Preface:

I am completing Masters degree in Public Administration at the Government College

University Faisalabad. I am in final semester and therefore I have to conduct six (6) weeks
internship. The reason I choose to do internship in my home city Gilgit is because I wanted to
benefit from the experience of my city for my future. I wanted to do my internship in
Organization which work for Government and public, to experience the challenging
environment, learning, improve and develop new sets of skills. One of my main goals is to
improve my skills. Another goal is that I am planning to do job in Public Sector Organization.
That is why I choose to follow my internship in that organization; to learn and develop new sets
of skills and to experience working in Government organization.
The reason I choose Gilgit for my internship is because, Gilgit is my home city. It seemed
convenient for me knowing that my family is with me, and they are helping me in improving my
skills and abilities in my professional career.
In this internship report I will describe my experiences during my internship period. The
internship report contains an overview of the internship company and the activities, tasks and
projects that I have worked on during my internship. Writing this report, I also will describe and
reflect my learning objects and personal goals that I have set during my internship period.

DEDICATION
I dedicate all my efforts and struggles of the educational life to my dear
parents ;without them Im meaningless. Also I devote the work of this
internship report to respectable and honorable teachers who taught and
supported me in developing my personality as a competent professional

1Acknowledgements
First of all; bows to Almighty, the beneficent and the most merciful, who created us
the prime creature above all and then blessed us with such a lucid intelligence. As here, I
could endeavor my services towards this manuscript. I am indeed, grateful to the Prophet
Muhammad (P.B.U.H) who is forever a source of guidance and ideal for all mankind.
I would like to acknowledge and thank some important people also, without whom it
would have been difficult for me to complete this project. Words seem too limited to express
my gratitude to them. I have set light, an ever-burning flame of gratitude and deep sense of
obligation to my honorable teachers for their valuable guidance, constructive
criticism and inspiring attitude during my studies. I appreciate and thanks to all the member
of the faculty. Besides, this internship program makes me realize the value of working
together as a team and as a new experience in working environment, which
challenges us every minute. Not forget, great appreciation go to the rest of G-B secretariat
staff that helped me to write internship report on Education from time to time during the
internship. The whole program really brought us together to appreciate the true value of
friendship and respect of each other. Last words are lacking to express my feelings and
indebtedness to my affectionate Family and Friends for their love, appreciations, which
always stand by me mentally and spiritually during all years of my study.
My parents help me to complete my internship and assist me on every moment when
I was worried. They supported and encouraged me throughout the time of my degree. I am
fortune to have parents, for whom their childs learning and happiness is a high priority.

Table Of Content
Serial No#
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Title
Acknowledgements
History of Education Department
Vision Statement
Mission Statement
Introduction
Policies
Organizational Structure
Key Functions Of Department
Government Colleges By Gender And Level
Schools By Gender And Level
Summary Of Reserved Seats For Students Of GB In Institutions of Country
Support To Special Institutions
Special Education Complex
Social Welfare and Women Development
HRM In Education Department
SWOT analysis
Conclusion
Recommendations

Page
#
03
05
06
06
07
08
11
14
14
15
15
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2. History of Education department

4

At the time of independence there were eighty (80) primary and three (3) middle schools
in GB. Initially, Education Department was working under the administrative control of Deputy
Commissioners of the districts till 1975.During 1976 separate directorate of education was
established under the federal ministry of education Islamabad. Then the control of administration
was transferred in 1979 to Kashmir affairs and Northern areas division Islamabad.
On establishment of GB Secretariat during 1994, the education department is functioning
under the administrative control of Secretary Education. In education secretariat, there are 03
Deputy Secretaries, 04 Section Officer and their supporting staff are working and dealing all
administrative, development projects, budget and other issues of whole education department, at
secretariat level.
At Directorate level, Director for Colleges, Director Planning, 03 Director Schools for 3
regions, Director Special Education and Director Female are working with their supporting staff
under the administrative control of the Secretary Education.

3. Vision statement
The Department of Education works in close partnership with schools, Local Authorities,
NGOs and a range of cultural and educational organizations. We provide high quality learning,
teaching and research as a means to a better future for all. We see education as a powerful
vehicle for personal and social change within the wider community locally and globally. We aim
to develop a community of learners which inspires and supports reflective educators who share
our core values. These are: Equality, Celebrating diversity, Democratic participation, Justice,
Human rights, Sustainability, Inclusion and Mutual respect. The work of the Department is

underpinned by our commitment to diversity and equality (see our policy document for further
details). We aim to provide a learning community that actively challenges inequality and
injustice.

4. Mission Statement
The mission of the Education Department is to develop an ethos and a learning
community which promote: A shared understanding of and an engagement with our core values
between all those engaged in education; The values, skills, knowledge and understanding needed
to be an effective agent for change; A commitment to continuing personal and professional
development; A respect for and commitment to individual potential; Intellectual honesty. We
will do this by/through: honoring our commitment to our core values, Developing critical and
reflective thinking, developing empowering and efficient systems to support us, acknowledging
and learning from mistakes, creative, innovative, inspirational teaching and learning,
collaboration and partnership, encouraging risk taking and challenge, regularly reviewing and
revisiting our policies and practices, encouraging and modeling sustainable work practices.

5. Introduction
Education department is working since independence of Pakistan. Education Department
is responsible to provide free and compulsory education as per provision of constitution of
Pakistan. This department is headed by the secretary education under the supervision of chief
secretary. Secretary is the principle accounting officer of the department who is responsible to
monitors the affairs of department. He has the responsibility to scrutinize and to recommend
promotions cases of officers to services department for consideration in the forum. The secretary
has power of recruitment of staff from BPS-11 to 15 (Basic Pay Scale). Directors are empowered

to recruit staff from BPS-06 t0 10 while Deputy Directors are empowered to recruit staff From
BPS-01 to 05 at district level.
The secretary has power of counter signature of Annual confidential reports (ACR) of
officers and subordinates. The secretary has power of posting/transfer of officers from BPS17and above.
In education secretariat, there are 03 Deputy Secretaries, 04 Section Officer and their
supporting staff are working and dealing all administrative, development projects, budget and
other issues of whole education department, at secretariat level.
At Directorate level, Director for Colleges, Director Planning, 03 Director Schools for
regions, Director Special Education and Director Female are working with their supporting staff
under the administrative control of the Secretary Education. There are 15000 employees of
education department in the 10 districts of Gilgit-Baltistan

6. Policies
1. The National Education Policy (NEP) 2009 (the Policy) comes in a series of
education policies dating back to the very inception of the country in 1947. 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. The lag in finalization of the draft owes to lot of factors including the
process of consultations adopted as well as significant political changes in the country.

2. Two main reasons that prompted the Ministry of Education (MoE) to launch the review in
2005 well before the time horizon of the existing Policy (1998 - 2010)1 were, firstly, the Policy
was not producing the desired educational results and the performance remained deficient in
several key aspects including access, quality and equity of educational opportunities and
secondly, the international challenges like Millennium Development Goals (MDGs) , Dakar
Framework of Action Education for All (EFA) Goals and the challenges triggered by
globalization and nations quest for becoming a knowledge society in the wake of compelling
domestic pressures like devolution and demographic transformations have necessitated a
renewed commitment to proliferate quality education for all.
3. The document is organized into nine chapters. Chapter 1 describes overarching challenges,
identifies two fundamental causes that lie behind the deficiencies in performance (the
commitment gap and the implementation gap), and outlines the way forward. Chapters 2 and 3
articulate the ways of filling the Commitment Gap (system values, priorities and resources) and
Implementation Gap (Ensuring good governance) respectively. Chapters 4 puts forward the
provisions of Islamic Education and transformation of the society on Islamic and human values.
Chapters 5 to 8 outline reforms and policy actions to be taken at the sub-sector level. Chapter 9
broadly suggests a Framework for Implementation of the Action Plan of this Policy document.
Annex- I lays out the current state of education sector. Available indicators have been assessed
against data in comparable countries. 4. Many of the areas discussed in this document were
present in the previous policy documents prepared in the country from time to time and
apparently many of the problems persist. A new policy document on its own will not rectify the
situation but all the segments of the society will have to contribute in this Endeavour. However,

the document does recognize two deficits of previous documents i.e. governance reform and an
implementation roadmap which if redressed, can alter results for the present Policy.
5. On governance, the policy discusses the issue of inter-tier responsibilities wherein the
respective roles and functions of the federal-provincial-district governments continue to be not
clear. Confusion has been compounded, especially, at the provincial-district levels after the
Devolution Plan mainly because the latter was not supported by a clear articulation of
strategies. The other issue identified for governance reforms is the fragmentation of ministries,
institutions etc. for management of various sub-sectors of education and, at times, within each
sub-sector. Problems of management and planning have also been discussed and
recommendations prepared.
6. On implementation, the Policy document includes a chapter that describes the implementation
framework. The framework recognizes the centrality of the federating units in implementation of
education. The role of the Federal Ministry of Education will be that of a 1 National Education
Policy: 1998-2010, Ministry of Education, Government of Pakistan, Islamabad, 1998. 8
coordinator and facilitator so as to ensure secteoal and geographic uniformity in achievement of
educational goals nationally. A shift has been made by making the National Education Policy a
truly national document and not a federal recipe. For this, it has been recommended that Inter
Provincial Education Ministers Conference (IPEMC) with representation of all the federating
units, will be the highest body to oversee progress of education in the country. In this respect the
Federal-Provincial collaborative effort remains the key to success.
7. It has also been proposed to make the document a living document that will remain for an
indefinite period and be subjected to improvements whenever any such requirement is felt. IPEM

will consider and approve all such improvements which can be proposed by any of the federating
units.
8. The purpose of the Policy is to chart out a national strategy for guiding education development
in Pakistan. Many of the policy actions outlined have already been initiated in reforms during the
process, most notably in the domains of curriculum development, textbook/learning materials
policy, provision of missing facilities. A number of initiatives are already being implemented by
the provincial and area governments. The Policy takes account of these ongoing reforms and
integrates them into its recommendations. The Policy is also embedded within the Islamic ethos
as enshrined in the Constitution of the Islamic Republic of Pakistan.
9. The success of the Policy will depend on the national commitment to the sector. Already there
has been a marked improvement in the area as all provinces and areas as well as the federal
government have raised the priority of education. This will now have to be matched with
availability of resources and capacity enhancement for absorption of these resources to improve
education outcomes for the children of Pakistan. It is a long journey that has already begun. It is
hoped that the policy document will help give a clearer direction to the efforts and help in
institutionalizing the effort within a national paradigm.

7. Organizational structure
In education secretariat, there are 03 Deputy Secretaries, 04 Section Officer and their
supporting staff are working and dealing all administrative, development projects, budget and
other issues of whole education department, at secretariat level. At Directorate level, Director for

10

Colleges, Director Planning, 03 Director Schools for regions, Director Special Education and
Director Female are working with their supporting staff under the administrative control of the
Secretary Education.
i).Organizational structure of education

ii).Organizational Structure Of Education Secretariat

Secretary
Education

Deputy
Secretary
planning &
accounts

Section Officer
P&D

Section Officer
Accounts

Deputy
Secretary
Admin.

Section Officer
Schools

Section Officer
Colleges

Deputy
Secretary
Social Welfare
& W.D

Section Officer
11
Social Welfare
& W.D

There are three Deputy Secretaries and Five Section officer in the education departments
secretariat, and also have the superintendents and supporting staff in the department. Clerical
staff and assistants assist the section officers and deputy secretaries.

8. Key functions of the Department

i).Key functions of the Department are as follows:
1- Operation and upkeep of Education System of the Province;
2- Planning, prioritization and implementation of educational policies of Federal and
province.
3- Education department is responsible to provide free and compulsory education for
children.
4- The department provides the opportunities of education.
5- Implementing the development program portfolio and foreign-aided projects like
UNICEF, UNESCO etc.
6- The secretariat of education deals with the school and college staff as management.
The department gives schemes for education and build schools and colleges for various regions to
make education easy and accessible. Total schools and colleges under the Education department are:

9.GOVERNMENT COLLEGES BY GENDER AND LEVEL

Gender

Intermediate

Degree

Tota

Boys

12

05

17

Girls

02

02

04
12

Total

14

07

21

10.Schools By Level And Gender

11.SUMMARY OF RESERVED SEATS FOR THE STUDENTS OF GB IN VARIOUS

INSTITUTIONS OF THE COUNTRY

13

Teachers by Level and Gender

12.SUPPORT TO SPECIAL INSTITUTIONS Year 2015-16

13.SPECIAL EDUCATION COMPLEX GILGIT

Established for Hearing Impaired Children in 19th March, 1988 up to Primary level. Established
as Special Education Complex Gilgit in December, 2009. Running classes for Hearing Impaired
Children up to middle level and Physically Handicapped children( PHC), Mentally retorted
children (MRC) & Visually handicapped children (VHC) up to middle level.

14

14.Social welfare and woman development department

Social welfare Department was established in Gilgit, Diamer & Skardu in 1980 &

1990.

Community Development Centre (CDC) Ghizer, CDC Ghanche 2003.

Social Services Medical Centre (SSMC) Ghanche, Ghizer, CDC & SSMC Astore in
2007.

Transferred to provinces after 18th Constitutional Amendment Act 2010 (Act No-X of
2010)

The Social Welfare Department Gilgit Baltistan has twelve centers.

i).Objectives of community development centers

To provide skilled Development Training for deserving unemployed people.

To provide free of cost basic Education from nursery to three class and Adult Education

Taking initiative for community development with the collaboration of line departments
and NGOs.

Providing Mother and child Health Care services.

15

Registration and monitoring of NGOs.

ii).Women development
2001-2 Women Development was established as a unit in P&DD GB
2004-5
2006
2006-7

Established as Women Development Directorate GB

Administrative control shifted to Education Deptt
PC-I Modified Baltistan Region Included

2010-11 Project scope revised

2010-11 Project staff positions converted on regular side
iii).Objectives of WDD
Ensure Extension & implementation of Women related National Ensure

Extension & implementation of Women related National Bills at GB level.

Organize activities for the promotion of entrepreneurial skills of women in GB
To address the growing development needs of Women of GB
Policy making for women of GB in line with national policy for development &
empowerment of women.
l Bills at GB level.
Organize activities for the promotion of entrepreneurial skills of women in
GB
To address the growing development needs of Women of GB
Policy making for women of GB in line with national policy for development &
empowerment of women.

16

15.Human Resource Management In Education Department

Education Department believes that they can better address the needs of students by
recruiting the best Teachers and administrators (human resources available). Education
Departments investment in HR starts with the recruitment. It invests in HR by identifying the
training needs of its employee and encouraging the training programs required .
i).Selection and Recruitment
The Education Department mostly use News papers for the advertisement of jobs .The
Education Department has contract with NTS, to advertise the jobs of department, collect the
CVs of candidates and conduct Tests. The NTS has responsibility to shortlist the candidates on
the basis of job specification or Abilities of candidates. After the shortlist of candidates, the NTS
gives the list of candidates to Education Department.
Then the Education Department interviews the shortlisted candidates by the NTS. Then the
executives of department select the suitable candidate for the job. The education department also
advertise and conduct tests and interviews by itself with a joint committee with Services and
Finance Department. Mostly below BPS-12 Education Department conducts the tests. So, they
need large number of candidates for examine for the best. Because, Larger the number of
candidates, larger the opportunity to select the best among them.
They Filter the CV of candidates according to their requirements and their recruitment
process, because it gives them such kind of people which they are in need. They filter the CV of
candidates according to the qualification, degree, and technical education and also on the basis of
experience.

17

Then, after the CV filtration, the applicants fill the application forms.
After the CV filtration and filling the Education Department

application forms, Then the

organization send the Test/interview letters to the candidates for interview or test(for technical
employees like engineers or sub-engineers).
The team interviews or conducts test for competent employee. The test may be different
for different jobs then the interview of shortlisted candidates:
By the test and interview, the organization selects right person for right place or position at right
time.

CV
Filter

Test

Selecti
on

Intervie
w

Right person selected by company

For the post of BPS-16 and above, the department sends the vacancies for Federal Public
Service commission (FPSC) for recruitment and selection.
18

Then the joining letter is given by the employee to employer which contains that the
employee is recruited for the specific job in the organization. And now he has joined the
organization from the mentioned date. Then the employee joins the organization for his duties.
After the joining, a service book is maintained form BPS-01 to BPS-15 and Above BPS-15 a
personal file is maintained by AGPR.
ii).Training and Development
After the selection of employees, the Education Department starts a secession of training
for the newly appointed employees to increase the abilities and develop the technical skills of the
employees. Courses and other programs are conducted to increase the confidence level of the
employees. The department sends the teachers to Education college H-9 Islamabad for B.Ed, and
M.Ed.
For Training and development, department sends the employees for different workshops
and training programs.
iii).Performance Appraisal
Performance appraisal is a useful technique, used by many successful organization . It is
a system which is used to evaluate the performance of employees and the evaluation of behavior
of employees in a workplace. Performance here in Education department, refers to the degree of
accomplishment of tasks that makeup an individual jobs .It indicates how well an individual
fulfilling the job demands.
Thus it is a process of assessing the performance or progress of an employee. In the
views of secretary, performance appraisal is used to improve the efficiency of an organization. It
19

includes, T&D of individuals, planning job rotation and assistance promotions. It decides the
retirement plans, promotions, rewards, compensation, incentives of employees.
Education department uses Annual confidential report method like other government
organizations for evaluation of employees according to their job performance, are graded under
different grades i-e poor, Good, Excellent, Extra ordinary.
Unions: There are teacher associations in every district for the protection of their rights and the
president of teacher association is elected by the teachers. There are also clerical
associations in department.

16.SWOT Analysis

Weakne
ss

Strength

SWO
T

Opportun
ity

Threats

SWOT analysis stands for analyzing the Strengths, Weaknesses, Opportunities and Threats of a
certain organization. In this post we do the SWOT analysis of the Education Department of
20

Gilgit-Baltistan that what is the strength, opportunity, threads and how can we change that thread
into opportunity.
i).Strength
i).Exponential growth in different destinations and people as social sector.
ii).Skilled Human Resource.
iii).Huge network of schools.
iv).Favorable policies .
v).Being a social sector of Pakistan, Education Department has network of schools in every
region, city village and in every valley of Gilgit-Baltistan.
vi).2nd highest literacy rate in Pakistan.
ii).Weaknesses
i). Education Department has no quality of service, but quantity services.
ii).No check and balance in schools.
iii).High absenteeism rate of teachers.
iv).Four month vacations.
v).Nepotism, regionalism, sectarian issues in schools.
vi).Low qualified teachers.
vii). Deficiency of Labs for practical work.
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iii).Opportunities
i).The opportunity is that Education Department has Huge area size to build schools.
ii).Availability of High qualified teacher.
iii).Cooperation of People with the department like PTA (Parent Teacher Associations).
iv).The Biggest opportunity is to adopt latest technologies and way of teachings.
v).Easy to motivate students and people as well

iv).Threats
i).Recession in economy.
ii).Inconsistent decisions from regulatory authorities.
iii).Political Instability and Security issues are biggest threats for Education Department.
iv).Adverse shifts in policies of government.
v). Sectarian clashes in the region.
vi). Privates Schools and their quality education.

17.Conclusion
The reforms required in the education system of Pakistan cannot be done by the
government alone, public-private participation and a mix of formal as well as non-formal

22

education can pull out majority of countrys population from illiteracy. Similarly, to make the
youth of the country an asset, attention should also be paid to vocational and technical training.
There are many things which are necessary for smooth functioning of any organization.
Only educational policies are not essential, but for good system employee-employer relation is
also essential. But motivation level of employees, loyalty of employees, satisfaction level,
competencies, skills and abilities are also important factors in any organization for smooth
functioning of any industry or organization.

18.Recommendations
There is a need for implementation of national education policy and education goals. An
analysis of education policy suggests that at the policy level there are several admirable ideas,
but practically there are some shortcomings also.
It may not be possible for the government at the moment to implement uniform education
system in the country, but a uniform curriculum can be introduced in educational institutes of the
country. This will provide equal opportunity to the students of rural areas to compete with
students of urban areas in the job market. Since majority of Pakistani population resides in rural
areas and the access to education is a major problem for them, it seems feasible that a balanced
approach for formal and informal education be adopted. Government as well as non-government
sector should work together to promote education in rural areas.
23

The federal government is paying attention to the vocational and technical training, but it
is important to make the already existing vocational and technical training centers more efficient
kso that skilled youth could be produced.
Since education is a provincial subject, the provincial education secretariats need to be
strengthened. Special policy planning units should be established in provinces education
departments for implementation of educational policies and formulation of new policies
whenever needed. The provincial education departments need to work out financial resources
required for realizing the compliance of Article 25-A.
Federal Government should play a supportive role vis--vis the provinces for the early
compliance of the constitutional obligation laid down in Article 25-A. Special grants can be
provided to the provinces where the literacy rate is low.
Technical education should be made a part of secondary education. Classes for carpentry,
electrical, and other technical education must be included in the curriculum. Providing economic
incentives to the students may encourage the parents to send their children to school and may
help in reducing the dropout ratio.
Local government system is helpful in promoting education and literacy in the country. In
local government system the funds for education would be spent on a need basis by the locality.
Corruption in education departments is one of the factors for the poor literacy in the country. An
effective monitoring system is needed in education departments.

24

For any system to work it is imperative that relevant structures are developed. Legislation and
structure should be framed to plan for the promotion of education in the country. After the
18th amendment the education has become a provincial subject, therefore, the provinces should
form legislations and design educational policies which ensure quality education.
Counseling of parents is required, so that they can choose a career for their child which is
market friendly.
There are two approaches to acquiring education: First, which is being followed by many in
Pakistan is to get education to earn bread and butter. The second approach is to get education for
the sake of personal development and learning. This approach is followed by affluent and
economically stable people who send their children to private schools and abroad for education.
The problem arises when non-affluent families send their children to private schools, and
universities. This aspiration for sending children for higher education is wrong, because the
country does not need managers and officers only. There are several other jobs where people are
needed. Hence, the mind-set of sending ones children to university only for becoming officers
and managers needs to be changed.

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