Saher Aslam, Roll No.

CF503410 2022
Assig AIOU Submitted by:
nment No.1 Allama Iqbal Open Saher Aslam
Course Code: 0827 University, Islamabad 16PMB02247
Masters of Education

Assignment No. 1

Question No.1
What were the aims of Education policy 1998-2010?

AIMS OF Education Policy 1998-2010

Introduction:
Pakistan is located in the South and West Asia region neighboring borders India, Iran, Afghanistan and the
Arabian Sea. Total population of Pakistan till 2010 was 173 million. About 64% people live in rural areas
whereas 36% people live in urban areas.

The education is now become one of the most defining enterprises of the 21st century with the emergence of
globalization and increasing competition. In this fast world, education and technology are the basic keys for
survival and progress of Pakistan respectively. Pakistan is determined to respond positively to emerging needs,
opportunities and challenges of globalization. Education is one of the golden key that is considered as a big
change and progress. Progress and prosperity of the country depends on the kind of education that is provided
to the people.

BACKGROUNG OF EDUCATION POLICY

In 2005, the Government of Pakistan has decided to review the National Education Policy to achievable in the
field of education to overcome the problem regarding conflicts and achieve a knowledge that permits every
person to realize his duty.

This policy review will result in a policy which is applicable to all providers of education in Pakistan in which
formal and non-formal states are included.

In Pakistan context the essential part is ideological bases and historically provided by Islam as an ideology
derived from Islamic religion. Islam is the fundamental source of providing values for our daily life. It also
provides an ethical conduct which is an essential precondition for social development.

Policy & Planning

Pakistani education sector is the most neglected sector. The literacy rate in Pakistan is 49.9% as of 2008.
Education Policy has to be nationally developed and owned. It is simplistic and unprofitable to prepare it at the
federal level and thrust upon the provinces. In Pakistan till now at least nine documents have issued that have
the status of a policy. Each policy was prepared with varying degree and involvement of the federating units.
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Main development Challenges

Following are the main issues and challenges in adult literacy and non-formal education:

 There is no separate budget allocation for adult literacy from total expenditures on education; the 10% is
spent on other, which includes adult literacy, NFBE, teachers training, madrassahs reform, etc.
 There is a lack of a coordination b/w organizational structure and institutional mechanism for literacy.
 Due to lack of training of teachers and of formalized curriculum and non-existence of effective research in
the field of literacy and continuing education the professional base of adult literacy initiatives remained under
developed.
 ..Local language is being ignored or not even taught to learn basic literacy.
 ..The link between basic and post literacy is missing in existing literacy programs’, which resulted in bad
situation on the part of learners and teachers.
 The basic literacy need to be properly equipped with skill based post literacy programs, that support
learners/teachers to go beyond reading, writing and numerous generating skills and sustainable improvement in
their lives.
 In the past years due to political instability and insecurity in the country creates a big challenge for all
nation.
 Public private partnership is also a not properly linked in literacy programs; it needs to be streamlined
through proper facilitation and coordination.

Private sector in Education

Pakistan has highlighted some facts recently in new publications regarding primary level education sector.

1. In Pakistan children rate going to private schools has rapidly growths to about 1/3rd of total
2. Private schools are largely present in both urban and in rural areas.

These publications have also argued that

1. In private schools the Quality of education is better than public (gauged through testing) even when one
controls for income and such factors, and
2. Cost of provision of this education, per child, is lower than in the public sector.

In education private investment is encouraging. At national and provincial levels there shall be regulatory
bodies to regulate activities and smooth functioning of privately-managed schools and institutions of higher
education through proper rules and regulations.

For setting-up of educational facilities by the private sector a reasonable tax rebate shall be granted on the
expenditure. Through Education Foundations matching grants shall be provided for establishing educational
institutions by the private sector in the rural areas or poor urban areas. In collaboration with the Ministry of
Education existing institutions of higher learning shall be allowed to negotiate for financial assistance with
donor agencies. Schools which are running on non-profit basis shall be exempted from all taxes. According to
the principles laid down in the Federal Supervision of curricula, Textbooks and Maintenance of Standards of
Education Act, 1976 the Curricula of private institutions must conform. In consultation with the government the
fee structure of the privately managed educational institutions shall be developed.
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Pakistan’s Year of Education

It’s time to think again about Pakistan’s most pressing long-term challenge.

The economic cost of not educating Pakistan is the

equivalent of one flood every year. The only difference is
that this is a self-inflicted disaster.

The announcement was made by the prime minister that

2011 will be the ‘Pakistan Year of Education’ high
lightens the future goals. The Pakistan Education Task
Force has argued ever that Pakistan needs to give the
highest possible to priority to education for good reasons.

Due to unavailability of education there is a no single chance that the government will reach the development
goals by 2015 on education. While on the other hand, India, Bangladesh and Sri Lanka are all on their way to
achieving the same goals. As compared with India it improving education rate is ten times that of Pakistan,
whereas Bangladesh’s is twice that of Pakistan.

Pakistanis have a constitutional right to universal education. In the 18th Amendment it has discussed that
education has become now a right and no longer a privilege as it was in past times. Article 25A give a scenario
where a citizen can take the government to court for not providing them access, or even be the grounds for a suo
moto action.

At current rates of progress, no person alive today will see a Pakistan with universal education as defined in our
constitution. Baluchistan would see it in 2100 or later.

Just one year of education for women in Pakistan can help reduce fertility by 10 per cent, controlling the other
resource emergency this country faces.

There are 26 countries poorer than Pakistan but send more of their children to school, demonstrating the issue is
not about finances, but will and articulating demand effectively. It is too easy, and incorrect, to believe that
Pakistan is too poor to provide this basic right.

Pakistan spent 2.5 per cent of its budget on schooling in 2005/2006. It now spends just 1.5 per cent in the areas
that need it most. That is less than the subsidies given to PIA, PEPCO and Pakistan Steel. Provinces are
allocated funds for education but fail to spend the money.

We presume the public school system is doing poorly because teachers are poorly paid, this is untrue. Public
school teachers get paid 2/3rds more than their equivalent private low cost school counterparts; they earn four
times that of the average parent of a child in their school. Despite this, on any given day 10-15 per cent of
teachers will be absent from their duties teaching.

There is demand for education that is partly being addressed by low cost private schools, even one third of all
rural children go to these schools (public schools can cost Rs.150 per month, low cost private schools the same
or up to Rs.250). Despite the large presumption of the media, both domestic and international, this gap is not
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actually being addressed by Madrassahs. Only six per cent of students go to Madrassahs.

Question No.2
What are the major growth points in secondary education in Asian countries?

SECONDARY EDUCATION
Secondary education is the next stage of formal education after primary education. Secondary education is
often split up into two different sections—lower secondary education and upper secondary education.

Lower secondary education follows directly after primary education and is considered the second stage of basic
education, or ISCED Level 2. Lower secondary education generally occurs between the ages of 11 and 14 and
can also be referred to as middle school.

Upper secondary education follows directly after lower secondary education and is considered ISCED Level 3.
Upper secondary education generally occurs between the ages of 14 and 18 and can also be referred to as high
school. Secondary education is compulsory in various countries until the age of 16, but this is not a standardized
requirement globally.

SECONDARY EDUCATION in SOUTH ASIA

Writing about education in South Asian region means writing about one-fourth of the world's population. South
Asia comprises seven contiguous countries: Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri
Lanka. The region is geographically knit together and is homogenous in terms of socio-cultural, political,
historical, economic, and educational factors. The people of this area are heirs to a heritage of common culture
and civilization steeped in history. At the beginning of the twenty-first century, however, it is one of the most
backward regions of the world, both educationally and economically. It is the poorest region economically in
the world, with an average per capita income of about US$350. Most of the countries in the region rank fairly
poorly in terms of the human development index, a crude summary statistic of development compiled by the
United Nations Development Program (UNDP). All the countries of the region, except Sri Lanka, are classified
as low human development countries.
This is a historically rich region, with one of the most ancient civilizations of the world. The ancient scriptures
associated with the region placed education and knowledge on a high pedestal, regarding it as the most
important treasure one could have. Even in the early twenty-first century, many in the region value education
very highly. Some of these countries were once very rich, industrially advanced, and materially prosperous.
"The fame of their wealth earned for this region the appellation of the 'gorgeous East,' and inspired the quest
which led to the discovery of the New World and created the preconditions for the Industrial Revolution in
Europe" . The countries of the region, except for Nepal and Bhutan, experienced various short and long phases
of colonial rule and became independent in the middle of the twentieth century. The devastating colonial impact
can be noted on the development of education in the region. The long colonial rule uprooted the beautiful
tree in the undivided India and transformed an advanced intermediate society of India into an illiterate society,
besides converting it into a raw material appendage on the economic front.
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At the start of the twenty-first century, with the exception of Sri Lanka, South Asia is one of the most backward
regions of the world in terms of educational development. The region has been described as "the poorest
region," "the most illiterate region," "the least gender-sensitive region," and "the region with the highest human
deprivation" (Haq and Haq 1997, pp. 2–3). It has emerged as an "anti-education society in the midst of a pro-
education Asian culture" (Haq and Haq 1998, p. 42). In sheer numbers, the South Asian subcontinent poses the
most serious challenges in education: nearly half the adult illiterates of the world live in the subcontinent, the
rate of participation in schooling is low, and the quality of education is poor.

Education Development after Independence

The importance of education is increasingly realized by every nation in the region. The human investment
revolution in economic thought initiated by Theodore Schultz in an address to the American Economic
Association had its own impact on public policy regarding educational development. The critical role of
education in social, economic, and political development–as a means of development as well as a measure of
development–is widely recognized. As a result, there has been an education explosion during the second half
the twentieth century in most developing countries. Countries in the South Asian region also experienced an
explosion in the number of people attending school. Between 1950 and 1997, enrollments in schools in South
Asia increased six fold, from 44 million to 262 million. The total teaching staff increased from 1.4 million to
7.2 million during this period. Enrollment ratios increased from 20 percent (net) in 1960 to 52 percent (gross) in
2000. (Gross enrollment ratios refer to the total enrollments as a proportion of the relevant age group
population, while net enrollment ratio refers to enrollment

Along with quantitative progress, however, the education system in the several countries of the region is
characterized by conspicuous failures on many fronts. While the rate of illiteracy has decreased, the number of
adult illiterates increased from 299 million in 1970 to 429 million in 2000, and the current adult illiteracy rate is
quite high. Adult literacy campaigns–an important strategy adopted by the South Asian countries to improve
literacy rates–have not met with great success. Sixty percent of the adults in Nepal and Bangladesh, and about
55 percent in Pakistan and Bhutan, are illiterate. Further, a large majority of the literate population has had little
more than primary education, and very few have gone on to higher education institutions. For example, only 7
percent of adults age twenty-five and older in India have graduated from postsecondary institutions; the
corresponding

As of 2001, the gross enrollment ratio in primary education in the region as a whole was impressive (about
95%). But this is only the gross enrollment ratio. The net enrollment ratio in Pakistan, for example, was only 49
percent in 2001. Universal primary education is still a distant dream for many countries in the region, except for
Sri Lanka and Maldives. Similarly, though the number of teachers has increased at all levels, the pace of growth
has not kept up with the increase in enrollments. According to the latest statistics available, the number of
pupils per teacher in primary schools is as high as fifty-nine in Bangladesh, forty-nine in Pakistan, and forty-
eight in India–and the situation has worsened in many countries over the years. The situation is similar in terms
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of internal efficiency in primary education, as measured by rates of survival of children in school (the converse
of dropout rates) and promotion rates.

Dropout and repetition rates are also high. In fact, the completion rates in primary education in South Asia are
the lowest in the world. Quality of education, reflected in levels of achievement of children in primary schools,
has been found to be unsatisfactory in several countries of the region. The regional, social, and economic
inequalities that are a glaring feature of the societies of South Asia are reflected in the education systems, with
the poor and socially backward areas suffering a severe degree of exclusion from education. In addition to
religious and cultural prejudices, gender prejudices are also strong, keeping girls out of schools.

Enrollment ratios in secondary and higher education are also low in South Asia compared to many other regions
of the world. Many countries in South Asia (e.g., India, Pakistan, Sri Lanka) have emphasized vocational
training in their secondary education plans, but have not succeeded. As Mahbub ul Haq and Khadija Haq have
estimated, barely 1.5 percent of the enrollments in secondary education in South Asia were enrolled in
vocational programs in the early 1990s, compared to six times that level in East Asia and fifteen times that level
in Latin America. Secondary education has failed to provide any job-relevant skills, and as a result has served
only as a transitory phase toward higher education and is not viable terminal level of education in these nations.
In addition, gender disparities in secondary education are the largest in the world.

It is felt by some that higher education has expanded too fast in South Asian countries. Acute unemployment
rates among the educated and high rates of emigration to the West are cited as testifying to this phenomenon.
But higher education is, in fact, very much restricted in South Asia. Higher education is practically nonexistent
in Maldives and Bhutan, and barely 3 percent of the relevant population is enrolled in higher education in
Pakistan–with 4 percent enrollment in Bangladesh, 5 percent in Sri Lanka and Nepal, and 7 percent in India.
This is in sharp contrast to most economically advanced countries, where the enrollment ratio is generally above
20 percent. Additionally, all South Asian countries compare very poorly with countries in East Asia, Latin
America, and many other areas of the world with respect to scientific and technical manpower.

While the region as a whole is educationally backward, there are

one or two important exceptions. In terms of numbers, India has one
of the largest education systems in the world–its student population
exceeds the total population of some of the countries of the world.
This, however, does not place India ahead of others in educational
development. While India could build the third largest reservoir of
scientific and technical manpower in the world, this was found to
inadequate to meet the challenges of growth in the rapidly globalizing
and competitive world.

Sri Lanka and the tiny Maldives are far ahead of other countries in the
region in literacy and basic education. More than 90 percent of the population in these two countries is literate.
Basic education is nearly universal and enrollment ratios in secondary education are high, although Maldives
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does not have any higher education institution.

The problems of dropouts and grade repetition are also not so important in Sri Lanka as in other countries. With
its emphasis on school education, Sri Lanka could improve the level of human development, as measured by the
human development index, but it still continues to be economically backward. However, internal civil war and
political unrest have had a serious adverse impact on educational development in Sri Lanka.

One of the important factors responsible for the unsatisfactory development of education in the region is the low
level of public investment in education. The present levels of public investment in education in South Asia have
been found to be of the lowest order, even less than those in sub-Saharan Africa. For instance, Bangladesh
invested 2.2 percent of its gross national product (GNP) in education between 1995 and 1997 (the
corresponding investment during this period was 2.7 percent in Pakistan; and3.2 percent in Nepal and India). It
is only in the relatively rich country of Maldives that the proportion is reasonably high (6.4 percent). As a
proportion of the total government expenditure, education receives a small portion in countries like Bhutan and
Pakistan. Particularly during the 1990s, after economic reform policies were introduced, public expenditures on
education decreased–not only in relative proportions but also in absolute total and per student amounts–in real
prices and sometimes even in nominal prices. In addition, political instability and the compulsion to allocate
substantial resources for defense and internal security have also constrained India, Pakistan, Sri Lanka, Nepal,
and Bangladesh in raising their levels of spending on education.

Though sound finances are not a sufficient condition for educational development, they are a critically
necessary condition for development. For instance, high historical investments made in education helped Sri
Lanka march ahead of others in literacy and school education. Education systems in

Most countries of the region are starved of scarce financial resources. A low level of economic development is
generally believed to be the reason for a low level of public investment, but that is not necessarily true. With
political and social will, some relatively poor societies could spend more on education than some relatively rich
economies, even in South Asia.

Recent Policies and Approaches

Most countries of South Asia have recognized the vital role of education and the need to accord high priority to
education in development efforts, and they have begun paying serious attention to education–particularly to
basic education–as a part of the global program of Education for All (EFA). Several strategies have been
adopted, some of which are not necessarily sound, and many of which are controversial.

Along with strengthening formal schools with increased levels of physical and human infrastructure facilities
(in India, for example, where a national program of improvement in school infrastructure on a massive scale
was launched in 1986), all the countries in the region also place undue emphasis on non-formal education for
universalizing basic education. Though started with good intentions, non-formal education is favored by the
educational planners in the region primarily due to its low cost. It is also cheap in quality, however, with poor
physical infrastructure facilities, inadequately trained teachers, and inadequate teaching and learning material.
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As a result, it did not take off well.

Effective compulsory basic education is still nonexistent in many countries of the region. Efforts to promulgate
compulsory education laws have only recently been initiated in Sri Lanka, and India. However, even if enacted,
such laws will not necessarily provide free education. Families incur huge expenditures in acquiring even basic
education for their children, both in terms of payments to school and the cost of other necessary expenditures,
such as for books, uniforms, and transportation. The high cost of schooling incurred by families is an important
factor constraining the participation of the poor in schooling.

Decentralization has been regarded as "the key to improvement in education in South Asia". Decentralization
has become an important issue not only in large countries such as India and Pakistan, but also in relatively small
countries like Nepal. Many responsibilities of schooling are being decentralized to the local level. The
mechanisms envisaged would not only increase the role of local bodies, but would also ensure an increased
level of participation by local communities. As a corollary to all this, however, it is feared that the role of the
central government and of provincial governments may get minimized.

Private education is another important issue of concern, particularly in post-primary education. Though private
education is not a new phenomenon in South Asia, public policies only recently began favoring the rapid
growth of private schools. Along with private education, public policies are also being formulated for improved
mechanisms of cost recovery in education. This will be accomplished through the introduction or increase of
fees in schools, as well as through various efforts of mobilization of nongovernmental resources. These
measures are advocated not only because resources are scarce, but also because it is believed that they can
improve the efficiency of the school system. However, according to some, the effects of such measures on
equity may be very serious–not only on the education system but also on the society at large.

Given the scarcity of domestic resources, almost all the countries in the region have resorted to international aid
for education, particularly since the World Conference on Education for All was held in Jomtien, Thailand, in
1990. While this has relaxed the constraints on resources to some extent, it has also led to an increased level of
donor dependency, with every new educational program being dependent upon international aid. In addition,
public policies are affected, as aid from some international organizations comes with severe policy conditions
attached. On the whole, international aid for basic education has been increasing in South Asian countries,
though positive and sustainable effects of this aid on educational development have yet to be noted.

One of the unintended effects of Education for All and an increased emphasis on basic education has been the
neglect of secondary and higher education. Therefore, public resources and policy initiatives have primarily
been confined to basic education and adult literacy. This may lead to serious imbalances in the development of
education, causing irreparable damage to secondary and higher education. Some countries, such as Sri Lanka
and India, have already realized, with the rapid expansion of primary education, the need to expand secondary
education. Further, these nations realize that higher education is not only important for economic growth and
development, but also that quality higher education is important if these societies are to succeed in an
increasingly globalized world.

Conclusion
The present education system in South Asia is marked by low access; poor quality and low standards; gender,
social, and economic inequities; and low levels of public investment. The region is caught "in a vicious circle of
low enrollment, low levels of literacy, low levels of educated labor force, lower rates of economic growth, and
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lower levels of living". The low level of educational development in South Asia has constrained "the immediate
potential for human resource led development," and it has also "stunted the future prospects for rapid human
development in the region". Some countries have realized the importance of education and taken several new
policy initiatives, but not all of these initiatives are necessarily conducive for the development of sustainable
education systems of high quality. The most important factors responsible for the poor education status of South
Asian countries are the lack of political commitment to education and the lack social will to exert pressures on
the political elite. Political activism is completely lacking, though social will is slowly being built, providing a
ray of hope for the betterment of education in South Asia.

Question No.3
Discuss the characteristics of curriculum.

CHARACTERISTICS OF CURRICULUM DEVELOPMENT

Introduction
The term curriculum derives from the Latin word ‘currere’ which means a kind of route which the learner
travels. All the activities going on the school or outside of the school is called curriculum. It is basic to the
intellectual, physical, moral and emotional development of the child.

Curriculum
Curriculum comprises all the learning which is planned and
guided by the school, whether it is carried on in groups or
individually inside or outside of the school. -Kerr
Curriculum is the totality of experiences that pupils receive
through the manifold activities that go in the school, in the
classroom, library, laboratory, workshop, playground and in
the numerous informal contacts between the teachers and
pupils.
-The Secondary Education Commission (1952-1953)
Curriculum is a tool in the hands of the Artist (Teacher), to mold his/her materials (Students), according to
his/her ideals (objectives) in his/her studio (College/ School).
-Cunningham.
While you are studying about curriculum development and its need and importance you should be aware of the
principles of curriculum development. This is because these principles help you when you yourself are up to the
task of curriculum development. From B.Ed. point of view this topic comes in the study of pedagogy of various
subjects and under subject Knowledge and curriculum. You might also consider visit in the article on Bases of
curriculum.
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In curriculum development, we think about the type of learning experiences to be given to a child at various age
and grade levels. It needs a systematic and sequential planning to widen the sphere of the learning experience at
each level by keeping in view the principles of integration and correlation.

The curriculum is usually concerned with two questions:

 What should we teach?
 What should be the content of education? How should we organize it and how should we teach?

To answer these questions we should now discuss the characteristics of curriculum development.

1. Suitability to the age and mental level of the children

What is to be given to the children in the form of learning experiences at a particular age and grade level should
suit their age and mental development

The capacity for understanding, how children grow with age. The content of the study in any subject should be
formed to suit their mental ability.

2. According to the specific interests of students

Children will be able to learn better in fields where they have special tastes and inclination of the mind.

It is also found that at different stages of age groups, children have different interest patterns Interests of
children also change according to circumstances and situations.

Therefore learning experiences should be designed to suit the interests and tastes of the age group of students.

3. The curriculum should be environmentally centered

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The content of the learning experiences for children should be linked with the needs of the situation in which
they live.

For example, children from rural areas can understand and grasp easily the information which is directly
concerned with their experiences in their own rural environment.

The same thing applies to children in the various environment like urban areas, hilly areas etc.

4. The comprehensive curriculum

The curriculum must have necessary details. List of topics to be covered does not solve the purpose.

Both teachers and students should know clearly what is expected of them, what is the beginning and what is the
end of the topic for the particular class.

Material, aids, activities, life situations etc. should be listed in the curriculum.

5. Co-relation

The curriculum should be such that all the subjects are correlated with each other.

While designing the curriculum, it must be kept in mind that the subject matter of various subjects has some
relation to each other so that they help the child eventually.

6. Practical work

Children are very active by nature.

They like new things and can learn more by doing or by activity method.

Therefore curriculum should be designed in such a way that it provides maximum opportunity to the child for
practical work with the help of concrete things.

7. Flexibility

Instead of being rigid curriculum should show the sign of flexibility.

The organization of the curriculum should be on the basis of individual differences as every child is different
from the other.

Apart from this conditions of society go on changing, therefore, the curriculum must be flexible enough to
address the needs as aspirations of the society.

8. Forward-looking
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This principle asks for the inclusion of those topics, content and learning experiences that may prove helpful to
the students in leading their future life in a proper way.

9. Consultation with teachers

Teachers play a key role in the implementation of the school curriculum of any grade or stage. It is therefore
quite essential to seek the proper involvement of the teachers in the construction and development of school
curriculum.

10. Joint venture

It is necessarily a joint venture where various experts are involved like educational psychologists, educational
technologists, curriculum specialists, evaluation specialists, teachers, subject matter experts etc.

11. Availability of time and other resources

Curriculum is the means to realize the outcomes of the educational objectives of the school. Implementation of
curriculum is equally important as curriculum construction. While developing curriculum experts should also
keep its implementation in mind. They should be aware of the conditions of the schools and possible
availability of time and resources available.

12. Balance / Integration (Child = Community)

It is also called principle of Integration. The curriculum should integrate:

a) Cognitive, affective and psychomotor objectives and abilities

b) Knowledge and experience
c) Objectives and content
d) Child’s activity and needs with the society needs and activity.
It should be related to the social environment of the students. Here the equal/ balance importance should be
given to the need of the Child and need of the Community.

13. Need based

Curriculum helps in fulfilling the various needs of the learner. Each learner has his needs which are generally
related to physical, emotional and social development. A well planned curriculum provides all such
opportunities through many fold activities which satisfies the need of the learner. It should not be merely the
academic but it should include all other equally important activities too.
14. Utility

One of the purposes of education is to prepare the child for living and learning. This is the most important
consideration, so that the child can live a fruitful and self-fulfilling life. Curriculum should provide rich
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experiences, both academic and social to the students.

Conclusion

The curriculum is the totality of experiences that the child gains through the multifarious activities in the
school. The review of the present curriculum is reveal that it is subject oriented, examination ridden, not in
conformity with the aims and objective of the teaching science, rigid and outfits the different age group. So, it is
imperative that the present curriculum should be reorganized in the light of the characteristics mentioned.
Question No.4
What were the recommendations of education policy 1998-2010 to improve the system
of examination?

National Education Policy 1998-2010

(Govt. of Pakistan, 1998)
National Education Policy 1998-2010 (Govt. of Pakistan, 1998) gives the directions that mechanism shall be
developed to integrate internal and external assessment. Internal assessment shall be reported separately either
on the certificate or a part of a composite assessment. Autonomy will be given to the Examination Boards and
Research and Development (R & D) cell will be established in each Board to improve the system.

RECOMMENDATIONS OF NATIONAL EXPERTS ABOUT EXAMINATION

This system has been one of the burning issues with the large number of Committees, Commissions and
Conferences. The recommendations of these were reviewed under the following headings to suggest ways and
means to improve the system of examination.

Schedule of Examination

1. All Boards, by regulation should fix the dates of their respective examination and announce them soon
after the commencement of the new academic year. In the case of natural calamities and other extraordinary
circumstances, special examination be held for them in prevented from taking regular examination (Govt. of
Pakistan, 1966, 1978).
2. 2. The grouping of subject in the date sheets should be so revised as to reduce the number of examination
days (Govt. of Pakistan, 1973).

Conduct of Examination

1. Supervisory staff should be carefully selected in consultation with or on the recommendation of the
employing agencies (Govt. of West Pakistan, 1969. Govt. of Pakistan, 1973)

2. Only these centers, where necessary facilities are provided should be approved the Board for holding
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examination (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1971).

3. Heads of institutions where examination centers are located should be the principal supervisors of the
centers. They may be allowed recruit invigilation staff from amongst trusted teachers and should be solely
responsible for proper conduct of examination (Govt. of Pakistan, 1971, 1978).

4. To ensure effective invigilation, the number of invigilators should be increased to maintain a ratio of 1:20
(Govt. of Pakistan, 1971).

5. Examination agencies should compensate the supervisory staff for any damages they might suffer in
performing their examination duties. In view of the personal danger to invigilators in the honest discharge of
their function, the Board should consider framing rules, which would enable them to take action on the basis of
confidential reports from invigilators (Govt. of Pakistan, 1971).

6. Action should be prescribed against persons who create disturbance in or outside the examination hall (Govt.
of Pakistan, 1971).

7. Instead of paying D.A. to the supervisory staff, the rate of their remuneration be increased by 50% and they
should be paid only T.A (Govt. of Pakistan, 1971).

8. Examination should be held during holidays from the 2nd week of March to 2nd week of April every year
(Govt. of Pakistan, 1978).

9. Cases of unfair means should be dealt with seriously. If any teacher is found to be assisting in the use of
unfair means, he should be proceeded against for removal from services and declared unqualified to act as a
teacher in any institution (Govt. of West Pakistan, 1969)

10. The conduct of examination at centers where conditions for holding examinations are not conducive may
be entrusted to a senior administrative officer who should be given adequate authority and power to deal with
the situation properly (Govt. of Pakistan, 1971, 1988).

Question Paper/ Model Paper

1. Training courses for paper setters and examination for setting the question paper and making the answer
books should be organized (Govt. of Pakistan, 1978).

2. Model papers, containing objective type and improved essay type question should be prepared and supplied
to educational institution (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1973).

3. The language of the question paper should be made as simple, precise and clear as possible (Govt. of West
 Saher Aslam, Roll No.CF503410 2022
Pakistan, 1969).

4. The paper-setters should prepared an answer key to all items set in the question papers for onward
transmission to the examiners for maintaining a uniform assessment standard (Govt. of West Pakistan, 1969).

5. Boards should appoint a committee of moderators. This committee should be made responsible for checking
the content-validity and other questions of question paper before they are used in the examination (Govt. of
West Pakistan, 1969).

6. Question papers should contain essay type question, short answer question and multiple- choice items with
appropriate proportion. Specific item for objective type questions should be given and answer hooks retrieved
after the expiry of the fixed time. The remaining time could be allocated the easy type questions (Govt. of West
of Pakistan, 1969, Govt. of Pakistan, 1971, 1978).

7. Teachers who teach the subject should set question papers, external paper setters may be eliminated
gradually (Govt. of Pakistan, 1975).

8. A committee of subject specialists should evaluate the question papers after examination and pin-point its
defects (Govt. of Pakistan, 1975).

9. Teachers of a particulars class should not be paper setters in that subject. Thus teachers of intermediate
colleges should not set papers of the intermediate examination but may set papers for the matriculation
Examination. In the same way teacher of degree classes should set papers for the intermediate examinations
(Govt. of West Pakistan, 1969).

10. For a 100 marks paper, there should be 20 questions, all compulsory and carrying 5 marks each. Short
answer not exceeding 200 words to each question should be required expected in Mathematics for which this
requirement should not apply (Govt. of Pakistan, 1975).

11. The teachers of the subjects may be associated with the framing of question papers. Model sets of question
from several experienced teachers may be obtained and moderators may be appointed. They should make the
final choice of questions included in particular papers of any examination (Govt. of Pakistan, 1971, 1973).

Assessment of Answer Scripts

1. Up to intermediate level, school teachers should also be considered to be qualified to act as examiners (Govt.
of West Pakistan, 1969).

2. No examiner should get more than 200/250 answer books to examine or be an in more than two subject or be
an examiner of the same subject at the same examination for more than 3 consecutive years (Govt. of West
 Saher Aslam, Roll No.CF503410 2022
Pakistan, 1969, Govt. of Pakistan, 1973, 1978).

3. A teacher should not be appointed an examiner of the scripts of his own college or school (Govt. of West
Pakistan, 1969, Govt. of Pakistan, 1978).

Question No.5
Briefly discuss the general and specific objectives of secondary education in Pakistan.

GENERAL AND SPECIFIC OBJECTIVES OF SECONDARY EDUCATION IN PAKISTAN

The statement of educational objectives has several benefits:

To help teachers design the course - the content, the methods, and the assessment To communicate the educational
intent of the course to students and to colleagues
To help identify the resources needed to undertake the teaching; to provide a basis for evaluating the course,
and a basis for quality assurance.

A further reason for setting out aims and objectives is that SHEFC's Teaching Quality Assessment is made with
reference to provider's own statement of aims and objectives.

Aims, Objectives, and Learning Outcomes

These terms are used in a technical sense and it is important for all teaching staff to be aware of their meanings.
Broadly speaking, all educational purposes can be defined in one of two ways:
(a) What it is intended that the teacher will do (an aim or a teacher-driven objective); (b) What it is intended
that the student will have learnt, or will be able to do, as a result of a learning There is therefore now a broad
agreement that for each teaching activity there should be two types of statement of intent:
The Aim

A brief statement setting out the intention in providing the

degree programmer or course in terms of the scope of the
subject, and the overall learning outcomes sought.
Objectives (or intended learning outcomes) a number of
specific statements setting out what it is intended the
student will have learnt or be able to do as a result of the
educational experience.

A Hierarchy of Aims and Objectives

There are a number of circumstances in which aims and objectives can be specified. These are set out in Figure
1 in the form of hierarchy in which the higher levels (egg the degree programmer) should determine the nature
of the aims and objectives adopted for the lower level (egg a course). Or, to put the point in another way, the
achievement of higher level aims will depend on achieving lower level aims. Figure 1 showing the relationship
 Saher Aslam, Roll No.CF503410 2022
between aims and objectives at different levels.
Classification of Educational Objectives
Educational objectives can cover a range of different types of intended learning outcomes. The most recent
documentation from the Scottish Higher Education Funding Council for 1997/98 lists the following: "The
acquisition of knowledge, the development of understanding and other general intellectual abilities, the
development of conceptual, intellectual and subject-specific skills, the development of generic or transferable
skills, and the development of values, of motivation or of attitudes".

These can be summarized as follows:

 Personal transferable skills Includes inter-personal as well as personal skills; includes also most
"Enterprise" competencies;
 Conceptual knowledge and skills Also known as "methodological"; egg critical thinking, writing,
creativity, hypothesis design and testing, etc. Knowing how to learn.
 Discipline-related knowledge and skills Subject knowledge and understanding. Subject specific skills
(egg in lab).
 Attitudinal Values, motivation and attitudes.
The Framing of Objectives at Course and Session Level

Objectives should be phrased in terms of what students will know and can do rather than what teachers intend,
but there is debate about the form that these statements of outcomes should take. As a principle, they should be
framed as explicitly and precisely as possible taking account of the nature of the course and the nature of the
outcomes Objectives stated as behaviors may give better guidance for students and staff. In this case, these
would read: list the main structures of the human outer, middle and inner ear; explain how sound waves are
transduced to nerve impulses and identify where this occurs; contrast conductive with sensor neural deafness;
outline the neurological pathway between the cochlear hair cells and the auditory area of the cortex. However,
these behavioral objectives, are not necessarily equivalent in every respect to the concept of understanding.

Objectives in Education
The objectives of the Foundation are to promote quality and gender sensitive education in the territories of
Federal Administered Areas as defined in section.
 Saher Aslam, Roll No.CF503410 2022

The three major categories of objectives

are:
1.Promotion of Education:
To promote public private partnerships in
attaining basic education for all through
multiple delivery systems (up to
elementary and including early childhood
and literacy for empowerment) with
special focus on disadvantaged communities and girls by direct support to private and NGOs schools in the
form of grants and loans. Support through loans and grants may be used for establishment of facilities, teacher
training, training in general, teacher support, and curriculum support and resource centers.
To support initiatives in secondary education especially the technical stream including Information Technology
(IT) literacy managed by NGOs and private sector on no profit basis.
To interface and facilitate private initiatives with public ones for promotion of elementary, technical, and IT
programs.
To extend assistance to existing special needs initiatives within existing mainstream programs to address needs
of children.
To promote welfare activities for the teachers and educationists of the Federal Government Institutions
including providing scholarships and assistance to students and teachers in general, and to students and families
of teachers in Federal government institutions in particular. This activity shall be carried out of the return on the
endowment fund of Federal Teacher Foundation transferred on its merger with National Education Fund.
To facilitate and undertake innovative programs between public and private sectors or otherwise and their
replication.
To assist and facilitate formulating national educational policies for the private sector; and to develop and
implement gender sensitivity and aware raising programs among teachers, students and other members of the
academic community.
To mobilize and manage resources and to act as a conduit for promotion of education through multiple sources.

2.Capacity building
To strengthen institutional capacity of partner organizations Community Board Organizations and private sector
organizations to become self-reliant in terms of quality, resource generation and management and effective
community participation for good governance in education.
Provide support to organizations engaged in education development and capacity building in areas of training,
maintaining standards, curriculum management, assessment and evaluation.
To strengthen institutional capacity of the Foundation to manage and achieve its objectives, mission and Vision.
 Saher Aslam, Roll No.CF503410 2022
To prepare and develop gender sensitive curriculum
and materials that will promote equality, peace,
human rights and development for all.
To set up cell for private sector resource mobilization
from local as well as expatriate Pakistanis for
education initiatives through public private
partnership.
To support programs for Teacher Education (general
and subject specific) education management and
planning.

3. Research and development:

To share best practices and foster exchange of
resources for optimum education development including collaboration with all Education Foundations, NGOs,
national, regional and international agencies and other stakeholders.

To compile and synthesize sex disaggregated data and information available for policy makers, research
institutions and donor agencies.
To provide support to organizations engaged in education development, research, assessment and evaluation.
To create a database on private educational institutions and related NGOs in the country. To assist in the maintaining
of standards of education according to agreed norms in the
privately managed schools.
To influence education policy through documented research and practice.

THANK YOU FOR CONSIDERATION!