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Code 827 Assignment 1
Code 827 Assignment 1
Assigment No 1
QNo 1:- What were the recommendation releated to curriculum and examination
in education policy 1998-2010 about level ?
Ans:- The Policy was announced in March 1998 The first revised draft was submitted to the
Cabinet on 18 February, 1998. The Prime Minister advised the Ministry of Education to design
a new Education Policy in January 1998. . INTRODUCTION According to the constitution of
1973, article 25 1. All citizens are equal before law and are entitled to equal protection of law.
2. There shall be no discrimination on the basis of gender alone.
2. Nazira Qur'an will be introduced as a compulsory component from grade I-VIII while at
secondary level translation of the selected verses from the Holy Qur'an will be offered. To
evolve an integrated system of national education by bringing Deeni Madaris and modern
schools closer to each stream in curriculum and the contents of education. to educate and
train them as a true practicing Muslim. Education and training should enable the citizens of
Pakistan to lead their lives according to the teachings of Islam as laid down in the Qur'an and
Sunnah Aims and objectives of Education and Islamic Education: Salient Features of National
Education Policy 1998-2010
3. Functional literacy will be imparted to adolescents (10-14) who missed out the chance of
primary education. Functional literacy and income generation skills will be provided to rural
women of 15 to 25 age group and basic educational facilities will be provided to working
children The current literacy rate of about 39% will be raised to 55% during the first five years
of the policy and 70% by the year 2010 Eradication of illiteracy through formal and informal
means for expansion of basic education through involvement of community. Literacy and Non-
Formal Education :
4. Integration of primary and middle level education in to elementary education (I-VIII).
Quality of primary education will be improved through revising curricula, imparting in-service
training to the teachers, raising entry qualifications for teachers from matriculation to
intermediate, revising teacher training curricula, improving management and supervision
system and reforming the existing examination and assessment system. About 90% of the
children in the age group (5-9) will be enrolled in schools by year 2002-03. Elementary
Education :
5. The participation rate will be increased from 31% to 48% by 2002-03. Curriculum for
secondary and higher secondary will be revised and multiple textbooks will be introduced. A
definite vocation or a career will be introduced at secondary level. It would be ensured that all
the boys and girls, desirous of entering secondary education, become enrolled in secondary
schools. One model secondary school will be set up at each district level. SECONDARY
Education : At the elementary level, a system of continuous evaluation will be adopted to
ensure attainment of minimum learning competencies for improving quality of education.
Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level.
6. TEACHER ‘s Education : . A special package of incentives package shall be provided to rural
females to join the teaching profession. A new cadre of teacher educators shall be created.
The contents and methodology parts of teacher education curricula will be revised. Both formal
and non-formal means shall be used to provide increased opportunities of in-service training to
the working teachers, preferably at least once in five years. introduction of programs of
FA/F.Sc education and BA/BSc education . To increase the effectiveness of the system by
institutionalizing in- service training of teachers, teacher trainers and educational
administrators through school clustering and other techniques.
7. Emerging technologies e.g. telecommunication, computer, electronics, automation,
petroleum, garments, food preservation, printing and graphics, textile, mining, sugar
technology, etc. greatly in demand in the job market shall be introduced in selected
polytechnics. Development of technical competence, communication skills, safety and health
measures shall be reflected in the curricula. Revision and updating of curricula shall be made
a continuing activity to keep pace with changing needs of the job market. To improve the
quality of technical education so as to enhance the chances of employment of Technical and
vocational Education (TVE) To develop opportunities for technical and vocational education in
the country for producing trained manpower, (industry and economic development goals.)
Technical and Vocational Education :
8. At the minimum, 100 scholars shall be annually trained under this arrangement. Local
M.Phil. And Ph.D programs shall be launched and laboratory and library facilities will be
strengthened. To attract highly talented qualified teachers, the university staff will be paid at
higher rates than usual grades. Merits shall be the only criterion for entry into higher
education. Access to higher education, therefore, shall be based on entrance tests. Access to
higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010.
Higher Education :
9. School curricula shall be revised to include recent developments in information technology,
such as software development, the Information Super Highway designing Web Pages, etc
Computers shall be introduced in secondary schools in a phased manner. Information
Technology : In order to eliminate violence, all political activities on the campus shall be
banned. All quota/reserve seats shall be eliminated. Students from backward areas, who clear
entry tests, would compete amongst themselves.
10. Encouraging private investment in education. There shall be regulatory bodies at the
national and provincial levels to regulate activities and smooth functioning of privately-
managed schools and institutions of higher education through proper rules and
regulations.Private Sector in Education : Mobile library services for semi-urban and remote
rural areas shall be introduced. Internet connection with computer shall be given to each
library. School, college and university libraries shall be equipped with the latest reading
materials/services. Library and Documentation Services :
11. The fee structure of the privately managed educational institutions shall be developed in
consultation with the government. Schools running on non-profit basis shall be exempted
from all taxes. Educational institutions to be set up in the private sector shall be provided: I.
plots in residential schemes on reserve prices, II. rebate on income tax, like industry Matching
grants shall be provided for establishing educational institutions by the private sector in the
rural areas or poor urban areas through Education Foundations. A reasonable tax rebate shall
be granted on the expenditure incurred on the setting-up of educational facilities by the private
sector.
12. Likewise, standardized tests shall be introduced for admission to general education in
universities Qualifying tests will become a compulsory requirement for entry to professional
education. Innovative Programes :
13. As clearly the clash between the religious and modern school and institutions students is
going on , and the battle among the modern and religious is being fought due to un-unified,
non-logic, non centralized policy. gap and gulf between these both educational systems is clear
to every body. “Education and Training should enable the citizens of Pakistan to lead their
lives according to the teaching of Islam as laid down in the Quran and Sunnah and to Educate,
to train them as a true plasticizing Muslims” And again the policy proved that it has been
unsuccessful what the reasons are? And what is the logic behind it? If you will go through the
Education policy of Pakistan from 1998 to 2010 you would have to know that the policy is just
consist on 15 points. And whole theme of policy move around these 15 points. So in the very
first Aim and objective point we may find there that ; Analysis:
14. Now we turn ourselves to the 2nd point where our policy makers shown there dream to
achieve the 70% literacy rate from 39% till 70%.and it clearly seems us impossible ,even though
the project such as in province Punjab like “parha likha” Punjab didn’t reach to the zenith
.Basically they need sincerity,professionalism,and hard working . Policy makers in their 3rd
stage relate it to the elementary education, and here they explained that they till the 2002-3.
90% of the age of 5-9 will be enrolled in elementary education .they will also revise the
curriculum and stress will be given to teachers training, and improvement in the management
and supervision system will be made, and same formula will be apply to the existing
examination and assessment system.
15. After the elementary stage we have now the secondary education, the unique stuff in the
secondary stage is that, it insisted that there shall be one model school that will be setup in the
district level and the participation level rate will be increased from 31 % to 48% by 2002-03.
Multiple text books will be introduced at secondary school level. One of the novel things in the
policy is about training of secondary teachers through workshops and refreshment
cources.Both the formal and non means shall be used to provide increased opportunities of in-
service training to the working teachers. Three major successful and last stages are
implementation of policy about the HE and HEC, and also they stressed the need to develop the
information technology structure or the library and documentation structure to safe Your
heritage and archives.
16. This stage insist that: “Access to the Higher Education shall be expanded to at least 5% of
the age group 17-23 by the year 2010”. Merit shall be the only criterion for entry to the higher
Education . The Novelty in this programme is that the split-PhD programme has been created
through this programme. 100 researcher and desirous student will be sent to international
university and institutions. And annually we will have a trained upgraded researchers, scholars
to assist our Higher education system and standard will be only merit. And throughout they
enhanced the standard of Higher education . That worked for producing quality scholars;
PhD’s . HEC a successor of university grant commission in his guidance lead this phase in right
direction. They are claimed to be competively successful phases for the policy makers and
government all because of “Dr Ata-ul-Rehman”
17. The Expenditure of the Government on Education will be raised from present level 2.2%
to 4% of total GNP by The year 2002-03 Few year of the policy announcement no tax was
imposed on computer hardwares.networking, band with low rate, intranet culture was
developed here to make information easy and accessible .that’s why in elementary and
secondary level computer classes were conducted, IT course was included in the curriculum .
And used PCs were imported in country at very low price. In information Technology stage
HEC tried to make PCs common, to common people. HEC is the most reputable professional
institute in this country, but few complained have been received that few eligible low status
student were not selected, this is a sad thing and only God know that How much it keeps
Reality.
QNo2:-Write a detailed Note on what structures are developed at formal operational stage?
Ans:-
The formal operational stage begins at approximately age twelve and lasts into adulthood. As
adolescents enter this stage, they gain the ability to think in an abstract manner by
manipulating ideas in their head, without any dependence on concrete manipulation (Inhelder
& Piaget, 1958).
He/she can do mathematical calculations, think creatively, use abstract reasoning, and imagine
the outcome of particular actions.
An example of the distinction between concrete and formal operational stages is the answer to
the question “If Kelly is taller than Ali and Ali is taller than Jo, who is tallest?” This is an example
of inferential reasoning, which is the ability to think about things which the child has not
actually experienced and to draw conclusions from its thinking.
The child who needs to draw a picture or use objects is still in the concrete operational stage,
whereas children who can reason the answer in their heads are using formal operational
thinking.
Formal Operational Thought
Hypothetico Deductive Reasoning
Hypothetico deductive reasoning is the ability to think scientifically through generating
predictions, or hypotheses, about the world to answer questions.
The individual will approach problems in a systematic and organized manner, rather than
through trial-and-error.
Abstract Thought
Concrete operations are carried out on things whereas formal operations are carried out on
ideas. The individual can think about hypothetical and abstract concepts they have yet to
experience. Abstract thought is important for planning regarding the future.
How Did Piaget Test Formal Operations?
Piaget (1970) devised several tests of formal operational thought. One of the simplest was the
'third eye problem'. Children were asked where they would put an extra eye, if they were able
to have a third one, and why.
Schaffer (1988) reported that when asked this question, 9-year-olds all suggested that the third
eye should be on the forehead. However, 11-year-olds were more inventive, for example
suggesting that a third eye placed on the hand would be useful for seeing round corners.
Formal operational thinking has also been tested experimentally using the pendulum task
(Inhelder & Piaget, 1958). The method involved a length of string and a set of weights.
Participants had to consider three factors (variables) the length of the string, the heaviness of
the weight and the strength of push.
The task was to work out which factor was most important in determining the speed of swing of
the pendulum.
Participants can vary the length of the pendulum string, and vary the weight. They can measure
the pendulum speed by counting the number of swings per minute.
To find the correct answer the participant has to grasp the idea of the experimental method
-that is to vary one variable at a time (e.g. trying different lengths with the same weight). A
participant who tries different lengths with different weights is likely to end up with the wrong
answer.
Children in the formal operational stage approached the task systematically, testing one
variable (such as varying the length of the string) at a time to see its effect. However, younger
children typically tried out these variations randomly or changed two things at the same time.
Piaget concluded that the systematic approach indicated the children were thinking logically, in
the abstract, and could see the relationships between things. These are the characteristics of
the formal operational stage.
Critical Evaluation
Psychologists who have replicated this research, or used a similar problem, have generally
found that children cannot complete the task successfully until they are older.
Robert Siegler (1979) gave children a balance beam task in which some discs were placed either
side of the center of balance. The researcher changed the number of discs or moved them
along the beam, each time asking the child to predict which way the balance would go.
He studied the answers given by children from five years upwards, concluding that they apply
rules which develop in the same sequence as, and thus reflect, Piaget's findings.
Like Piaget, he found that eventually the children were able to take into account the interaction
between the weight of the discs and the distance from the center, and so successfully predict
balance. However, this did not happen until participants were between 13 and 17 years of age.
He concluded that children's cognitive development is based on acquiring and using rules in
increasingly more complex situations, rather than in stages.
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APA Style References
Inhelder, B., & Piaget, J. (1958). Adolescent thinking.
Piaget, J. (1970). Science of education and the psychology of the child. Trans. D. Coltman.
Schaffer, H. R. (1988). Child Psychology: the future. In S. Chess & A. Thomas (eds), Annual
Progress in Child Psychiatry and Child Development. NY: Brunner/Mazel.
Siegler, R. S. & Richards, D. (1979). Devlopment of time, speed and distance
concepts. Developmental Psychology, 15, 288-298
One task involved having children of different ages balance a scale by hooking weights on each
end. To balance the scale, the children needed to understand that both the heaviness of the
weights and distance from the center played a role.2
Younger children around the ages of 3 and 5 were unable to complete the task because they
did not understand the concept of balance. Seven-year-olds knew that they could adjust the
scale by placing weights on each end, but failed to understand that where they put the weights
was also important. By age 10, the kids considered location as well as weight but had to arrive
at the correct answer using trial-and-error.2
It wasn't until around age 13 that children could use logic to form a hypothesis about where to
place the weights to balance the scale and then complete the task.2
Abstraction of Ideas
In another experiment on formal operational thought, Piaget asked children to imagine where
they would want to place a third eye if they had one. Younger children said that they would put
the imagined third eye in the middle of their forehead. Older children, however, were able to
come up with a variety of creative ideas about where to place this hypothetical eye and various
ways the eye could be used.3
For example, an eye in the middle of one's hand would be useful for looking around corners. An
eye at the back of one's head could be helpful for seeing what is happening in the background.
Creative ideas represent the use of abstract and hypothetical thinking, both important
indicators of formal operational thought.
Deductive Logic
Piaget believed that deductive reasoning becomes necessary during the formal operational
stage. Deductive logic requires the ability to use a general principle to determine a particular
outcome. Science and mathematics often require this type of thinking about hypothetical
situations and concepts.
Abstract Thought
While children tend to think very concretely and specifically in earlier stages, the ability to think
about abstract concepts emerges during the formal operational stage. Instead of relying solely
on previous experiences, children begin to consider possible outcomes and consequences of
actions. This type of thinking is important in long-term planning.
Problem-Solving
In earlier stages, children used trial-and-error to solve problems. During the formal operational
stage, the ability to systematically solve a problem in a logical and methodical way emerges.
Children at the formal operational stage of cognitive development are often able to plan quickly
an organized approach to solving a problem.
Hypothetical-Deductive Reasoning
Piaget believed that what he referred to as "hypothetical-deductive reasoning" was essential at
this stage of intellectual development. At this point, teens become capable of thinking about
abstract and hypothetical ideas. They often ponder "what-if" type situations and questions and
can think about multiple solutions or possible outcomes.
While kids in the previous stage (concrete operations) are very particular in their thoughts, kids
in the formal operational stage become increasingly abstract in their thinking.
As children gain greater awareness and understanding of their own thought processes, they
develop what is known as metacognition, or the ability to think about their thoughts as well as
the ideas of others.
Current Observations
The following observations were made about the formal operational stage of cognitive
development:
From Neil J. Salkind, Ph.D., author of An Introduction to Theories of Human Development: "The
formal operational thinker has the ability to consider many different solutions to a problem
before acting. This greatly increases efficiency, because the individual can avoid potentially
unsuccessful attempts at solving a problem. The formal operational person considers past
experiences, present demands, and future consequences in attempting to maximize the success
of his or her adaptation to the world."4
From Christine Brain and Priscilla Mukherji, authors of Understanding Child Psychology: "In the
formal operational stage, actual (concrete) objects are no longer required and mental
operations can be undertaken 'in the head' using abstract terms. For example, children at this
stage can answer questions such as: 'if you can imagine something made up of two quantities,
and the whole thing remains the same when one quantity is increased, what happens to the
second quantity?' This type of reasoning can be done without thinking about actual objects.
QNo3. How curriculum organised at different stages of education?
Ans:- Two types of evaluation are included in the Phases and Steps
illustration: (1) Formative provides feedback during the process of developing the curriculum,
and (2) Summative answers questions about changes (impact) that have occurred in learners
because of their learning experiences. Summative evaluation provides evidence for what works,
what does not work, and what needs to be improved.
In every step of the curriculum development process, the most important task is to keep the
learner (in this case, youth) in mind and involve them in process. For example, the curriculum
team members, who have direct knowledge of the target audience, should be involved in con-
ducting the needs assessment. From the needs assessment process, the problem areas are
identified, gaps between what youth know and what they need to know are identified, and the
scope of the problem is clarified and defined. The results may prompt decision makers to
allocate resources for a curriculum development team to prepare curriculum materials.
A brief description of each of the curriculum development steps is described below. After
reviewing these descriptions, you should have a very clear idea of how the steps occur in each
of the phases and what each step includes.
PHASE I: PLANNING
"Nobody plans to fail but failure results from a failure to plan."
The planning phase lays the foundation for all of the curriculum development steps. The steps
in this phase include:
During the scientific process, deductive reasoning is used to reach a logical true conclusion.
Another type of reasoning, inductive, is also used. Often, people confuse deductive reasoning
with inductive reasoning, and vice versa. It is important to learn the meaning of each type of
reasoning so that proper logic can be identified.
Deductive reasoning
Deductive reasoning is a basic form of valid reasoning. Deductive reasoning, or deduction, starts
out with a general statement, or hypothesis, and examines the possibilities to reach a specific,
logical conclusion, according to California State University. The scientific method uses
deduction to test hypotheses and theories. "In deductive inference, we hold a theory and based
on it we make a prediction of its consequences. That is, we predict what the observations
should be if the theory were correct. We go from the general — the theory — to the specific —
the observations," said Dr. Sylvia Wassertheil-Smoller, a researcher and professor emerita at
Albert Einstein College of Medicine.
Deductive reasoning usually follows steps. First, there is a premise, then a second premise, and
finally an inference. A common form of deductive reasoning is the syllogism, in which two
statements — a major premise and a minor premise — reach a logical conclusion. For example,
the premise "Every A is B" could be followed by another premise, "This C is A." Those
statements would lead to the conclusion "This C is B." Syllogisms are considered a good way to
test deductive reasoning to make sure the argument is valid.
For example, "All men are mortal. Harold is a man. Therefore, Harold is mortal." For deductive
reasoning to be sound, the hypothesis must be correct. It is assumed that the premises, "All
men are mortal" and "Harold is a man" are true. Therefore, the conclusion is logical and true. In
deductive reasoning, if something is true of a class of things in general, it is also true for all
members of that class.
According to California State University, deductive inference conclusions are certain provided
the premises are true. It's possible to come to a logical conclusion even if the generalization is
not true. If the generalization is wrong, the conclusion may be logical, but it may also be untrue.
For example, the argument, "All bald men are grandfathers. Harold is bald. Therefore, Harold is
a grandfather," is valid logically but it is untrue because the original statement is false.
Inductive reasoning
Inductive reasoning is the opposite of deductive reasoning. Inductive reasoning makes broad
generalizations from specific observations. Basically, there is data, then conclusions are drawn
from the data. This is called inductive logic, according to Utah State University.
"In inductive inference, we go from the specific to the general. We make many observations,
discern a pattern, make a generalization, and infer an explanation or a theory," Wassertheil-
Smoller told Live Science. "In science, there is a constant interplay between inductive inference
(based on observations) and deductive inference (based on theory), until we get closer and
closer to the 'truth,' which we can only approach but not ascertain with complete certainty."
An example of inductive logic is, "The coin I pulled from the bag is a penny. That coin is a penny.
A third coin from the bag is a penny. Therefore, all the coins in the bag are pennies."
Even if all of the premises are true in a statement, inductive reasoning allows for the conclusion
to be false. Here's an example: "Harold is a grandfather. Harold is bald. Therefore, all
grandfathers are bald." The conclusion does not follow logically from the statements.
Inductive reasoning has its place in the scientific method. Scientists use it to
form hypotheses and theories. Deductive reasoning allows them to apply the theories to
specific situations.
Abductive reasoning
Another form of scientific reasoning that doesn't fit in with inductive or deductive reasoning is
abductive. Abductive reasoning usually starts with an incomplete set of observations and
proceeds to the likeliest possible explanation for the group of observations, according to Butte
College. It is based on making and testing hypotheses using the best information available. It
often entails making an educated guess after observing a phenomenon for which there is no
clear explanation.
For example, a person walks into their living room and finds torn up papers all over the floor.
The person's dog has been alone in the room all day. The person concludes that the dog tore up
the papers because it is the most likely scenario. Now, the person's sister may have brought by
his niece and she may have torn up the papers, or it may have been done by the landlord, but
the dog theory is the more likely conclusion.
Abductive reasoning is useful for forming hypotheses to be tested. Abductive reasoning is often
used by doctors who make a diagnosis based on test results and by jurors who make decisions
based on the evidence presented to them.