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Assignment No. 2

Q.1 Highlight the characteristics of text book, and give suggestions for improving the
quality of text books.

What is a textbook?

The textbook definition is “a book used as a typical work for the study of a specific subject”. As
such, textbooks are available a spread of guises and formats, counting on the topic and age range.
Most textbooks are printed on paper, which remains a superb medium, but an increasing number
of publishing houses and, notably, self-publishing practitioners are using digital media (e.g.
epub, iBooks, web pages) to deliver content and contribute to effective instruction and successful
learning.

Whatever the case, in secondary education, textbooks typically:

 introduce new topics

 show suitable illustrations
 present topics in blocks
 which can encourage massed practice
 provide problems to solve
 promote independent study
 provide extra resources for regular assessment of learning

Textbooks differ in quality and a few are far better than others, so not all textbooks will fit this
bill. But the chances are that you simply probably recognize most or all of those characteristics
within the textbooks you employ. Since some approaches work better than others, it's reasonable
to think about what we all know about effective instruction and about how students learn best so
as to enhance how textbooks support teaching and learning.
Suggestions

These seven suggestions for improving the efficacy of textbooks are based teaching and learning
strategies that are shown to enhance outcomes for college kids.

1. Introduce new topics by referencing to what the learner already knows

Many textbooks introduce new topics by making regard to learning objectives then dive in to
whatever new topic the chapter introduces. Since research shows that better learning occurs
when students repose on prior knowledge, my first suggestions would be to start out chapters
with activities that need students to recall and, in a sense, to activate prior knowledge, thus
strengthening the connections between existing knowledge and therefore the new concepts close
to be learnt.

Activities that need retrieval of prior knowledge or that otherwise help make connections within
the students’ minds between what’s already been learnt and what must be learnt should preface
every new topic. Careful hyperlinking to previous content, multiple choice quizzes, cloze
exercises or vocabulary tests are all easily embedded into digital resources to support this
principle.

2. Pairing graphics with text

Clearly textbooks should be aesthetically appealing. We would be wise to not ignore affective
factors that would influence negatively a learner’s disposition to learning before it's an
opportunity to occur. Although stereotypically we tend to work out academic rigour to be during
an indirect correlation with the amount of illustrations, it's possible to supply textbooks that are
both appealing and supportive of effective instruction.

Second suggestion would be to eschew superfluous illustrations, which in any case often
contribute to the textbook becoming dated prematurely, and specialize in pairing text with
graphics which will support learning by presenting examples and depicting overarching ideas or
concepts and explaining how these ideas and ideas connect. Well-designed graphic illustrations
depict models clearly, represent abstract concepts and reveal underlying knowledge structures
which will help learners make the specified connections to require learning further.
In digital resources, graphics can literally wake up, which may be very useful, though it's
important to stay animations simple in order that they are doing not become a distraction in
themselves. Carefully chosen video clips also can be embedded (or linked to from a paper based
resource, using, for instance, a QR code) to supply examples and facilitate conceptual
understanding.

3. Interleaving different but related topics and skills

Interleaving is that the practice of alternating different topics and kinds of content. Although
intuitively we feel that we learn better by that specialize in one topic or skill at a time, research
shows that better learning is achieved when students interleave different but related topics or
skills, instead of that specialize in one topic or skill, then another topic or skill, and so on.

Although the illusion of higher learning is achieved by studying topics in blocks, it's actually by
interleaving topics and skills that future retention and greater overall understanding are achieved.
This would be very counterintuitive for publishers of content, as many teachers and students
might find it confusing (and therefore feedback negatively) if a chapter, rather than that
specialize in one topic at a time, because it is that the norm, alternates between related topics and
skills because it seeks to attach to and repose on existing knowledge.

Students and teachers may find this approach less neat and messier, but research shows
conclusively that interleaving results in better overall learning within the future. Once again,
careful hyperlinking between related topics can support the interleaving of key topics and ideas if
a digital format is being employed.

4. Encourage distributed practice

Closely associated with the principle of interleaving of topics and skills, distributed or spaced
practice is predicated on the very fact that learners remember information better once they are
exposed thereto multiple times throughout a course. Textbooks generally adopt a modular
structure: study one topic, assess it, and move on, Job done. Good luck for the exam.

In linear courses (such as IGCSE and therefore the new GCSE and A level), which usually last
two years, it's conceivable that a subject that's covered during the primary term of the course isn't
returned to before a hastily arranged revision session just before study leave. Although teachers
can claim that the subject has been covered — it's — they can’t claim to possess covered it
during a pedagogically sound manner unless they need ensured the subject has been studied quite
once during the teaching of the course.

Textbook publishers can facilitate distributed practice by structuring the content in order that
students are exposed to key topics and ideas quite once and by building in review opportunities
weeks and even months after new knowledge is acquired.

5. Modelling solved problems

Modelling may be a very effective classroom strategy. Textbooks can also make the foremost of
the powerful effect of modelling by alternating problems with written-out solutions, worked
examples (i.e. where the steps to realize the right solution are laid out) and problems that the
scholar must solve independently. This is often also a sort of interleaving.

This approach ensures that students become familiar, not just with the mechanics of problem
solving, but also with the underlying principles required to master the subject in question. The
scholar can then be guided to more complex but related problems or questions and, because the
students become better, the textbook can begin to extend the amount of problems or questions for
the scholars to unravel or answer independently.

There are probably many textbooks that already take this or an identical approach occasionally,
perhaps to assist with particularly tricky concepts, but few structure their exercises and tasks
during this way from the outset.

6. Teach independent study skills to spice up metacognition

Although many textbooks promote independent learning by, for instance , pointing students to
additional sources of reading, relevant websites, video clips, films or TV programmers, few
actively seek to show specific metacognitive strategies to assist students become better learners
during a particular subject. The view could easily be taken that, say, a French textbook’s purpose
is to show students French, to not teach students the way to learn, which is that the essence of
metacognition during this context.
This view would appear entirely justifiable until one considers the important contribution that
metacognitive strategies bring back successful learning. For instance, research suggests that
encouraging learners the way to plan, monitor and evaluate their own learning by providing
subject specific strategies and guidance has great impact on learning. Textbooks could interleave
activities during which students are asked to spot where a task might go wrong; to get out the
steps required to realize mastery of a topic; to supply their own worked examples, or to
formulate appropriate questions and supply possible answers.

7. Frequent assessments for better retention

The final suggestion deals with assessment and the way it's generally wont to determine the
extent to which a student has learnt the specified material. In another counterintuitive turn, it
seems that frequent assessment is more helpful to the training than it is to the assessing, that's to
mention, determining the extent of learning.

Many textbooks already accompany supplementary assessment resources, usually during a

separate pack, which sometimes must be purchased separately. In additional than a couple of
cases assessment is clearly an afterthought for several publishers. These assessments also are
available the shape of high stakes end-of-unit or end-of-module tests and end-of-year exams.

Given the unequivocal nature of the research that means that frequent retrieval practice boosts
retention, my suggestion would be for textbooks to encourage frequent retrieval practice
intentionally through low stakes or no stakes testing and quizzing, whereby testing and quizzing
are a neighborhood of the training process, not just the assessing.

The implications of this for digital resources are enormous. There are many software packages
and digital publishing tools (e.g. Apple’s iBook Author) that facilitate the inclusion of frequent
retrieval practice opportunities. Albeit the textbook is primarily paper based, publishers could
consider linking to dedicated sites where learners can self-test and self-determine where they're
in their learning and the way to enhance.
Q.2 Discuss the comparative education and purpose of this study at secondary level. And
also describe the importance of Tertiary Education.

Comparative education may be a discipline within the social sciences that involves the analysis
and comparison of educational systems, such as those in different countries. People during this
field have an interest in developing meaningful terminology and standards for education
worldwide, improving educational systems and creating a framework for assessing the success of
education schemes and initiatives.

Usually, graduate degrees are required to figure during this field, although some people can find
employment during this field after earning four-year degrees. In comparative education, analysts
have an interest within the systems that individual nations use to teach their citizens. The
analysts examine the strengths and weaknesses of the various systems and might compare and
contrast those in two or more nations. Another area of interest is in creating comparisons within
one nation over time, watching how changes within the system have influenced educational
outcomes, also as examining variations within the systems from region to region.

An important aspect of comparative education is contextualization. A nation's educational system

can't be viewed properly without also looking at other things that might influence or affect it.
Social, political and economic conditions are all involved in shaping educational systems and
determining outcomes. Nations that have strong national traditions of education, for instance,
may need better outcomes with less funding than nations that historically haven't placed an
excellent value on education. Understanding cultural influences also is important when
developing techniques for assessment and comparison or when performing on new educational
programs which will be introduced to specific regions. What works in one nation or region won't
work also in another.

How Comparisons Help

Comparative education is employed within the development of educational testing procedures

and therefore the creation of educational programs and frameworks. Comparing systems can
provide educators with ideas for revitalizing one system by incorporating elements of others, and
it can allow people to track progress over time. This can strengthen an academic system
additionally to making an objective method of evaluation and study, providing meaningful data
for people that are concerned about educational outcomes and techniques.

Careers

People who have an interest during this field typically pursue graduate degrees in comparative
education and might conduct extensive research during their careers. Some of them add the
tutorial field after they obtain their degrees, et al. might work for state agencies, schools,
education agencies or nongovernmental organizations that have an interest in improving the
standard of education and expanding access to education. The type of labor that folks during this
field conduct can vary greatly, and there's considered to be room for researchers who have an
excellent deal of interests, like psychology or international aid and development.

Importance of Tertiary Education:

So why is tertiary education so important? Here are some reasons why:

1. You gain Factual Knowledge

When you leave high school you gain the fundamental knowledge to advance onwards in your
life. To progress towards your ideal career choice and field means you might need factual
knowledge and skills to get your foot in the door. This is often easier said than done, especially
in countries where job opportunities are rare and competition is common on a day to day basis.
Knowing your field in depth and delving deeper into theoretical and practical concepts will
strengthen your abilities, and may even give you a better chance of finding a job.

2. You find out how to affect people and solve Problems

One of the best ways to learn about life is to expose yourself to different settings, new
information and world issues that need solving. Tertiary education opens your eyes to interesting
new ideas about the world and broadens your opinions on different matters.

You learn how to communicate with other people, whether it be in groups or individually. To top
it off you also gain a better sense of understanding in whatever it's you're studying to use it
efficiently in your specified field, or simply for all times generally .
3. You stand out from the Crowd

By setting yourself aside from others, you ultimately increase your opportunities and increase
your earning potential. If you know what you want, know the knowledge you want to gain and
are inspired to put in the hours and work, acquire tertiary education. You could well be on your
thanks to holding that piece of paper, which spells success, in your hands.

Q.3 Explain the nature, scope, aims and realization of secondary education and national
education policy 1998-2010?

View Original Secondary Education - National Educational Policy 1998-2010

Conceptual Framework

Secondary education (IX-XII) is a crucial sub-sector of the whole education system. On the one
hand, it provides middle level work for the economy and on the other; it acts as a feeder for the
upper level of education. This level of education, therefore, needs to be revamped in such how
that it prepares young men and ladies for the pursuit of higher education also as prepares them to
regulate to their practical lives meaningfully and productively.

The profile of secondary education is reviewed briefly. The demand of the present time leads to
the following broad conceptual framework that needs to be kept in view, for launching the
program of reforms:

 Proper development of the personality of the student is of immense importance.

 Adequate preparation to enter the world of work as well as pursuit of higher education.
 Greater access to education especially for the feminine population, meeting the
requirements of students from elementary education.
 Improved quality of teachers both in terms of educational and professional
accomplishment. This may also imply supply of improved teaching-learning materials
and improved method of training.
 Creating a balance between science and humanities teachers, especially in female
institutions by amending the recruitment rules and providing other incentives, wherever
necessary.
  Removing discrepancies existing in present secondary and higher secondary schools in
terms of staff and budget.
 Keeping in sight our own past experiences which of other countries, the whole question
of integrating technical and vocational training with secondary education needs to be re-
examined. The new trends emerging in the world need to be taken seriously.

Objectives

Following are the objectives of Secondary education - National Educational Policy 1998–2010:

 To prepare the students for the world as well as pursuit of professional and specialized
education.
 To develop the personality of the student as enlightened citizens of an Islamic state and
peace loving citizens of the planet at large. To ensure that each one boys and girls, who
are desirous of entering education are not bereft of their basic right due to non-
availability of the faculties .
 To style a system of recruitment, training, and selection of teachers in such how that well
qualified and trained teachers are available for all subjects offered at secondary level.
 To prepare and make available such teaching-learning material which make learning
rewarding and attractive.
 To introduce a system of evaluation which emphasize learning of concepts and
discourage rote memorization.
 To get rid of ambiguities and contradictions within the operation of 3-tier system of
education and design rules, regulations, and practices which ensure smooth functioning
of the system.
 To adopt a balanced approach towards integration of technical/vocational education and
evolve a system, which is cost-effective and practicable.

Physical Targets:

The present participation rate at secondary level is 32%, which will be raised to 48% by
providing new teachers and increasing the amount of faculties as given within the following
table:
Physical Targets

1996-97 2001-2002
Participation rate at the 29.7% 48%
secondary level
Participation rate at the higher 11% 13%
secondary level
Number of secondary schools 11,000 18,000
Number of secondary schools 160,000 216,000
teachers

Summary

A review of the history of educational planning in Pakistan shows that setting targets, bemoaning
the failure to realize an equivalent , and setting new targets with unqualified optimism has been a
unbroken game policy makers have played ad nauseam and at great public expense over the last
50 years. Differences in the hues and shades of various governments – be it civilian or military,
elected or otherwise, socialist or Islamic – has made little difference to the manner in which the
game has been played. The results in all cases have been the same. And the results show that
there has been a sign lack of political commitment to literacy or education.

Q.4 Explain the programs for the training of secondary school teachers through distance
and formal mode.

Training of Secondary School Teacher

The institutions preparing secondary school teachers are known as Colleges of Education and
those making available advanced training and professional growth by awarding M.A.
Education/M.Ed. degrees are called Institutes of Education and Research (IER) or Department of
Education and are usually affiliated to the universities. At present there are 4 Institutes of
Education and Research, 2 Departments of Education, and 11 Colleges of Education preparing
secondary school teachers. These institutes, for the professional training of teachers, bear a direct
relation between the educational changes and the role of teachers.
There are two types of programmes being offered for the training of secondary school teachers
i.e. One Year B.Ed. Programme (14+1) Model and Three Year B.Ed. Programme (12+3) Model,
for one year programme minimum qualification required for admission is B.A/B.Sc. degree. As
far as the 12+3 Model is concerned the minimum qualification required for admission is
F.A/F.Sc.

Training through Distance Education

Worldwide use of distance education for teacher training is a signal of success. To cope with the
problem of shortage of teachers, a large number of teachers are trained through this system. A
variety of subjects and specialization in the area for teacher education to a large number of
students is possible only through distance education. Through this system, the teacher use new
technologies and develop new instructional styles which are more effective and more satisfying.

Distance and non-formal education has emerged as an effective mode, particularly in the area of
teacher education in Pakistan. Thousands of PTC, CT, B.Ed. and M.Ed. students are enrolled in
Allama Iqbal Open University in every semester. The graph of enrollment is increasing.

The Allama Iqbal Open University has introduced a Bachelor of Education degree programme
through distance education. Thousands of students are enrolled in each semester. This
programme consists of two major components of theory and practice. In addition to assignments
and final examination, the students are required to teach at least two lessons from their areas of
specialization.

B.Ed. (14+1) Model

1. Perspectives of Education in Pakistan 100

2. Human Development and Learning 100

3. School Organization and Management 100

4. Evaluation and Guidance 100

5. Society, School and Teacher 100

6. Special Methods Courses (Content and Methodology Separately 400

7. Individual Project 100

8. Practice Teaching 200

Total marks 1200

Some of the Universities in the country developed their own programmes for the training of
secondary school teachers. In the following lines the programmes of secondary school teacher
training being run by the colleges of education within the jurisdiction of University of the Punjab
is being given:

Part I: Theory 900

Part II: Practical Teaching 200

Part I-Theory

Compulsory Subjects.

1 Philosophy and History of Education 100

2 Educational Psychology 100

3 School Administration 100

4 (a) Islamiyat/Islamic History and Muslim Culture(for non-Muslims only) 50

(b) Pakistan Ideology 50

5 (a) Urdu Language and Literature 50

(b) English Language and Literature 50

Elective Subjects.

Methods of Teaching of the two subjects to be selected from any of the following groups:
A. Humanities Group.

Content

Methods of Teaching

1. Teaching of Arabic/Persian

2. Teaching of Pak. Studies/History/Geography

3. Teaching of Elective Math/General Math

4. Teaching of Elective English/Islamiyat

5. Teaching of General Science/Urdu

Note. Only one subject can be selected from each combination

B. Science Group.

Content

Methods of Teaching

1. Teaching of Physics

2. Teaching of Chemistry

3. Teaching of Biology

4. Teaching of Elective Math

Note. Only one subject can be selected from each combination

1. Physics/Chemistry

2. Physics/Mathematics

3. Chemistry/Biology

Part II-Practice Teaching

Practice Teaching is based on the following:

i. Two demonstration lessons from both the elective subjects.

ii. Supervised practices teaching during which every student teacher is required to teach 80
lessons under the supervision of teacher educator of the respective college.

iii. The student teacher will be examined in two elective subjects. The student teacher will teach
these lessons in the presence of Board of Examiners. (College Prospectus 1988-89)

B.Ed. (12+3) Model

1. Academic Courses:

(a) Required Courses (9 Cr. Hours)

o Pakistan Studies 3 Cr. Hours

o Urdu 3 Cr. Hours
o Functional English 3 Cr. Hours

(b) Specialization (45 Cr. Hours)

o General Group B.A

o Science Group B.Sc.
o Commerce Group B.Com
o Agriculture Group B.Sc. Agri.
o Home Economics Group B.Sc. Home Eco
o Industrial Group B. Tech

Elective Courses (8 Cr. Hours) for all and only 3 for industrial group. Any three from the
following not directly related to the area of content specialization.

1. Cultural Anthropology

2. Socio-Economic Problems

3. Political Science and Current Affairs

4. Environmental Sciences/Earth Sciences

5. Human and Commercial Geography

6. Military Sciences

7. Islamic Culture

8. Study of Literature:

Urdu/Pashto/Punjabi/Baluchi/English/Persian/Arabic

2. Professional Courses. (Six Courses):

c. Required Courses (18 Cr. Hours)

The same as in 14+1 Model Scheme of Studies *Additional courses required for industrial group
(only 6 Cr. Hours)

iv. Introduction to Vocational Education

v. Occupational Analysis

vi. School Shop Management

d. Special Methods of Teaching (6 Cr. Hours).

Any two from the following areas of specialization:

vii. General group

viii. Science group

ix. Agriculture group

x. Home economics group

xi. Commerce group

xii. Industrial group

c. Professional electives (3 Cr. Hours).

Any one from the following:

xi. Educational planning

xii. Guidance and counseling

xiii. Curriculum development

xiv. Comparative education

xv. Education of Exceptional Children

xvi. Theory and history of education

xvii. Modern trends in teaching

xviii. Preparation and use of instructional material

xix. Educational technology

xx. Practice teaching (13 Cr. Hours)

It should be pointed out here that above programme were approved by National Committee on
Teacher Education and were implemented in 1978-79. But some of the universities have made
some changes at their own. In spite of all these efforts to revise the courses of studies the teacher
education programmers have invited lot of criticism. The courses which the prospective teachers
undergo are defective both in respect of content and duration (12+3 model) has been introduced
in 3 colleges and is meant for science teachers only.

Q.5 Explain the scope, nature and importance of education in Pakistan. Also highlight the
shortcomings of our education system.

Education in Pakistan is overseen by the Federal Ministry of Education and therefore the
provincial governments, whereas the federal mostly assists in curriculum development,
accreditation and within the financing of research and development. Article 25-A of Constitution
of Pakistan obligates the state to supply free and compulsory quality education to children of the
age bracket 3 to 16 years.

"The State shall provide free and compulsory education to all or any children of the age of 5 to
sixteen years in such a fashion as could also be determined by law". The education system in
Pakistan is usually divided into six levels: Preschool (for the age from 3 to five years); primary
(grades one through five); middle (grades six through eight); high (grades nine and ten, resulting
in the lyceum Certificate or SSC); intermediate (grades eleven and twelve, resulting in a better
Secondary (School) Certificate or HSC); and university programs resulting in undergraduate and
graduate degrees. The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the assistance of 1,535,461 teachers. The system includes
180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes are
travel by private sector while 69% are public institutes.

Education is nearly necessary in today’s highly competitive world. When it involves countries
like Pakistan, it's almost impossible to survive without proper schooling. Education isn't almost
getting a degree or a bit of paper, education is about respect, dignity and self-confidence. an
informed person will always be given limitless options throughout his/her life. But in fact there
are always a couple of exceptions. Sometimes even a literate might not be ready to relish the life
he/she wished for. If we glance at the broader picture, the people of Pakistan got to understand
the importance of education keeping aside all negative thoughts and opinions.

Our nation needs education quite anything during this world. We are currently on a continuing
threat of terrorism which may only come to an end when the thought process of individuals will
change which are often possible through proper education. An illiterate will never think straight
and can always find shortcuts to earn money leading to higher crime rates and terrorism.
Unemployment makes an individual do unreasonable things not just in Pakistan, but anywhere
across the planet .

Education is that the basic right of each child and a really important aspect for progress of any
nation. Schooling plays the role of a foundation for any child and if the inspiration is solid, the
kid are going to be ready to become a robust and assured person . If a rustic wants to grow and
lessen poverty, providing education to each single person is that the only key to success.
Regardless of which gender, all children deserve proper education. consistent with statistics, only
80% of the youngsters finish primary level education in Pakistan.

Most of our talent is wasted per annum because majority of the pupils don’t have the resources to
continue higher studies leading to low self-esteem, depression and anxiety. Children at an earlier
stage aren't conscious of the results of not getting proper education therefore they have a
tendency to require this matter without any consideration . Parents on the opposite hand, are
those that require to buckle up their children and send them to high school regardless of what the
circumstances. The education ministry of Pakistan must take strict actions on this matter and will
start providing families with more and more opportunities to teach their children.

Everybody wants to possess an honest life which comes with diligence and devotion. regardless
of what financial circumstances, it's important for everybody to urge proper education
alternatively there's a greater chance they won’t be ready to get the life they wished for.
Education opens the doors to several possibilities and fogeys and youngsters got to understand
that if they want to prosper in life.

Shortcomings of the Educational System

The Educational System Collapsed

The issues cause the comprehension of the issues which are faced within the development of
education system and promotion of literacy. The study outlines seven major problems such as:

Lack of Proper Planning: Pakistan may be a signatory to MDGs and EFA goals. However it
seems that it'll not be ready to achieve these international commitments due to financial
management issues and constraints to realize the MDGs and EFA goals.

Social constraints: it's important to understand that the issues which hinder the supply of
education aren't just thanks to problems with management by government but a number of them
are deeply rooted within the social and cultural orientation of the people. Overcoming the latter
is difficult and would require a change in attitude of the people, until then universal primary
education is difficult to realize.
Curriculum issues: Curriculum development in Pakistan may be a centralized activity.
Curriculum is developed and schools are supposed to implement it as it is without any
manipulation. Teachers’ role is that of implementer. They cannot contribute on their own
towards the process of curriculum development or evaluation (Hoodbhoy, 1998). This practice
has left the teachers ignorant of many aspects of the curriculum which ultimately affects not only
their own performance but also the process of teaching and learning in schools. in many cases
teachers aren't conscious of the aims or goals of the curriculum surely levels. This creates gaps
between understating of the curriculum and its effective implementation. In developed countries
of the planet teachers are invited to participate within the process of curriculum design and
development. Their inputs are considered vital for the right direction of the education system
(Government of Pakistan, 2001).

Issues of text books: Text book is a vital ingredient of teaching and learning process. It is one of
the important sources which provide opportunities for improvement of reading and new
knowledge for learners. Textbook development is very specialized area in curriculum
development. A textbook as one of the sources of content is an essential element of education
(Farooq, 1993). Teachers in Pakistani schools face problem of instruction thanks to non-
availability of quality textbooks. There is a culture of multi-medium of instructions in schools.
This confuses both the teacher and the student. Besides, there's lack of coaching of teachers on
the way to facilitate or explain concepts from different textbooks (Hussain, 2001). This lack of
orientation has created confusion among teachers which reflects in their poor performances. The
teachers finally lose interest in the profession and seek other sources of gaining bread and butter.
This is a highly dangerous development taking place in schools. At the same time teachers are
expected to cover the syllabus before examination by all means at their disposals (Khalid, 1998).
For this purpose teachers resort to only reading and preaching the books without taking into
account the vital aspects of teaching and learning such as development of various skills
(communication, analysis, reflection) of scholars and enhancing their knowledge in an efficient
way.

Diversification of Secondary Education

Technical Education: Sufficient attention has not been paid to the technical and vocational
training in Pakistan. The number of technical and vocational education institutes isn't sufficient
and lots of are bereft of infrastructure, teachers and tools for training. The population of a state is
one among the most elements of its national power. It can become an asset once it's skilled.
Unskilled population means more jobless people within the country, which affects the national
development negatively. Therefore, technical education needs priority handling by the govt .

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor
quality, equity, and governance have also contributed in less enrolments.

Flipped Learning: Flipped Learning may be a sort of blended learning where students learn
their lessons reception by watching video lectures and studying content online, then doing their
homework in school . Basically, rather than learning directly from the teacher students learn
from one another through a process of small groups using critical problem solving.

Other issues

Cost of Education

The economic cost is higher privately schools, but these are located in richer settlements only.
The paradox is that non-public schools are better but not everywhere and government schools
ensure equitable access but don't provide quality education.

War on Terror

Pakistan’s engagement in war against terrorism also affected the promotion of literacy campaign.
The militants targeted schools and students; several educational institutions were blown up,
teachers and students were killed in Balochistan, KPK and FATA. This may need to contribute
not the maximum amount as other factors, but this remains a crucial factor.

Gender and Geographical Gaps

Major factors that hinder enrolment rates of women include poverty, cultural constraints,
illiteracy of oldsters and parental concerns about safety and mobility of their daughters. Society’s
emphasis on girl’s modesty, protection and early marriages may limit family’s willingness to
send them to high school . Enrolment of rural girls is 45% lower than that of urban girls; while
for boys the difference is 10% only, showing that gender gap is an important factor.