(Secoundry Education) B.ed 1.

5 Years
Submitted to: Learning Management system of AIOU
Assignment no: 01
Submitted by: SIDRAH
Roll No. BY623846
Registration No 12STA00111
Course code: 8624
Semester: Spring, 2021
Question No 1
Highlight the importance of secondary education in Pakistan. And explain a specific objective if
secondary elementary special education.
Ans:
Importance of Secondary Education in Pakistan Secondary schools may he called high schools,
academies, gymnasiums, lyceums, middle schools, upper schools, colleges, sixth-form colleges,
vocational schools, preparatory schools and the exact meaning of any of these varies among
the countries. Education in Pakistan is overseen by the Federal Ministry of Education and the
provincial governments, whereas the federal government mostly assists in curriculum
development, accreditation and in the financing of research and development. Article 25-A of
obligates the state to provide free and compulsory quality education to children of the age
group 5 to 16 years, “The State shall provide free and compulsory education to all children of
the age of five to sixteen years in such a manner as may be determined by law”.The education
system in Pakistan is generally divided into six levels: preschool (for the age from 3 to 5 years),
primary (grades one through five), middle (grades six through eight), high (grades nine and ten,
leading to the Secondary School Certificate of SSC),Intermediate (grades eleven and twelve,
leading to a Higher Secondary School Certificate or HSSC), and university programs leading to
undergraduate and graduate degrees. Secondary education in Pakistan begins from grade 9 and
lasts for four years. After end of each of the school years, students are required to pass a
national examination administered by a regional Board of Intermediate and Secondary
Education (or BISE). Upon completion of grade 9, students are expected to take a standardized
test in each of the first parts of their academic subjects. They again give these tests of the
second parts of the same courses at the end of grade 10. Upon successful completion of these
examinations, they are awarded a Secondary School Certificate (or SSC). This is locally termed
as ‘Matriculation Certificate’ or ‘Matric’ for short. The curriculum usually includes a
combination of eight course including electives (such as Biology. Chemistry,Computer and
Physics) as well as compulsory subjects (such as Mathematics. English, Urdu, Islamic studies and
Pakistan Studies). Students then enter an intermediate college and complete grades 11 and 12.
Upon completion of each of the two grades, they again take standardized tests in their
academic subjects 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 of ‘intermediate’. There are many streams’ students can choose for their 11 and 12
grades, 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 (grade 11 only) and Pakistan Studies (grade 12 only).
Alternative qualifications in Pakistan are available but are maintained by other examination
boards instead of BISE. Most common alternative is the General Certificate of Education (or
GCE), where SSC and HSSC are replaced by Ordinary Level (or O-Level) and Advanced Level (or
A-Level) respectively. Other qualifications include IGCSE which replaces SSC. GCE and GCSE O
Level, IGCSE and GCE AS/A-Level are managed by British examination boards of CIE of the
Cambridge Assessment and/or Edexcel International of the Pearson PLC. Generally, 8-10
courses are selected by students at GCE O-Levels and 3-5 at GCE A-Levels. Advanced Placement
(or AP) is an alternative option but much less common than GCE of IGCSE. This replaces the
secondary school education as 'High School Education' instead. AP exams are monitored by a
North American examination board, College Board, and can only be given under supervision of
centers which are registered with the College Board, unlike GCE O/AS/A Level and IGCSE which
can be given privately.
There is another type of education in Pakistan which is called “Technical Education” gathering
technical and vocational Education. The vocational curriculum starts at grade 5 and ends on
grade 10. (7) Three boards, Punjab Board of Technical Education (PBTE), KPK Board of Technical
Education (KPK BTE) and Sindh Board of Technical Education (SBTE) offering Matric Tech. course
(equivalent to 10th grade) Diploma in Associate Engineering (DAE) in technologies like Civil,
Chemical, Architecture, Mechanical, Electrical, Electronics, Computer and many more. DAE is a
three years program of instructions which is equivalent to 12th grade. Diploma holders are
called associate engineers. Either they can join their respective field or can take admission in B.
Tech. or BE in their related technology after DAE. Overall the cycle of secondary education is
completed in 5 years. The required age for admission to 6th grade (Ist grade at secondary level)
is 10 plus. Though transitionally middle school (comprising grades VI to VIII) is a part of
secondary education, but in principle secondary education is considered to consist of grades IX
and XII. Education policies introduced from time to time urge that grades XI and XII, presently
known as higher secondary education, should ultimately be merged in the secondary stage.
Though middle stage is considered to form grades VI-VIII, but all the middle schools in Pakistan
arrange schooling for grades I-VIII. Higher secondary schools impart instructions from VI to XII
grades. Originally the idea was conceived to arrange instructions for classes IX to XII in order to
introduce 3-tier education system in the country. The medium of instruction is the national
language with the exception of public schools where English has been opted as medium of
instruction. Apart from these ordinary secondary schools being managed by public and private
sectors, there is another stream of institutions known as cadet colleges and public schools.
These institutions are supposed to prepare personnel for Armed Forces. Cadet colleges are at
Kohat, HassanAbad, Larkana, Razmak, Petaro, Mastung. Public schools include: Lawrence
College at Ghoragali, Army Brurn Hall School/College Abbottabad, Atchison College Lahore,
Sadiq Public School, Bahawalpur etc. According to economic survey of Pakistan, 1997-98,
participation rate in 1997-98 at middle level is 49% for both sexes (male 62.0% and female
36.0%). At secondary level, it is 34% both sexes (male 43.0% and female 25.0%). It is, however,
evident that girls’ participation rate is almost one half compared to boys which is the main
cause of low literacy rate at national level.
Specific Objectives
1. To develop the skills of learning and living to:
a. Develop the ability to communicate.
b. Encourage the urge to inquire.
c. Gain personal satisfaction through effect in learning and accomplishment.
d. Develop an appreciation of problem-solving methods; and
e. Help people to develop their ability to respond to experience in creative,
inventive and considered ways.
2. To develop appropriate value such as to:
a. become self-reliant and to develop sense of responsibility for personal and
group actions in ways that show care and considerations for others (e.g.
respect for others).
b. Accept the rights to individuals and groups to be different provided they do
not impinge excessively on the rights of others.
c. help students to develop sense of personal identity and self-worth; an
d. help people contribute to society in a meaningful, productive and satisfying
way by preparing them to enter the world of work and adult life.
Objectives of Secondary Education
The objectives of education are the tasks required of schools in carrying out the roles
designated above. It is useful to classify objectives into different groups. General objectives are
those which were found to be common to all countries in the region. They tended to be long
term goals which have changes little over time. Specific objectives stage in more details how
the general objective will be achieved.
General Objectives
a. To provide equity for all young people to obtain from secondary education the knowledge
and skill appropriate to their needs and abilities. This objective endeavours to overcome elitist
education.
b. To be a means to achieve national unit and national objectives of development.
c. To serve as an instrument for raising the quality of life of the people.
d. To serve as a preparatory stage for those who wish to pursue higher/professional
education and training.
e. To improve learning through the use of both formal and non-formal approaches to
education, using modern technologies and aids.
f. To establish close linkages with the community with a view to make the students
aware of the real-life situations and to check the alienation that exists between education and
environments.
g. 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.
h. To use a futuristic outlook and to pursue programmers keeping in view the immediate as well
as long term perspective of development i.e., economic, social, political, scientific and
technological.
Elementary Special Education.

Special education programs are designed for those students who are mentally, physically,
socially and/or emotionally delayed. This aspect of “delay,” broadly categorized as a
developmental delay, signify an aspect of the child's overall development (physical, cognitive,
scholastic skills) which place them behind their peers. Due to these special requirements,
students’ needs cannot be met within the traditional classroom environment. Special education
programs and services adapt content, teaching methodology and delivery instruction to meet
the appropriate needs of each child. These services are of no cost to the family and are
available to children until they reach 21 years of age (states have services set in place for adults
who are in need of specialized services after age 21).
The strides made in special education advocacy and policy have come far. Primarily established
through the Education for All Handicapped Children Act (1975) External link, the law was later
amended into the Individuals with Disabilities with Education Act of 2004 External link.

Question No 2:
Discuss the problems faced by board of intermediate and secondary educating (BISE)
structuring the board administration of examination.
Ans:
Difficulties/problems Faced by the Boards the Boards have to perform their statutory
responsibilities under the provision of the Acts and Ordinances. The BISE Multan, Bahawalpur,
Gujranwala, Karachi, Hyderabad, Sukkur, and Peshawar did not indicate or identify any difficulty
in the performance of statutory responsibilities. The BISE Lahore, Sargodha, Rawalpindi and
Quetta face some difficulties in the performance of their statutory duties. Difficulties indicated
by different boards are listed below:
a) Competent, honest and responsible teachers, lecturers refuse to accept the assignments
because they avoid facing the presence of anti-social elements.
Recognition of Institutions by the Boards:
The Boards of Intermediate and education recognize/affiliate high schools and intermediate
colleges. Institutions applying for recognition need to refill an in-depth questionnaire available
with Boards. They are required to answer questions on accommodation, laboratories, libraries,
educational qualifications of the staff and various other physical facilities provided by the
institutions to students and teachers. Boards are authorized to recognize institutions located
within their jurisdiction. The Boards accord recognition from either the Ministry of Education or
an Education Department. In general, the Government schools are recognized on the basis of
reports received from the Director of Education. Recognition of institutions could also be
withdrawn on the idea of adverse reports received from the authorities mentioned above.
Rules regarding recognition of schools/colleges are often too vague and one can easily deviate
from these rules. Enforcement of some strict rules may cause closure of most of the
institutions. Examples of such rules are quoted below:
1. “That admission to any class or section of a category shall be limited to maximum of 45 in a
class or section of class in case of a high school and 75 in case of institutions other than high
school”.
2. “That the school shall be provided with suitable equipment and furniture, including
necessary apparatus for science subjects and other subjects in which practical work in
conducted in accordance with the list prescribed by the Board”.
3. “That the school maintains a library containing minimum number of books prescribed by the
respective Board and undertakes to spend at least Rs. 500/- per year”.
4. “That the teachers are suitable as regards their character, number and qualifications”.
5. “That the school is housed in a building which is suitable as regards accommodation, sanitary
arrangements and location and it according to the prescribed criterion”.
6. “That whole-time teacher whether in a Government or non-Government recognized
institutions shall not draw less than the salary prescribed by the Government for different
categories of teachers”.
2.8 Administrative Structure of the Boards
The business of the Boards is run by a large number of employees. The Chairman and
Secretaries of the Boards are appointed by the respective Governments on deputation. Other
staff including Controllers, Deputy Controllers, Deputy Secretaries, Assistant Controllers,
Secrecy Officers, Director of Physical Education, Directors/Deputy Directors/Assistant Directors
Research/Research Officers, Statistical Officers, Audit Officers, Accounts Officers and the lower
staff is appointed on the recommendation of the Appointment Committee of the Board.
2.9 Controlling Authorities
The Federal/Provincial Government exercise great influence over the Boards, Appointment,
Finance, Recognition and some other Committees constituted by Boards are headed by senior
officers of the ministry of Education/Provincial Education Departments. The Ministry of
Education coordinates the activities of the Boards through inter Boards Committee of Chairman
which was established in 1972. This Committee is headed by a fulltime officer appointed by the
Federal Ministry of Education. The main functions of IBCC are: to exchange information, to
create coordination among Boards in the field of examinations and other relative matters dealt
with by the Boards.
2.10 Administration of Examinations
Boards are empowered under their Acts to conduct examinations both in theory and practical
papers. Conduct of examination involves the following steps:
Paper Setting:
1. Appointment of Paper Setters
2. Settings of Question Papers.
3. Printing and packing of Question Papers
4. Dispatch of Question Papers.
Conduct of Examination
1. Announcement of Date Sheet
2. Earmarking of Examination Centers
3. Appointments of Supervisory Staff i.e., Inspectors, Superintendents, Deputy
Superintendents, Invigilators.
Assessment of Answer Books
1. Appointment of Examiners, i.e., Head Examiners, Sub-Examiners, Single
Examiners, Practical Examiners, Assistants to help the Head Examiners
2. Evaluation of answer books
3. Compilation of results Tabulation
1. Appointment of Tabulators
2. Tabulation of results
3. Announcement of results
The above steps are completed within 4 to 6 months. Details of the procedure are given below:
Conduct of Examinations Inter Boards Committee of Chairmen, being the coordinating agency
of the BISE, announces, through mass media, the schedule of examinations of all the boards,
which once declared, is strictly adhered to. However, in case of natural calamities the schedule
for a particular area is changed. Particulars of trustworthy, honest, reliable and hardworking
teachers are invited form heads of institutions on the performs. Separate forms are also
provided to the teachers of different categories of educational institutions for selection of
supervisory staff. After checking their antecedents and eligibility, consolidated list is placed
before Committee of Courses/Supervisory Conduct Committee/Examination Committee for
selection of staff for performing supervisory duties. However, only Boards of Intermediate and
Secondary Education Peshawar appoint the supervisory staff on the recommendations of the
Education Department. Examination Centers are then established keeping in view the physical
facilities available there. The Superintendent and Assistant Superintendent (invigilators)
supervise the conduct of examinations. Inspectors inspect the Examination Centers off and on.
Mobile squads/teams constituted by the Boards pay surprise visits to the Examination Centers.
Heads of institutions where examination is conducted are authorized by some Boards to act as
Resident Inspectors. All these measures are adopted to check the mal practices.
Question No 3:
Discuss the salient features of private schools and describe their academic programs and
curriculum.
Answer:
Salient Features of Private School
The City High School gives utmost importance to the teaching faculty since our teachers do not
just teach your child the respective subjects but also influence and train them for adult life. Our
teachers receive their qualifications from the top universities and institutions across the world
and country. Every teacher has a Bachelor’s of Education (B.Ed.) and at least 10 years of
teaching experience that makes them perfectly qualified to teach and guide your child. Having
stelar credentials and academic experience, our teachers are best equipped to share their
expertise and inculcate the best of knowledge in your child.
Recreational Activities
A break from the tedious school routine is essential to optimize the productivity of students. To
make school life more enjoyable for students we have various functions such as bake sales,
excursions and outings such as trips, and national and religious celebrations such as Eid Milan’s
and Independence Day. All these activities promote the mental wellbeing of students and also
keeps them connected to their roots. More importantly, these activities bring children closer to
each other and the schools, strengthens their interpersonal bonds with their peers, and always
gives them something to look forward to after a tiresome day of studying and playing.
Students Council
The City High School respects and gives importance to the opinions and needs of its students.
To have a better representation of students we have a well-organized student council system
that consists of prefects for each class, head boy and head girl for the entire student body, to
communicate the concerns of the students to the administration. The toppers from each
section becomes the prefects and the toppers from the entire school become head boy and
head girl. This system leads to the benefit of all students and introduces them to civilized
mannerism that is essential to practical life.
Students' Competitions
Introducing and involving children in healthy competitions is key in stimulating mental and
physical growth in them. The City High School prioritizes this and provides a wide range of
competitive activities for the students to indulge in, giving special attention to sports. Physical
fitness is as important as intelligence exercises, so there will be various sport competitions
which will allow children to indulge and specialize in different sports under the guidance of
trained experts. Children will polish their skills in different sports like football, cricket,
badminton, table tennis, and even more. The school will have quiz competitions about various
subjects and genres on regular basis to encourage children in exploring and discovering the
world of knowledge and sharpening their skills. There will be oratory competitions held that will
boost the confidence in children and teach them the etiquettes and basics of impactful public
speaking. Moreover, the prize distribution ceremonies will also teach children to work hard for
rewards and appreciation.
Infrastructure
The City High School has a state-of-the-art infrastructure and provides the best facilities to its
students. We have an excellent network of ten branches all across Faisalabad, making the best
education accessible to the entire city. Every branch has computer and science laboratories for
a hands-on practical experience for the students. Well-designed classrooms, open playgrounds,
and canteens are also an integral part of the school infrastructure and will provide your child
the proper school life experience he or she deserves. In addition to that, special attention is
given to the sanitation and safety of toilet facilities, shoe polishers and hand dryers are also
available around the clock for your child’s convenience.
Curriculum & Academic Philosophy
Graduates from The City School secure positions in top universities worldwide. The students,
according to Cambridge International Examinations annual results analysis, are amongst the
highest achievers in their city, their country and, in some cases, in the world. The curriculum
encourages a student-centered approach where learners have an active role in their learning
process and develop the skills and ability to make a significant contribution to society. Its
particular strength lies in the integration of digital media and ICTs in an array of learning
programs. The City School provides more than 120 courses each year across the age ranges and
revises them in accordance with the cumulative experience of its teachers and pupils. The
selection of teachers is based on their experience as curriculum developers and syllabus
writers. In addition, City School regularly appoints curriculum consultants from the UK to lead
teams of The City School teachers in revising their curriculum and syllabi. The City School
curriculum and methodology is designed specifically to ensure a smooth transition in teaching
and learning from the primary sector through the middle years and on to the final two years of
the public examinations’ syllabi. Digital media and ICTs in The City School Network are shaping
the methodology of delivering online education and adding efficiency, convenience,
interactivity and outreach to the array of learning programs. The City School has taken the
initiative of implementing a state-of-the-art Classroom/ Learning Management System capable
of providing its students with academic resources anytime, anywhere, and in any
circumstances. The City School promotes and encourages co-curricular activities in all of its
campuses. Students are encouraged to learn new skills, take responsibility, assume leadership,
work under a leader, organize events, conduct programs and experience real-life situations. Its
primary school is based on curriculum derived from the UK's National Curriculum, while its
secondary school education is divided between the local Pakistani curriculum and the
Cambridge regulated international GCE programs.[4] Founded in Karachi in 1978, the school's
head office is based in Lahore with regional offices in Karachi and Islamabad.
[5] In collaboration with various other national institutions it also runs the City APIIT
Values Education Program Values Education has been adopted in school systems all over the
world. In Pakistan, The City School (TCS) is the pioneer in incorporating values education into its
curriculum. City School is actively engaged in a values-centered approach to learning, teaching
and administration. This area has been slightly neglected in the education system. The City
School ventured into Values Education to create global learners who can effectively participate
and contribute in the rapidly changing international world. City school is building a network of
values-centered schools under the Values Education Program ̶ a unique collaboration with the
Hong Kong based Living Values Education Program in which an enriching exchange of dialogues,
workshops and ideas is taking place. Values Education is an approach that gradually permeates
the school environment, and its success becomes evident in the positive school ethos and in the
personal qualities and behavior that students, teachers and management display in the
community.
The City School is moving forward with skills-based curriculums that incorporate 21st century
skills. However, with the inclusion of the Values Education Program, these curriculums are
developing character and positive behavior as well. City school understands that education is so
much more than simply equipping students with specific skills. With an education system based
on universal positive values, City school believes that students can develop their own self-
esteem, confidence, and commitment to personal advancement, while learning to take greater
responsibility for others and becoming socially aware.
The Values Education Program is modeled on a ‘whole school approach’, where all key
stakeholders are involved in students’ all-round development. The educational philosophy of
Values Education is based on valuing self and others. It introduces a values vocabulary that the
students can identify with, and demonstrate understanding of, in everyday conversations and
activities. By integrating Values Education in curriculum, City school develops the students’
character and personality and encourages positive behavior.
Question No 4:
write down detailed note on importance of textbook and criteria for selectin of test books.
Answer:
Criteria for the Selection of Books
a) Significance to an organized field of knowledge the content in the subject matter should
belong to the broad areas of knowledge for the purpose providing broader basis of
understanding of the world. Since the school curriculum should also deal with the specialization
as well as broad areas of knowledge, there should be general areas of knowledge and core
curriculum with specialized knowledge (Mamidi and Ravishankar, 1986).
Therefore, the curriculum should consist of a number of carefully selected principles, ideas and
concepts, which constitute the basic core of a subject matter.
b) Does the subject matter stand the test of survival? The status of knowledge also needs to be
considered while selecting the content. The information which is tested and tried and which
can be applied to the present-day situation only should be selected. According to Hilda Taba
(1962) the knowledge should be valid and significant to the extent that it reflects the
contemporary scientific knowledge. The information should also stand the test of survival. Such
useful information should be identified and included in the curriculum.
c) Utility of the subject content the content of the curriculum has often become the target of
severe criticism by one and all in the society. It is mostly criticized for the heavy load of
information which has no relevance to the pupils, for deadwood of information which has no
utility, which is full of facts, dry and arid, the learning of which encourages rote memorization
or cramming, without leaving any scope for intelligent reasoning.
d) Interest and ability
One should also consider factors like interest, aptitudes and abilities of pupils while selecting
the content. Unless the content is interesting to the pupils, there will not be any learning at all.
Interest depends upon the aptitudes and grasping capacity of the pupils. It is again a matter of
age and intelligence of the pupils. The theories of learning and intelligence in educational
psychology throw much light on the factors that develop interest among the pupils. Selection of
content suitable to the understanding capacity of the pupils will result in efficient learning.
e) Growth and development of a democratic society
This concept also includes social development and assumes that the social change, which is
taking place very rapidly, should be controlled and directed towards desirable directions. A
careful selection of the content that can build knowledge and abilities is required to deal
intelligently with the problems associated with social change. This includes controlling the
development of fissiparous tendencies among the pupils and other antisocial behavior that
creates chaos and confusion in the society, and development of social values among pupils.
Review the Approval Textbooks review parameters
National review committee comprises on five or six members:
At least one expert form the syllabus Formulation Committee.
Two subject experts.
Two school teachers
Textbooks review parameters
The books truly reflect the curriculum.
It meets the objectives stated in the curriculum.
Book does not contain any material against Islamic and Pakistani ideology.
In case of approval, textbook is sent for publishing and distribution.
In case of objection, complaints are relayed with revision recommendations.
Summary
Curriculum and Syllabus are the terms of education, imparted to the students by teachers. It
means the knowledge, skills or qualifications that are passed on from one generation to
another. A subject syllabus is a unit of the curriculum. The two terms differ in a sense that
curriculum is a combination of some factors which helps in the planning of an educational
program, whereas a syllabus covers the portion of what topics should be taught in a particular
subject.
The process of curriculum construction is a cooperative effort. In this national agencies,
regional and local level agencies, principals and the teachers as well as community members
are involved.
Curriculum evaluation may also be external or commissioned review processes. These may be
undertaken regularly by special committees or task forces on the curriculum, or they may be
research-based studies on the state and effectiveness of various aspects of the curriculum and
its implementation. These processes might examine, for example, the effectiveness of
curriculum content, existing pedagogies and instructional approaches, teacher training and
textbooks and instructional materials.
There are several obstacles affecting the quality and effectiveness of curriculum development
process in Pakistan.
Lack of subject area expert.
Textbook often do not reflect the curriculum Lack of follow-up of actual curriculum
implementation Curriculum often different from the official curriculum documentation
Unavailability of textbooks, especially in rural schools, has made students rely on teachers’
notes, as they are the only source materials. In such a situation, students from poor economic
background are likely to fall behind.
The term ‘textbook’ has been used in different contexts to refer to different concepts. Some
use it to refer to any book used during education, but most limit it to books written specifically
for classroom use. The textbook, in fact, is the heart of the school and teaching-learning
activities and without the ubiquitous text, there would be no schools. Effective use of textbook
helps in bringing and achieving the learning outcomes.
Textbooks carry a wide range of new and interesting facts and open the doors to a world of a
whole new experience. Teachers can play an important and crucial role in nurturing and
supporting each child’s creative potential by the proper use of textbooks. Textbooks also help
teachers to become more inspirational and motivational.
Textbooks are dependable and a critical part of education, as necessary as classroom itself and
as indispensable as the classroom teacher, since they are based on developed theory, authored
by specialists and refined through active research. They not only provide structure to lessons
and students’ progression but also encourage clarity regarding key concepts and core
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 resources, say training, and use of chart among
others, the importance of the textbook use cannot be denied as they work as ‘bridges between
the worlds of plans and intentions, and of classroom activities shaped in part by those plans and
intentions. Further, textbooks determine the range of possible activities for the classroom, thus
influencing greatly what teachers are likely to do, even if they do not restrict what teachers can
do.
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 s/she can
provide guidance on sequence and timing. This also makes it easier to coordinate among
teachers.
From parents’ perspective, textbooks show them what their children are learning and will learn.
If a child has questions which parents cannot readily answer, they can refer to textbooks to help
figure out the answer.
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 boxes or bold print.
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 education system entirely depends on the quality interaction between teachers
and students through use of textbooks in the classroom. Textbooks reflect the aims and
objectives of the national curriculum. Therefore, the availability and the use of textbooks in the
teaching learning process are very important.
Unavailability of textbooks, especially in rural schools, has made students rely on teachers’
notes, as they are the only source materials. In such a situation, students from poor economic
background are likely to fall behind. Unavailability of textbooks and lack of creative skills
ultimately lead 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.
Question No 5:
Discuss the examination system in Pakistan. Also highlight the factor which affect the quality of
examination system in our school.
Ans:
Examination System of Pakistan
The examination is employed to bring about qualitative improvement in education. The
important task of the teacher in the classroom centers on evaluation. This involves the
assessment of pupil attainment and the analysis of strengths and weaknesses of the individuals.
There are numerous ways of evaluation which range from number or letter grades to Teacher-
Pupil; Parent conferences. Evaluation keeps vigorous demands on the Teacher. The professional
competence of the Teacher for measuring accurately and to appraise objectively growth in
knowledge, understanding, skills, attitudes and behaviors of an individual tantamount to good
instructions. Effective evaluation procedures involve both the teacher as well as the student.
Examinations dominate the educational scene in the country. Learning programme without
examination is unthinkable for most of the people as well as for the institutions. All human
efforts of achieving better results by showing significant performance in every field provides an
account of degree of performance. This is the way to achieve the goals of education. The
process of education in any form and its assessment through subjective methods or objective
tests is a form of examination. So, examination cannot be subtracted from the process of
education. Both will move side by side. The defects of present education system range from the
administrative aspect of present education system to methods of assessment and the teaching
procedures and objectives. There is common feeling that the examination procedure be
reformed considerably so as to achieve the desired results. Keeping this in view this unit
highlights the significance, merits and demerits of examination system in Pakistan.
Semester System
The word semester implies to half year semester system of examination is biannual i.e., the
examination is held half yearly. It means that in semester system of examination one year
course has been divided into two semesters and two years course in four semesters. According
to definition of semester system in Good’s Dictionary of Education, semester means “half of an
academic year, usually 16 to 18 weeks.’’ It means that, in the semester system the students
would study half of the course in the first semester and appear for the examination. Then they
would study the next half of the course in the second semester, and again appear in the
examination. Similarly, trimester system implies division of academic year in three parts.
Semester system has got popularity especially in institutions of higher learning. This system is
working successfully in most of the universities; for example, Allama Iqbal Open University
Islamabad, Gomel University, D.I. Khan, Islamic International University etc. Semester system
has been an innovative tool of examination reformation. It is another widely used and well-
tried innovation in line with the adoption of internal assessment. This system is having the
following characteristics and purpose.
1. It is able to reduce emphasis on only yearly annual examination.
2. In this plan, the examinations are conducted twice or thrice in a year.
3. The courses of study are redesigned in accordance with the semester system.
4. The student works according to new calendar and thinks that the whole year forms a
period of examination for him.
The semester system adds new dimensions to the process of education. The scope and
functions of education will become wider. The education process will be rich in content. It will
have certainly more advantages 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
labor and the students gain more confidence. In the annual system preparation for the
examination needs more labor 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.
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, 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.
1.1.2 Advantages of semester System
1. Qualitative improvement: From the healthy teacher taught ratio, opportunities for seminars,
group discussions, extension lectures and conferences, it follows that the semester system has
been introduced for achieving qualitative improvement and for better outcomes.
2. Less mental tension: In the semester system the work load of the students gets reduced.
Hence there occurs less mental tension to the students as compared to the annual system.
3. Confidence. In the semester system preparation for the examination needs less labour.
Hence the students are able to gain confidence.
4. Diversification of courses. The semester system tends to encourage diversification of courses.
Interest-oriented, functional and utilitarian courses can be provided. There occurs more scope
for students to have specialization.
5. Intensive courses. There is possibility of more intensive courses in the semester system.
6. Healthy teacher Taught ratio. Due to diversification of courses in the semester system there
are comparatively lesser number of students in each course, hence the semester system gives
healthy teacher taught ratio.
7. Job opportunities: As the semester system is able to provide diversified courses it provides
more job opportunities to the un-employed persons who want to become teachers.
8. Regular Work: In the semester system students have to work regularly and continuously.
9. Development of creativity: Semester system is able to provide opportunities for the
development of creativity and various other potentialities.
10. Motivation: Semester system is able to provide greater motivation for the students for
more and more learning. Motivation makes quick and effective learning.
11. Minimum drop-outs: Semester system is able to minimize drop-outs and wastage.
1.1.3 Disadvantages of Semester System
1. Favoritism, 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
The Examination System in the Primary and Secondary Schools
Recommendation Three: Ensure Quality of Assessment Data
Just as there is a need to ensure quality in exam construction, there is a need to ensure quality
of assessment data for a reliable, valid and fair assessment, too. This is primarily accomplished
through an extensive psychometric analysis that looks at response of each examination items to
strengthen the quality assurance process. For this purpose, rubrics or standardized marking
scheme for awarding marks should be established for each paper to reduce the influence of
personal biases on the part of examiners and ensures uniformity in the level of understanding
about how to award marks regardless of whom happens to be grading the examination papers.
A thorough post-exam analysis must also be conducted to determine trends in scores, item
behavior to ensure standardization before disseminating the results.
Recommendation Four: Ensure Fairness and Transparency in The Conduct of Examinations
Impersonation, cheating, and leakage of examination papers threaten the fair and transparent
conduct of examination — technology can be utilized to combat them. For example, CCTV
monitoring of examination halls can go a long way towards preventing cheating or improper
conduct of examinations, and further instill a sense of there being zero tolerance towards any
type of unfair practices. There is also a need to properly train and support both supervisors and
invigilators in the conduct of examinations, allowing for more experienced individuals to
oversee their conduct. Such good practices not only create public confidence, but also give
credibility to the qualification/certification.
Recommendation Five: Improve the Quality of Teaching and Learning
While supporting teaching and learning is necessary, it is also important to emphasize that both
processes can be continually iterated and improved on. One of the key ways to do this is for
examination bodies to provide regular feedback to schools in the form of comprehensive,
systematic analysis of school achievements and results. This feedback could potentially
compare the performance of each school with others and offer an interpretation of these
results along with suggestions on areas where the school might be able to improve. Collectively,
data from multiple schools could also be relevant to larger education departments as it
illustrates trends in both student understanding as well as teacher performance across a wide
selection of schools.
Recommendation Six: Build Engaging Classrooms Through Teacher Support
Since teachers play a pivotal role in translating the set curriculum within the classroom to
achieve learning outcomes, there must be an ongoing support provided to teachers that should
be focused on content and pedagogical approaches. This includes learning through classroom
observation to identify areas where a teacher’s approach can be learned from or, alternatively,
improved. Emphasis must also be placed on developing engaging and interactive classrooms
that increase student interest and participation in the subject matter, which directly affects
students’ learning and performance on examinations.
Recommendation Seven: Make Informed Decisions
A large amount of data acquired through assessment is a good source of conducting
quantitative research to develop insights into how both students and teachers approach
learning. This evidence-based classroom research data can be utilized to make informed
decisions on matters such as identifying gaps, learning from mistakes, and developing
intervention/solution strategies. Moreover, the process of sharing classroom research can also
provide collaborative opportunities for educational bodies to coordinate and learn from one
another.