
under that framework had not produced the desired educational results. Performance of the
education sector has been deficient in several key aspects, most notably in access rates, and in
quality and equity of educational opportunities.
Secondly, new international challenges like Millennium Development and Dakar Education
for All (EFA) goals, have gained greater momentum in the intervening years and demanded
fresh consideration. These challenges are triggered by globalization and nation’s quest for
becoming a “knowledge society”. Besides, some compelling domestic pressures such as
devolution of powers, economic development and demographic transformations have
necessitated a renewed commitment to proliferation of quality education for all.
According to the White Paper, the purpose of education is:
‘The education system should raise highly knowledgeable, skillful, productive, creative and
confident individuals who have advanced reasoning and perception of problem solving
skills; are committed to democratic values and human rights; are open to new ideas; have a
sense of personal responsibility; are committed to moral values; have assimilated the
national cultures; are able to tolerate differences in opinion, faith and culture; have empathy
towards all of humanity; and can participate in the productive activities in society for the
common good using Social and Physical Sciences and Technology.’
Despite the constitutional guarantee of free and compulsory secondary education as stipulated
in 1973 Constitution, Pakistan has been unable to achieve targets of universal primary
enrollment objectives in over three decades. In Pakistan, net enrollment rate at the primary
level is indicated as 68% in 2005, as per the, based on the data provided by the Ministry of
Education, Government of Pakistan. As per findings of the actual figure of Net Enrollment
Rate (NER) for the same year is, however, as much lower as 53%. In 2005, of the 67% children
enrolled in primary schools nearly 30% dropped out before completing 5 years of formal
education. Net primary enrollment of Pakistan remains the lowest in South Asia and the same
is true for the annual primary completion rates.
The responsibility for setting the priorities, formulating policies and initiating measures to
address various issues relating to basic education lies primarily on the shoulders of the political
leadership of the country. Fortunately, there appears to be a broad consensus on the
fundamental goals, including eradication of illiteracy, increase in access to primary education
and improvement in the quality of education standards etc. among the political leadership of
the country.
Question No # 3
Explain concept, nature and characteristics of supervision?
Meaning of supervision
The dictionary of education defines supervision as all efforts of designated school officials
towards providing leadership to teachers and other educational workers in the improvement of
instruction. involves the stimulation of professional growth and development of teachers, the
selection and revision of educational objectives. materials of instruction and methods of
teaching, and the evaluation of instruction.
Concept of Supervision
The concept of inspection has to be transformed to one of a healthy supervision and guidance.
Inspection days are looked upon sometimes with a degree of anxiety, tension, fear and
apprehension. The academic side is not stressed.
Supervision means establishing one’s wider vision, above vision, supreme vision and seeing
other’s work carefully. From a management point of view, supervision means overseeing the
subordinates or workers or members at work to ensure that work is being performed as required,
directed and assigned based upon work plan. Virtually, it refers to the guidance and control of
subordinates. The subordinates are supervised by the manager just to know whether they have
performed the job according to plan, policy, program, instruction and scheduled time or not.
This supervision is a continuing activity and it is performed at every level of management.
The task of supervision is taken by the respective manager the manager while performing this
task is known as a supervisor. Thus, a supervisor is one who is in charge of a group of workers.
He plans, organizes, directs and regulates the activities of his group members. He allocates
tasks among the subordinates, provides necessary material and inputs, guides, trains and then
gets performance from them.
Nature of the supervision
The nature of educational supervision is very vast and dynamic.
➢ Supervision is a democratic and co - operative in sprit and Organization. The main
purpose of the supervision should merely be to provide the effective leadership and dev
clop co - operative working relationship.
➢ Supervision is a comprehensive in scope and it should embrace the total school
programme and proper articulation which is necessary through all the supervisory agencies.
Today supervision should be directed at improving all factors involved in teaching learning
process.
➢ Supervision is a creative in nature. Teaching is an art: Supervision is a creative work. So,
the purpose of supervision should be to draw out the best in teachers to ignite, their latent
talents, to stimulate the initiative, to encourage their originality and self - expression.
➢ Supervision is a emphasize their success and strength make their weakness and failure as
a side issue. The supervisors should always have new ideas resourcefulness and original
thinking.
➢ Supervision is a scientific in nature. The supervisor should make use of scientific methods
to effect improvement in instruction. Through surveys, experiments, action researches he
should make his performance more scientific and effective. He will encourage constructive
and critical thinking among teachers and discourage flattering and biased opinion.
➢ Supervision is an experimental and auto - critical in nature. In contrast to autocratic and
authoritarian type, the emerging concept of supervision stimulates experimentalism and
self - criticism.
Characteristics of Supervision
• Element of Directing: Supervision is one of the four important elements of directing.
The other three being – motivation, communication and leadership.
• Universal activity: Supervision is a very common activity, which is required at
different levels of management.
• Continuous Process: Constant and frequent supervision is required by the employees
to perform various tasks as well as to resolve issues related to the work or job which
occur abruptly.
• Direct Contact: The two parties involved in the process of supervision are
– Supervisor and Subordinate. Hence, there is a direct and one to one contact between
the two.
• Overseeing work: Supervision is done with an aim of guiding as well as keeping an
eye on the work performed by the employees, to ensure that they are working in an
appropriate manner. Also, there are no deviations from the plans, policies and
objectives of the concern.
• Utilization of Resources: It facilitates optimum utilization of resources, which leads
to the elimination of wastage and achieving maximum output at minimum cost.
Supervision aims to ensure that the employees work in an efficient and effective way, to
accomplish the tasks satisfactorily, which is assigned to them, by their supervisor.
The supervisor is concerned with communication within a group as leadership depends on
better social interaction - communication, which should be a two-way process from the
supervisor. Because exchange of information always helps in planning and implementation of
the policies or projects.
Supervision should be comprehensive in scope and it should embrace the total school
programme and proper articulation which is necessary through all the supervisory agencies.
Today supervision should be directed at improving all factors involved in teaching learning
process.
Teaching is an art: Supervision is a creative work. So, the purpose of supervision should be to
draw out the best in teachers to ignite, their latent talents, to stimulate the initiative, to
encourage their originality and self - expression. So any aspect of the learning situation found
to be ineffective or detrimental to the achievement of better situation should be dropped or
modified by supervisor through leading and guiding the teachers to do their job in effective
ways.
Question No # 4
Explain the aims and objectives of education system. Also discuss
approaches of educational planning?
Education system
The term education system generally refers to public schooling, not private schooling, and more
commonly to kindergarten through high school programs. Schools or school districts are
typically the smallest recognized form of “education system” and countries are the largest.
The most important role of our education system is to build a brighter future for our nation's
students as professionals and as citizens, which hinges on its ability to providing students with
the skills to obtain well-paying, valued careers.
Aims of education system
The aims of education are determined by national political, social, economic, psychological
and pedagogical needs. Many of the fundamental concerns of education have persisted
throughout the centuries, but in the course of time different aspects have been stressed. Three
main aims of education are, however, embodied in every list in one form or another. They are
(a) the mental, emotional, spiritual and physical development of the individual and his
adjustment to society
(b) the economic viability of the individual
(c) the maintenance of the cultural identity of the society to which the individual belongs
Objectives of education system
One may classify these objectives of education into such groups as the following: -
(a) Political objectives of education
National integration and internationalizing
Equality of educational opportunity and the creation of trained manpower.
(b) Economic objectives of education
National development and improvement of the quality of life
(c) Social objectives of education
Establishing a social welfare state providing security, full employment and social justice
Creating a dynamic and constantly moving society
(d) Pedagogical objectives of education
Harmonious development of the individual’s personality and capacity of his intellect, his
emotions and his will better occupation of leisure
The Education Policy Commission of the National Education Association of the United States
has examined the purposes of education and developed four set of objectives: -
a) Objectives of self-realization
b) Objectives of human relationships
c) Objectives of economic efficiency
d) Objectives of civic responsibility
Approaches of educational planning
Educational planning is concerned with the problems of how to make the best use of limited
resources allocated to education in view of the priorities given to different stages of education
or different sector of education and the need of the economy.
According to Adesina (1982), there are three approaches to educational planning. The
three rival approaches are:
1. The social demand approach
2. The manpower requirement approach
3. The cost benefit analysis
Some others are:
Intra-educational extrapolation model
➢ Planning based on data available.
➢ Concentration on one aspect / program.
➢ Size of target, time, money.
➢ One of the options in the Educational Planning for Primary Education
➢ It analyzes the time and funding required in light of the needs for the specific program,
and promotes workshops to involve members of the institution in decision-making
activities.
Demographic projection model
➢ Demographic development has become a source of planning.
➢ Estimating the population that future educational system is to serve.
➢ Useful to take decision on new school/college permission
School mapping.
➢ Micro planning.
➢ Geographical location of school is considered.
➢ From national frame to regional and local conditions and constraints
➢ School mapping is a set of techniques and procedures used to estimate future education
requirements at local level and work out what needs to be done to meet them.
➢ Do not confuse school mapping with a simple “atlas” merely showing the location of
schools.
 ➢ Unlike an ordinary map that by its very nature is static, school mapping gives a dynamic
and prospective vision of how the education service should look in the future, showing
its buildings, teachers, and facilities, to enable the implementation of education policies.
Manpower or human resource development approach or model
➢ Planning should consider of human resource in all fields required for country.
➢ Education planning should be skill based, expected man power.
➢ Based on demand supply principle.
Social demand approach or model.
➢ Educational planning should be given according to the demand from society.
➢ It should be able to fulfill to need of all level education
➢ It focuses on quantitative planning
Rate of return approach or model
➢ Economics approach
➢ Capitalist approach.
➢ Cost – effectiveness/ cost-benefits
➢ More benefits – more investment.
➢ Education as an investment.
Social justice approach or model
➢ Planning for social development.
➢ Constitutional goals.
➢ Education for Deprived groups of society like Dalits, women, minority.
Question No # 5
Elaborate the process of project planning. Also discuss is salient features and
flaws in project planning at school level in Pakistan?
Project planning
Project planning is the process of defining your objectives and scope, your goals and milestones
(deliverables), and assigning tasks and budgetary resources for each step. A good plan is easily
shareable with everyone involved, and it's most useful when it's revisited regularly.
The process of project planning
➢ Think of your plan as a roadmap for stakeholders
Every project needs a roadmap with clearly defined goals that should not change after the first
phase of the project has been completed. All stakeholders benefiting from the outcome or
involved in executing the project should be named and their needs stated during the initial
project planning process.
These stakeholders might include:
• The project manager or the person ultimately responsible for completion
• The “customer” who receives the deliverables—this can be someone on your team
(internal) or an actual paying customer.
• The team, or the people responsible for any tactic that’s part of the plan.
 ➢ Break the project into a list of deliverables
Develop a list of all deliverables. This list should break down the larger project into smaller
tasks that can be assigned to specific team members, and you should include estimated
deadlines associated with each deliverable or task.
Make sure that you understand and document the approval process for each deliverable. If your
project is for an external customer, make sure you are clear on their internal approval process,
so that you’re not surprised by delays or slowed down with wading through competing
opinions.
➢ Talk to your team
Identify by name all individuals and/or organizations involved in each deliverable or task, and
describe their responsibilities in detail. Otherwise, miscommunication can lead to delays and
situations where team members may have to redo their work.
Hold a kickoff meeting to talk to your team about your intended plan of attack. Ask them to
help you think about the best way to get the work done. Not only will this help you be more
efficient, it will help you get their buy-in because they’ll feel more ownership over the process.
Using a project management tool like Basecamp can be helpful keeping everyone on track and
storing documents and conversations all in one place.
➢ Identify risks
Determine the risks involved in your project. You don’t have to have a specific course of action
identified for every possible negative outcome, but you should spend some time with your
team, thinking through what could go wrong. Then, you can do as much as you can to mitigate
those risks from the outset, rather than being caught off guard later. Risk factors can also have
some influence on how you budget.
➢ Create a budget
Attached to your list of milestones and deliverables should be information about the project
cost and estimated budget. Resist the urge to assign large dollar amounts to big projects without
identifying exactly how the money is intended to be spent. This will help your team understand
the resources they have to work with to get the job done.
For certain items, you might need to get quotes from a few different vendors. It can be helpful
to document the agreed upon project scope briefly in your budget documentation.
➢ Add milestones
Use your list of deliverables as a framework for adding milestones and tasks that will need to
be completed to accomplish the larger goal. Establish reasonable deadlines, taking into account
project team members’ productivity, availability, and efficiency.
Our goals should be:
Specific: Clear, concise, and written in language anyone could understand.
Measurable: Use numbers or quantitative language when appropriate. Avoid vague
descriptions that leave success up to personal, subjective interpretation.
Acceptable: Get buy-in from stakeholders on your goals, milestones, and deliverables.
Realistic: Stretch goals are one thing, but don’t set goals that are impossible to achieve.
 ➢ Set progress reporting guidelines
These can be monthly, weekly, or daily reports. Ideally, a collaborative workspace should be
set up for your project online or offline where all parties can monitor the progress. Make sure
you have a communication plan—document how often you’ll update stakeholders on progress
and how you’ll share information—like at a weekly meeting or daily email. The secret to
effective project planning and management is staying organized and communicating well with
your team and stakeholders.
In the United States, more than $250 billion is spent each year on information technology (IT)
application development in approximately 175,000 projects. The Standish Group (a Boston
based leader in project and value performance research) released the summary version of their
2009 CHAOS Report that tracks project failure rates across a broad range of companies and
industries.
Salient features and flaws in project planning at school level in Pakistan
In 2016–2017, the education system of Pakistan from preprimary to university levels, including
both public and private institutions, consisted of 33.2 million students taught in more than
237,000 institutions, excluding technical and vocational institutions (footnote 8). Primary
schools go from Katchi (preprimary) or grade 1 to grade 5. There are some stand-alone middle
schools (grades 6–8).
Elementary schools combine the primary and middle grades ending with grade 8. Lower
secondary schools are those where grade 10 is the highest, whereas higher secondary schools
are those where grade 12 is the highest. These schools may or may not include primary and
middle grades.
There are four types of schools in Pakistan:
• Public schools
• Private schools with the medium of instruction in Urdu or English
• Religious schools
• Non-formal schools
In 2016–2017, the major role in imparting education in Pakistan was played by the public sector
with more than 164,000 institutions serving 21.6 million students. Private education in Pakistan
does have a sizable share even at the school education level (preprimary to higher secondary)
with a 31% share in the number of educational institutions and a 35% share in enrollments
across Pakistan (footnote 8). The share of enrollments in private schools is much higher in
urban areas at about 60%. The private sector ranges from low-cost private schools to high-cost
elite schools, and includes stand-alone private schools, franchise schools, schools funded by
government subsidies by provincial education foundations, and no-fee schools run by
philanthropists and nongovernment organizations (NGOs).
The private sector, however, is not regulated in a structured way. There is also a lack of
systemized information available about the private sector to determine enrollments and the
quality of education provided. Here are estimates based on the last private school census which,
in some provinces, took place as far back as 2005.
Pakistan has a very high number of children aged 5–16 years who are out of school. There are
an estimated 121 million children out of school all over the world and an estimated 22.8 million
of them are in Pakistan.15 There are substantial numbers of out-of-school children of all ages,
with as many as 11.3 million teenagers (ages 13–16 years). The number of out-of-school
children represents 44% of those at ages 5–16 years, with some variations across provinces.
For example, 40% of children in the age group are out of school in Punjab, whereas as many
as 52% are out of school in Sindh. Slightly more than half of these are girls.
Mehdi and Rizvi (2001) conducted a study focusing on engineering education in Pakistan and
found that the engineering education receives less attention from the government. Their study
highlighted different engineering disciplines being offered in the engineering universities of
Pakistan such as civil, mechanical, electrical communications engineering etc. Though the
discipline of project management is central to the successful implementation of the engineering
projects, it was evident from their study that the discipline of project management is largely
ignored by the engineering universities in Pakistan.
Raouf (1998) pointed out that the Pakistani universities are more focused on business education
but not catering to the needs of operations management field. He particularly mentioned that
the discipline of industrial/systems engineering is largely ignored by the universities in
Pakistan. He further gave the example of the Ghulam Ishaq Khan Institute of Engineering and
Technology, Pakistan where the courses in operations management and management sciences
are offered in the department of mechanical engineering. At the aforementioned institute, there
was also an option of short courses in the field of operations management.
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