Question No 1:

Discuss the principles of curriculum development in detail.

Answer:
You should be aware of the concepts of curriculum development when researching curriculum
development and its need and significance. This is because when you are up to the task of designing your
program, these concepts motivate you.
They think about the form of learning experiences to be provided to a child at various age and grade levels
in the creation of the curriculum.
It takes a structured and sequential preparation to extend the learning experience at each stage.
So, principles of curriculum development are as follows
(1) Adaptability of Children’s age and Intellectual Level:
What is to be given to children in the form of learning. Experiences at a specific age and grade level
should be relevant to their age and mental development. The study content should be developed in any
topic to match their mental ability.
(2) According to the student’s specific interests:
Children can learn more in environments where they have different preferences and intellectual ability.
It is also found that children have different patterns of interest at different age groups. Children's
preferences often shift depending on circumstances and situations. Learning environments should
therefore be adapted to the preferences and desires of the student age group.
(3) The curriculum should be focused on the environment:
The quality of children's learning experiences should be related to the needs of their community. For
example, rural children can easily understand and comprehend information directly relevant to their own
rural environment. The same applies to children in different environments, such as urban areas,
mountainous areas, etc.
(4) The systematic education theory :
There must be sufficient information in the curriculum. The object is not addressed by the list of topics to
be covered. Teachers and students should have a clear understanding of what is required of them, what is
the beginning and what is the end of the subject for the class. The program should include resources,
supports, games, life situations, etc.

(5) Co-relationship theory:

The program will have a connection between all subjects. When planning the curriculum, it should be
borne in mind that the subject matter of various subjects is linked to one another in order to better
support the child.
(6) Practical working theory:
Naturally, children are very active. They like learning things and can learn more by doing or through the
method of activity. The program should also be structured in such a way that, with the aid of specific
things, it allows the child the greatest potential for practical work.
(7) Flexibility concepts:
Instead of a static program, the symbol of versatility should be shown. The curriculum should be
organized on the basis of individual differences, since each child is different from the other. In relation to
these social conditions, the program must be versatile enough to meet the needs of community
expectations.
(8) Future-oriented theory:
This concept calls for the inclusion of those subjects, material and learning experiences that can be
beneficial to students in properly leading their future lives.
(9) The idea of teacher consultation:
Teachers play a crucial role in the introduction of every degree or level in the school curriculum. It is also
important to ensure that teachers are fully involved in the creation and production of the school
curriculum.
(10)The joint venture concept:
It is inevitably a joint venture involving numerous experts such as educational psychologists, educational
technologists, curriculum specialists, specialists in assessment, instructors, experts in subject matter etc.
(11) The concept of time and other resources available:
Curriculum is the means of achieving the outcomes of the school's educational goals. Implementing the
curriculum is just as critical as constructing the curriculum. When curriculum experts develop, their
implementation should also be kept in mind. We should be aware of school conditions and the shortage of
available time and resources.
(12) Principle of integration:
The curriculum should be able to impart knowledge in an integrated way. Activities of teachers as well as
those of students should be integrated .Units of teaching should correlate with the life and environment of
pupils rather than with
(13)Principle of variety:
It is another important principle of curriculum construction. The curriculum should be broad-based,
because narrow curriculum fails to develop varied faculties of the individual. At every level,the curriculum
should have variety to allow for the individual. At every level, the curriculum should have variety to allow
for individual differences and adaptation to individual needs and interests.
(14)Principle of harmony:
In the curriculum ,the proper harmony should be maintained between formal and informal education ,
direct and indirect education , general and specific education , liberal and vocational education, individual
and social aims of education.
(15)Principle of community-centredness:
In fact, the curriculum should grow out of community life and should be based on the needs and problems
of the members of the community. “It should be a brief summary of their life.” It should reflect all that is
significant and characteristic in the life of the community. It should be correlated with the environment
of the community.
(16)Principle of activity cent-redness:
Curriculum has to be constructed on the basis of the activities of the educands in which they are
interested .It should provide opportunities for play activities,constructive and creative activities and project
activities. In other words, it should be based on learning by doing.
(17)Principle of creative training:
When a curriculum is created , attention should be paid to encourage each pupil to develop his creative
ability as far as possible. Raymont has rightly said : “In a curriculum that is suited to the needs of today
and of the future , there must be a definite bias towards definitely creative subjects.”The finest in human
culture is the creation of man’s creative abilities.
(18)Principle of utility:
This the most important principle underlying the formation of a curriculum. Those subjects are to be
included in the curriculum which are likely to prove useful for the educand in his life and by means of
which he can be made a responsible member of the society .Hence vocational ,technical and industrial
courses should be included in the curriculum.
(19) Conservation principle:
Those subject should be included in the curriculum which find use in preserving and transmitting culture
culture and civilization. The conservative attitude should be selective one. Selection of subjects , topics or
activities to be included in the curriculum must be made carefully.
(20) Need for a Radial Reform of School Curriculum: The Commission rightly stated:
“The explosion of knowledge in recent years and the reformulation of many concepts in the sciences have
highlighted the inadequacy of existing school programs and brought about a mounting pressure for a
radical reforms of school curriculum , a new definition of the content of general education and a new
approach to the place of specialization.”
(21) Principle of totality of experience:
Curriculum is based on the principle of totality of experience. The Secondary Education Commission has
rightly said : “The curriculum does not include only the academic subjects traditionally taught in the
school , but it includes the totality of experiences that a pupil receives through manifold activities that go
in the school , in the class-room ,library , laboratory , workshop , play ground and in numerous informal
contacts between teachers and pupils.”
(22)Motivation Principle:
Intrinsic motivation is needed for a child to learn effectively. Interest and motivation will be developed of
the child finds that the subjects in the curriculum will satisfy it. Therefore curriculum should be goal
directed.
(23)The Principle of Comprehensiveness:
A verity of subject to satisfy a variety of pupil of different communities should be there. Besides, the
curriculum should be comprehensive to cater to the needs and total development of the child.
Question No 2:
What are the functions of National committees of curriculum? Give
suggestions to improve it.
Answer:
Need for National Curriculum Framework:
Pakistan does not have any National Curriculum Framework (NCF) while most of the countries do have
such frameworks and they develop their curricula in the light of these frameworks. A large number of countries
having federal structure have core curriculum or national curriculum framework for school education or
common standards for syllabus. Such countries include India, Nepal, China, Russia, Malaysia, Iraq, Nigeria,
Australia, Germany, etc. United States of America through Federal Ministry of Education has introduced
common standards for various compulsory subjects. United Kingdom and France also follow uniform curricula
across the country. Majority of the Muslim countries have uniform curriculum for all the schools. These include
Turkey, Egypt, Jordan, Indonesia, UAE and Saudi Arabia, etc. Uniform core curriculum is implemented in over
95 countries of the world.
In Pakistan four distinct systems of education and examinations are being followed i.e. public school
system, private school system, Deeni Madaris system and non-formal education system. Each one
follows different curricula and assessment systems resulting in wide range of inequalities and
disparities, uniformity in curricula and standards has, therefore, become a matter of great concern. The
abolition of Concurrent Legislative List under 18 thConstitutional Amendment which fully devolved
education to the provinces has added yet another dimension of uniformity in standards among st
various provinces/areas. This will raise national and global concerns for uniformity in curricula and
standards.
The curriculum, textbooks and learning materials, teacher education and training, examinations and assessment
are not an end in the education spectrum as a whole rather these are means to an end. The ultimate end is the
learning and acquisition of knowledge, skills and dispositions and respect for law, human rights, social norms
and traditions in line with the divine guidance and Constitution of Pakistan as well as national and international
obligations. The curricula, textual materials, teachers, learning resources, assessment and educational
management, therefore, should be designed in a way that the goals of education, as also mentioned in Chapter 1
are faithfully and completely achieved and the dream of developing Pakistan as a prosperous nation is fulfilled. A
curriculum framework that is developed nationally in consultation with all the federating units is the answer to
all these narratives which should be based on the ideals of the founder of the nation i.e.Unity, Faith and
Discipline.

1) Issues and Challenges after 18thConstitutional Amendment:

After 18thConstitutional Amendment, the devolution of curriculum and standards has created number
of issues and challenges which need to be addressed urgently. Some of the main challenges are as
follows:
1) Safeguarding and promoting the ideology of Pakistan.
2) Ensuring integrity, solidarity and national cohesion.
3) Developing and maintaining uniform standards in learning and assessment.
4) Ensuring uniformity in diversity.
5) Honoring the national and international commitments.
6) Implementing Article 25A Right to Education.
7) Coordination, linkages and harmonization.
8) Equal access and opportunities to Learners.
th
The 18 Amendment also created various opportunities for the provinces to incorporate the
regional/local requirements in the curriculum .In order to address the above issues and challenges it
was imperative to constitute a national coordinating body in the name of National Curriculum Council
(NCC) whose main task is to develop a National Curriculum Framework in consultation with all the
stakeholders followed by development of

1) standards for learning; and

2) assessment of learning achievements.

2) Development of National Curriculum Framework:

Curriculum framework is a policy document on curriculum drawn from the national policy documents
such as the Constitution of Pakistan, National Education Policy and Vision 2025. Such a framework
includes mechanisms, time frame, ingredients and needs for developing or revising curricula and all other
related matters concerning learning in schools. Its est out philosophical basis for the curriculum,
knowledge, understanding, skills, values, and attitudes that students are expected to acquire in terms of
learning outcomes in the key learning areas at a specific level. It also offers a broad curricular policy
guideline for the development of subject curriculum, instructional delivery system, assessment and
testing of students achievement and professional development of teachers including recommendations for
systemic changes required for effective implementation of curriculum.

3) Establishment of National Curriculum Council :

As a first step, a National Curriculum Council (NCC) has been constituted under the Ministry of
Federal Education and Professional Training which consists of three members from each
Province/Area – one from Curriculum Bureaus, one of Textbook Book Boards, and one from
Education Department. The main objectives and functions of NCC are as under:-

a ) To serve as a professional, advisory and consultative national body to steer and guide the development of
curriculum in close collaboration and consultation with a l l t h e f e d e r a t i n g u n i t s t o e n s u r e
m i n i mu m q u a l i t y s t a n d a r d s fr o m E a r l y C h i l d h o o d E d u c a t i o n t o g r a d e X I I ;
b ) To d e v e l o p j o i n t l y t h e c u r r i c u l u m fr a m e w o r k l e a d i n g t o m i n i mu m
c u r r i c u l u m s t a n d a r d s ; and
c ) To c a r r y o u t a n d o v e r s e e t h e i m p l e m e n t a t i o n o f t h e c u r r i c u l u m
fr a m e w o r k b y t h e p r o v i n c e s / a r e a s i n t h e i r r e s p e c i v e provinces/areas.
NCC Secretariat has been established. One of the functions of NCC is to facilitate the process of
development of National Curriculum Framework in consultation with all federating units. NCC
constituted a sub-committee comprising one member from each Province/Area. The sub-
committee prepared the outline and objectives of National Curriculum Framework (NCF) which
were approved by the NCC and are reproduced below:-

• Process for development of NCF:

As a follow-up to the functions (b) assigned to the National Curriculum Council, an outline for N
CF was developed by a sub-committee of NCC consisting of representative from provinces/areas.
As per the outline approved by NCC, National Curriculum Framework has to address the following
concerns: -

1. Ideological concerns:
1 National ideology, integrity and cohesion.
2 National goals, aims and objectives of education.
3 Foundations of Curriculum (philosophical, psychological and sociological).
4 National and provincial contexts in the curriculum.
5. Integrity of Muslim Ummah.
2. Academic concerns:
1. School stages and Scheme of Studies
2. Curriculum and Learning Materials in the spirit of 18thAmendment
3. International context and knowledge construction in 21stcentury Pakistan.
4. Medium of instruction for various levels of schooling.
5. School age and Early Childhood Education and Development.
3 Socio-cultural concerns:

1. Set of core values such as compassion and care, hard work, Fairness,Honesty,integrity,
Respect, Humbleness, Responsibility of Pakistani society considering
provincial/regional context.
2. Application of knowledge in socio-cultural, geopolitical and religious
contexto f Pakistan.
3. Application of knowledge for broader understanding, peace and development.
Question No 3:
Discuss the history,status and functions of federal directorate of education .
Answer:
The education system of any country plays a very vital role in its development and progress. It moulds the
attitude and behaviour of the people according to the national ideology. It represents aspirations and
wishes of the people.
The education system is to promote national unity, meet the economic needs and prepare the children for
the future challenges. It must provide opportunities for social justice, equality and a sense of social
responsibility. It should work for the overall development of the country (Azam, 2005). According to the
Constitution of Pakistan 1973, the Federal Government was entrusted with the responsibility of policy,
planning and promotion of education facilities in the federating units. The Islamabad Capital Territory is
not included in the jurisdiction of any province. The Ex-Federal Ministry of Education was responsible for
the educational needs of the people of Islamabad Capital Territory. For this purpose, The Federal
Directorate of Education (FDE), Islamabad, was introduced as an Attached Department of the Federal
Ministry of Education in 1967. The structural hierarchy of the Federal Directorate of Education comprises
of the Director General with the Director (Colleges), Director (Schools), Director (Planning and
Development), Director (Model Colleges), Director (Training) and Director (Admin and Coordination).
The Federal Directorate of Education was started as a model for all the provincial education systems (Core
Functions from FDE website). This education system has diverse nature. Five types of educational
institutions i.e. F. G. Model Schools and F. G. Urdu Medium Schools, Islamabad Model Schools,
Islamabad Model Colleges and F. G. Post-Graduate Colleges. These institutions are different in
nomenclature, teaching staff, fee structure, syllabi, physical and transport facilities (FDE Documents). A
system analysis of the Federal Directorate of Education would be the base to suggest steps for removing
the shortcomings in the present system and to align it with the day-to-day changes regarding system
approach.
Federal directorate of education was established in 1967 as an attached department of Federal Ministry of
Education with the responsibility to provide educational facilities to the children of Federal Government
employees and the residents of Islamabad and its adjoining rural areas.
The directorate is headed by Director General . It has four directors , namely, Director (Colleges),
Director (Planning and Development and Administration ), Director (Schools) and Director (Model
Institutions). They are assisted by Deputy Directors , Assistant Directors , Admin Officers and other
ancillary staff.
Immediately after its inspection , the directorate started acquiring plots from CDA for construction of
educational institutions in different sectors.
The study aimed to identify the Federal Directorate System of Education with respect to type of systems
i.e. rational, natural and open. The major objective of the study was to identify the existing type of
education system of Islamabad Capital Territory with respect to rational, natural and open. The study was
survey based. There were four types of populations: Heads of Educational Institutions, Presidents of
Parent Teacher Association (PTA) of educational institutions, Administrators of the Federal Directorate of
Education (FDE) and Teachers. A questionnaire, for all the four population, was used for data collection
consisting of 15 items, five for each Rational, Natural and Open systems. The collected data were analyzed
through applying statistical methods i.e. means, SD, ANOVA and post hoc LSD. The major finding was
that the system was inclined towards open system. It was recommended that social participation, in terms
of PTA role, may be enhanced to make the system according to the peoples’ aspirations and expectations.
The Rational System :
The most prevalent and oldest among the three systems is Rational System. According to Scott (2003) in
this system, all actions in an organization are designed to achieve the pre-determined goals. According to
Taylor (1947) in this system there is hierarchy of authority; the division and specialization of labour;
formal rules and regulations; formulization of work; narrow span of control; and standardization of work
performance and the people related to work. In an education institution, the rational approach can be
observed in the specific length and number of periods allotted to each teacher, the method of teaching
adopted by teachers, and the grading system in examination. Also, the teachers are authority in and
outside the classroom. The administrative control of heads of Education institutions, are well defined. The
Education Policy and plans are imposed by the Ministry of Education. In rational system, organizations
are designed in such a way to achieve specified and predetermined goals with maximum efficiency (Scott,
2003). The rigidity in Rational System can cause conservatism in an organization and it hinders to renewal
or change. The system can be creative if rationality is there as guiding principle. It should not be misused
as an excuse for inflexibility, and resistance to critical change or essential reforms.
Natural System :
The Natural System was introduced and developed in a reaction to the Rational System. According to
Scott (2003), in natural system; the organization is the first and foremost entity. According to Barnard,
(1938), in natural system organizations are cooperative systems, based on contributions and involvement of
individuals. The willingness of employees is necessary to make contributions in any organizations. Bennis
(1966) differentiates between Rational and Natural Systems, with the former being “Structure without
People”, and the latter as “People without Organization”. Natural system organizations are more than near
attaining of defined goals, there are social groups in them attempting to live and survive together in their
particular environment. Survival is more important than attaining of goals. The natural system analysts
argue that in such organizations participants generate informal norms and behaviour, power system and
status, working arrangements and communication network (Scott, 2003).
Open (Social) System:
The Social System was a reaction to the false theory that a system process could be set apart from the
external environment (Hoy & Miskel, 2008). In this system, organizations are viewed as not only
influenced by the external environment, but also dependent on it. Quoting Gatzels and Guba (1957), Scott
(2003) describes Schools as Social Systems, for the following reasons:
• Social and environmental forces affect schools.
• The parents and social demand also affect the school heads and teachers.
• Schools are people based.
• Schools are to prepare students for their future roles and responsibilities. In schools there is a hierarchy
of authority, roles and responsibilities and formal rules and regulations to guide.
• There are social relations among teachers, students and other employees of schools.
According to Norlin (2009), schools are open or social systems in which different kinds of persons work in
mutual collaboration for the attainment of common goals. This interaction with the environment may vary
from school to school and society to society. In the traditional Rational System, social relations and
individual needs were feared to be at the stake. On the other hand, in Natural System, due to dominant
factors of human relations, formal structure was made secondary. Both of these systems were limited and
incomplete. To meet the shortcomings of Natural and Rational System, the social system perspective was
introduced. In this system, both formal and informal aspects as well as structure and people were given
due weightage. It is an eclectic combination of the Rational and Natural System, keeping in view the
importance and influence of both the individual and the environment in view. The organizational structure
is always influenced by the environmental forces (Mintzberg, 1979).
Functions of the Federal Directorate of Education:
1 To provide Educational facilities to both urban and rural population of Islamabad.
2 To assist the Government in the implementation of educational policies.
3 To prepare the development schemes/plans for approval by the Government in a manner to cope
with the increased demand of education and to improve the existing facilities.
4 To ensure effective administrative and academic control over the institutions by a regular system of
supervision and inspection.
5. To keep effective control on the revenue receipts and expenditure and to ensure proper audit of all
Government money by the A.G.P.R.
6 To arrange professional guidance and training of teachers , the other staff.
7. To arrange co-curricular /welfare activities for the students.
 Organizational Structure of Federal Director of Education(Schools)

Director General

Dy. Director Dy. Director

Admin (Female) Admin (male)

Assistant Director Assistant Director

Superintendent Superintendent

DISTT . EDUCATION OFFICER

(SECONDARY)

Dy. D.E.O./PTE Dy. D.E.O./A.E.O

Superintendent Superintendent

Government Higher Secondary Comprehensive Pilot Secondary

Higher Schools Schools Higher Schools Schools
 GOVERNMENT OF PAKISTAN
FEDERAL DIRECTORATE OF EDUCATION
NUMBER OF INSTITUTIONS(1997-98)

LEVEL URBAN RURAL GRAND

 BOYS GIRLS TOTAL BOYS GIRLS TOTAL TOTAL

F.G. Primary - 65 66 71 80 151 216

F.G . Middle 01 06 07 17 22 39 46

F.G .Secondary 14 16 30 26 23 49 79

F.G . Higher 02 03 05 06 02 08 08
Secondary

F.G Degree 04 03 07 - - - 13
College

Islamabad 07 07 14 - - - 14
Model Colleges

Mohallah/Mosq - - - - - - 55
ue Colleges

Total: 28 100 128 120 127 247 430

Question No 4:
Explain aims and objectives of higher secondary keeping your experiences in view the
existing scheme of studies.
Answer:
Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each of the
school years, students are required to pass a national examination administered by a regional Board of
Intermediate and Secondary Education (or BISE).
Upon completion of grade 9, students are expected to take a standardised test in each of the first parts of
their academic subjects. They again give these tests of the second parts of the same courses at the end of
grade 10. Upon successful completion of these examinations, they are awarded a Secondary School
Certificate (or SSC). This is locally termed a 'Matriculation Certificate' or 'matric' for short. The
curriculum usually includes a combination of eight courses including electives (such as Biology,
Chemistry, Computer and Physics) as well as compulsory subjects (such as Mathematics, English, Urdu,
Islamic studies and Pakistan Studies).

Students then enter an intermediate College and complete grades 11 and 12. Upon completion of each of
the two grades, they again take standardised tests in their academic subjects. Upon successful completion
of these examinations, students are awarded the Higher Secondary School Certificate (or HSSC). This
level of education is also called the FSc/FA/ICS or 'intermediate'. There are many streams students can
choose for their 11 and 12 grades, such as pre-medical, pre-engineering, humanities (or social sciences),
computer science and commerce. Each stream consists of three electives and as well as three compulsory
subjects of English, Urdu, Islamiat (grade 11 only) and Pakistan Studies (grade 12 only).

Alternative qualifications in Pakistan are available but are maintained by other examination board instead
of BISE. Most common alternative is the General Certificate of Education(or GCE), where SSC and
HSSC are replaced by Ordinary Level (or O Level) and Advanced level(or A Level) respectively. Other
qualifications include IGCSE which replaces SSC. GCE and GCSE O Level, IGCSE and GCE AS/A Level
are managed by British examination boards of CIF of the Cambridge Assessment and/or Edexcel
International of the Pearson PLC. Generally, 8-10 courses are selected by students at GCE O Levels and
3-5 at GCE A Levels.

Advanced placement (or AP) is an alternative option but much less common than GCE or IGCSE. This
replaces the secondary school education as 'High School Education' instead. AP exams are monitored by a
North American examination board, College board, and can only be given under supervision of centers
which are registered with the College Board, unlike GCE O/AS/A Level and IGCSE which can be given
privately.

Another type of education in Pakistan is called "Technical Education" and combines technical and
vocational education. The vocational curriculum starts at grade 5 and ends with grade 10.Three boards,
the Punjab Board of Technical Education (PBTE), KPK Board of Technical Education (KPKBTE) and
Sindh Board of Technical Education (SBTE) offering Matric Tech. course called Technical School
Certificate (TSC) (equivalent to 10th grade) and Diploma Of Associate Engineering(DAE) in engineering
disciplines like Civil, Chemical, Architecture, Mechanical, Electrical, Electronics, Computer etc. DAE is a
three years program of instructions which is equivalent to 12th grade. Diploma holders are called associate
engineers. They can either join their respective field or take admission in B.Tech and BEin their related
discipline after DAE.

Furthermore, the A level qualification, inherited by the British education system is widely gained in the
private schools of Pakistan. Three to four subjects are selected, based on the interest of the student. It is
usually divided into a combination of similar subjects within the same category, like Business, Arts and
Sciences. This is a two-year program. A level institutions are different from high school. You must secure
admission in such an institution, upon the completion of high school, i.e. the British system equivalent
being O levels. O levels and A levels are usually not taught within the same school.

Secondary stage is a:

1 Terminal stage
2 Preparatory stage for getting higher education
3 Transitionary stage
4 Formal Operations stage where logical and reasoning powers can be developed.
As such , the aims and objectives of curriculum development at secondary level may be to :
1 Emphasize learning of concepts and skills .
2 Encourage observation , exploration, experimentation , practical work and creative expression .
3 Emphasis on dignity of labor.
4 Make the school studies referenced to the individual and social needs.
5. Enable the individual to have such skills inculcated that he becomes a creative , productive,labor.
conscientious and law abiding citizen.
To achieve the objectives , secondary education has been divided into five components as given in the
scheme of studies for secondary education.
Component-1 is to continue the education of the child about the ideology of Pakistan ,its religion and its
culture together with English language as a means of international communication.
Component-11 enables a child to choose the education direction he intends to follow , either into the
sciences as an entry to Engineering , Medicine, Dentistry etc or into more general subjects suitable for
Law, Commerce ,Social Sciences etc. or simply for improving home conditions. In the general group of
subjects a large series of elective subjects known as the “Y” list has been introduced with which contains
languages ,arts,crafts and many other alternatives and a child may choose two options from the list .At
present , there are limitations in the choices available due to a storage of trained teachers in these subjects
but efforts are being directed to overcoming this problem.
Component-111 is strictly vocational and is compulsory for all students , male or female ,whether
preceding to higher education for the professions or whether terminating the school career after class
10.There are five groups of subjects in this components : Agriculture, Home Economics ,Commerce and
General and within each group there is a range of options available known as the “Z” list . For example , in
the industrial group a child may choose from electrical , Wood working , Metal Trades and auto trades :
such topic as Radio Servicing , Serving of Household Appliances or welding or wood turning .Any of

these topics will develop manual skills and may have usefulness either in industry or as a basis of self-
employment and in a lot of cases just as a hobby or useful domestic acquisition.
Component-1V is a recent addition as a means of developing in a child a sense of usefulness to the
community and at the same time actually getting it to do something for the community . The tree
Plantation scheme , for instance which is quoted will help to restore Pakistan’s forests will help to beautify
towns and countryside will assist preventing soil erosion and in places may even help to change the
eliminate and improving soil quality.
Component-V is of physical exercise and Civil Defense ,First aid and Nursing to develop national integrity
and physical fitness.
Objectives:
Secondary education should provide the learner with opportunities to:

1. acquire necessary knowledge, skills and attitudes for the development of the self and the nation
2. promote love for and loyalty to the nation
3. promoter harmonious co-existence among the peoples
4. develop mentally, socially, morally, physically and spiritually
5. enhance understanding and respect for own and other people's cultures and their place in
contemporary society
6. enhance understanding and appreciation of interrelationships among nations
7. promote positive environmental and health practices
8. build a firm foundation for further education and training
9. develop ability for enquiry, critical thinking and rational judgment
10.develop into a responsible and socially well adjusted person
11.promote acceptance and respect for all persons
12.enhance enjoyment in learning
13.identify individual talents and develop them
14.build a foundation for technological and industrial development
 15.develop into a self-disciplined individual who appreciates work and manages time properly.

Aims:

Democratic Citizenship:
Citizenship in a democracy is required by every individual. He must develop independent judgment on
all kinds of complicated social, economic and political issues and to a large extent, decide his own
course of action. As secondary education would be the end of all formal education for the majority of
students, it must assume the responsibility of providing the necessary training for this purpose. So
education should generate in the students the sense of responsibility to tackle the controversial
situations of the country and foster in them the sense of belongingness.

Improvement of Vocational Efficiency:

As the national situation is concerned, we must concentrate on increasing the productive, technical and
vocational efficiency of our students. Students will develop the new scientific attitude and appreciate
the dignity of labour. That is why greater emphasis should be given on crafts and productive works in
all schools, in addition to the introduction of diversified courses of studies at the secondary level.

Development of Personality:
One of the main functions of secondary education should be to release the sources of creative energy in
the students so that they may be able to appreciate their cultural heritage, to cultivate rich interests
which they can pursue in their leisure and so contributes, in later life, to the development of this
heritage.
The commission recommended that in the curriculum due honour should be given to the subjects like
Art, Craft, Music, Dancing, and the development of hobbies which will help in the development of total
personality of the students.

Education for Leadership:

Successful functioning of a democracy depends upon the training in discipline as well as leadership. In
this context, the function of secondary education is to train persons who will be able to assume the
responsibility of leadership in the social, political, industrial and cultural fields, in their own small
groups of community or locality.
Question No 5:
Discuss examinations, promotion and certification process presently prevailing in
Pakistan and give suggestion for its improvement.
Answer:
The right to education is enshrined within the Constitution of Pakistan. Article 25-A Pakistan states:
“The State shall provide free and compulsory education to all children of the age of five to sixteen years in
such manner as may be determined by law.”(“The Constitution of Islamic Republic of Pakistan”, 2012)
Following the 18th amendment, education has largely become a provincial rather than a national issue, and
each province has made progress in developing reforms to their respective education systems. However,
implementation of these reforms has remained a huge challenge. There is no doubt that steps have also
been taken to strengthen the facilities and services for primary, middle and secondary schools, as well as an
admirable effort directed towards the expansion of non-formal education. Unfortunately, major issues and
challenges continue to hinder the end goals of these initiatives from being achieved.

To share a few examples of the obstacles faced, the population of Pakistan has reached 208 million
individuals as of 2018. 38% of this population currently lives below the poverty line (Jamal, 2017), while
43% of the adult population (i.e. aged 15 and above) remains illiterate. For portion of adults mentioned,
the percentage can be further broken down to reveal a substantial gender gap wherein 51% of adult
women compared to 30% of men are illiterate(AEPAM, 2016). Several other factors also directly affect the
state of education in the country. A low annual education budget, over 90% of which goes for teacher and
administrative salaries, is one example. Poor infrastructure that hampers productive learning
environments, poor teaching and learning resources, and an assessment structure that operates in non-
native languages are several more.

Further insights into statistics on the matter paint a grim picture on the country’s aspiration of education
for all. For instance, there are 5117 million children in Pakistan between the ages of 5 -16 years out of
which nearly 23 million are categorized as out of school (Khan, 2017). There is also a shortage of schools,
wherein for every 13 primary schools, there is only 1 middle school (“National Education Policy”, 2017).
Finally, there is a shortage of teachers — around 50% of primary schools in Sindh and Balochistan and
29% in Pakistan as a whole have only one teacher (“Pakistan Education Statistics”, 2017). When it comes
to the quality of education and learning outcomes of students, the numbers are even more distressing. For
grade 5 students, 44% of school children cannot read a story fluently either in Urdu or provincial
languages. 48% cannot read a sentence fluently in English, while 49% cannot carry out simple two-digit
division.

Improving student learning is one of the key outcomes that all stakeholders of an education system should
focus on. A good understanding of student learning is important for teachers, so they can focus their
efforts on key areas that need to be improved and enhance teaching-learning practices in the classroom.
Examination and assessment data is also useful for policymakers to understand what factors hinder
effective learning, to inform future policies. In addition, examinations are used to signal student
performance for admission to higher studies and for the job market. A sound assessment and examination
system is thus integral to a good education system.

The education system in Pakistan is categorized as primary (grade 1-5), middle (grade 6-8), secondary
(grade 9-10) higher secondary (grade 11-12) tertiary education. Those entering secondary and higher
secondary education go through high-stake examinations conducted by a Board of Intermediate and
Secondary Education (BISE). The secondary school education system, particularly exams, plays a major
role in both teaching and learning attitudes that affect the entire system. If assessment and examinations
are not aligned with the curriculum and continue to focus on textbook based examination (i.e. memorizing
the content of the textbook), then eventually assessment starts to drive learning and has a trickle-down
effect on the entire education system.

There are currently 29 government run BISE bodies in Pakistan (Sindh, Punjab, Balochistan, KPK, and a
Federal Board), along with one private, local board (Aga Khan University Examination Board), and two
foreign boards (Cambridge Assessment and the International Baccalaureate system).Teachers follow the
pattern set by various BISE bodies, and as such most are preparing students to rote learn as they know
that the students will be tested on their ability to memorize. This directly leads to student’s own learning
attitudes becoming a lifelong behavior. It is worth noting that out of the total body of students set to take
their secondary or higher secondary examinations, over 90% are doing so in government schools that
follows various BISE curriculums.

In this regard, government BISE bodies are widely criticized for not aligning their examinations with the
National Curriculum of Pakistan — although the National Curriculum of 2006 is based on learning
outcomes, many BISE bodies are still following 2002 curriculum. Another practice that has come under
scrutiny is their inability to assess higher order learning, as well as a propensity to drive students to rote
learn, rather than understand and apply concepts. Several studies conducted at both a national and
international level (Rind, 2017), (Awan, Aslam, Muzaffar, Khan, & Rashid, 2016), (Burdett, 2017) have
shown poor quality of examination questions concentrated at the knowledge rather than application level
that are also frequently repeated over the years.

Furthermore, while there are major issues in quality of examination papers, there is also a lack of
compatibility between grades/marks and student’s demonstrated skills, which directly impacts how the
public views both the methods and validity of assessment. Meanwhile, rampant malpractice and cheating
in examinations make the system unreliable and unfair for all. Through such poor practices, the system
loses credibility for the qualification it offers and does not prepare students for higher learning. These
students also face challenges for admission into university, as they are unable to clear the entrance exams.

To summarize: This is the harsh reality that we live in. While poverty and adult illiteracy hampers the
progress to provide basic education, the quality of education and assessment is another major battle that
Pakistan faces. To say that the education system of Pakistan is fraught with considerable challenges would
not be accurate. Rather, it is necessary to be blunt and say that Pakistan continues to face an educational
crisis.

Put together, these statistics and facts are reflective of two central issues at the heart of Pakistan’s
educational crisis: Firstly, existing educational paradigms are failing our students. Secondly, there is an
understandable deficit in the faith and trust that the public places in the education system, considering
that the statistics suggest most students lack an understanding rudimentary linguistic or mathematical
practice.

Boards of intermediate and Secondary Education (BISEs) and universities are the examining bodies
.Following certificates / diplomas / degrees are awarded after the completion of certain level of education :
Secondary School Certificate (after 10 years schooling); Higher Secondary (after 12 years schooling),
Diploma in Associate Engineering (13 years schooling) and Bachelors Degree after 14 years of education.
There is a public examination system in the country . Some boards and universities are following the
conventional system of awarding certificates and degrees on the basis of : Third division (33-44%); Second
division (45-59%); and First division (60% and above).
Some boards and universities have introduced grades as : A (70% and above); B (60-69% ); C(50-59% );
D(40-49% ); E(33-39% ) and F (Fail-Below 33%).At the same time ,there are institutions in private
sector preparing the students for ‘O’ level and ‘A’ Level examinations of British Education system.
Accreditation of Higher education is determined by the University Grants Commission , Ministry of
Education. Accreditation and equivalence of school education (Secondary and higher Secondary level ) is
determined by Inter Board Committee of Chairmen (IBCC) , an autonomous organization in the
Ministry of Education.
Boards of Intermediate and Secondary Education:
Boards have their Research Cells and research on various aspects of evaluation is regularly carried out to
recommend improvements/changes in evaluation system and consequently in instruction.
Provincial Bureaus of Curriculum Development:
These Bureaus usually conduct research in specific problems relating to the curriculum concepts , graded
vocabulary , alternative methods of literacy programs .Curriculum Research and Development Centre
(CRDC) ,Lahore has contributed significant number of studies in the areas of Curriculum Evaluation and
graded vocabulary for primary school Children. CRDC has a lion share in the studies being conducted by
provincial bureaux.

The Way Forward

It would, however, be wrong to conclude on a note of despair. There is hope that the system could
improve if certain measures are taken. Considering that 33% of all education in Pakistan is provided by
the private sector, it is in the direct interest of the government to foster public-private partnerships aimed
at bolstering the existing public educational framework.

In this regard, I would like to give seven recommendations that focus primarily on secondary education
and more specifically on BISE bodies; not only relevant to our context but also achievable, which are as
follows.

Recommendation One: Support Teaching And Learning

Intuitively, the first step towards building better education system in Pakistan is supporting academia. This
can be accomplished primarily by following the National Curriculum of Pakistan and developing syllabi
based on it. The syllabi should be equipped to make use of achievable Student Learning Outcomes
(SLOs), which clearly define what a student’s takeaway from each topic on any given subject should be.
The syllabus, thus, serves as a guide for both students and teachers to determine what material they must
cover as part of their learning and prevents reliance on a single textbook. Moreover, this measure allows
for a fully transparent playing field that charts a complete course of studies, ensuring students will always
be aware of what material they will be assessed on.

Recommendation Two: Ensure Quality Of Examinations

To ensure quality of examination papers, a quality assurance process of examination development is
necessary. This process should ensure the complete alignment with the syllabus, and guarantee fairness and
a linear increase in difficulty during the development of papers themselves. Processes must be developed to
ensure the examination is measuring a student’s ability beyond knowledge such as understanding of the
concepts, its application, problem solving etc. Frequent repetition of the same questions over the years,
allows a space for student to rote learn responses; therefore, this practice should be minimized.
Furthermore, it is imperative to ensure that there is fairness to the entire student body in the construction
of examinations, meaning that the diverse backgrounds and circumstances faced by students are
considered. For instance, if students from urban cities tend to outperform students from rural regions, it is
unfair to construct examinations that may pose more of a challenge to the former at the risk of unfairly
putting the latter at a significant disadvantage.

Recommendation Three: Ensure Quality Of Assessment Data

Just as there is a need to ensure quality in exam construction, there is a need to ensure quality of
assessment data for a reliable, valid and fair assessment, too. This is primarily accomplished through an
extensive psychometric analysis that looks at response of each examination items to strengthen the quality
assurance process. For this purpose, rubrics or standardized marking scheme for awarding marks should be
established for each paper to reduce the influence of personal biases on the part of examiners and ensures
uniformity in the level of understanding about how to award marks regardless of whom happens to be
grading the examination papers. A thorough post-exam analysis must also be conducted to determine
trends in scores, item behavior to ensure standardization before disseminating the results.

Recommendation Four: Ensure Fairness And Transparency In The Conduct Of

Examinations

Impersonation, cheating, and leakage of examination papers threaten the fair and transparent conduct of
examination — technology can be utilized to combat them. For example, CCTV monitoring of
examination halls can go a long way towards preventing cheating or improper conduct of examinations,
and further instill a sense of there being zero tolerance towards any type of unfair practices. There is also a
need to properly train and support both supervisors and invigilators in the conduct of examinations,
allowing for more experienced individuals to oversee their conduct. Such good practices not only create
public confidence, but also give credibility to the qualification/certification.

Recommendation Five: Improve The Quality Of Teaching And Learning

While supporting teaching and learning is necessary, it is also important to emphasize that both processes
can be continually iterated and improved on. One of the key ways to do this is for examination bodies to
provide regular feedback to schools in the form of comprehensive, systematic analysis of school
achievements and results. This feedback could potentially compare the performance of each school with
others and offer an interpretation of these results along with suggestions on areas where the school might
be able to improve. Collectively, data from multiple schools could also be relevant to larger education
departments as it illustrates trends in both student understanding as well as teacher performance across a
wide selection of schools.

Recommendation Six: Build Engaging Classrooms Through Teacher Support

Since teachers play a pivotal role in translating the set curriculum within the classroom to achieve learning
outcomes, there must be an ongoing support provided to teachers that should be focused on content and
pedagogical approaches. This includes learning through classroom observation to identify areas where a
teacher’s approach can be learned from or, alternatively, improved. Emphasis must also be placed on
developing engaging and interactive classrooms that increase student interest and participation in the
subject matter, which directly affects students’ learning and performance on examinations.

Recommendation Seven: Make Informed Decisions

A large amount of data acquired through assessment is a good source of conducting quantitative research
to develop insights into how both students and teachers approach learning. This evidence-based classroom
research data can be utilized to make informed decisions on matters such as identifying gaps, learning
from mistakes, and developing intervention/solution strategies. Moreover, the process of sharing classroom
research can also provide collaborative opportunities for educational bodies to coordinate and learn from
one another.