ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

ASSIGNMENT NO.1

PROGRAM: B.Ed. (1.5 YEARS)

COURSE NAME: Secondary Education (8624)

COURSE CODE:(8624)

STUDENT INFORMATION

NAME: LARAIB ASLAM

REG.NO:0000623050

SEMESTER: SPRING (2024)

TUTOR INFORMATION

TUTOR NAME: Dr. Abdul Basit Rana

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Q.1. Explain the scheme of studies of secondary education level. As a learner,
which subjects do you think are important to include in existing scheme
of studies at secondary level. (20)

Secondary Education
In British India, the structure and curricula of secondary education were
mandated by British colonial rule. After independence, Pakistan then developed
its own Boards of Intermediate and Secondary Education (BISE) which were
tasked with developing and conducting final examinations at the ends of grades
9 to 12. Admission requires completion of middle school. Consists of two years
education (grades 9 and 10) followed by two years of higher-secondary
education. Compulsory subjects include Urdu, English, Islamic education (civics
for non-Muslim students), and Pakistan studies along with both required and
elective courses in the specific stream. The exams are conducted by one of the
Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level:

According to the Constitution of Pakistan, curriculum development is the domain

of the federal government. Curriculum development up to intermediate level is
the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in
accordance with the curriculum developed by the committees. Developed after
extensive analysis of the previous curriculum to bring desired changes in teaching
and learning. Assessment patterns (development and evaluation) together with
recommendations for teacher training were included in the curriculum.
Grading Scale at Secondary Level:

The Secondary School Certificate (SSC) is examined in two parts at the end of
grades 9 and 10 and is awarded upon passing the final SSC exam at the end of
grade 10. The exam is graded on the 0-100 scale. The minimum passing grade in
each subject is 33 percent. The final grade average is typically converted into a

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letter grade. Students are examined in eight subjects. Those who fail more than
two subjects must repeat the school year.
Figure:

Letter Grade Numerical Range Descriptor WES Equivalency

A+ 80-100 Exceptional A

A 70-79 Excellent A

B 60-69 Very Good B

C 50-59 Good C

D 40-49 Fair D

E 33-39 Satisfactory E

F 0-32 Fail F

Figure1. Pakistan's Secondary Grading System

Scheme of Studies for Secondary Education Level

1. National Education Policy

The national education policy shapes the foundation of secondary education by

establishing clear guidelines, standards, and objectives that must be met by all
educational institutions. Key elements include:

• Curriculum Development: The curriculum is designed to meet the

educational goals outlined by the national education policy, ensuring a
standardized and comprehensive education across the country. It includes core
subjects like Mathematics, Science, Language Arts, and Social Studies, as
well as electives that allow students to explore their interests.
• Quality Assurance: The policy mandates regular assessments and evaluations
to ensure that schools maintain high standards of teaching and learning. This

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includes standardized testing, school inspections, and teacher evaluations.

• Inclusivity and Accessibility: Efforts are made to ensure that education is

inclusive and accessible to all students, regardless of their socio-economic
background, gender, or location. This includes providing resources for
students with disabilities and implementing programs to reduce educational
disparities.
Task work in this area is undertaken with active participation of the provincial
government, research organizations, and experts; as well as feedback from the
Inter Board Committee of Chairmen (IBCC). This collaboration ensures that the
education policy is practical, relevant, and responsive to regional needs and
challenges.

2. Market Demand

Preparing students for the job market is a critical aspect of secondary education.
The scheme of studies addresses market demand by focusing on:

• Skill Development: The curriculum incorporates vocational training,

technical education, and career-oriented courses that equip students with
practical skills. Subjects such as Information Technology, Business Studies,
and Engineering are offered to align with industry requirements.
• Career Guidance and Counseling: Schools provide career guidance services
to help students understand job market trends, career options, and the skills
needed for various professions. This includes internships, apprenticeships, and
partnerships with local businesses.
• Entrepreneurship Education: Encouraging entrepreneurial thinking and
skills is essential to meet market demand. Programs and courses that teach
students about starting and managing their own businesses are included in the
curriculum.

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The development and implementation of these programs involve close
cooperation with industry leaders, local businesses, and economic experts.

The provincial government and research organizations provide data and insights
into labor market trends, ensuring that the education system is responsive to
current and future job market needs

3. Global Issues that Relate to New Education Dimensions

Incorporating global perspectives and addressing contemporary issues are vital

for preparing students for a rapidly changing world. This involves:

• Global Citizenship Education: The curriculum includes topics such as

human rights, environmental sustainability, and global interdependence.
Students learn about international relations, cultural diversity, and the
importance of global cooperation.
• Digital Literacy: As technology becomes increasingly important, digital
literacy is a crucial part of the curriculum. Students are taught how to use
digital tools effectively, understand cybersecurity, and stay safe online. This
includes coding, data analysis, and other ICT skills.
• Innovative Pedagogies: Embracing new educational approaches such as
project-based learning, flipped classrooms, and collaborative learning. These
methods encourage critical thinking, creativity, and problem-solving skills.

• Sustainability Education: The curriculum integrates principles of

sustainability, teaching students about renewable energy, conservation, and
the impact of human activities on the environment. This prepares them to
address global challenges related to climate change and resource management.

Task work in this area involves collaboration with international education bodies,
environmental organizations, and global experts. Feedback from the IBCC helps

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to adapt global best practices to the local context, ensuring that the education
system remains relevant and competitive on a global scale.

By focusing on these three key factors, the scheme of studies for secondary
education aims to provide a holistic, relevant, and forward-looking education that
equips students with the knowledge and skills necessary for personal and
professional success in a globalized world.

As a Learner: Important Subjects to Include in the Existing Scheme of

Studies at Secondary Level

As a learner, there are several subjects that I believe are essential to include in the
existing scheme of studies at the secondary level to ensure a well-rounded and
relevant education:

1. Financial Literacy

Understanding personal finance, budgeting, saving, investing, and managing debt

are crucial skills for life. Including financial literacy in the curriculum would help
students make informed decisions about their finances and prepare them for
financial independence.

2. Environmental Science

Given the growing importance of sustainability and environmental conservation,

a dedicated subject on environmental science would educate students about
climate change, renewable energy, conservation practices, and the impact of
human activities on the planet.

3. Coding and Computer Science

In an increasingly digital world, proficiency in coding and a solid understanding

of computer science are invaluable. This subject would teach students about

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programming languages, algorithms, and the principles of computer operations,
preparing them for careers in technology and other fields that require technical
skills.

4. Media Literacy

With the prevalence of social media and digital information, media literacy is
essential. This subject would help students critically evaluate information
sources, understand media influence, and develop skills to create responsible and
ethical digital content.

5. Health and Wellness

A comprehensive health and wellness curriculum would cover physical health,

mental health, nutrition, fitness, and stress management. This subject would
promote healthy lifestyles and well-being among students, equipping them to
make informed health choices.

6. Critical Thinking and Problem-Solving

While these skills are often integrated into existing subjects, a dedicated course
on critical thinking and problem-solving would provide structured opportunities
for students to develop analytical, logical reasoning, and decision-making skills
through various exercises and real-world scenarios.

7. Entrepreneurship Education

Expanding on the existing focus on entrepreneurship, a more comprehensive

subject could cover topics such as business planning, marketing, financial
management, and innovation. This would encourage students to think creatively
and explore entrepreneurial opportunities.

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8. Global Studies

A subject dedicated to global studies would provide students with a deeper

understanding of international relations, global cultures, geopolitical issues, and
the interconnectedness of the modern world. This would foster global awareness
and cross-cultural understanding.

9. Art and Design

Including art and design as core subjects would nurture creativity and aesthetic
appreciation. Students would explore various forms of artistic expression, design
principles, and the role of art in society, enhancing their creative and innovative
thinking.

10. Ethics and Civic Education

A course on ethics and civic education would teach students about moral
philosophy, ethical decision-making, civic responsibilities, and the functioning
of government and legal systems. This would promote responsible citizenship
and ethical behavior.

Incorporating these subjects into the existing scheme of studies would provide
students with a diverse and comprehensive education that addresses both current
and future needs. It would prepare them to navigate the complexities of the
modern world, contribute meaningfully to society, and achieve personal and
professional success.

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Q.2. Explain the difference in educational scenario before and after 18th
amendment. What is the process of curriculum and textbook development.

The 18th Amendment to the Constitution of Pakistan, enacted in April 2010,

brought significant changes to the country's education sector by devolving power
from the federal government to the provincial governments. This decentralization
aimed to give provinces more control over their educational policies, curricula,
and administration. Here's a detailed comparison of the educational scenario
before and after the 18th Amendment, along with the process of curriculum and
textbook development in Pakistan.

Educational Scenario Before the 18th Amendment

Before the 18th Amendment in Pakistan, the educational landscape was centrally
managed and coordinated by the Federal Ministry of Education (FMoE). The
process of curriculum and textbook development was highly centralized, with
significant oversight and control exercised by the federal government. Here’s an
overview of the scenario using specific headings:

1. Federal Ministry of Education (FMoE) Responsible for Formulating

Education Policy

The FMoE was the primary authority responsible for the formulation of national
education policies. This meant:

• Centralized Policy Making: The FMoE developed educational policies that

were implemented uniformly across all provinces.
• Standardization: Policies aimed to ensure a consistent and standardized
educational framework throughout the country.
• Funding and Resource Allocation: The federal government, through the
FMoE, allocated funds and resources to provincial education departments,
influencing how education was administered and managed locally

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2. Ministry Played Role in Coordination

The FMoE facilitated coordination among provincial education departments,

ensuring coherence and consistency in educational practices. This involved:

• Inter-Provincial Coordination: The FMoE acted as a central body to

harmonize educational efforts among provinces.
• Standardization and Quality Assurance: The ministry worked to maintain
consistent educational standards and quality across different regions.
• National Examinations: Oversight of national examinations to ensure that
students across the country were evaluated on the same criteria.

3. Education was on the Concurrent List

Education being on the concurrent list meant shared responsibility between

federal and provincial governments. This included:

• Shared Legislative Authority: Both levels of government had the authority

to legislate on educational matters.
• Federal Oversight and Provincial Implementation: While provinces
implemented educational policies, the federal government provided guidelines
and oversight.
• Coordination Challenges: The dual control sometimes led to discrepancies
and challenges in policy alignment and implementation.

4. Key Role of FMoE as Described in the Rules of Business 1973

The Rules of Business 1973 outlined specific roles and responsibilities for the
FMoE, emphasizing its central role in managing education. These included:

• Formulation of National Education Policy: The FMoE was responsible for

creating and updating the national education policy, setting the direction for

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education across Pakistan.

• Collection of Vital Statistics: The ministry collected and maintained essential

educational statistics, which informed policy decisions and planning.
• Diagnose System & Performance Issues: Identifying systemic issues and
performance gaps within the education sector and implementing measures to
address these problems.
• Development of Physical & Financial Norms: Establishing standards for
physical infrastructure and financial management in educational institutions.
• Implementation and Monitoring of the Public Sector Development
Program (PSDP): Overseeing educational projects and initiatives under the
PSDP to ensure effective resource utilization and goal achievement.
• Authority of Finalization of Curriculum and Books Rested with FMoE:
The FMoE had the final authority over curriculum and textbook development,
ensuring content met national standards.

KEY FEATURES:

• University Grant Commission (1976) looked after higher education named as

HEC in 2002.
• National Institute of Science and Technical Education (NISTE) regulated
technical education in Pakistan.
• IBCC (1976) was established to promote uniformity across the country under
FMoE.
• The provincial department of education was headed by Minister of education,
secretary, and provincial directorate.

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Educational Scenario After the 18th Amendment

The 18th Amendment to the Constitution of Pakistan significantly altered the

distribution of power between the federal and provincial governments,
particularly in the education sector. Here’s an overview of the changes:

1. 18th Amendment to the 1973 Constitution Revised the Power Distribution

Between Center and Provinces

The 18th Amendment, passed in 2010, was a landmark constitutional change that
aimed to decentralize power, giving more autonomy to the provinces. This
revision was intended to promote provincial independence and address the unique
needs of each region more effectively.

2. Legislative and Executive Jurisdiction Has Shifted from Center to

Provinces

With the amendment, the legislative and executive jurisdiction over various
sectors, including education, shifted from the federal government to the
provincial governments. This shift allowed provinces to take control of their
educational policies, planning, and implementation.

3. Major Changes Post-18th Amendment

a. Introduction of Article 25-A

• Right to Education: Article 25-A was introduced, making education a

fundamental right. It mandates that the state shall provide free and compulsory
education to all children aged 5 to 16 years.

b. Removal of Concurrent List

The abolition of the Concurrent List resulted in significant shifts of authority:

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• Curriculum and Syllabi: Provinces gained the authority to design and
implement their own curricula and syllabi, allowing them to tailor education
to their specific cultural and regional needs.
• Educational Planning and Policy: Provinces assumed responsibility for
educational planning and policy-making, enabling localized and context-
specific strategies.
• Centers of Excellence and Standards: Provinces were empowered to
establish centers of excellence and set their own educational standards.
• Islamic Education: The control of Islamic education also shifted to the
provinces, allowing for regional adaptations in teaching Islamic studies.

c. New Entries in the Federal Legislative List

Certain functions remained under federal jurisdiction, now managed by the

Council of Common Interests (CCI):

• Regulatory Authorities: Regulatory authorities established under federal law

continued to operate under the mandate of the CCI, ensuring nationwide
standards and regulations.
• Higher and Technical Education Standards: The federal government
retained the authority to set standards for institutions of higher and technical
education, ensuring consistency and quality across the country.
• Interprovincial Matters and Coordination: The CCI was tasked with
addressing interprovincial matters and ensuring coordination among
provinces on educational policies and standards.

d. Omission of 6th and 7th Schedule

• 6th Schedule: The omission of the 6th Schedule, which previously authorized
the president to take over private schools and colleges (Article 268(a)),
removed federal control over private educational institutions.

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• 7th Schedule: The 7th Schedule (Article 270(a)) was amended, allowing
ordinary legislation to change the statutes of specific universities, such as
Agha Khan University, National College of Textile Engineering, and Lahore
University of Management Sciences. This change provided these institutions
with greater flexibility and autonomy.

Comparison of Pre & Post 18th Amendment

Subject Pre 18th Amendment Post 18th Amendment

Right to Education Recognized but not Free education till the age of
justiciable 16 year

Policy & Planning Concurrent legislative Provincial legislative list

list

Curriculum do Do

Higher Education Concurrent list Federal legislative list Part-2

Technical Education NISTE Do

Greater Role Federal Provinces

Main Feature No free education & Introduction of article 25-A

and removal of concurrent
Concurrent list
list

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Process of Curriculum and Textbook Development

1. Centralized Curriculum Development

• Policy Framework: The FMoE established a policy framework for

curriculum development, aligned with national education objectives.
• Curriculum Committees: Expert committees and subject specialists were
appointed by the FMoE to develop and review the curriculum.
• Approval and Standardization: The proposed curriculum was reviewed and
approved by the FMoE, ensuring it met national standards and objectives.

2. Textbook Development

• Content Creation: Textbooks were created based on the approved

curriculum. Authors and subject matter experts were commissioned by the
FMoE.
• Review and Approval: Draft textbooks were reviewed by committees
comprising educational experts and FMoE officials.
• Finalization and Distribution: Once approved, textbooks were finalized,
published, and distributed to schools across the country, ensuring uniformity
in educational content.

3. Monitoring and Feedback

• Implementation Monitoring: The FMoE monitored the implementation of

the curriculum and use of textbooks in schools to ensure adherence to
standards.
• Feedback Mechanism: Feedback from schools, teachers, and other
stakeholders was collected to make necessary revisions and updates to the
curriculum and textbooks.

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Conclusion

Before the 18th Amendment, the Federal Ministry of Education (FMoE) played
a pivotal role in shaping and managing Pakistan’s education system. It was
responsible for formulating national education policies, coordinating efforts
among provinces, and overseeing curriculum and textbook development.
Education being on the concurrent list meant that both federal and provincial
governments had roles in education, but the FMoE had significant authority and
control, ensuring standardized educational practices across the country. The 18th
Amendment later shifted more control to the provinces, changing the centralized
approach that had been in place.

Q.3 Explain the major functions of Federal Directorate of Education. Draw

the Organizational Structure of Federal Directorate of Education.

Federal Directorate of Education was established in 1967 as an attached

department of Federal Ministry of Education with the responsibility to provide
educational facilities to the children of Federal Government employees and the
residence of Islamabad and its adjoining rural areas.

Functions of the Federal Directorate of Education (FDE)

The Federal Directorate of Education (FDE) plays a crucial role in shaping the
educational landscape of Pakistan. Its functions are driven by a mission to create
and maintain an educational environment that fosters the overall development of
students, prepares them for global challenges, and instills a sense of community
service. The key functions of the FDE are detailed below under the specified
headings:

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Tap Innate Potential of Students

1. Curriculum Development:

• Designing and updating curricula that cater to the diverse intellectual

capabilities of students.
• Introducing innovative teaching methods to stimulate critical thinking and
creativity.

2. Extracurricular Activities:

• Organizing sports, arts, and science competitions to provide platforms for

students to showcase and hone their talents.
• Encouraging participation in national and international academic contests.

3. Individual Attention:

• Implementing policies that support personalized learning, including special

programs for gifted students.
• Ensuring adequate teacher-student ratios to provide focused attention.

4. Technology Integration

• Utilizing modern educational technologies to enhance learning experiences

and access to information.
• Facilitating online resources and digital classrooms to broaden learning
opportunities.

Nurture Core Values with Due Regard to Socio-Cultural Moorings

1. Value-Based Education:

• Incorporating moral and ethical education into the curriculum to promote

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 integrity, respect, and responsibility.

• Teaching the importance of cultural heritage and traditions.

2. Cultural Programs:

• Hosting cultural festivals and events that celebrate the diverse cultural
landscape of Pakistan.
• Encouraging students to participate in activities that promote cultural
awareness and appreciation.

3. Community Engagement:

• Engaging students in community projects that reflect socio-cultural values.

• Collaborating with local communities to create educational content that
respects and promotes cultural identities.

4. Inclusive Education:

• Ensuring education is accessible to all, regardless of socio-economic status or

cultural background.
• Promoting equality and inclusion in educational institutions.

Develop Dynamic and Productive Pakistanis Capable of Competing in the

Evolving International Scenario

1. Skill Development:

• Offering vocational and technical training programs to equip students with

practical skills.
• Emphasizing STEM (Science, Technology, Engineering, and Mathematics)
education to prepare students for future careers.

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2. Global Competence:

• Teaching foreign languages and international studies to enhance global

awareness.
• Facilitating exchange programs and international collaborations.

3. Career Counseling:

• Providing guidance and counseling services to help students make informed

career choices.
• Organizing job fairs and internship opportunities to bridge the gap between
education and employment.

4. Continuous Professional Development:

• Ensuring teachers and staff receive ongoing training to stay updated with
global educational trends.
• Encouraging research and innovation in teaching practices.

Inculcate the Spirit of Community Service (through Scouting and Girl

Guiding)

1. Scouting and Girl Guiding Programs:

• Promoting scouting and girl guiding as part of the curriculum to foster

leadership and teamwork skills.
• Organizing camps, workshops, and community service projects through these
programs.

2. Volunteerism:

• Encouraging students to participate in volunteer work to develop a sense of

responsibility towards society.

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• Recognizing and rewarding contributions to community service.

3. Social Responsibility Projects:

• Initiating projects that address local community needs, such as environmental

conservation, health awareness, and education drives.
• Partnering with NGOs and other organizations to expand the impact of
community service initiatives.

4. Leadership Training:

• Providing leadership training programs to empower students to take initiative

in community service.
• Creating platforms for students to lead and manage community projects.

By focusing on these functions, the Federal Directorate of Education aims to

create a holistic educational environment that not only prepares students for
academic and professional success but also nurtures their moral and civic
responsibilities.

ORGANIZATION STRUCTURE OF FEDERAL DIRECTORATE OF

EDUCATION

The Federal Directorate of Education (FDE) is a key body under the Ministry of
Federal Education and Professional Training in Pakistan. It is responsible for
overseeing educational institutions in the Islamabad Capital Territory (ICT) and
ensuring the implementation of educational policies and standards. Here is an
overview of its organizational structure:

1. Director General (DG)

The Director General (DG) is the head of the FDE, responsible for overall

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management, administration, and strategic direction. The DG ensures that the
policies set by the Ministry of Federal Education and Professional Training are
effectively implemented.

2. Additional Directors General (ADGs)

Supporting the DG are the Additional Directors General (ADGs) who oversee
specific areas within the FDE’s jurisdiction. These may include:

• ADG (Administration): Manages administrative functions, human resources,

and general services.
• ADG (Academic): Oversees academic programs, curriculum implementation,
and teacher training.
• ADG (Finance and Planning): Handles budgetary matters, financial
planning, and resource allocation.

3. Directors

Directors are responsible for various departments within the FDE, each focusing
on a specific aspect of educational management. Key directorates include:

• Directorate of Schools: Manages primary and secondary schools, ensuring

they meet educational standards.
• Directorate of Colleges: Oversees higher secondary schools and colleges,
focusing on higher education and pre-university education.
• Directorate of Special Education: Provides and manages education for
children with special needs, ensuring inclusive education.
• Directorate of Curriculum and Teacher Education: Develops and
implements curricula and conducts teacher training programs.
• Directorate of Planning and Development: Handles the planning and
development of educational projects and infrastructure.

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4. Deputy Directors and Assistant Directors

Under each directorate, there are Deputy Directors and Assistant Directors who
manage more specific functions and tasks. They ensure that the policies and plans
developed by the directors are executed effectively at the operational level.

• Deputy Director (Schools/Colleges/Special Education/Teacher

Education): Manages day-to-day operations and administration within their
respective domains.
• Assistant Director (Administration/Finance/Planning): Supports the
Deputy Directors in administrative, financial, and planning activities.

5. Section Officers and Support Staff

Section Officers and support staff handle the clerical and support functions
necessary for the smooth operation of the FDE. They ensure that documentation,
communication, and administrative tasks are carried out efficiently.

6. Field Offices

The FDE has field offices located in various sectors of the Islamabad Capital
Territory (ICT). These field offices ensure localized management and
administration of educational institutions within their sectors. Field offices are
headed by Area Education Officers (AEOs) who report to the respective directors.

Summary of the Organizational Structure

1. Director General (DG)

2. Additional Directors General (ADGs)
3. Directors
4. Deputy Directors and Assistant Directors
5. Section Officers and Support Staff

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6. Field Offices

This structured approach enables the FDE to manage and oversee a large number
of educational institutions effectively, ensuring they meet the educational
standards and policies set forth by the federal government.

Figure:

The structure of federal directorate of education is described through organogram

Figure 2. organizational structure of federal directorate of education

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Q.4 Discuss the main differences between public and private secondary level
schools.Explain the process of curriculum development in Pakistan at
secondary level.

Main Differences Between Public and Private Secondary Level Schools

In Pakistan, the education system is divided into public and private sectors, each
with distinct characteristics. Here are the main differences between public and
private secondary level schools in Pakistan:

1. Funding and Financial Resources

a) Public Schools:
• Funded by the government through federal and provincial budgets.
• Offer free or very low-cost education, making it accessible to a broader
segment of the population.
• Often face budget constraints, leading to limited resources and facilities.

b) Private Schools:

• Funded through tuition fees, donations, and private investments.

• Tuition fees can vary widely, from relatively affordable to very high,
depending on the school's reputation and facilities.
• Generally have better financial resources, allowing for superior facilities,
teaching aids, and extracurricular activities.

2. Curriculum and Educational Approach

a) Public Schools:

• Follow a standardized curriculum set by the government, such as the

curriculum developed by the Federal Ministry of Education or provincial
education boards.

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• Less flexibility in adapting the curriculum to local needs or global trends.
• Emphasis on rote learning and standardized examinations.

b) Private Schools:

• Have the flexibility to design and implement their own curriculum, often
incorporating international curricula such as O-Level, A-Level, or the
International Baccalaureate (IB).
• Focus on innovative teaching methods, critical thinking, and holistic
education.
• Often include a broader range of subjects and extracurricular activities.

3. Facilities and Resources

a) Public Schools:

• Facilities can be basic, with limited access to modern technology, libraries,

and science laboratories.
• Often face issues of overcrowding and lack of maintenance.
• Resources and infrastructure vary significantly depending on the location and
funding.

b) Private Schools:

• Typically offer better facilities, including well-equipped classrooms,

computer labs, libraries, and sports facilities.
• Invest in modern technology and teaching aids to enhance the learning
experience.
• Maintain smaller class sizes, allowing for more individualized attention.

4. Teacher Qualifications and Professional Development

a) Public Schools:

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• Teachers are usually required to have specific qualifications and government
certifications.
• Professional development opportunities are available but may be limited due
to budget constraints.
• Salaries and benefits are standardized and determined by government pay
scales.

b) Private Schools:

• Can hire teachers based on their own criteria, which may include higher
qualifications or specialized skills.
• Offer more professional development opportunities and training programs.
• Often provide competitive salaries and benefits to attract and retain qualified
teachers.

5. Student Population and Diversity

a) Public Schools:

• Serve a diverse student population from various socioeconomic backgrounds.

• Enrollment is typically based on geographic catchment areas, leading to a mix
of students from different communities.
• May face challenges related to socioeconomic disparities and inclusivity.

b) Private Schools:

• Tend to serve students from more affluent families who can afford the tuition
fees.
• Selective admission processes can lead to a more homogeneous student body.
• Some private schools may offer scholarships to promote diversity and
inclusivity.

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6. Governance and Accountability

a) Public Schools:

• Governed by government bodies at the federal and provincial levels.

• Subject to regulations, policies, and oversight by education authorities.
• Decision-making can be slow due to bureaucratic processes.

b) Private Schools:

• Governed by private boards of trustees or management committees.

• Operate with greater autonomy, allowing for quicker decision-making and
implementation of policies.
• Accountability is primarily to parents, students, and private stakeholders.

7. Extracurricular Activities

a) Public Schools:

• Offer a range of extracurricular activities, though the variety and quality can
be limited by budget constraints.
• Programs are generally accessible to all students, fostering community
engagement.

b) Private Schools:

• Provide a wider array of high-quality extracurricular activities, including

sports, arts, clubs, and international trips.
• Often have specialized coaches and instructors for various activities.
• Encourage holistic development through diverse extracurricular opportunities.

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Conclusion
In Pakistan, public and private secondary level schools offer different educational
experiences based on their funding, curriculum, facilities, teacher qualifications,
and overall environment. Public schools provide affordable education to a diverse
population but often face resource constraints and adherence to a standardized
curriculum. Private schools, on the other hand, offer better facilities, more
flexible curricula, and a focus on holistic development, but their higher tuition
fees can limit accessibility. The choice between public and private schooling
depends on various factors, including financial considerations, educational goals,
and personal preferences.

Difference between public and private secondary level schools

1 Aspect Public Schools Private Schools
2 Funding Government-funded, free Funded by tuition fees,
or low-cost education donations, and private
investments
3 Financial Limited, dependent on Generally better, with
Resources government budgets superior facilities and
resources
4 Curriculum Standardized government Flexible, often including
curriculum international curricula (e.g.,
O-Level, A-Level, IB)
5 Educational Emphasis on rote learning, Focus on innovative teaching
Approach standardized exams methods, critical thinking,
holistic education
6 Facilities Basic, limited access to Well-equipped classrooms,
modern technology, labs, libraries, sports facilities
libraries
7 Class Sizes Often large, leading to less Smaller class sizes, allowing
individualized attention for more individualized
attention
8 Teacher Government certifications Own hiring criteria,
Qualifications required, standardized pay competitive salaries, often
higher qualifications
9 Professional Available but limited by More opportunities for
Development budget constraints professional development and
training
10 Student Diverse, various More affluent families,
Population socioeconomic selective admissions,
backgrounds scholarships for diversity

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 11 Governance Governed by Governed by private boards,
federal/provincial greater autonomy in decision-
education authorities making
12 Accountability To government bodies, To parents, students, private
regulations, public stakeholders
oversight
13 Extracurricular Limited variety, Wide range of high-quality
Activities community engagement activities, holistic development
14 Resource Often faces resource Adequate resources for
Allocation constraints maintenance, development,
and technology

Process of Curriculum Development in Pakistan at the Secondary Level

The curriculum development process at the secondary level in Pakistan is a

structured and collaborative effort involving various stakeholders and stages.
Here is an overview of the process, using the specified headings:

FIGURE:

Teacher training.

Development of
textbook,
Implementation
instructional
material.

Process of
curriculum
development

Development of
Curriculum
syllabus of each
objectives.
subject.

Development of
scheme of
studies.

1. Developing Objectives

Objectives for the curriculum are derived from multiple sources to ensure they
are comprehensive and relevant:

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• National Level Seminars: Experts, educators, and policymakers participate
in seminars to discuss and formulate educational objectives. These discussions
ensure that the objectives are aligned with current educational trends and
societal needs.
• Recommendation of the National Education Policy: The objectives are
shaped by the guidelines and recommendations outlined in the National
Education Policy, which provides a framework for educational standards and
goals.
• Research Studies: Empirical research studies are conducted to identify the
educational needs and challenges. These studies help in formulating objectives
that are evidence-based and meet the requirements of modern education.
• Inter Board Committee of Chairmen (IBCC): The IBCC plays a crucial
role in harmonizing and standardizing educational objectives across different
boards and provinces, ensuring consistency and quality.

2. Development of Scheme of Studies

The scheme of studies is developed based on three key factors to ensure it is

comprehensive and relevant:

• The National Education Policy: The scheme is aligned with the national
education policy to ensure it meets the country's educational goals and
standards.
• Market Demand: The scheme takes into account the skills and knowledge
required in the job market, ensuring that students are prepared for future
careers.
• Global Issues: The scheme incorporates global educational trends and issues
to provide students with a well-rounded education that prepares them for a
globalized world.

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3. Development of Syllabus

The syllabus for each subject is developed to meet specific criteria:

• Based on the Needs of Learners: The content of the syllabus is designed to

meet the educational needs and interests of students, ensuring it is relevant and
engaging.

• Content Focused on Attaining Objectives: The syllabus content is selected

to ensure that it effectively helps students achieve the defined educational
objectives. This includes specifying learning outcomes and appropriate
instructional strategies.

4. Textbook Development

The process of textbook development involves several steps to ensure the creation
of high-quality instructional materials:

• Establish a List of Textbook Writers: A list of qualified and experienced

textbook writers is compiled.
• Invitations to Writers: Invitations are sent to these writers, requesting them
to submit material that aligns with the syllabus parameters.
• Selection of Material: Submitted materials are reviewed, and selections are
made based on the relevance and quality of the content.
• Transformation into Textbooks: The selected material is then transformed
into textbooks, ensuring it is comprehensive, accurate, and pedagogically
sound.

5. Teacher Training

Teacher training is a critical component of the curriculum development process:

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• Teacher's Guide: Each textbook is accompanied by a teacher's guide to assist
educators in effectively delivering the content.
• Training Programs: Assistance is provided to provincial governments in
training master trainers, who then train other teachers. These programs focus
on modern teaching methods, classroom management, and assessment tech.

6. Implementation

The implementation of the curriculum involves several steps to ensure it is

effectively put into practice:

• Policy and Planning: Detailed implementation plans are developed,

including timelines, responsibilities, and guidelines for schools and teachers.
• Resource Allocation: Adequate resources, including financial, human, and
material resources, are allocated to support the implementation process.
• Monitoring and Evaluation: Mechanisms are established to monitor the
implementation process and evaluate its effectiveness. Feedback from
teachers, students, and other stakeholders is collected to make necessary
adjustments and improvements.

Conclusion

The curriculum development process at the secondary level in Pakistan is a

comprehensive effort that involves developing clear objectives, creating a
relevant scheme of studies, developing detailed syllabi, producing high-quality
textbooks and instructional materials, providing robust teacher training, and
ensuring effective implementation. This structured approach aims to provide a
high-quality education that meets the needs of students and prepares them for
future challenges.

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Q.5.Explain the different theoretical approaches of curriculum
development. Being a prospective teacher which approach you like the
best and why.

Curriculum Development can be defined as the systematic planning of what is

taught and learned in schools as reflected in courses of study and school program.
A curriculum is a plan for learning to achieve specific goals. These plans can take
various forms. They are made into official documents, as guides for teachers
Curriculum development is the process of setting up and establishing specific
guidelines of instruction for the curriculum. Curriculum development "
Curriculum development encompasses how a 'curriculum is planned,
implemented, and evaluated, as well as processes and procedures are involved.
Curriculum models "Curriculum models help designers to systematically map out
the rationale for the use of particular teaching, learning and assessment
approaches.
Figure:

Elements in a
curriculum

The syllabus: Choice

The Process: the The participants: the
of topics & resources
teaching methods and students and tutors
(content of the
learning activities on the programme
programme)

Curriculum Theory

Curriculum theory and theorizing may be characterized as being a rather

formative condition, for essentially there are generally accepted and clear-cut
criteria to distinguish curriculum theory and theorizing from other forms of

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writing in education.

Philosophies of education, according to Frankeman are either analytical or

normative. That is the reason, they are essentially attempting to describe,
discriminate, and establish meanings for terms, or they are essentially sets of
statements about what should or should not be included in education and what
should or should not be done during the educational process.

Curriculum theorists have found such neat categories difficult to parallel, since
the concerns of curriculum at sometimes must be related to what is learned by
persons. Thus, curriculum always has action implications with a broad directional
concern for outcomes. Under these circumstances, one is always involved in
assumptions and implicit statements which could be classified at various times
and places as ontological axiological, and epistemological. Concern for the nature
of human “being,” value theory, and the nature of knowledge are intricately
interwoven in action contexts. But in many ways curriculum theorizing can be
conveniently categorized as oriented toward statements about knowledge,
statements about the curriculum realities, and statements about valued activity.

Theoretical Approaches to Curriculum Development

Curriculum development involves various theoretical approaches, each with its

own philosophy and methodology for designing educational programs. Here, we
will explore four major approaches: the Behavioral Approach, the Managerial
Approach, the Systems Approach, and the Humanistic Approach.

1. Behavioral Approach

The Behavioral Approach to curriculum development is grounded in behaviorist

theories of learning, particularly those proposed by B.F. Skinner. This approach
emphasizes observable and measurable outcomes and is characterized by:

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• Clear Objectives: Defining specific, measurable objectives that students are
expected to achieve.
• Task Analysis: Breaking down learning tasks into smaller, manageable
components.
• Reinforcement and Feedback: Using positive reinforcement to encourage
desired behaviors and providing immediate feedback.
• Assessment and Evaluation: Measuring student performance against
predefined objectives through tests and assessments.

Prospective Teacher Perspective:

• Strengths: Provides clear guidelines and measurable outcomes, ensuring

accountability and standardization.
• Limitations: Can be overly rigid, focusing too much on rote learning and
memorization rather than critical thinking and creativity.

2. Managerial Approach

The Managerial Approach views curriculum development as an organizational

process, similar to business management. It focuses on efficient planning,
implementation, and evaluation of the curriculum. Key features include:

• Planning and Coordination: Emphasizing the need for careful planning and
coordination among various stakeholders.
• Leadership and Administration: Highlighting the role of educational leaders
and administrators in guiding and supporting curriculum development.
• Resource Allocation: Ensuring that resources (time, money, materials) are
effectively allocated to achieve curriculum goals.
• Monitoring and Evaluation: Continuously monitoring and evaluating the
curriculum to ensure it meets educational standards and goals.

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Prospective Teacher Perspective:

• Strengths: Promotes systematic and organized curriculum development,

ensuring efficient use of resources.
• Limitations: May overlook the individual needs of students and the
importance of creativity and flexibility in teaching.

3. Systems Approach

The Systems Approach to curriculum development applies systems theory to

education, viewing the curriculum as an interconnected and interdependent set of
components. It involves:

• Holistic Perspective: Considering all elements of the educational system

(students, teachers, content, context) and their interactions.
• Feedback Loops: Using continuous feedback to make adjustments and
improvements in the curriculum.
• Integration and Alignment: Ensuring that all components of the curriculum
are aligned with educational goals and standards.
• Comprehensive Evaluation: Assessing the effectiveness of the curriculum as
a whole, rather than in isolated parts.

Prospective Teacher Perspective:

• Strengths: Encourages a holistic view of education, promoting coherence and

alignment among different curriculum components.
• Limitations: Can be complex and difficult to implement, requiring significant
coordination and collaboration.

4. Humanistic Approach

The Humanistic Approach, influenced by theorists like Carl Rogers and Abraham

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Maslow, emphasizes personal growth and self-actualization. Key features include

• Learner-Centered: Focusing on the needs, interests, and experiences of

individual students.
• Holistic Development: Promoting the overall development of the student,
including emotional, social, and intellectual growth.
• Experiential Learning: Encouraging learning through experience, reflection,
and self-discovery.
• Intrinsic Motivation: Fostering a love for learning and intrinsic motivation
rather than relying on external rewards and punishments.

Prospective Teacher Perspective:

• Strengths: Supports the development of the whole person, encouraging

creativity, critical thinking, and a love for learning.
• Limitations: Can be less structured and harder to measure, requiring a more
flexible and adaptive approach to teaching.

FIGURE:

Behavioral
Approach

Theoretical
Humanistic approaches to Managerial
Approach curriculum Approach
development

Systems
Approach

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 Preferred Approach: Humanistic Approach

As a prospective teacher, I prefer the Humanistic Approach for several reasons:

1. Learner-Centered Focus

The Humanistic Approach places students at the center of the learning process,
acknowledging their unique needs, interests, and experiences. This makes
learning more relevant and engaging for students.

2. Holistic Development

This approach emphasizes the overall development of students, including their

emotional, social, and intellectual growth. It prepares students not just for
academic success but for life.

3. Encourages Creativity and Critical Thinking

By promoting experiential learning and self-discovery, the Humanistic Approach

encourages students to think critically, solve problems creatively, and develop a
deeper understanding of the world around them.

4. Fosters Intrinsic Motivation

By focusing on intrinsic motivation and a love for learning, this approach helps
students become lifelong learners who are curious and motivated to explore new
ideas.

5. Flexibility and Adaptability

The Humanistic Approach allows for flexibility in teaching methods and content,
enabling teachers to adapt to the diverse needs and interests of their students.

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Conclusion

While each theoretical approach to curriculum development has its strengths, the
Humanistic Approach stands out for its focus on the whole student, promoting
not just academic success but also personal growth and a love for learning. As a
prospective teacher, this approach aligns with my goal of creating a dynamic,
engaging, and supportive learning environment that meets the needs of all
students.

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