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INTRODUCTION
Assistant education officer (AEO) is a mobile administrator who supervises the performance of
school in his markaz. Each AEO is assigned 15 to 22 schools, collectedly called markaz, for
routine supervision and management. An AEO is judge on the performance of his or her markaz
across a combination of access and quality indicators. He she perform the following five must
core function. A) enhance the quality of education is being delivered b) improved functionality
of schools in their markaz c) implement the SED initiatives on the field d) maintain
administrative and financial records and e) community mobilization for school improvement.
Ensure the quality of education is being delivered a) ensure fair conduct of school examination,
b) suggested to improve over all academic performance, c) ensured the quality of education is
being delivered d) identify the area of teaching in weakness and recommended weak
performance teachers to district training and support center, e) take ownership of the results of
students in his or her markaz in all formal assessment, f) ensure progress in reports are being
a) Regulate teacher's attendance, b)Ensure use of textbook and teacher guides, aim for
100% enrolment and retention of 5-9 old in their markaz, c) make the school environment
child friendly and conduct to learnng, visits school regularly and conduct activities
outline in the log book, d) assess the performance of teaching and non teaching staff and
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recommend action, e) organized co-curricular and extra co-curricular activities, f) support
the head teacher in maintaining school records, and g) mentor head teacher for
A) Disseminate and implement all policies of the school education department at the
markaz level, and B) provide support in conducting the grad- V Punjab examination
a) create a school file and containing complete record of school activities, b) support head
teacher in annual NSB utilization plan and ensure the fund are being utilized, c) audit
account FTF, NSB, salaries and stocks of schools to control schemes in their markaz, d)
and report and mentor the progress of all schools related development schemes in their
markaz.
a) AEO is responsible for implementation school council policy issued by the school
education department, b) ensure school council meeting are convened at least once every
month, c) attend and monitor school council meeting and ensured the members
engagement for improving retention enrolment, and e) conduct surveys for out of school
Social life is filled with contradictions and the work of assistant education officers
(AEOs) is no exception. The origin of these contradictions lies in the shifting balance between
environmental turbulence that favors an approach which is flexible and facilitative, and
2
environmental stability, that makes possible planning for long-term coherence. Turbulence refers
to the organizational state where internal systems and procedures are rapidly subjected to
pressures and demands emanating from environmental changes. Paradigm shifts in education
of policy control function and devolution of certain management and service functions, are
recent examples of factors that have caused turbulence in educational organizations. Conversely,
stability would denote the continuance of existing practices within the education system,
uninfluenced by internal and/or external changes and demands (Fullan 1993, Wallace and
McMahon 1994).
Some short-term changes and adjustments may disturb the internal relationships and
alignments. To preserve these internal relationships and alignments, therefore, some form of
long-term coherence becomes necessary. This research discusses the role of AEOs in the present
in PEC Exam. It begins by exploring the role of AEOs relating it to the relevant international
literature. It goes on to suggest some ways in which AEOs might rethink their present and future
roles and responsibilities. The main focus of this paper is on the primary functions of AEOs, that
is, the creation of opportunities for the provision of quality education for learners - children as
well as adults. Of course this function is shared by their colleagues at the levels above and below
them. The role of assistant education officers as primary level managers in the education system,
policies. In doing so they interpret, prioritise, implement, monitor, supervise and evaluate the
respective policies, programmes and projects. They also provide feedback from policy users to
policy makers so that any shortcomings can be addressed. It can be said, therefore, that AEOs
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THE REPORTING STRUCTURE OF THE AEOS JOB AS UNDER
Velayutham (1988: 61) explains inspection as: a process by which the organization or its
external authority monitors the organizational activities and ensures that the minimum standards
of services and facilities are provided, and the assigned goals and objectives are achieved.
managers and not inspection. He considers 'supervision' as a process of improving the teaching-
learning process and the conditions related to it. The supervisory leadership role has not been
sufficiently demonstrated in the present work of AEOs in other nations of the Pacific. The
inspectorial role of AEOs has been inherited largely from the imposing era.
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examinations has continued in the post-independence period. The inspectorial style of discourse
that was brought in by the noble administrators has been maintained to a large extent in the
present day work of AEOs. This is because most educational administrators, and parents alike,
felt that this was the 26 most appropriate approaches to control the teaching-learning situation in
an examination-oriented system. This document also shows the relationship among the various
administrative and professional levels of the education system. After a brief look at the various
duty statement documents, it can be safely argued that the present work of AEOs is geared
largely to seeking conformity and stability rather addressing inconsistencies and suggesting
desirable changes. For example, this is seen clearly in the job description of senior education
officers. It specifies the duties and the percentage of time spent on each.
In the present context of a dynamically complex environment (Fullan 1993, Wallace and
McMahon 1994) and an unknowable future (Stacey 1992) in developed and other island nations
of the Pacific, any ready-made duty statement would be superficial. Now that these countries are
independent and are charting their own courses of national development, education in general
has a more dynamic role to play. As 'key players' in the education system, the role of the AEOs
needs to be more facilitative, enabling and creative. Their duty statements should clearly have a
'decision-making space' that can accommodate working resolution of the tension between
This suggestion finds support in Qovu's (1996) study. He notes that often principals are
not able to comply with their written duty statements because of the many unanticipated
demands on their time. It must be noted that the lack of success of schooling in developed and
other island nations of the Pacific has led to changes directed at improvements at the school
level. Studies in this regard have stressed the need for instructional leaders at the school level
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(Velayutham 1988, Sharma 1992), improved teacher (Muralidhar 1989) and administrator
(Velayutham 1994, Sharma 1996) preparation, increased teacher and parental participation in
school site management (Sharma 1993) and a host of pedagogy-related changes directed at
reality have any impact on school heads, teachers, learners and parents? This is a critical
question that needs exploration. Barr and Dreeben (1983: 3) remind 27 us that "education would
Prefer explains that leaders at the higher organizational levels should have greater impact on the
quality of education because, being in a centralized set-up, they have more exposure to
educational innovations and have more discretion in decisions and activities. Bhindi (1988),
however, points out that the work of AEOs in the Pacific is administratively decentralized. In
other words, while the decision-making power remains with the Ministry of Education
Bhindi (1988: 19) goes on to point out that: The education officers serving in these
offices have prescribed roles with defined, limited authority. The offices operate as "agencies" or
"branches" of the Ministry of Education headquarters. This paper, therefore, argues for increased
involvement of AEOs at the school level in developed and other Pacific countries. It is likely
that such involvement will create a more balanced system of both centralized and decentralised
control of education. With this new image of AEOs and the emerging trends of school-site
management and teacher professionalism, the promotion of quality education becomes the
responsibility of everyone rather than that of school level personnel only. For this to happen, it is
6
necessary for those taking up the job of AEOs to be successful instructional leaders and
facilitators.
This is because they can be influential in the development of goals at various levels in the
education system, the selection and supervision of school heads and teachers and the
establishment of school, district and nation-wide instruction and curriculum plans. With
instructional leadership experience, they can contribute enormously to creating many of the
organizational conditions for quality education. The relevant international literature (see for
example Abbot and Caraches 1988, Musella and Leithwood 1988) suggests that there is little
top-down 'reach' into 28 the classrooms. Many AEOs consider establishing a good relationship
with school boards and teachers as more important than improving the learning process. While
the role of school principals is curriculum facilitation (Sharma 1992), this paper argues that the
most important role of AEOs is the facilitation of the teaching-learning process at the school
level. Understandably all education officers cannot reach the classroom; nevertheless, within
their delegated responsibility, the focus should be on the 'learner'. Facilitative role The present
leadership role of AEOs is clearly focused on power relationships, generally in terms of a top-
down model of power relationships, rooted in the notions of classical bureaucracy (Abbot and
Caracheo 1988).
power from the bottom rather than the top (Pfeffer 1981). Although educational management in
developed countries highlighted the need for such enlightened practices, no serious attempts
have been made to adopt them in the South Pacific. The few school systems that attempted such
changes did not ultimately succeed. A good example of this is the school-based curriculum
development initiative in the United Kingdom. Moves are now being made there to return to a
7
national curriculum with a tight regulatory framework to monitor its delivery (Lofthouse 1994).
In pakistan and most other Pacific countries, religious organizations and local
communities 'own' and/or 'manage' many schools. The origin of this pattern of school
management goes back to the colonial era when the respective governments were unable to
provide education to all their citizens. The practice has continued in the post-independence era.
In this type of school governance, the AEOs not only have to mediate national education policies
but also to facilitate the demands emanating from the local communities. Dunlap and Goldman
(1991) refer to the latter as a facilitative management approach. According to them the concept
sustain favorable conditions for the organization to achieve its aims and objectives. It allows
concept does not argue for either a top down or a bottom-up notion of power. Rather, it looks at
the exercise of power by administrators in terms of a set of assumptions about superiors, peers
and 29 subordinates. Dunlap and Goldman (1991: 13-14) list the following four categories of
activities leaders engage in when they are employing a facilitative management approach:
They help arrange material resources that provide support for educational activities.
They select and manage people who can work together effectively, paying attention to both the
They supervise and monitor activities, not to exercise hierarchical control, but to stress
They provide networks for activities, adding members to groups, linking groups to activities
elsewhere, helping groups to "go public" with activities, and diffusing new ideas. As already
8
emphasized, such a facilitative role can help in discovering some working resolution of the
Further, this can also help build 'learning organizations' (Fullan 1995) in which an AEO
can be seen as an initiator, facilitator, teacher, researcher and learner. The new work of AEOs in
the Pacific should be to help build schools into self-renewing learning organizations. In a
traditional sense, Pacific schools have been primarily the organizations for formal learning.
Writers such as Fullan (1993, 1995) and Velayutham (1996), however, see educational
institutions as learning organizations. According to them such organizations can cultivate the
desired and concerted action to learn from their own past and present actions and experiences
with new ways of learning, management and forging relationships. AEOs have a significant role
to play in this direction. And to perform such responsibilities successfully, their leadership
In this regard, AEOs may find the following suggestions of Fullan (1993) beneficial:
9
Clearly the emphasis in Fullan's suggestions is on 'staff development' and we also believe
that this is the primary responsibility of AEOs. In brief, then, the new role of AEOs that we are
advocating has to be characterized by strong leadership rather than following a well-written duty
statement. This is because educational reforms in post-modern society are inherently complex,
dynamic and highly political. Educational communities make contradictory and competing
demands on educational leaders (in this case AEOs) and their organizations. In this context,
building learning organizations, employing a facilitative approach, seems a correct career path
for AEOs. This notion finds support in the following comments of Velayutham (1996:8): The
schools of the future will have to be learning organizations besides serving as organizations for
learning. Their leaders have to recognize the dynamic complexities and rapidity of changes in
Before the establishment of PEC, examinations were organized by the Director Public
Instructions (DPI) that provided guidelines along with Model Question Papers for GradeV and
Grade-VIII. The Executive District officers of Education were required to develop the question
papers according to the pattern of model papers and further arrange examinations for grade V
and VIII in accordance to the guidelines given by the Directorate. However, the schedule for the
examinations along with activity plan was provided by the Directorate of Public Instruction (EE),
Punjab.
The sample analysis of the examinations conducted in the districts depicted the following results:
Some areas needed improvement, such as paper setting, marking schemes and
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Since each district was creating its own paper, examination results couldnt be compared
among districts. The district and school comparisons of results would have become
In Dec 2005, a need for the establishment of an autonomous body was felt for the assessment of
students learning achievement in the province. This idea was given the shape of reality with the
autonomous body on 16th January, 2006 with a challenging task to establish new setup and to
Punjab Examination Commission (PEC) functions in an organized and strategic manner that
begins with the registration for exams and ends at formulation of district wise analytical exam
reports.
Registration
PEC does not register any student in any case. Registration is done only by respective
registration starts in the month of November and all candidates can get registered through
prescribed forms available at education offices or ECC in their respective districts or can be
downloaded here.
Registration is free of cost. All districts register their students by using PEC Online Student
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Roll Number Slips
After issuing roll numbers, PEC sends the data to the respective districts for further verification.
Once verified, PEC issues the final roll number slips to each district which are then delivered to
Administration of the tests is the responsibility of the Executive District Office (Education).
They allocate examination centers for nearby schools or students, select supervisory staff,
monitoring staff, examiners for scoring and head examiners for monitoring the scoring process.
The scoring centers for each subject at tehsil level are also decided by the district. Examination
of grade V and VIII are conducted in 1st and 2nd weeks of February every year respectively.
Preparation of Results
After scoring the papers, districts supply scoring sheets of all the students of all subjects to PEC.
The scoring sheets consist of multiple choice questions marked by students and open ended
questions marked by the examiners. The results are prepared through scanned images of the
scoring sheets. PEC prepares results within six weeks and delivers the result gazettes reflecting
total score of each student to the districts on 30th March every year. The districts announce the
result on the 31st of March. The result can be checked on PEC website as well.
Later, the result reports are published. PEC delivers the results reports to districts for distribution
to the students. The errors and complaints against result, name, date of birth etc are settled down
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Reports
Punjab Examination Commission generates reports based on the data arising from the exam for
grade V and VIII in the Punjab. The report is mainly concerned with overall achievement of
students at district and provincial level and a comparison of mean level of students performance
between districts, tehsiles, schools location, and gender and school sector. The item analysis
reports are also generated to provide guidelines to the teachers for improving students learning.
The reports can be seen on PEC website. The district wise detail analysis is also available at PEC
The current study was conducted on identifying the role of assistant education officer (AEO) in
Punjab Examination Commission (PEC) is an autonomous body set up by the Government of the
Punjab to assess and examine students learning achievements particularly of grade 5 and 8.
AEO provide support in conducting 5th class exam. Conducting the PEC exam is very
significant issue in overall the Punjab. Performing the duty on PEC exam whole body of district
education level in acting. Each member of the organizational management play vital role. In the
present study we try to understand and identify the major role AEO in PEC Exam.
1. This study was an important milestone in providing scientific data on AEO role in PEC exam.
2. This study is an attempt to provide clear role responsibilities of AEO in PEC examination
system.
3. As the data related to current study was lacking in Punjab (Pakistan) in educational
1. to fine out the role of assistant Education officer (AEO) in Punjab Examination commission
(PEC) Exam.
1. What is the role of assistant Education officer (AEO) in Punjab Examination commission
(PEC) Exam?
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CHAPTER 2
METHODOLOGY
This chapter deals with the methodology of the study. It describes population, selection of
sample, description and administration of the research tools and statistical techniques used for
data analysis.
This research has been explicitly designed to explore the role of assistant education
officer (AEO) of Punjab examination commission exam 5th class. Therefore purposive sampling
technique was used because the choice of the sample being contingent upon the participants
2.2 POPULATION
The population of the study was consisted on Assistant education officers of Dstrict
jhang.
The sample of the study was comprise on only female subjects (N= 30) assistant
education officers from District Jhang. Sample was also included new and old assistant education
officers (n=15 male AEOs and n=15 female AEOs). For the purpose of whole representative of
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2.4 INSTRUMENTATION OF THE STUDY
The current study consisted on structured interview eight questions. The developing of
2.5 PROCEDURE
Researchers himself visits and conduct interview of assistant education officers in district
jhang for the purpose of data collection. The current study comprised on two major variables.
First of all researchers received consent from the all AEOs for data collection and after that
conduct the interview in structure questions form to the subjects. Before starting interview
researcher give the instructions to subjects according to the requirement of interview and tell the
objectives of the study to the participants. After the collection of information researcher from the
Every participant of the study was informed about the purpose of the study. They were
also inform that their responses would be used only for the research purposes and would be kept
strictly confidential. They will be encouraged to be frank in their responses and to respond to all
the interview questions. The instructions were read out and the students were asked to give their
responses according to the interview questions. The researcher given adequate briefing for this
No formal statistical method was used to data analysis because the study was in
qualitative in nature. Content analysis method was used to data analysis process in the present
study.
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CHAPTER 3
DATA ANALYSIS
This chapter deals with data analysis and findings inferred from the investigation and results
from information concerning role of AEO in PEC examination system. This section is divided
into two segments; one segment for the whole summary of the personal information of the AEOs
and second part for every of the one investigative queries. First one is what is the role of assistant
Education officer (AEO) in Punjab Examination commission (PEC) Exam? After that to having
a complete data sheet, required statistical analyses were run to answers the research questions.
Essential descriptive analyses were done in sort to accumulate basic information about the basic
characteristics of participants and to help and calculate the outputs of inferential analyses.
Descriptive statistics
Personal characteristics are offered in provisions of personal. Twenty AEO were invited
Table 3.1
Variables F % M SD
Age 38.38 10.26
26-32 8 40.0
33-39 12 60.0
Gender
Male 10 50.0
Female 10 50.0
Education
B.S/ master 15
M.phil 5
17
Table 3.1 illustrates the age range mean score (M=38.38 and SD=10.26 of the
participants. 8 participants were 26-32 year old and 12participants were 33-39. Table revealed
that 50% (n=10) respondents were male and 50% (n=10) were female. And above information
revealed that participant were divided on the base of qualification in the following B.S/ Master
Content analysis
Content analysis method was used in narrative form data analysis mostly used in qualitative form
research.
Research question 1
What is the role of assistant Education officer (AEO) in Punjab Examination commission (PEC)
Exam?
In the PEC examination system (AEOs) role very positive in significant in all process of
conduction exam. In this examination AEOs follow the instruction that are given by the higher
authority time to time and delivered information in own their markaz level.
18
The role divided in to three parts
Figure 3.1
Befor
Exaimnation
During After
Exaination Examination
Insured the process of student registration was complete in own their markaz level
class v students.
Delivered the related instructions to the exam of PEC given own their markaz.
Guide to head teachers exam related information where by collected through students
and parents.
Indemnify the issuance and receiving the roll number slip process and verifying the
record with PEC exam though own their markaz with the help of each school head.
Guide the paper pattern of PEC Exam class v and provide some model paper related to
exam if possible.
19
Insured that all the markaz school head teachers aware from examination centers.
At the day of examination AEOs duty depend on higher authority instructions that are
given by head of examination PEC, controller examination, and additional district controller
examination. AEOs play a significant role in conducting PEC exam according to assigned by
duties.
After completing the examination each AEOs responsible of their markaz results this is a very
Insured the processes of receiving information regarding PEC Exam results in own their
markaz level.
Maintain and keep their record of each school in their own personal record.
Maintain and keep their record of higher achievers and low achievers teachers in own
Reinforced the head teachers and class teachers regarding their results.
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CHAPTER 4
4.1 Discussions
This chapter deals the finding, conclusion, discussion and recommendation .The current
Table 3.1 illustrates the age range mean score (M=38.38 and SD=10.26 of the
participants. 8 participants were 26-32 year old and 12participants were 33-39. Table revealed
that 50% (n=10) respondents were male and 50% (n=10) were female. And above information
revealed that participant were divided on the base of qualification in the following B.S/ Master
Content analysis method was used in narrative form data analysis mostly used in qualitative form
research.
Research question 1
What is the role of assistant Education officer (AEO) in Punjab Examination commission (PEC)
Exam?
In PEC examination system (AEOs) perform a role very positive in significant in all process of
conduction exam. In this examination AEOs follow the instruction that are given by the higher
authority time to time and delivered information in own their markaz level.
There were the following responsibilities AEOs play in examination of PEC: The role divided in
to three parts
Before starting examination AEO responsibilities A) Insured the process of student registration
was complete in own their markaz level class v students. B) Delivered the related instructions to
the exam of PEC given own their markaz. C) Guide to head teachers exam related information
21
where by collected through students and parents. D) Guide to markaz head teachers for the
cluster information centers. E)Indemnify the issuance and receiving the roll number slip process
and verifying the record with PEC exam though own their markaz with the help of each school
head. F) Guide the paper pattern of PEC Exam class v and provide some model paper related to
exam if possible. G) Insured that all the markaz school head teachers aware from examination
centers. (Velayutham 1994, Sharma 1996) preparation, increased teachers, head teachers and
parental participation in school site management (Sharma 1993) and a host of pedagogy-related
1993).
At the day of examination AEOs duty depend on higher authority instructions that are
given by head of examination PEC, controller examination, and additional district controller
examination. AEOs play a significant role in conducting PEC exam according to assigned by
duties.
Previous study results supported that Bhindi (1988: 19) goes on to point out that: The education
officers serving in these offices have prescribed roles with defined, limited authority. The offices
therefore, argues for increased involvement of AEOs at the school level in developed and other
Pacific countries. It is likely that such involvement will create a more balanced system of both
centralized and decentralized control of education. With this new image of AEOs and the
quality education becomes the responsibility of everyone rather than that of school level
personnel only.
22
After examination AEOs responsibilities
After completing the examination each AEOs responsible of their markaz results this is a very
critical and important stage AEOs performs the following functions: A) insured the processes of
receiving information regarding PEC Exam results in own their markaz level. B) Prepared results
profiles in each markaz school. C) Maintain and keep their record of each school in their own
personal record. D) Maintain and keep their record of higher achievers and low achievers
teachers in own their cluster level. E) Reinforced the head teachers and class teachers regarding
their results. Prior research sustained the results Dunlap and Goldman (1991) refer to the latter
favorable conditions for the organization to achieve its aims and objectives. It allows individuals
1. The present study was restricted to the only population of AEOs (male and female)
4.3 Conclusion
Finally we concluded that AEOs play significant role in the all three process of PEC
Exam. The most important role of AEOs in before and after conducting the exam was highly
momentous. And during conducting exam the role of AEOs depends higher authorizes assigned
duties.
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4.4 Recommendation of the study
To further examine the role of AEOs in PEC Exam presenting a large scale research will be
needed. It is important to increase the sample size and include different groups more respondents
Present study was limited to the only AEOs district jhang and limited literatures are
available on the role of AEOs in PEC Exam. It is important to more needed to conduct study on
the role of AEOs on different types of sample in school education department such as primary
24
REFERENCES
Abbott, M. G. and Caracheo, F. (1988) Power, authority and bureaucracy. In N. Boyan (Ed.)
Barr, R. and Dreenben, R. (1983) How Schools Work. Chicago: The University of Chicago
Press.
Bhindi, N. (1987) Decentralisation of Education in Solomon Islands and the Role of Provisional
Educational Administration in the South Pacific Hand Book. The University of the South
Fullan, M. (1993) Change Forces: Probing the Depths of Educational Reform. London: Falmer
Press. Fullan, M. (1995) The evolution of change and the new work of the educational leader. In
Wong Kam-Cheung and Cheng Kai-Ming (eds.) Educational Leadership and Change: An
Lofthouse, M. (1994) Managing the curriculum. In Tony Bush and John WestBurnham (Eds.)
Musella, D. and Leithwood, K. (1988) The influence of chief education officers on school
25
Pfeffer, J. (1984) The ambiguity of leadership. In W, A, Rosenbach and R. L, Taylor (eds.)
Qovu, E. (1996) The Work Activities of Selected Secondary School Principals in Fiji.
Sharma, A. (1992) The principal as curriculum facilitator. Pacific Curriculum Network, 1.1:18-
19.
29,15.2:59-72.
Thaman, K. H. (1993) Culture and the curriculum in the South Pacific. Comparative Education,
29.3:249-260.
Supervision Course Book. The University of the South Pacific Extension Services: 61-66.
Community of Inquiry. Keynote Address presented at an Inservice workshop for Principals held
at CATD, Nadave.
Wallace, M. and McMahon, A. (1994) Planning for Change in Turbulent Times, GB: Cassell.
26
APPENDIXES
27
CONSENT TO SERVE AS A SUBJECT IN RESEARCH
I am a trainee of AEO (training) in Quaid- e-Azam Academy for Education Development in
Islamia High School Jhang.
. This institution is a good example in training program. In this institution training work is
continue in many programs. Current training is also a chain of their academy training studies.
I want to include your suggestion in my research work. Your suggestion will not use anywhere
except research study. Your suggestion will be secret in every way. My research work approved
by master trainer supervisors.
1. to fine out the role of assistant Education officer (AEO) in Punjab Examination
2. To find out the major and general responsibilities of assistant Education officer in
We know the importance of this thing your time is so precious and you are so busy. But I shell
hope that you spend some time in your precious time. In completing this task you will help me
necessary.
Youre truly
Consent
I am participate in this research work with own your willing. There is no any pressure on me in
completing this task.
Signature
28
SEMI STRUCTURE INTERVIEW
Name: Qualification:
Instruction: read all the questions carefully and answered the each one.
Questions:
1. What are responsibilities of AEO in student's online registration process of PEC Exam?
1.
2.
3.
4.
5.
2. What are liabilities of AEO in roll number slip issuances and verification record of PEC
Exam?
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
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4. What are the accountabilities of AEO at the day of exam?
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6. What are responsibilities of AEO when declared the results of PEC Exam?
1.
2.
3.
4.
5.
7. What are the general responsibilities of AEO in PEC Exam which you have like most?
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8. What are the specific responsibilities of AEO in PEC Exam which you have like most
important?
31