Assignment no: 01

Semester: Spring, 2021

Level: B. Ed (1.5 Years)
Course code: 8624
Tutor Name: Saira Komal
Student Name: Mehak fatima
Roll No. cb645651

Q.1 Highlight the importance of secondary education in Pakistan. And explain the
specific objectives if secondary, elementary and special education.
Secondary education is an essential part of everyone's life. As these statistics demonstrate, it can
also be used to potentially empower girls, improve a person's economic position, and lower
infant death rates.
Here are some facts about secondary education's importance.
1. If all females had a secondary education, child marriage would be reduced by 64%.
Furthermore, the number of early pregnancies would be reduced by 59 percent.
2. There are around 226 million youngsters who do not attend secondary school over the
world. If all of these youngsters went on to secondary school, the under-five death rate
would drop by 49%. According to UNICEF Executive Director Ann M. Veneman, evidence
shows that girls who receive an education are more likely to take better care of their
families, and in turn, reduce infant mortality rates.
3. For each year of education attended, a person's earnings should grow by 10% on
average. As a result, education may be able to assist in the growth of economies and the
alleviation of poverty. In 29 countries around the world, children must complete secondary
school. Some developed and developing countries will even pay for children to attend
secondary school.
4. In just 40 years, a country could raise its Growth Domestic Product (GDP) per capita by
23 percent through equal access to education.
5. The attendance of all children to school would require $39 billion in funding every year.
6. Children often start to drop out of school after primary school. The decrease in
enrollment is as much as 10 percent worldwide and 34 percent in Sub-Saharan Africa.
7. In the year 2012, reports stated that there were 168 million child labor workers between
the ages of five and 17. This is one of the reasons a child might be unable to attend school.
8. In most poor nations, children must pay for books, uniforms, and other school materials
in order to attend public school. Even after accounting for the price of attending school, 67
million children are denied the opportunity to do so. As a result, millions of youngsters are
deprived of a proper education, making it difficult for them to find meaningful work.

Boys are more likely to repeat classes or drop out of school altogether, while girls are less likely
to be able to attend school in the first place. This is owing to a variety of challenges in their
respective countries, such as restrictions on women's education or early marriage. There are
many challenges with education, and while many projects are striving to address them, the
problem still exists. Boys are more likely to repeat classes or drop out of school altogether,

9. while girls are less likely to be able to attend school in the first place. This is owing to a
variety of challenges in their respective countries, such as restrictions on women's education or
early marriage. There are many challenges with education, and while many projects are striving
to address them, the problem still exists.
WOMEN IN EDUCATION
In Pakistan, women's literacy is still poor when compared to men's. Women make up a small
percentage of the population. Women's status in Pakistan, particularly in rural regions, is low due
to societal and cultural barriers. One of the weirdest elements of Pakistan is that some families,
particularly in the northern tribal areas, are opposed to girls being educated. The situation in the
NWFP and Baluchistan is extremely dangerous. Women's literacy rates range from 3 to 8%.
Many groups have opened schools to give education in these places. Unfortunately, the
government has taken no actions or made any measures in these areas to promote literacy and
girls' education. “In 1981, only 7% of women in rural areas were literate, whereas 35% of
women in metropolitan areas were. Women's backwardness is a result of their lack of equal
treatment. Male and female are treated equally in industrialized countries. This inequitable
treatment of women is causing the country to regress. In Pakistan, a system of education must be
established that provides male and female students with equal educational possibilities.

BACKGROUNG OF EDUCATION POLICY

In 2005, the Pakistani government decided to revise the National Education Policy in order to
achieve goals in the field of education, such as resolving problems and gaining information that
allows everyone to fulfill their responsibilities.

This policy review will result in a policy that applies to all education providers in Pakistan,
including both formal and non-formal states.

In the context of Pakistan, the ideological foundations and historical contributions of Islam as an
ideology developed from the Islamic faith are critical. Islam is the most important source of
values in our daily lives. It also provides an ethical conduct which is an essential precondition for
social development.

The education sector in Pakistan is the most neglected. As of 2008, Pakistan has a literacy rate of
49.9%. Education policy must be developed and owned at the national level. Preparing it at the
federal level and imposing it on the provinces is inefficient and ineffective. There have been at
least nine documents released in Pakistan that have the status of a policy.

Main development Challenges

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

• • Adult literacy has no specific budget allocation from total education expenses; the 10%
is spent on other, which includes adult literacy, NFBE, teacher training, madrassah
reform, and so on.
• For literacy, there is a lack of coordination between organisational structure and
institutional mechanisms.
 • The professional base of adult literacy programmes remained underdeveloped due to a
lack of teacher training and established curriculum, as well as a lack of good research in
the field of literacy and continuing education.
• ..Local language is being ignored or not even taught to learn basic literacy.
• ..The link between basic and post literacy is missing in existing literacy programs’, which
resulted in bad situation on the part of learners and teachers.
• The basic literacy need to be properly equipped with skill based post literacy programs,
that support learners/teachers to go beyond reading, writing and numerous generating
skills and sustainable improvement in their lives.
• In the past years due to political instability and insecurity in the country creates a big
challenge for all nation.
• Public private partnership is also a not properly linked in literacy programs; it needs to be
streamlined through proper facilitation and coordination.

Private sector in Education

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

a. In Pakistan, the percentage of pupils attending private schools has risen rapidly to
roughly 1/3 of the overall population.
b. Both urban and rural areas have a considerable number of private schools..

These publications have also argued that

a. Private schools provide a higher-quality education (as measured by testing) than public
schools, even when income and other considerations are taken into account; and

b. The cost of providing this education per kid is lower in the private sector than in the public
sector.

Private investment in education is positive. Regulatory organisations at the national and

provincial levels will be established to oversee the activities and smooth operation of privately
run schools and institutes of higher education by enacting appropriate rules and regulations.

A reasonable tax break shall be offered to the private sector for the establishment of educational
institutions. Education Foundations will give matching subsidies to the private sector for the
establishment of educational institutions in rural and poor urban regions. Existing institutions of
higher learning will be authorised to negotiate for financial support with donor organisations in
coordination with the Ministry of Education. Schools that operate on a non-profit basis will be
exempt from all taxes. Private colleges' curricula must adhere to the standards outlined in the
Federal Supervision of Curricula, Textbooks, and Maintenance of Standards of Education Act of
1976. The pricing structure of privately run educational institutions will be set in conjunction
with the government.

Objectives of Secondary Education

The tasks that schools must perform in order to fulfil the duties outlined above are referred to as
educational objectives. It's helpful to categorise goals into distinct groups. General aims are those
that have been identified as being shared by all countries in the region. They tended to be long-
term objectives with little variation over time. Specific objectives stage in more details how the
general objective will be achieved.
General Objectives
• To ensure that all young people receive the information and skills that is appropriate for
their needs and talents from secondary school. This goal is to eliminate elitist education,
• To serve as a way of achieving national unit and national development objectives, as well
as to improve people's quality of life.
• To serve as a foundation for those interested in pursuing higher/professional education
and training.,
• To improve learning by utilising both formal and non-formal educational methodologies,
as well as modern technologies and supports.
• To create tight ties with the community in order to expose students to real-life problems
and to counteract the alienation that arises between education and the environment..
• To establish close linkages with industry, agriculture and other places of work with a
view to provide meaningful courses and adequate preparation for employment and self-
employment
• To adopt a futuristic mindset and pursue programmes that consider both immediate and
long-term development perspectives, such as economic, social, political, scientific, and
technical.

Q.2 Discuss the problems faced by Board of Intermediate and Secondary Educating
(BISE) in structuring the boards and administration of examinations

Problems of Secondary Education

1) Before and after independence, many committees and commissions have indicated
various secondary education goals. Secondary educational institutions, on the other hand,
do not attempt to achieve such goals in actuality. The so-called goals are essentially paper
goals. The sole purpose of secondary school before to independence was to gain white-
collar positions, which was, without a question, a rather restrictive goal.

Secondary education is insufficient in and of itself. It serves as a stepping stone to college and
university admissions. As a result, secondary education is regarded as a ticket to higher
education. As a result, secondary education's major flaw is its aimlessness. Secondary education
must have definite aims related to practical life and the secondary schools should try to realise
those aims in every possible manner.

2) Secondary education is theoretical, bookish, limited in scope, and ineffective. It breeds social
misfits and fails to provide basic human needs. It isn't centred on life. It should not create
unemployment, but rather assist in the development of capable, self-sufficient, and patriotic
citizens.

The current state of secondary school has exacerbated the problem of unemployment. As a result,
we must make secondary education so valuable that students who complete it do not compete
just for university admissions, unemployment does not rise, and they become economically self-
sufficient by acquiring some productive occupational skills.
3). Secondary education today has no bearing on output. Secondary education is strongly linked
to productivity in most Western countries. However, this is not the case in our country.
Secondary education in India does not contribute to the expansion of national production, both
agricultural and industrial. The Mudaliar Commission (1952-53) and the Kothari Commission
(1964-66) both recommended that secondary education be made more productive. However, this
has not been accomplished to the necessary standard. Core peripheral and work experience
programmes have failed horribly, and the plus-two stage has yet to be vocationalized as
promised.

4) Secondary education in our country is not conducive to the nation's economic progress or
rapid social transformation. In India's current secondary education system, no manpower training
is possible. Secondary education must educate an adolescent for India's technical and industrial
growth by ensuring that natural resources are properly utilized.

5) There is limited space for entire development of personality or individuality in the current
secondary education system, which is the stated goal of education at all ages and in all countries.
The adolescent stage, which includes secondary education, is the appropriate time for such
growth. India today seeks persons with exalted and magnificent personalities rather than men
with timid personalities. Secondary education has a role to play in this regard.

6) In today's secondary education system, there is little room for character development. The
crown of life is character. Value education is critical for character development, however in our
high schools, education for values such as toleration, cooperation, fellow-feeling, truthfulness,
respect for instructors or seniors, self-respect, and faith in national cultural traditions is
undervalued. Since independence our society is confronted with crisis of character and rapid
erosion of eternal values.

Secondary school is an appropriate stage for the cultivation of those ideals. The primary goal of
our programme is to develop character in young people. Our education must provide knowledge
that may contribute to personal, societal, and national prosperity, not only academic knowledge.
We want our children to grow in all areas of their lives: physically, mentally, morally, spiritually,
and so on.

7) Secondary education also lacks possibilities for leadership development. Students are the
future leaders of our country in a variety of fields, and as such, leadership qualities should be
nurtured in them while they are still young and impressionable. The secondary stage can be
thought of as a breeding ground for leadership development. Organization of and participation in
co-curricular activities can help in this regard to a great extent

8) Our country's current secondary school system is not conducive to effective, democratic, and
productive citizenship, which is urgently needed. For our newborn democracy to succeed, we
need capable, dutiful, and self-dedicated citizens endowed with the spirit of enlightened
patriotism contributing to the country's speedy progress. Our secondary education does not help
to develop civic sense in children and to shoulder gallantly multifarious civic duties and
responsibilities. Independent India requires citizens trained in democratic values of life and
citizenship.

9) The current secondary education system in our nation does not allow for the development of
social efficiency. Every person has a social self. This social self, which is overlooked by our
secondary school, is necessary for the development of an integrated personality. Education and
society also have a tight relationship. If social aspect of education is neglected no society can
prosper and attain the desired growth.

10) Man cannot live solely on bread. He is looking for something more, which is culture.
However, education and culture are not the same thing. Culture encompasses more than just
schooling. Education, on the other hand, is the foundation of culture and the means by which an
individual's cultural potential is developed. Individual cultural rebirth is not possible without
national cultural regeneration. Secondary education should enrich our traditional culture-pattern
and imbibe new cultural ingredients from other countries.

11) Secondary education today neglects co-curricular activities. Mere curricular activities cannot
help to develop all round personality of an individual. Here lies the need of organisation of a co-
curricular activities.

12) Physical education is not prioritised in our country's current secondary education system.
Today, we require a Spartan mindset. Humans are primarily psycho-physical creatures. The
nation's security is heavily reliant on its capable citizens. A sound mind is impossible to achieve
without a sound body. Swami Vivekananda placed a high value on physical education. “Even via
football, we can reach God.”Most of the secondary schools of our country possess minimum
facilities for physical education. Many of them have no play-grounds. This is particularly true in
cities where the students play in the streets. 60% of secondary students suffer from malnutrition.
However, new Education Policy (1986) has emphasised physical education.

13) Many secondary schools continue to struggle with a lack of qualified and experienced
instructors. Training is a requirement for effective teaching and professional development.
Teachers who are capable and suitable are also in short supply, particularly in rural areas. Our
secondary teachers’ training program is also faulty and has made the problem crucial. Teachers
should be educated in both basic and vocational subjects. Teachers are like the school's spinal
cord. If the teachers are ineffective and insufficient in number, the school will not function
properly. Today's schools have a scarcity of capable teachers. To make the scheme of
vocationalization of secondary education a success, we urgently require vocationally qualified
teachers. Still many secondary teachers are untrained. A unique feature of today's secondary
schools is the scarcity of effective and well trained teachers. Teaching is not a profession that
attracts gifted pupils. Teachers' working conditions and service should be enhanced. It's also a
good idea to prevent professors from giving private lessons.

14) In the realm of secondary education, the curriculum is a major issue. It's tough to create a
widely acceptable curriculum because each state's demands are different. Our country is
multilingual and religiously diverse. The National Council of Educational Research and Training
(NCERT) and the All India Council for Secondary Education (AICSE) are attempting to create a
curriculum that is widely acceptable. In recent years the Secondary School Curriculum is almost
uniform with some variations according to local needs. Inspite of this there are some inherent
defects in the curriculum. Both the Mudaliar and Kothan Commissions made some fruitful
suggestions to make the secondary- school curriculum up-to-date and useful.

But these have not produced the desired results. Many defects still persist in the curriculum and
new defects have appeared. It does not properly reflect the needs of the individual as well as the
society. It is narrowly conceived and is largely of unilateral character. There is not sufficient
variety and elasticity.

It is theoretical bookish unpractical and not life-centred. “The education imparted in most
secondary schools is, generally speaking, of the academic type leading at the end of the school
course to university admission rather than entry into a vocation”. The curriculum is heavy and
overloaded particularly at the plus-two stage. The curriculum continues to place a strong
emphasis on knowledge acquisition while placing a lesser emphasis on the development of
talents, aptitudes, values, and interests that are necessary for the entire development of the
student personality.” There is minimal room for vocational training, which is critical for quick
economic development and effective use of the country's natural and human resources.

15) The curriculum is inextricably linked to the teaching approach. The majority of secondary
school teachers use a stereotypical, out-of-date, and non-psychological style. The professors do
not use modern activity-centered strategies. Many of them are unfamiliar with these techniques,
and as a result, they fail to pique the pupils' interest. As a result, the lessons become ineffective,
and the outcomes are less than ideal. There are also practical difficulties in using modern
teaching approaches in current school settings. Many schools lack adequate restroom and library
facilities, as well as required teaching aids and appliances.

The majority of secondary schools are overcrowded, understaffed, and lack adequate teacher and
classroom space. The average student-to-teacher ratio is 1: 50. However, it should be 1: 30 for
effective arid innovative education. There isn't much room for tutoring. Without personal
interaction between the teacher and the students, no effective teaching can take place.

16) Next comes the problem of text-books which is also intimately connected with the problem
of curriculum and methodology of teaching. Many students suffer from want of text-books which
are very costly. Text-books are often changed. This has added fuel to the fire. In our country, 45
percent of the population lives below the poverty line. They are unable to cover their children's
additional educational costs. It would have been preferable if text books were available for free.
Many countries, both communist and capitalist, provide free textbooks up to the secondary level.
However, our educational system has not yet been nationalized, and education funding is quite
limited. It is only 2½ %. Under the circumstances, the Govt. should give financial assistance to
the private publishers so that the prices of text-books may be kept at reasonable level. Due to
competition the private publishers also will be forced to maintain the reasonable quality or
standard.

17) Examinations have tainted the entire educational system. Examination is the single
measuring rod used to determine a student's educational achievements. In the educational sphere,
the prevalent essay-type test reigns supreme. However, it contains a great number of flaws, and
as a result, it is no longer recognized as the sole criterion for judging a student's academic
achievements. The main criticism levelled regarding essay-style exams is that they are tainted by
subjectivity. As a result, objective type tests and short-answer type tests have been introduced in
addition to essay-type examinations, which have their own inherent strengths. However, the last
two are not without flaws.

It is true that these have improved the examination process and made the system more scientific
and reliable. We cannot reject the essay type examination altogether. But it should be reformed
in the desired channels. Some reforms are needed after careful thinking and a good deal of
research.

Internal evaluation throughout the year by the internal teachers should also be used for
examining the students. Bi-weekly or monthly tests of the students should also be considered for
assessing their academic achievements. Instead of percentile marks abilities of students should
be measured in grades. For this purpose a five point scale (A, B, C, D, E) may be used. Along
with essay type questions at least 30 percent of the total marks should be assigned to objective
tests.

18) Many secondary schools suffer from inadequate finance. Our educational system has not yet
been nationalised. But public and private sectors run side by side. Most of the secondary schools
are under private sector. Government schools are very few. The schools run by private sector
have always to face the problem of inadequate funds.

For running of the schools they have to look for the Govt. grants which are very meager and paid
irregularly. As a result private aided schools cannot maintain proper standard. Teachers are not
paid regularly and disgruntled teachers cannot act properly. Neither have they had good school
buildings nor good teachers and suitable teaching materials. Both the Govt. and the public should
co-operate with each other for organizing the necessary funds for the schools.

19) Our country's teacher-education programmes are woefully inadequate and unsatisfactory. It
is a challenging task to teach. It's a form of expression. Academic degrees alone will not make a
person a capable and ideal teacher. Teaching is more than just a job; it's a calling. Dedicated
instructors are hard to come by these days. Every teacher needs to be educated. Many secondary
school teachers are still untrained.

Difficult to get admission in training colleges. Existing institutions are overloaded. The period of
training is also too short. It is ten to eleven months. At the secondary level it should be at least
two years. The most objectionable part of the training programme is the conducting of the
practice teaching.

20) The secondary school administration does not appear to be efficient. In India, there are three
levels of education administration: central, state, and district. Secondary education is, for the
most part, at the control of state governments, however the federal government sets general
policies and rules that apply uniformly across the country. But there is a dual administration over
secondary schools in each state – the Department of Education and the State Board of Secondary
Education.

21) Many schools have a culture of indiscipline and extracurricular activities. This is primarily
due to political parties' influence. Almost every political party has a student wing, which
frequently conflicts with school administration on a day-to-day basis. This is not desired for the
efficient operation of school administration and the maintenance of a positive academic
environment in schools. It is true that school administration makes mistakes and delays in
making choices, which exacerbates the situation. All disputes and difficulties should be resolved
through round-table discussions. The National Education Policy of 1986 suggested
depoliticization of education, most likely to maintain an appropriate academic tone in
educational institutions.
22) The education imparted in secondary schools is not psychologically sound as it does not
provide ample opportunities to the students to receive education according to their abilities,
interests and aptitudes It is not based on the pedagogical concept of individual differences. It
does not fulfill the needs and aspirations of adolescent children. The only remedy to this situation
is the introduction of varied and diversified curriculum in secondary schools.

23) Since independence the growth of secondary education is tremendous. The demand for
secondary education has increased to a large extent because it is now regarded as the minimum
level of education for an individual. Still all the students between the age group 14 – 18 are not
provided with opportunities for having secondary education.

All who have completed elementary education are not getting admissions because of dearth of
accommodation. The only solution to this pressing problem is “open door policy” in respect of
admission in secondary schools. Admission should not be selective up to Class X. More schools
should be set up. More expansion is needed but surely not at the cost of qualitative improvement.

24) Secondary education is still not a nationalized system. It remains a privilege in the hands of a
small percentage of the people. This is a huge disappointment. The standards at secondary
schools vary. Thousands of schools in the country are of poor quality. Many pupils are denied
secondary education due to budgetary constraints.

In India, secondary education is not even free. Boys have greater educational opportunities than
girls. Cities have significantly superior educational opportunities than villages. This condition
should be improved by offering equitable educational opportunities to all secondary school
students, regardless of caste, creed, sex, social, or economic position.

25) The quality of secondary education has deteriorated since independence. This is due to a
variety of factors including a lack of funding, a lack of appropriate equipment, ever-increasing
enrolment pressure, a scarcity of capable and motivated teachers, and bad planning. In the
country, there are a considerable number of substandard secondary schools.
Q.3 Discuss the salient features of private schools and describe their academic programs
and curriculum
Ans:
For those students, finding the perfect school can be a time-consuming process that involves
thorough planning, thorough study, ongoing learning, and finally, a confident decision.
Hopefully, this post will be of use to parents in their search for the finest private schools by
describing the important qualities of the top private schools. We want to provide a resource that
every parent can take with them and use to assess if the particular school that they are looking at
for their children has the basic traits that the finest private schools in the country have in
common.
➢ High-QualityInstruction
To generate high-quality educators, the greatest private institutions demand teacher certificates
and ongoing training. Regularly scheduled chances for collaboration and sharing best practises
benefit staff employees as well. Students are more likely to have engaging instruction, relevant
curriculum, and authentic assessments when schools promote professional development.
 ➢ Viable Standards-Based Curriculum
Educational programmes that work Create curriculum that is purposeful and strategic in nature.
Classes, units, and individual sessions map a course for student learning without gaps or
superfluous redundancy, keeping the final aim in mind. Using a set of well-known national or
state-level guidelines, teachers will document the curriculum represented in their classes and
align with these standards to ensure their students are competitively prepared for college and
career.
➢ College Readiness
The top schools have detailed programmes in place to help kids prepare for college and/or their
chosen job. Students can use available tools to help them study for the ACT/SAT and to fill out
interest surveys that introduce them to potential career paths. Students can explore and choose
the curriculum offerings that will best prepare them for the future with the help of a trustworthy
guidance counsellor.
➢ Measurable Achievement and Progress
Student evaluations should be used for more than merely communicating final grades or ranking
pupils. Assessments are used by the top instructors to assist individual students down the path to
academic success. To gain an accurate understanding of student learning, a variety of layers and
styles of evaluations can be used. Well-respected standardised or growth tests should be included
in some of these evaluations., relevant classroom assessments that give students authentic
opportunities to use their new knowledge and skills, and many informal assessments along the
way to help students, teachers, and parents identify learning strengths and opportunities for
growth.

➢ Extensive Athletic Programs

Student-athletes have the opportunity to participate at the highest level of interscholastic sports,
and athletic programmes cultivate a drive and commitment to excellence in practise and
performance in each person. Schools should be dedicated to providing an environment that
creates leaders, builds character, stresses teamwork, and prepares athletes to compete, and
encourages healthy lifelong habits. Athletes should learn what it means to work hard, improve
both on and off the field and court, and have fun in the process.
➢ Fine Art
Fine arts are an important component of a well-rounded education for pupils. This discipline
provides creativity, leadership, and presentation skills to students who are enrolled in music,
drama, or art. Many facts back up kids who are strongly involved in the fine arts. They were
better than their peers at staying motivated to achieve, had improved social skills and noticeably
better test scores. Schools that stress the importance of a great arts education play a vital role in
preparing students for success in career and personal life.
➢ Extracurricular activities
High-quality schools develop not only the academic abilities of their students but also offer
extensive extracurricular opportunities. These activities allow students to pursue their unique
passions, explore new talents, and grow their perspective while unveiling new possibilities. The
best programs will open doors for students to showcase their skills in authentic ways both inside
and outside the school community.
➢ Leadership cultivation
Effective leaders emerge from effective schools. The greatest private schools understand how
important it is to cultivate the next generation of leaders in order to shape the future of our
society. Students should have a variety of opportunities to develop their specific skills at various
levels and through diverse paths. Quality leadership programmes push students while they
exercise these abilities.
➢ Support Facilities
Effective schools strategically design workspaces and select resources to promote student
success. Students need spaces for quiet, independent study as well as locations to gather with
peers for group assignments, collaboration, and socialization. A well-designed school makes it
easy for students to find and utilize this space. Necessary resources and relevant technology
should also be readily available to support students in 21st-century learning.
➢ Purpose-Driven Philosophy:
Underlying the “how” of what schools do is a “why” which gives guidance and direction to
action and decision. The best private schools academic disciplines align with their mission
statement. Their vision is clear, guided by reachable and measurable goals, and executed well.
When a school’s vision, purpose, and values are clearly defined, decisions are consistent and
lead to effective and measurable progress. A school’s philosophy of education, mission, and
vision should be understood and easily articulated by all stakeholders.

➢ Secure and Organized Campus

The well-being and safety of students should be the main priority in all schools. A great school
seeks to identify and reduce potential risks within the school environment, and continually works
toward providing a safe facility. The best private schools have security personnel in place to
assure parents that their students are safe and work to provide the necessary training for security
staff, faculty and support staff to prepare for any type of crisis situation. Crisis plans for each
potential situation should be written down and students and faculty should participate in regular
drills for each possible crisis. Additionally, the organization and flow of the campus should
foster easy and efficient access for students and a secure check-in/check-out procedure for
parents, guests, and school visitors to provide a safe facility.
➢ Data-Driven Decision Making
The best private schools research best practices and continuously evaluate the effectiveness of
decisions made regarding instruction, assessment, standards, procedures, and curriculum.
Standardized testing, instructional software, advances in technology, and student information
systems provide information about learning trends, student progress, and school effectiveness.
Collecting school data is a good start, but great schools know how to effectively interpret and use
data to show inconsistencies and gaps in their program which then can guide decisions and
policies toward greater student achievement and school improvement.

Q.4 Write down detailed note on importance of textbook and criteria for selectin of test
books.

The term "textbook" has been used to refer to a variety of topics in various settings. Some people
use it to refer to any book that is used in the classroom, but most people only use it to refer to
books that are written expressly for classroom use. The textbook is, in reality, the core of the
school and teaching-learning activities, and there would be no schools if it were not for the
ubiquitous text. Effective use of textbook helps in bringing and achieving the learning outcomes.

Textbooks include a wealth of new and exciting data, and they provide access to a whole new
universe. By properly using textbooks, teachers can play a significant and crucial role in
cultivating and supporting each child's creative potential. Teachers can also benefit from
textbooks by being more inspirational and motivating.
Because they are founded on developed theory, authored by specialists, and refined via active
study, textbooks are a dependable and vital aspect of education, as necessary as the classroom
itself and as indispensable as the classroom teacher. They not only give lessons and students'
progress structure, but they also promote clarity in essential concepts and basic knowledge.
The curricula and textbooks should be more meaningful and relevant for life experiences of
students so as to prepare them for real life challenges.
Though there are other teaching-learning tools, such as training and the use of charts, textbooks
are essential because they serve as "bridges between the worlds of plans and intents, and of
classroom practises fashioned in part by those plans and intentions." Furthermore, textbooks
determine the range of activities that can be done in the classroom. From teachers’ perspective,
textbooks provide extra resources such as chapter tests, worksheets of extra problems and project
support materials. Furthermore, a teacher’s edition of the text can also remind teachers of
alternative approaches to a topic so that she can provide guidance on sequence and timing. From
parents’ perspective, textbooks show them what their children are learning and will learn.
From students’ perspective, textbooks give them chapter review problems and sample tests and
answers to the problems. They also usually have everything they need to know highlighted in
it is quite obvious that teachers would be able to make effective use of textbooks, only if they
realize the value of textbooks as an important teaching and learning resources.
The quality of an education system is fully dependent on the level of interaction between
teachers and students in the classroom, which is achieved through the usage of textbooks. The
national curriculum's goals and objectives are reflected in textbooks. As a result, textbook
availability and utilisation in the teaching-learning process are critical.
Because textbooks are few, especially in rural schools, pupils must rely on teachers' notes as
their only source of information. Students from low-income families are more prone to fall
behind in such circumstances. In the end, a lack of texts and creative skills leads to poor learning,
which has greatly affected the quality of education of community schools. Practical subjects like
science need textbooks that not only give instructions but also explain procedures for
experiments.
But the availability of textbooks only does not solve the problem. Their effective use is a must to
build students’ confidence.
Sequence
Textbook contains a comprehensive standard scope and sequence for a particular college course
or set of courses.
Textbook is easily divisible into smaller sections, with text that is not overly self-referential in
order to enable modularity as much as possible.
Content Accuracy
Textbook contains accurate content without factual errors.
Content is presented with no or minimal bias or slant, taking into account the context of the
particular subject being addressed.
Content is up-to-date and avoids presenting information that will make the text obsolete quickly,
taking into account the particular subject being addressed.
Content has been reviewed by subject matter experts through a peer review process – preferably,
but not restricted to, double-blind peer review.
Instructional Design
Textbook contains a variety of instructional materials, including reflective questions, learning
activities, and other features which promote learner engagement and active learning.
The relationship between the use of the textbook and fulfilling particular learning outcomes is
clearly explained.
Text Clarity
Content is written in accessible and internally-consistent prose for the intended reader.
Textbook contains a structured, clear, and logical progression of topics.
Textbook contains no grammatical, spelling, or other typographical errors.
Visual Clarity and Fidelity
Textbook does not contain distorted images or charts, and does not contain any other display
features that may distract or confuse the reader.
Image resolution is up to the current standard for all viewing devices.
Accessibility and Inclusive Design
Textbook provides accessible and structured text and images to meet the needs of diverse
learners.
Textbook reflects diversity and inclusion regarding culture, gender, ethnicity, national origin,
age, disability, sexual orientation, education, and religion, whenever possible, taking into
account the context of the particular subject being addressed.
Ancillary Materials
Textbook has high-quality ancillary (supplementary) materials which aid the instructor in the
teaching process.

Q.5 Discuss the examination system in Pakistan. Also highlight the factors which affect
the quality of examination system in our schools.

Pakistan now employs three different types of examination systems: semester without external
assessment, semester with external evaluation, and yearly with external evaluation. The first is
used in all private and a few public institutions, whereas the later two are used in the majority of
the public sector and a few private institutes affiliated with public-sector universities. The
grading scheme in all these systems is quite dissimilar.
The Pharmacy Council of Pakistan developed the doctor of pharmacy curriculum in 2004 in
collaboration with the Higher Education Commission of Pakistan, for both annual and semester
systems, without mentioning the need for external evaluation or the timeframe for the country to
transition to a single system. This is the source of the problem with non-standardization, which
prompted institutions to slowly adapt to a semester system. However, this report was neither
factual nor evidence-based, but rather a mere assumption. Standardization cannot be achieved by
adapting a single examination system without incorporating a standardized grading procedure.

An effective assessment system, whether annual or semester-based, demonstrates what is taught

and how it is taught. Furthermore, the results of evaluations enable teachers to modify teaching
tactics and approaches in order to improve both teaching and learning. Such ambitions are
currently a pipe dream, especially in government institutions. My previous letter was not a
comparison between semester and annual systems but rather an attempt to draw the attention of
the authorities to a few points that need to be addressed in support of pharmacy students.

The underlying issue was that students failed the practical exam because they failed the oral
examination section, which accounted for 20% to 30% of the overall mark. This was a serious
scenario since students who failed either the theory (written) or practical (oral) portion of the
examination had to retake both, despite the fact that the topics were separate. Furthermore, there
is no professional body comprised of institutional-level experts who are available to lend a hand
to students by investigating this situation.

The two tests were separated in 2004 by pharmacy academia, which resulted in some
improvement, but the system still needed to be fine-tuned. Some children fail and drop out of
school, while others require mental treatment as a result of the residual issues. Some documented
cases of suicide could have been averted if a panel of experts had been formed to investigate the
causes of failure. Counseling or psychoanalysis of failing students can play a pivotal role in
improving the success rate among this group and decreasing depression that leads to suicide.

Turning a blind eye to the grave incidences of suicides by considering them isolated reports in
this and other countries, as mentioned by Mahmood and Usman,2 is beyond comprehension. In
my opinion, based on my experience as officer in charge of examinations, a mentor needs to be
vigilant to students who do not achieve the required outcome and has a paternal role to motivate
and guide such fellows. A teacher may be more inclined to do so if he/she is held accountable for
ghastly results, but at present, this is not occurring at most of Pakistan's institutes. In this context,
a recent healthy development occurred when a vice chancellor of a public sector university
ordered that a teacher would be held responsible if the failing rate in his class was more than
10%.

I am encouraged that the National Test Service, a public sector organization, has taken the
initiative to launch a pharmacy subjects-based Graduate Assessment Test (GAT), which is
compulsory for those intending to pursue higher education.4 The Punjab Public Service
Commission conducted an examination of over 10,000 candidates who were competing for 117
vacant positions in the Hospital Pharmacists/Inspector of Drugs in the Punjab Health
Department. Despite the graduate assessment requirement, only 1290 candidates passed the
examination and were invited to appear in front of a board of experts for final selection.5

The Pharmacy Council of Pakistan must continue to play a proactive role in

controlling/restricting the number of pharmacy institutes in the country, enhancing the grade of
education, and producing pharmacists to fulfil national demand. Furthermore, before approving
new pharmacy institutes, the council must consider the current job situation because there is
already an unemployment problem and the jobs that are available pay exceptionally low wages.
Allowing the number of pharmacy institutes in Pakistan to grow, hence increasing the number of
pharmacists in Pakistan, will only exacerbate the country's unemployment crisis. 6 A mandatory
GAT-type test for pharmacist registration with provincial pharmacy councils, which is required
for pharmacy practise in Pakistan, is urgently needed.

Factors which affect the quality of examination system in our schools:

Pakistan is a developing country with an underdeveloped education system. With only 58 percent
of literacy (according to the 2017-18 census), it is true that Pakistan has one of the world’s
smallest population of literate people. Education systems are what define the socioeconomic
development of a country. Pakistan’s growth in its education department has been hindered by a
multitude of factors.

Social (Racial, Religious)

➢ Pakistan is a country that has been impacted by numerous civilizations and continues to
be influenced by them. Factors such as gender discrimination have a big impact on the
school system when religious fanaticism is present. In addition, racial discrimination
keeps minorities out of schools and institutes.
➢ Since Pakistan's independence, women's education has been a never-ending battle. The
literacy rate of females in Pakistan is only 48%, compared to 70% of the male population
who are literate, indicating a gender bias in the educational system.
➢ There is a lot of racial discrimination in Pakistan, especially due to political influences,
and it becomes a real danger in higher education institutes.
➢ Religious extremism is a prominent problem in Pakistan. And it’s because of this
extremism, also influenced by political parties, the education system in Pakistan is
affected negatively.

Physical (Rural Education)

According to the World Bank's 2016 collection of development indicators, 78 percent of
Pakistan's population lives in rural areas. There are various physical variables that influence
Pakistan's educational system, but the challenge of rural education stands out the most. The
majority of Pakistanis live in villages, and there are few and far between schools in these
locations. The absence of education in Pakistan's rural areas is caused by the problem of ghost
schools, transportation to and from these institutions, and the costs of staffing these schools.
Economic
The state of a country's economy has an impact on its educational system, and Pakistan is no
different. Families with lower socioeconomic level cannot afford to send their children to
educational institutions and instead send them to work. Pakistan's political situation has long
been a cause of national anxiety, and it has an impact on the educational system. Its widespread
influence has resulted in racial discrimination, religious extremism, and other issues. The
language issue, as well as other regional conflicts, have infiltrated Pakistan's educational system,
impeding its development.
Administrative
The administrative structure's poor priority is the most visible administrative element affecting
Pakistan's educational system. The problems with compulsory primary education are primarily a
result of the Pakistani government's failure. Pakistan's education system's reliance on the private
sector is a clear indication that the government's lack of focus for educational growth has had a
significant impact on Pakistani education.

Apart from these factors affecting Pakistan's educational system, there are gaps that can be filled
and international standards reached by incorporating new educational technologies and tactics. If
the government takes steps to raise awareness of the benefits of online education and improves
the administrative structure for the rural population, a great deal of progress can be made.