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Education in National \ International Perspective

Topic: Education System In Pakistan

Group Members: Sahar Afzal, Ruqia Mahmood, Bashama, Husnain

Submitted to: Respected Dr. Samra Bashir

Department of Education, University of Education

23-11-2023
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Table of Content

Sr .No Content

1 Introduction

2 1.Structure of education System

3 Pre-School

4 Middle School

5 Secondary Education System

Matriculation
6

Curriculum
7

Division of Marks
8

Intermediate
9

Curriculum
10

“A” & “O” level Education:

11

Tertiary Education
12

Madrasas
13
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2. Teacher education in Pakistan

14

Main objectives and methodology

15

Review of education policies

16

Teaching work force

17

18 Teachers training institutions

Pre and in-service teachers training

19

Pre-service
20

In-service
21

Issues and problems

22

3. The Quality of Teaching

23

24 Impact of Quality Teaching on Students

25 Improved Academic Performance:

26 Boosted Self-Confidence and Self-Efficacy

27 Lifelong Learning Attitude

4. Examination System in Pakistan

28

The Evaluating Process and Examination

29
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Comparison between Semester System and Annual System

30

Types of Examination In Pakistan

31

The Structure of Examination In Pakistan

32

Education System In Pakistan

Introduction

In Pakistan, the education system is three: elementary (grade 1-8), secondary

(grade 9-12), and tertiary or higher education, after 12 years’ schooling. Elementary education is
split up into primary (grade 1-5) and elementary/middle (grade 6-8) and is catered in primary and
elementary schools. The questions like these mostly put the curriculum developers into trouble
for example:

what content is suitable for teaching, why a certain cluster of content is necessary to teach, what
way is suitable enough to impart this knowledge to the learners, and when the process of
assessment and evaluation is necessary to know whether the set objectives have been achieved or
not. In Pakistan the whole process of curriculum development is contradictory to a standardized
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and generalized process of curriculum development prevailing in the developed countries. In

Pakistan, teaching has been considered important for a long time. Back in 1804, two places in
Lahore and Karachi started training teachers. By 1947, there were 22 institutions offering 22
programs, each with specific requirements for teaching at elementary and high school levels.
Those who underwent training received certificates for teaching in local languages at both junior
and senior levels. Teaching is a complex and demanding profession that requires a diverse set of
skills and knowledge. Effective teaching has a profound impact on student learning, influencing
their academic achievement, personal growth, and future success. Therefore, it is crucial for
educators to continuously strive to enhance their teaching practices and cultivate a high-quality

learning environment. Examinations dominate the educational scene in Pakistan, as they help
achieve better results and measure performance in various fields. The present education
system has defects in administrative aspects, assessment methods, and teaching procedures.
Reforming the examination procedure is necessary to achieve desired results. This unit
highlights the significance, merits, and demerits of the examination system in Pakistan.

1.Structure of education System

1. Pre-School Education:
Pre-school education is designed for 3–5 years old and usually consists of three stages: Play
Group, Nursery and Kindergarten (also called 'KG' or 'Prep'). After pre-school education,
students go through junior school from years 1 to 5. This is followed by middle school from
years 6 to 8.

2. Middle School:

Middle school from years 6 to 8. At middle school, single-sex education is usually preferred by
the community, but co-education is also common in urban cities. The curriculum is usually
subject to the institution. The eight commonly examined disciplines are:
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 Arts
 Computer Studies and ICT
 General Science (including Physics, Chemistry and Biology)
 Modern languages with literature i.e. Urdu and English
 Mathematics
 Religious Education i.e. Islamic Studies
 Social Studies (including Civics, Geography, History, Economics, Sociology and
sometimes elements of law, politics and PHSE)
3. Secondary Education:

In Pakistan, secondary school starts in grade 9 and continues for four years. Students must pass a
national exam at the end of each school year, which is administered by a regional Board of
Intermediate and Secondary Education (BISE).

1. Matriculation:

At the end of grade 9, students take an exam called SSC-I (Secondary School Certificate Part-1),
which covers the first part of their academic subjects. Then, at the end of grade 10, they take
another exam called SSC-II (Secondary School Certificate Part-2), which covers the second part
of the same subjects. If students pass both exams, they receive a Secondary School Certificate
(SSC), also known as a matriculation certificate or "matric" for short.

 Curriculum:

The SSC(Secondary School Certificate) typically includes a combination of eight courses,

including electives like Biology, Chemistry, Computer, and Physics, as well as compulsory
subjects like Mathematics, English, Urdu, Islamic studies, and Pakistan Studies.

 Division of Marks:

The total marks for Matric are 1100 divided between 9th and 10th.The marks are divided in each
year follows: 75 marks for Math’s, English and Urdu, 50 marks for Islamic Studies (or ethics for
Non-Muslim students) and Pakistan Studies, 65 marks for Sciences (Biology, Chemistry,
Physics). An additional 90 marks are allotted for practical’s (30 for each science).

2. Intermediate:
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Upon completion of each of the two years, they again take standardised tests in their academic
subjects (HSSC-I and HSSC-II). Upon successful completion of these examinations, students are
awarded the Higher Secondary School Certificate (or HSSC). This level of education is also
called the FSc/FA/ICS or 'intermediate'.

 Curriculum:

There are many streams students can choose for their 11 and 12 years, such as pre-medical, pre-
engineering, humanities (or social sciences), computer science and commerce. Each stream
consists of three electives and as well as three compulsory subjects of English, Urdu, Islamiat
(year 11 only) and Pakistan Studies (year 12 only).

3. “A” & “O” level Education:

In Pakistan, many private schools offer the A-level qualification, which is based on the British
education system A-levels are a two-year qualification offered in many private schools in
Pakistan.

 Students choose three to four subjects based on their interests.

 Subjects are grouped into categories like Business, Arts, and Sciences.
 Students must apply to an A-level institution after completing high school (O-levels).
 O-levels and A-levels are usually not taught in the same school.
4. Tertiary Education:

After completing their Higher Secondary School Certificate (HSSC), students have several
options for further education. They can pursue professional degrees, such as engineering,
medicine, dentistry, veterinary medicine, law, architecture, pharmacy, and nursing, which
typically require four to five years of study. These professional degrees are accredited by specific
councils, such as the Pakistan Engineering Council (PEC) for engineering degrees, the Pakistan
Medical Commission (PMC) for medical degrees, and so on. Alternatively, students can attend a
university to earn a Bachelor of Arts (BA), Bachelor of Science (BSc), Bachelor of Commerce
(BCom), or Bachelor of Business Administration (BBA) degree. These degrees typically take
four years to complete and provide a broad foundation in a particular subject area.
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Degree Type Duration Accreditation Council

Professional Degrees 4-5 years Pakistan Engineering Council (PEC), Pakistan Medical

(Engineering, Commission (PMC), Pakistan Veterinary Medical

Council (PVMC), Pakistan Bar Council (PBC), Pakistan
Medicine, Dentistry,
Council for Architects and Town Planners (PCATP),
Veterinary Medicine,
Pharmacy Council of Pakistan (PCP), Pakistan Nursing
Law, Architecture,
Council (PNC).
Pharmacy, Nursing)
Bachelor of Arts (BA), 2 years
Bachelor of Science
(BSc), Bachelor of
Commerce (BCom),
Bachelor of Business
Administration (BBA)

5. Madrasas:

Madrasas, also known as Islamic schools, play a significant role in the provision of Islamic
education in Pakistan. They provide religious instruction to millions of students, many of whom
come from poor families. Madrasas also offer a variety of social services, such as free food and
accommodation.
 Madrasas have a long history in Pakistan, dating back to the early days of Islam.
 The number of madrasas in Pakistan has increased significantly in recent decades.
 Madrasas play an important role in providing religious education to millions of Pakistani
students.
 Madrasas also offer a variety of social services, such as free food and accommodation.
 The quality of education in madrasas varies widely.
 Some madrasas have been accused of promoting extremism and intolerance.
However, the majority of madrasas are peaceful and play a positive role in Pakistani society.
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Most Madrasas teach mostly Islamic subjects such as:

 Tafseer (Interpretation of the Quran)
 Hadith (sayings of Muhammad)
 Fiqh (Islamic Law)
Arabic language and include some non-Islamic subjects, such as logic, philosophy, mathematics,
to enable students to understand the religious ones. The number of madrassas are popular among
Pakistan's poorest families in part because they feed and house their students. Estimates of the
number of madrasas vary between 12,000 and 40,000. In some areas of Pakistan they outnumber
the public schools.

2. Teacher education in Pakistan

Teaching is really important for making education better in Pakistan.

1. Main objectives and methodology:

This document examines the state of teacher education in Pakistan, specifically looking at
education policies, growth, and government efforts. It analyzes various sources such as literature,
reports, research studies, and data from key educational institutions like the Academy of
Educational Planning and Management, Ministry of Federal Education, and Provincial Institute
of Teacher Education. Additionally, information from other relevant departments and sources is
incorporated to provide a thorough overview of the current scenario.
2. Review of education policies
Since gaining independence, Pakistan's government has been focused on enhancing the quality of
teacher education. In 1947, the initial National Education Conference stressed the significance of
having skilled and adequately compensated teachers. The National Education Policy from 1972
to 1980 suggested restructuring programs, incorporating new teaching methods, and enhancing
facilities to address the need for teachers, particularly emphasizing the goal of increasing the
number of female teachers.

3. Teaching work force

Pakistan has 267,955 education institutions, 67% public and 33% private, with 44.435
million students. With 1,652,141 teachers, 52% public and 48% private, the country has a 33-
to-24 pupil-teacher ratio at primary, middle, and secondary levels, with one middle school for
every two primary schools. The number of teachers by level and gender is reported in table-1.
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Level Male Female Total

Pre-Primary 206 2,433 2,639

Primary 206, 289 203,207 409,496
Middle 124,734 256,051 380785
High 207,987 306,171 514,158
Higher Sec. 50,603 60,071 110,674
Inter College 3,907 3,498 7,405

Degree College 15,123 7,239 36,587

Total 608,849 838,670 1,461,744
Table 1 : Number of teaching staff by level and gender up to degree colleges during Year
2014-15
Source:(i) Pakistan Education Statistics 2014-15, AEPAM, Ministry of Federal Education and
Training, Islamabad.

4. Teachers training institutions

Pakistan has 206 teacher training institutions, enrolled 722,728 students, 75% public sector, 25%
private, with 3,733 teachers. Most offer pre-service training and advance programs, including
Bachelor of Education.

5. Pre and in-service teachers training

In Pakistan, schools that train teachers offer opportunities for people who want to become
teachers and for those who are already teaching. These schools aim to create a well-rounded
education system.
6. Pre-service:
Pre-service education prepares teachers for paid employment in schools, offering a one-year
Secondary School Certificate and Primary Teaching Certificate. However, these programs have
been discontinued, and instead, Associate Degree in Education is offered. Allama Iqbal Open
University offers courses for managers, planners, and teachers, including pre-service and in-
service programs. Bachelor of Education,(MAEd), and (M.Ed). programs are also available.
7. In-service:
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In-service training is provided to teachers by education departments to refresh their knowledge,

skills, and competence. It enhances professional competency by reviving techniques, activities,
and learning experiences. Teachers should receive in-service training at least every five years,
with primary teachers receiving opportunities after 13 years, elementary teachers after eight
years, and secondary teachers after 16 years.
Teacher education in Pakistan is a provincial subject with centralized organizational structures in
Balochistan, Sindh, and Khyber Pakhtunkhwa. Provincial Institutes of Teacher Education (PITE)
conduct in-service training programs. The Directorate of Staff Development (DSD) oversees
professional development programs for teachers and related personnel. In Sindh, PITE caters to
in-service needs, develops materials, and conducts research, but does not have a regular budget
or program.
8. Issues and problems
Pakistan's teacher training faces challenges like lack of funding, resources, short training
duration, and inadequate quality of instruction. The quality of teachers is poor due to low
qualifications, inadequate training, and inadequate supervision. In-service and preservice
programs are substandard, relying on textbooks and examinations, and are donor-driven without
recurrent budget allocation.

3. The Quality of Teaching

Quality teaching encompasses a range of factors that contribute to effective instruction and
positive student outcomes. It is characterized by:
 A Deep Understanding of Subject Matter: Effective teachers possess a comprehensive
grasp of their subject area, enabling them to explain concepts clearly, connect them to
real-world applications, and address even the most challenging questions.
 Strong Communication Skills: Excellent communication is essential for conveying
information, fostering dialogue, and providing constructive feedback. Effective teachers
can adapt their language to suit different learning styles, employ questioning techniques
to stimulate critical thinking, and actively listen to student perspectives.
 Passion for Teaching: A genuine love for teaching is contagious, inspiring students to
embrace the joy of learning. Passionate teachers bring energy, enthusiasm, and a positive
attitude into the classroom, creating a stimulating and engaging learning environment.
 Ability to Differentiate Instruction: Every student learns differently, and effective
teachers recognize this. They tailor their teaching methods to cater to diverse learning
styles, abilities, and pace, ensuring that all students have the opportunity to succeed.
 Positive and Supportive Classroom Environment: A well-structured and supportive
classroom fosters a sense of belonging, respect, and mutual encouragement. Effective
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teachers set clear expectations, maintain consistent routines, and address disruptive
behaviors promptly and fairly.
 Continuous Learning and Growth: Effective teaching is a lifelong journey of learning
and improvement. Teachers should actively seek out professional development
opportunities, stay abreast of current pedagogical practices, and reflect on their own
teaching methods to refine their skills and enhance their effectiveness.

1. Impact of Quality Teaching on Students:

The quality of teaching has a profound and lasting impact on students’ academic achievement,
personal development, and future success. Research has demonstrated that effective teaching
leads to:
 Improved Academic Performance: Students taught by effective teachers demonstrate
higher levels of understanding, critical thinking skills, and academic achievement. They
are more likely to succeed in their studies and pursue higher education opportunities.
 Increased Motivation and Engagement: Effective teaching ignites a passion for
learning in students, motivating them to actively participate in the classroom and take
ownership of their learning. They are more likely to ask questions, complete assignments,
and engage in meaningful discussions.
 Boosted Self-Confidence and Self-Efficacy: Effective teachers nurture a positive self-
image in their students, empowering them to believe in their abilities and persevere
through challenges. Students develop confidence in their skills and embrace a growth
mindset, believing that their intelligence and abilities can be developed through effort and
learning.

 Lifelong Learning Attitude: Quality teaching in stills a lifelong love of learning in

students, encouraging them to continuously explore new knowledge and skills. They
develop a curiosity and passion for learning that extends far beyond the classroom and
prepares them for a world of continuous learning and innovation.

4. Examination System in Pakistan

1. THE EVALUATION PROCESS AND EXAMINATION
Evaluation process and examination play a vital role in teaching learning process. So as
part of sound education strategy, examination should be conducted to bring about
qualitative improvement in education. The objective will be to revise the examination system for
getting a method of assessment that is a valid, and reliable measure of student development and a
powerful instrument for improving teaching and learning. In functional terms, this would imply;
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1. Eliminating excessive clement of chance and subjectivity,

2. The de-emphasis on memorization.
3. Continuous and comprehensive evaluation which is able to incorporate both scholastic and
non-scholastic aspects of education, spread over the total span of
instructional time.
4. The use of evaluation process effectively by teacher, students and parents.
5. Improvement in the conduct of examination.
6. Introducing desired changes in instructional materials and methodology.
7. Using grades in place of marks. The above goals are important both for external examinations
and evaluation within education institutions, Evaluation at the institution level will be
streamlined and the predominance of external examinations should be reduced. Some of the
Pakistani universities have adopted the following measures
1. Continuous Internal Assessment,
2. Semester System, and
3. Question Bank

1.1 Semester System

The semester system of examination is a biannual system where one year's course is divided into
two semesters or four semesters. It is popular in higher learning institutions like Allama Iqbal
Open University Islamabad, Gomal University, D.I. Khan, and Islamic International University.
The semester system reduces emphasis on yearly exams, conducts exams twice or three times a
year, redesigns study courses, and allows students to work according to a new calendar. This
system adds new dimensions to education, making it more comprehensive and beneficial in the
field of education.

1.1.1 Comparison between Semester System and Annual System

1. Syllabus: In semester system the syllabus has to be divided into two parts. The first part of the
syllabus has to be studied in the first semester and the second part of the syllabus in the second
semester.

2. Preparation: In the semester system, preparation for the examination does not require much
labour and the students gain more confidence. In the annual system preparation for the
examination needs more labour and most of the students are afraid of examination.

3. Teacher-taught ratio: The semester system offers healthy teacher-taught ratio and naturally
there are more chances of qualitative improvement.
4. Motivation: The semester, system provides greater motivation for the students than the annual
system. Completion of one semester has been found to give them encouragement and incentive
for more learning for the next semester examination.

5. Learning conditions: Semester system gives more favorable learning condition while annual
system does not.
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6. Nature of questions: In the semester system, the emphasis is on the question banks, objective
type and short answer type questions. In the annual system generally there are no question banks
and the emphasis is one essay type question.

7. Methods of teaching: In the semester system, emphasis is laid on seminars, group

discussions, extension lectures and conferences, while in the annual system emphasis is laid on
lecturing and given notes.

8. Diversification of courses: The semester system can have more diversification of courses.
Many papers can be introduced according to the interest’s arid aptitudes of the students. In the
annual system there occur lesser diversification of courses and lesser number of theory papers
gets introduced.

9. Nature of work: In the semester system the students have to work regularly and continuously
whereas in the annual system the students do not have to work regularly and continuously, they
can pass the exam through one-night study only.

10. Announcement of result: In the semester system, results are usually announced shortly,
whereas in the annual system, results are delayed.

11. Drop out and wastage: The semester system has been able to minimize dropouts and
wastage. There has been greater number of drop-outs and wastage in the annual system.

12. Emphasis on creativity versus memory: In the semester system, the main emphasis is laid
on the development of creativity whereas in the annual system, 176 emphasis is placed on
memory.

13. Goal: In the semester system, emphasis is mainly laid on the development of potentialities
in the best possible manner. In the annual system, success in the examination is the only aim to
be achieved, both students and teacher work for it.

1.2 Advantages of semester System

The semester system is introduced for qualitative improvement, reduced mental tension,
increased confidence, course diversification, and a healthy teacher-taught ratio. It encourages a
healthy number of students in each course, providing more opportunities for specialization. The
semester system also offers job opportunities for unemployed individuals, regular work, and the
development of creativity. It also provides greater motivation for students to learn, leading to
quicker and more effective learning. Additionally, it minimizes drop-outs and wastage. Overall,
the semester system offers numerous benefits for students.

1.3 Disadvantages of Semester System

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1.Favouritism, as internal assessment forms an integral part of semester system, there are more
chances of favoritism and subjectivity.

2. Unhealthy competition: Semester system may be able to create unhealthy competition among
different institutions. Each institution may give more marks in internal assessment.

3. Guess work: Many students may use guesswork to answer the objective type questions.

4. Lack of understanding. Many teachers and students are net having proper understanding of
this system.

In spite of the above limitations, the semester system has been implemented at higher level.
Internal assessment should be objective, comprehensive, quantified and based on achievement
tests and other tools of evaluation to get full benefits of this system.

1.4 Continuous Internal Assessment

Internal assessment is acontinuous process used by school teachers to evaluate students' skills
and abilities, which cannot be tested through written exams. It aims to integrate teaching and
evaluation, test writing abilities, field work, project work, laboratory practicals, and participation
in seminars or tutorials. The performance of students should provide feedback for improving
course content, teaching methods, and learning processes. Continuous internal assessment should
be a regular feature of educational programs, starting at the grass root level and involving
monthly tests, oral tests, class discussions, home work, laboratory work, craft work, self-study,
and participation in activities.

1.5 Problems Concerning Internal Assessment and their Remedies

1. Problem of competence of teachers

2. Problem of work-load on teachers

3. Problem of lack of facilities

4. Problem of relating internal assessment to the external assessment

5. Problem of co-ordination of standards

6. Problem of scientific basis

For the purpose of assessment, due weightage should be given to various qualities like
handwriting and spelling, expression and originality, comprehension of subject-matter,
attendance and regularity.

1.6 Question Bank

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Question Bank is a concept aimed at improving the quality of university examination papers. It
eliminates the need for senior teachers or paper setters to set exams, as they are not subject
teachers. The concept is not new, as the Educational Testing Service has a bank of objective test
items. Some universities and Boards of School Education have implemented this reform, using
experts and subject teachers to prepare a question bank for each subject. The questions are
framed in a broad pattern, including long answer type, short answer type, and objective type
questions. The aim is to cover all types of questions, reflecting the multi-dimensional ability of
students in the examination. Teachers are encouraged to teach the entire course, allowing
students to answer any number of questions.

1.6.1 Procedure of setting a Question Bank

1. Appointment of a Board:
2. Division of syllabus:
3.Teachers and workshops:
4. Scrutinisation of questions:
5. Grouping the question:
6. Revision of questions:
7. Question Bank at University level:
8. Various types of questions:
9. No ambiguous questions:
10. Setting of papers:

1.6.3 Advantages of Question Bank

1. Reliable and scientific:

2.Precision and objectivity:
3. Completion of full portion:
4. Comparison of performance:
5. Total achievement:
6. Multi-dimensional ability:.
7. Variety:
8. Promptness and standardization:
9. Efficiency:
10. Readily available:
11. Questions from syllabus:
12. Comprehensive choice:
13. Careful presentation:

1.6.3. Difficulties in operation of a Question Bank

Difficulty in certain subject

Publication of guides and notes

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1. Knowledge of question:
2. Mitigating the evils

1.7 TYPES OF EXAMINATION IN PAKISTAN

Examination are crucial for the teaching and learning process contributing to the educational
system's success. They assess a student's ability and performance, determining if they meet a
certain academic standard. Effective examinations serve various functions, including promotion,
motivation, future prediction, remedial treatment, evaluation, curriculum improvement, and
competition. Key characteristics of an effective examination system include validity, reliability,
and practicability. Validity refers to the test's purpose, reliability measures consistency, and a
test's usefulness depends on its suitability for administration, scoring, interpretation, and
applications. Examinations can be objective-subjective, written-practical, written-oral power-
speed, individual-group, or internal-external. These examinations are commonly used in
Pakistan.

 The Internal Examination The internal examination indicates to the teacher as to how
much has been retained by the student from what has been taught to him in the period
preceding the examination. In this type of examination the teacher and the paper-setter is
the one and same person. The basic requirement for an internal, evaluation is. Proper
teacher-student ratio, secretarial help, typing and cyclostyling facilities, a separate office,
at least a cubical room for each teacher etc. otherwise the quality of teaching and
evaluation would be very poor

 The External Examination

In this type of examination the teacher cannot be a paper-setter, of the subject which is taught by
him. The external examinations are not always the best form of incentive for studies. The success
of a student in such an examination may only be due to his general retentive ability and his good
memory. It does not give an overall picture of a student indicating his imitative, knowledge in
dairy life to the best of his quick thinking and ability to apply to his advantage. External
examination also limits the scope of a good, teacher. The teacher tend to teach only that part of
the course which is considered to be useful from the examination point of view. The students
also do not want to study, which is not needed to pass the examinations. Both these examinations
can be conducted in the following ways/systems.

1.8 THE STRUCTURE OF EXAMINATION IN PAKISTAN

The Pakistan education system consists of two formal bodies Boards and Universities. Boards
conduct examinations and award certificates/degrees at secondary and higher levels, with most
divisions having a Board of Intermediate and Secondary education. Universities are autonomous
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and conduct examinations in their own way. The Chairman of a board holds office for three
years, while the Secretary performs duties in absence. The Controller of Examination prepares a
list of institutions and centers for examinations, with an Assistant Controller conducting these
tasks. A deputy Controller works with the Assistant Controller, appointing paper setters, printing
question papers, and evaluating them.

1.8.1 Process of Examination

The controller of examinations nominates examiners from various boards, organizations, and
universities, who are then presented to the Board of Study. The selection committee for paper
setting decides on paper-setters, and the Assistant Controller (conduct) asks the paper setter to
set a balanced paper with three different sets. The papers are sent to the Deputy Controller of
Examination (strong room), who compares them with the syllabus and typed and printed the
results. The superintendent collects question papers and answers books, and the strong room is
supervised by a secrecy officer. The papers are systematically reshuffled and arranged for head
examiners, and the results are announced by the controller of exam.

1.8.2 Examination Structure of AIOU

At Federal level in Quaid-i-Azam University and Islamic university purely internal type of
examination is conducted. But in case of Allama Iqbal Open University up to BA/B.Sc. level
internal plus external type of examination is conducted. In this examination the paper is set by
the class teacher and sent to evaluate and if necessary change a part of it. A brief detail of
Examination of Allama Iqbal Open University is stated below:
1. Examination Section:
It is mainly concerned about the allocation of centers of examination, the issuance of students;
admission cards, the issuance of the date sheet (both to the fresh as well as reappearing students),
the scrutiny and checking of the examination results before the issuance of
certificates/degree/diplomas. It also handles the complaints of the students about their results and
re-checking of papers, The introduction of computer has facilitated more accurate and more
accessible systems of record keeping. It has provided more effective service to students and
regional offices.
2. The Conduct Section:
This section performs the tasks of appointing the center superintendents, inspectors and the
invigilating staff, and dispatching of the examinations material and question papers in time. -This
section also sends the course lists of students, payment to center superintendents, inspectors,
paper setters, examiners and sub-examiners, and handles cases of any unfair means in the
Examination.

3. The Secrecy Section:

This section has been given the responsibility of the most sensitive and secret matters like
the appointment of paper setters, examiners, sub-examiners, receipt and dispatch of
answer scripts from and to the examiners/sub-examiners besides printing/ mammography
of question papers and all confidential papers.
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4. The Certificate Sections:

The issuance of certificates, diploma/degrees, is a highly sensitive function on which rests
the total reputation of the Examination Department and institutional credibility of the
university. The certificate section is responsible for the issuance of the certificates to the
successful students.
5. The Method of Examination and Assessment:
For credit courses a student has to be assessed through the continuous assessment method
and through a final examination. The assignment component carries the weightage of 40%
and the final examination 60%. On the whole a student has to obtain an aggregate of 40 to
pass a course. For a full credit course a student has to complete four assignments, which
are evaluated by his course tutor who communicates the assessment to the controller
through the respective regional offices. These assignments are combined with students;
final examination (3-hours) scores (40:60 weightages to determine the final overall grade.
For functional (or non credit) courses, the student simply receives a course completion
certificate.

1.9 Critical Analysis

The examination system in Pakistan is not conducive to education, as it determines the overall
evaluation of teaching and learning processes. The semester system is prevalent in universities,
while boards of intermediate and secondary education conduct annual exams. Some boards are
successful, but others are hindered by inadequate evaluations, pressure groups, and malpractices.

The objectives of individual questions are unclear, and the distribution of questions is not based
on the teacher's weightage. Questions are often given without requiring students to apply their
knowledge in suitable situations, limiting the teacher's understanding of the student's skill level.

Reliability in an examination depends on the number of items included and the clear-cut scoring
scheme. However, unclear instructions and ambiguous instructions can lead to students
interpreting instructions loosely, resulting in incorrect answers.

Practicability refers to ease of administration, scoring, interpretation, and application of the

examination. Exams should be conducted within the given timeframe, but some questions may
be lengthy or unsuitable for certain examiners. The paper should be economical in terms of time
and material, and the use of diagrams, graphs, and pictures can be beneficial.

Attitude, aptitude, and intelligence are not assessed directly or indirectly in the examination
system. While there are drawbacks in both the external and semester systems, a combination of
external and internal examinations could help achieve educational objectives.

2.0 Drawbacks of the Present System

The current examination systems have several major drawbacks, including providing students
with too much choice, leading to a selective study of subjects, allowing large scale malpractices,
not assessing morality, attitude, aptitude, and intelligence, and not being practical over time. The
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questions are not balanced, with essay-type questions and limited time for candidates, resulting
in unreliable assessments. Examiners have different expectations, resulting in different scores for
the same test. Instructions related to one question and the paper are unclear, causing students to
interpret questions loosely. Question papers are not economical in terms of time, labor, and
material, and may not be appropriate for easy scoring and objectivity. Additionally, the questions
lack practicability due to unsuitable grouping of questions and topics.

SELF-ASSESSMENT QUESTIONS

Q. 1 What is the importance of examination in education system.

Q. 2 What are the defects in the present examination system. Give suggestions for improvement.
Q. 3 Why do we require examination reform? What should be done to replace the present system
of examination?
Q. 4 Discuss internal assessment as a necessary mode of examination reformation. Point out its
merits and demerits
Q. 5 What is the Questions bank pattern of examination? How has it helped the examination
system?
Q. 6 What is a semester system? What are its merits and demerits?
Q. 7 Examination is a necessary evil; justify this statement.
Q. 8 Write critical notes on the following:
(a) Semester System.
(b) Allama lqbal Open University’s system of examination.

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