Theories of motivation

By Khan

Key words; Centralization of education, Decentralization
of Education in the Context of Educational Policies, Achievements of DOP(Decentralization),
Short Coming of DOP ,

Centralization and Decentralization of Education

There are many obstacles in the improvement of smoothly functioning education
system e.g. political well, centralization, lack of school autonomy, corruption,
lack of managerial skills, poor information system and poor school
administration.

The decentralization system of decision-making can improves education
administration. Centralized educational system can affect school education
system; it is widely understood and practiced around the world that basic education
can be better provided in a system that is administered at local community,
district and village levels.

In a Centralized system administration can’t respond effectively to
local community and student’s needs. The bureaucracy interferes with the flow
of resources and information from top to bottom, the lesser investment of
bureaucracy will improve the education system in Pakistan because corruption is
the main goal of these bureaucrats. Another factor is that higher level
administrators have less time to for important educational issues like educational
program design, implementation of educational programs, and proper monitoring
of educational programs.

 Decentralization of Education
in the Context of Educational Policies

At the time of independence, Pakistan inherited a very weak educational
system. Majority of the people were illiterate and limited number of educational
institutions were there which were insufficient for educating people. Pakistan
inherited administrative setup in 1947 from British, a system which was not
developed for educating people but for creating clerical staff and since then
the system has improved to some extent through administrative reforms but changing
the administrative structures did not take place. According to the wishes and
need of Pakistan, Educational administration was centralized system. Provincial
education departments were under Ministry of education at federal and federal
was also regulating the educational laws and policies at provincial levels.

This highly centralized system of education is greatly hampering the
effectiveness of education and delivery of service at the very grass-root
level. Different governments addressed this issue in their educational policies
and plans. A brief review of education policies in respect of decentralization
is given below:

In 1959, the National Commission on Education proposed a separate
section with considerable autonomy; it was a concept of the devolution of
authority it application in educational administration was not accepted.

In National Education Policy 1970 they again proposed
decentralization of educational administration to ensure academic freedom and
financial autonomy for the effectiveness of educational institutions in the
country.

Again in National Education Policy 1979 it was stated that
educational administration will be decentralized for effective administration,
management and supervision by empowering educational management at lower
levels.

In National Education Policy 1992 it was emphasized that the
process of decision-making will be decentralized to grassroots level. All Educational
development plans shall be effectively monitored coordinated and Manage at district
level.

The education administration was decentralized in the province of Punjab
and Sindh in 1973 and later on it was implemented in the province of KPK (NWFP)
during 1979. Every province was divided into divisions comprising of multiple districts.
Divisional office was headed by a Divisional Director. These divisions were
further divided into district and Education Department headed by District
Education Officer (DEO). Who was assisted by Deputy Education Officer, Assistant
Education Officer, and Sub Division Education Officer? Al level of schools were
under the administrative control of District Education Officer. While colleges
at district level were under control of Directorate of Colleges.

The National Education Policy 1998-2001 proposed the following
provisions for decentralization in education:

District Education Officers (DEOs), Assistant District Education
Officers (ADEOs), and Village Education Committees (VECs) shall impart training
in management and VEC organization to improve the quality of teaching and administration
in schools.

District Education Authorities and School Management Committees (SMCs)
will be responsible for implementation, evaluation and monitoring of the
National Education Policy, 1998

Achievements and Short Coming of DOP

Achievements of DOP are given below:

·        
The approvals
of small schemes at district levels are quick and easy.

·        
Improvement in
the accountability of process because the expenditures are discussed in the
District Council Meetings

·        
improvement
in teacher attendance due to frequent officials visit of teams

·        
Public
awareness about education, people are asking questions in the District Council
meetings.

Short Coming of DOP

Issues & Problems

·        
The unclear
delegation of financial power, creating various problems for the officials
working at district level

·        
With
multiple lines of reporting creating problems for officials working at district
level. Decision taking and allocating of resources or allocation of funds to
schools.

·        
Non-availability
of fund at district level makes it difficult for education managers to take
rationale decision.

·        
Problems between
the provinces and districts officials regarding teacher training and the up
gradation of schools, which are still approved by the provincial government.

·        
The public
education system is unable to meet the demand of quality education resulting
decreased in enrolment in public schools and increasing enrollment private
schools.

·        
Only 10 to 20
percent of the budget is left for developmental activities. While the major portion
of the budget is spent on recurring expenditure and on salaries

·        
The role of
District Coordinating Officer in the decentralize set up is considered as a
bridge between province and district offices. These officers are senior
bureaucrats, therefore, they like top down approach that may defeat the purpose
of decentralization.

·        
There are
problems between DCOs and District Nazim on various issues, which creating tension
that may affect the decentralization process.

·        
The
non-availability of adequate infrastructure at district level to fulfill the
need is also a big issue

·        
The majority
of the new District Managers are not yet ready to work in the new system

·        
Delegation
of responsibilities without authority.

·        
The issue of
accountability of Executive District Officer, Due to three tiers structure of District
Nazim, District Coordination Officer and the Secretary of Education department

·        
Lack of
trained staff in the District Office to use and benefit of such services as
EMIS.

·        
Frequent
transfers of field officers in district level

·        
Absence of
legal advisor or litigation officer creates problems for DEOs and Deputy DEOs
and they will deal legal court problems personally

·        
There is not
enough clarity on the financial aspect of the devolved system. A clear
demarcation of financial powers needs to be made

References

Abu-Duhou, I. (1999). Fundamentals of Educational
Planning: School-based management. Paris: UNESCO/IIEP.

GoP (2000) National Reconstruction Bureau. Local
Government Plan 2000, Islamabad: Chief Executive Secretariat,

Malik, S.R. (1992) The System of Education in Pakistan.
National Book Foundation, Islamabad.

Memon, M. (n/d) Decentralization of the Education System
in Sindh: A Critical Review. Islamabad.

Pakistan. Statistics Division, GOP (2001). Census of
Private Educational Institutions in Pakistan 1999-2000. Islamabad.