Course name Educational Leadership and

Management(8605)
Level B.ED.
Submitted To Muhammad Asif

Submitted By Maryam Bibi

Semester 1st Semester (Autumn 2022)
Student ID 0000348854

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Question No.1
Discuss the different types of instructional material. Also give
suggestions for improving the quality of instructional material.

Answer:

Instructional Materials:

Administrative leadership carries the responsibility obtaining 'and

allocating instructional materials necessary to promote educational
programed and development and student learning. So the use of
instructional materials implies that learners are studying at one remote
from the author who by preparing the learning materials, is showing the
fact that learners can pursue their studies in their own way, in their own
time and in place of their choosing is probably the biggest single
advantages of and motive for proving the instructional material.

1. Objectives of Instruction:
Course objectives may be varied, either for liberal reasons or in order to
adopt courses to the different aptitudes of individuals or the different
needs of the organization (the product view of education).

Therefore self-instructional teaching materials play a 'front line' role in

the learning process, as shown in figure:

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The materials, which are used in individualized learning, may be
considered under the three broad headings: textual materials, audiovisual
materials and computer based materials (Ellington 1993 p. 91) It has
been already sealed that distance-teaching system 'is called
individualized. Most of the distance learning systems throughout the
world, in both Western and Eastern countries system usually, are print-
based and likely to remain so. All successful distance-learning systems
are built on well-designed, learnercentered, self-instructional 'print,
materials. (Hodgson, 1993, p.14). Now the question arises what actually
are the printed and duplicated materials.

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These materials comprise of all textual and oilier materials that can be
run off in large numbers on a duplicator or printing machine to he used
by pupils, student or trainees." Facilities for the production of such
materials are now available in practically every formal and non-formal
institution, and they have become one of the most basic and widely used
of all educational tools (Ellington, 1987. P, 17).

So from all teaching/learning systems point of view, print is the

intellectually superior medium-than television, by comparison,
encourages learner' to be passive, mindless and 'unimaginative
(Greenfield, 1984).

Certainly, a great deal of education is concerned with factual learning,

the understanding of generalized or abstract principles, and with logical
argument, and print is very strong medium for developing and acquiring
these skills (Bates 1995 p.1 18). Some of the more important types of
printed materials are listed below;

(ii) Types of Instruction Materials:

 Books, Pamphlets. etc. -already published, or specially written.

 Specially written 'warp around' study guide to already published
material.
 Specially written self-teaching text, i.e. 'tutorials-in-print".
 Workbooks for use along with audiotape or videotape, CDT
(computer based teaching), practical work, etc.

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 Self-texts, project guide, notes on accreditation requirements,
bibliographies, etc.
 Maps, charts, photographs, posters, etc.
 Materials from newspapers, journals and periodicals.
 Hand written materials passing between learners and tutors
(Rowntree 1994, p.66).

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Improving the quality of instructional material:

Staying on top of rapidly changing business and technical environments

is a challenge. To accomplish this, education or training in some form is
necessary in every field, very often and usually on very short notice.
Creating instructional materials under these circumstances can be a
daunting task, to say the least, but it is possible to do so by applying
some basic instructional design principles.

1. Begin At The End:

Begin by pinpointing, as precisely as possible, what it is that the learner

will know and be able to do when the instruction is completed. This is
often the hardest part in the instructional design cycle, but is the
foundation upon which the rest of the process is dependent. Avoid „soft
goals‟ that are imprecise and include vague verbs such as „will
understand‟. Classify your instructional objectives according to the three
learning domains – cognitive, affective and psychomotor and try to
create goals for demonstrable skills and behaviors.

2. Know Your Audience:

This principle is just as important in instructional design as it is in public
speaking. Especially in a distributed learning situation, you may not
have as much information about your learners as you would like, but you
should be able to ascertain some essential facts such as approximate

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literacy levels, prior knowledge of the instructional content, level of
comfort with the instructional technology and degrees of motivation.

3. Develop a Game Plan:

Develop instructional strategies based on your analysis of both the

learners and the course content. This can be a fairly lengthy step in the
process because it is so open-ended and diverse. Very different strategies
would be used to teach a psychomotor skill such as golf, for instance, as
opposed to the affective behaviors that might be required to train
customer service representatives.

4. Find or Create the Instructional Materials:

The strategies you identified in the previous step will guide the process
of finding or creating your instructional materials. You may find that
course content already exists that would work with just a little tweaking.
Or you may need to start from scratch. Sometimes it is necessary to
reinvent the wheel if the existing wheel does not do what is needed.

At this point you should revisit your learner analysis and consider what
types of materials would be most effective. Computer-based lessons that
would work in an office setting might be less useful on a noisy factory
floor. Above all else, do not construct a barrier to learning by choosing
the wrong format. Do not expect low-literacy populations to plod
through pages of written material.

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5. Evaluate Your Learners
Assessing learning in the artificial environment of an instructional space
can be tricky. Unless the instruction covers procedural knowledge only,
you may not be able to create a highly accurate assessment tool. Unless
the group is small or the budget unlimited, demonstrations of learned
skills are probably not feasible. Written tests can be made more accurate
by including several types of assessment instruments: multiple choice,
short answer, matching, ordering and problem solving. These types of
questions can be answered to elicit and evaluate how much has been
learned.
6. Evaluate Your Instruction:
Once the instructional material has been used the first time, look at it as
objectively as possible. What worked, and what did not? Ask about all
aspects of the instruction – the mode of delivery and the setting of the
instruction as well as the content. Ask your learners for feedback and
keep the questions as open-ended as possible. Feedback forms that rely
on „yes‟ and „no‟ responses are worth very little. Following up on
performance after the instruction will produce valuable information, but
takes time. Surveys that measure the learner‟s perception of the value of
the instruction can be given at set periods after the instruction. Learning
is an ongoing process and sometimes the value of the instruction is not
immediately apparent.

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For any problem that man has ever encountered, at least part of the
solution involves education or training in some form. Fortunately there
are tremendous resources available for this important task. Instructing is
a privilege and a responsibility, and critical to the continued survival of
the human race. H.G. Wells (1866 – 1946) put it very well indeed when
he said “Human history becomes more and more a race between
education and catastrophe”.

Question No.2
Describe the importance, scope, kinds of school record.
Answer:

Kinds of Records to be maintained:

Administratively, the records which has be maintained in secondary
schools are broadly under the following heads; General, Financial,
Educational and those relating to equipment. The list of records to be
maintained in a secondary school as given below, may appear
formidable; and, indeed, in many schools all these records may not be
necessary. The criterion for adoption of any record is whether it serves

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any useful purpose in making the management of the school more
effective. A characteristic weakness of school administration is the
recording of data that is without any purpose by making a fetish of
maintaining through and exhaustive records covering every from school
activity without realizing that they do not merit the time and labour e
pended on them. A careful discrimination between hats is really
incessant and S% hat h really dispensable should be made, if the school
office is lot to become a store-house of information of little value in
either making the school work effective or helping educational
authorities in the planning of educational reform and development.
Approval of the inspecting officers is, however, necessary as to the
selection of the records to be maintained in school.
A. General
1. Calendar
2. Log Book
3. Visitor‟s Book
4. Service Registers
5. Register of Loans of Buildings
6. Order and Circulars of the Educational Authority
7. Staff Leave Register
8. Memo Book
9. “From” and “to” Registers
10. Local Delivery Book

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B. Financial
1. Acquaintance Roll
2. Contingent Order Book
3. Contingency Register
4. Register of Fee Collections
5. Abstract Register of Fees
6. Register of Receipt & Expenditure (Games)
7. Register of Receipts and Expenditure (Union)
8. Bill Register
9. Register of Donations (for private schools only)
10. Register of Scholarships
11. Practical Arts Section Bill Book
12. Practical Arts Section Order Book
C. Educational
1. Pupils‟ Attendance Register
2. Teachers‟ Attendance Book
3. Class Time-Tables
4. Teachers‟ Time-Tables
5. General Time-Tables
6. Teacher‟s Monthly Programme of Work
7. Pupils‟ Progress Record
8. School Tests Records
9. Headmaster‟s Supervision Register

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10. Admission Register
11. Transfer Certificate Book
12. Public Examination Records
D. Equipment
1. Stock Book of Furniture and School Appliances
2. Library Catalogue
3. Accession Register
4. Library Issue Book
5. Stationary Issue Book
6. Stock and Issue of Games Materials
7. Register of Newspapers and Magazines Received
8. Register of Supply Slates and Books, etc., Received and Distributed
9. Register of Articles Manufactured in the Practical Arts Section
10. Register of Stock of Raw materials for the Practical Arts Section
E. Correspondence
1. From and “To” Registers
2. Peon Book
3. Manual Book
4. File of Departmental orders and Circulars
5. Public Examination File
6. Register of Causal Leave Granted
In addition to those mention under the heading “Financial” the following
for records have been found helpful in maintaining school accounts:

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1. Cash Book for entering daily receipts and payments
2. General Ledger or Classified Abstract of the monthly totals
3. Remittance Book for the purpose of making Remittance to the
Treasury or bank.
4. Register of Pay Bills
The following few points concerning the proper mode of keeping school
records might usefully be born in mind by fresh and inexperienced head-
teachers;
Mode of Keeping Records:
1. In every institution it stock list of registers maintained should he
prepared.
2. On the outer cover of each register the following particulars should be
distinctly written:
a) The name of the school.
b) The serial number of register.
c) The name of the register.
d) Number of the volume.
e) The number of the pages in the volume and dates on which the
volume was opened and closed.
3. When a register is opened the pages should be numbered
consecutively, either in red ink or with numbering machine, and no leaf
must he inserted in to, or detached from any register. If a page is

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disfigured by faulty entries or otherwise, the entries should be secured
off with the remark “cancelled”.
4. Registers should be kept tidy. Writing and figuring should be such as
will give a neat appearance to the entries. Figures must not be joined.
Noughts in money columns should be avoided, as they are liable to lead
to confusion in totaling and admit of alteration. Registers should not he
folded or the pages crumpled.
5. If it is necessary to correct any, entry, the incorrect one should not he
scratched out, but a line should be lightly drawn through it in red ink so
that the original entry and the alternation made may both be clear on the
face of the record.
6. The head of the office should authenticate each correction of
interpolation made, by setting his dated initials against each such
correction or interpolation.
7. All entries must be in ink. But in entering balance or totals it desirable
to check their correctness before noting them in ink.
8. All horizontal lines should be thinly ruled in red ink. One line above
every total and two lines underneath every final total should be drawn.
The money denomination, namely “Rs.” should be indicated by the
side of each total, thus: Rs. 195-10-4.
9. The totals of both sides of an account should always be noted in a line
with each other, even though there may not be the same number of items
on both sides.

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10. When standardized printed registers are not available, a stiff bound
notebook should be used of a size uniform with the majority of the other
registers.
11. A new volume of a register should not be opened every year when
the previous volume contains a large number of blank pages. Whenever
a fresh hook is put in to use, a remark on the fly sheet of the book that
the previous volumes has been fully used and lodged in the record
should be recorded with, and the date from which the new register is
used and the number of pages it contains should be noted.
12. Every column provided in a prescribed register should be filled up.
No blank space should be left between entries; and subsequent insertions
should be avoided.
A few of the important school records, relating mainly to the educational
side of School administration, are described below:
1. School Calendar
2. Log Book
3. Admission Register
4. Pupils Attendance Register
5. Teacher‟s Attendance Register
6. Monthly Programme
7. Cash Book
8. Fee Collection Register
9. Service Register

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10. Stock Register of School Equipment

Question No.3
Discuss the role of secretariat in ministry of education.
Answer:
Ministry of Education
The Ministry of Education is the head of central organization for
formulating National Education Policies and work for the co-ordination
of the functions of the provincial Education Departments.
The Ministry of Education is headed by the federal minister for
Education who is a member of the cabinet, lie represents Ministry of the
parliament or similar bodies at the federal level submits cases to the
Prime minister for approval of important matters and keep him informed
of the developments in national education. His office is in the Education
secretariat. The education Secretariat consists of the office of Education
Secretary and a number of sections usually known as Wings or Cells.
The Secretary of Education in Pakistan is Dr. Sajid Yoosufani. He was
appointed by the Prime Minister of Pakistan. He is responsible for the

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administration and implementation of policies related to education in the
country.
Furthermore, he has been working for the Pakistani government for 32
years and is an expert in the field. He has extensive administrative
expertise as well as a strong medical background.

WHY DO WE NEED A SECRETARY OF EDUCATION?

A Secretary of Education is responsible for overseeing the country‟s
education system, which includes primary and secondary schools, as
well as higher education institutions. The secretary of education is
responsible for developing and implementing policies and programs that
aim to improve the quality of education and increase access to education
for all students.

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Additionally, the secretary of education also works as a bridge between
the government and the education sector and may serve as an advocate
for education-related issues.
WHAT ARE THE TASKS AND DUTIES OF THE SECRETARY
OF EDUCATION IN PAKISTAN?
The duties of the Secretary of Education in Pakistan include:
1. Creating and implementing educational policies and plans, such as
those for teacher preparation and curriculum planning.
2. Giving government advice on issues regarding education and
collaborating with other government organizations to make sure
that educational policies are in line with more general social and
economic objectives.
3. Supervising the management of primary, secondary, and higher
education institutions, involving resource allocation and financial
management.
4. Making sure that all students, regardless of their socioeconomic
status, have access to high-quality education and working to close
educational achievement disparities.
5. Supporting educational research and innovation, and collaborating
with academics, researchers, and other stakeholders to raise
standards of education.
6. Representing Pakistan at international seminars and conferences on
matters relating to education.

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 7. Working with other organizations involved in education, including
the Higher Education Commission and the Pakistan Education
Research Network.
8. Handling the Ministry of Education and making sure it runs
smoothly and effectively.
9. Advising the minister of education on several policy and
administrative issues.
10. Monitoring, assessing, and recommending changes to the
performance of the educational system.
11. Supporting and encouraging the inclusion of technology into
the classroom to improve students‟ learning outcomes.
12. Working with international organizations and other nations to
advance education and exchange best practices in educational
administration and policy.
13. Working together to promote education and increase access
to education for all students through collaboration with the private
sector, NGOs, and other stakeholders.
However, it is important to note that the exact tasks and obligations of
the Secretary of Education in Pakistan may change based on the goals of
the administration and the particular requirements of the educational
system at any given time.
WHAT IS THE ROLE OF THE SECRETARY OF EDUCATION
IN A COUNTRY’S GLOBAL DEVELOPMENT?

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The Secretary of Education plays a crucial role in the country‟s global
development by ensuring that the education system is aligned with the
needs and goals of the country‟s global development strategy.
This includes implementing policies and programs that support the
development of a highly educated and skilled workforce, as well as
promoting international cooperation and collaboration in education. The
Secretary of Education also works to ensure that the education system is
accessible and inclusive for all students, regardless of their background
or socioeconomic status.
Additionally, the Secretary of Education may play a key role in
promoting education as a tool for addressing global challenges such as
poverty, inequality, and climate change. Additionally, the Secretary of
Education works to ensure that the country‟s education system is
preparing students with the skills and knowledge needed to compete in a
global workforce, including the ability to speak multiple languages,
work in diverse teams, and navigate new technologies.
WHAT HAPPENS WHEN A COUNTRY DOES NOT HAVE A
SECRETARY OF EDUCATION?
There may be several adverse effects if there is no Secretary of
Education, including:
1. LACK OF COORDINATION:

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 2. Different government departments and agencies may not work
together efficiently in the absence of a designated leader to
supervise education policy and management.
2. INADEQUATE REPRESENTATION:
Without the Secretary of Education, education might not receive the
support and funding it needs from the government. This is because the
Secretary of Education is often the organization‟s top spokesperson for
education.
3. DIFFICULTY IN IMPLEMENTING POLICY:
A Secretary of Education helps to design and implement education
policies and initiatives; therefore, a country may struggle to make
progress in areas such as education reforms and teacher training without
this authority.
4. LACK OF ACCOUNTABILITY:
Without a Secretary of Education, it may be challenging to hold
government leaders accountable for the standard of education because
this office is in charge of the entire functioning of the educational
system.
5. LIMITED ABILITY TO RESPOND TO CRISIS:
The absence of a Secretary of Education could make it harder for the
nation to react successfully in the case of a crisis involving education,
such as a pandemic.

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Overall, the Secretary of Education plays a vital role in ensuring that the
country‟s education system is aligned with the broader goals of global
development and can contribute to the country‟s economic and social
development in a global context.

Question No.4
Discuss the different steps of educational secretariat. Also highlight
the responsibilities of BISE & NBC.
Answer:
The Federal Education Secretary is the Chief Executive of the Education
Secretariat. He is also responsible for the administration of the
Education Secretariat and for implementation of government‟s decisions
and policies relating to education. In the performance of his duties the
Education Secretary, is assisted by a number of Joint Secretaries/Joint
Education Advisers, each one of them is a head of certain wing of the
Ministry of Education. Depending upon the needs of the Secretariat and
government‟s policies about education. At present the Education
Secretariat comprises on the following Wings.

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i. Administrative Wing:
The Administration wing is responsible for general administration of the
Education Secretariat, Its functions include: recruitments and
management of personnel; rules and regulations of Secretariat;
maintenance of personal accounts and other records. The wing is also
responsible for major areas, problems and requirements of other sections
and matters relating to educational staff in Pakistan missions-abroad.
ii. Planning and Development Wing:
The Planning and development wing is concerned with matters relating
to planning of education at all levels. Its major functions are in the areas
of project identification and appraisal: preparation of prospective and
Five Year Plan; annual development programme processing of
educational schemes and analysis of educational data, implementation,
monitoring and evaluation of development' plans and projects. The
autonomous body looked after by this wing is the Academy of
Educational Planning and Management, Islamabad.
iii. Primary and Non-formal Education Wing:
Primary and Non-formal Education Wing is responsible for evaluation
of national educational projects and keeps liaison with research
institution in the country. The wing is also responsible for
implementation and monitoring of educational projects such as third
education project and Pakistan primary education project. Chief
Executive‟s Literacy Commission which is authorized to this wing is

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working to increase literacy rate and provide facilities for basic
education of adult literates.

Ministry of Education

Government of Pakistan

Minister of Education

Education Secretary

iv. Federal Institution Wing:

Responsibilities of the Institutions Wings relate to the Federal
Government Educational Institutions located within the country and
abroad except those located in cantonments and army garrisons. The
wing also concerns itself with the administrative matters of attached
departments, i.e., (i) Federal Directorate of Education. Islamabad and (ii)
Department of Libraries, subordinate office, i.e. Federal College of
Education, Islamabad, and autonomous bodies like Federal Board of

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Intermediate and Secondary Education, Islamabad, Sindh Madrassh-tul-
Islam Karachi, and Inter-Board Committee of Chairmen, Islamabad.
v. Learned Bodies, Sports and Welfare Wing:
The Learned Bodies, Sports and Welfare, wing has responsibilities in the
areas of scouting and Girl-Guides sectors and sports sector. The specific
functions of this Wing include: scout and girl-guide programmes,
students and teachers welfare, awards such as special medals,
scholarships, development and supervisions of sports programmes and
activities at federal and at provincial levels. The wing also deals with
autonomous bodies like Iqbal Academy, National Book Foundation,
Urdu Science Board Lahore and Pakistan Academy of Letters,
Islamabad, etc.
vi. Curriculum Wing:
The Curriculum Wing is the national agency responsible for matters
relating to national curriculum policy (Curriculum Planning and
Implementation) from class I to 12 and teachers training. The Wing is
also concerned with the development of text-books in the country and
coordinates the in-service teacher education and training programmes.
vii. Science and Technical Education Wing
The Science and Technical Education Wing's functions include
development, construction and maintenance of Federal Government
Educational Institutions concerned with teaching of science and
technology like National Institute of Science and Technical Education,

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who is responsible for the promotion of science education and 'training,
Planning and monitoring science and technology programme from
Grade-I to Ph.D. level, preparation of programmes and guidelines for
improvement of science and technical education, coordinator of the
work of provincial education departments in the areas of technical and
vocational education and technical teacher training. Institutions and
bodies under science and technical education wing include National
teachers training institute, Islamabad, Polyphonic Institute for Women,
Islamabad, National museum of Science and technology, Lahore and
National educational equipment centre, Lahore.
viii. International Cooperation Wing
The international cooperation (IC) wing deals with matters relating to
admission of foreign students in Pakistan and Pakistani students
studying aboard, scholarship exchange programme, training of Pakistan
is abroad,
liaisoning with international educational and cultural organization
foreign assistance consultancy and fellowship, cooperation and
implementation of UNESCO programme concerning to Pakistan.
Pakistan National
Commission for UNESCO works in close liaison with IC Wing.
a) Higher Education and Research Wing:
The higher education and research wing deals with matters concerning
University Grants commission and Universities in the country and

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research at institutions of higher learning. Other institutions under the
umbrella of higher education include; centres of excellence in various
fields, Pakistan study centres at various universities, and area study
centres at universities.
As stated earlier each of the above wings or cells are headed by Joint
educational advisor who is responsible to the Secretary Education. A
number of Deputy Secretaries each of whom is responsible for certain
specific jobs within a cell assist the Joint Educational advisor in the
performance of his functions, whereas deputy education advisors are
assisted by assistant educational advisors and other subordinate staff.
Number of deputy educational advisors attached with a Joint
Educational advisor vary from wing to wing depending upon the
responsibilities of each attached with each deputy educational advisor.
BISE - Boards of Intermediate and Secondary Education in
Pakistan
Boards of Intermediate and Secondary Education are responsible to
administer school and colleges offering primary and secondary
education in Pakistan. Every BISE also administer the exames for such
classes. Every province has boards in major districts.
BISE in Punjab
Punjab Board of Intermediate and Secondary Education administers all
education boards in Punjab. Its Head Office is situated in Lahore. The

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Board is responsible to maintain the same standard of evaluation and
transparency in examinations throughout Punjab.
BISE in Sindh
Sindh Board of Intermediate and Secondary Education administers all
education boards in Sindh. Its Head Office is situated in Karachi. The
Board is responsible to maintain the same standard of evaluation and
transparency in examinations as well as the uniform standards of
evaluations in the province.
BISE in Balochistan
Balochistan the educational deprived region is developing rapidly by the
work of their boards which offer transparent and uniform methodologies
for different regions.
BISE in KPK
There is a great revolution in this province in education and there is a
great need of more boards to enhance the standards and working for the
educations base.
Responsibilities of BISEs
Public education is universally available. School curricula, funding,
teaching, employment, and other policies are set through locally by
school boards in compliance with over all provincial and federal
policies. Every provincial government takes care of standards at
Intermediate and secondary education level in the region by help of
BISE at district level. Hence; every board is responsible to offer a

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transparent examination system and evaluation methodology. Each BISE
in any province is controlled by a single provincial Board of Education.
National Broadcasting Commission:
The National Broadcasting Commission is the broadcast regulator of
the Federal Republic of Nigeria. The commission was set up on August
24, 1992, by Decree 38 of 1992 later amended as an act of the National
Assembly by Act 55 of 1999 and now known as National Broadcasting
Commission Laws of the Federation 2004, CAP N11 to among other
responsibilities, regulate and control the broadcasting industry in
Nigeria.
The commission in its advisory capacity to the federal government
regularly adopts scientific research methods to gather data, analyze
trends in line with the dynamism of the industry and advise government
accordingly. It is also the responsibility of the commission to receive,
process and consider applications for the establishment, ownership or
operation of radio and television stations including cable television
service direct satellite broadcast direct and any other medium of
broadcasting; radio and television stations owned, established or
operated by the federal, state and local government; and stations run
under private ownership.
The commission recommends these applications after due consideration,
through the Minister of Information to the President, Commander –in –
chief of the armed forces, for the grant of radio and television licenses.

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It is headed by Bello shehu Ilelah, the current director general of the
commission.
In March 2015, IView Technology based in Northwick, UK was
appointed by the NBC to enable digital switchover from throughout the
country and provide a conditional access system, set-up boxes with full
electronic program guide, push video on demand on digital terrestrial
television and carry out audience measurement data. NBC further
licensed 10 set-top box manufacturers of which Gospel Digital
Technology Nigeria a leading indigenous IT company led by Sir.
Godfrey Ohuabunwa is pioneering the digital switch over (DOE).

Question No.5
Discuss the role of secretariat in ministry of education.
Answer:
The Secretary of Education in Pakistan is Dr. Sajid Yoosufani. He was
appointed by the Prime Minister of Pakistan. He is responsible for the
administration and implementation of policies related to education in the
country.

~ 30 ~
Furthermore, he has been working for the Pakistani government for 32
years and is an expert in the field. He has extensive administrative
expertise as well as a strong medical background.
WHY DO WE NEED A SECRETARY OF EDUCATION?
A Secretary of Education is responsible for overseeing the country‟s
education system, which includes primary and secondary schools, as
well as higher education institutions. The secretary of education is
responsible for developing and implementing policies and programs that
aim to improve the quality of education and increase access to education
for all students.
Additionally, the secretary of education also works as a bridge between
the government and the education sector and may serve as an advocate
for education-related issues.
WHAT ARE THE TASKS AND DUTIES OF THE SECRETARY
OF EDUCATION IN PAKISTAN?
The duties of the Secretary of Education in Pakistan include:
1. Creating and implementing educational policies and plans, such as
those for teacher preparation and curriculum planning.
2. Giving government advice on issues regarding education and
collaborating with other government organizations to make sure
that educational policies are in line with more general social and
economic objectives.

~ 31 ~
3. Supervising the management of primary, secondary, and higher
education institutions, involving resource allocation and financial
management.
4. Making sure that all students, regardless of their socioeconomic
status, have access to high-quality education and working to close
educational achievement disparities.
5. Supporting educational research and innovation, and collaborating
with academics, researchers, and other stakeholders to raise
standards of education.
6. Representing Pakistan at international seminars and conferences on
matters relating to education.
7. Working with other organizations involved in education, including
the Higher Education Commission and the Pakistan Education
Research Network.
8. Handling the Ministry of Education and making sure it runs
smoothly and effectively.
9. Advising the minister of education on several policy and
administrative issues.
10. Monitoring, assessing, and recommending changes to the
performance of the educational system.
11. Supporting and encouraging the inclusion of technology into
the classroom to improve students‟ learning outcomes.

~ 32 ~
 12. Working with international organizations and other nations to
advance education and exchange best practices in educational
administration and policy.
13. Working together to promote education and increase access
to education for all students through collaboration with the private
sector, NGOs, and other stakeholders.
However, it is important to note that the exact tasks and obligations of
the Secretary of Education in Pakistan may change based on the goals of
the administration and the particular requirements of the educational
system at any given time.

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WHAT IS THE ROLE OF THE SECRETARY OF EDUCATION
IN A COUNTRY’S GLOBAL DEVELOPMENT?
The Secretary of Education plays a crucial role in the country‟s global
development by ensuring that the education system is aligned with the
needs and goals of the country‟s global development strategy.
This includes implementing policies and programs that support the
development of a highly educated and skilled workforce, as well as
promoting international cooperation and collaboration in education. The
Secretary of Education also works to ensure that the education system is
accessible and inclusive for all students, regardless of their background
or socioeconomic status.
Additionally, the Secretary of Education may play a key role in
promoting education as a tool for addressing global challenges such as
poverty, inequality, and climate change. Additionally, the Secretary of
Education works to ensure that the country‟s education system is
preparing students with the skills and knowledge needed to compete in a
global workforce, including the ability to speak multiple languages,
work in diverse teams, and navigate new technologies.
WHAT HAPPENS WHEN A COUNTRY DOES NOT HAVE A
SECRETARY OF EDUCATION?
There may be several adverse effects if there is no Secretary of
Education, including:

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1. LACK OF COORDINATION
Different government departments and agencies may not work together
efficiently in the absence of a designated leader to supervise education
policy and management.
2. INADEQUATE REPRESENTATION
Without the Secretary of Education, education might not receive the
support and funding it needs from the government. This is because the
Secretary of Education is often the organization‟s top spokesperson for
education.
3. DIFFICULTY IN IMPLEMENTING POLICY
A Secretary of Education helps to design and implement education
policies and initiatives; therefore, a country may struggle to make
progress in areas such as education reforms and teacher training without
this authority.
4. LACK OF ACCOUNTABILITY:
Without a Secretary of Education, it may be challenging to hold
government leaders accountable for the standard of education because
this office is in charge of the entire functioning of the educational
system.
5. LIMITED ABILITY TO RESPOND TO CRISIS:
The absence of a Secretary of Education could make it harder for the
nation to react successfully in the case of a crisis involving education,
such as a pandemic.

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Overall, the Secretary of Education plays a vital role in ensuring that the
country‟s education system is aligned with the broader goals of global
development and can contribute to the country‟s economic and social
development in a global context.

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