Course: Secondary Education (827)

ASSIGNMENT No.1

SUBMITTED BY

Ammara Abbas

PROGRAMME: MA Education

Student ID: 0000263773

SEMESTER: Autumn2022

ALLAMA IQBAL OPEN UNIVERSITY

Islamabad
Q. No. 1 Write a note on education policy 1998-2010.
Ans-
Points and goals of Training and Islamic Instruction
Schooling and preparing ought to empower the residents of Pakistan to carry
on with their existences as per the lessons of Islam as set down in the Qur'an
and Sunnah and to teach and prepare them as a genuine rehearsing Muslim. To
develop a coordinated arrangement of public training by bringing Deeni
Madaris and present day schools nearer to each stream in educational plan and
the items in instruction. Nazira Qur'an will be presented as an obligatory part
from grade I-VIII while at optional level interpretation of the chose sections
from the Blessed Qur'an will be advertised.

Proficiency and Non-Formal Training

Destruction of ignorance through formal and casual means for development of

essential instruction through inclusion of local area. The ongoing proficiency
pace of around 39% will be raised to 55% during the initial five years of the
arrangement and 70% constantly 2010 Practical proficiency and pay age
abilities will be given to rustic ladies of 15 to 25 age gathering and fundamental
instructive offices will be given to working youngsters. Useful proficiency will
be granted to teenagers (10-14) who passed up a major opportunity the
opportunity of essential schooling. The current variations in essential schooling
will be decreased to half by year 2010.

Rudimentary Training

Around 90% of the kids in the age bunch (5-9) will be signed up for schools by
year 2002-03. Gross enrolment proportion at essential level will be expanded to
105% by year 2010 and Mandatory Essential Training Act will be proclaimed
and upheld in a staged way. Full usage of existing limit at the essential level has
been guaranteed by accommodating presentation of twofold change in existing
school of fundamentals training. Nature of essential schooling will be further
developed through changing educational programs, granting in-administration
preparing to the educators, raising passage capabilities for educators from
registration to transitional, reconsidering instructor preparing educational
plans, further developing administration and oversight framework and
improving the current assessment and evaluation framework.

Combination of essential and center level schooling in to rudimentary training

(I-VIII). Expanding investment rate from 46% to 65% by 2002-3 and 85% 2010
at center level. At the rudimentary level, an arrangement of nonstop assessment
will be embraced to guarantee fulfillment of least learning skills for working on
nature of training.
Secondary Education

One model secondary school will be set up at each district level. A definite
vocation or a career will be introduced at secondary level. It would be ensured
that all the boys and girls, desirous of entering secondary education, become
enrolled in secondary schools. Curriculum for secondary and higher secondary
will be revised and multiple textbooks will be introduced. The participation rate
will be increased from 31% to 48% by 2002-03. The base for technical and
vocational education shall be broadened through introduction of a stream of
matriculation (Technical) on pilot basis and establishment of vocational high
schools. Multiple textbooks shall be introduced at secondary school level.

Teacher Education

To increase the effectiveness of the system by institutionalizing in-service

training of teachers, teacher trainers and educational administrators through
school clustering and other techniques. To upgrade the quality of pre-service
teacher training programmes by introducing parallel programmes of longer
duration at post-secondary and post-degree levels i.e. introduction of programs
of FA/FSc education and BA/BSc education . The contents and methodology
parts of teacher education curricula will be revised. Both formal and non-
formal means shall be used to provide increased opportunities of in-service
training to the working teachers, preferably at least once in five years. A special
package of incentives package shall be provided to rural females to join the
teaching profession. A new cadre of teacher educators shall be created.

Technical and Vocational Education

To develop opportunities for technical and vocational education in the country

for producing trained manpower, commensurate with the needs of industry and
economic development goals. To improve the quality of technical education so
as to enhance the chances of employment of Technical and vocational
Education (TVE) graduates by moving from a static, supply-based system to a
demand-driven system. Revision and updating of curricula shall be made a
continuing activity to keep pace with changing needs of the job market and for
accommodating the new developments. Development of technical competence,
communication skills, safety and health measures and entrepreneurial skills etc.
shall be reflected in the curricula. Institution-industry linkages shall be
strengthened to enhance the relevance of training to the requirements of the job
market. Emerging technologies e.g. telecommunication, computer, electronics,
automation, petroleum, garments, food preservation, printing and graphics,
textile, mining, sugar technology, etc. greatly in demand in the job market shall
be introduced in selected polytechnics. A National Council for Technical
Education shall be established to regulate technical education.

Higher Education

Access to higher education shall be expanded to at least 5% of the age group

17-23 by the year 2010. Merit shall be the only criterion for entry into higher
education. Access to higher education, therefore, shall be based on entrance
tests. Reputed degree colleges shall be given autonomy and degree awarding
status. Degree colleges shall have the option to affiliate with any recognized
Pakistani university or degree awarding institution for examination and award
of degrees. To attract highly talented qualified teachers, the university staff will
be paid at higher rates than usual grades. Local M.Phil. and Ph.D programs
shall be launched and laboratory and library facilities will be strengthened.
Split Ph.D programs shall be launched in collaboration with reputed foreign
universities and at the minimum, 100 scholars shall be annually trained under
this arrangement. All quota/reserve seats shall be eliminated. Students from
backward areas, who clear entry tests, would compete amongst themselves. In
order to eliminate violence, all political activities on the campus shall be
banned.

Information Technology

Computers shall be introduced in secondary schools in a phased manner.

School curricula shall be revised to include recent developments in information
technology, such as software development, the Information Super Highway
designing Web Pages, etc
Library and Documentation Services
School, college and university libraries shall be equipped with the latest
reading materials/services. Internet connection with computer shall be given to
each library. Mobile library services for semi-urban and remote rural areas
shall be introduced.

Private Sector in Education

Encouraging private investment in education. There shall be regulatory bodies

at the national and provincial levels to regulate activities and smooth
functioning of privately-managed schools and institutions of higher education
through proper rules and regulations. A reasonable tax rebate shall be granted
on the expenditure incurred on the setting-up of educational facilities by the
private sector. Matching grants shall be provided for establishing educational
institutions by the private sector in the rural areas or poor urban areas through
Education Foundations. Existing institutions of higher learning shall be allowed
to negotiate for financial assistance with donor agencies in collaboration with
the Ministry of Education. Educational institutions to be set up in the private
sector shall be provided (a) plots in residential schemes on reserve prices, and
(b) rebate on income tax, like industry. Schools running on non-profit basis
shall be exempted from all taxes. Curricula of private institutions must conform
to the principles laid down in the Federal Supervision of curricula, Textbooks
and Maintenance of Standards of Education Act, 1976. The fee structure of the
privately managed educational institutions shall be developed in consultation
with the government.

Q. No. 2 Write a detailed note on specific objectives of secondary level of

education in Pakistan.
Ans-
Following the primary education from ages 5 to 9 is the 3-year Middle School
(sixth to eighth grades for children ages 10 to 12), a 2-year secondary school
(ninth and tenth grades culminating in "matriculation") and higher secondary
or "intermediate"—eleventh and twelfth grades). Some accounts, including
official reports, include the post-primary Middle School as part of the
"secondary" stage. On the other hand, some include the "Intermediate" or
"Junior College" as part of the "secondary" distinguishing it as "higher
secondary."
In 1991, there were 11,978 secondary schools with an enrollment of 2.995
million students and 154,802 teachers with a student-teacher ratio of 19:l.
Because of the relatively low enrollment at the primary education level and high
dropout rates at the Middle School (see the section on Preprimary & Primary
Education), the Seventh and Eighth Five Year Plans substantially augmented
allocations at the primary and Middle School levels. The government also
sought to decentralize and democratize the design and implementation of the
education strategy by giving the parents a greater voice in running school. It
also took measures to transfer control of primary and secondary schools to
nongovernmental Organizations (NGOs).

There is a major qualitative difference between government-run schools and

"public" schools (public in the British usage, which means real exclusive, elite
schools). These charge very high fees affordable only by the economically
topmost level of the society, probably no more than five percent of the families,
some of whom prefer to send their children to even more exclusive schools in
the Western world, notably, Great Britain. Such "public" schools are mostly
located in major cities and in the "hill stations" and attract children from the
wealthy and the powerful including the higher levels of bureaucracy and the
military. They generally prepare students for the Cambridge Examination,
maintain excellent facilities including laboratories and computers and highly-
trained teachers. Thanks to economic growth of the country including foreign
trade, employment in multinationals and according to some, higher levels of
corruption, the number of families which can afford the high fees of the "public"
schools has been increasing since the 1960s. It is also considered a mark of
high status to have one's children admitted to such schools because of the
possibility that it may result in developing contacts which may be useful in their
future careers. There are, therefore, tremendous pressures on such schools for
admission. There were also "socialistic" pressures. In 1972, following the rise
of Zulfikar Bhutto to power, some of these "public" schools were compelled to
reserve one-fifth of their places for students on academic merit basis, thus
helping the less affluent to get into such schools.

The bulk of the secondary schools come under the aegis of the Ministry of
Education. They follow a common curriculum, imparting a general education in
languages (English and Urdu ), Pakistan Studies, Islamiyat and one of the
following groups: Science, "General" or Vocational. The Science group
includes Mathematics, Physics, Chemistry and Biology; the "General" group
includes Mathematics or Household Accounts or Home Economics, General
Science and two general education courses out of some 40 options. The
Vocational group provides choices from a list of commercial, agricultural,
industrial or home economics courses. There are also "non-examination"
courses such as Physical Exercise of 15-20 minutes daily and Training in Civil
Defense, First Aid and Nursing for a minimum of 72 hours during grades 9 and
10.

The Secondary School Certificate Examination (SSCE) taken at the end of the
tenth grade is administered by the government's Board of Intermediate and
Secondary Education. Admission to the "intermediate" colleges and Vocational
schools is based on score obtained at the SSCE. The grading system is by
"divisions" one to three. In order to be placed in the First Division, a student
must score a minimum of 60 percent of the total of 1000 "marks;" those
obtaining 45 to 59 percent are placed in the Second Division ; and those getting
between 264 and 499 out of 1000 are placed in the Third Division, while below
264 are declared failed. For those accustomed to U.S. grading, these norms
would appear low. Those in the First Division would compare favorably with A
students in American schools.

Secondary education should provide the learner with opportunities to:

1. acquire necessary knowledge, skills and attitudes for the development of

the self and the nation
2. promote love for and loyalty to the nation
3. promoter harmonious co-existence among the peoples of Kenya
4. develop mentally, socially, morally, physically and spiritually
5. enhance understanding and respect for own and other people's cultures
and their place in contemporary society
6. enhance understanding and appreciation of interrelationships among
nations
7. promote positive environmental and health practices
8. build a firm foundation for further education and training
9. develop ability for enquiry, critical thinking and rational judgment
10. develop into a responsible and socially well adjusted person
11. promote acceptance and respect for all persons
12. enhance enjoyment in learning
13. identify individual talents and develop them
14. build a foundation for technological and industrial development
15. develop into a self-disciplined individual who appreciates work and
manages time properly
Q. No. 3 What is the difference between curriculum and syllabus? What is
the importance of curriculum in any system of education?
Ans-
The curriculum contains the overall content as provided by an education board
for a particular course spanning across a stipulated time period. Whereas
the syllabus explains the summary of different topics covered or units that will
be taught in a specific subject or discipline under that particular course.

Syllabus Vs Curriculum: Key Differences

Syllabus vs Curriculum Curriculum Syllabus

Meaning A set of guidelines of the A document that has all the
different academic contents information about different
and chapters that are topics or concepts that need
covered during a program to be covered for a particula
offered by a particular subject.
educational institution.
Nature Prescriptive Descriptive
Structured For Complete Course Each Subject Under the Cou
Changes Cannot be easily changed Can be easily changed
Determined By Administration of College, Exam Board
Institute or School or the
Government
Scope Wide Narrow
Uniformity Uniform for all the teachers Different from one
teacher to another
Term Duration Until the course lasts A fixed-term,
can also be a year

 Curriculum remains prescriptive in nature as its structure needs to be

followed in the specified manner while syllabus is more descriptive and
flexible in nature and can be covered in a non-prescriptive manner.
 Curriculum is meticulously designed by the school or college
administration while syllabus gets created by teachers by the
educational board.
 Curriculum stays the same for every teacher while syllabus can differ
and it can be covered in a distinctive manner as per their own individual
teaching style.
  Another important point of difference between syllabus vs curriculum is
that the term curriculum originated from Latin “curricule” which
means to run or course. On the other hand, the term syllabus finds its
origins in the Greek “sittuba” meaning title slip or label.
 Curriculum encompasses more extensive scope than syllabus. This is
because syllabus remains confined to a particular
subject while curriculum provides the structure for the whole course.
 Syllabus is only provided for a year while the curriculum covers
the whole course.
 Curriculum contains all the subjects and outlines how they will be
studied during the course while syllabus is more detailed version for
each subject under the course.

Syllabus and Curriculum PPT

The Differences between Syllabus and Curriculum from mardiatun nisa

What is Syllabus?

“Learning is not attained by chance, it must be sought for with ardour and
attended to with diligence.” – Abigail Adams.

In simple terms, a syllabus is a document containing the information about the

different topics or the portion that needs to be covered for a particular subject
or a course. This document is determined by the board of examination and
created by different professors. While forming a syllabus, the professors ensure
that the fundamentals of a particular subject or course are added in a unique
combination of theoretical and practical learning methods. A syllabus is
provided to students and teachers at the beginning of an academic session.

Discussing syllabus vs curriculum, it’s important to understand that the

syllabus of a subject is considered as a guide for the subject teacher as well as
the students. It helps the students understand the subject in detail and why it is a
part of their course. It also helps students to anticipate what is expected from
them and the consequences in case of failing the subject. It also contains the
general policies, rules, topics to be covered, instructions, assignments, test
dates, projects, etc.

What is Curriculum?

A Curriculum is basically a set of guidelines for different academic contents

and chapters that are covered in a specific program offered by a particular
school or college. However, it covers the attitude, manner, knowledge,
behaviour, performance, manner and the different skills that students will
develop throughout the academic period. Also, for the differences between
syllabus vs curriculum, the latter deals with different teaching methods,
assignments, lessons, mental and physical exercises, assessments, presentations,
learning objectives, test series, etc.

Generally, a curriculum is well-planned and carefully designed by educational

institutions or the government. Focusing on the overall learning experience
provided by a course, it emphasizes essentially on the mental and physical
development of the students.

Relationship between Curriculum, Syllabus and Textbook

There is a close and interrelated relationship between Curriculum, Syllabus and

Textbooks because these three are essential component of an academic session.
Let’s understand this relationship in further detail:

 Curriculum defines the intricate structure of how the syllabus, teaching

periods and prescribed study materials would be, syllabus includes all
the chapters and topics in detail along with the reference books, study
guides and further academic instructions and then textbook follows all
the essentials mentioned in both curriculum and syllabus for an academic
semester or year.
 Lesson plans for a certain subject are part of the curriculum, but detailed
in terms of chapters and topics in a syllabus while further studied
through textbooks.
 The more structured a curriculum is, the syllabus will be more simpler
and easy to cover with the help of textbooks.
 When it comes to formulation of these three, the curriculum and syllabus
are constituted by the education board and teachers while textbooks are
created by academic authors and publishers as per the curriculum and
syllabus.
 The curriculum is provided for a whole year, the syllabus is for a certain
academic session like a semester and textbooks differ as per the syllabus
for each session as well as the curriculum for each year.

What is the difference between syllabus and curriculum?

Syllabus and curriculum both are important terms used in reference to an
educational program but they have different meanings. A curriculum is a
combination of topics, subjects or activities that are to be included in an
educational program. Whereas, the syllabus covers portions of topics in a
particular subject.

What type of curriculum is syllabus?

Here is the origin of both these words:
Syllabus
Syllabus is a Greek term
It is a set of a subject
It is descriptive in nature
It’s scope is narrow

Curriculum
Curriculum is a Lain term
It is a set of a course
It is Perspective in nature
It’s scope is wide

What is curriculum and syllabus design?

Syllabus design and curriculum development are the 2 terms used in language
teaching. The syllabus is a specific set of the content of course and list of topics
which are to be covered in a subject. While syllabus design or curriculum is the
process of development of the entire syllabus.

What is the difference between curriculum syllabus and scheme of work?

These 3 terms are highly interlinked and interdependent. Scheme of work is
derived from syllabus and syllabus is derived from the curriculum. A curriculum
enlists the topics, activities and subjects covered in an academic program.
These topics and activities become the syllabus for a particular subject and then
gets divided into terms or semesters. The subtopics you cover in a particular
term are actually scheme of work.

Thus, educational terms like syllabus and curriculum seem similar but have
different elements and definitions. Once you comprehend the key points of
syllabus vs curriculum, you will see the academic plan of a program or a course
in an entirely different manner. If you are confused about any other educational
terms or are looking for career guidance, Leverage Edu experts can assist
through every step from profile and interest analysis to help you settle down in
the country of your choice. Call today for the best career advice.

Q. No. 4 What is the background of National Testing Service?

Ans-
National Testing Service (NTS) is an Organization in Pakistan that conducts a
cademic performance evaluation tests. It is similar to Educational Testing Servi
ce (ETS) in the US. NTS offers two main types of tests, the National Admission T
est (NAT) and the Graduate Assessment Test (GAT). NAT is aimed at students s
eeking admission to colleges and universities. GAT is aimed at graduates seekin
g admission to postgraduate education. NTS exams are also used to determine q
ualifications of students seeking advanced study abroad.[1]
NTS is a Member of the International Association for Educational Assessment,
USA (IAEA). It is recognized by the Higher Education Commission of Pakistan
(HEC). The NTS was developed to ensure quality educational standards in Paki
stan and to "provide a national scale for comparative grading between institute
s",[2] consolidating examination boards under one administrating body.[3] Accor
ding to Shahid Siddiqui, director of The Centre for Humanities and Social Scien
ces at the Lahore School of Economics, tests implemented prior to the developm
ent of the NTS were criticized as not accommodating socio-
cultural differences, resulting in a need for "an indigenous testing service that s
hould design and develop testing materials within an indigenous context".[4] Pro
minent Pakistani institutions like Bahauddin Zakariya University (BZU) and Ce
nter for Advanced Studies in Engineering (CASE) have made it compulsory for s
tudents seeking admission to have cleared tests conducted by NTS.[5][6]
Contents
 1 History
 2 Criticism
 3 References
 4 External links
History
Controversy erupted in 2007 following the mandating of NTS testing, first anno
unced by Khalid Maqbool, Governor of Punjab, with regards to admission to un
iversities and later set aside by the government unless the laws regarding univer
sity admission were amended.[7][8] Criticism included allegations that the servic
es were inconvenient to access and prohibitively expensive to economically chal
lenged students.[8][9] Maqbool called for input from the vice-
chancellors of Punjab's public universities on 4 June.[10] That year, each univer
sity department was permitted to set its own entrance requirements, with six of 6
4 departments at Punjab University electing to utilize tests from NTS.[11][12] In O
ctober 2007, the vice-
chancellor of Punjab University, Muhammad Arif Butt, endorsed the use of NTS
testing in all departments of the university.[13] NTS director Dr. Haroon Rashee
d said that no tuition centres are associated with the service and NTS exams wil
l not be out of course.[14]
Criticism
NTS has sought to establish a national educational standard for Pakistan but at
the same time as a organization cannot and has not catered to the regionally div
erse Pakistani nation. NTS resources are geographically restricted and both qu
antitatively and qualitatively limited. As stated by interface -
an educational consultancy. Accessed Mar 16, 2010.</ref> Its contention as an
independent NGO can also be challenged as it is affiliated with numerous regul
ar testing centers of Comsats (as semi-Government body or inter-
Governmental organization)
& Public / Governmental education Institutions for their entrance / admission e
xams. A recent controversy of regular operational error has also arisen for Phd
. assessment tests. The credibility / irresponsibility on the part of NTS officials h
as disqualified the candidates from applying in MPhil/PhD programs at public
and private sector institutes because under HEC rules, they do not have any pro
of of clearing the test.[15] The overall process lacks credibility & transparency d
ue to the un-
disclosed nature of alternative processes for any participants, when they do not
fall in the norms of the operating procedure (i.e. errors / loop holes) due to com
plexities that arise from multifarious of socioeconomic nature of challenges in p
resent day environment of Pakistan.[16][17] [18] Unfortunately, the NTS manageme
nt have even been caught and identified as plagiarizing test questions and are in
directly controlled by Higher Education Commission of Pakistan (HEC)

Q. No. 5 Discuss growth points in teaching approaches in the perspective

of secondary education.
Ans-
The term teaching method refers to the general principles, pedagogy and
management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you — your educational
philosophy, classroom demographic, subject area(s) and school mission
statement.

Teaching theories can be organized into four categories based on two major
parameters: a teacher-centered approach versus a student-centered approach,
and high-tech material use versus low-tech material use.
Interested in developing your skills as a teacher? Explore online education
short courses designed to give you an in depth understanding of various skills in
teaching.
Teacher-Centered Approach to Learning

Taken to its most extreme interpretation, teachers are the main authority figure
in a teacher-centered instruction model. Students are viewed as “empty
vessels”External link:open_in_new who passively receive knowledge from their
teachers through lectures and direct instruction, with an end goal of positive
results from testing and assessment. In this style, teaching and assessment are
viewed as two separate entities; student learning is measured through
objectively scored tests and assessments.
Learn more about the different teaching styles that use a teacher-centered
approach.

Student-Centered Approach to Learning

While teachers are still an authority figure in a student-centered teaching
model, teachers and students play an equally active role in the learning process.
The teacher’s primary role is to coach and facilitate student learning and
overall comprehension of material, and to measure student learning through
both formal and informal forms of assessment, like group projects, student
portfolios, and class participation. In the student-centered classroom, teaching
and assessment are connected because student learning is continuously
measured during teacher instruction.

Learn more about the different teaching styles that use a student-centered
approach.

High Tech Approach to Learning

Advancements in technology have propelled the education sector in the last few
decades. As the name suggests, the high tech approach to learning utilizes
different technology to aid students in their classroom learning. Many
educators use computers and tablets in the classroom, and others may use the
internet to assign homework. The internet is also beneficial in a classroom
setting as it provides unlimited resources. Teachers may also use the internet in
order to connect their students with people from around the world.