Assignment No.1 (8624)

Course: Secondary Education
Course Code: 8624

Semester: 2nd Autumn, 2023
Level: B.Ed. (1.5 Years)
Name: Saba Riaz
Student ID: 0000492952
Assignment No.1
(Unit 1-5)
Q.1:
Describe the levels of education in the context of Pakistan and
compare them with the seven levels which are described by
(ISCED).
Answer:
Pakistan is the fifth most populous country in the world. Population pressures and democratic and
religious demands have put the present education system under great strain. Education planners
and administrators are striving to cope with these challenges. The 18th amendment of the Pakistani
Constitution transfers the responsibility for education from the federal government to states and
provinces. National education policy enacted in 2017 has been designed according to this structure.
Education is almost completely decentralized, with province and area education departments
responsible for the education system, from planning to implementation. The federal government
has a limited role. The Ministry of Federal Education and Professional Training is facilitating and
coordinating among the province and area education departments to maintain coherence in
education policies. In this regard, after a gap of 10 years, a national curriculum is in development
in consultation with provincial and area education departments.
Pakistan’s education system is distributed into four level of educations:
1) Elementary education.
2) Secondary education.
3) Higher secondary education.
4) Tertiary education. Free primary education is a constitutional right and is compulsory in
every province except Balochistan. Education is compulsory for all children from age 5 to
16 (in the mid 2000s it was only five years).
The education system is designed for 12 years of schooling, with five years in primary school,
three in middle school, and four in high school. After two years of basic secondary school students
that want to continue on choose between a two-year higher secondary program or a two-year
technical school.
In Pakistan, about 60 percent of students enrolled in school attend public schools, while the
remaining 40 percent of students attend private schools. Public school students mostly come from
a low socioeconomic background while private school students mostly have middle- and upper-
class backgrounds. Public sector institutions are required to teach the national curriculum. Private
sector institutions may teach different types of curriculum, including the Oxford, Cambridge, and
Singapore curricula.
According to the “World Education Encyclopaedia”: “Basically, there are two systems of
education prevalent in Pakistan: the traditional religion-based education system and the modern
formal education system begun under British colonial rule and continued after the country’s
independence. Both systems are financed by the ministry of education, although the scrutiny by
the government of standards in the modern education sector is far stricter than for the madrassahs.
Since the late 1970s, with the increasing Islamization of Pakistan’s polity and society, the
management of the traditional institutions has been streamlined both at the provincial and the
federal levels by the mullahs. This was partly helped by the fact that the madrassahs were financed
out of the zakat, the Islamic tithe collected by the government.
Structure of Pakistan’s Education System:

Education is organized into five levels:
• Primary (grades one through five).
• Middle (grades six through eight).
• High (grades nine and ten, culminating in matriculation).
• Intermediate (grades eleven and twelve, leading to an F.A. diploma in arts or F.S. science.
• University programs leading to undergraduate and advanced degrees.
Preparatory or pre-primary classes (kachi, or nursery, literally, unripe) were formally incorporated
into the system in 1988 with the Seventh Five-Year Plan. According to the “World Education
Encyclopaedia”: The modern educational system comprises the following five stages:
• The primary stage lasting five years, applicable to children from 5- to 9-years-old.
• A middle stage of three years for children 10- to 12-years-old, covering grades six through
eight.
• A two-year secondary, or “matriculation” stage (grades nine and ten), for children 13- and
14-years-old.
• A two-year higher secondary, or “intermediate college,” leading to an F.A. diploma in arts
or F.S. in science.
• A fifth stage covering college and university programs leading to baccalaureate,
professional, and master’s and doctorate degrees.
1. Primary Education:
Primary education is the first level of education in Pakistan, which is compulsory for all children
aged 5 to 9 years. It comprises five years of education, and the curriculum includes basic subjects
such as Urdu, English, Mathematics, Science, and Social Studies.
2. Middle Education:
Middle education is the second level of education in Pakistan, which comprises grades 6 to 8. It
is also compulsory and builds on the foundation laid in primary education. The curriculum
includes more advanced subjects such as Physics, Chemistry, Biology, History, and Geography.
3. Secondary Education:
Secondary education in Pakistan comprises grades 9 to 10 and is divided into two streams: science
and arts. Students can choose their preferred stream based on their interests and career goals. The
curriculum is more specialized and includes subjects such as Computer Science, Pakistan Studies,
and Islamic Studies.
4. Higher Secondary Education:

Higher secondary education is the final level of secondary education in Pakistan, which
comprises grades 11 and 12. It builds on the foundation laid in secondary education and prepares
students for university education. The curriculum is more specialized and includes subjects such
as Physics, Chemistry, Biology, Mathematics, and English.
5. Undergraduate Education:
Undergraduate education in Pakistan is offered by universities and colleges and leads to a
bachelor’s degree. The duration of the degree varies depending on the program and can range
from 2 to 5 years. The curriculum includes both theoretical and practical components and
prepares students for professional careers.
6. Graduate Education:
Graduate education in Pakistan is offered by universities and colleges and leads to a master’s
degree. The duration of the degree varies depending on the program and can range from 1 to 3
years. The curriculum is more specialized and requires students to conduct research in their
chosen field.
7. Postgraduate Education:
Postgraduate education in Pakistan is offered by universities and colleges and leads to a doctorate
or other advanced research degree. The duration of the degree varies depending on the program
and can range from 3 to 5 years. The curriculum is research-focused and requires students to
conduct original research in their chosen field.
“The two major stages in the pre-university period are marked by primary and secondary schooling
for 10 years leading up to the Secondary School Certificate Examination (SSCE), and an additional
two years in higher secondary school or college leading to the Higher Secondary Certificate
Examination (HSCE). The SSC and the HSC examinations are conducted by the Boards of
Intermediate and Secondary Education. It is the stage at which most of the brightest students take
up medicine, engineering, pharmacy, dentistry, or architecture. There is a special public
examination at the end of grade eight for those wishing to apply for government scholarships. The
participation rate falls from 58 percent at the primary stage to 36 percent at the middle three-year
stage, to 22.5 percent at the SSCE level, and to a precipitately low of 7.3 percent at the HSCE
stage.
Those who prefer technical education enroll after SSCE into one of the “intermediate” colleges
offering technical and vocational education, or they enroll in one of the numerous technical
institutes run by provincial departments of education. A separate board examines students of
technology and awards certificates to those who pass the examination.
While most students take the three-year course in college leading to the bachelor’s degree, students
aiming at a professional degree in medicine, engineering, architecture, or pharmacy join the
appropriate professional colleges after the HSCE. The duration of study leading to the professional
degrees varies. While the bachelor’s degree in medicine (MBBS or Bachelor in Medicine and
Bachelor in Surgery), requires five and one-half years including one year of internship, a degree
in engineering, architecture, pharmacy, or veterinary medicine requires four years. The
participating rate in the bachelor’s degree or professional degree courses is a meagre 2.8 percent.
Graduate education, known as “postgraduate” education, is available at the universities and some
institutions of higher learning “deemed” to be universities. A master’s degree would require two
years, while the Ph.D., taken in almost all cases after the master’s (theoretically an option exists
to take it after the bachelor’s), takes two to three years of additional work involving a thesis or
doctoral dissertation.
According to the “World Education Encyclopaedia”: “Education at all levels falls primarily under
the jurisdiction of the provincial governments. However, the federal government has, throughout
the history of Pakistan, taken a leadership role in devising a national policy of education and
research. Moreover, all universities, centres of excellence, and area study centres are funded by
the federal government through the University Grants Commission. The federal Ministry of
Education is headed by the minister of education, assisted by the education secretary, who is a
senior member of the bureaucracy. The provincial education departments are likewise headed by
the education ministers assisted by education secretaries in charge of separate divisions such as
primary, secondary, vocational, and higher education. The provinces are divided into regions and
districts for administrative purposes. Primary education at the district level is administered by a
district education officer, while secondary education is headed in each region by a regional
director. The colleges in each province are under the administrative control of a Directorate of
Education located in the provincial capital.
Academic and technical education institutions are the responsibility of the federal Ministry of
Education, which coordinates instruction through the intermediate level. Above that level, a
designated university in each province is responsible for coordination of instruction and
examinations. In certain cases, a different ministry may oversee specialized programs. Universities
enjoy limited autonomy; their finances are overseen by a University Grants Commission, as in
Britain.
Teacher-training workshops are overseen by the respective provincial education ministries in order
to improve teaching skills. However, incentives are severely lacking, and, perhaps because of the
shortage of financial support to education, few teachers participate. Rates of absenteeism among
teachers are high in general, inducing support for community-coordinated efforts promoted in the
Eighth Five-Year Plan (1993-98).
In 1991 there were 87,545 primary schools, 189,200 primary school teachers, and 7,768,000
students enrolled at the primary level, with a student-to-teacher ratio of forty-one to one. Just over
one-third of all children of primary school age were enrolled in a school in 1989. There were
11,978 secondary schools, 154,802 secondary school teachers, and 2,995,000 students enrolled at
the secondary level, with a student-to- teacher ratio of nineteen to one.
Primary school dropout rates remained fairly consistent in the 1970s and 1980s, at just over 50
percent for boys and 60 percent for girls. The middle school dropout rates for boys and girls rose
from 22 percent in 1976 to about 33 percent in 1983. However, a noticeable shift occurred in the
beginning of the 1980s regarding the post primary dropout rate: whereas boys and girls had
relatively equal rates (14 percent) in 1975, by 1979 — just as Zia initiated his government’s
Islamization program — the dropout rate for boys was 25 percent while for girls it was only 16
percent. By 1993 this trend had dramatically reversed, and boys had a dropout rate of only 7
percent compared with the girls’ rate of 15 percent. The Seventh Five-Year Plan envisioned that
every child five years and above would have access to either a primary school or a comparable,
but less comprehensive, mosque school. However, because of financial constraints, this goal was
not achieved.
In drafting the Eighth Five-Year Plan in 1992, the government therefore reiterated the need to
mobilize a large share of national resources to finance education. To improve access to schools,
especially at the primary level, the government sought to decentralize and democratize the design
and implementation of its education strategy. To give parents a greater voice in running schools, it
planned to transfer control of primary and secondary schools to NGOs. The government also
intended to gradually make all high schools, colleges, and universities autonomous, although no
schedule was specified for achieving this ambitious goal.
Levels of Education by ISCED:

The International Standard Classification of Education (ISCED) describes seven levels of
education:
Level 0:
Early childhood education – This level covers the education of children from birth to the age of
primary education. Early childhood education is formed of two stages, carried out by two different
public authorities. The Nursery and the Day Care Centres are providing education service for 0-
36 months old children and the Ministry of Family, Labour and Social Services is the authoritative
body for the Centres.
Preschools deliver education services for 36-66 months old children. Ministry of National
Education is the responsible public body for preschools. Early childhood education is compulsory
for children over 36 months old, who are in need of special education and guidance.
Level 1:
Primary education – This level includes the first stage of formal education and provides basic skills
in reading, writing, and math. Primary school education is compulsory for children, who are 66
months to 10 years. Duration of the primary education is 4 years, which includes 1 st, 2nd, 3rd and
4th grades.
Level 2:
Lower secondary education – This level covers the second stage of formal education and provides
a broader education in a range of subjects. 10 to 14 years old students receive education at Lower
Secondary Schools in the grades 5th, 6th, 7th and 8th. Lower Secondary Schools are the second stage
of 12 years compulsory education.
Level 3:
Upper secondary education – This level provides a more specialized education and prepares
students for higher education or employment. Upper Secondary Education is the final stage for
compulsory education. 14 to 18 years old students attend 9 th, 10th, 11th and 12th grades of the
School. There are various types of Upper Secondary Schools including General High School,
Anatolian High School, Science High School, Sports High School, Religious High School, High
School of Fine Arts, Technical and Vocational High School, etc. Upper Secondary School
diploma/qualification provides access to higher education.
Level 4:
Post-secondary non-tertiary education – This level includes vocational education and training
programs that provide practical skills for employment. This level of education is designed to
provide students with intermediate skills and knowledge that are more advanced than those
acquired in upper secondary education, but less advanced than those acquired in tertiary education.
Examples of Level 4 education include vocational education and training (VET) programs,
technical education, and other types of non-degree programs that provide students with practical
skills and knowledge in specific areas. The main objective of Level 4 education is to prepare
students for skilled employment and/or further education and training. This level of education
typically involves a mix of classroom instruction and practical training, and may lead to a
professional qualification or certification.
In many countries, Level 4 education is an important component of the education system as it
provides students with the skills and knowledge needed to enter the workforce and contribute to
the economy.
Level 5:
First stage of tertiary education – This level includes bachelor’s degrees and other undergraduate
programs. Level 5 of education, as defined by the International Standard Classification of
Education (ISCED), is tertiary education, which includes programs leading to advanced research
qualifications and professional degrees. It is the level of education that follows Level 4 (post-
secondary, non-tertiary education).
Examples of Level 5 education include bachelor’s degrees, master’s degrees, and doctoral degrees.
These programs are designed to provide students with advanced knowledge and skills in a specific
field of study, as well as critical thinking and research skills. Bachelor’s degrees are typically
earned after completing three to four years of study, while master’s degrees require an additional
one to two years of study beyond the bachelor’s degree. Doctoral degrees, also known as PhDs,
require several years of research and the completion of a dissertation or thesis.
Level 5 education is critical for the development of advanced skills and knowledge needed in many
fields, including science, engineering, medicine, law, business, and education. It is also important
for individuals who want to pursue research or academic careers. Many countries consider Level
5 education to be essential for economic growth and competitiveness, as it provides individuals
with the expertise and skills needed to innovate, develop new technologies, and solve complex
problems.
Level 6:
Second stage of tertiary education – This level includes master’s degrees and other postgraduate
programs. Level 6 of education, as defined by the International Standard Classification of
Education (ISCED), is postgraduate education. It is the level of education that follows Level 5
(tertiary education).
Level 6 includes programs that lead to a postgraduate diploma, master’s degree, or doctoral degree.
These programs are designed to provide students with advanced knowledge and skills in a specific
field of study, as well as the ability to conduct independent research. Postgraduate diplomas
typically require one year of full-time study and are often used as a pathway to a master’s degree.
Master’s degrees typically require one to two years of full-time study and may include coursework,
research, and a thesis. Doctoral degrees, also known as PhDs, require several years of research and
the completion of a dissertation or thesis.
Level 6 education is critical for individuals who want to pursue careers in academia, research, or
other specialized fields. It provides students with the opportunity to develop advanced skills and
knowledge in their chosen field, and to conduct original research that contributes to the
advancement of knowledge in their field. Many countries consider Level 6 education to be
essential for the development of a highly skilled workforce and for the advancement of knowledge
and innovation in various fields.
Level 7:
Third stage of tertiary education – This level includes doctoral degrees and other advanced
research programs. Level 7 of education, as defined by the International Standard Classification
of Education (ISCED), is a level of postgraduate education that follows Level 6.
Level 7 includes programs that lead to a research-focused doctoral degree, such as a Doctor of
Philosophy (PhD), or a professional degree, such as a Doctor of Medicine (MD) or a Doctor of
Juridical Science (SJD).
Doctoral degrees require several years of research and the completion of a dissertation or thesis.
These programs are designed to prepare students for careers in academia, research, or other
specialized fields, and to contribute to the advancement of knowledge and innovation in their
respective fields. Professional degrees, such as the MD or the SJD, are also offered at Level 7.
These programs are designed to provide students with the skills and knowledge necessary for
professional practice in fields such as medicine, law, or dentistry.
Level 7 education is critical for individuals who want to pursue careers in highly specialized fields
that require advanced knowledge and skills. It provides students with the opportunity to develop
their research skills and to contribute to the advancement of knowledge and innovation in their
field. Many countries consider Level 7 education to be essential for the development of a highly
skilled workforce and for the advancement of knowledge and innovation in various fields.
Comparison of Level of Education System of Pakistan with
Seven Level of Education Describe by ISCED:
Here, I can provide a brief comparison of the education system of Pakistan with the seven levels
of education described by ISCED:
Level 0:
Early childhood education – In Pakistan, early childhood education is not widely available or
accessible. Only a small percentage of children have access to pre-primary education.
Level 1:
Primary education – Primary education in Pakistan is compulsory and free for all children aged 5-
9 years. However, there are still many children who are out of school, especially in rural areas.
Level 2:
Lower secondary education – Lower secondary education in Pakistan comprises grades 6-8 and is
also compulsory. However, the quality of education is often poor, and there is a high dropout rate
after primary education.
Level 3:
Upper secondary education – Upper secondary education in Pakistan comprises grades 9-12 and
is not compulsory. The curriculum is divided into two streams: science and arts. The quality of
education is still a concern, and the access to this level of education is also limited.
Level 4:
Post-secondary non-tertiary education – This level of education is not well-developed in Pakistan.
However, there are some vocational training institutes and technical schools that provide practical
skills for employment.
Level 5:
First stage of tertiary education – Pakistan has a large number of universities and colleges that
offer bachelor’s degrees in various fields. However, the quality of education is often criticized, and
the access to higher education is still limited, especially for women and marginalized groups.
Level 6:
Second stage of tertiary education – Pakistan also has some universities that offer master’s degrees
and other postgraduate programs. However, the number of students enrolled in these programs is
still relatively low.
Level 7:
Third stage of tertiary education – Pakistan has a small number of universities that offer doctoral
degrees and other advanced research programs. However, the research culture is not well-
developed in Pakistan, and the funding for research is also limited.
Conclusion:
Pakistan’s education system faces many challenges, including inadequate funding, poor
infrastructure, and a lack of trained and qualified teachers. There is a need for significant reforms
to improve the quality of education and increase access to education, especially for marginalized
groups.
Q.2:
Discuss the benefits of BISE in structuring the boards and
administration of examination.
Answer:
The Board of Intermediate and Secondary Education (BISE) plays a crucial role in structuring
boards and administering examinations. Education plays a pivotal role in shaping the future
Of individuals and societies. To ensure the quality and standardization of education, educational
Systems are established, comprising various bodies and regulations. In Pakistan, the Board of
Intermediate and Secondary Education (BISE) and The Education Code are two vital components
that contribute to the effective functioning of the education system. The Board of Intermediate
and Secondary Education (BISE) is an autonomous body operating at the provincial level in
Pakistan. The primary objective of BISE is to regulate and oversee the educational processes and
examination systems for intermediate and secondary levels. The BISE benefits include:
1. Standardization:
BISE ensures uniformity in examination processes, maintaining consistent standards across
different regions or districts. BISE ensures standardized evaluation of examination papers. The
board prepares question papers and marking schemes, and trains the examiners to evaluate the
answer scripts. This ensures that the evaluation process is fair and consistent across all
examination centers.
2. Quality Control:
It facilitates quality control by designing standardized question papers, ensuring fair evaluation,
and maintaining the integrity of the examination system. BISE ensures quality control of the
examination process. The board conducts regular inspections of examination centers and takes
action against any malpractice or irregularities. This ensures that the examination process is free
from any unethical practices and that the results are reliable and accurate.
3. Conducting Examinations:
One of the key functions of BISE is to organize and conduct examinations for intermediate (11th
and 12th grade) and secondary (9th and 10th grade) levels. BISE develops standardized examination
papers, sets examination schedules, appoints invigilators, and ensures the fair and transparent
evaluation of answer sheets. The examination results play a crucial role in determining students’
academic progress and eligibility for higher education.
4. Curriculum Development and Approval:

BISE contributes to the development and approval of curriculum for intermediate and secondary
levels. It collaborates with educational experts, subject specialists, and relevant stakeholders to
review and revise curriculum periodically. BISE ensures that the curriculum align with national
educational objectives, foster critical thinking, and incorporate relevant knowledge and skills.
BISE aligns examinations with the prescribed curriculum, ensuring that students are tested on the
content they have been taught, promoting a balanced education system. BISEs are involved in
developing and updating the curriculum for intermediate and secondary level education in their
respective jurisdictions.
5. Impartiality:
BISE helps in minimizing biases and ensures impartial evaluation, as exams are conducted
independently of individual schools or teachers. The Board of Intermediate and Secondary
Education (BISE) plays a critical role in the impartial evaluation of the education system in
Pakistan. BISE is responsible for conducting examinations for intermediate and secondary level
education and ensuring that the evaluation process is fair, transparent, and free from any kind of
bias or discrimination.
BISEs use standardized procedures and guidelines to evaluate the performance of students in
examinations. The evaluation process is carried out by trained and experienced examiners who
are selected based on their expertise in the subject matter. This ensures that the evaluation process
is impartial and free from any personal biases or prejudices.
In addition, BISEs also play a role in monitoring and evaluating the quality of education being
provided by schools and colleges. They conduct inspections of educational institutions to ensure
that they are providing quality education and meeting the standards set by the government. The
impartial evaluation of the education system by BISEs is important for maintaining the credibility
of the education system in Pakistan. It ensures that students receive a quality education and that
their performance is evaluated fairly, without any discrimination or bias. This, in turn, helps to
promote a culture of meritocracy and equal opportunity in the education system.
6. Credibility:
Having a central examination board enhances the credibility of the education system, which is
crucial for students pursuing higher education or entering the workforce. The role of BISEs in
the credibility of the education system in Pakistan is very important. BISEs are responsible for
ensuring that the examination system is fair, transparent, and free from any kind of malpractice.
This is important because the credibility of the education system depends on the integrity of the
examination system.
BISEs conduct examinations for intermediate and secondary level education and are responsible
for ensuring that the examinations are conducted in a transparent and fair manner. They are also
responsible for developing and updating the curriculum for these levels of education. This helps
to ensure that students receive a quality education that is relevant to their needs and prepares
them for further education or employment.
BISEs also issue certificates to students who pass the examination, which serve as proof of their
educational qualifications. These certificates are recognized by colleges, universities, and
employers in Pakistan and abroad. Therefore, the credibility of the education system in Pakistan
depends on the credibility of the certificates issued by BISEs. BISEs play a critical role in
maintaining the credibility of the education system in Pakistan. They ensure that students receive
a quality education, that the examination system is fair and transparent, and that the certificates
issued by them are credible and recognized by others.
7. Affiliation of Educational Institutions:

BISE is responsible for affiliating educational institutions at the intermediate and secondary levels.
It sets specific criteria and standards for affiliation, ensuring that affiliated institutions meet the
required infrastructure, faculty qualifications, and administrative guidelines. By maintaining
quality control, BISE aims to enhance the standard of education imparted by affiliated institutions.
BISE (Board of Intermediate and Secondary Education) plays a crucial role in the affiliation of
educational institutions in Pakistan. They are responsible for evaluating and granting affiliation to
schools and colleges within their jurisdiction.
The affiliation process involves a thorough assessment of an educational institution’s

infrastructure, facilities, teaching staff, curriculum, and other necessary criteria. BISE ensures that
the institutions meet the required standards set by the education board. By affiliating with BISE,
educational institutions gain recognition and validation for their programs and qualifications. It
also ensures that students studying in these affiliated institutions are following a standardized
curriculum and are eligible to appear in board examinations conducted by BISE. BISE regularly
monitors and evaluates affiliated institutions to maintain quality standards and ensure compliance
with educational policies. They may conduct inspections and assessments to ensure that the
affiliated institutions continue to meet the required standards. BISE’s role in the affiliation of
educational institutions is essential for maintaining the quality and standardization of education
across their jurisdiction.
8. Registration of Students:
BISE facilitates the registration of students for intermediate and secondary examinations. It
ensures that eligible students are properly registered within the prescribed deadlines. Registration
with BISE is mandatory for students to appear in the board examinations, which provide a
recognized certification of academic achievement.
9. Data Collection:
BISE gathers valuable data on student performance, helping in identifying trends, areas of
improvement, and informing educational policies. BISE (Board of Intermediate and Secondary
Education) plays a significant role in data collection related to the academic performance of
students. Here are some of the ways in which BISE is involved in data collection:
• Compilation of results: BISE collects the results of all the students who appear in the
examinations and compiles them. This data includes individual student scores, pass/fail
rates, and overall performance of schools/colleges.
• Analysis of data: BISE analyses the data collected from the examinations to identify
trends and patterns. This analysis helps the board to identify areas where students are
struggling and develop strategies to improve their academic performance.
• Monitoring of schools/colleges: BISE monitors the performance of schools and colleges
affiliated with it. This involves collecting data on the academic performance of their
students and taking appropriate measures to improve the quality of education.
Overall, BISE plays a crucial role in data collection related to the academic performance of
students. This data is used to make informed decisions and develop strategies to improve the
quality of education.
10. Standardized Grading:

It establishes a uniform grading system, making it easier to compare the academic performance
of students at a regional or national level. BISE (Board of Intermediate and Secondary
Education) plays a crucial role in standardized grading in Pakistan. BISE is responsible for
conducting exams and evaluating students’ performance based on a standardized grading system.
They ensure fairness, consistency, and transparency in the assessment process. BISE sets the
criteria and guidelines for grading, which are followed by schools and teachers during the
evaluation of students’ exams and assignments. This helps maintain uniformity in grading across
different educational institutions.
The standardized grading system used by BISE provides a common framework for assessing
students’ knowledge and skills. It helps in comparing students’ performance objectively and
enables them to compete on a level playing field. By implementing a standardized grading
system, BISE ensures that students’ achievements are recognized and rewarded fairly. It also
helps in identifying areas of improvement and providing constructive feedback to students. BISE
plays a vital role in maintaining the integrity and credibility of the grading process, ensuring that
students’ academic achievements are assessed consistently and fairly.
11. Efficient and Organized Management:

BISE ensures an efficient and organized management system for the conduct of examinations.
The board is responsible for setting up examination centers, appointing invigilators, and
supervising the examination process. This ensures that the examination is conducted in a smooth
and well-organized manner. BISE (Board of Intermediate and Secondary Education) plays a
significant role in ensuring efficient and organized management of educational processes within
its jurisdiction. They have several responsibilities that contribute to this:
• Examination Management: BISE is responsible for conducting fair and transparent
examinations for secondary and intermediate levels. They develop examination schedules,
coordinate exam centers, and ensure the proper administration of exams.
• Result Compilation: BISE collects and compiles the results of the examinations they
conduct. They ensure accurate and timely result processing, including the preparation of mark
sheets, certificates, and other relevant documents.
• Curriculum Development: BISE collaborates with educational experts and stakeholders to
develop and update the curriculum for secondary and intermediate levels. They ensure that
the curriculum is relevant, comprehensive, and aligned with national educational standards.
• Affiliation and Registration: BISE manages the affiliation and registration process for
schools and colleges within their jurisdiction. They evaluate and grant affiliation to
educational institutions, ensuring that they meet the required standards.
• Data Management: BISE maintains a comprehensive database of students, educational
institutions, and examination-related information. This helps in efficient record-keeping and
enables the board to provide accurate and timely information to stakeholders.
• Grievance Redressal: BISE handles complaints and grievances related to the examination
process. They have established mechanisms to receive, investigate, and resolve complaints,
ensuring a fair and transparent resolution process.
By efficiently managing these aspects, BISE ensures the smooth operation of educational
processes, promotes accountability, and maintains the integrity of the examination system.
12. Issuance of Certificates:

Upon successful completion of examinations, BISE is responsible for issuing certificates to
students. These certificates hold significant value in higher education admissions, job
applications, and overall academic progression. BISE ensures the accuracy and authenticity of
the certificates, maintaining the credibility of the education system. BISE issues certificates to
students who pass the examination. These certificates serve as proof of the student’s educational
qualifications and are recognized by employers and educational institutions. This ensures that
students are able to pursue higher education and employment opportunities based on their
qualifications.
13. Provision of Examination Results:

BISE plays a vital role in releasing examination results in a timely manner. The prompt
announcement of results allows students to plan their future educational endeavours effectively.
BISE ensures that examination results are accurate, transparent, and accessible to students,
parents, and educational institutions. BISE (Board of Intermediate and Secondary Education)
plays a crucial role in the establishment of examination centers. The board is responsible for
conducting examinations for intermediate and secondary classes in the affiliated institutions of
the respective regions. Here are some of the ways in which BISE helps in the establishment of
examination centers:
• Identification of locations: BISE identifies suitable locations for the establishment of
examination centers. These locations are chosen based on factors such as accessibility,
availability of facilities, and security.
• Provision of resources: BISE provides the necessary resources for the establishment of
examination centers. This includes providing furniture, stationery, and other equipment
required for conducting exams.
• Appointment of staff: BISE appoints staff members to manage the examination centers. This
includes invigilators, supervisors, and other administrative staff.
• Ensuring compliance: BISE ensures that all the examination centers comply with the rules
and regulations set by the board. This includes ensuring that the centers are equipped with all
the necessary facilities and that the exams are conducted in a fair and transparent manner.
Overall, BISE plays a critical role in the establishment of examination centers, which is essential
for ensuring that students can take their exams in a secure and conducive environment.
14. Fair Competition:
BISE promotes fair competition among students, as everyone is subjected to the same examination
standards, providing equal opportunities for success. BISE (Board of Intermediate and Secondary
Education) plays a crucial role in ensuring fair competition among students in Pakistan. They
establish standardized examination procedures and grading criteria that are followed by all
educational institutions under their jurisdiction. BISE conducts examinations in a controlled and
secure environment, ensuring that all students have an equal opportunity to demonstrate their
knowledge and skills. They take measures to prevent cheating and maintain the integrity of the
examination process.
By implementing a standardized assessment system, BISE ensures that students from different
schools and backgrounds are evaluated using the same criteria. This promotes fair competition by
providing a level playing field for all students. BISE also plays a role in setting the syllabus and
curriculum, which helps ensure that students across the region have access to the same educational
content. This further contributes to fair competition as students are tested on a common knowledge
base. Overall, BISE’s role in fair competition is to establish a standardized and transparent
assessment system that allows students to showcase their abilities and compete fairly.
15. Transparency:
The board ensures transparency in the examination process, from question paper preparation to
result declaration, fostering trust in the education system. BISE ensures transparency in the
examination process. The board publishes the results of the examination, and students can access
their results online. This ensures that the examination process is transparent and that students
have access to their results in a timely manner. BISE plays a vital role in ensuring transparency
in the examination system. Some key aspects of its role include:
• Conducting Examinations: BISE is responsible for organizing and conducting
examinations in a fair and transparent manner. It ensures that exam papers are set
appropriately, maintaining a balance in difficulty and covering the prescribed syllabus.
• Secrecy and Security: BISE takes measures to maintain the confidentiality of exam papers
before the actual examination date to prevent any leaks. Strict security protocols are
implemented to safeguard the integrity of the examination process.
• Fair Evaluation: BISE oversees the grading and evaluation of answer sheets to ensure
consistency and fairness. Standardized marking schemes are often employed to maintain
uniformity in assessment.
• Result Declaration: BISE is responsible for accurately compiling and declaring
examination results. Transparency is upheld by providing students with access to their
individual results and detailed mark sheets.
• Handling Grievances: BISE addresses complaints and grievances related to the
examination process, ensuring a transparent mechanism for dispute resolution.
• Anti-Cheating Measures: BISE implements measures to prevent cheating during exams,
such as thorough invigilation and the use of technology to detect malpractices.
• Public Information: BISE often communicates important information about
examinations, including schedules, procedures, and results, to the public to maintain
transparency.
• In essence, the role of BISE in the transparency of the examination system involves
creating a fair and accountable environment that instills confidence in the assessment
process.
16. Accountability:
BISE holds educational institutions accountable for maintaining standards, contributing to the
overall improvement of the education sector. BISE, or Board of Intermediate and Secondary
Education, plays a crucial role in ensuring accountability within the education system. It is
responsible for conducting examinations, assessing students’ performance, and maintaining the
standards of education. By setting and monitoring examination processes, BISE helps ensure that
students are evaluated fairly and accurately.
Moreover, BISE contributes to accountability by overseeing the implementation of educational
policies and curricula. It monitors schools to ensure they adhere to established standards, which
enhances the overall quality of education. BISE also plays a role in detecting and preventing
academic malpractices, fostering a sense of accountability among educational institutions and
stakeholders. BISE acts as a regulatory body that promotes transparency, fair assessment, and
adherence to educational standards, thereby contributing significantly to the accountability of the
education system.
17. Establishment of Examination Centres:

To facilitate the examination process, BISE establishes examination centres across its Jurisdiction.
These centers provide suitable and secure environments for students to undertake their
examinations. BISE allocates resources to maintain the integrity and confidentiality of the
examination process. BISE (Board of Intermediate and Secondary Education) plays a significant
role in the establishment of examination centers in Pakistan. They are responsible for selecting and
setting up examination centers across their jurisdiction.
BISE ensures that examination centers are equipped with the necessary facilities and resources to
conduct exams smoothly. They coordinate with schools and other educational institutions to
designate suitable venues for examinations. The board also takes into consideration factors such
as accessibility and security when establishing examination centers. They strive to ensure that
students have convenient access to the centers and that the environment is conducive to fair and
secure examinations. By establishing examination centers, BISE ensures that students have a
designated location to take their exams. This helps maintain the integrity of the examination
process and provides a standardized environment for all students. Overall, BISE’s role in the
establishment of examination centers is crucial for organizing and conducting fair and efficient
exams across the region.
18. Complaint Handling and Grievance Redressal:

BISE addresses complaints, grievances, and appeals related to examination processes, results, and
other educational matters. It establishes mechanisms to resolve disputes fairly and impartially,
ensuring transparency and justice. BISE (Board of Intermediate and Secondary Education) plays
a vital role in handling complaints and addressing grievances related to the examination process
in Pakistan. They have established mechanisms to receive and resolve complaints from students,
parents, and educational institutions.
When individuals have concerns or issues regarding the examination process, BISE provides a
platform for them to submit their complaints. They have dedicated complaint handling procedures
in place to ensure that all grievances are properly addressed. BISE takes complaints seriously and
conducts thorough investigations to resolve them. They aim to provide fair and impartial
resolutions, taking into account the facts and evidence presented. By actively engaging in
complaint handling and grievance redressal, BISE maintains transparency and accountability in
the examination system. This helps build trust and confidence among students and stakeholders.
BISE’s role in complaint handling and grievance redressal is crucial for ensuring a fair and efficient
examination process and addressing any concerns raised by students and other stakeholders.
Conclusion:
In summary, BISE plays a pivotal role in organizing examinations, maintaining standards, and
contributing to the credibility and improvement of the education system. BISE plays a critical role
in the administration of examinations. It ensures efficient and organized management, standardized
evaluation, transparency, certification, and quality control, which are essential for the development
of a highly skilled workforce and for the advancement of knowledge and innovation in various
fields.
Q.3:
Describe the importance and organizational structure of PDF.
How many types of private schools are working in Pakistan at
Secondary level.
Answer:
Importance and Organizational Structure of PDF:
An organizational structure defines how job titles, roles, and responsibilities are assigned within a
company. It helps determine who reports to whom, and who makes decisions about what. Start-
ups often have a matrix organizational structure, with different departments working together on
projects. A good structure will ensure that you are able to use materials again and again, with
different classes year on year. Teachers will find it easier to collaborate with each other, students
will be able to access the resources they need and parents will be in a better position to support
their children in their learning.
A clear structure allows every team member to be involved. When employees know what they’re
responsible for and who they report to – which isn’t the case in many fast-growing companies –
they’re more likely to take ownership of their work. To build an org structure, you need to consider
your business size, life cycle, goals, and positioning. Apart from considering the current
environment your company operates in, you should also think of where you want to see the
organization in five years – as its a pillar of organizational health.
7 Types of Organizational Structures PDF:

The key purpose of any organizational structure is to make the processes more straightforward.
However, there are many ways to achieve that. Seven types of organizational structure are as
follows:
1. Functional Structure:
A functional structure groups employees into different departments by work specialization. Each
department has a designated leader highly experienced in the job functions of each employee
supervised by them. Most often, it implements a top-down (centralized) decision-making process
where department managers report to upper management. Ideally, leaders of different teams
communicate regularly and coordinate their strategies while lower-level employees have little idea
of the processes taking place outside their department.
The main challenge companies with a functional structure face is the lack of coordination between
departments. Employees may lose the larger company context when focusing on very specific
tasks and failing to interact with members of other departments. To create a functional
organizational structure that works, you’ll need to train leaders to foster collaboration across
departments. Examples of organizations with a functional structure include: Amazon, Starbucks.
Similar to a hierarchical organizational structure, a functional org structure starts with positions
with the highest levels of responsibility at the top and goes down from there. Primarily, though,
employees are organized according to their specific skills and their corresponding function in the
company. Each separate department is managed independently.
Advantages:
• Allows employees to focus on their role.
• Encourages specialization.
• Help teams and departments feel self-determined.
• Is easily scalable in any sized company.
Disadvantages:
• Can create silos within an organization.
• Hampers interdepartmental communication.
• Obscures processes and strategies for different markets or products in a company.
2. Divisional Structure:
A divisional structure organizes employees around a common product or geographical location.
Divisional organizations have teams focused on a specific market or product line. Examples of
companies applying a divisional structure are McDonald’s Corporation and Disney. These brands
can’t help but split the entire organization by location to be able to adjust their strategies for
audiences representing different markets. In divisional organizational structures, a company’s
divisions have control over their own resources, essentially operating like their own company
within the larger organization. Each division can have its own marketing team, sales team, IT team,
etc. This structure works well for large companies as it empowers the various divisions to make
decisions without everyone having to report to just a few executives.
These smaller groups are relatively independent and mainly follow a decentralized framework.
Still, the leaders of each department are likely to operate under centralized corporate management.
It means that company culture is dictated by top management, but operational decisions can be
made by each division independently.
3. Matrix Structure:
Having multiple supervisors allows for company-wide interaction and faster project delivery. For
instance, when answering to functional managers and project managers, employees have a chance
to collect experience outside their team. While functional managers can help to solve job-specific
issues, project managers can bring in knowledge or talents from other departments.
If you go after a matrix organizational structure, you’ll need to find a way to avoid authority
confusion and prevent conflicts between managers. A matrix organizational chart looks like a grid,
and it shows cross-functional teams that form for special projects. For example, an engineer may
regularly belong to the engineering department (led by an engineering director) but work on a
temporary project (led by a project manager). The matrix org chart accounts for both of these roles
and reporting relationships.
Advantages:
• Allows supervisors to easily choose individuals by the needs of a project.
• Gives a more dynamic view of the organization.
• Encourages employees to use their skills in various capacities aside from their original
roles.
Disadvantages:
• Presents a conflict between department managers and project managers.
• Can change more frequently than other organizational chart types.
4. Team Structure:
A team-based organizational structure creates small teams that focus on delivering one product or
service. These teams are capable of solving problems and making decisions without bringing in
third parties. Team members are responsible for managing their workload and have full control
over the project. Team-based organizations are distinguished by little formalization and high
flexibility. This structure works well for global organizations and manufacturers.
It’ll come as no surprise that a team-based organizational structure groups employees according to
teams think Scrum teams or tiger teams. A team organizational structure is meant to disrupt the
traditional hierarchy, focusing more on problem-solving, cooperation, and giving employees more
control.
Advantages:
• Increases productivity, performance, and transparency by breaking down silo mentality.
• Promotes a growth mind-set.
• Changes the traditional career models by getting people to move laterally.
• Values experience rather than seniority.
• Requires minimal management.
• Fits well with agile companies with Scrum or tiger teams.
Disadvantages:
• Goes against many companies’ natural inclination of a purely hierarchical structure.
• Might make promotional paths less clear for employees.
• See why forming tiger teams is a smart move for your organization.
5. Network Structure:
A network structure goes far beyond your internal company structure. It’s an act of joining the
efforts of two or more organizations with the goal of delivering one product or service. Typically,
a network organization outsources independent contractors or vendors to complete the work. In a
network organization, teams are built from full-time employees as well as freelance specialists this
way, in-house workers can spend most of their time focusing on the work they specialize in. Such
an approach allows companies to adapt to market changes and obtain the missing skills fast.
These days, few businesses have all their services under one roof, and juggling the multitudes of
vendors, subcontractors, freelancers, offsite locations, and satellite offices can get confusing. A
network organizational structure makes sense of the spread of resources. It can also describe an
internal structure that focuses more on open communication and relationships rather than
hierarchy.
Advantages:
• Visualizes the complex web of onsite and offsite relationships in companies.
• Allows companies to be more flexible and agile.
• Give more power to all employees to collaborate, take initiative, and make decisions.
• Helps employees and stakeholders understand workflows and processes.
Disadvantages:
• Can quickly become overly complex when dealing with lots of offsite processes.
• Can make it more difficult for employees to know who has final say.
• Consider the needs of your organization, including the company culture that you want to
develop, and choose one of these organizational structures.
6. Hierarchical Structure:
You must already have an idea of what a hierarchical structure is. It’s the most common
organizational structure type that follows a direct chain of command. A chain of command, in this
case, goes from senior management to general employees through a range of executives on the
departmental and team level. The highest-level executive has the highest power over the decision-
making process.
On one hand, this structure enables organizations to streamline business processes, develop clear
career paths, and reduce conflicts. A company hierarchy leaves no place for challenging managers’
authority, which can be good in some cases. On the other hand, a hierarchical structure slows down
decision-making and may hurt employee morale.
It’s the most common type of organizational structure—the chain of command goes from the top
(e.g., the CEO or manager) down (e.g., entry-level and lower-level employees), and each employee
has a supervisor.
Advantages:
• Better defines levels of authority and responsibility.
• Shows who each person reports to or who to talk to about specific project.
• Motivates employees with clear career paths and chances for promotion .
• Gives each employee a specialty .
• Creates camaraderie between employees within the same department.
Disadvantages:
• Can slow down innovation or important changes due to increased bureaucracy.
• Can cause employees to act in the interest of their department instead of the company as a
whole.
• Can make lower-level employees feel like they have less ownership and can’t express their
ideas for the company.
7. Flat organization Structure:

In a flat organizational structure, there are few middle managers between employees and top
managers. The structure requires less supervision, increases employee involvement, and boosts
trust in the workplace. Due to its simple nature, a flat organization structure, also called a
“flatarchy”, is typically used by small businesses and start-ups.
A horizontal or flat organizational structure fits companies with few levels between upper
management and staff-level employees. Many start-up businesses use a horizontal org structure
before they grow large enough to build out different departments, but some organizations maintain
this structure since it encourages less supervision and more involvement from all employees.
Advantages:
• Gives employees more responsibility.
• Fosters more open communication.
• Improves coordination and speed of implementing new ideas.
Disadvantages:
• Can create confusion since employees do not have a clear supervisor to report to.
• Can produce employees with more generalized skills and knowledge.
• Can be difficult to maintain once the company grows beyond start-up status
Private Schools are working in Pakistan at Secondary level:

The private education system in Pakistan is a significant part of the country’s education landscape.
Private schools in Pakistan offer a wide range of academic programs and extracurricular activities
to students, and they are often regarded as providing higher quality education than public schools.
Private schools in Pakistan are typically owned and managed by private individuals or
organizations, and they are governed by the Private Educational Institutions Regulatory Authority
(PEIRA) at the federal level and the respective provincial education authorities at the provincial
level.
The private education system in Pakistan has several advantages over the public education system.
Private schools generally have smaller class sizes, which allows for more individual attention and
personalized instruction. They also often have better facilities and resources, including modern
classrooms, laboratories, and libraries. Best private schools in Pakistan offer a wide range of
academic programs, including O Level, A Level, and International Baccalaureate (IB) programs,
as well as local boards such as the Punjab Board and the Federal Board. Many private schools in
Pakistan also offer a range of extracurricular activities, including sports, music, drama, and
community service.
However, private education in Pakistan can also be expensive, and this can limit access to high-
quality education for many families. There are also concerns about the quality and standards of
some private schools, as they may not be subject to the same level of regulation and oversight as
public schools. Overall, the private education system in Pakistan plays an important role in
providing quality education to students, but there is a need for greater regulation and oversight to
ensure that all private schools meet high standards of education and affordability.
There are multitude of private school system in Pakistan which provide quality education to their
students. These schools offer a variety of academic programs and extracurricular activities, and
are known for their high academic standards, experienced faculty, and state-of-the-art facilities.
They also have a strong track record of preparing students for higher education and successful
careers.
Here are 15 of the best private schools in Pakistan in 2023:
1) Roots Millennium Schools
2) Beaconhouse School System
3) Lahore Grammar School
4) The City School
5) Sadiq Public School
6) Aitchison College
7) Karachi Grammar School
8) The Lyceum School
9) Convent of Jesus and Mary
10) Bay View High School
11) St. Patrick’s High School
12) The Educators
13) Froebel’s International School
14) American Lycetuff School
15) The International School of Choueifat
These schools are known for their excellent academic programs, experienced faculty, and state-of-
the-art facilities. They also offer a wide range of extracurricular activities, including sports, music,
drama, and community service. These schools have a strong track record of preparing students for
higher education and successful careers. It’s worth noting that this list is not exhaustive, and there
are many other excellent private schools in Pakistan that offer quality education to students.
1. Beaconhouse School System:

➢ Beaconhouse School System (BSS) is a private education institution that operates
throughout Pakistan, with over 300,000 students enrolled in its various campuses. It was
founded in 1975 and has since expanded to over ten countries, including the UK, Malaysia,
Thailand, Oman, and the UAE.
➢ BSS offers a wide range of programs, including preschool, primary, secondary, and higher
secondary education. It also offers Cambridge International Examinations (CIE) and
International Baccalaureate (IB) programs, allowing students to pursue international
qualifications. BSS has a comprehensive curriculum that emphasizes academic excellence,
critical thinking, and character development.
➢ BSS provides modern and well-equipped facilities for its students, including libraries,
computer labs, science labs, sports grounds, and art studios. It also offers transportation
services and medical facilities to ensure the safety and well-being of its students. BSS has
a highly qualified and experienced faculty that provides personalized attention to its
students.
➢ BSS is affiliated with Cambridge Assessment International Education, International
Baccalaureate, and the Board of Intermediate and Secondary Education
2. Lahore Grammar School:

➢ Lahore Grammar School (LGS) is a private, co-educational school system in Lahore,
Pakistan. It was founded in 1979 by a group of women seeking to provide quality education
to their children. Today, the school system has multiple campuses across Lahore and has
expanded to other cities in Pakistan as well.
➢ LGS offers a range of educational programs, including early years education, primary
education, secondary education, and higher education. The school system follows the
Cambridge International Examinations (CIE) curriculum and offers O-level and A-level
qualifications. In addition, LGS has also established partnerships with international
institutions to provide students with opportunities for international exposure and higher
education.
➢ LGS provides a range of facilities for students, including well-equipped classrooms,
science and computer laboratories, libraries, auditoriums, and sports facilities. The school
system also offers extracurricular activities such as music, drama, and sports to promote
the holistic development of students.
➢ LGS is affiliated with the Cambridge International Examinations (CIE) and is a member
of the Association of Private Schools in Pakistan (APSP). The school system has a
reputation for providing a high-quality education and has achieved excellent academic
results in national and international examinations. LGS has also established partnerships
with international institutions to provide students with opportunities for international
exposure and higher education.
3. The City School:

➢ The City School is a private, co-educational school system in Pakistan with over 165
schools in more than 60 cities across the country. The school system was founded in 1978
and has since grown to become one of the largest private school networks in Pakistan.
➢ The City School offers a range of educational programs, including early years education,
primary education, secondary education, and higher education. The school system follows
the Cambridge International Examinations (CIE) curriculum and offers O-level and A-level
qualifications. In addition, The City School also offers the International Baccalaureate (IB)
programs, which is recognized by universities worldwide.
➢ The City School provides a range of facilities for students, including well-equipped
classrooms, science and computer laboratories, libraries, auditoriums, and sports facilities.
The school system also offers extracurricular activities such as music, drama, and sports to
promote the holistic development of students.
➢ The City School is affiliated with the Cambridge International Examinations (CIE), the
International Baccalaureate Organization (IBO), and the University of Cambridge
International Examinations (CIE). The school system has a reputation for providing a high-
quality education and has achieved excellent academic results in national and international
examinations. The City School has also established partnerships with international
institutions to provide students with opportunities for international exposure and higher
education.
4. Sadiq Public School:

➢ Sadiq Public School is a prestigious educational institution located in Bahawalpur,
Pakistan. It was established in 1952 by the late Nawab Sir Sadiq Muhammad Khan Abbasi
V. The school is known for its academic excellence, and it has produced many notable
alumni, including politicians, civil servants, and business leaders.
➢ Sadiq Public School offers a variety of programs from primary to higher secondary levels.
The school has a comprehensive curriculum that covers subjects such as English, Urdu,
Mathematics, Sciences, Social Studies, and Islamic Studies. It also offers courses in
computer science, fine arts, music, and sports.
➢ The school has state-of-the-art facilities that provide a comfortable and conducive learning
environment for students. The campus is spread over 500 acres and includes academic
blocks, libraries, laboratories, computer labs, sports grounds, and hostels. The school also
provides transport facilities to students who live outside the campus.
➢ Sadiq Public School is affiliated with the Federal Board of Intermediate and Secondary
Education (FBISE) and Cambridge Assessment International Education (CAIE). The
school has a reputation for producing excellent results in both the FBISE and CAIE exams.
It is also a member of the prestigious Headmasters’ and Headmistresses’ Conference
(HMC), an association of leading independent schools in the UK and around the world.
5. Aitchison College:
➢ Aitchison College is a leading independent, boys-only boarding school located in Lahore,
Pakistan. The school was founded in 1886 and has since then established itself as one of
the most prestigious institutions in the country, known for its academic excellence and
strong emphasis on character building.
➢ Aitchison College offers a wide range of programs, from primary to higher secondary
levels. The school has a comprehensive curriculum that covers subjects such as English,
Urdu, Mathematics, Sciences, Social Studies, and Islamic Studies. It also offers courses in
➢ The school offers top-notch facilities that cater to the needs of its students. The campus
includes academic blocks, libraries, laboratories, computer labs, sports grounds, and
hostels. The school also provides transport facilities to students who live outside the
campus. Aitchison College has a strong focus on sports, with facilities for cricket, football,
hockey, tennis, swimming, and other sports.
➢ Aitchison College is affiliated with the University of Cambridge International
Examinations (CIE) and the Federal Board of Intermediate and Secondary Education
(FBISE). The school has a reputation for producing excellent results in both the CIE and
FBISE exams. Aitchison College is also a member of the prestigious Headmasters’ and
Headmistresses’ Conference (HMC), an association of leading independent schools in the
UK and around the world. Affiliation with prestigious educational bodies make it one of
the best schools in Pakistan
6. Karachi Grammar School:

➢ Karachi Grammar School (KGS) is a leading co-educational, independent school located
in Karachi, Pakistan. The school was founded in 1847 and is considered one of the oldest
and most prestigious educational institutions in the country.
➢ KGS offers a wide range of programs, from primary to higher secondary levels. The school
follows a British-style curriculum that covers subjects such as English, Urdu, Mathematics,
Sciences, Social Studies, and Islamic Studies. It also offers courses in computer science,
fine arts, music, and sports.
➢ The school has top-notch facilities that cater to the needs of its students. The campus
campus. KGS has a strong focus on sports, with facilities for cricket, football, hockey,
tennis, swimming, and other sports.
➢ KGS is affiliated with the University of Cambridge International Examinations (CIE) and
the Aga Khan University Examination Board (AKU-EB). The school has a reputation for
producing excellent results in both the CIE and AKU-EB exams. KGS is also a member of
the prestigious Headmasters’ and Headmistresses’ Conference (HMC), an association of
leading independent schools in the UK and around the world.
7. The Lyceum School:

➢ The Lyceum School is a private co-educational institution located in Karachi, Pakistan.
The school was established in 1987 and has since then become one of the leading schools
in the city, known for its academic excellence and innovative teaching methods.
➢ The Lyceum School offers a comprehensive educational program that covers primary,
secondary, and higher secondary levels. The school follows the Cambridge International
Examination (CIE) system and offers courses in various subjects such as English, Urdu,
Mathematics, Sciences, Social Studies, and Islamic Studies. It also offers courses in
➢ The school offers a variety of facilities that cater to the needs of its students. The campus
includes academic blocks, libraries, laboratories, computer labs, sports grounds, and a
swimming pool. The school also provides transport facilities to students who live outside
the campus.
➢ The Lyceum School is affiliated with the Cambridge International Examination (CIE)
system and the Aga Khan University Examination Board (AKU-EB). The school has a
reputation for producing excellent results in both the CIE and AKU-EB exams.
8. Roots Millennium Schools:
➢ Roots Millennium Schools (RMS) is a private educational institution with multiple

campuses located in major cities across Pakistan, including Lahore, Islamabad, and
Karachi. The school was founded in 1988 and has since then established itself as one of
the leading schools in the country, known for its modern teaching methods and focus on
21st-century skills.
➢ RMS offers a wide range of programs, from primary to higher secondary levels. The school
follows the British National Curriculum and offers courses in various subjects such as
English, Urdu, Mathematics, Sciences, Social Studies, and Islamic Studies. It also offers
courses in computer science, fine arts, music, and sports.
➢ The school provides modern facilities that cater to the needs of its students. The campus
campus. RMS has a strong focus on extracurricular activities, with facilities for various
sports and other activities such as drama, debate, and community service.
➢ RMS is affiliated with the University of Cambridge International Examinations (CIE) and
the International Baccalaureate Organization (IBO). The school has a reputation for
producing excellent results in both the CIE and IBO exams.
9. Convent of Jesus and Mary:
➢ Convent of Jesus and Mary (CJM) is a private Catholic educational institution located in
Lahore, Pakistan. The school was founded in 1876 by the Religious of Jesus and Mary, a
congregation of Catholic nuns, and is considered one of the oldest and most prestigious
educational institutions in the country.
➢ CJM offers a comprehensive educational program that covers primary, secondary, and
higher secondary levels. The school follows the Cambridge International Examination
(CIE) system and offers courses in various subjects such as English, Urdu, Mathematics,
➢ The school provides a variety of facilities that cater to the needs of its students. The campus
the campus.
➢ CJM is affiliated with the Cambridge International Examination (CIE) system and the Aga
Khan University Examination Board (AKU-EB). The school has a reputation for producing
excellent results in both the CIE and AKU-EB exams. CJM is also a member of the Catholic
Board of Education in Pakistan.
10. Bay View High School:
➢ Bay View High School is a private co-educational institution located in Karachi, Pakistan.
The school was established in 1994 and has since then become one of the leading schools
in the city, known for its academic excellence and innovative teaching methods.
➢ Bay View High School offers a comprehensive educational program that covers primary,
secondary, and higher secondary levels. The school follows the British National
Curriculum and offers courses in various subjects such as English, Urdu, Mathematics,
➢ The school offers a variety of facilities that cater to the needs of its students. The campus
the campus. Bay View High School has a strong focus on extracurricular activities, with
facilities for various sports and other activities such as drama, debate, and community
service.
➢ Bay View High School is affiliated with the University of Cambridge International
Examinations (CIE) and the International Baccalaureate Organization (IBO). The school
has a reputation for producing excellent results in both the CIE and IBO exams.
11. Patrick’s High School:

➢ St. Patrick’s High School is a private Catholic educational institution located in Karachi,
Pakistan. The school was founded in 1861 by the Society of Jesus, a Catholic religious
order, and is one of the oldest schools in the country.
➢ St. Patrick’s High School offers a comprehensive educational program that covers primary,
secondary, and higher secondary levels. The school follows the British National
➢ The school provides a variety of facilities that cater to the needs of its students. The campus
the campus. St. Patrick’s High School has a strong focus on extracurricular activities, with
facilities for various sports and other activities such as drama, debate, and community
service.
➢ St. Patrick’s High School is affiliated with the University of Cambridge International
has a reputation for producing excellent results in both the CIE and IBO exams. St.
Patrick’s High School is also a member of the Catholic Board of Education in Pakistan.
12. The Educators:

➢ The Educators is a private educational institution with branches throughout Pakistan. The
school was established in 2002 and has since then become one of the leading chains of
schools in the country, known for its academic excellence and innovative teaching
methods.
➢ The Educators offer a comprehensive educational program that covers primary, secondary,
and higher secondary levels. The school follows the British National Curriculum and offers
courses in various subjects such as English, Urdu, Mathematics, Sciences, Social Studies,
and Islamic Studies. It also offers courses in computer science, fine arts, music, and sports.
➢ The school provides a range of facilities that cater to the needs of its students. The campus
the campus. The Educators has a strong focus on extracurricular activities, with facilities
for various sports and other activities such as drama, debate, and community service.
➢ The Educators is affiliated with the University of Cambridge International Examinations
(CIE) and the International Baccalaureate Organization (IBO). The school has a reputation
for producing excellent results in both the CIE and IBO exams. The Educators is also a
member of the Association of Private Schools and Administrators (APSA) in Pakistan.
13. Froebel’s International School:
➢ Froebel’s International School is a private co-educational institution located in Islamabad,

Pakistan. The school was founded in 1975 and has since then become one of the leading
schools in the country, known for its academic excellence and holistic approach to
education.
➢ Froebel’s International School offers a comprehensive educational program that covers
primary, secondary, and higher secondary levels. The school follows the British National
fine arts, music, and sports. The school also offers the International Baccalaureate (IB)
program for higher secondary students.
the campus. Froebel’s International School has a strong focus on extracurricular activities,
with facilities for various sports and other activities such as drama, debate, and community
service.
➢ Froebel’s International School is affiliated with the University of Cambridge International
has a reputation for producing excellent results in both the CIE and IBO exams. Froebel’s
International School is also a member of the Association of Private Schools and
Administrators (APSA) in Pakistan.
14. American Lycetuff School:

➢ The American Lycetuff School is a private co-educational institution located in Lahore,
Pakistan. The school was established in 2007 and is known for its quality education and
emphasis on critical thinking and problem-solving skills.
➢ The American Lycetuff School offers a comprehensive educational program that covers
primary, secondary, and higher secondary levels. The school follows the American
curriculum and offers courses in various subjects such as English, Mathematics, Science,
Social Studies, and Computer Science. It also offers courses in Fine Arts, Music, and
Physical Education.
the campus. The American Lycetuff School has a strong focus on extracurricular activities,
with facilities for various sports and other activities such as drama, debate, and community
service.
➢ The American Lycetuff School is affiliated with the University of Cambridge International
Examinations (CIE) and the Advanced Placement (AP) program of the College Board. The
school has a reputation for producing excellent results in both the CIE and AP exams. The
American Lycetuff School is also a member of the Association of Private Schools and
Administrators (APSA) in Pakistan.
➢ In conclusion, the American Lycetuff School is a well-respected educational institution that
provides quality education and facilities to its students. Its emphasis on critical thinking
and problem-solving skills, comprehensive curriculum, and affiliation with prestigious
educational bodies make it one of the best schools in Pakistan. The school’s focus on
extracurricular activities and character building also contribute to its unique approach to
education.
15. The International School of Choueifat:

➢ The International School of Choueifat (ISC) is a chain of private co-educational schools
established in Lebanon in 1886 by the late Dr. Najah Choueifat. Since then, the school has
expanded to various countries around the world, including Pakistan. The school is known
for its rigorous academic programs and its focus on preparing students for higher education.
➢ ISC offers a comprehensive educational program that covers primary, secondary, and
higher secondary levels. The school follows the International Baccalaureate (IB)
curriculum and offers courses in various subjects such as English, Mathematics, Sciences,
Social Studies, and Languages. It also offers courses in Computer Science, Fine Arts, and
Physical Education.
the campus. ISC has a strong focus on extracurricular activities, with facilities for various
sports and other activities such as drama, music, and community service.
➢ ISC is affiliated with the International Baccalaureate Organization (IBO) and the
University of Cambridge International Examinations (CIE). The school has a reputation
for producing excellent results in both the IB and CIE exams. ISC is also a member of the
Association of Private Schools and Administrators (APSA) in Pakistan.
Broadly speaking, it’s a subjective matter & hence depends upon multitude factors such as
individual preferences, academic performance, infrastructure, extracurricular & much more. Each
school has its own unique strengths & weaknesses that may attract or deter students & parents.
The best approach to make a decision is to determine your priority factor for choosing an institute
for your child. However, some of the best private schools in Pakistan based on various rankings &
factors are therefore shortlisted for your convenience.
Q.4:
Define aspects, principles and mechanism of curriculum
development in Pakistan.
Answer:
Curriculum development is a process through which an institute or the instructor designs or creates
a plan for a course or program. Furthermore, it is not a stagnant approach and includes continuous
improvement wherein, the content is reviewed, revised and updated according to the needs and
demands. Curriculum Development is the step-by-step process of designing and improving the
course offered at schools, colleges and universities. Even though each institution will have its own
process, the broad stages of the framework consist of analysis, design, implementation, and
evaluation.
Curriculum refers to specific lessons and academic content taught in schools and educational
institutes for a particular course or program. On the other hand, curriculum development is a
process that aims to improve the curriculum by using various approaches. Few of the commonly
used techniques include need and task analysis, objective design, choosing appropriate teaching
and learning methods, choosing assessment methods, and forming the curriculum committee and
curriculum review committee.
Types Of Curriculum Development Models:

Types of curriculum development models are as follows:
1) Learner-Centred Design.
2) Subject-Centred Design.
3) Problem-Centred Design.
1) Learner-Centered Design:
The learner-centered design focuses on the understanding that each learner has different
characteristics. The teachers or instructors are to give opportunities to the learners to take
ownership of a project or assignment. They require to create chances for independent learning with
well-regulated liberty. This indicates that students take a more active role in the classroom, but it
is to be done under the instructor’s guidance. There are four distinct attributes of learner-centered
design, which includes:
Context- This refers to the assignments and tasks given in the classroom that should have real-
world application. Consequently, the relevant context in student learning will help learners to
connect with what they are learning.
Construction – Learners should relate their own experiences and prior learning with new learning.
Collaboration- Creating an environment and providing opportunities that encourage collaboration
between classmates. Activities like group discussions and team assignments allows the learners to
only form individuality but also expose to others’ opinions.
Conversation- Exercises to improve learners’ communication skills are mandatory, and hence
instructors should employ them accordingly.
2) Subject-Centered Design:
Subject-centered design is a traditional approach to curriculum that focuses on a particular. Subject
matter or discipline rather than on the individual. Additionally, during the curriculum development
process, this approach includes four subtypes of curriculum designs: subject-area design,
discipline design, broad-field design, and correlation design.
3) Problem-Centered Design:
Problem-centered design is an approach that focuses on developing problem-solving skills,
thinking and communication skills. This is a student-centric strategy wherein the learners are given
problematic situations and encouraged to solve them after careful observation.
Process Of Curriculum Development

The curriculum development process consists of the following six stages:
• Stage 1: Assessing the educational needs

• Stage 2: Formulating objectives and learning goals
• Stage 3: Careful selection of learning experiences to accomplish these objectives
• Stage 4: The selecting the rich and valuable content through which teachers can offer the
learning experiences.
• Stage 5: Organizing and integrating learning experiences with relevant content keeping in
mind the teaching-learning process
• Stage 6: Timely and accurate evaluation of all the above phases.
Principles Of Curriculum Development:
The principles of the curriculum are norms, values, moralities, and philosophies that will benefit
teachers, students, and the whole education system. The curriculum and instructional strategy are
essential components of imparting knowledge to students. The following are a few of the basic
principles of curriculum development :
1) Principle Of Totality Of Experiences:

It is imperative to realize that curriculum does not merely indicate academic subjects traditionally
taught in schools and colleges. It also includes the totality of experiences a student gains through
several curricular, extra-curricular and co-curricular activities.
2) Principle Of Child-Centeredness:
Instead of sticking to the predetermined curriculum, instructors must consider the child’s concerns,
motives, and needs while developing the curriculum. In addition, while planning any curricular
activities, educators must consider ways to enrich learners’ interests.
3) Principle Of Conservation And Creativity:

While developing a curriculum, it is mandatory to include subjects and experiences that would
help conserve cultural heritage. Furthermore, one of the most essential principles of curriculum
development is that the curriculum cannot be static. On the contrary, it should be subject to
modification as per the requirement aligned with the changing global educational trends and
students’ needs.
4) Principle Of Integration:
The curriculum should be planned in such a way that varied subjects could be added at different
stages of education. Similarly, the existing subjects should be able to integrate with other subjects
apart from enabling the students to correlate with the content.
5) Principle Of Flexibility:
One of the ideal qualities that a curriculum should have is flexibility and dynamism, as this will
be instrumental in serving the needs and concerns of individuals and society. Also, timely changes
and appropriate modifications to the curriculum allows educators and learners alike to stay updated
with academic goals.
6) The curriculum should be Environmentally Centered:

The content of the learning experiences for children should be linked with the needs of the
environment in which they live. For example, children from rural areas can understand and grasp
easily the information which is directly concerned with their experiences in their own rural
environment. The same thing applies to children in a various environments like urban areas, hilly
areas, etc.
7) Principle Of Utility:
Curriculum construction should follow the principle of utility, according to which educators must
include content that is useful to the individual and society. In addition, the curriculum must consist
of rich and valuable content that would be useful later in life.
8) Principle Of Character Formation:

The goal of the curriculum is not just educating learners through bookish knowledge. It should
also encourage the development of character and personality in students. Therefore, the curriculum
must aid in students’ character training throughout the academic years.
9) The Principle of the Comprehensive Curriculum:

The curriculum must have the necessary details. List of topics to be covered does not solve the
purpose. Both teachers and students should know clearly what is expected of them, what is the
beginning and what is the end of the topic for the particular class. Material, aids, activities, life
situations etc. Should be listed in the curriculum.
10) Principle Of Mental Discipline:

A significant task of the curriculum is to foster learners’ various mental faculties or powers through
cognitive training and practice.
11) Principle Of Social Fulfilment:

Education aims to provide the overall development of the students through comprehensive
teaching styles and content. Moreover, the curriculum should also consider adding the element of
social life so that learners could gain insight into becoming responsible citizens.
12) Suitability to the age and Mental level of the Children:

What is to be given to the children in the form of learning experiences at a particular age and grade
level should suit their age and mental development. The capacity for understanding, how children
grow with age. The content of the study in any subject should be formed to suit their mental ability.
13) According to the Specific interests of Students:

Children will be able to learn better in fields where they have special tastes and inclination of the
mind. It is also found that at different stages of age groups, children have different interest patterns.
Interests of children also change according to circumstances and situations.
Therefore learning experiences should be designed to suit the interests and tastes of the age group
of students.
14) Principle of co-relation:

The curriculum should be such that all the subjects are correlated with each other.
While designing the curriculum, it must be kept in mind that the subject matter of various subjects
has some relation to each other so that they help the child eventually.
15) The Principle of Practical Work:

Children are very active by nature. They like new things and can learn more by doing or by activity
method. Therefore curriculum should be designed in such a way that it provides maximum
opportunity to the child for practical work with the help of concrete things.
16) Principle of Flexibility:

Instead of being rigid curriculum should show the sign of flexibility.
The organization of the curriculum should be on the basis of individual differences as every child
is different from the other. Apart from these conditions of society go on changing, therefore, the
curriculum must be flexible enough to address the needs as aspirations of the society.
17) Principle of Forward-Looking:

This principle asks for the inclusion of those topics, content and learning experiences that may
prove helpful to the students in leading their future life in a proper way.
18) The Principle of Consultation with Teachers:

Teachers play a key role in the implementation of the school curriculum of any grade or stage.
It is therefore quite essential to seek the proper involvement of the teachers in the construction and
development of the school curriculum.
19) The Principle of the Joint Venture:

It is necessarily a joint venture where various experts are involved like educational psychologists,
educational technologists, curriculum specialists, evaluation specialists, teachers, subject matter
experts etc.
20) The Principle of Availability of time and other Resources:

Curriculum is the means to realize the outcomes of the educational objectives of the school.
Implementation of the curriculum is equally important as curriculum construction. While
developing curriculum experts should also keep its implementation in mind. They should be aware
of the conditions of the schools and possible availability of time and resources available.
Mechanism for Curriculum Development in Pakistan:

The mechanism of curriculum development, which is generally followed in Pakistan, with slight
variations, may be described to consist of the following stages;
➢ Determining the aims and goals of education: The first step in the process of curriculum
development pertains to determining the aims and goals of education. Guidance to the
curriculum developers is provided in this respect by the prevalent education policy, Cabinet
decision or some other policy statement by the President, Prime minister or the Federal
Minister for Education.
➢ Formulation of various committees by the Curriculum Wing: In pursuance of the
policy statement Or policy guidelines, the Curriculum Wing of the Ministry of Education
appoints two types of Committees at the national level viz.
(1) National Committee on Secondary Education and Primary Education each.
(2) Subject committees at primary and secondary levels separately. These committees which
include teachers, subject specialists, and administrators further delineate aims of education for
subsequent input.
The Curriculum Wing along with the above mentioned committees also Communicates the aims
and goals of education and other policy guidelines to the Curriculum Research and Development
Centres at the provincial level for appropriate action in respect of curriculum development.
➢ Proposals by the CRDC’s and Curriculum Bureaus: The Curriculum Research and
Development Centres and the Bureaus of Curriculum functioning at the provincial levels
take appropriate initiative and finalize their proposals, keeping in view the overall aims of
education, local situation and their research experience etc. and send the same to the
National Committee on Secondary/Primary Education, as the case may be for further
processing.
➢ Processing in the National Committees: Having received the curricular proposals from
the provincial CRDC’s and B.C’s the relevant committee i.e. either the secondary or
primary level committee ascertains their suitability in the light of overall aims of education
and then with its recommendations and observations, sends the curricular proposals to the
relevant subject committee. The relevant subject committee considers the whole package
and sends it back to the primary/secondary level committee at the national level.
The primary/secondary level committee functioning at the national level reconsiders the original
proposals and the subsequent recommendations and accords final approval of the curriculum.
Q.5:
Highlight the aims, objectives and characteristics of
curriculum at Secondary Level.
Answer:
The curriculum is the backbone of any school or university. It is designed to provide a set of skills
and knowledge that will equip students with the necessary tools for success in their future careers.
It is the framework within which a school or institution organizes its teaching and learning Process.
The word curriculum is derived from latin word ‘currere’. Currere—means ‘Race Course’.
A curriculum is a planned course of study. It is an outline of what should be taught and learned in
an educational institution such as a school, or college. It is used to organise and teach a particular
course. According to Kerr,
“Curriculum is all the learning which is planned and guided by the
school, whether it is carried on in groups or individually, inside or
outside of school”.
According to Good,
“Curriculum is a general over-all plan of the content or specific materials
of instruction that the school should offer the student by way of
qualifying him for graduation or certification or for entrance into a
professional or vocational field”.
Curriculum refers to the means and materials with which students will interact for the purpose of
achieving identified educational outcomes. Curriculum is not a course, is not a syllabus. Its the
subjects comprising a course of study in a school or college. Some other definitions of curriculum
are as follows:
“All the learning activities which are planned and guided by the school,
whether they are carried out in groups or individually ,inside and
outside the school.” (kerr 1968)
“Curriculum is tool in the hand of the artist (teacher) to mould his material
in accordance with his ideals in the school.” (Cunningham)
“A course especially the course of study in a university”. (Dictionary)
“All the experience of pupil which has undertaken in the guidance of the
school”. (Bland’s Encyclopaedia)
Curriculum At Secondary Level In Pakistan:
The current scheme of studies for classes IX-X comprises four components, out of which first and
fourth components are common. Under Component I, four courses: Urdu, provincial language
(where required by law); English, Pakistan Studies, and Islamiyat are common courses. The
languages, under component I, carry one/two papers of 100 to 150 marks, 4-6 periods each
course/Pakistan Studies and Islamiyat carry equal weightage. Islamiyat in component 1 is meant
for all Muslim students. Non-Muslims may, at their free option, study Islamiyat or ethics (a course
in universal morality) or any subject from Y. List (offering over 25 optional courses study as an
alternative, if Islamiyat is not taken in component II.)
Component II presents two major streams; ‘Science’ and ‘general’ streams. The former offers a
package of four basic science courses (Mathematics, Physics, Chemistry and Biology), one paper
in each course. The weightage of these courses is equal. This is a departure from the previous
schemes. Previously, Mathematics and Biology formed separate units of study.
Aims of Curriculum Development At Secondary Level:
The aims of curriculum development at secondary level are as follows:

• To develop the students’ ability to think critically and independently.
• To help the student do original and creative work.
• To develop a lively sense of curiosity and wonder among the students.
• To bring about a holistic development of a students’ personality – physical, intellectual,
emotional, social and spiritual dimensions.
• To develop social consciousness and sensitivity.
• To develop global mindedness and a multiplicity of perspectives and views.
• To develop learners who are principled, reflective and self-directed.
• Continue to promote the objective of elementary education.
• Discover and enhance the different aptitudes and interests of students in order to equip
them with skills for productive endeavour.
• To prepare students’ for tertiary schooling.
• Promotion of identity.
• Promotion of national identity.
• Cultural, moral and spiritual identity.
• Leadership skills.
• Promotion of research and respond to change the society.
Objectives of Curriculum Development At Secondary Level:

As we know curriculum means the framework that is designed by the professionals in the
educational field to organise the learning experiences. Curriculum is important for both teachers
and students. The curriculum helps students know what to study and how to study. On the other
hand it helps the teachers know what to teach and how to teach in an organised manner. Therefore
it is very important for both teachers and students to know about the objectives of curriculum.
Objectives of Curriculum Development are as follows:
• Objectives help to understand the real importance of curriculum in the teaching-learning
process. The curriculum objectives are to:
• Make the teaching-learning process dynamic.
• Design textbooks according to the age level and interests of the students.
• Achieve the educational aims.
• Equip the educational process with different types of activities.
• Help students develop critical thinking skills.
• Impart knowledge and skills to students.
• Foster creativity and aesthetic values in students.
• Promote social, cultural and moral values.
• Provide flexibility in the teaching learning process.
• Help students coming from non-formal education through remedial units.
• Provide the complete experience to students inside or outside the classroom.
• Help the teachers in organising the material and completing the syllabus.
• Help the teachers with lesson planning.
• Help the teachers in proper evaluation and assessment of students
• Insert pedagogical practices in the teaching learning process.
• Help the teachers in deciding proper teaching learning material.
• Develop cognitive, affective psychomotor skills in students.
• Promote lifelong learning among students.
• Support inclusive education by providing equal opportunities to all learners.
• Change the behaviour of children.
Characteristic of Curriculum Development at Secondary Level:

We discuss some points which cover the characteristics/features of curriculum. These are as
follows:
1. Meet the needs of students:

Educational experts design the curriculum keeping children in mind. What is the benefit of the
curriculum if it fails to meet the needs of children? Therefore it should be designed according to
the needs of children so that they can get maximum benefits from it.
2. Flexible and adaptive:

Curriculum should be flexible. It should not be rigid, otherwise it will create problems in its
adaptation. Irrelevant material and content should not be a part of it; otherwise, we can’t call it a
good curriculum. Stakeholders such as teachers, parents, or headmasters can play an important
role to maintain the flexibility of curriculum.
3. Well organised:
Curriculum should be well organised. The content of curriculum should be organised in such a
way that it connects students’ prior knowledge with the new knowledge. There should be a proper
link between theory and practical knowledge. All the subjects or topics should have clearly defined
objectives
4. Provide opportunities for students:

A good curriculum provides enough opportunities for students to explore their talent and creativity.
The all-round development of children takes place when they are exposed to new challenging
environment. Appropriate activities should be included in the curriculum to fulfil the Special
learning needs of gifted, backward, and disabled learners.
5. Motivate students:
Curriculum as a tool motivates students to learn more and perform various activities. It motivates
students by making the process of learning more enjoyable and interesting. It helps students focus
more on their mastery goals.
6. Follow pedagogical approach:

Curriculum follows a pedagogical approach. Various pedagogical approaches such as Activity
based learning, Team teaching, inquiry based learning, Cooperative and collaborative learning are
used by teachers to teach students. These approaches help teachers choose desirable instructional
strategies.
7. Demands of society:
Society plays an important role in determining what is relevant for the students. Therefore,
curriculum should reflect the needs and demands of society. Those subjects should be included in
the curriculum which provide value to society and appreciate its cultural heritage.
8. Extend skills and knowledge:

A good curriculum extends students’ skills and knowledge by promoting higher order thinking
skills , developing curiosity and removing their misconceptions
9. Quality and Up-to-date content:
Curriculum should provide quality and up-to-date content to students which reflect their personal
interests. Content should be properly analysed and research based. There must be scope for adding
new and relevant information to the curriculum.
10. Should be diversified:

A uniform curriculum will not work in today’s education system. Therefore, curriculum should be
diversified. Diversified curriculum provides a wide range of opportunities to students, especially
those from backward class, and prepares them for the future.
Some other characteristics are:
• It should be designed by keeping in mind the aims and objectives of education.
• It should follow psychological principles.
• It should promote the interaction between teachers and students.
• It should promote integrated learning.
11. Development of Social Understanding:

The exercises, which develop in children the understanding of the society, social problems and
social relationships, are of great importance for their inclusion in the curriculum. Every child is a
member of a society and he should be trained in such a way that he becomes an asset to the society
to contribute to its full development.
12. Promotion of Maximum Personal Development:

Every curriculum plan must resolve the issue of individual differences versus group standards. The
experiences covering a wide range of interests and overall individual development are pre-
requisites for a good curriculum.
13. Promotion of Continuity of Experience:

Continuity of experience and proper sequence of learning is one of the most important aims of
curriculum planning. Past, present and future experiences show a consistent relationship and are
based upon one another.
14. Provision for Educational Goals:

In a good curriculum all the needed experiences from different levels are given proper attention.
Goal serving experiences are provided for the varying abilities and needs of all learners not mere.
15. Maintenance of Balance Among all Goals:

Provision’s are to be made for maximum individual development and for group interaction. The
curriculum plans may incorporate provisions for all educational goals and suggest requirements,
time allotments, and other ways of giving balanced attention to each goal. The classroom learning
experiences depict the nature of curriculum.
16. Utilization of Effective Learning Experiences and Needed Resources:

Provisions should be made for adequate equipment and material for making effective learning
experiences. The teachers should explore and use a wide range of resources for fulfilling the
desired goals and ends of learning experiences.
Conclusion:
From all this discussion it can be concluded that teacher plays a major role in making a good
curriculum because he fills the loop-holes .left in the course of study and other guides as they exist
on paper.

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Course: Secondary Education

Course Code: 8624

Structure of Pakistan’s Education System:

4. Higher Secondary Education:

Levels of Education by ISCED:

4. Curriculum Development and Approval:

7. Affiliation of Educational Institutions:

The affiliation process involves a thorough assessment of an educational institution’s

10. Standardized Grading:

11. Efficient and Organized Management:

12. Issuance of Certificates:

13. Provision of Examination Results:

17. Establishment of Examination Centres:

18. Complaint Handling and Grievance Redressal:

7 Types of Organizational Structures PDF:

7. Flat organization Structure:

Private Schools are working in Pakistan at Secondary level:

1. Beaconhouse School System:

2. Lahore Grammar School:

3. The City School:

4. Sadiq Public School:

6. Karachi Grammar School:

7. The Lyceum School:

8. Roots Millennium Schools:

➢ Roots Millennium Schools (RMS) is a private educational institution with multiple

9. Convent of Jesus and Mary:

11. Patrick’s High School:

12. The Educators:

13. Froebel’s International School:

➢ Froebel’s International School is a private co-educational institution located in Islamabad,

14. American Lycetuff School:

15. The International School of Choueifat:

Types Of Curriculum Development Models:

Process Of Curriculum Development

• Stage 1: Assessing the educational needs

1) Principle Of Totality Of Experiences:

3) Principle Of Conservation And Creativity:

6) The curriculum should be Environmentally Centered:

8) Principle Of Character Formation:

9) The Principle of the Comprehensive Curriculum:

10) Principle Of Mental Discipline:

11) Principle Of Social Fulfilment:

12) Suitability to the age and Mental level of the Children:

13) According to the Specific interests of Students:

14) Principle of co-relation:

15) The Principle of Practical Work:

16) Principle of Flexibility:

17) Principle of Forward-Looking:

18) The Principle of Consultation with Teachers:

19) The Principle of the Joint Venture:

20) The Principle of Availability of time and other Resources:

Mechanism for Curriculum Development in Pakistan:

“A course especially the course of study in a university”. (Dictionary)

Aims of Curriculum Development At Secondary Level:

The aims of curriculum development at secondary level are as follows:

Objectives of Curriculum Development At Secondary Level:

Characteristic of Curriculum Development at Secondary Level:

1. Meet the needs of students:

2. Flexible and adaptive: