Na

me Be
nis
hAnj
um

Rol
lno CB652193

Se
mes
ter 1s
t

Cour
sec
ode 8602
Q:
No:
1:

Cri
ti
cal
lyana
lyz
et hema i
nappr
oache
sofbe
havi
ora
lobje
cti
ves
.De
vel
opten
st
atement
sofbe hav
ior
alobj
ect
ive
softhere
sea
rchcour
seofM.Phi
lle
vel
pr
ogram.

Ans
wer
:

Ma
inAppr
oac
hesofBe
hav
ior
alObj
ect
ive
s:
Abe havioralobje
cti
veisalea
rni
ngoutcomes ta
tedi nmeasur
ablete
r ms,whic
hgivesdi
recti
on
tothel e
a r
ner'sexpe
rie
nceandbecomesthebasi
sf orst
udentev
alua
tion.Objec
tiv
esmayv ar
yin
sev
e ralrespects
.Theyma ybegenera
lors pe
cif
ic,concr
eteorabst
ract,cogni
ti
ve,a
ffec
tiv
e,or
psychomot or.

TheBe hav
iora
lApproac
hisbasedonabluepr
int,wheregoal
sa ndobje
cti
vesa respeci
fi
ed.
Content
sanda cti
vi
ti
esar
earra
ngedt
oma tc
hwi t
hs pe
cif
iedl
earningobj
ect
ive
s.Thel e
arni
ng
outc
ome sareeva
luat
edi
nter
msofgoal
sandobj
ectiv
esthatar
eseta tt
hebegi
nning.

Thisapproa
chisgr oundedi nsci
enti
fi
cpr inci
pl
es.Every
thing t
hes t
udentsdo mustbe
obser
vabl
easthi
sisthee v
idenc
ethatthestudenthasachi
evedthegoa
lsandobjec
tiv
es,
which
areal
sobasedonobserv
ablebehav
ior
s.All
ac t
ivi
ti
eslea
dt ost
udentsbe
ingablet
odowha te
ver
thegoal
sandobj
ecti
vespecif
y.

TheBehavior
alApproach,i
stheol de
st,a ndst
il
lthema j
orapproach.Thisapproac
hr el
i
eson
tec
hnic
alands c
ienti
fi
cpr i
nci
pl
es.Itincludespar
adigms,model
,a nds t
ep-by-st
eps t
rat
egi
es.
Goalsandobject
ivesares pec
if
ied.Allt hecont
enta ndacti
vi
tie
sa r
es equencedbasedon
obj
ecti
ve,
andlear
ningoutcomesareevalua t
edbas
edongoa l
sandobj e
cti
ves

Fr
edr
ickTa
ylor
:

Attheclos
eofthe19thcentur
yAmericaneduc
ati
onbecamee v
erincr
easi
ngl
yaf
fec
tedbythe
de
velopmentsand ide
as presenti
n bus i
nes
sa nd indus
try– e spe
cial
l
ythe Sci
ent
ifi
c
Managementthe
orypost
ula
tedordev
elopedbyFre
der
ickW. Tayl
or.
Tayl
or,ane ngineerworki
ngf orBe t
hlehe
m St e
el,dev
elopedhi
sma na
geme
nttheor
ythat
consi
ste
doff ourbasicpr
inci
pl
e s.Ta
ylor
’sfourpri
nci
pl
esa l
ongwi
thhowhist
heor
iesa
rest
il
l
aff
ect
ingeducationar
eli
stedbelow:

Sci
entif
icr
esear
ch&a naly
sisofwork-Ta yl
orinsi
ste
dt hatthedutyofama nagerwa sto
examineatas
ks othatthetaskcoul
dbeperformedfas
terandbett
er.Ac
c or
dingtoTa y
lorthe
ul
ti
ma tegoalofa nyma nagerwastoincr
ea s
eproducti
on.Tayl
ordidanumbe rofs tudi
es
re
lati
ngtothetask
sofwor ker
sandformul
ate
dwa ysi
nwhi chpr
oduct
ioncoul
di nc
reas
e.

Sci
entif
icsel
e c
tion,trai
ning,andde vel
opme nt–Ta yl
orarguedthate v
e ryworkershouldbe
tr
aineda stohowbe sta chi
eveorc omplet
eat as
ka ndonc etr
ainedthewor kerore mploye
e
mus tf
oll
owt hea doptedpract
ice.Thi
sideaisembe ddedineachstate
’srequir
ementforteacher
cer
tifi
cat
ion.Thei deaofcourseisthatworke r
s(teachers
)thataretrai
nedi nspec
ifi
ccurri
cul
a
canprovi
demuc hmor einf
orma t
iontostudentsthancanteacher
st r
aine
di nawidedisci
pl
ine.

I
nt i
ma t
e,fri
e ndly,andhe ar
tyc oopera
tionf orscienti
fi
cwor kpr i
nc i
ples– Ta yl
orfel
tt hat
wor k
ersshouldbepa i
dfortheirproduct
ion.Hea dvocatedpa y
ingwor kersbas
e donwha tthey
achieve
da ndt husworkerswereplacedi
nt oanincenti
vesy s
tem. Ma nys t
a t
eshaveimple
me nte
d
andc onti
nuet oimplementthisideathroughav ari
etyofpl a
nsi ncluding“me r
itpay”
,c a
reer
l
a dder,
andc urrentl
ytheNa t
ionalBoardstandards.Theideaine ducationisthatthoset
eachers
thatputfort
hmor ee f
for
tthanot her
sshouldbef i
nancial
lyrewarded.

Planningworkt a
s k
swe retheresponsi
bi
li
tyofma nage
me nt.Wor
k e
rsshouldthenbecl
osely
supe r
vis
edtoe nsurethe
ircompleti
onofa nya
ss i
gnedtask
s.Theformalandinf
ormalt
eacher
evaluati
on pr
oc ess oftodays ome whatmirrors Ta
ylor’
sideac once
rni
ng the duty of
ma nagementtoclosel
ysuperv
iseemployee
s.

Fr
ank
li
nBobbi
t:

Frankli
nBobbi tbe l
ie
vedt hatthel earni
ngobj ectiv
es ,toge t
herwi tht hea c
tiv
iti
e s,shouldbe
groupe dands equenceda f
terclari
fyingt heinstr
uctionala cti
viti
esa ndt asks
.Hea l
sov iewed
curri
culuma sas ci
encethatempha s i
zedthene edsoft hes tudents.Thisv i
ewpointe xpl
ainswhy
l
e s
sonsa r
eplanneda ndor gani
zedde pendingont hene edsoft hes tudentsa ndt hesene eds
mus tbea ddr
essedbyt heteacherst oprepa r
ethemf ora dultli
fe.Bobbit ti
sbestk nownf ort wo
books, TheCurric
ulum( 1918)andHowt oMa k
eaCur r
iculum( 1924).Int hes
ev olume sa ndin
hisot herwr i
ti
ngs,hede vel
opedat heor yofc urr
iculum de velopme ntbor r
owe df rom t he
pri
nc i
plesofs ci
entif
icma nageme nt,whi chthee ngineerFr ede r
ickW. Tayl
orha da r
ti
c ula
ted
earl
ierinthecenturyinhiseff
ortst orende rAmericanindus tr
ymor eeff
icie
nt.
Thek eypr inc i
palforTa yl
orwa st hetaski dea,thenot iontha teachwor kershouldbegi vena
narrowl ydefinedpr oducti
ona ssignme nttha thewa st ope rf
or matas pe c
ifi
crateus i
ngc er
tain
predefinedpr ocedur e
s.Itwast her e s
ponsibili
tyofa neme r
gingprofessi
onofe f
fi
ciencye x
perts
toident i
fyt hesepr eci
sesteps.Thepr oceduresf orcurricul
umpl anning,whichBobbi ttref
erred
toa sjoba nalysi
s,we readaptedf rom Tay l
or'swor ka ndbe ga nwiththei denti
fi
cationoft he
specif
ica ct
iv i
ti
estha tadult
sunde rtookinfulfi
ll
ingtheirv ar
iousoccupa t
ional,c
iti
zenship,f
amily
,
andot he rsoc i
alroles.Theresultinga cti
vit
ieswe r
etobet heobj ec
tivesoft hecurri
culum.The
curri
culum i tsel
f,Bobbi ttnote d,wa scompr i
sedoft hes choolexperiencestha te duc
ators
construc t
edt oe nablechil
drentoa ttai
nthes eobjecti
ves.

Bobbi
t'
sCont
ri
but
ion:

Fir
st,hewa soneoft hefir
stAme r
icaneduc at
orst oa dvancethec as
ef ort heidentif
icati
onof
objec
tivesasthes tart
ingpointf orcurric
ulumma king.Second,hisso-call
e dscient
if
ica pproach
tocurri
culumma ki
ngs er
veda sapr ecedentforthewor kofnume r
ouse duca t
orsduringt henext
hal
f-centuryins pel
l
ingoutt hepr oceduresf orde s
igningthec ourseofs tudy.Itwasame thod
thatbecamea ndha srema i
nedt hec onventi
ona lwisdoma mongAme r
icane ducator
sc onc er
ning
theprocessofc urr
icul
umde velopme nt.Third,Bobbi t
ta l
ongwit hothere a
r l
y-twenti
e t
h-c e
ntury
eff
ici
ency-ori
ente ds c
hoolr efor mers ma de the c as et hatt he curri
c ul
um oughtt o be
dif
fere
nt i
atedintonume rouspr ograms ,somea cade micandpr eparat
or ya ndothersv ocati
onal
andt erminal
,a ndt hatstudentsoughtt obec hanne l
edt othe s
et racksont heba si
st hei
r
abi
lit
ies.

Q:
No:
2:

Desi
gnstr
ate
giesandme t
hodsfortheeva
luat
ionofc ur
ric
ulum ofhi
ghe
r
se
conda
ryl
evelofe
duc
ati
oninac
corda
ncewi
ththefut
urenee
dofPa k
ist
an.

Ans
wer
:

De
signEv
alua
tionSt
rat
egi
es:
Twot ypesofeval
uat
ion,f
ormat
iveandsumma t
ive
,areuseddur i
ngcurr
icul
um devel
opment.
Forma t
ivee
val
uati
onsareuse
dduringt
heneedsasse
ssment
,productdeve
lopment,andte
sti
ng
ste
ps.Summa t
iveeval
uati
onsar
eunderta
kentome asur
eandr eportontheoutcomesofthe
curr
icul
um.

Curri
culum eva
luationref
erstoanongoi
ngproce
ssofcoll
ecti
ng,ana
lyz
ing,synt
hes
izi
ng,and
i
nterpreti
nginforma t
iontoaidi
nunders
tandi
ngwhatstudentsknowandc ando..
..I
de nt
if
y
proceduresforus ing as
sess
mentinf
ormati
on i
n mak
ingde cisi
onsfocuse
d on improvi
ng
te
a c
hinga ndl
ea r
ning.
The
yinc
lude
:

Surv
e y
s.Ty
pical
l
y,sur
veysar
eca
reful
lycr
afte
dtool
sthatal
l
owyoutot
akethepul
seofagr
oup
ofpeopl
ebefor
ethestar
tofapr
oje
c t
,andthena
gai
na f
tert
hepr
oje
cti
scomple
ted.
..
.

Obs
erv
ati
on.
..
.

Ca
seSt
udi
es.
..
.

Foc
usGr
oups
...
.

I
nte
rvi
ews
.

Curri
cul
umr efer
st otheme ansandma ter
ial
swi thwhi c
hs tudentswi l
linte
ractforthepurpose
ofachievi
ngidenti
fiededucati
onaloutcomes.Ar i
singinme di
eva lEuropewa sthet r
ivi
um,a n
educati
onalcurri
culum basedupont hes t
udyofgr amma r
,r hetor
ic,andl ogic
.Thel a t
er
quadri
vium (re
ferri
ngt of oursubjec
tsr at
he rt hant hre
ea sr epresente
dbyt het ri
vium)
empha s
izedthestudyofa ri
thmeti
c,geometry,mus ic,a
nda st
ronomy .Theses e
v e
nl i
ber
ala r
ts
shoul
ds oundalotli
k ewhatyouexperi
encedduringy ourforma le
duc at
ion.

Thee mphasi
sons inglesubjec
tspersi
stsevent oda y.Veryli
kelyyoumov edfromc l
assr
oomt o
cla
ssroom,parti
cul
a r
lythroughoutyourseconda ryeduc ati
on,studyi
ngadiff
erentsubjec
twith
eachteacher
.Ye ttherewa smor etoyoure duca t
ion.Pe r
hapsy ouparti
ci
patedinathlet
ics
,or
theba nd,orc l
ubs,ors tudentgovernment ,orma dethec hoicenottopa r
ti
ci
pateina ny
extr
acurri
cul
aracti
v i
ti
es.Allofthes
e( i
ncl
udingt heopt i
onnott oparti
ci
pate
)a repartofwhat
wemi ghtcal
lthecontempor a
rycurr
icul
um.Butt herei smore.

Somee ducatorswoulds aythatthec ur

r i
cul
umc onsi
stsofalltheplannedexperi
encesthatthe
schooloff
ersa spa r
tofitse ducat
ionalresponsi
bili
ty.Thent her
ea rethos
ewhoc ontendthat
thecurri
cul
um i ncl
udesnotonl ythepla nned,buta l
sotheunpl annedexper
iencesaswe ll
.For
example,i
nci
de ntsofviol
encet ha
tha veoc cur
reda tanumbe rofs chool
sacrossthenationare
hardl
yapl anne dc omponentoft hec urri
cul
um.Howe ver,thema nneri
nwhi chv i
olenceis
address
edbe fore,duri
ng,anda ft
erthea c
tualevents e
ndsav er
yde fi
ni
teme ssa
gea bouthow
peoplei
nourc ulturei
nterac
ta ndhowt hel a
wsofourna ti
ona reappli
ed.

Anotherperspect
ives uggest
st hatc ur
ri
cul
um invol
ves organiz
edr at
herthan pl
anned
experi
enc
esbe c
ausea nye v
entmus tfl
owofi t
sowna ccor
d,t heoutcomenotbei
ngc e
rta
in
before
hand.
Forinstance,
compe t
it
ions
,whethe
racademi
cora thle
tic
,ca
nbeorgani
zed,
butthe
outcomeswi
lldependonamy r
iadoffa
ctor
sthatca
nnotbeplanned.
Whichbr i
ngsust ot henotionofe mpha s
izingout c
ome sv e
rsuse x
perie
nces.Thisshif
tt ot he
noti
onofout come si sver
ymuc hinke e
pingwi ththecurrentmov ementtowardaccountabil
it
yi n
thepubli
cs chool
s, thatis
,thepe r
specti
vet hatthereareindeedspecif
icthi
ngsthatthes chools
aresupposedt oac compli
shwi thchi
ldren.Distr
ictpersonnel
,schooladmini
strat
ors,andy oua s
oneofma nyt eache rsar
et obehe lda ccountablebyt hepublic/t
axpayersforensuringt hat
thos
eobjec t
ivesareme t.
Cur r
icul
um, i
tturnsout ,i
sindeedmuc hmor ethantheideaofs pecifi
c
subj
ectsasr epre
se ntedbythet ri
vi
umort hequa dr
ivi
um. And,aswewi l
lseeinthenexts ect
ion,
i
tc anbec haract
e rizednotonl ybywha ti tdoe sinc l
udebuta l
sobywha titintenti
ona ll
y
excl
udes.

ThePur
pos
eofCur
ri
cul
um:
Wehaves uggest
edt ha
tc ur
ri
culumre f
erstotheme a
nsandma te
rial
swi t
hwhi c
hthestudent
i
nte
rac
t s
.Tode ter
mi newha twillc
ons t
it
utethoseme a
nsandma ter
ials
,wemus tdeci
dewha t
wewantthec urr
iculumt oyiel
d.Wha twil
lconst
it
utethe"educ
ated"indi
vidua
linoursoci
ety?
I
notherwords,wha tpurposedoesthecurri
cul
ums e
rve?

Thet hingst ha tt e
ac he r
st eachr e
pre s
entwha tt helargersoc i
etywa ntsc hildrent olearn.
Howe ver,bey ondt eachingr eadi
nga ndwr i
ting, whatarethene cessar
yt hi
ngst ha ttheyshould
bet a
ught ?Isi treal
lyne cess
a r
yt oteachs cie nce?Doe steachingma thema tic sr e
all
yl ea
dt o
l
ogicalthinking, ordoe sitjustprovides t
ude ntswi thsomeba s
icc omputationa ls ki
ll
sthatma y
orma ynotc omei nha ndya tsomef utureti
me ?Youma yfeelt
ha tanswe r
ings uchque sti
onsi s
notsome thingat eache rhast obea bl
et odo, butr es
ta s
suredtha tatsomepoi ntapa rentwill
askyouque stionsli
ket hese.Asat eacher,y
ouwi l
lbet herepres
e ntat
iveof" thec urr
icul
um"t o
whompa rentsa ndstude ntsturnfora nswers .Thepur poseoft hec urr
icul
umi st opreparethe
studenttot hr i
vewi t
hi nt hesociet
ya sitis—a ndt hatincl
udesthec apacit
yf orpos i
tivechange
andgr owth.

YouAc
tua
ll
yHa
veFourCur
ri
cul
ums

Therea reess
enti
all
yfourcurr
icul
umsatwor ki
nmos te ducat
iona
l s
etti
ngs:
thee x
pli
ci
t,i
mpli
cit
,
nul
l,a nde xtr
a-,orc ocur
ric
ulum.Youa r
epr obablyf ami
li
arwi t
ht henot i
onsofe xpl
ici
t
cur
riculum ande x
tracur
ric
ularacti
vi
ti
es.Ther ealint
rigueofc ur
ric
ulum debateandde s
ign
comesi ntopl
aywiththeimpli
cita
ndnullcur
ric
ulums.

The
rea
ret
woc
urr
icul
ums
:
TheEx
pli
ci
tCur
ri
cul
um:
Expl
ici
tme ans" obvious"or" appa rent,"andt hat'sjustwha tthee xpl
ici
tcurri
cul
umi sa l
labout:
thesubjec
tstha twi l
lbet aught,t hei denti
fi
ed" missi
on"oft hes chool,andtheknowl edgea nd
ski
ll
sthatthes choole xpectssucce ssfulstudentst oa cqui
re.Ifyous peakwithana dminist
rator
atyourschoolorwhe rey oudoy ourobs ervationsorpr ac
tic
umwor k,askaboutthec urri
cul
um;
i
tisthispubli
clya nnounc ed(a
ndpubl i
clysanctioned)e xpl
anationoft heme ss
ageofs choolthat
wil
lbee xplai
nedt oy ou.Thee xpli
c i
tc urri
culum c anbedi s
c us
sedi nt er
msoft imeont a sk
,
cont
acthour s,orCa r
ne gi
euni ts( highs choolc reditcourses).Itcanbequa l
if
iedint ermsof
spec
ifi
cobservable ,
me asurabl
el earningobj ectives.

TheI
mpl
i
citCur
ri
cul
um:
Some ti
me sr e
ferredt oa sthehi ddenc urr
iculum,t heimpl i
citc urri
culum r efe rstot hel essons
tha ta r
isefrom t hec ultureoft hes choola ndt hebe haviors ,att
itudes ,ande xpectationst hat
cha racte
r i
zet hatc ulture.Whi legoodc iti
zens hipma ybepa rtoft hee xplici
tc urriculum,a
par ti
cularethost hatpr omot es,fore xample,mul t
iethnicac ceptancea ndc oope rati
onma ya l
so
cha racte
r i
zeapa rti
c ul
a rschool.Thisisnott os ayt hatpa rents ,
teache r
s ,anda dministr
a torssat
aroundat a
blea nds aid,"He y,l
et '
spr omotea c ceptanceofdi vers
ee thni cv aluesint hec ont ex
t
oft heAme ricane xperience.
"Tha twoul dbeni ce,ofc ourse ,butt heni tt endst of allintot he
cate goryoft hee xpli
citc urr
icul
um.Byv ir
tueofahi ghmul ti
ethnice nrollme nt,apa rticul
ar
schoolma yha veac ultureofmul ti
ethni
cc oope rati
on.Anot hers chool ,is olat
edi nt hati t
s
enr oll
me ntispr ima ri
lyt hatofonee thni
cgr oup,woul dde vel
opadi ff
ere nts ortofc ulture.
Indiv i
dualschoolswi t
hinadi strict,ore venc l
a ssroomswi thinas choolt ha ts hareac ommon
expl i
citcurri
culum,c andi ff
ergr ea t
lywi t
hr e ga r
dt ot hei mpl ic
itc urriculum.Thi sisnota n
altoge t
he rbads i
tua t
ion,butt oagr eatde gre et heimpl icitcurriculum i ss ubjectedt ol e
ss
scrut i
nyt hanisthee xplici
tcurriculum.

Q:
No:
3:

I
dent
ifytherec
omme nda
tionsr e
gardi
ngcurr
icul
um ref
ormscontai
nedinal
l
e
ducati
onalpol
i
cie
sofPa k i
sta
n.Suggestatleastfi
verecommendati
onsf
or
c
urri
cul
umr e
for
mst omeettheneedsof21s
tcentur
y.

Ans
wer:
1.
DIFFERENTEDUCATI
ONPOLI
CIESOFPAKI
STAN

2.Fi
rstEduc
ati
ona
lConf
ere
nce(
1947)Thef
ir
stNa
tiona
lEduc
ati
onConf
ere
ncewa
she
lda
t
Kar
achi
fromNove
mbe r27t
htoDecember1s
t,1947.
Fir
stEduc
ati
onConf
ere
ncewa
sconv
ene
d
i
n1947inthes
uperv
isi
onofQua
id-
e-Aza
m.

3.Hepr
ovi
dedthebas
icguidel
i
nesf
orfutur
eeduc
ati
ondevel
opment.Itwa
sa l
soe
mpha
sist
o
re
ali
zet
hepeopl
ethesens
eofhonor
,int
egri
tya
ndsel
fl
esss
ervi
cestot
henat
ion.

4.Dime nsi
onsOfEduc a t
ionSpiri
tualSoc
ialVocat
iona
l Educati
onc onf
ere
nce1947wa s
pres
idedbyt heEduca
tionMi ni
sterofthecountr
yandCha i
rmanoftheConfer
ence
,Fazalur
Rehman. Fa
zal-
ur-
Rehma n,theEducat
ionMi
niste
rofthecount
rypr
oposedthr
eedimens
ionsof
educat
ion

5.Uni
vers
ityEducat
ionCommitt
eeAdultEducat
ionCommitt
eeTechnic
alEducati
onCommit
tee
TheConferenc
ef or
medanumbe rofc ommitt
ees,There
portsofcommi t
teesweresha
redin
November,1947.Pri
maryandSecondaryEducati
onCommitt
eeCultura
lRe l
ati
onsCommit
tee
Wome n’
sEducati
onCommitte
eSc i
ent
if
icResear
chCommitte
e

6.Pri
ma r
ya nd SecondaryEduc ation Commi t
teeThePr imarya nd Se
condar
yEducat
ion
Committ
ee“consi
dereditessent
ialthatanationalsy
ste
mofe duc a
tionshouldbebas
edonthe
st
rongfoundati
onsoff reea ndc ompulsor
ypr imaryeduc
a t
ion.
”I tproposedsepa
rat
epre-
pri
maryandpri
ma r
yeduc a
tionstagesforchi
ldrenofage
s3t o6a nd6t o11.

7.AdultEducati
onCommi t
teeTheCommitte
eonAdul tEducati
onpoint
edoutthati
l
li
tera
cy
washigha t85percentand,a
tthethe
nrateofincr
easeofl
it
era
cy,140year
swoul
dberequir
ed
togetr i
dofthepr obl
em.Itsta
ted,“
Thepri
ma ryaimofthecampaignmustbenotmere
lyto
makea dul
tsli
ter
atebuttok e
epthemli
ter
ate
”.

8.Ther eportre
comme nde
dt hefol
l
owingsta
ge sf
ortheexe
cuti
onofapr ogr
ammeofa dult
educa
tion.Thefi
rstfi
veyear
swe r
etobedevotedto Int
hesixt
hy e
ar,about500,
000persons
weretobema deli
ter
atewithanannua
linc
reaseof300,
000there
afte
r.Planni
ngRecr
uit
me nt
OfTeache r
sTrai
ning
9.Themaj
orrec
omme ndati
onsoft
heconf
ere
ncewer
eEducat
ionshoul
dbeteame
dwi t
hIs
lamic
va
luesFr
eeandcompulsor
yeducat
ioni
nPaki
sta
nEmpha
sisonsci
enceandt
echni
cal
educa
tion

10.I
mplementa
tionThispol
i
cycouldnotbeimpl
eme
ntedprope
rlyduetoinc
rea
sednumbe
rof
i
mmi gr
antsandot he
ra dmi
nis
tra
tiveprobl
emsofnew bor
nc ount
ry. Moreorle
ssBri
tis
h
col
onia
lsys
temwa sconti
nue
d.

11.Nati
ona l
Commi ss
ionOnEduc
ation(
1959)TheCommiss
ionwa saddr
ess
e dbyt
hePres
ident
ofPa ki
stan,GeneralMohammad Ay ub Khan,on Ja
nuary5,1959.I nt hi
sc ommi
ssi
on
compulsor
ye duc
a t
ionof10y earswa sma de.Re
li
gi
ouse duc
ationbec ompul
sory.Equal
expans
ionforboysandgir
lse
duca
tion.

12.Rec
omme nda
t i
onsofthecommi s
sionwe re1.Cha ra
cterbuil
ding.2.Compul
sor
ypr i
mary
educ
ati
on.3.Focusons ci
enc
ea ndtechnic
a leduc
ation.4.Na t
ionallangua
geasme di
um of
i
nstr
uct
ion.
5.Three-y
eardegr
eeprogram.6.Eli
minat
ionofil
lit
eracy.

13.Stage1:Compul soryatMi ddlesLevelStage2:Opt i

onalatSec
ondaryLe velSt
a ge3:
Resear
cha tUniv
ers
ityLevel7.Establ
ishmentofuniv
ers
itygra
ntscommis
sion.8.Examinat
ion
syst
ems houldbecombinati
onofi nter
nal(25%)a ndexter
nal(75%)eval
uation.9.Re
ligi
ous
educat
ionshoul
dbeintroduce
dint hre
es t
agei.
e.

14.
Impl
ementat
ionTheNa t
iona
lEducat
ionCommissi
onre
c omme
ndati
onswereus
efulbutdue
tot
hecondi
ti
onsofcount
ryandthesi
tuati
onofr
esourc
estheywe
renotappl
i
edwell
.

15.NewEducationPol
icy(
1970)Therevi
sedproposa
lswererev
iewedbythecommitt
eeofthe
Cabi
netintheli
ghtofimpli
cat
ionsoft
heannouncementbythePresi
denti
nhisaddre
sstothe
nati
ononNov ember28,1969.ThenewEducat
ionPoli
cywasfi
nall
yadoptedbytheCabi
neton
March26,1970.

16.Thene
wEduc
ati
onPol
i
cyha
sfol
l
owi
ngs
ali
entf
eat
ure
s:For
mat
ionofna
tiona
leduc
ati
on
uni
tsEmphasisonide
ologic
alori
ent
ationEmphasi
sons c
ienceandt
echnol
ogye
duc
ati
on
Dece
ntr
ali
zat
ionofe
ducat
ionala
dmini
str
a t
ionEr
adi
cat
ionofi
ll
ite
rac
y

17.Impl
ement
ati
onThi
spoli
cywa
snoti
mpleme
ntedduetot
hewa
rwi
thI
ndi
a,s
epa
rat
ionof
EastPak
ist
an,
andthec
oll
aps
eoft
hemi
li
tar
ygov
ernment
.

18.Educa
tionPoli
cy(1972) Zulif
qarBhuttoannounc
edaNationalEduc
ati
onPol
i
cyon29
March1972.Sali
entfea
ture
soft hi
spoli
cyarePromoti
onofi
deologyofPaki
sta
nPers
ona
li
ty
deve
lopmentEqual
it
yineducat
ionUniv
ersal
educat
ion

19.Cur
ri
culum bas
e donsoc
ioeconomicnee
dsofthesoc
iet
yInte
gra
tedt
echni
calandsc
ience
educ
ati
on Ac ti
ve par
ti
ci
pat
ion oft eac
her,s
tudent
sa nd pa
rent
sine duc
ationa
laffai
rs
Nati
onal
iz
ationofeduc
ati
ona
l i
nsti
tut
ions

20.Announcedfr
ee& unive
rsaleducat
ionuptoClas
sXf orbothgi
rl
s& boys.f
ir
stphase
Octobe
r1972,a l
lpubl
ic&priv
a t
es c
hoolstopr
ovi
defre
ee duc
ati
onuptocl
assVII
ISecond
phasest
art
ing1974,f
reee
ducati
one x
tendedupt
oCla
ssX.

21.Implement
ati
onThispoli
cywa sagoodappr
oachtowardsbett
erment,butha smany
drawback
sduet owhi
chitcannotbea
chi
eve
dthor
oughl
ye.g.uni
ver
salba
siceduca
tion,s
hif
t
towardsagr
o-tec
hni
cal
studi
esetc.

22.Educat
ionconf
ere
nce1947wa shel
din?Ans:Kar
achiUnderNati
onalCommis
sion1959,
compuls
oryeducat
ionwasrecommendeduptocl
ass?Ans:10Al lpr
iva
teinst
it
uti
onswe r
e
nati
onal
iz
edonwhicheduc
ati
onalpol
i
cy?Ans
:Educ
ati
onPoli
cy1972Acti
vi
ty#1

23.Na t
ionalEduc a
tionPolicy(1979)Sa l
ie
ntfeat
uresofNa t
ionalEduca
tionPolic
ywe r
e
announc
e d,bytheMi ni
sterforEduca
tioninOct
ober1978.TheDraftworkplanofthepol
ic
y
waspresentedt
ot heCabinetinDece
mbe r,
1978.ThePol
icywasannounc
edinFebrua
ry1979.
24.In1979Nati
onalEduca
tiona
lConfere
ncewa sheldforre
viewi
ngtheeduc
ati
onsys
tema
nd
devel
opedfol
l
owingaims:Foste
ringloy
altytoIsl
am Cr e
ati
onofc onc
eptofmusl
i
m Ummah
Promoti
onofsci
enc
ea ndte
chnic
al e
ducat
ionEqualopport
unit
ies

25.1.Cur
ric
ulumr
evi
si
on.
2.Me
rgi
ngma
dar
saa
ndt
radi
ti
ona
leduc
ati
on3.
Urdua
same
diumof
educa
tion

Thef
oll
owi
ngs
tra
tegi
eswe
res
ugge
ste
dtoa
chi
evet
hegoa
ls:

26.4.Eff
ect
iveparti
ci
pat
ionofcommuni
tyinli
ter
acyprogr
ams
.5.Li
nke
dsc
ient
if
ica
nd
tec
hni
cal
educat
ion.
6.Sepa
rates
etupf
ormal
eandfemal
e.

27.I
mplement
ationThi
spol
i
cywa
snoti
mpl
eme
nte
dpr
ope
rlya
ndf
ail
edduet
ola
ckofpl
anni
ng
andfi
nanci
alr
esourc
es.
?

28.Nati
onalEduc at
ionPoli
cy(1992)ANa t
iona
lConfe r
encewa sheldatIsl
amaba dinApr i
l
,
1991underthec ha
irmans
hipoftheFe de
ralEducati
onMi ni
ster
.InthisConfer
ences chol
ars
,
wri
ter
s,news papere di
tor
s,sci
enti
sts
,t e
achersa nd Lawyersproposal
sforpr epari
ngt he
Educ
ati
onPol ic
y .Thepoli
cyframeworkwa sdiscuss
edbyt heEducati
onMi ni
sterwi ththe
Educ
ati
onCommi tte
e soft
heSenateandtheNa ti
onalAssembly.ThePoli
cywasa nnouncedin
Dece
mbe r1992.

29.Thema j
oraspe
ct,aimsandgoal
sofNat
iona
lEducat
ionPol
ic
ya r
e1Promoti
onofIs
lami
c
val
uest
hrougheduc
ation2Improve
menti
nwome neduc
ation3Rangeofge
ner
alandt
echni
cal
educ
ati
onatsec
ondaryleve
l

30.Demandor
ient
edcurr
icul
um4Expe
ndedspanofgradua
t i
onandpostgr
adua
tion5Us
eof
AVa i
dspr
omoti
ngpri
vat
ese c
tort
opar
ti
ci
pat
einenhanc
e mentofl
it
era
cy6

31.
Impl
eme
nta
tionThi
spol
i
cyc
oul
dnotbei
mpl
eme
nte
dduet
ocha
ngei
npol
i
tic
als
cena
rioof
c
ount
ry.
Noi
mpl
eme
nte
d

32.Na ti
ona
lEduc a
tionPol
ic
y( 1998-2010)ThePrimeMi nis
teradvis
edtheMi ni
str
yof
Educa
tiontode s
ignane w Educat
ionPoli
cyinJa
nuary1998.Thef ir
stre
vis
eddr af
twas
submi
ttedtotheCabine
ton18February
,1998.
ThePol
i
cywasa nnounc
edinMarch1998.

33.Maj
orobject
ivesofNa ti
onalEducat
ionPoli
cywere1.Toma k
etheQuarani
cprinc
iple
sand
I
slami
cprac
tic
esa nintegr
alpar
tofe duc
a t
ionsyst
em.2.
Toa c
hie
veuniv
ersa
lpri
ma r
yeducati
on.
3.Tomeetthebasiceducat
iona
l nee
dsofe ver
yindi
vi
dual
.4.
Toe x
pandthebasi
ceducat
ion.

34.6.La idemphasi
sondi ver
sif
icat
ion.7.Tomakecur
ri
cul
um deve
lopmentac ont
inuous
proc
es s
.8.Toint
roduc
ein-s
e r
vic
et r
aini
ngprogr
amsf
orbet
ter
mentofeduca
tion.
5.Toensure
equalopport
uni
tyofhi
ghereducat
ion.

35.•Di
vers
if
icat
ionofcur
ri
culum.•Expansi
onande mphasi
sontechnic
alandsci
enceeduc
ati
on.
•Upgra
dingthequal
it
yofDe eniMadara
s .
•Teachertr
a i
ni
ngprogra
msbot hpreandinser
vic
e.•
I
ntr
oducti
onofideaofmulti
pl
et e
xtbook.•Dev
e l
opme ntofNa
t i
onalTest
ingSer
vic
es.