8/20/2022

Assignment No 2 Semester 2nd Spring, 2022

Subject: Secondary Education

Course code: 8624

Programme: B. Ed (1.5 year)

Allama Iqbal Open University Islamabad

Submitted to:

Submitted by:

Roll no:
Question No 1. Discuss the important Features of textbooks and
Examination System. Also give suggestions for improving the both.
 Textbooks:
According to the Collins English Dictionary (1998), “textbook” is a book used as a
Standard source of information on a particular subject. . While answering the question,
“What is a textbook? Hamilton (1990) in “Paradigm – a Journal of the Textbook
Colloquium” argues that a textbook may be any book or a book substitute, including
Hard-covered or paperback books, workbooks designed to be written in and used up,
Certain newspapers, news magazines and manuals which a student is required to use as a
Text or a text-substitute in a particular class or programme as a primary source of study
Material intended to implement a major part of the curriculum. What constitutes a school
Text book is a debatable point of discussion in the literature. Questions have been raised
Such as whether the material in school and local library are text books or reference
books. Similarly it can also be asked whether the novel that had been studied in different
classes Are text books or not. Warren’s (1981) answered to such questions by providing
the Definition, “a text books is printed instructional material in bound form, the contents
of Which are properly organized. (p.43).From the above discussion we conclude that text
Book is the reflection of the decision taken by the curriculum developers.
Textbooks in educational institutions have been the authority on the subject matter and
Essential tools for the subjects, as well as guidance in the methods and procedures to be
Followed by the teacher and the student. Textbook is the most commonly used
Instructional material because it is the cheapest and the best source of graded instruction
And practical exercises, a convenient source of material for discussion and study and a
Helper for unskilled teacher in class management, enabling him not to bother about
Duplicated exercises and dictated directions.
 Criteria for the Selection of Books
a) Significance to an organized field of knowledge:
The content in the subject matter should belong to the broad areas of knowledge for
the Purpose providing broader basis of understanding of the world. Since the school
Curriculum should also deal with the specialization as well as broad areas of knowledge,

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There should be general areas of knowledge and core curriculum with specialized
Knowledge (Mamidi and Ravishankar, 1986).
Therefore, the curriculum should consist of a number of carefully selected principles,
Ideas and concepts, which constitute the basic core of a subject matter.
b) Does the subject matter stand the test of survival?
The status of knowledge also needs to be considered while selecting the content. The
Information which is tested and tried and which can be applied to the present day
Situation only should be selected. According to Hilda Taba (1962) the knowledge
should Be valid and significant to the extent that it reflects the contemporary scientific
Knowledge. The information should also stand the test of survival. Such useful
Information should be identified and included in the curriculum.
c) Utility of the subject content:
The content of the curriculum has often become the target of severe criticism by one
and All in the society. It is mostly criticized for the heavy load of information which has
no Relevance to the pupils, for deadwood of information which has no utility, which is
full of Facts, dry and arid, the learning of which encourages rote memorization or
cramming, Without leaving any scope for intelligent reasoning.
d) Interest and ability:
One should also consider factors like interest, aptitudes and abilities of pupils while
Selecting the content. Unless the content is interesting to the pupils, there will not be any
Learning at all. Interest depends upon the aptitudes and grasping capacity of the pupils. It
Is again a matter of age and intelligence of the pupils. The theories of learning and
Intelligence in educational psychology throw much light on the factors that develop
Interest among the pupils. Selection of content suitable to the understanding capacity of
The pupils will result in efficient learning.
e) Growth and development of a democratic society:
This concept also includes social development and assumes that the social change,
which Is taking place very rapidly, should be controlled and directed towards desirable
Directions. A careful selection of the content that can build knowledge and abilities is
Required to deal intelligently with the problems associated with social change. This

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Includes controlling the development of fissiparous tendencies among the pupils and
Other antisocial behavior that creates chaos and confusion in the society, and
Development of social values among pupils.
 Review the Approval Textbooks review parameters
National review committee comprises on five or six members:
 At least one expert form the syllabus Formulation Committee.
 Two subject experts.
 Two school teachers
 Textbooks review parameters:
 The books truly reflect the curriculum.
 It meets the objectives stated in the curriculum.
 Book does not contain any material against Islamic and Pakistani ideology.
 In case of approval, textbook is sent for publishing and distribution.
 In case of objection, complaints are relayed with revision recommendations.
 There are several obstacles affecting the quality and effectiveness of curriculum
Development process in Pakistan.
 Lack of subject area expert.
 Textbook often do not reflect the curriculum
 Lack of follow-up of actual curriculum implementation
 Curriculum often different from the official curriculum documentation
 Features of textbooks
More experienced teachers delve into the vocabulary pool trying to hit that perfect
balance (not too little – not too much) that will keep their students occupied yet
motivated.
My experience in the book business has taught me in more ways than one that
grammar and vocabulary are essential, but they are usually not what makes a textbook
successful.

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 The greatest book printing firms create the best books. They have the necessary
certifications and qualifications to produce textbooks for schools and institutions. When
looking for a decent book, it’s also a good idea to see whether the book printing company
is reliable to make sure you’re getting the greatest deal.
What matters most is not ‘what’ but ‘how’. Having that in mind, I advise the savvy
teacher to try a different road.
The characteristics of good textbook that I recommend looking for first are as
follows:

1. Free space:
Young students don’t read; they browse. That’s because they spend most of their time
reading from screens, be it their TV, laptop, tablet or smartphone.
So don’t expect them to focus on a text-rich page and read it from top to bottom.
Because their eyes are going to wander.
Empty spaces work like rest areas for the eyes. They help you focus on the good stuff.
Characteristics of a good textbook: pen on open book
In ten years’ time your students won’t remember the title of the textbook, but they
will remember the names of the main characters.
2. Visuals:
No matter what the age of the target audience is, a modern textbook must have
visuals. Outstanding visuals.
Why, you may ask. Because Apple does. And Sony. And Disney. And Pixar. Because
that’s who you are competing against when you are fighting for your students’ attention.
Consider also the increasing number of students with learning difficulties such as
dyslexia. Images break up the text and make it more readable. Students with dyslexia,
who may struggle with reading, they often excel in visual thinking. You can consult the
relevant bibliography.

3. Age-appropriate material:

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 When selecting textbooks for pupils, various factors must be considered, including
their age and degree of interest. Take a look at the people in the photos in the book. Do
they look like your students? Could they be in your class?
What about the topics? Are the meanings easy to grasp? Would they make your
students want to read on?

And finally, the fonts. Are they the same size as your students’ handwriting? If the
answer to all questions above is yes, then the textbook is just right for your students’ age.
4. Well-balanced textbook design:
There is nothing more off-putting to students and teachers alike than a cluttered page.
It shows that the author tried to cram everything into a tiny space because they had no
clue what to prioritize. And this is a huge red flag.
When in doubt, go for the simplest form. Look for books with a clear and consistent
unit structure. Count the number of font types used in a single page: one or two is ideal,
three or more and it gets tiring.
The same goes for columns: a single text column is most pleasing to the eye, two or
more should better be left to newspapers.
Of course, a decent textbook will last a long time. As a result, purchasing one with a
hardcover is strongly advised. Hard-bound books have a long shelf life and are well-
protected from wear and tear. They have a lot of color photos that stick out on the
website. Hard-bound textbooks also look nice on the bookshelf or the coffee table. They
have a professional feel and look to them, and they make a statement.
Final point: activities that start in one page and run over to the next are completely
out of the question.
5. Textbook storyline:
Everybody loves a good story. But it needs to be well-written. In other words, it must
have a setting, characters, a plot, a climax, and a resolution.
To increase learners’ memory abilities, sentence structure, spelling, and grammar,
select textbooks with compelling tales for reading and class discussion. Consider picking
storybooks by well-known authors, both historical and contemporary. Young brains will
be able to learn from the finest writers of the past in this way. They’ll learn about the

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imaginative and fantastic adventures of famous tales like Mark Twain’s Huckleberry
Finn.
In ten years’ time your students won’t remember the title of the textbook, but they
will remember the names of the main characters. Hopefully.
In conclusion, textbook evaluation is a lengthy process. The above characteristics of
textbook are just a quick and easy way aiming to take some of the weight off the
shoulders of busy teachers.
 Examination:
The term “examination” is derived from the term “examen” which means the tongue
of a balance, and it is ordinarily used to denote a systematic test of knowledge or skill,
which is carried out under the authority of some public body or conducted by the teacher
themselves (Wilbrink, 1997). It measures the students’ capabilities against a required
standard and determines his skill of answering the questions under the conditions
imposed upon him by the examiner. Examinations tend to check whether the prescribed
objectives are obtained or not. Whether the students has grasp full command over the
contents of education or not, whether the selected method of teaching is fully worked or
not. Thus the examination system remained an integral part of our teaching learning
process.
 Internal and External Examination:
At present different examination systems are used in our country to test the mental
ability of the students, to evaluate the work of students and to promote the students in
next grades. But three systems of examinations are commonly used in our country i.e.
internal system of examination, external system of examination and combination of
internal and external system of examination. The examination which is conducted by the
educational institutions themselves or examination which is conducted by the teachers
themselves, in order to assess the progress and achievements of their students at different
stages in their course is called internal examination. The examination which is
conducted by the external agencies or the examination which is conducted by outside
authority, having no direct relation with teaching of the examinee, sets questions and
evaluates the answers is called external examination.
 Examination system in Pakistan:
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 Pakistan is governed under the Islamic, Democratic, Federal Constitution of 1973 and
the governance extends to four autonomous provinces: Punjab, Sindh, Khyber
Pukhtunkhwah and Baluchistan. Education in Pakistan is essentially a provincial affair;
however, certain educational functions are the responsibility of the Federation via the
Federal Ministry of Education. Examinations in Pakistan are a legacy of the past,
inherited from the British system. Following the model of the University of London, an
external final examination, called matriculation was instituted at the end of the high
school stage in the 1880s (Shirazi, 2004). It was initially administered by the London
University. After the establishment of universities in Bombay, Calcutta and Madras in
the1857 the matriculation examination was conducted by these universities. Major
features of management and conduct of examinations replicated the University of London
examination. Matriculation became a gateway to government service and an entrance to
higher education with the promise of a lucrative job throughout life.
Another factor which consolidated the hold of external examinations was the system of
financial grants-in-aid which was first adopted for the institutions of primary, secondary
and higher education, based on the principle of „payment by results‟ the amount of grant
to be given to an institution depended upon its results in external examinations. The
Indian Education Commission (1882) observed that „the system makes examinations the
main object of the thought of pupils and teachers alike‟. Thus the examination came to
dominate the curriculum and teaching process. It became the main objective of the
primary cum secondary school education (GoP, 1971).
The Hartog Committee (1929) exposed the myth of the middle (Grade VII)
certificate and matriculation then set a standard of achievement. It rather served both an
immediate qualification for service and as a gate to further education. The Committee
further observed that the lure of government service through matriculation was still
potent. However various curriculum reforms in the preindependence period failed to
dislodge the hold of the external examination. It still holds sway in full force in all the
regional Boards of Intermediate and Secondary Education (BISE) and in universities.
Since a degree or certificate was a key to a job and further education, the pressure to get a
degree somehow or the other intensified. The inadequacies of the pedagogy, lack of

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proper teachers, poor infrastructure all culminated in encouraging unfair means for
getting the certificate/degree (Nurullah and Naik, 1951).
 Post-independence (after 1947):
The function of the external examination and assessment did not change with
independence and subsequent developments over the years have strengthened the hold of
examinations and assessments in the education system of the country. Immediately after
independence, the vacuum created by the departure of Hindus and the need for manning
the increasing number of administrative posts further reinforced the position of internal
and external examinations and the degree or certificate became the most sought-after
document. In 1947 there was no Board of Intermediate and Secondary Education in the
country. Later on in 1950 Karachi BISE was established and in 1954 the Lahore BISE
(Shirazi, 2004). By the late sixties, ten BISEs were conducting their examination
assessments without trained personnel and other facilities (Shirazi, 2004). The Sharif
Commission (1959) introduced the internal examination and assessment system in
schools but it did not impact positively on students‟ performance due to inadequate
teachers‟ training in examination and assessment. The performance of the education
system can be measured by its examination results. Our public examination results
indicate that out of 100 students entering in year only 50% pass in the secondary
examination.
Out of this 40% pass the higher secondary examination, out of this exceptional group
of survivors, only 5% manage to enter higher education, thus leaving behind 95% (GoP,
2007) According to the Ministry of Education during the years 1998-2008 only 70% of
school-going children enrolled in primary schools (male 85%/female 57%), 46% in
middle schools (male 56%/female 35%). These figures show that less than half of the
students in primary schools are retained up to middle and secondary level. Again a
number of factors were involved such as a deficient teaching and learning process, the
medium of instruction, transition from school to college level, and a poor examination
and assessment system are blamed for this wastage (Khan, 2011). Examinations in
Pakistan involve high stakes because they open a gate to move to the next grade,
profession and other permanent work. Success in examinations gets glorified while
failure is a stigma for life. All doors of opportunity are closed to failed candidates and

pg. 8
they become social Pariahs. Since passing examinations is a goal of the pakistani
education system rather than assessing knowledge, all instruction in the schools is geared
to that objective (Erfan, 2000). The system is therefore riddled with malpractices which,
among others, include; leakage of question papers, impersonation (stand-in candidates),
external assistance, smuggling the unauthorized material, copying from a nearby
candidate, intimidation, collusion, ghost centers, substitution of scripts and irregularities
of supervisory staff by allotting more time to some students. In the context of widespread
malpractices, it is not surprising that a review of 29 separate government and non-
governmental reports and policy papers in Pakistan concluded that the public
examination and assessment system „had become devoid of validity, reliability and
credibility‟ (Erfan, 2000).
 Suggestions for improving Textbooks:
The role of textbooks and study materials, regardless of subject, is to present learners
with key content and to help them to acquire necessary skills. However, a key challenge
is how to make the textbook itself engaging enough to stimulate interactive study.
Interactive study takes place when learners are stimulated to engage with textbooks
through techniques that encourage them to read, respond and explore ideas in a way that
offers some replication of the face-to-face learning experience.
 Why is interactive study important for textbook design?
Textbooks and study materials that encourage an interactive approach are more likely
to stimulate deep rather than surface learning. ‘Deep’ learning is based on developing
your understanding and on challenging ideas and assumptions, while ‘surface’ learning is
more associated with only memorising information and following instructions. Deep
learning approaches include encouraging learners to try things out for themselves,
helping them to process new ideas, and linking learning with existing knowledge and
experience.
There are a number of basic techniques you can use to stimulate deep learning
through textbooks:
1. The use of language styles:

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 Since textbooks should be designed to facilitate learning, they should use language
that is easy to understand, suitable for the level of the learners, and which is engaging and
stimulating.
Firstly, you can appeal to the individual learner by using a conversational and personal
language style, including greetings, being friendly and encouraging, and addressing
learners as ‘you’ and yourself as ‘I’.
Secondly, to ensure that learners are not just passive readers, you can use language that
actively encourages them to think and reflect. Approaches include asking them to think
about their own experiences in relation to the subject content, encouraging them to think
about how to use the given knowledge and skills themselves, and asking them to criticise
and supplement the content provided.

2. Providing aims and objectives to explain the study process:

At the start of a new section or chapter within a textbook, it is always a good idea to
explain to learners what topics they will be covering, how it links to what they have
already studied, and what they can expect to learn as a result. Providing this information
will help your readers relate the new information to what they already know, prepare for
what is going to happen, and plan their study time accordingly.
Further to this, you can also provide the learners with some clear learning aims and
objectives. An aim is a broad, general statement describing what the learner might learn
from a piece of instruction, or what the textbook will cover. An objective is a more
specific statement about what the learner will be able to do as a result of working through
the materials.
Such interventions help learners determine what is required of them to successfully
complete each part of a textbook and direct their own activities toward achieving the
stated objectives.
3. Including activities as part of the study materials:
In creating interactive study materials, it is always a good idea to insert tasks and
activities at key points in the text. These require the learner to actively engage with the
content of the materials in some way. The purpose of this is to motivate learners by

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keeping them focussed and interested, to help them process new information and
encourage deeper learning, and help them explore any new skills or knowledge they have
recently acquired.
The types of tasks and activities you can feature are the same as those that might take
place in a classroom setting. They include:
Practical activities doing or creating something based on suggestions made in the
materials;
Reflective activities that link information in the text with learners’ previous knowledge or
experience;
Or investigative activities researching for new information not contained in the
materials.
Each of these types of activities can vary in length and in complexity. Some may
take only minutes, some may require additional resources or require the learner to speak
to other people, and some may need to be completed over a longer period of time. You
also need to explain this when describing each activity.
4. Providing guidance and feedback:
Each time learners are given a task or activity, it is a good idea for you to provide
them with some feedback or response. Designing activities that encourage interaction is
one side of the coin; the other side is providing feedback to learners so they will know
whether they are on the right track.
Interactive feedback can present ideas in a discursive fashion to encourage further
reflection, alert the learner to any key elements involved in undertaking the tasks set out
in the activity, and also link forward or backward to other information in the study
materials.
5. Visual presentation for interactive learning:
When presenting content on the printed page, the use of visual aids and signposts is a
very useful way of guiding learners through the study materials as well as stimulating
interaction. Some examples you will already be familiar with using include: title
headings, bullet points, italics, and changes in typeface and font size.
In addition to these common visual signposts, there are others that are especially
useful to educational materials. They include, for example, icons and images to indicate

pg. 11
the function of different parts of the texts; and text boxes and shading to section off
certain portions of text, such as a ‘sidebar’ of additional information.
Finally, the use of illustrations and graphics are a useful addition, and can help to
emphasise a particular point, present information more clearly than text, and help break
up the text and make materials look attractive.
 How to Improve the Examination System in Pakistan:
It is evident in this Era of Technology and growth that Education plays an essential
role in the development of the United States of America and the whole nation. It would
not be wrong if we classify the education sector as the cornerstone of the future progress
of any nation. As Pakistan is an underdeveloped country, Education is exceptionally
essential for its Children and youngsters as well.
We are watching that general of Education. ILM system in Pakistan is the worst of its
sort and if it will no longer change, the economy of Pakistan will go down daily, and
Pakistan would not become fully developed until the System and shape of Education are
increased or altered.
Here we have come up with some recommendations for the improvement in the
examination system of Pakistan for a better future because according to the Article of 25-
A of the charter of Pakistan:
1. Career Counseling:
Today most significant problem in Pakistan is the one where the student doesn’t
understand what to do next in his life, so he goes to undirected route and fails in life.
There need to be humans for profession counseling of kids and examination teachers so
that they should get to know that what they have to do in the future.
These human beings must be appointed in each Govt. And personal sector. Parents
should additionally understand what their child wants to do in life, and they have to
impose their selections on children no longer. If a child wants to be a doctor, however
parents strive to impose that he should emerge as an engineer or on occasion Child
desires to come to be an Engineer. However, parents impose that he has to emerge as
Doctor.

pg. 12
In such instances, the child loses his heart and stops challenging work and passion in his
research and try to start cramming and at the end of the day, and he will become a failed
person.
2. Change the system:
The government has to take precise steps to stop cramming system in schooling from
Government as a rightly private quarter and put in force gadget of practical work. In this
way, each pupil can obtain extra information through doing a lookup on that precise topic
or subject, unlike “Ratta”(cramming) system as the place where the student has to
memorize the whole thing for the short length of time which teacher offers him/her.
3. Equality and Quality in Syllabus:
We are going through many problems in our examination and educational system due to
distinct guides on different boards and Provinces. At first, the Government has to
implement a regular route and syllabus in all provinces and boards to make sure that
everybody receives the same education.
Secondly, the Government has to order private as well as government schools to put in
force one syllabus in classes. Plus there must be no double standards like implementing
Oxford’s books in non-public sectors and Implementing Text Board’s books in Govt.
Sectors.
4. Training for Teachers:
The government needs to put into effect more critical requirements for choosing
Teachers such as at least M. Phil teachers to make sure that they are teaching following
some standards. At least one Teachers Training session need to be held every six months.
They should be trained with some better methods to instructors for teaching. In this way,
we can get more attention to the improvement of teaching methods and examination
systems of Pakistan.

 Reference:

pg. 13
  Surbhi,.S. (2015).Difference Between Syllabus and
Curricu.umhttp://keydifferences.com/difference-between-syllabus-and-
Curriculum.html #ixzz4fTU0tVVm
 http://www.hrmars.com/admin/pics/1134.pdf

 http://pu.edu.pk/images/journal/ier/previous_pdf/1-Paper_textbooks
%5B1%5D.pdf

 http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-

Question No 2. Analyze the Secondary Education system of Sri-Lanka

and Germany.
 The Formal System of Education in Germany:
The rapid aging of Germany’s population of 82.1 million is another looming concern.
In 2015, Germany had the world’s second oldest population after Japan, with 28 percent
of its citizens aged 60 years or over. The Federal Statistical Office of Germany estimates
that the population will decline to a total of 67.6 to 78.6 million People by 2060. Even in
the best-case scenario, the decline would result in a decreased Working-age population,
which could undermine the government’s ability to fund public Services and weaken the
country’s economic foundations.
I) Education System:

pg. 14
 a) Secondary Education
The secondary education system includes multiple programs at both the lower
secondary And upper secondary levels. These programs emphasize either vocational
skills or Preparation for tertiary-level education, depending on the track.
b) Lower-Secondary Education – Vocational Track:
Lower-secondary education along the vocational track imparts basic general education
And prepares students for entry into upper-secondary vocational programs. The two most
Common school types in this track are the “Hauptschule” and the more popular
“Realschule”.
 Hauptschule programs usually end after grade 9 and conclude with the award of
The “Zeugnis des Hauptschulabschlusses” (certificate of completion of
Hauptschule).
 Programs offered at the Realschule are academically more demanding and last
until Grade 10. Students graduate with the “Zeugnis des Realschulabschlusses”
(certificate of Completion of Realschule), sometimes also called “Mittlere Reife”
(intermediate Maturity). This certificate gives access to a wider range of vocational
programs and Allows for access to university-preparatory upper-secondary
education.

c) Upper-Secondary Education – The Vocational “Dual System”

Germany has a variety of different vocational programs at the upper secondary level.
One Subset of these programs is similar to programs in the general academic track in that
Students receive full-time classroom instruction.
The most common form of secondary vocational education, however, has a heavy focus
On practical training. More than 50 percent of German vocational students learn in a
Work-based education system. This so-called “dual system,” which combines theoretical
Classroom instruction with practical training embedded in a real-life work environment,
is Often viewed as a model for other nations seeking to address high rates of
unemployment, Particularly among youth. In times of high youth unemployment in many

pg. 15
OECD Countries, Germany has the second-lowest OECD youth unemployment rate after
Japan –A fact often attributed to the dual system.
Students in the dual system are admitted upon completion of lower-secondary
education. The system is characterized by “sandwich programs” in which pupils attend a
vocational School on a part-time basis, either in coherent blocks of weeks, or for one or
two days Each week. The remainder of students’ time is devoted to practical training at a
work Place. Companies participating in these programs are obligated to provide training
in Accordance with national regulations, and to pay students a modest salary. The
programs Last two- to three-and-a-half years, and conclude with a final examination
conducted by The responsible authority in the field, often regional industry associations
like the Chambers of Industry and Commerce and Chambers of Crafts.
The final credential awarded to dual system graduates is typically a formal,
government-Recognized qualification certifying students’ skills in regulated vocations. In
2015, there Were 328 such official vocations with titles ranging from “carpenter” to “tax
specialist” to “dental technician” or “film and video editor.”
Many vocational schools also offer students a pathway to tertiary education via
double Qualification courses. Students who take this pathway earn a “Zeugnis der
Fachhochschschulreife” (university of applied sciences maturity certificate), which
Qualifies them for access to a subset of higher education institutions, the so-called
Universities of applied sciences, as well as regular universities in a small number of
States. The theoretical part of this program is commonly completed after 12 years.

d) Upper Secondary Education – University-Preparatory Education:

When Germans refer to university-preparatory study, they often think of the “Abitur”,
the Important final examination, which concludes upper secondary education – and which
often has a significant impact on students’ academic careers. Abitur programs
Predominantly take place at a dedicated type of school called the “Gymnasium.” Study at
This school usually begins directly after elementary school. Programs include a lower-
Secondary phase (until grade 10) and an upper-secondary phase of two or three years.
Together, lower, upper, and secondary education typically last 12 or 13 years. (See

pg. 16
Section below, Shortening of Upper Secondary Schooling: A Reversal of Reforms? For
Additional discussion of the duration of secondary programs.)
e) Tertiary Education:
In recent years, Germany has experienced increased participation rates in university
Education in general, and a growth of enrollments at private institutions. The German
Office of Statistics reported that the number of newly registered students (excluding
Foreign students) in the first semester of a degree program increased by more than 34
Percent in the last decade – from 290,307 in 2005 to 391,107 in 2015. According to the
Statistics provided by the German Science Council, the total number of students
attending German tertiary institutions in the fall of 2016 is 2,718,984.
f) Types of Institutions:
In addition to non-tertiary higher education and government schools, Germany
currently Has 396 state-recognized higher education institutions. The institutions are of
two types: 181 universities and university-equivalent institutions, including specialized
pedagogical Universities, theological universities, and fine arts universities; and 215 so-
called Universities of applied sciences (Fachhochschulen).
The main difference between the two types of institutions is that the first set of
Institutions are dedicated to basic research and award doctoral degrees, Whereas
Fachhochschulen (FHs) are more industry-oriented and focused on the practical
Application of knowledge. Both institutions award Bachelor and Master degrees, but FHs
Do not have the right to award doctoral degrees. FH programs usually include a practical
Internship component and tend to be concentrated in fields like engineering, business,
and Computer science.
A further distinction lies in the admission requirements: Whereas a certificate of
general University maturity is required for unqualified access to universities in most
states, study Programs at Fachhochschulen can be entered with a university of applied
sciences Maturity certificate earned in the vocational track.
In terms of enrollments, more than 60 percent of students in 2015 (1.756,452) studied
at Universities, while about one third of students (929,241) attended Fachhochschulen.
 The Formal System of Education in Sri-Lanka
a) Education System:
pg. 17
 Despite years of civil war between Sri Lanka’s ruling Sinhalese majority and the
Tamil Minority, the country boasts one of the most literate populations in the developing
world. Almost 91 percent of the adult population and over 97 percent of the youth
population are Literate, according to the UNESCO Institute for Statistics (2006). This
compares to a South and West Asian regional average of 62 percent and 80 percent
respectively (2008).Sri Lanka’s current system of education is still influenced by its
colonial past. The British, who incorporated the South Asian nation as part of its empire
from 1796 to 1948, Had a major influence on the development of Sri Lankan education.
Until the 1960s, all University instruction was conducted in English, and until this day,
school examinations And curricular content remain modeled on the British examinations
of the same names (Sri Lankan GCE O-Levels and A-Levels).
The right to a free education was enshrined in the Sri Lankan Constitution of 1978,
which Also mandates compulsory schooling between the ages of five and 14. The current
school System – in place since 1985 – is 13 years total and based on a structure of: 5 + 4
+ 2 + 2 (primary, junior secondary, senior secondary, collegiate or pre-university).
Higher Education is based on a structure of 3+2+2 to 5.
The academic year runs from October to June at the university level, while school
Education is conducted from January to December and divided into three terms.
The Ministry of Education is responsible for setting and maintaining education
policies And managing public institutions of education at the primary and secondary
level. School Administration is delegated to eight provincial departments of education,
which operate Under the purview of the ministry. These departments are responsible for
the oversight of 9,074 schools, while the ministry administers directly the 336 elite
national schools (2009, MOE). The Department of Examinations is responsible for
administrating O-Level And A-Level examinations.
I) Compulsory Education:
All children aged six through 14 are required by law to attend the first nine years
of Sri Lankan schooling. This includes five years of primary education and four years of
junior Secondary schooling.
At the primary level, female school attendance is essentially universal, according
to Government statistics, while it stands at 99 percent for boys. All children are entitled

pg. 18
to Attend school free of charge, a provision that includes free books and free school
Uniforms up to Year 11.
II) Junior Secondary:
Junior secondary schooling runs from Year 6 to Year 9 (typically ages 10 -14),
with Year 6 being considered a transitional year between primary and secondary
education. Students are assessed through a series of school-based exams, projects and
practical Work.
III) Senior Secondary:
Years 10 and 11 are the senior secondary stage of schooling in Sri Lanka. These
two Years are focused on preparing students for the General Certificate of Education
(GCE) Ordinary Level (O/Ls) examinations.
Students who wish to continue their studies at the tertiary level must pass the
GCE O Levels in order to enter the Collegiate Level to study for another two years
(Years 12-13) To sit for the GCE Advanced Level (A/L) examinations.
IV) ‘Collegiate’or ‘Pre-University’:
Upon completion of Year 11, students can finish their secondary schooling in one
of the Four main A Level streams: Arts, Commerce, Biological Science or Physical
Science. Typically, students will take three subjects linked to their stream, and these
choices will Have a strong bearing on the program of study that they will pursue at
university.
The GCE A Level examinations are taken at the end of Year 13. In addition to
individual Subject exams, students are expected to take a common general paper and an
examination In English.
 Schools?
I) National Schools:
National Schools are funded and administered directly by the Ministry of Education.
Most of these schools were established before independence from British rule and are
Limited in number compared to provincially administered schools. Most of these
Institutions are considered elite schools, with better facilities and teaching staff than most
Public schools. In recent years, some newer schools and central colleges have been

pg. 19
Upgraded to national schools. The ministry currently (2009) counts a total of 336 national
Schools nationwide.
II) Provincial Schools:
Most secondary schools in Sri Lanka are administered and funded by provincial
Authorities and local governments. There are over 9,000 provincial schools in Sri Lanka.
III) Private schools:
There are a total of 66 private schools in Sri Lanka, according to government figures,
and All were established before independence from colonial rule. Approximately half of
these Schools are funded by tuition fees and they are entirely autonomous from the
government, While the other half receives funding from the state and charge only limited
tuition fees.
Inaddition to private schools, Sri Lanka also hosts a network of international schools,
which Typically charge tuition fees. The schools are mainly for the children of the
expatriate Community, are autonomous from ministry control, and charge high tuition
fees. Most Schools follow either the British Edexcel curriculum and examinations
system, the Cambridge International Examinations system or the International
Baccalaureate curriculum.
IV) Religious Schools
Monastic schools, or Piriven, are funded and administered by the ministry of education.
The 560 schools are primarily focused on training Buddhist priests, although students
Also follow academic curricula.

b) Curriculum:
The two main languages of instruction are Sinhala and Tamil. English is taught as a
Compulsory subject through all 13 years of school study. International private schools
Typically offer instruction in English. At the tertiary level, Sinhala and Tamil are the
Official languages of instruction; however, English is frequently used, especially in
Universities.
The curriculum at most public schools at junior Secondary includes instruction in the
Student’s first language, English, a second national language, mathematics, religion,

pg. 20
History, science and technology, health and physical education, practical and technical
Skills, social studies, life competencies and aesthetic studies.
Students must pass five O Level subject examinations, including first language and
Mathematics, with 3 credits in order to advance to the Collegiate Level. One of these
Credits must be in the subject stream that the student wishes to pursue in the final two
Years of schooling.
The GCE ‘O’ Level is the final school certificate for most students and the conclusion
of The general phase of school education. A little over a third senior secondary school
Students go on to pre-university studies. Most students take eight to 10 subject
Examinations for their O Levels.
The senior secondary curriculum includes most of the same subjects covered at the
junior Secondary level, but with the addition of some technical subjects such as
woodwork, Agriculture and home economics.

 Reference:
 Clark,. N.(2011). Education in Sri Lanka. Retrieved from
http://wenr.wes.org/2011/05/Wenr-may-2011-feature.
 Trines,. T(2016). Education in Germany. Retrieved from
http://wenr.wes.org/2016/11/Education-in-germany.

Question No 3. Discuss the issues of seventh five-year Plan (1988-1993).

 Seventh Five Year Plan (1988–1993):
Although much has been accomplished, the education system still suffers from the
Chronic deficiencies. These issues will be specifically addressed in the Seventh Plan.
About 40 percent of the children do not have access to education. This has perpetuated a
High rate of illiteracy. Primary education facilities are available to only 60 percent of the
Children in the age of 5 to 9 years. Primary schools lack physical facilities, about 29,000
Primary schools have no building and 16,000 schools have only one classroom. The

pg. 21
Target of one teacher and one room for every class, the minimum essential requirement
For quality education, appears difficult to achieve even in the next few years.
Although significant expansion has taken place in secondary education, it remains
Inequitably distributed among income groups and regions in the country. The long
Distances involved in the availability of middle or high school facilities, is another
Important factor responsible for the low enrolment ratio, especially in the case of girls.
Every education policy and plan had recommended that classes XI and XII be made part
Of secondary education. Not much had been achieved in actual implementation.
A large majority of students, graduating from classes VIII and X have acquired no
Remarkable skills for absorption in the economy. Classroom instructions focus on
external Examinations which encourages rote memorization. A great deal needs to be
done to Improve the teaching of science and mathematics. A large number of secondary
schools Face a serious shortage of laboratories, science equipment and qualified science
and Mathematics teachers.
One of the greatest assets of the country is its manpower. The education system helps
to Develop technical and vocational abilities for the creation of a productive society. The
Existing system of education is producing the mass of unemployable youth. At present 81
Percent of matriculates go for higher education. Of these, one forth are enrolled in
Technical and vocational institutions while three-fourth seek admission in art and science
Colleges table given below shows that enrolment in the technical/vocational and
Professional education has not increased in proportion the increase in enrolment in
General education.

Annual enrolment in technical/vocational and general education after

matriculation
1972-73 1977-78 1982-83 1987-88
Technical/vocational 17.8 35.6 43.0 56.4
courses
Art and science colleges 68.4 95.2 125.5 175.0
Total annual intake 86.2 130.8 168.5 231.4
Percentage of those who 20.6 27.2 25.5 24.4

pg. 22
 join technical/vocational
courses

 Objectives of Seventh Five Year Plan:

The objectives of Seventh Five Year Plan in the education and training sector were as
Follows:
 Broaden the resource base for education.
 Universalize access to primary education
 Substantially improve training and vocational training facilities.
 Improve the quality of education at all levels and in particular of university
Education.
With the universalization of primary school facilities, secondary level education will
be Expanded so as to absorb the larger output from the primary schools. To provide
quality Education, each district will have one model school each for boys and girls. For
this Purpose, selected secondary schools will be upgraded to model schools in districts
where Such schools do not exist.
 Secondary Education during Seventh Plan Period 1988–93:
The Seventh Plan will further extend the secondary education facilities to absorb the
Increased output from primary schools. The curriculum at secondary level will be
Changed so that students leaving the system after classes VIII or X possess some useful
Skills to enable them to earn a living. In classes VI, VII and VIII, students may be
Required to opt for one skill-oriented subject such as agriculture, home economics, metal
Work, electricity, woodwork or furniture making etc. this will enable a class VIII
graduate To practice that skill or enroll in the vocational school for further training.

Skills training in classes IX-X will be bracketed with the two elective art subjects so
that Schools which are enable to offer any skill training may continue to offer traditional
Optional subjects. Skills training in classes IX-X will be more sophisticated in order to
Turn out laboratory technicians, dental technicians, typists, accountants, etc. where
Technical teachers are not available, local artisans will be engaged on a part-time basis.

pg. 23
During the seventh plan, the participation rate will increase from 30.4 percent to 41.6
Percent to 24.1 percent at the high stage. The overall participation rate for classes VI-X
Will rise from 25.7 percent to 35.3 percent. It is expected that girls’ enrolment will
Increase more rapidly than that of boys.
A large number of primary and middle schools for girls will be upgraded. Admission
to Class IX will be selective, based on the student’s cumulative record, including class
VIII examination and other tests such as scholastic and aptitude tests. Construction of
Additional classrooms and improvement of existing building of middle and high schools
Will be carried out to cater for additional enrolment coming from the primary schools. In
urban areas a second shift in secondary schools will be introduced, wherever Possible.
Major physical achievements of secondary education during 1988-89 are Shown as
under.
Estimates of major physical achievements for Primary and Secondary
education during 1988-89
Programme Target Achievements Percentage
Achievements
Up gradation of Middle School to 635 635 100
High Level
Establishment of New High School 18 15 83
Consolidation of Middle High School 401 401 100
Addition of classes XI-XII in High 116 116 100
school

Physical targets and estimated achievements of Secondary

Education (Federal and Provincial) 1993-94
Secondary Education Targets Estimated
(Numbers) Achievements
Addition of class XI-XII in High school 52 52
Establishment of New High schools 3 3
Reconstruction of Buildings of Middle 699 699

pg. 24
 schools and High school
Consolidation of existing Secondary Schools 145 145
Source:Planning and Development Division

 Participation rate:
During the current year participation or enrolment rate at the secondary/high school
stage The overall participation rate for both sexes stood at 29.1 percent – male 37.9
percent and Female 19.4 percent. These ratios reveal that the participation rate for girls at
all stages is About half of those for boys indicating low literacy rate among females.
Sex-wise participation rate
1992-93 1993-94
Both Male Female Both Male Female
Secondary/High stage 28.1 37.0 18.4 29.1 37.9 19.4
classes (IX-X)

 Enrolments:
The additional enrolment at the primary level during 1993-94 is 1,412 thousand with
1,066 thousand male and 346 thousand female children. At the middle level additional
Enrolments during the current year comes to 330 thousand –188 thousand male and 142
Thousand female students. Total high level additional enrolment has been estimated at 99
Thousand out of which 37 thousand were male and 62 thousand female students. At
College level the additional enrolment during the current year is 34 thousand (13
thousand Male and 21 thousand female) students. The additional increase in the
enrolment at Primary level during the current year is 9.1 percent of the overall enrolment
at this level. At the middle stage, it is 8.6 percent and at the high level7.3 percent. At
college level the Additional increase in enrolment is 5.7 percent of the overall enrolment.
Estimated Enrolment for 11993-94 and additional percentage increase is reflected in the
following Table:
Estimated enrolment in Education Institutions by kind, level and
sex(progressive)

pg. 25
 Level of education 1992-93 1993-94 Change %age in
(Estimated) (Estimated) during Total
1993-94 Enrolment
Total high level (classes IX-X) 1.255 1.354 99 7.3
Male 822 859 37 4.3
Female 433 495 62 12.5
Total Arts and Science 561 595 34 5.7
Colleges
Male 341 354 13 3.6
Female 220 241 21 8.7
Source:Ministry of Education
 Strategic Issues for The Seventh Five Year Plan:
As the 7th five-year plan is placed on the anvil, seven Strategic issues emerge which,
in my view, constitute the
Framework within which the plan could be formulated.
I. THE STRATEGIC IMPLICATEONS OF AID DEPENDENCE:
There are two major implications of reliance on Foreign loans which affect not
only the viability of our Economy but our existence as a sovereign state:
A. Loan conditionality and the threat to national Sovereignty. One of the most
important purposes of planning Is to preserve and strengthen national Sovereignty.
Yet the conditionality clauses in so Far as they deprive Pakistan of an independent
Development strategy essentially deny us our Sovereignty. The basic policy
measures Imposed by the World Bank and IMF are:
1. Liberalization of imports
2. Withdrawal of subsidies
3. Devaluation of the exchange rates.
These policies imply resource allocation on the basis Of comparative advantage
which in Pakistan’s case Means de-emphasizing industry and placing Agriculture as the
spear-head of growth of GNP. The Western capitalist countries have historically
Prescribed comparative advantage in a cynical and Selective fashion to suit their own

pg. 26
needs. Right up to 1833 when India had a 60% cost advantage in the Export of
manufactured textiles the British Government placed an import tariff of 80 percent on
Indian textiles It was only when colonial policy had Disintegrated Indian manufacturing
capability and Converted the economy into an exporter of raw Materials that the British
Government began to Prescribe free trade and import liberalization. Even Today, while
we are being asked to liberalize imports And open up our economy to foreign goods, the
United States, British and the Japanese governments Are placing tariff barriers on
imported manufactured Goods.
Industrialization has been the emblem of freedom in The post-colonial world and it
cannot be sacrificed for The questionable logic of comparative advantage. In Fact the
premise of planning in a developing country Is that since the present comparative
advantage lies In specializing in agricultural exports it does not suit The requirements of
industrialization and economic Strength of these countries. Hence the anarchy of the Free
market is replaced by the logic of planning. If We are to develop as a strong and
independent nation we must embark on a planned drive to industrialize.
B. Foreign Loans and the Debt Trap.
The World Bank and IMF prescription of concentrating On agricultural production and
agricultural exports Results in a situation where while our capacity to Serve our debts is
maintained, our requirement for Fresh loans continues to increase rapidly. This Happens
because while agricultural goods can easily Be translated into foreign exchange yet since
Agricultural exports suffer from declining. Terms of Trade the growth of foreign
exchange earnings is Slowed down and hence the requirement of fresh Loans continues
to rise. Thus for example Pakistan’s Terms of trade have declined from an index of 108
in 1977 to 89 in 1986. Our loan requirement has Increased from 0,2 million dollars
annually during The first plan period to over 2,000 million dollars Annually in the 6th
plan period This is a situation Which is tailor-made for a bank but for an Independent
country constitutes a debt trap.
If we are to get out of this debt trap in the Foresee able future, it is vital that we increase
Our domestic savings rate from a dismal 5.2 Percent today to at least 25 percent. This can
be Done by placing an agriculture income tax, a Turnover tax on trade incomes, a

pg. 27
capacity tax on Industry, a more effective collection of existing Income tax and a drastic
reduction in Unproductive public expenditure.
II. DEFENCE SPENDING AND INDUSTRIAL GROWTH;
The people of Pakistan have sacrificed for a strong National defence capability.
This sacrifice also gives to the people the Privilege to SO defence expenditure to Ensure
that every rupee spent actually goes into Improving our defence capability. Security of
the cost Effectiveness of defence expenditure could be done by Setting Appropriations
Committee of the National Assembly. There is a strong economic argument for Carefully
evaluating the defence systems afford by the U.S. Government from a strictly Pakistani
viewpoint: Firstly, the U.S. is obliged to aggressively market its Arms production abroad,
to release the acute pressure On their balance of payments. Since 1951, the U.S.
Government has been allocating about 75 percent of its Total research and development
expenditure on military Related research. Consequently the U.S. is losing its Competitive
edge in many civilian products while Having a strong arms production capability.
Moreover, Out of the top 25 U .S. Corporations, as many as 20 are Engaged in military
production alongside their civilian Product 1ine.4. The U.S. is, therefore, obliged to
export Defence systems as a way of sustaining their major Corporations, and also
improving the balance of Payments position. Under these circumstances, when The U.S.
may be doing the ‘‘hard sell’’ we must Maintain a hawk like vigilance as buyers to
ensure that We are (a) getting what we want and (b) getting it at The lowest price.
Secondly, another reason why Defence packages offered from abroad must be Carefully
scrutinized is to ensure that we do not buy Part or whole of equipment that could be
produced or Developed within Pakistan. Would require ‘‘unpacking’’ each offer and
considering sub Contracting of sonic parts to local Pakistani Manufacturers. This way,
some of our defence Expenditure could help in strengthening domestic Industry and
accelerating economic growth.

III. THE NEED FOR A HEAVY INDUSTRIAL BASE.

If we are to embark upon and industrialization drive And to achieve an indigenous
technology capability we Must establish a heavy industrial base in our country. This
means developing a machine manufacturing Capability; and the establishment of heavy

pg. 28
chemicals, Electronics and metallurgical industry. The development of Technologies
suited to our factor endowments requires an Institutional linkage between domestic
machine Production and science research. Finally, the development Of energy production
whether through a rapid Development of dams on the upper Indus River and / or Nuclear
technology is essential.
IV. THE CRISIS OF UNEMPLOYMENT:
Since 1979 three trends in our economy have Generated a crisis of
unemployment:
1. Rapid increase in automation in the manufacturing Sector resulting from imported
technologies has Drastically reduced the employment generation Capability of the
economy. For example, since 1977 the employment generated per unit of
Investment has declined at the rate of 11percent per Annum.
2. In existence of large ownership holdings in Agriculture has resulted in tenant
eviction and rapid Labour displacing mechanization in agriculture. This has
reduced labour absorption capability in The agriculture sector also. On the basis of
present Trends it is estimated that by the year 2002 labour Absorption capacity in
agriculture will decline by 6.9 million households fold by the year 2002. The urban
population as a Percentage of total population will rise from 28 percent Today to
44 percent over the next 15 years. Even on the Basis of the most optimistic
estimates of available Developmental resources by the year 2002 it would be
Impossible to provide minimum facilities of health, Housing and transport to such
a large urban population The present crisis in Karachi provides a window into The
nightmarish future of the urban scene. The Seventh plan must address itself to the
hard policy Choices required the slow down urbanization and Increase labour
absorption in agriculture.

V. THE ISSUE OF REGIONAL ECONOMIC DISPARITY:

The major feature of economic growth since 1947 has been The growth of
economic disparity between developed and Backward regions of Pakistan. This has

pg. 29
created great Misunderstanding in the minds of the people and the Resulting political
response based on a regional identity has Threatened to undermine the political and social
fabric of our Country. The major reason why the regional concentration Of economic
growth occurred in Pakistan is that we Had relied essentially on the free market
mechanism Which cumulatively directs new investment to areas Which have inherited
better infrastructure facilities. Government attempts at providing tax incentives for
Investment in backward areas have not so far Succeeded in inducing entrepreneurs to
give up the Benefits of better infrastructure in developed areas.
During the 6th five year plan the issue of regional Growth was marginal to the
plan exercise. The reason Being that planning was conceived in terms of Allocating
government resources between different Sectors of the economy. Growth targets were
similarly Disaggregated to the sectoral level only. In order to Achieve regionally-
equitable economic growth the spatial dimension should be projected into the heart of
The planning exercise. This can be done in the Following way:
Constructing a map of social and economic Infrastructure, markets and raw
material resources. On The basis of such a map potential growth nodes could Be
specified in the backward areas based on proximity To raw material resources, regional
markets and some Infrastructure. The government could then provide Infrastructure in
these growth nodes, establish Industrial estates and provide credit and technical Training
to the labour force in order to induce self-Sustaining industrial growth in these growth
nodes
VI. THE RECONSTRUCTION OF THE DEPLETING HUMAN
CAPITALS;
Ultimately the capacity of a nation to transform its Material conditions and face
the challenge of innovation Depends on the skills and creative ability of its people. In
Pakistan we have been observing a terrible deterioration In the quality of education and
training of its man-Power both at the school level and even more at the Level of higher
education. Universities instead of being Centres of new knowledge have become the
preserve of Obscurantism. At the same time the social infrastructure Continues to remain
woefully inadequate. For example, 62 percent of the population does not get piped
drinking Water, 84 percent of the population does not have sewage Facilities. Finally, the

pg. 30
housing conditions are so Inadequate that 81 percent of the housing units have an
Average 1.5 rooms inhabited by an average 7 person.13 In An attempt to achieve
industrialization and increased Employment the whole range of innovative policies for
Self-reliant and regionally equitable growth will be based On the reconstruction of our
human capital.
Urgent steps must be taken to improve the quality of health, Housing and education
amongst the poorest. Sections of our Society. The provision of minimum conditions of
civilized life To our economic strength and not the amount of loans that we Can get form
our donors…

 Reference:

 Planning Commission, Govt. Of Pakistan, Seventh Five-year Plan 1988-93 &

Perspective Plan 1988–2003, pp. 10

pg. 31
Question No 4. Explain thee reorganization annd importance of teacher
education. Also highlight the factors which affect the quality of teacher
education in Pakistan.
 Reorganization of Teacher Education:
At the time of independence in 1947, the entire educational system of the country was
Geared to produce class of people who would serve the bureaucracy to perpetuate the
Socio-economic order in the country. The socio-economic order was designed by the
Colonial powers to exploit the masses of the sub-continent. All curricula, textbooks and
Teaching materials were, therefore, devised to serve the cause of the vested interests and
Not to cater to the creation of a dynamic and progressive society in the country. The first
Serious effort to rationale the education system was made by the commission on National
Education in 1959 which conceded that ‘no system of education is better than its teachers
Who serve it’. The educational philosophy of Pakistan as it pertains to teacher education
Is revealed in the following objectives as recommended in the Commission’s report. The
Teacher should:
a. Be academically well trained in the subjects he teaches.
b. Have had sound professional training in how to teach his subjects.
c. Have had sound professional training in how to understand the children in his
Charge.
d. Have a deep sense of professional honor.
e. Have a security of tenure and a scale of pay commensurate with his status.
f. Be working in an environment which honors him for the contribution he makes to
Society.
The Education Policy 1972-80, suggested that in order to meet the massive
requirements Of the teachers at all stages, facilities for teacher education would be
increased by Reorganizing teacher education programmes and by introducing innovative
techniques. It Was also mentioned that many of the course of teacher training were out-
dated and not Oriented to the scientific and technological aspects of education or the use
of modern Methods and techniques.

pg. 32
 National Education Policy 1978 has remarked the teacher as the pivot of the entire
Educational system and has suggested strengthening the teacher education by orienting
The massive number of teachers at all levels.
 Teacher Education in Pakistan:
The history of teacher education in Pakistan starts with the establishment of the
country. However, this area has been facing various challenges such as lack of consistent
policy, Inconsistency in curriculum, low resources, lack of quality teachers, low quality
of Teaching process, lack of standard, etc. Today, a range of public and private
institutions are engaged In preparing school teachers. In Pakistan, like many other
countries, public institutions are The main source for developing teachers through pre-
service and in-service programmes. However, many studies have raised the question on
the quality of delivery mechanism of The institutions while forwarding recommendations
for improvement.
Historically, different reforms have been brought to improve the condition of teacher
Education in the country. Currently, teacher education in Pakistan is passing through a
Transition as an innovation has been initiated by the Government of Pakistan with the
Support of USAID through their Pre-Service Teachers Education Programme (STEP)
Project. This reform is attempted in order to improve the quality of teacher education by
Including different innovations.
 Some Reflections:
The policy action related to teacher education of 2009, ‘National Education Policy’
can Be appreciated. The suggested guidelines for teacher education are the following:
1. The basic qualifications for teaching at the elementary level would be B.Ed. Degree.
This programme should be completed by 2018, while the existing Qualification shall
be phased out replacing it with B.Ed. (Hons) Elementary Followed by B.Ed. (Hons)
Secondary. There are provisions for the less developed Areas, where the existing
conditions will remain till the conditions are improved. The National Professional
standards, accreditation and certification procedures Shall be standardized;
curriculum of teacher education and scheme of studies will Be improved to bring
them to students and social needs.

pg. 33
2. The merit in appointments, promotions and postings shall be ensured. Similarly
Professional development is another area, where teachers should go through this
Programme refreshes their thoughts in different disciplines of teacher education. A
Paradigm shift will be encouraged to conceptual understanding, problem solving
Approach and practical skills. Science Kits is provided to primary schools. Another
Area is Academic audit and accountability will be introduced to control absenteeism
Multiple Job holding and other mal practices in the teaching profession. Research
and Further training will be the component in teacher education. The social status
and Morale of teachers be improved in form of raising the salaries, up-gradation,
Rewarded system, incentives for hard areas, special short courses will be organized,
Language skills for rural areas be designed teachers’ union shall be given due
Consideration in decision making especially in collective issues confronting the
Education system. Public / Private partnerships will be introduced in teacher
Education. The age for recruitment especially for female teachers, will be waived
off.
Structure of teacher education in Pakistan
P. T. C (Primary teaching/Teacher Certificate)
C. T (Certificate in teaching)
J. V (Junior Vernacular (Old System)
S. V (Senior Vernacular (Old System)
Diploma (Diploma in Education)

All the above programmes meant and trained for elementary schools. There sources are
Regional Institute of Teacher Education. Duration of training is one year.
UNIVERSITY EDUCATION/HIGHER EDUCATION
B. Ed Bachelor of Education (One year)
B. S. Ed Bachelor of science Education (Three years)
M. Ed Master of Education (one year)
M. A education Master of Education (Two years)
M. Phil Master of Philosophy of Education 2-3 years

pg. 34
 PH. D Doctorate in Education 2-4 years

All the RITEs (Regional Institutes of Teacher Education and In-service Schools)
produce The primary teachers. The new system ADE has been introduced, which is Two
years Programme. All the Public Sectors and Private Sectors Universities produced the
Bachelors and Master as well as M. Phil and Ph. D Teachers in Education. University of
Education Lahore has been established and dedicated to only teachers Education
Programmes. Allama Iqbal University produces teachers of all categories throughout
Pakistan, through distance education. Affiliated colleges are another sector. The
Curriculum of Teacher Education is designed by HEC and Provincial Bureau of
Curriculum of different Provinces. Medium of instruction is generally followed as
English, but there is frequent use of Urdu as National Language in teaching. However,
The Methods & Methodology as given in the respective syllabus, it varies from
institution To institution.
 National Professional Standards:
The policy and planning wing Ministry of Education Govt. Of Pakistan Islamabad in
2009 Framed the following Standards for teacher Education.
 Subject matter Knowledge.
 Human growth & Development.

 Knowledge of Islamic ethical values / Social life Skills.

 Instructional planning & Strategies.

 Assessment.

 Learning environment.

 Effective communication & Proficient use of Information & Communication

Technologies.
 Collaboration & Partnerships.

 Continuous Professional Development & Code of Conduct.

 Teaching of English as a second language.

Each Standard has three parts i.e.

pg. 35
 1) Knowledge & Understanding (What Teacher Knows)
2) Dispositions (Behavior / attitude / value).
3) Performance (Skills)
To accredit Teacher Education programmes of all the Public and Private Universities who
Offer Teacher Education programme, the Government in 2009 & the Higher Education
Commission has constituted the National Accreditation Council for Teacher Education
(NACTE), which is an autonomous body. The conceptual framework of the standards for
Accreditation of Teacher Education is the following standards:
 Curriculum & Instruction.
 Assessment & Evaluation System.
 Physical Infrastructure / Academic Facilities & learning resource
 Human Resources.
 Finance & Management.
 Research & Scholarship.
 Community Links & outreach.
It is expected that with these Steps taken by the Govt. The quality assurance and
Enhancement, visible changes may be witnessed in the field of Teachers Education in
Pakistan.
 Shifting Paradigm of Teacher Education:
The Shifting Paradigm of Teacher Education…Adjusting systemically to new realities
 From transmission to constructivism…..teachers as active learners
 From one off training to long term systematic training opportunities at local,
National and international levels
 From dislocated training to processes in contexts and cultures making space for
on-Service capacity building opportunities in lifelong teacher education continuum
 From skill training to one supported by school/curricular reforms
 From isolated/individual to collaborative processes where support groups can be
Developed

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  From empty vessels to adult reflective practitioners seeking support from new
Approaches in cognitive sciences, mental models and leaders of change
 From passive participants to thinkers and actors as key reform agent.
 SUGGESTED SOLUTIONS FOR PROBLEMS Of TEACHER
EDUCATION IN PAKISTAN:
Following are the solutions for problems of Education in Pakistan.

1. Betterment of education policies and teachers workshop:

In the view of importance of education, the Government should take solid steps
towards Implementation instead of projecting policies. In this regard, the allocations
should be made easy And timely from provinces to districts and then to educational
institutes. Workshops must be Arranged for teachers as a continuous feature for learning.
2. English should be medium of Instruction:
English language should be the medium of instruction from beginning to the higher
levels Of learning. National language should be a supporting language usage for
communication facilitation And every day business. Efforts should be made to enhance
the knowledge treasure in the national Language through translation of the research based
information.
3. Talented and qualified Staff:
Hiring should be made from amongst the highly qualified and the teachers should be
Paid not according to the level of education but the qualification of the staff.
4. Fulfill the lack of teachers:
The number of teachers will have to be enhanced, leading to the rise in number of
teachers And enabling the competent persons to be inducted to the system of education.
5. Primary education should be made compulsory:
Primary education should be made compulsory and free (it is already free of cost but
not compulsory). It should also be made appealing, impressive, interesting and utilitarian
to attract the general masses.

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  Increase in teachers incentives:Teachers should be offered more financial
benefits by increasing their pays. The handsome Salary must be paid to them.
6. Translation of foreign research to local language:
University professors should be encouraged to conduct and share the research to the
concerned Stakeholders. They should also be asked to translate the foreign research into
local languages for sharing It with the lower formations of education enabling them to
implement/take benefit out of it.
7. Check on distinctive education:
Government should strictly check all private educational institutions for keeping a
balance of Standards and level of practices.
8. Scholarships and financial support to students:
Students should be offered more scholarships and government should support the
Intelligent and outstanding students to prosper, develop and serve their local community
rather Than migrating to the big cities.
9. Special Financial packages:
The dilemma here in Pakistan is that students are genius but they use their
intelligence in Negative way, hence, contributing nothing towards the development of
country. Another problem With Pakistan is brain drain. Capable and outstanding
professionals prefer foreign jobs instead of Serving in their own country. This is due to
the low financial benefits and indifferent attitude of Government towards them. Recently
Government should provide them facilities and special financial Packages to encourage
them to stay in their own country.
10.Promotion of primary education:
Promotion of the primary education should be made possible by consulting teachers,
Professors and educationists while devising any plan, syllabus or policy for it. There
should be a Balance in reliance on public and private for enabling education to reach the
general masses in its true Shape. Students’ outlook is to be broadened by taking them out
of the books into the practical realities. Education is the only cure of disability of the state
and for bringing revolution through evolution And by eradicating the social evils through
education.

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11.Improving the Quality:
The leadership of Pakistan must be focused on uniform policy of Education, teacher
professional Development, development of textbooks, revamping of
examination/assessment, working on Improving student learning and classroom
environment for the sake of improving Quality of Education.
 CONCLUSION AND FINDINGS:
Education is the tool that can surely bring positive change in any society. It is the
only mean to Develop oneself physically, socially and mentally as well. If this tool will
not function properly then the Whole nation will collapse. So the need of time is that
everyone must get united to make our education System one of the best in the world and
to compose our young generation in such a way that they can Compete with any nation in
the field of education. Education provides the base for socio-economic development. An
educational system of poor quality May be one of the most important reasons why poor
countries do not grow. In Pakistan, the quality of Education is on the decline in spite of
the fact that the present government has initiated drastic measures In uplifting the quality
of education. Quality of teachers especially at primary level is still questionable. It is
evident that without teachers’ transformation we cannot transform the education system
for Improving the quality of education. In this regard, a series of education reforms in the
area of teacher Education were introduced in the public sector but their vision seemed to
be narrow, hence, they failed to Make any substantial impact on the quality of teachers
and teaching process. Eventually, it further Affected the quality of education in schools.

 Reference:

 R. A. Farooq; Education System in Pakistan, 1994, Asia Society for Promotion

of Innovation and Reform in Education, Islamabad, pp. 38–50.
 Ahmed Noor Khan; Secondary Education in Pakistan, 1983, pp. 22.
 Professor (Mrs.) Naseem Jaffar Quddus; Problems of Education in Pakistan,
1990, pp. 270–276.

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  Mr. Muhammad Hashim Abbasi, 1995 Teacher Education in Pakistan
(Country Paper),pp. 1–9.

Question No 5. Discuss the new trends in Secondary Education common

now around the globe. How these trends are affecting our Secondary
system of education?
 Education Technology:
The education sector has been long overdue to adopt technology trends. The latest
educational technology trends are a refreshing change. Since the pandemic transitioned
learning from the classroom to homes, we have witnessed new ways of educating.
Innovative trends in educational technology provide opportunities to fulfill growing
education needs. Solutions like online classes provide a way to keep classes going, and
trends like augmented reality and immersive learning are fundamental to leverage growth
and elevate the learning experience.
Since the pandemic made distance learning necessary, it presented a unique
opportunity to adopt digital trends that can adapt and carry over to in-person instruction.
The emerging trends in educational technology focus on connectivity, versatility and
student-centered learning.
 WHAT IS EDUCATIONAL TECHNOLOGY?
Educational technology involves adopting new tools in the classroom to create a
better learning experience.
Education tech lets educators deliver information effectively and in a way best suited
to learning retention. It has transformed the traditional methods of teaching into a more
immersive experience.
We have seen several emerging trends in educational technology, including Internet
of Things devices and artificial intelligence. This interactive technology has given
students a more engaging way to learn, and it has even played a role in assisting teachers
with tasks like grading.

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 WHY DOES EDUCATIONAL TECHNOLOGY MATTER?
In today’s schools, the internet and computers are as prevalent as textbooks and
pencils. These devices, paired with ed tech, can enhance students’ performance.
Technology can assist educators in determining every student’s needs and requirements
and creating personalized solutions. Technology like auto-grading can lessen educators’
burden and provide a more engaging learning experience.
Technology is already part of many students’ daily lives, so there is an opportunity to
use it to further their education. Modern learners don’t want to sit passively while a
teacher lectures to them — they want to experience. Ed tech allows educators to connect
with young minds and interactively educate them. Altogether, the current trends in
educational technology help teachers keep up with their students’ interests.

Educational technology can offer the following advantages in the classroom.

(i) Incorporation of Different Learning Styles:
Student needs are diverse, and adjusting the learning plan accordingly can be
challenging. Technology can help educators modify their lessons. Incorporating
technology can allow students to learn with a medium that interests them. For
example, kids who like to draw can create infographics and demonstrate their
understanding of the content. Ed tech can help teachers determine and assess all
students’ capabilities with a tailored experience.
(ii) Improved Collaboration:
Technology also increases collaboration among students by encouraging them to
work together even outside school. When teachers assign a group project,
students are more likely to cooperate when they have access to tech. Small
activities become much more engaging when students work together. Technology
also helps teachers track who is contributing what and analyze the group’s
collective effort.
(iii) Improved Student-Teacher Connection:

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 Around 57% of teachers say the internet significantly impacts students’ ability to
share ideas with their instructors. From assignments to online discussions,
technology has made student-teacher connections more efficient.
(iv) Preparation for the Future:
Many industries incorporate the latest technologies in their workflow, and being
comfortable with technology can make it easy for students to settle in. If students
are used to working with technology in school, they can apply that familiarity to
work-oriented software like PowerPoint. In this way, incorporating technology in
the classroom can prepare students for future job success.
(v) An Engaging Environment:
Technology can increase student participation in the classroom. The use of
computers, tablets and other types of technology can make lessons more
interactive. Students can experience the lectures with technology, and it can help
them retain the information better. For example, interactive videos can enhance
students’ interest and increase their engagement in the classroom.
 TOP 15 CURRENT EDUCATIONAL TRENDS:
Keeping up with innovative education technology trends has become essential for
modern educators. Cutting-edge technology empowers educators to elevate students’
experience, and also takes the burden of repetitive tasks off their shoulders. So, what are
the new trends in educational technology we can expect this year?
1. E-Learning:
When schools worldwide shut down to limit the spread of COVID-19, distance learning
quickly became the norm. That resulted in a rising demand for e-learning platforms, and
overnight, this tech became one of the hottest educational trends. E-learning platforms let
you deliver educational content through phones, laptops and computers.
E-learning has opened a door of opportunity for educators to teach students without the
boundaries of a classroom. Many educators also use animations, podcasts and videos to
make the e-learning experience more fun and interactive. From customized learning
environments to being cost-effective, e-learning has many advantages, which is why we
will see this trend grow in the future.

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2. Video-Assisted Learning:
Another trend that has been beneficial both during and after the pandemic shutdowns is
video-assisted learning. This tech is somewhat similar to e-learning, because it also relies
on videos and other visual modes. However, instead of a real-time class, students can
watch these lecture videos at any time.
Though this medium predates the need for widespread e-learning, the pandemic forced
people to make updates to suit modern needs. It is not the same as “movie day,” where
teachers play educational films for students to enhance their knowledge of a topic. It is a
much more subtle medium that has been instrumental in distance learning.
According to a paper published in Scientific & Academic Publishing, video
presentations are highly effective for students’ learning. Video-assisted learning enriches
the lessons and directly influences student performance.
3. Blockchain Technology:
Blockchain is a way to structure data. A blockchain collects information in small units
called blocks. As these fill up, they connect to previously filled blocks, forming a data
string known as the blockchain. Blockchain technology has a significant role to play in
the education sector, especially in data storage.
This trend has transformed record-keeping for student credentials and certificates, and it
eliminates the need to verify degrees and other academic papers. Blockchain ensures
transparent ledgers, reducing workplace fraud.
Blockchain ensures honesty and transparency in academic qualifications. Once a school
records information in its online ledgers, it is not easy to change — you will need
permission from network users to modify it. This tech can tackle issues like fraud and
keep the data secure. Blockchain technology can also address issues like plagiarism by
storing all data on a blockchain platform, which makes it almost impossible to modify
without admin access. In this way, blockchain is laying the foundation for a transparent
and better future.
4. Growing Big Data:
Since various educational institutions adopted the distance learning trend following the
pandemic shutdowns, we saw bigger datasets than ever. Since many schools operated
remotely, educational institutions had a unique opportunity to collect student data,

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including their responses and engagement levels. This data could significantly improve
the student learning experience, but losing critical information amid this flood is
understandable. Here is where big data shines.
Identifying beneficial knowledge within the collected data requires specific methods.
This data can demonstrate the results of adopted techniques and allow educators to alter
their curriculum and measure students’ performance. Teachers can measure educational
techniques and methods against students’ performance, empowering them to see which
methods are most effective.
5. Artificial Intelligence:
A recent market report predicts global AI in the education market will reach $3.68
billion by 2023. One of the most promising applications of using AI in education
technology is automating activities like grading. AI can grade multiple-choice questions
and fill in the blanks without an educator’s involvement. It frees up time for teachers and
enables them to focus on other priorities.
Another issue AI solves is the need for individualized attention in an overcrowded
classroom. AI can fill this gap by providing personalized tutoring to students in need. AI
programs can also tailor learning tracks for every student and let them learn at their
preferred pace. Children can explore their lessons at a comfortable speed and reduce the
frustration that comes with traditional teaching methods.
6. Learning Analytics:
Researching, tracking progress and analyzing data have all improved the learning
process. Learning analytics relies on those pillars, but it also offers new opportunities to
use the collected information.
Learning analytics uses computational analysis techniques from data science and AI to
improve the quality of learning and teaching. Learning analytics programs help educators
measure students’ growth and predict academic success. It also identifies the students
who are at risk of failing or dropping out. Learning analytics programs evaluate the
overall competency skills and offer insights to educators that allow them to focus on
other areas apart from academics, like coordination, communication, critical thinking and
more.

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When educators receive this analysis, they get an idea of what students enjoy the most. It
provides them an opportunity to increase engagement in the classroom and identify any
blocks students might be experiencing. These analytics empower educators to develop a
teaching pattern that benefits the students and helps them reach their full potential.
7. Gamification:
Educators are always looking for ways to provide knowledge through fun activities, and
gamification can be the answer. Gamification is applying game-like mechanics to daily
activities to increase student engagement. This emerging trend is gaining momentum in
primary education. Students can learn valuable information while feeling like they’re
playing a fun game.
Gamification improves student engagement and allows them to learn without feeling
bored. Gamification has several benefits, including aiding in kids’ cognitive
development. Gamification can also create a positive environment in the classroom and
help students collaborate.
8. Immersive Learning With VR and AR:
Augmented reality and virtual reality can help the classroom become more interactive
and immersive. Students today want new experiences, and immersive learning is the
perfect solution. Immersive learning is a style that engages students’ senses. Whereas VR
provides a constructed reality, AR gives a better and enhanced view of the image.
Immersive learning allows students to view environments and provides a fun learning
experience. This technology makes some concepts seem more approachable for students.
Participating in experiments and experiencing real historical sites can make lessons come
to life, and it can directly influence student performance in the class.
9. STEAM:
STEAM is an improvement on its predecessor, STEM. This new acronym stands for
science, technology, engineering, art and math. STEM has been around since the early
21st century, and it was a set of skills educators encouraged youth to develop. Art is the
new element in this equation that promotes creativity.
Since STEM occupations are in high demand, people who earn STEM-related degrees
typically earn higher incomes. STEM workers played a critical role in economic
stabilization, but it’s no longer enough to provide a balanced education. Arts and

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humanities programs teach personal expression, empathy and provide purpose to
students. The introduction of arts has increased creativity and encouraged students to try
new things. Adding arts to STEM is a movement that may entice other students to
consider a STEM job.
10.Cloud Technology:
Cloud technology software allows students to collaborate on projects and work from any
location. This technology’s popularity increased during school shutdowns and maintained
its momentum even after students returned to in-person learning. With cloud technology,
students can access programs and files from any device, including laptops, desktops,
tablets and phones. Cloud technology also gives students more access to STEAM
programs, and it saves teachers time because it eliminates the need to update computers
every day.
11.Asynchronous Learning:
Asynchronous online learning gives students more flexibility and freedom during the
school day. It allows students to set their preferred learning schedule within a given
timeframe. Students can view instructional information and materials at any time during
the week as long as they complete their required assignments and tasks. Asynchronous
learning empowers students to take a hands-on role in their education and practice self-
sufficiency and time management skills. Online learning makes this possible because it
allows students to view materials from any location.
12.Remote Learning :
This model allows students who can’t make it to school still attend virtually. They attend
Class through video and access content online. Other technologies can also be used
Including video conferencing, class forums, pre-recorded videos, social media, and email.
In the same way you can bring in students remotely, you can also bring in teachers or
Subject matter experts. This provides a higher quality of learning that would otherwise be
Unavailable due to distance or time. Education becomes tailored to the needs of the
Student, making it accessible to everyone. The challenges of time and distance become
Inconsequential when all you need is a reliable wifi network paired with the right mobile
Technologies.
13.Mind Mapping:
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Mind maps make learning interactive and multi-dimensional instead of unidirectional
and Passive. It’s graphic and visual, using circled ideas that are linked together with lines,
the Same way the human mind works. This makes it easier for students to understand and
Recall information.
By using software like Mindmeister or Brainstormer, you can engage with your students
And allow them to bounce ideas off each other. The maps can also be easily shared just
Like an email.

14.Digital Textbooks
Textbooks are getting more expensive and they are usually used for seven years before a
New edition comes out. A digital textbook would be more cost efficient and can easily be
Updated to reflect the most recent information. For the one-time cost of a tablet and let
Students use devices they already own) students are able to access every book they’ll
need For the year anytime and anywhere.
15.Social Media:
Social media is usually considered a huge distraction when it comes to the classroom.
From Facebook to YouTube and Twitter many educators are fearful of its use, but this is
A short-sided view. With the right strategy in place and the right wireless infrastructure
Social media can be a very useful and powerful tool for both students and teachers. There
are numerous ways to use social media for learning. An online group can bring Students
together to work on projects and assignments together and hashtags for Twitter Can be
used to organize interactive conversations based on a specific subject or problem. Of
course when using social media you have to also teach students how to properly use it,
Many schools have a digital citizenship code that students must follow that reinforces a
Positive message around the use of social media in school.
 Conclusion:
The reforms required in the education system of Pakistan cannot be done by the
Government alone, public-private participation and a mix of formal as well as non-formal
Education can pull out majority of country’s population from illiteracy. Similarly, to
Make the youth of the country an asset, attention should also be paid to vocational and

pg. 47
Technical training.

 Refrence:

 Pakistan: Education for All 2015 National Review, Ministry of Education,

Trainings and Standards in Higher Education Academy of Educational
Planning and Management Islamabad, Pakistan June, 2014 (available
at:http://unesdoc.unesco.org/images/0022/002297/229718E.pdf).
 Naveed, (2013) Reasons of Low Levels of Education in Pakistan, Retrieved
fromhttp://www.pakistanherald.com/articles/reasons-of-low-levels-of-
education-in-pakistan-3065.

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