ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

NAME: MUHAMMAD SALEH

USER ID: 0000583621
COURSE: Secondary Education (8624)
SEMESTER: Spring, 2024
LEVEL: B.ED. (1.5 YEAR)

TUTOR NAME: ATIQ UR REHMAN

 ASSIGNMENT: 1

Q.1. Explain the scheme of studies of

secondary education level. As a learner, which
subjects do you think are important to include
in existing scheme of studies at secondary
level.

ANS:

Scheme of Studies at the Secondary Education

Level:

The scheme of studies at the secondary

education level is designed to provide students
with a comprehensive and balanced education,
preparing them for higher education and future
career paths. This scheme typically includes a
mix of core subjects and electives, ensuring a
well-rounded academic experience.

 Existing Scheme of Studies:

The scheme of studies at the secondary level

generally includes the following core subjects:

 Languages:

Urdu: As the national language, it is mandatory

for all students.
English: As an international language and
medium of instruction for many subjects, it is
also mandatory.

Mathematics: Essential for developing logical

and analytical thinking skills.

Physics: Provides a fundamental understanding

of natural laws and principles.

Chemistry: Offers insights into the composition,

structure, and properties of matter.

Biology: Focuses on living organisms and life

processes.

Pakistan Studies: Covers the history, culture,

and geography of Pakistan.
Islamic Studies: Provides knowledge about
Islamic teachings and values.

Civics: Educates students on their rights, duties,

and responsibilities as citizens.

History: Offers an understanding of historical

events and their impact on the present and
future.

Geography: Teaches about physical landscapes,

human-environment interactions, and spatial
relationships.

Technical and Vocational Subjects (optional):

Subjects like Home Economics, Computer
Science, and Technical Drawing offer practical
skills and knowledge relevant to specific career
paths.

Arts (optional):

Subjects such as Fine Arts and Music are

available for students interested in pursuing
creative fields.

Important Subjects to Include in the Existing

Scheme

As a learner, it is crucial to include subjects that

cater to the evolving needs of society and the
global job market. The following subjects could
be considered for inclusion in the existing
scheme of studies at the secondary level:

Information and Communication Technology

(ICT):

In the digital age, ICT skills are essential for all

students. This subject would provide students
with the necessary skills to navigate and utilize
technology effectively.

Environmental Science:
With growing environmental concerns, a
subject focused on environmental science
would educate students about sustainability,
conservation, and the impact of human
activities on the environment.

Health and Physical Education:

This subject would emphasize the importance

of physical health, mental well-being, and
healthy lifestyle choices, promoting overall
student wellness.

Financial Literacy:
Teaching students about personal finance,
budgeting, and economic principles would
prepare them for financial independence and
responsibility in adulthood.

Critical Thinking and Problem-Solving:

A dedicated subject that fosters critical

thinking, creativity, and problem-solving skills
would be beneficial in preparing students for
complex real-world challenges.

Ethics and Moral Education:

This subject would focus on developing ethical
reasoning, moral values, and character
education, which are essential for personal and
professional growth.

Conclusion:

The existing scheme of studies at the secondary

education level provides a solid foundation for
students, encompassing essential subjects
across various disciplines. However, to align
with the demands of the modern world and to
equip students with relevant skills, it is
important to consider the inclusion of subjects
like ICT, Environmental Science, Health and
Physical Education, Financial Literacy, Critical
Thinking and Problem-Solving, and Ethics and
Moral Education. These additions would not
only enhance the academic experience but also
prepare students to be well-rounded,
responsible, and capable individuals in an ever-
changing global landscape.

Q.2. Explain the difference in educational

scenario before and after 18th amendment.
What is the process of curriculum and textbook
development.

ANS:

Educational Scenario Before and After the

18th Amendment:
 A. Educational Scenario Before the 18th
Amendment:

Before the 18th Amendment to the

Constitution of Pakistan, the educational
system was primarily under federal control. The
Federal Ministry of Education was responsible
for policymaking, curriculum development, and
the overall management of education across
the country. The key characteristics of the
educational scenario included:

 Centralized Curriculum and Textbook

Development: The curriculum and
textbooks were developed by the Federal
 Curriculum Wing, ensuring a uniform
educational framework across all provinces.

 Standardized Policies: Educational policies

and standards were uniform throughout the
country, with little consideration for
regional and provincial variations.

 Limited Provincial Autonomy: Provinces

had limited authority over educational
matters, which often resulted in a lack of
responsiveness to local educational needs
and cultural contexts.
 Resource Allocation: Financial resources for
education were allocated by the federal
government, leading to disparities in
educational infrastructure and quality
among different provinces.

 Uniform Examination System: The

examination system was standardized, with
federal boards conducting secondary and
higher secondary examinations.
 B. Educational Scenario After the 18th
Amendment

The 18th Amendment, passed in April 2010,

significantly altered the governance structure
of education in Pakistan by devolving many
powers from the federal government to the
provincial governments. Key changes included:

 Provincial Autonomy in Curriculum

Development: Provinces gained the
authority to develop their own curricula and
textbooks, allowing them to tailor
educational content to local needs,
languages, and cultural contexts.
 Decentralized Policymaking: Education
became a provincial subject, giving each
province the power to formulate and
implement educational policies
independently.

 Increased Responsiveness to Local Needs:

Provinces could now address specific
educational challenges and requirements
unique to their regions, promoting more
relevant and effective educational
strategies.
 Resource Management: Provinces assumed
greater control over educational funding
and resource allocation, enabling more
equitable distribution of resources based on
local needs.

 Diverse Examination Systems: Each

province could establish its own
examination boards, leading to a more
diversified approach to student assessment
and evaluation.

 Regional Variations: The devolution of

education resulted in variations in
 curriculum, teaching standards, and
examination systems across provinces,
reflecting regional diversity but also
presenting challenges in maintaining a
cohesive national education system.

Process of Curriculum and Textbook

Development:

The process of curriculum and textbook

development in Pakistan, particularly after the
18th Amendment, involves several stages and
key stakeholders at both the provincial and
federal levels:
 Policy Formulation: Provincial education
departments and ministries formulate
educational policies that outline the
objectives, goals, and priorities for
curriculum development. These policies are
aligned with national education standards
and frameworks.

 Curriculum Development Committees:

Each province establishes curriculum
development committees comprising
education experts, subject specialists,
teachers, and representatives from
educational institutions. These committees
 are responsible for drafting, reviewing, and
finalizing the curriculum.

 Stakeholder Consultation: The draft

curriculum is shared with various
stakeholders, including educators, parents,
students, and education professionals, to
gather feedback and suggestions. This
consultation process ensures that the
curriculum is comprehensive and meets the
needs of the community.

 Approval and Adoption: The revised

curriculum, incorporating feedback from
 stakeholders, is submitted to the provincial
education boards or authorities for
approval. Once approved, it becomes the
official curriculum for that province.

 Textbook Development: Based on the

approved curriculum, textbook
development committees are formed to
create textbooks and learning materials.
These committees work with authors,
illustrators, and subject experts to produce
high-quality educational content.
 Review and Quality Assurance: The
developed textbooks undergo a rigorous
review process to ensure accuracy,
relevance, and alignment with the
curriculum. Quality assurance measures are
implemented to maintain high standards of
educational content.

 Publication and Distribution: Approved

textbooks are published and distributed to
schools across the province. Efforts are
made to ensure timely availability of
textbooks to all students.
  Continuous Improvement: The curriculum
and textbooks are periodically reviewed
and updated to reflect changes in
educational needs, advancements in
knowledge, and feedback from the
education community.

Conclusion:

The 18th Amendment brought significant

changes to the educational landscape in
Pakistan, shifting control from the federal to
the provincial level. This devolution of power
has allowed for greater regional autonomy,
responsiveness to local needs, and diversity in
educational approaches. The process of
curriculum and textbook development now
involves a more localized and inclusive
approach, ensuring that educational content is
relevant and tailored to the unique cultural and
linguistic contexts of each province. However,
maintaining a balance between regional
diversity and national cohesion remains a
challenge that requires ongoing coordination
and collaboration among all stakeholders in the
education sector.

Q.3 Explain the major functions of Federal

Directorate of Education. Draw Organizational
Structure of Federal Directorate of Education.
ANS:

Major Functions of the Federal Directorate of

Education (FDE)

The Federal Directorate of Education (FDE) in

Pakistan plays a critical role in overseeing and
managing the education system within the
Islamabad Capital Territory (ICT). It is
responsible for implementing educational
policies, managing educational institutions, and
ensuring the provision of quality education.
According to the textbook 8626 of Allama Iqbal
Open University, the major functions of the FDE
can be categorized as follows:

1. Administrative Functions
 Policy Implementation: Ensuring that
educational policies formulated by the
federal government are effectively
implemented in all schools and colleges
under its jurisdiction.
 Regulation and Supervision: Regulating and
supervising educational institutions,
including schools and colleges, to ensure
compliance with established standards and
guidelines.
 Human Resource Management: Managing
the recruitment, training, and development
of teaching and non-teaching staff. This
includes conducting professional
 development programs for teachers to
enhance their skills and knowledge.

2. Educational Planning and Development

 Curriculum Implementation: Overseeing

the implementation of the curriculum as
prescribed by the federal education
authorities. Ensuring that the curriculum is
followed uniformly across all educational
institutions.
 Educational Infrastructure Development:
Planning and executing the construction,
maintenance, and upgrading of educational
infrastructure, including school buildings,
classrooms, and laboratories.
  Research and Development: Conducting
research to identify educational needs,
trends, and areas for improvement.
Developing and implementing innovative
educational programs and practices.

3. Quality Assurance

 Monitoring and Evaluation: Monitoring the

performance of educational institutions
through regular inspections and
evaluations. Ensuring that schools meet the
required educational standards and quality
benchmarks.
 Examination and Assessment: Overseeing
the administration of examinations and
 assessments to ensure fairness,
transparency, and accuracy in evaluating
student performance.

4. Student Support Services

 Co-Curricular Activities: Promoting and

organizing co-curricular activities such as
sports, debates, and cultural events to
ensure the holistic development of
students.
 Guidance and Counseling: Providing
guidance and counseling services to
students to support their academic,
personal, and career development.

5. Community and Stakeholder Engagement

  Parent-Teacher Associations: Facilitating
the establishment and functioning of
parent-teacher associations to encourage
active parental involvement in the
educational process.
 Public Awareness Campaigns: Conducting
awareness campaigns to inform the
community about the importance of
education and to promote educational
initiatives.

Organizational Structure of the Federal

Directorate of Education (FDE)

The organizational structure of the FDE is

designed to ensure efficient management and
operation of its functions. Below is a typical
hierarchical structure of the FDE:

1. Director General (DG)

o The highest-ranking official in the FDE,
responsible for overall leadership,
strategic direction, and decision-making.
2. Directors
o Director (Administration): Manages
administrative functions, human
resources, and overall institutional
administration.
o Director (Academics): Oversees
academic programs, curriculum
 implementation, and educational
quality assurance.
o Director (Planning and Development):
Responsible for infrastructure
development, educational planning, and
research activities.
o Director (Finance): Manages financial
operations, budgeting, and resource
allocation.
o Director (Training and Development):
Coordinates teacher training and
professional development programs.
3. Deputy Directors
o Deputy directors assist the directors in
their respective functions and manage
 specific departments or sections within
the FDE.
4. Assistant Directors
o Assistant directors support the deputy
directors and are responsible for
managing day-to-day operations within
their assigned departments or sections.
5. Field Officers
o Field officers are responsible for on-
ground implementation of policies,
monitoring school performance, and
conducting inspections.
6. School and College Principals
o Principals manage individual schools
and colleges, ensuring effective
 implementation of policies, curriculum,
and administrative functions.

Q.4 Discuss the main differences between

public and private secondary level schools.
Explain the process of curriculum
development in Pakistan at secondary level.

ANS:

Main Differences Between Public and Private

Secondary Level Schools

In Pakistan, public and private secondary level

schools differ in several key aspects, including
funding, infrastructure, quality of education,
teaching methodologies, and administrative
practices. Here are the main differences:

1. Funding and Resources

 Public Schools: Funded by the government,

public schools rely on government budgets
for their operations, infrastructure, and
resources. This often leads to limited
funding and resources, impacting the
quality of education and facilities available.
 Private Schools: Funded through tuition
fees and private investments, private
schools generally have better financial
resources. This enables them to provide
 superior facilities, advanced teaching aids,
and better-maintained infrastructure.

2. Infrastructure and Facilities

 Public Schools: Often face challenges

related to inadequate infrastructure, such
as insufficient classrooms, outdated
equipment, and lack of basic amenities like
clean drinking water and proper sanitation.
 Private Schools: Typically offer better
infrastructure, including modern
classrooms, well-equipped laboratories,
libraries, sports facilities, and
extracurricular activity centers.

3. Quality of Education
  Public Schools: The quality of education in
public schools can vary significantly. They
often suffer from issues such as
overcrowded classrooms, lack of qualified
teachers, and outdated teaching methods.
 Private Schools: Tend to provide a higher
quality of education with a focus on
innovative teaching methodologies, smaller
class sizes, and a more personalized
approach to student learning.

4. Teacher Qualifications and Training

 Public Schools: Teachers in public schools

are generally required to have specific
qualifications and certifications mandated
 by the government. However, opportunities
for professional development and training
may be limited.
 Private Schools: Often employ highly
qualified and experienced teachers. Private
schools may also invest in continuous
professional development and training
programs to enhance the skills of their
teaching staff.

5. Curriculum and Teaching Methodologies

 Public Schools: Follow a standardized

curriculum prescribed by the government.
The teaching methodologies can be
 traditional, focusing on rote learning and
memorization.
 Private Schools: While also following the
national curriculum, private schools have
the flexibility to incorporate additional
programs and modern teaching
methodologies, such as experiential
learning, project-based learning, and use of
technology in classrooms.

6. Student Performance and Outcomes

 Public Schools: Student performance can be

inconsistent due to various factors,
including socioeconomic backgrounds,
quality of teaching, and school resources.
  Private Schools: Generally report better
student performance and outcomes, often
reflected in higher pass rates, better exam
results, and greater success in higher
education admissions.

Process of Curriculum Development in

Pakistan at Secondary Level

The process of curriculum development in

Pakistan, especially at the secondary level,
involves multiple stages and the collaboration
of various stakeholders. According to the
textbook 8626, the process can be outlined as
follows:

1. Needs Assessment
  The process begins with assessing the
educational needs of students, teachers,
and the society. This involves analyzing
current educational standards, identifying
gaps in the existing curriculum, and
considering future educational trends and
requirements.

2. Policy Formulation

 Educational policies are formulated at the

federal and provincial levels. These policies
provide the framework and guidelines for
curriculum development. The National
Curriculum Framework (NCF) outlines the
 goals, objectives, and standards for
education.

3. Curriculum Planning

 The curriculum planning phase involves

defining the structure, content, and
learning outcomes for each subject.
Curriculum experts, subject specialists, and
educators collaborate to design a
comprehensive and cohesive curriculum
plan.

4. Development of Curriculum Content

 Based on the curriculum plan, detailed

content is developed for each subject. This
 includes the development of textbooks,
instructional materials, lesson plans, and
assessment tools. Content developers
ensure that the curriculum is aligned with
the educational standards and objectives
set by the NCF.

5. Review and Feedback

 The developed curriculum content

undergoes a rigorous review process.
Feedback is gathered from teachers,
educational experts, and other
stakeholders. Pilot testing may be
conducted in selected schools to evaluate
the effectiveness of the curriculum.
6. Approval and Implementation

 After incorporating feedback and making

necessary revisions, the curriculum is
submitted for approval by the relevant
educational authorities, such as the
Curriculum Wing of the Ministry of Federal
Education and Professional Training. Once
approved, the curriculum is officially
implemented in schools.

7. Training and Capacity Building

 Teachers receive training on the new

curriculum to ensure effective
implementation. Professional development
programs and workshops are organized to
 familiarize teachers with the new content,
teaching methodologies, and assessment
techniques.

8. Monitoring and Evaluation

 Continuous monitoring and evaluation are

conducted to assess the effectiveness of the
curriculum. Feedback is collected from
schools, teachers, and students to identify
areas for improvement. Periodic reviews
ensure that the curriculum remains relevant
and up-to-date.

Conclusion
The differences between public and private
secondary level schools in Pakistan are
significant, affecting various aspects of
education, including funding, infrastructure,
quality of education, and teaching
methodologies. The process of curriculum
development in Pakistan is a comprehensive
and collaborative effort aimed at ensuring that
the educational content meets the needs of
students and society. Continuous monitoring
and evaluation are crucial to maintaining the
relevance and effectiveness of the curriculum
in a dynamic educational landscape.
Q.5. Explain the different theoretical
approaches of curriculum development. Being
a prospective teacher which approach you like
the best and why.

ANS:

Different Theoretical Approaches of

Curriculum Development

Curriculum development is guided by various

theoretical approaches, each contributing
distinct perspectives and methodologies to
designing educational programs. Here are the
primary approaches as outlined in the textbook
8626:
1. The Tyler Rationale

Ralph Tyler's approach, also known as the

objectives model, focuses on defining clear
educational objectives. The key steps in this
model are:

 Defining Objectives: Establishing what

students should know and be able to do.
 Selecting Learning Experiences: Choosing
activities that align with the objectives.
 Organizing Learning Experiences:
Structuring these activities in a logical
sequence.
 Evaluating Outcomes: Assessing whether
the objectives have been achieved.
2. The Taba Model

Hilda Taba’s grassroots approach emphasizes

teacher involvement in curriculum
development. It follows these steps:

 Diagnosis of Needs: Identifying student

needs.
 Formulation of Objectives: Defining specific
goals based on needs.
 Selection of Content: Choosing relevant
content.
 Organization of Content: Structuring
content for logical progression.
  Selection and Organization of Learning
Experiences: Integrating experiences with
content.
 Evaluation and Revision: Assessing and
improving the curriculum.

3. The Wheeler Model

The Wheeler model extends Tyler’s approach

by emphasizing a cyclical process. The stages
include:

 Aims, Goals, and Objectives: Establishing

broad and specific goals.
 Selection of Learning Experiences:
Identifying appropriate activities.
  Selection of Content: Choosing subject
matter.
 Organization and Integration of Learning
Experiences and Content: Ensuring
coherence.
 Evaluation: Continuously assessing and
refining the curriculum.

4. The Kerr Model

John Kerr’s approach integrates four elements

in a dynamic process:

 Objectives: Defining what the curriculum

aims to achieve.
 Knowledge: Determining the essential
content.
  Learning Experiences: Selecting suitable
educational activities.
 Evaluation: Assessing the effectiveness of
the curriculum.

5. The Saylor and Alexander Model

This model views curriculum development as a

broad organizational task involving:

 Goals, Objectives, and Domains: Setting

educational targets.
 Curriculum Design: Creating the structure.
 Curriculum Implementation: Putting the
design into practice.
 Curriculum Evaluation: Reviewing and
improving the curriculum.
Personal Preference and Rationale

As a prospective teacher, I am particularly

drawn to Hilda Taba's Model for several
reasons:

1. Teacher Involvement: The model

emphasizes the active role of teachers in
diagnosing student needs and developing
the curriculum, ensuring that it is tailored to
the specific context and students.
2. Flexibility: Taba's approach is iterative
and adaptable, allowing for continuous
revision based on feedback and evaluation.
This aligns well with the dynamic nature of
teaching and learning.
 3. Student-Centered: By focusing on the
diagnosis of needs, the Taba model ensures
that the curriculum is relevant and
responsive to the actual requirements of
students, promoting more effective learning
outcomes.
4. Systematic Process: The structured
steps provide a clear roadmap for
curriculum development, making it easier to
ensure coherence and alignment with
educational goals.

Conclusion

Each theoretical approach to curriculum

development offers valuable insights and
methodologies. However, Hilda Taba's model
stands out due to its emphasis on teacher
involvement, flexibility, student-centered focus,
and systematic process, making it an excellent
choice for developing a responsive and
effective curriculum.