b.ed book ppt of the 8624-All-Slides.pdf

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1. SECONDARY EDUCATION

Unit 1
Secondary Education

Corse Code: 8624
B.Ed

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2. OBJECTIVES OF THE COURSE

The course will extend the knowledge of readers in the following
domains and will enable them to:

1. Explain the significance, need, nature, aims and organizational
structure of secondary education.

2. Describe the different types of institutions imparting secondary
education and process of curriculum development in Pakistan.

3. Examine the internal and external examination system at
secondary level.

4. Compare the education systems of different counties at
secondary level.

5. Review the role of education policies in the development of
secondary education.

6. Analyze the training structure, issues and problems of secondary
education in Pakistan. For Daily Updates Regarding Allama Iqbal Open University And
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3. CONTENT OF THE COURSE

Unit-1: Introduction to Secondary Education

Unit-2: Organizational Structure of Secondary Education

Unit-3: Types of Schools at Secondary Level

Unit-4: Curriculum Development at Secondary Level in Pakistan
Unit-5: Evaluation at Secondary Level

Unit-6: Secondary Education in Comparative Perspective

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Unit-8: Training of Secondary School Teachers pst Dally alerts. (la Sha Allah)

Unit-9: Problems, Issues and Trends in Secondary Education

4. OBJECTIVES OF THE UNIT 1

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Introduction of Secondary Education
Nature of Secondary Education
Significance of Secondary Education
Objectives of Secondary Education

Aims and Se of Education for Preparing Practicing Muslims
and for Creating Islamic Social Welfare State

Secondary Education in Pakistan

Scheme of Studies for the Secondary School Education
Scheme of studies (Higher Secondary)

The Stage of Formal Operations

Structure Developed in the Formal Operational Stage (Secondary
Education)

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5. EDUCATION

Education is derived from two Latin word
Educare means bring up, to nourish and

» Educere means draw out or bring out. So educating a child means
to bring Up the child or nourish the child. So other meaning to draw
out or to bring out darkness into light

Education is the process of facilitating learning, or the acquisition of
knowledge, skills, values, beliefs, and habits

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6. v

v

Vat o MA

EDUCATION

Education is Search for Truth. Aim of Education is Character
Formation. Question Answer Method (Socrates).

Education as a Key for a Society (Plato).

Educating the mind without educating the heart is no education at
all (Aristotle).

Education is what remains, when what has been learned has been
forgotten (B. F. Skinner)

Education as a Reconstruction of Experience (John Dewey).
A good education should leave much too desired (Alan Gregg).
Education is Lifelong Learning
Education is for Development
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7. ELEMENTS OF EDUCATION

» Aims/ Goals/ Objectives
» Teacher

» Learner

» Learning

» School

» Society

> Curriculum

> Evaluation

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8. MODES OF EDUCATION

> Formal Education
» Early childhood and pre-school
» Elementary education
» Secondary education
» Higher education
> Informal Education ( not formal)
> Non Formal Education (semi-formal)

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9. LEVEL OF EDUCATION
- ELEMENTARY EDUCATION (I-VIl)
(1) Primary Schools Boys & Girls (I-V)
(2) Middle Schools Boys 8. Girls (VI-VIII)
(3) Consolidated Schools (Boys + Girls) (Co-education) (I-V)
See DARY EDUCATION (IX-Xil)
(1) High School Education (IX-X) (2) Higher Secondary School /
Inter College (XI-XIl)
> SSTs/SSEs BPS-16 SS BPS-17 & SSS BPS-18
Competent Authorities
> District Education Officer (SE) Secretary School Education

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10. INTERNATIONAL STANDARD
CLASSIFICATION OF EDUCATION

The International Standard Classification of Education
(ISCED) (1997) describes seven levels that can be used
to compare education internationally (UNESCO)

Level- 0 Pre-primary education

Level-1 Primary education

Level- 2 Lower secondary education

Level- 3 Upper secondary education

Level-4 Post-secondary education

Level-5 First stage of tertiary education

Level- 6 Second stage of tertiary education

Level- 7 Higher Education

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11. SECOND AMR Ree)

> Secondary education (1X-XIT) is an important sub sector of
the entire education system.

> It provides middle level workers for the economy.
» It acts as a feeder for the higher levels of education.

» The quality of higher education depends upon the quality
of secondary education.

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12. SIGNIFICANCE OF
Smee EY EDUCATION

> The position of secondary education is paradoxical

» Transitional role between basic education and further education

» The quality of higher education is depended upon the quality of this stage

» secondary education occupies a mid-way position
> between primary and further education as a structure
> between childhood and adulthood as to its clientele

> between pure and applied knowledge as to its content

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13. NATURE OR EDUCATION

> Secondary education takes place after six / eight years of
schooling

> Secondary education is compulsory in most countries.

> Students enter the secondary phase around age 11/13

> Secondary education covers two phases.
> Level-1 Lower Secondary Education (High Schools)
> Level-2 Upper Secondary Education (Higher Secondary Schools)

» Secondary schools may he called

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14. GENERAL OBJECTIVES OF
SR Y EDUCATION

» To provide knowledge and skill appropriate to their needs and
abilities

> To serve as an instrument for raising the quality of life.

> To serve as a preparatory stage to pursue higher education and
training.

> To improve learning through the use of formal and non-formal
approaches

> To establish close linkages with the community.

> To establish close linkages with world of work.

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15. SPECIFIC OBJECTIVES OF
SR Y EDUCATION

» To develop the skills of learning to:
» Develop the ability to communicate.
» Encourage the urge to inquire.
» Gain personal satisfaction through accomplishment of education
» Develop an appreciation of problem solving methods.

>To develop appropriate value such as to:
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» to develop sense of personal identity and self-worth
>To provide the knowledge require as a basic for further education
> Develop an awareness of the factors of their non-living and living — surrounding.

> Help people to develop an appreciation of the contribution that the arts and
technologies have made to the lives of people

16. SECOND AS EEE
IN PAKISTAN

> Education in Pakistan is overseen by the Federal Ministry of Education and
the provincial governments.

> Federal government mostly assists in curriculum development, accreditation
and in the financing of research and development.

> “The State shall provide free and compulsory education to all children of the
age of five to sixteen years in such a manner as may be determined by
law” (Article 25-A).
> Curriculum usually includes a combination of eight course
> Compulsory subjects (Urdu, English, Islamic studies, Pakistan Studies and
Mathematics)
> Electives Subject(Physics, Chemistry, Biology, and Computer)
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17. SECONDS
IN PAKISTAN

> Students are awarded Secondary School Certificate upon completion of 2
years of secondary schoolings

> Students then enter an intermediate college and complete grades 11812.

> Upon completion of two grades, students are awarded Higher Secondary
School Certificate (or HSSC)

> There are many streams students can choose for their 11 and 12 grades, such
as pre-medical, pre-engineering, humanities (or social sciences), computer
science and commerce.

» Each stream consists of three electives and as well as three compulsory
subjects of English, Urdu, Islamiat (grade 11 only) and Pakistan Studies

(grade 12 only).
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18. DURATION OF
Smee EY EDUCATION

» Education policies introduced from time to time urge that grades
XI and XII, presently known as higher secondary education,
should ultimately be merged in the secondary stage.

» Higher secondary schools impart instructions from VI to XII
grades.

> The medium of instruction is the national language or English
language

> Overall the cycle of secondary education is
completed in 5 years. The required age for admission
to 6th grade (Ist grade at secondary level) is 10 plus.
Though ftransitionally middle school (comprising
grades VI to VIII) is a part of secondary education,
but in principle secondary education is considered to
consist of grades IX and XII.

19. CHARS OH SECONDARY
SCHOOL STUDENTS

> General Characteristics
> Interests shift from solitary to group pursuits
> Vocational interests become more prominent and realistic
> Concerns about social issues develop
> Strong attitudes toward religious, ethic, and racial groups
> Physical Development
Rapid weight gain
Physical and emotional changes
Bone growth essentially completed
“know it all” attitude

High interest in philosophical, ethical and religious problems

vvvvvv

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20. CHARS OH SECONDARY
SCHOOL STUDENTS

> Special Needs
> Conformity with and acceptance by the peer group

> Adequate knowledge and understanding of sexual
relationships and attitudes

> Adult guidance which is kindly, unobtrusive, and does not
threaten the feeling of freedom

> Sense of direction without being pushed

» The assurance of security — seeks both dependence and
independence

> Opportunities to make decisions and to earn some money

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21. Soo. SCIENCE GROUP

1. Urdu- I & Il (In lieu Geography of Pakistan for foreign Students only)

75 +75 =150
2. English-| & Il 75 +75 =150
3. Islamiyat Compulsory-| & Il / Ethics-I & 11 (For Non-Muslims)
50 +50 = 100
4. Pakistan Studies-I & Il 50 +50 = 100
5. Mathematics-l & Il 75 +75 =150
6. Physics-l & Il 75 +75 =150
7. Chemistry-l & Il 75 +75 =150
8. Biology-l & Il / Computer Science-l & Il 75 +75 =150
Total Marks 550 + 550 = 1100

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22. — HUMANITIES GROUP

ik:

PIC OF

Urdu- | & Il (In lieu Geography of Pakistan for foreign

Students only) 75 +75 = 150

English- | & Il 75 475 150

slamiyat Compulsory -I & Il or Ethics -I & Il (For Non-
Muslims) 50 +50 = 100

Pakistan Studies-| & Il 50 +50 = 100
General Mathematics-| & Il 75 +75 = 150
General Science-l & II 7575 = 150
wo elective subjects (from the list of elective
subjects) / (In case of Technical subject) Two
echnical Subjects One Elective Subject & One
echnical Subject 75+75 = 150

Total Marks 550 + 550 = 1100

23. (HUMANITIES GROUP)

SUBJECTS

1. ADVANCED ISLAMIC STUDIES
2. AGRICULTURE

3. ART 8 MODEL DRAWING

4. BUSINESS STUDIES

5. CIVICS

6. CLOTHING & TEXTILE

7. COMMERCIAL GEOGRAPHY
8. COMPUTER SCIENCE

9. ECONOMICS

10. EDUCATION

11. ELEMENTS OF HOME
ECONOMICS

12. ENGLISH LITERATURE
13. ENVIRONMENTAL STUDIES

14. FOOD & NUTRITION
15. GEOGRAPHY

16. HEALTH & PHYSICAL
EDUCATION

17. HISTORY OF CIVILIZATION
18. HISTORY OF PAKISTAN
19. MILITARY SCIENCE

20. MUSLIM HISTORY

21. PERSIAN/ARABIC/PUNJABI/
SARAIKI

22. PHYSIOLOGY & HYGIENE
23. SECRETARIAL PRACTICES
24. URDU LITERATURE

24. ORGANIZATIONAL STRUCTURE
OF SECONDARYEDUCATION

Unit 2
Secondary Education

Corse Code: 8624
B. Ed.

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25. OBJECTIVES OF THE UNIT 2

After studying this unit, Students will be able:

> To differentiate the educational scenario before and
after 18th amendment 2010

» To understand the role of Director Public Instructions
schools and colleges

> To know the curriculum development process and text
book development

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26. INTRODUCTION

> Pakistan is a federal state. At the center, there is a federal
government which comprises several ministries and divisions. Each
Ministry or Division is headed by a Secretary who in turn is
answerable to minister. Ministers make up the cabinet which is
headed by the Prime Minister of Pakistan.

> Similar pattern of administrative structure exists at the provincial
level. A large number of ministries at the center have their counter
parts in provinces which are known as departments. Each provincial
department is headed by a secretary who is responsible to a
Minister.

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27. Following would be explained

1- Ministry of Education

2-Education Secretariat

3-Provincial development of Education
4-Secretariats of Education

5-Director Public Instructions

6-Federal Government Educational Institutions.
7-BISE

8-Administrative structure of the boards
9-Controlling Authorities

10-Administration of Examinations
11-Examinations, promotions and certification
12-National bureau of Curriculum and Textbooks

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28. MINISTRY OF EDUCATION

ETH AMENDMENT: POST-EIGHTEENT Haga

£ Redefined relationship
between federal and
federating units.

£ Distribution of powers.

# Education devolved to
provincial level.

ı Deletion of concurrent

£. MOE was central organization.

£ For education policies and
national education.

£ Provincial coordinator.

ı Headed by federal minister.

£ Education was concurrent

ea legislative list.
£ Education policy, planning,
curriculum, standards, centers f
excellence and islamic
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29. EDUCATION SECRETARIAT

> In pre-eighteenth amendment. The federal education
secretary was chief executive.
> Before 18th amendment, provinces are in matter of
principle, independent in policy formation and
management of education within their administrative
boundaries.
> Afterwards, education has become independent
responsibility of provinces.
> After 18th amendment, education has totally
become the provincial responsibility

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30. Federal Government
Educational Institutes:
Mission:

to provide quality education to armed forces personnel and
civilians.

Core values:
Morality, grooming, co-curricular, nurturing.

Organization of FGEl Directorate is in the next slide:

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31. Director (Brig)

Military Staff
Dy Director (Col)
GSO-I

GSO-II

Steno (JCO/NCO)
Driver (Sep)

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Civil Staff
Dy Director (Colleges)
Dy Director (male)
Dy Director (Females)
Financial & Estab. Officer
Admin. Officer

Superintendent

Other Staff

32. Organization of REGIONAL OFFICES

Lt. Col-l Deputy Director

Major GSO-II/Assistant Director

Education JCO Administrative Officer/Supdt

OR Clerical/Ministerial Staff

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33. Table: Pre-Eighteenth Constitutional Amendment:
Curriculum Development Process

Curriculum Wing, Ministry of
Education

Regional/Provincial level
© Local authorities

e Inspectors

e Teacher's choice

School level

+ Heads

e Teachers

+ Communities

Aims and
objectives

National aims, as reflected in
the National Education Policy

Evaluation/study reports
of curriculum centers
provide change direction

Some aims of effective
domain are suggested
by Teachers

Curriculum
Plan

National Framework syllabus
and weightage

Introduce unique cultural/
regional aspects,
including mother tongue

Scheme of work,
adjustment of time table,
provision of co-curricular
activities, exams

Methods and
approaches to
learning

Teacher training courses are
designed, also in-service
teacher training

Teachers’ colleges
implement training
programs (pre-service)

Practice different
methodologies

Materials

Provincial textbooks are
reviewed/approved by
Federal Ministry through
National Review Committee

Provincial Textbooks
Boards commission
writers and select
materials on merit basis

Representation of
teachers in the National
Review Committee

Evaluation and
examination

Inter Board Committee
Chairman, coordinate
activities of the Exam Boards

Boards of education hold
exams

Trained teachers set the
papers and evaluate the
script

34. Table: Status after Eighteenth Amendment
Old Status New Status

iculum, Syllabus- Federal and Provincial Joint Function | Trans ines
PATIO, LL LLC EMIS LL |
fanning Polioy- Federal and Provincial Joint Fun! Trans nces

et of Excellence, Area Study Centers, Pakistan Study | Trans Ins
Jenters and Sheikh Zaid Islamic Centers - Feder
Standards of education - Federal and Provincial Joint Function
stamic education Federal and Provincial Joint Func

35. Provincial Ministry of Education

Departments of
Education

Minister

|

Minister of State Secretary

JEA
Policy & Planning um
Wing

JEA JEA Director
Projects Wing [il Training Wing fll Monitoring Coll

= "1

Sanctioned Strength

lamd

PMU : Project Monitoring Unit
FESR: Frets Eau Sr Rebms Total number of Officers 115
‘Se. JS: Senior Joint Secretary

JEA + Joint Educational Adviser Total number of staff 336

12

36. Secactany

Soxoor Eoucanon

MAL SECRETAM

(General

Assstant Dire Assistant Direcron

Morarc A
(Morarcnc (Aommustranon)

Computes OPERAIORS

37. ADDITIONAL SECRETARIES

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Cres CO

38. ADDITIONAL SECRETARY GENERAL

Additional Secretary General

Deputy Secretary Deputy Secretary
Elementary Secondary

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39. galtogram of DPI(SE)

40. DIRECTOR PUBLIC INSTRUCTION (DPI)

Director Public Instruction (DPI)

Director Public Instruction
(DPI) Elementary Education

Director Public Instruction (DPI)
Secondary Education

Director Adman Director
(M) Adman (F)

Adman
(P&B)

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DISTRICT LEVEL a Saves

Deputy Commissioner (DC)

4 hi 1 District Monitoring Officer
Chief Executive Officer (CEO) (DMO)

| “her (060) se ee £
Officer (DEO) SE istrict Education
G9) Officer (DEO) M-EE iC icer/(DEO) WEE

Dy DEO HQ Dy DEOs By sets |
AEOs
AEOS

42. Board of Intermediate and Secondary
Education

PE structure of Boards:
Chairman, Secretaries, Controller Examination and staff
« Functions
1. Paper setting
2. Conduct of examination.
3. Assessment of answer books.
4. Tabulation
5. Conduction of exams.
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43. Types of Schools at Secondary Level

Unit 3
Secondary Education

Corse Code: 8624
B. Ed.

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44. OBJECTIVE

Understand the importance of Federal Directorate (FDE) of
Education

Role of public and private schools in strengthening secondary
education

Types of schools at secondary level

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45. FEDERAL DIRECIORATE OF EDUCATION (FDE)

1. Established in 1967 with 139 schools taken over from
Government of Punjab

2. Continuous expansion resulted in 423 institute today in the five
sectors

of Islamabad Capital Territory (ICT)
3. Remained a part of CA&DD but now under FMoEPD.

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46. FUNCTIONS OF FDE

+ FDE CONTINUALLY ENVISAGES GENERATING AND SUSTAINING AN
ENABLING EDUCATIONAL ENVIRONMENT WITH A VIEW TO:

Q TAP INNATE POTENTIAL OF STUDENTS.

Q NURTURE CORE VALUES WITH DUE REGARD TO SOCIO-CULTURAL
MOORINGS.

QDEVELOP DYNAMIC AND PRODUCTIVE PAKISTANIS CAPABLE OF
COMPETING IN THEEVOLVING INTERNATIONAL SCENARIO.

OINCULCATE THE SPIRIT OF COMMUNITY SERVICE (THROUGH SCOUTING
AND GIRL GUIDING)

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47. FDE REFORMS & MEASURE FOR QUALITY
«+IN-SERVICE TEA

+ UNIVERSAL SYSTEM OF EDUCATION

+ INTRODUCTION OF IT EDUCATION AT VARIOUS LEVELS
«ENGLISH TEACHERS FOR PRIMARY CLASSES
“INSTITUTION OF PARENT TEACHER ASSOCIATION (PTA)
“PROMULGATION OF EDUCATION CODE

“> FREE TEXT BOOKS

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48. FDE STRUCTURE

> FDEis headed by Director General while the following directors along with their
» staff run the affairs/business of FDE

ADMINISTRATION WING

HUMAN RESOURCE DEVELOPMENT
ACADEMICS WING

COMMUNICATION & OUTREACH
INNOVATON & COLLABORATION
PLANNING & INFRASTRUCTURE MANAGEMENT:
ANANCIAL MANAGEMENT

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49. BEACON HOUSE SCHOOL SYSTEM

+ Les Anges Montessori was established in 1975

“*Beacon House was established to allow Les Anges
students to continue
their education in the same system
«Part of the largest network of school globally
“Have established Beacon House University.

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50. BEACON HOUSE SCHOOL SYSIEM

BEACON HOUSE: ORGANIZATION AND RESOURCES

A SCHOOL THATIS PART OF A SYSTEMHAS MANY ADVANTAGES OVER A SCHOOL

THAT OPERATES ON ITS OWN:

> THESYSTEM PROVIDES A WIDE VARIETY OF STAFF DEVELOPMENT PROGRAMS.

> NEW IDEAS AND IMPROVED METHODS SPREAD READILY FORM ONE SCHOOL TO
ANOTHER.

> THEHEAD OF THESCHOOL IS RELIEVED OF MUCH ROUTINE ADMINISTRATION, AND IS
ABLETO CONCENTRATE MORE OF HIS/HER ENERGIES ON THEACADEMIC AND
EDUCATIONAL ASPECTS OF THE SCHOOL.

> AND, OF COURSE, MANY PARENTS WELCOME THE CASE OF INTER-CITY TRANSFER
OF
THEIR CHILDREN FROM ONE BEACON HOUSE SCHOOL TO ANOTHER.

51. BEACON HOUSE SCHOOL SYSTEM

| Beaconhouse School System Professional Development Programme ]

Award Searing Programmes > Meee ne coúses
Certificate in Professional Ciuc Infuction Courses
PostGraduate Certificate Foundatian Course
MES Curriculum Development Courses
Subject Spacific Training,

Sour Management Courses

P a ci Need Gased Training
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Meads Managemen

Infarrmation Corrs
Technology Cou

CEE

52. THE CITY SCE

+ Established in 1978 in Karachi
+ Provide early childhood and GCSEO & A level.

+ TRAININGS ARE DESIGNED TO ENHANCE CAPACITIES IN THE
FOLLOWING AREAS:

ACADEMICS

CORPORATE

BUSINESS

INSTRUCTIONAL TECHNOLOGY

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53. Curriculum Development at Secondary Level in Pakistan,

Unit 4
Secondary Education

Corse Code: 8624
B. Ed.

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54. CURRICULUM DEVELOPMENT AT SECONDARY EDUCATION =

aCurriculum is the base on which the subjects, activities and experiences are planned.

OCurriculum encompasses all types of activities, experiences, programs etc. planned and
managed by the school leading to the achievements of instructional objectives.

alt is more than the textbook, more than the subject matter or course of studies. it is the
totality of all the learning to which you are exposed during study in the school, classroom,
lab, library, playground etc.

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55. Curriculum Development =

- Curriculum is planned, developed, implemented and evaluated in order to be planned again,
for making it more meaningful, based upon the results of Evalution. So we can say that the
curriculum development is a cyclic process.

- Teacher is the most significant agent and plays a key role. He has to be involved in all the

stages of development of curriculum which he has to implement. This would help in making
it more realistic and practicable.

- Curriculum based upon the needs of society

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56. Characteristics of Curriculum =

1. Totality of Activities
Here it means all the school activities which are conducted to promote the
development of pupils as they learn by doing

2. A means to An End

Curriculum is developed to achieve the aims of education. So, the curriculum will
change with every change in the aims of education.

3. Total School Environment

Which curriculum gets influenced by the total environment of the school. The
students learn from the surroundings - total educational programs
4, Totality of Experiences

Classroom, library, lab, workshop, playground, assembly Hall /lawn-Inside and

outside the school.
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57. 5

6

8

. Mirror of Curricular and Cocurricular Trends =
Courses of studies, aims and objectives of education. methodology of teaching
including teaching resources and teaching techniques.

. Mirror of Educational Trends
Total picture about the prevailing Educational system, the objectives behind the

educational system highlighted through the series of experiences provided by the
curriculum.

. Development of Balanced Personality
Curriculum and Co-curricular activities regarding physical, intellectual, emotional,
social, economic, cultural and aesthetic development play their role for developing
balanced personality.
. Process of Living
Curriculum is concerned both with the life of the individual and his environment.
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58. 9. Dynamic but Not Static

Change with the change of needs, environment, abilities, interests, attitude and life of
individuals

10.Mirror of Philosophy of Life
The curriculum reflects the ideas, faith, philosophy - autocratic or Democratic,
spiritualistic or materialistic way of life.

11. Achievement of Goals

Curriculum helps in achieving the goals and objectives of education Set on the basis of
society / communities.

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59. Principles of Curriculum Construction | |

The following principles should be kept in mind for designing the curriculum.

1. Principle of Child Centeredness

2. Principle of Integration
Units of teaching should corelate with the life and environment of pupils rather
than with narrow bits of information

3. Principle of Totality of Experiences

4. Principle of Variety
As per needs interests and prevailing situation of society

5. Principle of Flexibility
Adjustable to the needs of learners at every stage and changing social conditions

and structure of society

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60. 6. Principle of Harmony

In curriculum, the proper harmony should be maintained between formal and informal
education, direct or indirect, general and specific, individual and social aims of
education.

7. Principle of Community Centeredness

The curriculum should reflect all that is significant and characteristic in the life of
community. It should be correlated with the environment of community.
s. Principle of Activity Centeredness

9. Principle of Creative Training
While developing curriculum attention should be paid to encourage pupils to develop
creative ability as far as possible

10.Principle of Developing Democratic Values

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61. 11 Principle of Utility
Vocational, technical and industrial courses must be introduced

12.Conservation Principle

The curriculum must involve the content that may be helpful in conserving and
transmitting culture and civilization ofthe country.

13. Need for a Radical Reform of School Curriculum

In this age of education explosion of knowledge, the reformation of many concepts in
the Sciences have highlighted the necessity of bringing change in the inadequacy of
existing programs in the schools

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62. Curriculum and Syllabus

Syllabus is book oriented in shape of list of contents
of any part of a specific discipline. Syllabus lays more
stress on learning and memory, but the scope of
curriculum is very wide. syllabus is a part and parcel of
curriculum but these two cannot be used as synonymous.

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63. EVALUATION AT
SECONDARY LEVEL

Unit 5
Secondary Education

Corse Code: 8624
B. Ed.

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64. OBJECTIVES OF THE STUDY

After studying the material, it is hoped that you will be able to:

> Elaborate the concept and nature of evaluation

> Discuss the internal and external system of evaluation.

» To understand the concept of reforms and developments in examination.

> To know the strength and d weaknesses in examination system and process of certification.

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66. Evaluation

Judgment and decision

the general process of
collecting, synthesizing,

and interpreting
information

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67. EVALUATION

» It is the overall judgment and decision about the performance of the
students. It is systematic process (Gronlund, 1990).

» Evaluation is the systematic process of collecting and analyzing data in order
to determine whether and to what degree, objectives have been or are
being achieved(Gay,1985)

> Itis broader term. Under the umbrella of evaluation assessment and
measurement are discussed.

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68. ASSESSMENT

» The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’

» In assessment one is supposed to sit with the learner. This implies it is
something we do ‘with’ and ‘for! students and not ‘to’ students (Green,
19223

> Itis a process of assigning grades to individuals. It is a process of gathering
information using a verity of tools and techniques that reflect how well a
student is achieving. lt is qualitative data.

» Assessment is an ongoing awareness of students’ learning and needs, rather
than an occasional event in the program.

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69. MEASUREMENT

» It is a process of assigning numbers to individuals. It is a process of
gathering information using tests that reflect how well a student is
achieving. It is quantitative data.

» The explicit quantification of the results obtained through testing
that is designed to determine the degree of presence or absence
of a particular characteristic, quality, or feature

> Scoring -- The procedure of assigning a numerical value to assessment task

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70. TEST

» Set of question is called test. A test may be administered orally, on
paper, on a computer, orin a confined area that requires
a test taker to physically perform a set of skills.

» An instrument or formal process that presents tasks that yields a
specific type of measurement.

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71. EXAMINATION

» The term “examination” is derived from the term “examen” which means the
tongue of a balance, and it is ordinarily used to denote a systematic test of
knowledge or skill, which is carried out Under the authority of some public body or
conducted by the teacher themselves (Wilbrink, 1997).

» An examination is a formal test that you take to show your knowledge or ability in a
particular subject, or to obtain a qualification.

> Internal examination

>The examination conducted by the educational institutions or teachers
themselves like class test, December Test, Mid Test etc.

» External Examination

» The examination conducted by the external agencies or outside authority like
PEC & BISE Exams.

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72. IMPORTANCE OF EVALUATION

> For determining the academic progress of students.

> Motivation for better grades.

> Classification of Students.

» Easy organization and development of the Content.

> Decisions about students promotion to the next class.
> Selection of right candidate for jobs.

> Making Future Educational Decisions through research.

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73. TYPES OF EVALUATION

> Placement Evaluation (Measure Entry Behavior, e.g. entry test)

» Diagnostic Evaluation (Identify causes of Learning and Problems
of the students)

> Formative Evaluation (Monitor Learning Progress during
study/class)

> Summative Evaluation (Measure End of Course Achievement)

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74. THE PURPOSE OF THE ASSESSMENT

GE o —

Formative (for improvement)
» learning measures

Summative (for accountability)
> performance measures

> decentralized > centralized

> most student centered » least student centered
> direct measures > indirect measures
> soundest evidence > weakest evidence

> least public > most public

75. TYPES OF EVALUATION

a Criterion-referencedeyoluenion

m student performance is assessed against a set of predetermined
standards

= Based on a predetermined set of criteria
= Norm-refere nc
= student performance is assessed relative to the other students
= Based upon the assumption of a standard normal distribution
= Compare a students performance to that of a comparable group
= The ‘cures

= Sometimes a combination of criterion- and norm-referenced
processes

= The "curve" might represent a mixture of norm- and criterion-referenced
grading.

= The “curve” is a highly subjective process.

= The "curve" is normally applied only at the end of a term

76. NORM AND CRITERION COMPARED

Norm-Referenced Criterion-Referenced

= Ensures a competitive classroom atmosphere = Allows for a cooperative classroom atmosphere
m Assumes a standard normal distribution = No assumptions about form of distribution

= Small-group statistics a problem = Small-group statistics not a problem

m Assumes "this" class like all others = Difficult to know just where to set criteria

= Formal Strategies = Informal Strategies

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78. Planning for
Evaluation

Taking action

Evaluation

Analysing Collecting
information Information

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79. QUALITIES OF
TEST

A GOOD EXAMINATION AND ELIGIBITY

4

QUALITIES QUALITIES
e RELIABILITY e SUBJECTIVETY
e VALIDITY + CONTENT

e OBJECTIVETY »CLEARITY

e STRESS FREE

QUALITIES

80. QUALITY OF TEST

>

Reliability

roducer.
he consist
the test)

t is essential to validi
ency, or reproducibi

Validity (Validity has to do with

provide in

ormation that is rele:

made from them. The term va
measures what it claims to meas

Adequacy

(Adequacy is the state of bein:

It refers to the accuracy and prevention o

y and opposite is not.
ity, Or an examinee's

he degree to which t

ure.)
sufficien

concerned. The meaning doesn't suggest abundance
even more than what is absolu

state of suf
Objectivity

iciency).
(Objectivity means a

Usability (

he effectiveness, e

lack of bias, judgmen
ficienc

a measurement
It has to do with
performance on

e test the scores

vant to the inference that are to be
lidity refers to whether or not the test

for the purpose
or excellence, or

ely necessary. Adequacy is simply the

, or prejudice)

and satisfaction with which

specified users achieve specified goals in particular environments)

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81. TEST ITEMS

> Subjective Types /Essay Type
» Objective Types
> Short Answer
> True False
» Matching Items
» Multiple Choice Questions
> Completion Items
> Selection Type - Objective Types
» Supply Type - Extended Response - Restricted Response

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82. TEXTBOOKS

> Textbooks “tell children what their elders want them to know”
Kalmus,2004)

> Visible, Tangible and Practical manifestation of the curriculum. (Husai
& Mahmud, 2002)

» A Standard Source of Information on a particular subject.
» (The Collins English Dictionary, 1998)

> Printed Instructional Material, which contents are properly organized :
use in institutions.

> Textbooks are the Backbone of Classroom Instruction used for
improving Education.

83. Textbook Development and their
Approval in Pakistan

> Centralized Curriculum is followed in Pakistan.

> The MoE CW, with provinces develops curriculum for each grade and
subject up to grade 12 (National Curriculum).

> The Textbook Boards and the Private Publishers develop textbooks
following the guidelines.
» Guidelines for Publishers.
> Attractive Material
> Proper Diagrams, Maps, Illustration, Font size
» According to Age level
» Correct arrangement of content

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84. WHY TEXTBOOKS?

>

Textbooks are especially helpful for beginning teachers. The
material to be covered and the design of each lesson are
carefully spelled out in detail.

Textbooks provide organized units of work. A textbook gives you
all the plans and lessons you need to cover a topic in some detail.

A textbook series provides you with balanced, chronological
presentation of information.

Textbooks are a detailed sequence of teaching procedures that
tell you what to do and when to do it. There are no surprises—
every thing is carefully spelled out.

Textbooks provide administrators and teachers with a complete
program. The series is typically based on the latest research and
teaching strategies.

Good textbooks are excellent teaching aids. They're a resource
for both teachers and students.

85. EXAMINATION PROMOTION AND
CERTIFICATION

> Examinations are held at class IX and X levels which are called Secondary School Certi
Exams (SSCE) and then at grade XI and XII called Higher Secondary School Certificate
Exams (HSCE). Boards of Intermediate and Secondary Education conduct these
examinations.

> Cambridge International Examinations (CIE) and Edexcel International London Examin«
for O' Level(Ordinary level) and A’ Level (Advanced level).

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86. RESPONSIBILITY OF EXAMINATION
PROMOTION AND CERTIFICATION

» Boards of Intermediate and Secondary Education are responsible to administer school
colleges offering secondary education in Pakistan. Every BISE also administer the exam
such classes. Every province has boards in Division Levels.

» There are over 20 examination boards operating in Pakistan which administer the natio
assessments/certificates. These are known as Boards of Intermediate and
Secondary Education (BISE) and mainly operate on a regional basis and are common
referred to as the local boards.

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87. ISLAMABAD , BALOCHISTAN & AJK

1. ISLAMABAD

1. Federal Board of Intermediate and Secondary Education Islamabad
2. Azad Jammu and Kashmir

1 AJK Board of Intermediate and Secondary Education, Mirpur
3. BALOCHISTAN

1 Board of Intermediate and Secondary Education Quetta

2. Board of Intermediate and Secondary Education, Turbat

3 Board of Intermediate and Secondary Education, Zohb

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88. KHYBER PAKHTUNKHWA

1. Board of Intermediate and Secondary Education, Peshawar

2. Board of Intermediate and Secondary Education,
Abbottabad

3. Board of Intermediate and Secondary Education, Swat

4. Board of Intermediate and Secondary Education, Bannu

5. Board of Intermediate and Secondary Education, Kohat

6. Board of Intermediate and Secondary Education, Malakand

7 coal of Intermediate and Secondary Education, Dera Ismail

an

8. Board of Intermediate and Secondary Education,

89. PUNJAB

1. Board of Intermediate and Secondary Education, Bahawalpur

2. Board of Intermediate and Secondary Education, Dera Ghazi
Khan

3. Board of Intermediate and Secondary Education, Faisalabad
4. Board of Intermediate and Secondary Education, Gujranwala
5. Board of Intermediate and Secondary Education, Lahore
6. Board of Intermediate and Secondary Education, Multan
7. Board of Intermediate and Secondary Education, Rawalpindi
8. Board of Intermediate and Secondary Education, Sahiwal

9. Board of Intermediate and Secondary Education, Sargodha

90. SINDH

1. Board of Intermediate and Secondary Education, Karachi

2. Board of Intermediate and Secondary Education, Mirpur khas
3. Board of Intermediate and Secondary Education, Sukkar

4. Board of Intermediate and Secondary Education, Hyderabad
5. Board of Intermediate and Secondary Education, Larkana

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91. TECHNICAL & OTHER BOARDS

1. Punjab Board of Technical Education, (PBTE) Lahore

2. Khyber Pakhtunkhwa Board of Technical Education (KPBTE), Peshawar

3. Balochistan Technical Education & Vocational Training Authority, Quetta
4. Aga Khan University Examination Board (AKU-EB), Karachi

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92. SECONDARY EDUCATION IN
PAKISTAN

Unit 7

Secondary Education
Corse Code: 8624

B. Ed.

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93. OBJECTIVES OF THE UNIT

After reading this unit, the students will be able to:
1. Explain the nature of secondary education.
2. Describe and identify the national aims of education.

3. Identify the targets and achievements of Sixth-Five Year Plan
(1983-1988).

4. Get the understanding of Perspective Plan (1988-2003).

5. Identify the targets and achievements of Seventh Five-Year Plan
(1988-93).

6. Identify the Eighth Five-Year Plan (1993-98).

7. Identify the targets and achievements described in Economic
Surveys, 1996-97 & 1997-98.

8. mann the aims and objectives of National Education Policy
(1998-2010) at secondary level.

9. The National Education Policy (2009) at secondary level.

94. SECONDARY EDUCATION IN PAKISTAN

» In determining the effectiveness of a national system of
education, Sieellelenmmceweciiogmion ized as an
impor Gn ites

» Developed SIMA o. o and many
of the European countries are concentrating all their
aos ela Claicl research in exploring DET
ES asing problems faced by VOM
Ba Cry level.

>The ~~ of the nation is trained before the end
of their high school years.

95. AIMS OF EDUCATION

Conservation of Culture
Good Citizenship
Providing Knowledge
Personality Development
Social Efficiency
Vocational Skill

Torey Y VV Y

Progressive

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96. FUNCTION OF EDUCATION

> Preservation of Culture

> Transfer of Culture

> Reconstruction of Culture

> Fulfillment of Individual Needs

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97. SECONDARY EDUCATION- Its Dual Nature

It generally serves a dual purpose as a
“terminal stage for a large number of students and
as a preparatory stage for higher education for
others”
ih, It provides middle-level skilled workers
2 It serves mainly as a preparation for higher
education

For this nature of secondary stage, the courses &
curricula cater to these dual requirements

98. NATURE OF SECONDARY EDUCATION

1. Shift to Scientific, Technical and
Vocational Education

Science and Mathematics
Equitable Development
National Training Scheme
Future Plan Targets

Ss CMS

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99. . Shift to Scientific, Technical and Vocational Education: Emphasis into
achieve a ratio of 40:60 between the general streams on the one hand

and the science, technical and vocational streams
. Science & Mathematics: Teaching of science & ma

on the other.
hematics, an essential

part of all form of SM must improve through necessary changes in
curricula, adequate laboratories & improving teaching methodologies.

. Equitable Development: To maintain a minimum sta
teaching staff in all schools, the emphasis is on equi
all Secondary School according to a well-designed

. National Training Scheme: Students who don't go in

ndard of facilities and
able development of
plan.

to SE or drop out from

schools, non-formal avenues of training provided as part or full-time
vocational training for acquiring various employable skills

. Future Plan Targets: During future plan periods addi

ional facilities of SE (IX-

X) be created for increasing enrollment. Mainly in fields of science,

technical education, agriculture, service trades & h

ome economics.

100. EDUCATION POLICIES IN PAKISTAN

National Educational Conference 1947

National Educational Commission (Shrif Commission) 1959
Commission on Students Problems and Welfare 1966
National Educational Policy 1970 (26 March 1970)

New National Educational Policy 1972-80

National Educational Policy 1979

Prime Ministers' Program 1986-90

National Educational Policy 1992-2002

National Educational Policy 1998-2010

National Educational Policy 2009

VIENDO VVVYVY

101. DEVELOPMENT PLAN OF EDUCATION IN
PAKISTAN

» National Plan of Educational Development 1951-57
> Five Year Plans

> First Five-Year Plans (1955-1960)

> Second Five-Year Plans (1960-1965)

> Third Five-Year Plans (1965-1970)

Fourth Five-Year Plans (1973-1978)

> Fifth Five-Year Plans (1978-1983)

> Sixth Five-Year Plan (1983-88)

> Seventh Five-Year Plan (1988-93)

> Eighth Five Year Plan (1993-98)

> Ninth Five Year Plan (1998-2003)

Education Sector Reforms Program (2003-2008)

> Tenth Five Year Plan(2008-2013)

> Eleventh Five Year Plan (2013-2018)

> Twelfth Five Year Plan (2018-2023)
> New Deals in Education (2018-2023)

102. NATIONAL EDUCATIONAL
CONFERENCE 1947

Quaid-e-Azam Message

» “There is no doubt that the future of our State will and
must greatly depend upon the type of education we
give to our children, and the way in which we bring
them up as future citizens of Pakistan ..... We should
not forget that we have to compete with the world
which is moving very fast in this direction.”

> First NEC was held at Karachi from 27" November to
Is! December 1947

> Fazal ur Rehman chaired it and read out the
massage of QUAID-E-AZAM

> No of Delegations attend the conference were 48

103. NATIONAL EDUCATIONAL
CONFERENCE 1947

> Sub-Committees

S27 PF YD

Scientific Research and Technical Education Committee

Adult Education Committee

University Education Committee

Primary and Secondary Education Committee

University Education and Primary and Secondary Education
Women's Education Committee

Committee for scheduled caste and backward classes education
Cultural Relations Committee

Joint meeting of the committees on the university education,
scientific research and technical education and cultural contacts

Joint meeting of the committees on University Education, Women's
Education and Primary and Secondary Education

104. NATIONAL EDUCATION COMMISSION
1952

> Commission appointed by a resolution on the 30th December,
1958

> Commission was inaugurated by the President of Pakistan,
General Mohammad Ayub Khan, on January 5, 1959

> Members of the Commission was eight
> SM Sharif was the chairman of the Commission

105. NATIONAL EDUCATION POLICY
1979

National Aims
of Education and their Realization

106. NATIONAL EDUCATION POLICY 1979

> Salient features of National Education Policy were
announced, by the Minister for Education in October
1978

» The policy was presented to the Cabinet in
December, 1978

» The Policy was announced in February 1979

» Education in The Policy presented a 9-point statement
of "National Aims of Education" and a 12-point
Implementation Strategy

107. NATIONAL EDUCATION POLICY 1979
(National #7 Or Education)

1. Quranic and Islamic Principles: Integral part of Curricula

1. Universal Primary Education (UPE)

2. Education according to basic learning needs of children
Right of Education and availability of schools for boys and girls
Diversification for supply oriented to demand oriented system
Focus on Technical, Professional and Specialization Education

Teacher Education Programs for pre service and in service
teachers

Use of Information Technology
Encouragement of Private sector to enroll poor students
Monitoring and Evaluation at the lower and higher levels

Higher Education: Teaching, learning and Research according
to International Standards

fans N

PINOS

108. NATIONAL EDUCATION POLICY 1979
(implemen on Strategy)

The Implementation Programme was ambitious and proposed to:
1. achieve universal Class-l enrolment of boys by 1987 and of girls by 1992

2. eliminate wastage to achieve 60 percent retention rate by 1983 and 100 percent
thereafter

reconstruct/improve 17,000 existing primary schools

open 13,000 new primary schools, mainly in rural areas
establish 5000 mosque schools for boys

provide equipment to 12,000 existing schools

supply text-books to all students at the primary level

supply at least one teaching kit to all existing and new schools

experiment with different mixes of inputs to determine direction for large scale
investment in primary education

10. carry out a nation-wide school mapping exercise to evolve a process of school
location planning

Do xonas

11. undertake a nation-wide survey to determine repair needs of existing primary
schools and launch a programme of repairs

109. NATIONAL EDUCATION POLICY 1979
(Features

>
>
>»

Y AIN ¥

Masjid Schools (5000)
Mohallah Schools (5000 for girls)

Village Workshop Schools (1000 for “mother trades like carpentry,
masonry and agriculture”)

Women Education (Separate Women University)
Establishment of Private Institutions

Religious Education (Arabic compulsory till 8th)
Special Education

Medium of Instruction (Urdu language as a medium of instruction)

110. NATIONAL EDUCATION POLICY 1979
(gears education and Litera
The 1980s was a decade of a series of initiatives in the field of
education and literacy
1. Literacy and Mass EdUCA NOAA (LAMEC) 1981
2. The 10-point educ

1. An annual drive every summer for literacy and mass
education be institutionalize

2. “Yassarnal Quran" compulsory for University Degrees

3. Arms Licenses, Driving Licenses, and permits for Literate
People

4. Reading the Quran Zazra

5. The media, the radio and the T.V. provide service of
education

111. NATIONAL EDUCATION POLICY 1979
(Recomme tions)

OS 2000 New Fish Sarees
Pee = oe rarclomioja ino
Secondary

>Secondary Education for
GATE

ST RaddEdMeUMEUUM
Education (ron Clessintars
to Second Year)

112. NATIONAL EDUCATION POLICY 1979
(Impact)

Clear Foundation of Education

University Grant Commission

Islamic Madrasa

Urdu Language

Y Y Y Y v

Teacher Welfare

113. NATIONAL EDUCATION POLICY 1979

(Achievc

> Medium of Instruction (Urdu language and in
private schools English as a medium of
instruction)

> The policy of nationalization was reversed.

> The private sector was encouraged to open
schools.

> The funding of universities was made through
the Federal government

114. SIXTH FIVE YEAR PLAN (1983-1988)
(Major CASO!

1. Utilization of Mosques: (Classes | to III)

2. Provision of School Buildings (Classes IV-V)

3. Construction of Sheds/Buildings in Urban areas
4. Introduction of Mixed Enrolment in Classes | to III

5. Provision of Separate Girls Schools if mixed enrolment
impossible

6. Provision of Two Teachers(Mosque school) including the
Imam, and one teacher each for class IV and V in all
schools

7. Two teachers for all five classes

8. Separate implementation agency for primary education at
Federal, Provincial and subsequent levels.

115. NATIONAL LITERACY PLAN 1984-86

» The plan envisaged opening over. = „which were
to be implemented federally by with assistance from the
Provincial Literacy Council concerned

1
2.
3.

4

Afternoon School projects:

Iqra Projects

Razakar Muallim Projects

Mosque Literacy Centres

NGOs Volunteer Literacy Corps Projects
Sipah-e-Idrees Projects (ex-soldiers and Janbaz Force)
Social Welfare Agencies Literacy Projects

Literacy Village Projects

Azafi Literacy Centres Projects

116. LITERACY PROGRAMS

> Drop-in schools 1986-89
> Nationwide Literacy Programme 1986-90
> Nai Roshni Schools 1986-90

117. SEVENTH FIVE YEAR PLAN (1988-1993)
(Object

» Broaden the resource base for education.
» Universalize access to primary education
> Improve training and vocational training facilities

> Improve the quality of education at all levels and in particular of
university education.

118. SEVENTH FIVE YEAR PLAN (1988-1993)

WANTS 1988-89)

» Up gradation of 635 Middle Schools to High Level
100% achieved

» Establishment of New 15 out of 18 High Schools 83%
achieved

> Consolidation of 401 Middle High Schools 100%
achieved

» Addition of 116 classes XI-XIl in High Schools 100%
achieved

119. EIGHTH FIVE YEAR PLAN (1993-1998)

(Major ASAS

» Universal access Primary Education (boys and
girls )

> Legislation for compulsory Primary Schooling

» Quality improvement of Technical and
Vocational Education

> Removing Gender and Rural-Urban imbalances

> Reforming the Management and Financing of
the Universities

> Quality improvement of Physical infrastructures,
curricula, textbook, teacher training programs
and examination system.

120. EIGHTH FIVE YEAR PLAN (1993-1998)
(Achieve is 1993-94)

» Addition of 52 class XI-XIl in High Schools
> Establishment of 3 New High Schools

» Reconstruction of Buildings of 699 Middle Schools and High
Schools

» Consolidation of 145 Existing Secondary Schools

121. NATIONAL EDUCATION POLICY (1998-2010)
eee Framework)

> Importance of Students’ Personality Development

» Preparation for Higher Education

» Female access to Secondary Education

» Academic and Professional improvement of Teachers
» Balance between Science and Humanities Teachers
> Removing differences of Staff and Budget

> Integrating of Technical and Vocational Education

122. NATIONAL EDUCATION POLICY
1992

National Aims
of Education and its Key Elements

123. NATIONAL EDUCATION POLICY 1992
¡MCs Objectives)

ll.
22
3.

Promote Islamic values through education
Improvement in women education

Range of general and technical education at
secondary levels

Demand oriented curriculum
Extended span graduation and post graduation

Use of A V aids promoting private sector to
participate in enhancement of literacy

124. NATIONAL EDUCATION POLICY 1992

(Key Elena

» opening non-formal education to non-
governmental organizations

» achieving 100% literacy in selected districts;

» setting up model schools (male and female) in
rural areas

> introducing compulsory social service for
students

» using general schools as technical schools in
the evening shift to capture the drop-outs of
general education

125. NATIONAL EDUCATION POLICY
1998

Aims and Objectives

126. NATIONAL EDUCATION POLICY (1998-2010)
MR Objectives)

>
>

>

>
>

>

>

o endeavor , as respects the Muslims of Pakistan

o make the teachings of the Holy Quran and
Islamiat compulsory

o encourage and facilitate the learning of
Arabic languages

o promote unity and Islamic moral standards

Remove illiteracy and provide free and
compulsory secondary education

o discourage parochial, racial, tribal, sectarian,
and provincial prejudices among the citizens.

o ensure full Peale ation of women in all
spheres of national life.

127. NATIONAL EDUCATION POLICY (1998-2010)
¡MR Objectives)
» Education: Powerful agent for mental,

physical, ideological, and moral training of
individuals

» Compulsory Islamic Education, unity and
Islamic moral standards

» Basic Necessities of life, like food, clothing,
housing, education, and medical relief, for all
such citizens

» Education, training, agricultural, and industrial
development and other methods for all.

» Reduce Difference in the income and

128. NATIONAL EDUCATION POLICY (1998-2010)

NR Objectives)

» Preparation for world through Professional
and Specialized Education

» Personality Development of student and
Loyalty for country

» Ensure Schooling for all boys and girls
» Quality Education

» Evaluation on Conceptual basis and
discourage Rote memorization

129. NATIONAL EDUCATION POLICY
2009

Contents and Secondary
Education

130. NATIONAL EDUCATION POLICY (2009)
(Contents

>

v

Vv VV 0

National Education Policy: Overarching
Challenges & Deficiencies: Their Causes And The Way
Forward

= Filing The Commitment Gap: System Values,
Priorities And Resources

2 Filing The Implementation Gap: Ensuring Good
Governance

00002 slamiclEdVeaien

2... Broadening The Base And Achieving Access
Raising The Quality Of Education
Strengthening Skill Development And Innovation
CHAP IES = Higher Eaucaiion

Implementation Framework

131. NATIONAL EDUCATION POLICY (2009)
(Secondar, cUcafion)

> Broadening The Base And Achieving Access
> Early Childhood Education (ECE)
> Elementary Education
¡Secondary and Higher SEO
> Literacy and Non-Formal Learning
» Education in Emergencies
> Raising The Quality Of Education
> Improving Teacher Quality
» Curriculum Reform
> Quality in Textbooks and Learning Materials
> Improving Student Assessment
> Attaining Standards in the Learning
Environment
> Matching with the Labour Market

132. NATIONAL EDUCATION POLICY (2009)
(Policy AAN

Secondaire

Provision shall be expanded, to rural areas and of schools
dedicated for girls. Priority shall be given to those locations
where the ratio of secondary schools is low.

Student support shall be increased to prevent students from
dropping out of school for financial reasons.

Schools shall introduce more student-centered pedagogies.

Counselling facilities shall be made available to students from
the elementary level onwards in order to constructively utilize
their energy, to deal with any displays of aggression amongst
young students and to address any other psychological distress
that a student may be in, by suggesting a suitable remedy

133. NATIONAL EDUCATION POLICY (2009)
(Policy AAN

Secondary A
+ Life Skills-Based Education (LSBE) shall be promoted.

* Sports activities shall be organized at the Secondary and Higher
Secondary Levels.

+ Counselling at higher secondary level must also address the career
concerns of young students and encourage them to take up studies
as per their aptitude other than the “accepted” fields of study, be it
technical, vocational or any other area of study

+ Schooling shall also be made more attractive by adding community
service programmes.

134. NATIONAL EDUCATION POLICY (2009)
(Policy A

Secondary AA
+ To Grades MOMIE Sing secondary schools

+ A system for ranking of primary and secondary educational
institutions shall be introduced with rankings basedon >
MES. extracurricular activities and AMM
Bin Order to encourage healthy omg so 7-11
schools.

+ To create an order for excellence in the country, a" = = =
"shall be introduced to award bright students

135. TRAINING OF SECONDARY SCHOOL u
TEACHERS

Unit 8

Secondary Education
Corse Code: 8624
Belzeb

136. Objectives

AFTER READING THIS UNIT, THE STUDENTS WILL BE ABLE TO:

1, EXPLAIN THE IMPORTANCE OF TEACHER EDUCATION.

2. DESCRIBE THE SHIFTING PARADIGMS OF TEACHER EDUCATION IN PAKISTAN.

3. IDENTIFY THE NATURE OF TRAINING OF SECONDARY SCHOOL TEACHERS.

4, DESCRIBE THE NATURE OF B.S EDUCATION MODEL.

5. EXPLAIN THE PROGRAMMES FOR THE TRAINING OF SECONDARY SCHOOL TEACHERS
THROUGH DISTANCE EDUCATION.

6. GET UNDERSTANDING OF THE B.ED (14+1) MODEL AND B.ED. (12+3) MODEL.

7. IDENTIFY THE NATURE OF PRACTICE TEACHING IN PAKISTAN.

8. IDENTIFY THE CHARACTERISTICS AND PRINCIPLES OF IN-SERVICE TRAINING.

137. Reorganization of Teacher Education

AT THE TIME OF INDEPENDENCE IN 1947, THE ENTIRE EDUCATIONAL
SYSTEM OF THE COUNTRY WAS GEARED TO PRODUCE CLASS OF PEOPLE
WHO WOULD SERVE THE BUREAUCRACY TO PERPETUATE THE SOCIO-
ECONOMIC ORDER IN THE COUNTRY.

THE SOCIO-ECONOMIC ORDER WAS DESIGNED BY THE COLONIAL
POWERS TO EXPLOIT THE MASSES OF THE SUB-CONTINENT.

ALL CURRICULA, TEXTBOOKS AND TEACHING MATERIALS WERE,
THEREFORE, DEVISED TO SERVE THE CAUSE OF THE VESTED INTERESTS
AND NOT TO CATER TO THE CREATION OF A DYNAMIC AND PROGRESSIVE
SOCIETY IN THE COUNTRY.

138. Reorganization of Teacher Education

THE FIRST SERIOUS EFFORT TO RATIONALE THE EDUCATION SYSTEM WAS MADE BY THE
COMMISSION ON NATIONAL EDUCATION IN 1959 WHICH CONCEDED THAT “NO SYSTEM OF
EDUCATION IS BETTER THAN ITS TEACHERS WHO SERVE IT”. THE EDUCATIONAL
PHILOSOPHY OF PAKISTAN AS IT PERTAINS TO TEACHER EDUCATION IS REVEALED IN THE
FOLLOWING OBJECTIVES AS RECOMMENDED IN THE COMMISSION’S REPORT. THE TEACHER
SHOULD:

A. BE ACADEMICALLY WELL TRAINED IN THE SUBJECTS HE TEACHES.

B. HAVE HAD SOUND PROFESSIONAL TRAINING IN HOW TO TEACH HIS SUBJECTS.

C. HAVE HAD SOUND PROFESSIONAL TRAINING IN HOW TO UNDERSTAND THE CHILDREN IN
HIS CHARGE.

D. HAVE A DEEP SENSE OF PROFESSIONAL HONOR.

E. HAVE A SECURITY OF TENURE AND A SCALE OF PAY COMMENSURATE WITH HIS STATUS.
F. BE WORKING IN AN ENVIRONMENT WHICH HONORS HIM FOR THE CONTRIBUTION HE
MAKES TO SOCIETY.

139. Reorganization of Teacher Education

THE EDUCATION POLICY 1972-80, SUGGESTED THAT IN ORDER TO MEET THE MASSIVE
REQUIREMENTS OF THE TEACHERS AT ALL STAGES, FACILITIES FOR TEACHER EDUCATION
WOULD BE INCREASED BY REORGANIZING TEACHER EDUCATION PROGRAMMES AND BY
INTRODUCING INNOVATIVE TECHNIQUES.

IT WAS ALSO MENTIONED THAT MANY OF THE COURSE OF TEACHER TRAINING WERE OUT
DATED AND NOT ORIENTED TO THE SCIENTIFIC AND TECHNOLOGICAL ASPECTS OF
EDUCATION OR THE USE OF MODERN METHODS AND TECHNIQUES.

NATIONAL EDUCATION POLICY 1978 HAS REMARKED THE TEACHER AS THE PIVOT OF THE
ENTIRE EDUCATIONAL SYSTEM AND HAS SUGGESTED STRENGTHENING THE TEACHER
EDUCATION BY ORIENTING THE MASSIVE NUMBER OF TEACHERS AT ALL LEVELS.

140. Teacher Education in Pakistan

THE HISTORY OF TEACHER EDUCATION IN PAKISTAN STARTS WITH THE ESTABLISHMENT OF
THE COUNTRY. HOWEVER, THIS AREA HAS BEEN FACING VARIOUS CHALLENGES SUCH AS
LACK OF CONSISTENT POLICY, INCONSISTENCY IN CURRICULUM, LOW RESOURCES, LACK
OF QUALITY TEACHERS, LOW QUALITY OF TEACHING PROCESS, LACK OF STANDARD, ETC.
TODAY, A RANGE OF PUBLIC AND PRIVATE INSTITUTIONS ARE ENGAGED IN PREPARING
SCHOOL TEACHERS. IN PAKISTAN, LIKE MANY OTHER COUNTRIES, PUBLIC INSTITUTIONS
ARE THE MAIN SOURCE FOR DEVELOPING TEACHERS THROUGH PRE-SERVICE AND IN-
SERVICE PROGRAMMES.

HOWEVER, MANY STUDIES HAVE RAISED THE QUESTION ON THE QUALITY OF DELIVERY

MECHANISM OF THE INSTITUTIONS WHILE FORWARDING RECOMMENDATIONS FOR
IMPROVEMENT.

141. Teacher Education in Pakistan

HISTORICALLY, DIFFERENT REFORMS HAVE BEEN BROUGHT TO IMPROVE THE CONDITION
OF TEACHER EDUCATION IN THE COUNTRY. CURRENTLY, TEACHER EDUCATION IN PAKISTAN
IS PASSING THROUGH A TRANSITION AS AN INNOVATION HAS BEEN INITIATED BY THE
GOVERNMENT OF PAKISTAN WITH THE SUPPORT OF USAID THROUGH THEIR PRE-SERVICE
TEACHERS EDUCATION PROGRAMME (STEP) PROJECT.

THIS REFORM IS ATTEMPTED IN ORDER TO IMPROVE THE QUALITY OF TEACHER EDUCATION
BY INCLUDING DIFFERENT INNOVATIONS.

142. Teacher Education in Pakistan

SOME REFLECTIONS

THE FOLLOWING POLICY ACTION RELATED TO TEACHER EDUCATION OF
2009, ‘NATIONAL EDUCATION POLICY” CAN BE APPRECIATED.

1. THE BASIC QUALIFICATIONS FOR TEACHING AT THE ELEMENTARY LEVEL
WOULD BE B.ED.

DEGREE. THIS PROGRAMME SHOULD BE COMPLETED BY 2018, WHILE THE
EXISTING

QUALIFICATION SHALL BE PHASED OUT REPLACING IT WITH B.ED. (HONS)
ELEMENTARY

FOLLOWED BY B.ED. (HONS) SECONDARY. THERE ARE PROVISIONS FOR THE
LESS DEVELOPED AREAS, WHERE THE EXISTING CONDITIONS WILL REMAIN
TILL THE CONDITIONS ARE IMPROVED. THE NATIONAL PROFESSIONAL
STANDARDS, ACCREDITATION AND CERTIFICATION PROCEDURES SHALL BE
STANDARDIZED; CURRICULUM OF TEACHER EDUCATION AND SCHEME OF
STUDIES WILL BE IMPROVED TO BRING THEM TO STUDENTS AND SOCIAL
NEEDS.

143. Teacher Education in Pakistan a

SOME REFLECTIONS

2. THE MERIT IN APPOINTMENTS, PROMOTIONS AND POSTINGS
SHALL BE ENSURED. SIMILARLY PROFESSIONAL DEVELOPMENT
IS ANOTHER AREA, WHERE TEACHERS SHOULD GO THROUGH
THIS PROGRAMME REFRESHES THEIR THOUGHTS IN DIFFERENT
DISCIPLINES OF TEACHER EDUCATION. A PARADIGM SHIFT WILL
BE ENCOURAGED TO CONCEPTUAL UNDERSTANDING, PROBLEM
SOLVING APPROACH AND PRACTICAL SKILLS. SCIENCE KITS IS
PROVIDED TO PRIMARY SCHOOLS. ANOTHER AREA IS ACADEMIC
AUDIT AND ACCOUNTABILITY WILL BE INTRODUCED TO
CONTROL ABSENTEEISM MULTIPLE JOB HOLDING AND OTHER
MAL PRACTICES IN THE TEACHING PROFESSION.

144. Teacher Education in Pakistan 7

SOME REFLECTIONS

RESEARCH AND FURTHER TRAINING WILL BE THE COMPONENT IN
TEACHER EDUCATION. THE SOCIAL STATUS AND MORALE OF
TEACHERS BE IMPROVED IN FORM OF RAISING THE SALARIES,
UP-GRADATION, REWARDED SYSTEM, INCENTIVES FOR HARD
AREAS, SPECIAL SHORT COURSES WILL BE ORGANIZED,
LANGUAGE SKILLS FOR RURAL AREAS BE DESIGNED TEACHERS’
UNION SHALL BE GIVEN DUE CONSIDERATION IN DECISION
MAKING ESPECIALLY IN COLLECTIVE ISSUES CONFRONTING THE
EDUCATION SYSTEM. PUBLIC / PRIVATE PARTNERSHIPS WILL BE
INTRODUCED IN TEACHER EDUCATION. THE AGE FOR
RECRUITMENT ESPECIALLY FOR FEMALE TEACHERS, WILL BE
WAIVED OFF.

145. Teacher Education in Pakistan

STRUCTURE OF TEACHER EDUCATION IN PAKISTAN.
Primary Teachi te)
Senior Vernacular (Old System)
[Diploma |

Education)

UNIVERSITY EDUCATION/HIGHER EDUCATION
[B.S.Ed. | Bachelor of Science Education (Three Years) |
Master of Education (One Year)
[M.Phil | Master of Philosophy of Education 2-3 years |
[Ph.D [Doctorate in Education 2-4 Years

146. Teacher Education in Pakistan A

NATIONAL PROFESSIONAL STANDARDS

THE POLICY AND PLANNING WING MINISTRY OF EDUCATION
GOVT. OF PAKISTAN ISLAMABAD IN 2009 FRAMED THE
FOLLOWING STANDARDS FOR TEACHER EDUCATION.

+ SUBJECT MATTER KNOWLEDGE.

+ HUMAN GROWTH & DEVELOPMENT.

* KNOWLEDGE OF ISLAMIC ETHICAL VALUES / SOCIAL LIFE
SKILLS.

+ INSTRUCTIONAL PLANNING & STRATEGIES.

+ ASSESSMENT.

* LEARNING ENVIRONMENT.

147. Teacher Education in Pakistan A

NATIONAL PROFESSIONAL STANDARDS

+ EFFECTIVE COMMUNICATION & PROFICIENT USE OF
INFORMATION & COMMUNICATION

TECHNOLOGIES.

+ COLLABORATION & PARTNERSHIPS.

+ CONTINUOUS PROFESSIONAL DEVELOPMENT & CODE OF
CONDUCE

+ TEACHING OF ENGLISH AS A SECOND LANGUAGE.

EACH STANDARD HAS THREE PARTS LE.

1) KNOWLEDGE & UNDERSTANDING (WHAT TEACHER KNOWS)
2) DISPOSITIONS (BEHAVIOR / ATTITUDE / VALUE).

3) PERFORMANCE (SKILLS)

148. Teacher Education in Pakistan

THE GOVERNMENT IN 2009 & THE HIGHER EDUCATION COMMISSION HAS CONSTITUTED THE
NATIONAL ACCREDITATION COUNCIL FOR TEACHER EDUCATION (NACTE), WHICH IS AN
AUTONOMOUS BODY. THE CONCEPTUAL FRAMEWORK OF THE STANDARDS FOR ACCREDITATION
OF TEACHER EDUCATION

CURRICULUM & INSTRUCTION.

ASSESSMENT & EVALUATION SYSTEM.

PHYSICAL INFRASTRUCTURE / ACADEMIC FACILITIES & LEARNING RESOURCE
+ HUMAN RESOURCES.

FINANCE & MANAGEMENT.

RESEARCH & SCHOLARSHIP.
+ COMMUNITY LINKS & OUTREACH.

149. Teacher Education in Pakistan A

SHIFTING PARADIGM OF TEACHER EDUCATION

THE SHIFTING PARADIGM OF TEACHER EDUCATION... ADJUSTING
SYSTEMICALLY TO NEW REALITIES

e FROM TRANSMISSION TO CONSTRUCTIVISM.....TEACHERS AS
ACTIVE LEARNERS

* FROM ONE OFF TRAINING TO LONG TERM SYSTEMATIC
TRAINING OPPORTUNITIES AT LOCAL,

NATIONAL AND INTERNATIONAL LEVELS

¢ FROM DISLOCATED TRAINING TO PROCESSES IN CONTEXTS AND
CULTURES MAKING SPACE FOR ONSERVICE CAPACITY BUILDING
OPPORTUNITIES IN LIFELONG TEACHER EDUCATION CONTINUUM

150. Teacher Education in Pakistan

SHIFTING PARADIGM OF TEACHER EDUCATION

THE SHIFTING PARADIGM OF TEACHER EDUCATION... ADJUSTING
SYSTEMICALLY TO NEW REALITIES

+ FROM SKILL TRAINING TO ONE SUPPORTED BY SCHOOL/CURRICULAR
REFORMS

+ FROM ISOLATED/INDIVIDUAL TO COLLABORATIVE PROCESSES WHERE
SUPPORT GROUPS CAN BE DEVELOPED

+ FROM EMPTY VESSELS TO ADULT REFLECTIVE PRACTITIONERS SEEKING
SUPPORT FROM NEW APPROACHES IN COGNITIVE SCIENCES, MENTAL
MODELS AND LEADERS OF CHANGE

+ FROM PASSIVE PARTICIPANTS TO THINKERS AND ACTORS AS KEY REFORM
AGENTS

151. Practice Teaching

PRACTICE TEACHING OCCUPIES A KEY POSITION IN THE PROGRAMME OF TEACHER
EDUCATION. IT IS A CULMINATING EXPERIENCE IN TEACHER PREPARATION. IT PROVIDES
OPPORTUNITY TO PROSPECTIVE TEACHERS TO BECOME SOCIALIZED INTO THE PROFESSION
(FURLONG ET.AL, 1988). PERFORMANCE DURING PRACTICE TEACHING PROVIDES SOME BASIS
FOR PREDICTING THE FUTURE SUCCESS OF THE TEACHER. OUTGOING POPULARITY AND
CENTRALITY OF PRACTICE TEACHING IS AN IMPORTANT CONTRIBUTING FACTOR TOWARDS
THE QUALITY OF TEACHER EDUCATION PROGRAMME. DURING PRACTICE TEACHING
WORKING WITH STUDENTS IN SCHOOLS PROVIDES A HIGH DEGREE OF EMOTIONAL
INVOLVEMENT OF A MOSTLY POSITIVE NATURE. STUDENT TEACHERS FEEL THEMSELVES GROW
THROUGH

EXPERIENCE AND THEY BEGIN TO LINK TO A CULTURE OF TEACHING.

152. Practice Teaching

DEFINITIONS OF PRACTICE TEACHING

A NUMBER OF TERMS SUCH AS THE PRACTICE TEACHING, STUDENT TEACHING, TEACHING
PRACTICE, FIELD STUDIES, INFIELD EXPERIENCE, SCHOOL BASED EXPERIENCE OR INTERNSHIP
ARE USED TO REFER TO THIS ACTIVITY. THE TERM PRACTICE TEACHING EMBRACES ALL THE
LEARNING EXPERIENCES OF STUDENT TEACHERS IN SCHOOLS. IT HAS THREE MAJOR
CONNOTATIONS: THE PRACTICING OF TEACHING SKILLS AND ACQUISITION OF THE ROLE OF
A TEACHER; THE WHOLE RANGE OF EXPERIENCES THAT STUDENTS GO THROUGH IN SCHOOLS;
AND THE PRACTICAL ASPECTS OF THE COURSE AS DISTINCT FROM THEORETICAL

STUDIES (STONES AND MORRIS, 1977).

PRACTICE TEACHING IS THE NAME OF THE PREPARATION OF STUDENT TEACHERS FOR
TEACHING BY PRACTICAL TRAINING. IT IS THE PRACTICAL USE OF TEACHING METHODS,
TEACHING STRATEGIES, TEACHING PRINCIPLES, TEACHING TECHNIQUES AND PRACTICAL
TRAINING AND PRACTICE / EXERCISE OF DIFFERENT

ACTIVITIES OF DAILY SCHOOL LIFE.

153. Practice Teaching

DEFINITIONS OF PRACTICE TEACHING

PRACTICE TEACHING IS THE NAME OF THE PREPARATION OF STUDENT TEACHERS FOR
TEACHING BY PRACTICAL TRAINING. IT IS THE PRACTICAL USE OF TEACHING METHODS,
TEACHING STRATEGIES, TEACHING PRINCIPLES, TEACHING TECHNIQUES AND PRACTICAL
TRAINING AND PRACTICE / EXERCISE OF DIFFERENT ACTIVITIES OF DAILY SCHOOL LIFE.
OBJECTIVES OF PRACTICE TEACHING

ACCORDING TO AKBAR (2002) FOLLOWING ARE THE OBJECTIVES OF PRACTICE TEACHING:
1. TO PROVIDE THE PROSPECTIVE TEACHERS WITH AN OPPORTUNITY OF ESTABLISHING AN
APPROPRIATE TEACHER PUPIL RELATIONSHIP.

2. TO PROVIDE AN OPPORTUNITY FOR EVALUATING THE STUDENT POTENTIAL AS A TEACHER
AND SUITABILITY FOR THE TEACHING PROFESSION.

154. Practice Teaching

OBJECTIVES OF PRACTICE TEACHING

ACCORDING TO AKBAR (2002) FOLLOWING ARE THE OBJECTIVES OF PRACTICE TEACHING:
3. TO DEVELOP PERSONAL RELATIONSHIP WITH OTHERS: ADMINISTRATORS, TEACHERS,
PARENTS AND STUDENTS.

4. TO PROVIDE THE FUTURE TEACHER WITH PRACTICAL EXPERIENCE IN SCHOOL TO
OVERCOME THE PROBLEMS OF DISCIPLINE AND ENABLE HIM / HER TO DEVELOP METHOD OF
CONTROL.

5. TO PROVIDE WITH AN OPPORTUNITY TO PUT THEORIES INTO PRACTICE AND TO DEVELOP A
DEEPER UNDERSTANDING OF EDUCATIONAL PRINCIPLES AND THEIR IMPLICATION FOR
LEARNING.

6. TO ENABLE THE STUDENT TEACHERS EFFECTIVELY TO PLAN AND PREPARE LESSONS.

155. Practice Teaching

OBJECTIVES OF PRACTICE TEACHING

ACCORDING TO AKBAR (2002) FOLLOWING ARE THE OBJECTIVES OF PRACTICE TEACHING:
7.TO DEVELOP SKILL IN THE USE OF FUNDAMENTAL PROCEDURES, TECHNIQUES AND
METHODS OF TEACHING.

8. TO DEVELOP DESIRABLE PROFESSIONAL INTERESTS, ATTITUDES AND IDEAS RELATIVE TO
TEACHING PROFESSION.

9.TO ENABLE STUDENT TEACHERS TO ACQUIRE DESIRABLE CHARACTERISTICS / TRAITS OF A
TEACHER AND TO DISPLAY APPROPRIATE BEHAVIOR.

10. TO PROVIDE STUDENT TEACHERS WITH AN OPPORTUNITY TO HAVE TEACHING EVALUATED
AND TO GAIN FROM THE BENEFITS OF CONSTRUCTIVE CRITICISM.

156. Practice Teaching

OBJECTIVES OF PRACTICE TEACHING

ACCORDING TO AKBAR (2002) FOLLOWING ARE THE OBJECTIVES OF PRACTICE TEACHING:
11. TO PROVIDE AN OPPORTUNITY FOR SELF-EVALUATION AND TO DISCOVER OWN
STRENGTHS AND WEAKNESSES.

12. TO DEVELOP SKILLS IN FUTURE TEACHERS RELATED TO TEACHING LIKE FLUENT SPEAKING,
MEANINGFUL READING, USING BLACKBOARD AND OTHER TEACHING MATERIAL.

13. TO PROVIDE AN OPPORTUNITY TO LIAISE WITH SCHOOL ENVIRONMENT, ITS FUNCTIONING
AND WITH COMMUNITY AND ITS RESOURCES.

14. TO PROVIDE FOR THE EXCHANGE OF IDEAS AND METHODS BETWEEN PRACTICING
SCHOOL AND TEACHER TRAINING INSTITUTION, BY TEACHER TRAINING INSTITUTIONS’ STAFF
AND STUDENTS, PERCEIVING NEW IDEAS MATERIAL AND EQUIPMENT IN USE IN PRACTICING
SCHOOLS AND INTRODUCING NEW IDEAS, MATERIAL AND EQUIPMENT INTO THE SCHOOL.

157. Practice Teaching

STAGES IN PRACTICE TEACHING

FOLLOWING ARE THE STAGES IN PRACTICE TEACHING

1. PRIMARY STAGE

IT IS NECESSARY TO MAKE A TRIP OF STUDENT TEACHERS TO THAT PARTICULAR SCHOOL,
WHERE THEY ARE GOING FOR PRACTICE TEACHING. THE MAIN AIM OF THIS TOUR IS TO SEE
THE CONCERNED HEAD TEACHER, CLASS TEACHERS AND SCHOOL STAFF IN ORDER TO
ACQUIRE INFORMATION ABOUT SCHOOL AND ITS ENVIRONMENT. STUDENT TEACHERS MUST
OBSERVE THE TEACHING METHODS OF SCHOOL, METHODS OF CONCERNED CLASS TEACHER,
COPIES OR NOTEBOOKS OF THE STUDENTS AND THEIR USUAL ROUTINE. ON RETURN FROM THE
TOUR STUDENT TEACHERS MUST HAVE THE DETAILS ABOUT SCHEME OF STUDIES, AGE OF THE
STUDENTS, STRENGTH OF THE CLASS, ABILITIES AND SPECIFIC PROBLEMS OF THE

STUDENTS, TIMING OF THE SCHOOL, TEXTBOOKS AND TEACHING AIDS.