Question one.

Highlight the importance of secondary education in Pakistan. And explain the specific objectives of
secondary and elementary and special education.

Answer.

Importance of secondary education.

Secondary education occupies the most critical position in any system of education. Secondary
education has the universal privilege of occupying a midway position between the primary and further
education as a structure.

Between childhood and adulthood as to Clientele.

In any society, the position of secondary education is generally Very important. It is expected to be
player transitional role between basic education and further higher education. As well as to play a
terminal role by providing necessary manpower for the development of a country. Thus the complexion
subjects at this stage generally militates against each other.

The group it deals with these generally at the violated pre adolescents stage when the boys and girls are
experiencing the most intensive experience of their lives, both physical and emotionally.The old put of
the secondary schools in developing countries primarily comprises those who want to enter In life, and
thus queue up for already restricted employment opportunities. They have abandoned traditional an
agricultural, vocations, and odiously dream for a white collar job in a nearby city.

Another pressing problem at this stage is that the overloading of curricula according to the Henyman.If
there is a societal problem not easily amendable to the and other solutions, schools are called upon to
sort it out. If crime figure increased, schools are called upon to teach morality. If there are more traffic
accidents, schools should teach more road safety. If there is too much, drinking schools should teach
more about temperance. If there is too much urban drift or too much unemployment and not enough
respect for manual occupations school, teach more practical subjects. Such, indeed, is the demand of
the society on secondary schools, which has resulted In overburdening our curricula and student
particularly parents have Severe reaction against schools management.

Diversification Of schools, curricula and introduction of occupational streams has insisted the
institutionalisation of guidance and concerning conservancies in schools. The developing countries
which are already seized with the problem of providing suitable trained science and technical teachers
can hardly afford to supply guidance and counselling teachers to Schools. The experiment of a pilot and
comprehensive schools in a Pakistan have suffered a great deal because of non availability of specialised
guidance and counselling services. Through Education Nation building process for a future citizen of a
country can take place. As soon the education moulds, student country will be moulded. From this point
of view, a lot of responsibilities live with the education list for quality education. Therefore the
education must be qualitative so that the student made develop necessary knowledge, attitude and
skills to perform their duties effectively. It is in the context that quality education becomes the most
important element to the enhance the quality of life in any country. It is so Worthwhile to raise some
issues in this regards and think of their solution.
In the earlier period of Pakistan, the highest priorities were literacy and numeracy in the schools. But
later personal growth with the communication skills skill for social living, problem solving skill and
coordination of physical and mental skill got attention and importance by the society. School contributes
its role in the Vibrant way through the. Curriculum.secondary school developed the ability of reasoning
proper use of language, social and emotional consistency in the students. Secondary education plays a
major role in the produce realistic and skilful student.

Secondary education plays a fundamental but complex role in preparing young people for the labour
market, especially for people who leave secondary education for a job.

The complexity in the such cases is that an increasing number of young people in secondary education
means increasingly diverse talent, diverse job interests, and job opportunities. But in additional
complexity, in the shifting needs of employers which are changing rapidly, young people need to have
the tools and knowledge to adapt to the change.

Objectives of secondary education.

 To provide equity for all young peoples to obtain from secondary education, the knowledge and
the skills appropriate to their needs and abilities.
 To be a means to achieve national unity and national objectives of development
 Serve as a preparatory stage for those who wish to pursue higher professional education and
training.
 To improve learning through the use of both formal and non formal approaches to education
using modern technologies and aids.
 To establish close linkages with the community with the view to make this student aware of the
real life situations and check the dictation challenges that exist between the education and
environments.
 To establish close linkages with the industry, agriculture and other places of the work with a
view to provide a meaningful courses and adequate preparation for employment and self
employment.
 To use a futuristic outlook and pursue programs keeping in view the immediate as well as long
term perspectives of development.

Objectives of elementary education.

 To provide the knowledge and develop these skills, attitude and values essential to personal
development and necessary for living in a contributing to development and changing social
Environment.
 To provide learning experiences which increase the child’s awareness of end responsiveness to
the changes in air, just demand of society and to prepare him for a constructive and effective
involvement.
 To promote and intensify the child’s knowledge of identification with the love for the nation and
the people to which he belongs.
 To promote work experiences, visual the child’s orientation to the world of work and creativity
and prepare himself to engage in honest and gainful work.

Objectives of special education.

  To develop motivational patterns in the handicapped that will produce achievements in school.
 To develop realistic self concept into handicapped children.
 To pursue those curricular matters that strategically determine effective living or specific types
of handicapped children.
 To consider the mental as well as the physical hygiene of handicapped schoolchildren.
 To produce in the handicapped as decide to participate in the activities of non handicapped
persons.

Question. 2.

Discussed the problems faced by the Board of Intermediate and Secondary Education in structuring
the board and the administration of examination.

Answer.

Board of Intermediate and Secondary Education.

Federal Board of Intermediate and Secondary Education in autonomous Body of Ministry of Federal
Education and Professional Training. Government Pakistan has been interested a spectrum of
responsibilities including a curricular recommendation, appointment of examiners and supervisory staff
to conduct examinations, ensuring required physical and human resource of all affiliate institutions,
imparting secondary and higher secondary levels. Within and across the country to match the in House
talent with needs of market.

Federal Board of Intermediate and Secondary Education is committed to provide to continue civil
learning environment, transparent, efficient and objective assessment opportunities to the students
during the Academic pursuit in need affiliated institutions. Complete automation of the whole system to
promote the Troublefree instructions, acquisition of required documents prompt. Dissemination of
information to. Thousands of affiliated institutions and millions of students well defined mapping and
monitoring system using advanced technology Tools like GIS and remote sensing. Establishment of
quality enhancements, cell it into improve the standards of examination through these students
Feedback.

Difficulties are problems faced by the boards

The boards have to perform their statutory responsibility under the provisions of the Act and
ordinances. The day indent if eyes and difficulty in the performance of structure responsibilities.

Equity issues.

Another challenge is the serious error observed on the issues concerning equity. The equity issues are
even more performed and challenging than those of contract validity. It is a basic fact that no common
education procedures can produce truly just measures until policy makers put in the place. Appropriate
national diversity standards for social health, educational resources and the other sports systems for a
family. The demand here is that we need national system in Pakistan which implement social health,
family education, resources and support system educational assessment measures. For secondary
education students.

First we need to educational playing field that is at least seemingly equitable for all students. Any
examination system put in place for common education assessment measures for all individuals, and yet
neglects the Concomitant reforms in social health and educational delete delivery system will only
produce inherently unjust measures, and this is a challenge in that over assessment measures do not
consider the issue of equity in input resource Input variables.

Testing as a technology.

Our focus here is on the standards and quality of our test designers, specially at the secondary education
level. If we look at the policy rate of authentic Assessment from the point of view that testing as a
technology and it must be viewed as such, then the challenge posed by the quality of Test designers and
administrators in Pakistan can be understood. Assessment is seen as a technical art, a complex of
standardized means for attaining a predetermined end in social econonmic, administrative and
educational institutions. Even today in Pakistan, the quality of personnel involved in the test designs can
not be compared with obtains in the developed world. In the developed world, the standards of
assessment procedure is highly specialized in the terms of the entire test development process. The
culture background. The material chosen for inclusion, the language and the idealism used the validation
process and the group in their societies.

In Pakistan and large percentage of test designers are ignorant for the statical procedures involved in
the educational assessment measures and the advances made with the use of computer. The concern
should be centered on how computer can be used in assessment procedures and the vocabulary needed
To facilitate the usage.

Screening certain group.

The administration of common educational assessment measures also faced with challenge of using test
results to screen out certain groups, specially ethnic Racial Minorities poor and rural population in the
society. Their fair change to receive certain social benefits. The challenge here is to inquire whether
these groups of people have been justified or unjustifiable screened out, and furthermore, to ask what
constitutes a fair and equitable use of test scores in the Personal selection. This challenge becomes
more involving when we inquire further. The relationship among the test scores education. Inputs and
the job performance, especially in the context in which test scores are used. This society accepts as
desirable goals for a system of personal allocation and utilization. We need to ask, therefore how much
weight should these Pakistan society give to the maximising productivity of her educational industrial
establishment?

Psychological issues.

Another area of challenge is domain of invasion of the right of individuals. By subjecting the children
test to psychological risks. Two non psychologists. It may be hard to see how ability test may demanding
two children self esteem. Poor performance on ability test in terms of common examination at the
national level evokes extra anxiety, worry and self delegations and other psychological hazards And
quite often parents are not excluded.
 Instances of mislabelling are evident in Pakistan. The prospects for future treatments of the people in
such state should be Miller or concern to our education administrator. They must educate the public
that any ability test scores is mere descriptive fact about the person and death. This fact can only be
fully understood in the terms of the total past and present history of educational development.

Right off script.

When and individual states accused in a court, he or she has the right to face his accuser. In
administration of education assessment measurement, candidates do not know how their tests are
being interrupted and are very little aware of how decisions have been arrived at. In a less than perfect
reliability of test scores and the human error in handling test results, it is necessary that candidates
should be given the privilege to see their script. If they feel strongly cheated by the final results
communicated to them, this apart from benefiting the testee, it may improve the reliability of scoring,
handling of scores and improve upon the assessment procedures.

Question. 3.

Discuss this silent features of private schools and describe their Academic program and curriculum.

Features of private schools.

1. High quality instructions.

The best private schools requires teacher certifications and continual training to develop high quality
instructors. Staff member also benefit from regulatory schedules, opportunities to collaborate and share
best practices. When schools prioritize professional development, students are likely to experience
engaging. Instructions, relevant coursework and aesthetic assessments.

2. Viable standards based curriculum.

Effective educational programs. Strategically designed curriculum with purpose and strategic intent.
With the end goal in mind, classes, units and individual lessons plot a course for student learning
without gaps are unnecessary redundancies. Using a set of respective national earth state level
standards, teachers will documented the curriculum represented in their classes and align with these
tenders to ensure their students are competitively prepare for challenge and career.

3. College readiness.

The best schools have specific plans in place to prepare students for college and or the career of their
choice. A available program can support students as they prepare for the AC T and provide interest
surveys that expose students to possible career pathways. With the assistance of the trusted Guidance
conclusions, students can explore and choose the class offerings that will best prepare them for future
college and career goals.

4. Strategic and innovative technology.

Great schools implemented technology into their learning process but also understand it. The limitations
that come with their introduction. Technology should not simply be used as a substitute for lower tech
tools or for the teacher student interaction that should take place within the learning environment. It
should however, be used intentionally and strategically to help students learn Critical thinking and
opening new educational opportunities.

5. Measurable achievement and progress.

Student assessments should not just be used to communicate final grades or rank student. The best
instructors use sesame to guide individuals. Learners along the journey to academic achievement. Many
layers and styles of assessment can be used to create an accurate understanding of student learning.
Some of these assessments should be included, well respected, standardized or growth tests are
element classroom assessments that gives students authentic opportunities to use their new knowledge
and skills, and many informal assessments along with the way to help the student, teachers and parents
identify learning strengths and opportunities for growth.

6. Extensive athletic program.

Atlantic programs creates oppurtunity for students abilities to compete at the highest level of
interscholastic sports and foster within each individuals are desired and committed to excellence of
practice and performance. Schools should be committed to providing an experience that trains leaders,
develops characters, emphasize teamwork, teats, athletes to compete and encourage healthy life long.
Habits.

7. Fine Arts.

Fine art is a vital part of providing student with a well rounded education. Whether a student is enrolled
in the music, theatre or art. This discipline Teaches creativity, leaderships and presentation skills. There
are many statistics supporting students heavily involved in Fine Arts. They were better than their peers
at staying motivated to achieve, had improved social skills, and noticeable better Test scores.

8. Extracurricular activities

High quality schools developed not only the Akademik ability of their students but also offered
extensive extracurricular opportunities. These activities allow students to pursue their unique purse.
Patients, explore new talent, and grow their perspectives while unveiling New Possibilities.

9. Leadership Cultivation.

Effective schools produce effective leaders. The best private schools recognize the essential role they
play in shaping the future of our society. By cultivating the next generation of leadership. Diverse
opportunities should be available to students to develop their unique strengths through various levels
and avenues.

10. Holistic development

The best private schools believe that the education is not centered on producing the intellectual
achievement alone, but recognize their responsibility to develop the whole child. Successful educational
programs should produce lifelong learners who appreciate intellectual stimulation and challenge
whoever the future of our society needs more than academics.

11. Student centered.

To be considered a great private school, it must be student centered. Every decision that is made is
driven by one essential question. Is this in the students be interest? A student centered school should
have happy, productive, and engaged students. They should also develop and maintain these strong
friendships and peer relationships.

Academic programs and curriculum of private schools.

Private schools curriculum is set by the individual schools charter. Unlike public schools which are
subject to the strict curriculum. Guidelines developed by the state. Tough. The majority of the private
schools are free to teach the curriculum of their choosing. They still subject to basic educational
requirements determined by the local Department of Education. The requirements vary widely from the
state to state, but they generally includes the health and safety measures to protect the well being of
students such as regulation on the transportation, food heading employee, kindly conduct and record
keeping.

Many private schools, particularly at the high school level, offers students the chance to participate in
programs not found at most public schools, for instance, at arts based private high school students to
miss spent half the day. Only regular academic school studies and their half of the day pursuing. Vocal or
dance trainings. Other curriculum folks on the athletics owners disciplines are even special needs
programs for the students who require the addition In Academic guidance or help with the study skills.
Add the majority of the public schools. These types of special programs are often underfunded or
Existent. At the majority of the public schools, these types of special programs are often underfunded or
non existent. Another benefit to private schools curriculum is the chance for students to achieve under
the alternative teaching philosophies in schools that follow the popular World Draft or Montessori
program. For example, children’s aren’t graded on the performance and don’t study informal.
Structured classroom, particularly in the early years that Qwackers based friends schools, employs a
curriculum. Where’s all classes are taught in context around this specific topic.

Question. 4. Write down details. Note on importance of textbook and criteria for selection of
textbook.

Answer.

Importance of textbook.

Textbook and an important and most widely used teaching yet. The question of textbook is the most
important and urgent one for our country. Innergetic on state and national basis is required to progress
the preparation of high quality school textbooks.

New tools have been so misused as. Textbook is teaching. It will be no exceptions to say their textbooks
have become end in education. Follows them blindly. They were read out loudly para by Para in class by
each of the Student in turn. Brief explanations and comments are given by teachers and all the matters
covered is to be memorized by the pupils in the class. As well as at home.
Teacher may use any of the method of teaching. He feels unnecessary of textbooks. The work of the
teacher does not end in the classroom. He has to see that the children can readily apply the knowledge
gained by him in the classroom. For this it is desirable to provide the student with the record of
classwork and also some questions for practice. This record can be heard by the children by taking notes
in the class, but these lengthy directions and notes may prove to be most time consuming. A good
textbook saves the time of the teacher as well as the taught.

A teacher can make use of textbook to give homework at assignments to the students. The textbook
specifies the standards expected to the attend by a particular class. It also gives suggestions about the
use of various teaching aids and activities to be undertaken. A textbook also helps the teacher to
teaching and correlating the subject with other things. It lays down the Order of Procedure.

Textbook provides you with this several advantages in the classroom.

 Textbooks are especially helpful for beginning teachers. The material to be covered and design
of each lessons are carefully spelled out in detail.
 Textbook provides organized unit of work. A textbook gives you all the plans and the lessons you
need to cover a topic in some detail.
 A Textbook series provides you with the balanced go radical presentations of information.
 Textbooks are a detailed sequence of teaching procedures that tells you what to do and when to
do it. There are no surprises in this. Everything is carefully spelled out.
 Good textbooks are excellent teaching aids. They are resource for both teacher and student.

Criteria for selection of textbooks.

Open textbook quality criteria.

Criterion 1. Scope and sequence.

 Textbook contains a comprehensive standard scope and sequence for a particular colleague,
course or set of courses.
 Textbook is easily divisible into a smaller section with text that is not overly self referential. In
order to enable modularity as much as possible.

Criterion. 2. Content accuracy

 Textbook contains accurate content without factual errors.

 Content is presented with no or minimal base or slant taking into account in the context of
particular subject being addressed.
 Content has been reviewed by subject matter experts through a peer review process preferably,
but not restricted to double blind peer review.

Criterion. 3. Instructional design.

 Textbook contains a variety of instructional materials including reflective questions, learning

activities and other features which promotes learners engagement and active learning.
 The relationship between the use of textbooks and fulfilling the particular learning outcome is
clearly explained.
Criterion. 4. Text clarity.

 Content is written in accessible. Add internally consistent pros for the intended read.
 Textbook contains a structured clear and logical progressions of topics.

Criterion 5. Visual clarity

 Textbook does not contain distorted images or charts and does not contain any other display
features that may distract or confuse the reader.

Criterion 6. Accessibility and inclusive design.

 The textbook provides accessible and structured text and images to meet the needs of diverse
learners.
 Textbook reflects diversity and inclusion regarding culture, genders, ethnicity, national Origin,
age, disability, sexual orientations, education, and religion. Whenever possible, taking into
account the context of the particular subject being addressed.

Criterion. 7. Ancillary material.

Textbook has a high quality material which aired the instructor in the teaching process.

Ancillary quality materials criteria.

Criterion 1. Content relevance

Ancillary material content which fully addresses the targeted learning outcomes.

Criterion 2. Content accuracy

Ancillary materials contains accurate content without factual errors. Content is presented with no or
minimal base or slant taking into account bit context of the particular subject being addressed.

Criterion. 3. Instructional design.

The overall set of ancillary materials contains a variety of instructional methods and activities which
promote the learners engagement and active learning. The relationship between the use of materials
and fulfilling the particular learning outcome is clearly explained.

Criteria 4. Technical usability.

Ancillary materials are in standard file format or make up languages at easily adaptable to other
formats. Ancillary materials are free of technical errors and glitz.

Criterion 5. Clarity.

End slurry materials do not contain distort images or charts and do not contain any other display
features that may distract or confuse this student. Audio, video, and image quality are up to recurrent
standards for all devices used to assess the materials.

Criterion 6. Accessibility and inclusive design.

Ancillary materials provides accessible, add structured text and images to meet the needs of diverse
learners or provides alternative means of access to multimedia content in formats that meet the needs
of the diverse learners, when applicable. Ancillary materials reflect the diversity and inclusion recording
the culture, gender, ethnicity, national Origin, age, disability, sexual orientation, education, and
religions. Whenever possible, taking into the account to the context of the particular subject being
addressed. End by the format and goals Of the materials.

Question 5.

Discuss the examination system in Pakistan. Also highlight the factors which effect the quality of
education examination system in our schools.

Answer.

Examination system in Pakistan.

Pakistan is governed under the Islamic democratic federal constitutions of 1973, and the governance
extends to be four autonomous province. Education in Pakistan is essentially a provincial affair.
However, certain educational functions are the responsibility of the federation via Federal Ministry of
the Education Examinations in Pakistan are the legacy of the past inherited from the British system
following the models of University of London. And the external final examinations, called the
Metrication, was instituted at the end of the high school stage in the 1880s. It was initially administered
by the London University after the establishment of the universities in the Bombay, Kolkata and
madrassas in 1857. The committee further observed that the Lord of Government service through the
matriculation was still potent. However, various curriculum reforms in the pre independence. Failed to
dislodge the hold of external examination. It still holds sway in full force in all the regional boards of the
intermediate and secondary education and in universities. Since a degree or certificate was a key to job,
and the further education, the pressure to get the degree somehow or the other instant isfit.

Post independence after 1947.

The function of external examination and assessment did not change with the independence and
subsequent developments over the years have strengthened the hold of examinations and assessments
in the education system of the country immediately after the independence. The vacuum created by the
departure of the Hindus. And the needs for the meaning. The increasing number of administrative posts.
Further, they reinforce the position of internal and external examinations and the degree certificates
became the most sought after the 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 base by the late 60s, ten BISE were conducted their examinations assessment without the trend,
personal and other facilities.

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% According to the Ministry of Education during the years 1998 to 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. 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 a
poor examination and assessment system are blamed for this wastage. 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.

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 canters, 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 nongovernmental reports
and policy papers in Pakistan concluded that the public examination and assessment system, had
become devoid of validity, reliability and credibility. Factors affecting quality of examination The
assessment system in Pakistan is defective due to the following:

（a).No single body is responsible for assessment at secondary level, and examinations at this level are
the responsibility of many Boards. This results in a lack of coordination among the working of these
Boards.

（b) Papers of different subjects can be scheduled to be written at the same time.

（c) Results are not reliable because students use deceitful and indulge in malpractices in the
examination.

（d) Deficiencies in marking takes place. There has been an increase in the incidence of the recurrence
of questions and selected material is tested again and again in our pubic examinations.

This leads toward selective studies because the understanding of a little content helps the students to
get good marks in the final examination and nobody seems to take this fact seriously. Assessments in
examinations mainly focus on easy, straight and very simple questions and they ignore high levels of
cognition involved in such items as comprehension, analysis, synthesis and evaluation. In this situation,
students keep focusing on retention and rote memorization as examination tactics.research in testing
highlights the decline in the examination system, its ineffectiveness, and unreliability in diagnosing
students" weaknesses and in assessing their abilities. testing is not viewed as a vital component of
teaching and is considered quite distinct from teaching and learning as well as practice.