ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of secondary teacher education)

ASSIHNMENT NO.2

Roll no:

PROGAM: B.ed ½ years

Course: Secondary education (8624)

Semester: spring, 2020

Q1. Highlight the characteristics of text book, and give suggestions for improving the quality
of text books.

Text books:

A text book is designed to teach the pupils in the educational institution. Its
contents are taken in accordance to society norms and values. Besides, it imparts a sound
learning environment to students.

The characteristics of text book:

There are given important features of text book following.

1. List of content and biography:

A text book is contained of different contents and biography

which are availed for teaching and instructing students. Moreover, these contents are made
according to philosophy and psychology of the society.

2. Psychological and scientific:

The text book is made through psychological path of
community. And text book is scientifically valid by ministry of education commission.

3. Element of selectivity:

While construction curriculum, the principle of selectivity is to be

kept in mind only such events and facts are selected for inclusion in the curriculum that are
helpful for upholding social values and make progressive step. This principle should be kept in
mind while writing text-books of history. Such events should be emphasized in the history text-
books that have influenced mankind and are likely to cast greater.

4. Good Printing and Get-up:

The printing and the get-up of the history text-books should be

good; otherwise the students shall not get interested in the text-books.
 5. Free form Bias:

Text-books in history should be free from bias and should tell the truth, the
whole truth and nothing but the truth

A way to improve the quality of text books:

1. Test-book should be according to the age and standard of pupils:

A text-book on history must be suited to the

age, ability and interests of the pupils for whom these are written. Thus they should be child centred
and should reflect the stage the child has reached.

2. Text-books should be Course and not Manuals:

Manuals show the text-books which are written in a

detailed form and they present a detailed account of the facts and the data. Courses reflect the text-
books which provide a complete description of the facts and details. There is no likelihood or their
further development/improvement.

3. Text-books should be well illustrated:

They should contain pictures, maps, charts, time-

lines, graphs and sketches of various historical events to make the subject-matter easily
understandable and to sustain the interest of the pupils.

4. Text-books should be written in Clear and Simple Language:

The author should write the

books in a clear and simple language. It is possible for the author to present the events and thoughts in
very clear manner if he has command over the subject. The style adopted in textbooks should be lucid.

Q2. Discuss the Comparative education and purpose of this study at secondary level. And also
describe the important of tertiary education.
Comparative education:

Professionals in this area of endeavor are absorbed in advancing evocative

terminologies and guidelines for education worldwide, enhancing educational structures and
producing a context to which the success and effectively of education programs and initiatives
can be assessed and purpose of this study at secondary level. And also describe the importance
of tertiary education.

Purpose of Comparative education:

There are various reasons that justify the purpose of studying

secondary education in comparative prospective especially for students of education teachers in the
making (or to-be), practicing teachers, policy makers, education planners and managers and all
interested parties. Some of the reasons include;

1. Enhance one's own understanding:

To enable us understand our own education systems in a

better way by knowing its routes and how it has been influenced by others tobe what it is
today.

2. To generalized educational concepts:

To enable us make general statements about how education develops
and test how universally applicable existing theories in education are.

3. To know other people:

Through comparative education one develops a reservoir of
knowledge which satisfies one intellectual curiosity besides enhancing ones intellectual
enlighten. Thus, it broadens our thinking when dealing with educational issues and
problems thus, think globally and act locally.
4. To improve education at home:
By studying other people’s systems of education, we
get to develop a better perspective of our own education system. We compare
education systems to discover which reforms are desirable and possible and how best to
implement them and what successes to borrow and what failures to avoid.
5. To make people practical:
We compare education systems to get exposure to
knowledge in other disciplines in humanities and social sciences that also study human
 affairs to enable us have a holistic picture of education. Education in this regard is a
consumer good. It therefore must have practical utility for example, ability to read and
write. The task of making education practical is the duty of the government and the
educationist.

Important of tertiary education:

1. Impart better quality of life:

A tertiary education provides a better quality of life. More so, it

instils important skills. Having a tertiary education gives a person a higher level of
interpretation, knowledge, and hands-on skills over the average human being. In addition, it
will open new and unexpected opportunities that might have been unavailable had they not
received a higher education.

2. Produce man power:

The economy is changing from one that is manufacturing-

based to one that is more knowledge-based, and as such, a higher education today will offer
persons more opportunities and better career options. Therefore, when a person combines his
knowledge and hands-on skills, the individual will be able to thrive in this growing economy.

3. Human development:

The impacts of obtaining a higher education in the 21st

century are generally seen as just providing a job; however, it equips an individual with the
leadership skills and knowledge that are invaluable for the development of new ideas and
concepts in the individual’s field of study. Thus, it goes without saying that more persons should
see the significance of a tertiary education.

Q3. Explain the nature, scope, aim and realization of secondary education and national education
policy 1998-2010.

Aims and scope national education policy 1998-2010.

 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 and to educate and train them as a true practicing Muslim. 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.
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.

Realization of secondary education and national education policy 1998-2010:

One model secondary school will

be set up at each district level. 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. Curriculum for secondary and higher secondary will be
revised and multiple textbooks will be introduced. The participation rate will be increased from
31% to 48% by 2002-03. The base for technical and vocational education shall be broadened
through introduction of a stream of matriculation (Technical) on pilot basis and establishment
of vocational high schools. Multiple textbooks shall be introduced at secondary school level.

Q4. Explain the programs for the training of secondary school teachers through distance and
formal mode.

The training of secondary school teachers through distance:

There are many programs for

training of teachers in Pakistan. The first is the one-year primary school teacher-training
program in basic subjects and methods of teaching, including child psychology. The secondary
school teachers are required to join one of the numerous teachers' training educations through
distance from (AIOUI) Allama Iqbal Open University Islamabad program leading to b.ed, Ad and
Education diploma or a three-year program leading to a Bachelor of Education degree. The
admission to either program requires a bachelor's or master's degree in any discipline from any
university. The higher-level work leading to degrees in education at the master's or the
doctorate level is done in the departments of education in the universities, which produce
specialists as well as academic administrators. There are also several in-service training
programs for "untrained" teachers or for upgrading the curriculum. Teachers sent to such
programs are nominated by the school principals and approved by the district officer and
generally receive full salary during the in-service training.

Formal mode of training of secondary school teachers:

Formal learning  refers to a type

of learning program in which the goals and objectives are defined by the training department
and instructor. Formal learning is also called structured learning. Examples of formal learning
include classroom instruction, web-based training, remote labs, e-
learning courses, workshops, seminars, webinars, etc.

Q5. Explain the scope, nature and importance of education in Pakistan. Also highlight the
shortcomings of our education system.

Introduction:

‘’ DEATH FOR PAKISTAN. THE WORLD IS PROGRESSING SO RAPIDLY THAT WITHOUT

REQUISITE ADVANCE IN EDUCATION, NOT ONLY SHALL WE LAG BEHIND OTHERS BUT MAY BE WIPED OUT
ALTOGETHER.’’ (Quaid-e-Azam Muhammad Ali Jinnah)

As of January 2020, Pakistan vows to raise literacy rate from 58% to 70% in

four years by providing school access to approximately 22.8 million students, improving
the education system for all age groups through the application of modern technological
resources. From 1947 till now, we have always admired education and we believe that
Education has the potential to change the fortune of our beloved country. Pakistan has several
threatening problems and the most serious one is Education .
Scope, nature and importance of education in Pakistan:

Education is Important in an
ideological state, without which nobody can progress towards development both in personal
terms as well as a nation state. Education provides the base for both social and economic
development. In Pakistan, the quality of education is on the decline because the government
not uplifting the quality and quantity of education. Without teachers’ transformation a nation
cannot transform the education system for improving the quality of education. In this regard, a
series of education reforms in the area of teacher education were introduced in the public
sector but their vision seemed to be narrow, hence, they failed to make any substantial impact
on the quality of teachers and teaching process.

Eventually, it further affected the quality of education being offered in schools. Education
system of Pakistan is facing new challenges. It has yet to be developed at par with other
developing countries in the region.

Shortcomings of our education system:

1. Theoretical (Not Practical) Education:

I have listed this issue at the top because this

is the biggest and actual problem due to which the Pakistani Education System is unable to
educate and equip the students with practical skills. On the contrary, the students only read
books to pass exams. Due to this issue, even degree holders don’t have any skill to utilize and
earn a handsome amount of money to live a happy life. They only depend on the jobs with
meager salaries which also need practical skills in this modern age.

2. Old Syllabus:
 We are teaching 20+ years old syllabus to our students which are just
a joke with the education. How can we improve the education system in Pakistan with the old
age syllabus? We cannot compete with the modern world of Education with this quality. We
need to come with a fresh and latest knowledge which can be compared to the foreign updated
syllabus to overcome the challenges of quality education in Pakistan.

3.  No Teaching Quality:

In this modern world, Teaching is considered the most special and

important field. It is the backbone of the Education system of every country. Teachers are given
a special type of Training to teach students in a better and friendly way. Unfortunately, In
Pakistan, No quality teachers are provided to students. In fact, those who become unsuccessful
in their field and they don’t know what to do with their degree now? they join teaching.

4. No Career Counseling:

Most of the students, they have no idea at the primary level that
what field he/she should choose to specialize in. It is very unfortunate that there is no
counseling provided in Pakistani schools and even colleges. I have seen BS students regretting
their decision of coming to their fields. I like the European system in this regard where one year
before field selection is for counseling. They are provided with an environment to explore
dozens of fields and then chose the best-suited field at the end of the year. In this way, they
find their actual interest and field.

5. Education Become a Profitable Business:

Education is considered as a profitable

business in Pakistan. Day by day, new institutes are opening not to provide quality education
but to benefit from the lack of schools by govt. and earn a huge amount by charging very high
fees. The perceptions of the students and their parents are not much different as well. They are
taught to study and pass exams to get a degree and then offered a job to earn money. They
have no vision to contribute to society or country through education. It becomes a business.
Parents invest in children to get Return of Invest later.

6. Rattalization (Cramming):

Students are taught to do “Ratta” of the questions and

answer without any concept and just paste that Ratta in the paper to pass the exam. It is
because students don’t understand the English language and they are taught everything in
English. The funniest part is that Teachers who teach English as a subject can’t speak English
themselves.

Some other factors:

I. Poverty
II. Not enough schools in rural places as compared to their population.
III. No awareness.
IV. No output from already degree holders.
V. Low-Quality Education.
VI. Non-Responsible Politicians.
VII. Wadera, Choudhry, Nawabs don’t allow.
VIII. Sexual Harassment.
IX. No Security.