“ASSIGNMENT”

Group no. 2.

SUBJECT: COMPARATIVE EDUCATION

TOPIC: “Federal system of Education (focusing on Curriculum and

Assessment differences among other elements of Education where
possible).”

SUBMITTED TO: Ma’am Roha Qaiser

SUBMITTED BY: Section A

 Arooj Amjad (BSF1903347).

 Zainab Rashid (BSF1903185).
 Zubaida Arif (BSF1903100).

University of Education,
L.M.C. Lahore.
FEDERAL SYSTEM:

“Federalism is a system of government in which the same territory is controlled by two levels
of government.” i.e. National Government and Political Sub-Divisions Both the national
government and the smaller political subdivisions have the power to make laws and both
have a certain level of autonomy from each other.

Federal System in Education:

 Education is primarily a State and local responsibility in Pakistan.

 It is Provinces, Cities and communities, as well as public and private organizations of

all kinds, that establish schools and colleges, develop curricula, and determine
requirements for enrollment and graduation.

Role of Federal Government in Education:

The federal government has the responsibility to insure the right to a free and high quality
education for all K-12 students;

 By protecting their civil rights.

 By providing resources for the most in need, using public data and high quality
research.
 And, by providing support.

Education is Federalism - How?

The system of educational governance facilitates a division of power and control among the
three planes of government. Like: federal, state, and local. State control in education is
established by its own constitutional framework. Public education is a shared responsibility in
federalism.

Effect on Educational System:

 The federal government influences education by allocating funding only to those

school districts that follow certain federal guidelines.

 The rest of the money is distributed to school districts under the Every Student
Succeeds.
Responsibilities:

The department’s main responsibilities include:

 Creating policies, plans and programs to ensure the accessibility and availability of
education in Pakistan.

 It is also a provider of many technical, vocational and professional skills and training
that are needed to satisfy the national and international standards of the employment
market.

 It works in collaboration with other ministries and organizations by sponsoring

students, distributing scholarships and conducting multiple training sessions.

 Sub-departments under the ministry of Education and Training include National

Vocational and Technical Training Commission, National Commission for Human
Development, National Education Founding and National Education Assessment
System.

Organizations:

1. HEC

The Higher Education Commission (HEC) is an autonomous institution of primary funding,

overseeing, regulating and accrediting the higher education efforts in Pakistan.

2. Academy of Educational Planning and Management

AEPAM is a training institution for education managers in the field of financial and
administrative management of secondary schools and higher secondary schools.

3. National Education Assessment System

National Education Assessment System National Education Assessment System (NEAS) was
launched in 2003 .The system is a key program of the Education Sector Reforms (ESR) and
is funded by the World Bank.

4. National Training Bureau

National Training Bureau (NTB) was established in 1976. It is an attached department of

Ministry of Federal Education and Professional Training
5. Federal Board of Intermediate and Secondary Education

Federal Board of Intermediate and Secondary Education, Islamabad is the Intermediate and

secondary Education Government board in Pakistan for educational institutes in Islamabad
Capital Territory, FATA, Gilgit–Baltistan, AJK and for Pakistan International School abroad.

Mission:

To contribute towards the progressive attainment of national aims and objectives of education
at the Secondary and Higher Secondary levels within the country and abroad through a fair,
transparent and efficient examination system, with a futuristic vision, under overall control of
the Ministry of Federal Education and Professional Training and in close Collaboration with
other countries.

In-charge of Federal Education system:

Federal Minister for Ministry of Federal Education and Professional Training, 33rd Inter-
Provincial Ministers of Education Conference (IPEMC) are held in Karachi under the
chairmanship of Federal Minister for Federal Education and Professional
Training Mr. Shafqat Mahmood.

Are colleges Federal Institutions?

Both universities, although chartered to grant degrees by the federal government and
receiving substantial shares of their revenues from the federal government, are private,
nonprofit institutions, governed by boards of trustees.

Impact:

Perhaps most strikingly, Pakistan has the highest number of out-of-school children worldwide
after Nigeria: Approximately 22.7 million Pakistani children age five to 16—44 percent of
this age group did not participate in education in 2017. Attrition rates increase substantially
as children progress up the educational ladder.

Gender Discrimination in Education:

 This situation is exacerbated by striking inequalities based on sex and socioeconomic

status.
  Gender disparities are rampant with boys outnumbering girls at every stage of
education.

 According to Human Rights Watch, 32 percent of girls of elementary school age are
out of school, compared with 21 percent of boys.

 By grade six, only 41 percent of girls participate in education, compared with 51

percent of boys.

 And by grade nine, merely 13 percent of young women are still enrolled in school.

 The causes of these gender disparities are numerous. They include safety concerns,
particularly in rural areas where students have to walk to school and rape of young
girls is sadly not uncommon, as well as child marriage and a culture that has
historically undervalued the education of young women.

 Poverty also plays a major role. Families, particularly those in rural areas, often
cannot afford the costs related to education.

 Here again the results are devastating, particularly for girls, who are frequently kept at
home to cook and do housework so that both parents can work to keep the family
afloat.

History of Curriculum Development:

The first Pakistan Educational Conference was convened in 1947 which gave direction to the
education system. The Conference recommended revision of curriculum in line with the
requirements and ideals of the country as well as to encourage the integration of various
components of education.

The Commission on National Education, 1959 analyzed the situation regarding curriculum
development and recommended revision of curricula in the light of social and economic
needs of the country as well as individual interests. Before 1967 there was no permanent
institution responsible for curriculum development in Pakistan and curriculum development
was not visualized as distinct, separate and specialized function. National Bureau of
Curriculum and Textbook was set up in pursuance of decision taken in the Governors
‘Conference held in February 1967. The main functions of the Bureau included the need for
integration, coordination of the work of the provinces and setting standards of education.
What is curriculum?

In education, a curriculum is broadly defined as the totality of student experiences that occur
in the educational process. The term often refers specifically to a planned sequence of
instruction, or to a view of the student's experiences in terms of the educator's or schools
instructional goals.

Through the readings of Smith, Dewey, and Kelly, four types of curricula could be defined
as:

Explicit curriculum: Subjects that will be taught, the identified "mission" of the school, and
the knowledge and skills that the school expects successful students to acquire.

Implicit curriculum: Lessons that arise from the culture of the school and the behaviors,
attitudes, and expectations that characterize that culture, the unintended curriculum.

Hidden curriculum Things which students learn, ‘because of the way in which the work of
the school is planned and organized but which are not in themselves overtly included in

Excluded curriculum: Topics or perspectives that are specifically excluded from the
curriculum.

Components of Curriculum Development:

 Situation Analysis.

 Objectives.

 Content/Sequence.

 Method of Teaching.

 Evaluation.

Need for National Curriculum Framework:

Achievements of Educational Aims, Fixing Limits, Development of Democratic Values,

Development of Citizenship, Development of Character, Satisfaction of Needs, Criteria of
Suitable Teachers, Selection of Suitable Methods, Acquisition of Knowledge, Development
of Personality, and Reflects trend in Education, Discoveries and Inventions.
Curriculum Planning and Development:

Curriculum planning is a process in which participants at many levels makes decision about
what purposes of learning ought to be and how these purposes might be carried out through
teaching-learning situation and whether the purposes and means are both appropriate and
effective. Curriculum planning consists of all the processes necessary to plan for and write a
curriculum. Curriculum planning is a process of gathering, sorting, selecting, balancing, and
synthesizing relevant information from many sources in order to design those, experiences
that will assist learners in attaining the goals of curriculum.

Curriculum planning is the orderly study and improvement of schooling in the light of stated
objectives. Curriculum planning is the preliminary phase of curriculum development when
the curriculum workers make decisions and take actions to establish the plan that teachers
students carry out. Curriculum planning is the process whereby arrangements of learning
opportunities or curriculum plans are created.

Process for development of Curriculum:

 Formulation of Objectives of Education.

 Specification of Educational Objectives.

 Determination of Scheme of studies, syllabus, Etc.

 Preparation of instructional Materials.

 Implementation of Curriculum in School.

 Evaluation of curriculum to ensure quality control for effecting suitable modifications

in curriculum.

Establishment of National Curriculum Council:

As a first step, a National Curriculum Council (NCC) has been constituted under the Ministry
of Federal Education and Professional Training which consists of three members from each
Province/Area – one from Curriculum Bureaus, one of Textbook Book Boards, and one from
Education Department. The main objectives and functions of NCC are as under:
To serve as a professional, advisory and consultative national body to steer and guide the
development of curriculum in close collaboration and consultation with all the federating
units to ensure minimum quality standards from Early Childhood Education to grade XII; To
develop jointly the curriculum framework leading to minimum curriculum standards; and To
carry out and oversee the implementation of the curriculum framework by the provinces/areas
in their respective provinces/areas.

ASSESSMENT:

Definition:

“Assessment is the process of gathering and analyzing the information regarding learning
activities systematically to inform and improve learning or programs of student learning in
light of goal oriented expectations.” e.g. Driving.

Assessment focuses on what students know, what they are able to do, and what values they
have when they receive their education. Assessment is concerned with the collective impact
of a series of lessons on student learning.

Types of Assessment:
ASSESSM EN T

There are four types of assessment:

Placement
Assessment
Formative
Assessment
Diagnostic
Assessment
Summative
Assessment
Placement Assessment:

Placement assessments are used to place students into a course, course level or academic
program. It determines prerequisite skills and degree of the mastery of the course.

Examples of Placement Assessments:

 Readiness Test.

 Aptitude Test.

 Pretest on Course Objectives.

Features

 The purpose of this assessment is to place students at the stage of the teaching
program most appropriate to their abilities.
 It often has to be done just before a course begins.
 Define characteristics of each level of proficiency.

Formative Assessment:

Formative assessment is an assessment done during the instructional process for the purpose
of improving teaching or learning (Black & William, 2003).

Examples of Formative Assessment:

 Question and answer sessions.

 Observation during class activities.

 Self-assessments.

 Peer-assessments.

 Feedback on student work (By giving formative feedback, students actual

performance converts into desired performance).

Features;

 It is an integral part of the learning process.

 It is directed towards promoting learning, it is therefore part of teaching.

  No grade is given, only feedback (used for practice).

 It provides feedback to both teacher and learner about how the course is going and
how learning can be improved during the course.

 Feedback can be oral or written.

 Collected detailed information that can be used to improve instruction and student
learning while it’s happening.

 Focused on the learning process.

Core Elements of Formative Assessment:

• Identify the Gap.

• Feedback.

• Student Involvement.

• Learning Progression.

Diagnostic Assessment:

Diagnostic assessment helps to identify student’s current knowledge of a subject, their skill
set and capabilities, and to clarify misconceptions before teaching takes place.

Diagnostic assessment can be done through:

 Interviewing a student.

 Discussion with parents or other educational professionals who have close link to the
students.

 Close monitoring and tracking of pupil’s progress.

 Summative assessment of any previous work or test results.

Features:

 Act as a tool for analysis of learning difficulties.

 Identify student’s prior knowledge.
  Formulate a plan for remedial action.
 To determine the level of competence of the students.
 Identify learner problems, their weakness and their strengths.
 Give detailed feedback about the learner.

Summative Assessment:

Summative assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process.

Examples of the Summative Assessment:

 End of unit or chapter tests.

 A midterm Exam.

 A Final Project.

 Annual Exam.

Features:

 Summative assessment is the most traditional way of evaluating student work.

 Focused on the product of learning.
 Assess learner’s achievement and award grades.
 It is performed after teaching-learning cycle.
 It can be used to monitor the performance of a whole school or group, not just an
individual.

Quote:

“When the Cook tastes the soup, that’s Formative Assessment & when the customer tastes
the soup that’s Summative Assessment.”

REASONS OF WORST EDUCATION SYSTEM:

 6 million working children. Over half the population age 10 never attended
school.
 Downfall economy of Pakistan.
  Rapid growth of poverty (Poverty It restricts the parents to send their children in
schools).
 Corruption in this field & Low literacy rate.
 Inequality b/w private & government sector we are promoting two standard of
education.
 Untrained teachers.
 Corruption, the funds allocated for helping poor students, is heavily embezzled.

CONCLUSION:

I have concluded that policies are made for our betterment. But in our system the people who
control these policies are not paying interest to work upon these policies and facilitate the
public of Pakistan. So, it means that our system is corrupt.

How to Improve Our System?

Role of family (all need to be mobilized), Financial Improvement, Grant of scholarships and
incentives to intelligent students, Availability and accessibility of schools particularly in rural
areas, Technical / Vocational Education To Provide Demands Related To Skills, Teacher, s
Training and Knowledge & advance Laboratory.