Assignment # 02
Submitted by:
Adeela Saleem
Course name:
Secondary education
Course code:
827
Program:
M. Ed
Semester:
Autumn 2022
Date of submission:
25 Feb 2023
Q. No. 1 Discuss the training programs for secondary school
teachers in Pakistan?
The teaching profession, by and large, does not attract the best talent in Pakistan. Those considered
bright either join the professions such as medicine and engineering and try to migrate to the West or are
attracted by higher-level civil service positions, which open avenues for enormous graft and corruption.
A few exceptions would be some highly respected university faculty and those scientists working at the
highest levels of the country's research establishment, especially those involved in missile and nuclear
technology.
Among the reasons for the reluctance to join the teaching profession at the primary and secondary
levels are relatively low salaries, unattractive working conditions, and the high teacher-student ratio,
which is around 1:40 at the primary and 1:36 at the secondary level. In the early 1990s there were 87
elementary teacher-training institutions offering a one-year program leading to the Primary Teaching
Certificate (PTC) for teachers in grades one to five or the Certificate of Teaching (CT) for teachers in
grades six to eight. While the PTC course needs 10 years of education for admission to it, the CT course
requires 12 years and an FA/FSC certificate. The AL lama Iqbal Open University also offers distance
education courses for its PTC and CT programs.
There are three types of programs for training of teachers in Pakistan. The first is the one-year primary
school teacher-training program in basic subjects and methods of teaching, including child psychology.
The secondary school teachers are required to join one of the numerous teachers' training colleges or a
university department of education either for a one-year program leading to the Bachelor of Education
diploma or a three-year program leading to a Bachelor of Education degree. The admission to either
program requires a bachelor's or master's degree in any discipline from any university. The higher-level
work leading to degrees in education at the master's or the doctorate level is done in the departments
of education in the universities, which produce specialists as well as academic administrators. There are
also several in-service training programs for "untrained" teachers or for upgrading the curriculum.
Teachers sent to such programs are nominated by the school principals and approved by the district
officer and generally receive full salary during the in-service training.
Science and technical teaching has been given special emphasis by the federal government. Thus,
Islamabad's Institute for the Promotion of Science Education and Training (IPSET) and National Technical
Teachers Training College (NTTTC) have been doing excellent work in upgrading the knowledge base of
secondary school and junior college science teachers as well as instructors in technology colleges and
polytechnics. For educational administrators there is the Academy of Educational Planning and
Management (AEPAM) at Islamabad, providing courses and in-service training for school and college
principals, district education officers, and regional directors.
There are few facilities in Pakistan for special education. The first to start courses leading to a master's
degree in special education were the University of Karachi, the National Institute for the Handicapped at
the University of Islamabad (NIHUS), and the AL lama Iqbal Open University. With the establishment of
the office of Director-General of Special Education within the Ministry of Health, Social Welfare, and
Special Education in 1985, special education attracted a national focus. In 1989 NIHUS received a major
boost with the opening of 45 centers for special education with a combined enrollment of 3,500.
Additionally, a National Training Center for the Disabled and a national Mobility and Independence
Training Center for producing teachers in special education were established in Islamabad. Most of
these projects were made possible with funds, overseas training, and technical guidance from WHO,
UNICEF, UNESCO, and UNDP. Programs were instituted for training fellowships abroad as well as for
visits by experts from Europe and the United States.
Q. No. 2 Write a note on teacher education programs in
Pakistan?
The teaching profession, by and large, does not attract the best talent in Pakistan. Those considered
bright either join the professions such as medicine and engineering and try to migrate to the West or are
attracted by higher-level civil service positions, which open avenues for enormous graft and corruption.
A few exceptions would be some highly respected university faculty and those scientists working at the
highest levels of the country's research establishment, especially those involved in missile and nuclear
technology.
Among the reasons for the reluctance to join the teaching profession at the primary and secondary
levels are relatively low salaries, unattractive working conditions, and the high teacher-student ratio,
which is around 1:40 at the primary and 1:36 at the secondary level. In the early 1990s there were 87
elementary teacher-training institutions offering a one-year program leading to the Primary Teaching
Certificate (PTC) for teachers in grades one to five or the Certificate of Teaching (CT) for teachers in
grades six to eight. While the PTC course needs 10 years of education for admission to it, the CT course
requires 12 years and an FA/FSC certificate. The AL lama Iqbal Open University also offers distance
education courses for its PTC and CT programs.
There are three types of programs for training of teachers in Pakistan. The first is the one-year primary
school teacher-training program in basic subjects and methods of teaching, including child psychology.
The secondary school teachers are required to join one of the numerous teachers' training colleges or a
university department of education either for a one-year program leading to the Bachelor of Education
diploma or a three-year program leading to a Bachelor of Education degree. The admission to either
program requires a bachelor's or master's degree in any discipline from any university. The higher-level
work leading to degrees in education at the master's or the doctorate level is done in the departments
of education in the universities, which produce specialists as well as academic administrators. There are
also several in-service training programs for "untrained" teachers or for upgrading the curriculum.
Teachers sent to such programs are nominated by the school principals and approved by the district
officer and generally receive full salary during the in-service training.
Science and technical teaching has been given special emphasis by the federal government. Thus,
Islamabad's Institute for the Promotion of Science Education and Training (IPSET) and National Technical
Teachers Training College (NTTTC) have been doing excellent work in upgrading the knowledge base of
secondary school and junior college science teachers as well as instructors in technology colleges and
polytechnics. For educational administrators there is the Academy of Educational Planning and
Management (AEPAM) at Islamabad, providing courses and in-service training for school and college
principals, district education officers, and regional directors.
There are few facilities in Pakistan for special education. The first to start courses leading to a master's
degree in special education were the University of Karachi, the National Institute for the Handicapped at
the University of Islamabad (NIHUS), and the AL lama Iqbal Open University. With the establishment of
the office of Director-General of Special Education within the Ministry of Health, Social Welfare, and
Special Education in 1985, special education attracted a national focus. In 1989 NIHUS received a major
boost with the opening of 45 centers for special education with a combined enrollment of 3,500.
Additionally, a National Training Center for the Disabled and a national Mobility and Independence
Training Center for producing teachers in special education were established in Islamabad. Most of
these projects were made possible with funds, overseas training, and technical guidance from WHO,
UNICEF, UNESCO, and UNDP. Programs were instituted for training fellowships abroad as well as for
visits by experts from Europe and the United States.
Q. No. 3 What are the crises of education in Pakistan? Write in
detail?
“Education is a matter of life and death for Pakistan. The world is progressing so rapidly that without
requisite advance in education, not only shall we lag behind others but maybe wiped out altogether.”
The education section of the executive summary of the Economic Survey of Pakistan 2021-22 notes:
“Pakistan is committed to transform its education system into a high-quality global-market demanddriven system in accordance with Goal 4 of the Sustainable Development Goals (SDGs).” However, the
reality is vastly different.
The literacy rate in Pakistan in 2021 was only 62.8%. Any gains in literacy rates over the last many years
have been small, slow and marginal.
In 2021-22, we spent only 1.77% of GDP on education-related expenditure at both the federal and
provincial levels. Most UN agencies recommend that the minimum expenditure on education should be
4% of GDP. In recent years, the highest percentage of GDP we have spent on education was in 2017-18,
when education expenditures were raised to 2.12%. The usual argument given for lack of spending on
education has always been and still is that we do not have the resources.
In Pakistan, the current literacy rate is 62.3%. In Budget 1.7% of GDP has been allocated as Education
Budget which is lowest in the region. The expenditure of 74,609 billion has been allocated for Tertiary
Education Affairs & Services in budget 2022-23; 3,786 billion for pre-primary & primary education;
8,863 billion for Secondary Education Affairs and Rs2 billion for administration. 44,174 billion has been
earmarked for Higher Education Commission (HEC) under the Public Sector Development Program
(PSDP) for the year 2022-23. (Business Recorder June 11, 2022).
According to data from the World Economic Forum’s Global Competitiveness has Report 2017-18, the
Global Competitiveness Index (GCI) shows Pakistan’s slow performance being ranked 129th of the 137
countries, on the Health and Primary Education related elements of competitiveness, when compared
with other countries in the region like India, China, Bangladesh, Sri Lanka and Malaysia. The structure of
school education system in the public sector is depicted in Fig. below.
Figure Above: The structure of school education system in Pakistan (Pre-Primary to Higher Secondary)
Education system creates sense of responsibility among people and they come to know the methods to
achieve their national, societal and personal rights and it also enhances their general consciousness
needed to deliver their duties as citizens towards their Nation. Once the realization originates, people
start working for the development and prosperity of their motherland in the atmosphere of trust and
co-operation.
The polarization and non – unified education system has resulted into outraged political turmoil, deadly
terrorism, incessant sectorial violence, social disruption, economic instability and degeneration of
government system. Whether it is poverty, non-availability of jobs, security uncertainty, sectarianism or
terrorism, lack of tolerance, lack of general awareness, illiteracy, all are off shoots of the poor, inefficient
and ineffective education system. The lowest budget allocation, a realm of large number of ineffective
education policies has badly failed to take country out of economic, social, political and development
quagmire.
Education has fundamental role in the economic, social, political and structural development of any
nation. Many of the economic issues like poverty, overpopulation, unemployment, resource
mobilization, inflation, exchange rate drastic fluctuation, housing, infrastructure, and health can be
reduced and handled by improving education system in Pakistan. Education can also solve social issues
like Bara Dari system, Waders Culture, Chaudhary regime and slave mentality. The political issues like
battle for power by different politicians, lawlessness, fraud, corruption, religious riots, extremism,
processions to gain popularity, use of indecent remarks, no public service, no human investment to save
the lives of ignorant and deprived humans. Structural Development like transition from primitive
methodologies to modern strategies; Shifts from Agriculture to Industry, hand made tools to
mechanization, from physical conventional education system to Online Education and adoption of highly
sophisticated and up to the mark technology can only happen with the strong Education Policy and
implementation of country’s education system.
Pakistan, since its inception has failed to establish an education system which can fulfill the aspirations
of the general public. Being a developing country, Pakistan is facing multifaceted problems and issues in
the education sector. There are many issues prevalent and practiced in Pakistan’s Education System at
all levels of Education – primary, secondary – colleges or universities.
The educational institutions within the country are divided into following categories: (1) Pre-primary
School (2) Primary School (3) Middle School (4) High School (5) Higher Secondary (6) Inter-colleges (7)
Degree Colleges (8) Universities (9) Non-formal Basic Education (10) Education foundations (11)
Technical & Vocational Institutions (12) Teacher Training Institutions (13) Deena Madras
Pakistan’s schooling system consists of three main school types namely public sector schools, private
sector schools and Deena Madras. These are further divided as public and private mainly due to
curriculum and examination systems used in the schools and the language of instructions used by
teachers.
The Broad Categories on education level are:
School Education (Pre-primary – Class 12)
College Education (Degree Colleges Class 13-14)
University Education
The education system of Pakistan is comprised of 305,763 institutions accommodating 51,186,560 9
students and 2,073,433 teachers. The system is composed of 189,748 (62%) public institutions and
116,015 (38%) private institutions, which also include 31,115 Deena Madras. The public sector is serving
28.49 million (56%) students to complete their education while the remaining 22.70 million (44%) are
enrolled in the private sector of education. About 38 percent private educational institutions are
facilitating 44 percent of students showing a slightly higher per-institution enrolment ratio in the private
sector compared to the public sector.
There are a total of 186 universities & degree awarding institutions catering to the needs of higher
degree students in both public and private sectors of education. Out of these universities, 111 (60%) are
working under umbrella of public sector, whereas 75 (40%) are working in the private sector.
The total enrolment in the universities and degree awarding institutions is 1.576 million. Out of these
1.266 million (80%) students are enrolled in public sector whereas, 0.309 million (20%) students are
studying in private universities and degree awarding institutions. In the overall national scenario only
four percent students have access to university education. The total male enrolment in the universities
is 0.881 million (56%), whereas, the female enrolment is 0.695 million (44%) . There are 56,885 teachers
imparting higher education to the students in these universities. Universities in the public sector employ
38,011 (67%) teachers while those in the private sector have 18,874 (33%) teachers.
The significant issues of Education system are lack of Budget Allocation, lack of Policy Implementation,
Faulty examination System, Poor Infra Structure of Educational Institutions, Lack of Teacher’s quality,
low enrolment, Wayward and Directionless Education system, High scale drop outs, Increasing Political
Interference, Out dated curriculum, corruption, Poor Management and Supervision, lack of Uniformity,
lack of research, lack of faculty training and Development, Cost of Education, Terrorist Attacks, Cultural
Constraints, lack of Parent input, Widening gap between Educational Institutions and Community, lack
of Academia Industry Linkage program and Learning Crisis etc.
Education is the nurturing and nourishing force for the construction of strong and impressive societal set
up, prominent development and significant growth of the country. Education explores new dimensions
and polishes the hidden talent, potential, capabilities and strengths of individuals and redirect these
forces towards the rise of Pakistan as a powerful nation on the global horizon.
Quaid-e-Adam Muhammad Ali Jinnah envisioned Education System of Pakistan as the driving force
behind all the national goals. In the first National Education Conference held at Karachi. It was decided
that Education System will work according to the National aspirations of Pakistan and it will be truly
related to the needs of the people of Pakistan. The father of Nation said, “The magnificent goal of
Education sector will be to develop character of Pakistan, high sense of responsibility, social integrity,
selfless service to the Nation and morality on the part of the people of Pakistan.
Critical analysis of the problems and issues of education system in Pakistan.
These are the most dominant issues and problems of our Education System which needs to be
addressed and to find remedial solutions for these issues and put forward recommendations for the
positive change in our prevalent Education System.
1- Lack of uniformity
The Education System is not Uniform and is based on differentiated Education System like Public
Institutions, Private Institutions and Deena Madras. There has been accelerated polarization in the
Education System due to divisive Pakistani Education System. This has penetrated into cultural veins of
the Nation. The recent waves of Sectarianism and Terrorism are the consequences of this divisible
system. Polarized Education System has further divided society on political, economic and social grounds
instead of uniting people. This division is leading towards further segregation on linguistic and religious
levels and cutting knee deep the ideological foundation of the Nation.
2- Education without direction
A sound Education System is essential for every nation of the world. All nations develop their people or
human resources on the basis of rigorous focus on Education and Training. We have poor and direction
less education system with lack of cohesion and more prone towards general education without
creation of Skillful man power resulting into massive unemployment. It also results into massive
political, social, economic and cultural distress among people. There is no use of science and technology
in the education system. Students are unable to develop critical thinking, creativity, imagination,
reasoning, experimentation, innovation and invention
3- Outdated curriculum
We are still following the old fashioned and outdated Education System of rote memorization, cramming
the facts and figures without realizing the holistic development of individuals. The objective of
Education should be development of psychological, philosophical and sociological foundations of
Education. The present curriculum is not motivating learners for practical research and development,
scientific knowledge and reflective observation.
4- Lack of professional development of teachers
There are few training institutes but have lack of funds, lack of resourceful and trained trainers and
administers. There are no defined standards of training and development. The courses and trainings are
outdated, traditional without exposure to modern technology, motivation, quality of teachers and
enhancement of skills.
5- Lack of quality teacher
According to UNESCO report, the quality of educational institutions and teacher is low. The situation is
grimmer in remote parts of Punjab, Sindh, Baluchistan where there is non availability of teachers.
Teachers are not using new methods of teaching and learning, no lesson planning, old method of
cramming, no research, no use of libraries or internet, no book reading. Students are promoted to next
class on the basis of cramming and memorization of facts and figures without knowledge in depth, no
conceptualization, no understanding of topics in the books without relevance in schools.
6- Alarming dropouts
Lack of management and discipline in schools leads many students to drop out from school. This trend is
due to punishment in schools, poor parenting, lack of motivation, unattractive school environment, child
labor & poverty are also very significant reasons of huge drop out from schools, colleges and
universities. It shows that almost 30% of children enrolled in primary education. This trend has added to
low literacy rate in Pakistan.
7- Examination system
Students are evaluated on the basis of annual exams, semester wise assessments. Both quantitative and
qualitative exams should be introduced to judge the performance of students on comprehensive level
and exams should evaluate the student’s ability through various types of reliable assessments like case
studies, research papers, MCQs, Comprehensive subjective questions, Analytical questions to check the
conceptual understanding of students especially in higher classes (Rahman, 2011).
In Pakistan examination system is faulty and it tests only the memory of students, there is use of unfair
means, bribery, cheating, issuance of duplicate marks sheets, changes of marks, change of answer
sheets, impersonation. This present examination system has promoted rote memorization and
cramming. It has badly failed in producing critical thinking, analytical skills, learning, intellectual power
and visionary reflection in the students at all levels of education. It does not measure the strength,
achievements and performance of students (Qureshi, 1975).
Modular system of examination in Medical Universities is producing incompetent students with
insufficient knowledge of Anatomy which is the backbone of medicine studies. In modular system a
single paper for three subjects is given to students. Students prepare easy subjects to pass the exam and
leave the difficult and important subject of Anatomy for choice. Therefore, this method has tarnished
the strong foundations of learning and performing badly. Doctors produced with such type of
examination with lack of proper understanding of subject will not be able to serve the humanity
honestly and do the justice with their profession.
In our education system educational institutions are used as breeding grounds for political parties and in
colleges and universities these groups nurture. Students get benefits by being part of any political party
during exams. A list of students is provided to the teacher by the student leader to pass them in the
exam, admissions are given on the party basis, exams are marked and checked on party basis because
mostly teachers are also working for parties while sitting in educational institutions. During Board or
University exam by giving money to the invigilator, students are allowed to cheat in the exam, Students
throw question paper outside the window and one of the party rep climbs up the tree near the window
with Megaphone and starts dictating answers by calling up question numbers. Honest Teachers are
threatened and sometimes gunned and killed in case they are not willing to listen to the unfair demands
of the students of different parties.
Some of the teachers are also involved in malpractices. They leak the paper by charging handsome
amounts or solve the papers for students or allow students to solve the papers by cheating from books,
material or from some good student. In board exams, before submission of sheets to the board office
representative student is asked to write down correct answers. Teachers are themselves involved in
such political activities and award “F” grade to students who are not in their party.
In Russia there is no exam system like ours. Students study through out the year and at the end of year
teacher can ask any question from the book to pass the candidate and check his understanding &
knowledge of the subject.
8- Poor supervision standards
To monitor teaching and learning, poor and harsh standards of evaluation and punishment are used
which in some case leads to termination of jobs. At primary school level teacher’s evaluation is not
possible. Secondary Schools/Cambridge Schools are evaluated through Board exam results/CAIE results.
In college, again Board or University exam results are the criteria to judge the academic performance of
Student and Teacher’s teaching. Whereas, actually there is an increase in tuitions instead of relying on
School or College teaching. Students and their parents are compelled to go for tuitions due pressure of
good grades and admissions in good educational institutions. There are many tuition centers, coaching
centers, academies where the same teachers who were unable to impart quality education give quality
tuitions by charging heavy amounts and prepare students well to score good grades. The low salaries
demotivate them in their institutions to impart good education. In Universities students are given power
to evaluate teaching and their grading becomes part of an Annual Evaluation Report which is essential
for promotion or benefit of the faculty. This system is again polluted by involvement of computer
department staff, Student coordinators and by bribing students to give bad remarks about any teacher.
Some insincere and corrupt teachers mark students’ attendance and give them good marks, tell them
questions of exams and do immoral activities to get good evaluation from students. Teachers who are
honest and hard working are ranked low by students. Even at higher education institutions there is
lobbying and politics through which false evaluation against any faculty can be prepared to get rid of the
unwanted faculty by the management. So, in short, supervision system is more prone to harassment and
control over the teaching staff rather than providing proper guideline and training for the improvement
of teaching methodologies & strategies. (Rahman, 2011).
9- Internal and external influence
In Education sector external factors are coming outside the system through politicians and they bring
changes in the system to give favor to their families, relatives, friends etc. Internal factors are
bureaucratic manipulations (Masher, 2011).
There is great favoritism and Nepotism in cases of transfers, Appointments, Promotions, Salaries, Grades
& Work Stations. Due to this the basic Infrastructure of the Education System in Pakistan has been badly
affected (LOUIS, 1987).
10- Lack of resources
There are not proper Libraries with physical space for Students to Study. Books are not available, No
digital libraries, no computer Facility in the library especially in public sector colleges & universities. No
proper lighting, no AC, no Generators in case of power break down are available to make studies more
comfortable for the desirous and ambitious students. Class rooms are over-crowded, corridors are
flooded with students, Inadequate and Inefficient teachers, Laboratories without required apparatus &
equipment of practical learning have resulted into a situation of despair and low standard of Education
(Louis, 1987).
Q. No. 4 What measures were taken to achieve the objectives
of education policy 1972-80?
Since independence in 1947, a variety of documents were developed on National Education Policies as
guidelines on access, quality and governance in education sector of Pakistan;
•
National Education Conference (1947)
•
National Education Commission Report (1959)
•
The Education Policy (1972)
•
National Education Policy (1979)
•
National Education Policy (1992)
•
National Education Policy (1998-2010)
•
National Education Policy (2009)
•
Draft National Education Policy (2017)
Salient Features of the Education Policy (1979)
The primary objective of this policy was to “Islamize” education in Pakistan, and to develop a curriculum
more suited to national aspirations and a minimum level of literacy was to be ensured. The elitist, twotiered system of education was to be eradicated by directing government sponsored English medium
schools to adopt Urdu as a medium of education. Thus, the unfair advantage the students of English
medium schools had in the job market to be eliminated.
Another significant decision in the policy was the recognition of Madrassa, or Mosque school, as an
educational institution per se.
Salient Features of the Education Policy (1992)
The Education Policy 1992 was focused on the following;
1.
Achieving universal primary education, eliminating drop-out rates, and fulfilling the basic
learning needs by the year 2002.
2.
Encouraging involvement of the private sector for participation in the education system.
3.
Stressing women’s education.
4.
Raising the quality of an extensive in-service teachers’ training program.
5.
Diversification of vocational streams along with expansion of graduate and postgraduate level
courses.
6.
Reforming of examination system.
7.
Introducing computer education at school level.
8.
Encouraging community participation in educational affairs.
Salient Features of the National Education Policy (1998)
The main features of the Education Policy (1998-2010) are as under;
1.
Every child of six to twelve year age group will be in a school within five years.
2.
class at primary level shall be introduced as part of the effort to improve the achievement of
pupils.
3.
Access to elementary education shall be increased, through effective aid optimum utilization of
existing facilities and services, as well as provision of new facilities and services.
4.
Improving the quality, access and efficiency of elementary education.
5.
Strengthening, governance, management/planning, supervision, monitoring & evaluation.
6.
Ensuring financial sustainability of elementary education and also to build institutional capacity.
Salient Features of the National Education Policy (2009)
The policy document identifies policy actions in pursuit of two overarching objectives:
•
Widening access to education; and
•
Improving quality
It also speaks about the two important gaps:
•
Commitment and
•
Implementation.
Key Policy Actions identified are as follows:
1.
Provinces and Area Governments shall affirm the goal of achieving universal and free primary
education by 2015 and up to class 10 by 2025.
2.
Provincial and Area Governments shall develop plans for achieving these targets, including
intermediate enrolment targets and estimates of the required financial, technical, human and
organizational resources.
3.
The plans shall also promote equity in education with the aim of eliminating social exclusion and
promoting national cohesion. Greater opportunities shall be provided to marginalized groups of society,
particularly girls.
4.
To achieve the commitments of Government of Pakistan towards Education for All (EFA) and the
MDGs, inclusive and child-friendly education shall be promoted.
5.
Special measures shall be adopted to ensure inclusion of special persons in mainstream
education as well as in literacy and Technical and Vocational Education (TVE) programs.
6.
Governments shall improve provision of quality educational at all levels.
7.
National Standards for educational inputs, processes and outputs shall be determined. A
National Authority for Standards of Education shall be established. The standards shall not debar a
provincial and area government/organization from having its own standards higher than the minimum
prescribed standards.
8.
Provincial Governments and district authorities shall establish monitoring and inspection
systems to ensure quality education and service delivery in all institutions.
9.
Steps shall be taken to make provision of education relevant to the employability in market and
for promoting innovation in the economy.
10.
Universities and research institutes shall place greater emphasis on mobilizing research for
promoting innovation in the economy. The National Education Policy (2009) NPA to Accelerate
Education-Related MDGs, National Plan of Action Pakistan (2013-16).
11.
Educational inputs need to be designed with comprehension of the challenges and opportunities
related to globalization. Strategies shall be developed to optimize opportunities and minimize the
potential negative impacts.
Salient Features of Draft National Education Policy, 2017
Following the salient features of the draft National Education Policy;
1.
Provide free and compulsory education up to Matric in compliance with the provisions of Article
25 (A) of the Constitution.
2.
Meeting the learning needs of the child which include learning tools (literacy, numeracy,
problem solving and oral expression) and learning contents (knowledge, skills, value and attitude).
3.
Honor national and international commitments in education and literacy.
4.
Promote culture of research and innovation.
5.
Increase investment in education to 4% of GDP.
6.
Expand, strengthen and promote universal, comprehensive Early Childhood Education with an
objective to ensure holistic development of child to prepare for formal schooling.
7.
Achieve universal quality primary education covering all the three dimensions/ aspects of
universalization i.e. universal access/enrolment; universal retention; and universal achievement by
2020.
8.
Expand and strengthen the facilities and services for middle and secondary level education by
upgrading more primary schools to middle and secondary level.
9.
Expand and extend the existing non-formal basic education program to middle level (VI-VIII).
10.
Achieve the target of literate Pakistan through launching the country wide campaign of literacy
for all and through all.
11.
Re-introduce the quality technical and vocational education stream in selected schools at
secondary and higher secondary school level to comply with national TEVTA standards.
12.
Establish trade schools at sub-district and district level.
13.
Encourage, facilitate quality private sector education.
14.
time.
Achieve gender parity, gender equality and empower women and girls within shortest possible
15.
Improve the quality of education by introducing reforms of new initiatives in curriculum
formulation, textbook and instructional materials development, teacher training, examination and
assessment and monitoring and supervision.
16.
Recruit competent, capable and committed scholar-teachers purely on merit basis at all level of
education.
17.
Develop and implement National Curriculum Framework and National Standards for each
subject from Grade 1-12.
18.
Institutionalize new curriculum formulation, textbook development and review process in the
light of 18th Amendment in consultation with National Curriculum Council.
19.
Promote regulated and monitored Public-Private Partnership for educational development.
20.
Improve coordination at local, district, provincial, national and international levels in education
and literacy especially to achieve national and international commitments such as SDGs.
21.
Increase the investment in education by increasing the allocation, simplifying the procedures of
releases and expenditure and improving the absorptive capacity of the system.
22.
Professional finance staff to be hired at the district levels to monitor the effective, timely
utilization of funds according to the plans for increasing access upgrading the facilities and hiring of
teachers on merit.
23.
Support to Deena Madras to utilize their services for promotion of adult literacy and non-formal
basic education.
24.
Suggest effective mechanisms for implementation of education policy provisions. Educational
administrators at Federal and Provincial levels to be held accountable for failure in timely
implementation of policies and plans.
Q. No. 5 Make a comparison between annual and semester
system of examination system?
Examination is the integral part of teaching learning process in schools and is one of the key components
of curriculum as well. It is divided into annual and semester system and the former examination system
has been practicing in government schools across the country in general and in Gigot-Baltistan in
particular. Though, both systems carry benefits and pitfalls but semester examination system carries
more benefits than annual examination.
According to a comparative study carried out in Government Colleges of Management sciences
Peshawar by Aswan Yard Yousef in which many students from a given population were interviewed to
give opinion in favor or against the aforesaid system with arguments and reasons. After analyzing the
data more than 75% respondents of the total population in the research have opinionated in favour of
semester exam system due to the following reasons.
Through semester system students are continuously assessed and it is better for concentration and
learning. While under annual system, examination held at the end of each session /year, therefore most
of students does overburden academically. In semester system, examination held at the end of each
semester, as course outlines divided into semesters, therefore students prepare and perform better and
obtain better marks. On the other hand, under annual system, children mostly start preparation for
annual exam towards the end of the academic year which produces less impact with low marks and at
times failures in the annual exam.
However, semester system is costly as compared to annual exam, but it is important to give priority to
learning, rather than capital, therefore, the data analyzed above reveal and suggest to opt for semester
system examination. Therefore, annual exam should be replaced with semester system in government
schools across country.
Nevertheless, the Directorate of Education Gilgit-Baltistan finally decided to go for semester system
exam this year in Gilgit region comprising District Gilgit, Ghizer, Hunza, Nagar, Diamer and Astor. In this
connection, course outlines were also provided to each school from infant to 8th class. 1st term exam
comprising 50% marks will commence from 3rd September 2016 while final term exam will be
conducted on 6 the December 2016. Hence, new academic session will be started from 11th Feb 2017
and this routine will continue in future.
In short, unlike annual exam system planning and working pattern are different for students as they
have to curtail their leisure time particularly summer vacation and focus half of their course intensively
in order to appear in 1st quarter graded exam on 3rd September with full preparation. Teachers should
also prepare themselves to leave no stone unturned in delivering effective classroom practices and
guide students in accordance with examination pattern. And finally, parents should get aware of the
newly changed examination schedule and support and supervise their children accordingly.