Q.1 What were the aims of Education policy 1998-2010?
Article 2 of the Constitution of 1973 declares that all people have equal protection under the law. No
one should be treated differently because of the gender they are. No provision of this Constitution shall preclude the State from enacting further legislation to ensure the safety of women and children.While
the average citizen and non-lawyer will find no connection between this article
and its sub-clause and "EP," the legal community as a whole may be
affected. In particular, we do not discriminate on the basis of sex, gender, or
caste among our students or our institution, as is required by law and the
constitution.
"Educational
institution Allegation of discrimination in making of answer books by
designated papers to present in court on scheduled day of hearing together with
answer book of all other examinees marked by them," Justice "Muhammad
Nassem chuhdry" said in his renowned interpretation of the constitution of
1973.
It
was decided to hear an appeal on the question of "whether the high court
was proper in summoning examinees and the answer books to determine whether or
not they had been amended after the fact."
For
as long as anybody can remember, classification has been tolerated so long as
it is based on some kind of logical system.
Any
system of categorization used must be fair and apply uniformly to all
individuals or commodities in the same situation.
Article
31 of the constitution casts a pall over the country's approach to education,
while Article 227 emphasises the supremacy of Islamic law (sharia) over all
aspects of government.
Therefore,
we not only draw light and guidance from the constitution generally and
"objective Especially" in the process of formulating, publishing, and
disseminating E-policy, but also in preparation for curriculum. This article
explicitly connects state educational policy with the constitutional guarantee
that "No legislation shall be adopted by legislative that is inconsistent
and against the Islamic principles."
Researchers
like "Dr.poly dada" have argued that Pakistan is not an Islamic
state, but rather a state of Muslims, yet the country's legislation and
regulation establish Pakistan as a federal Islamic cum parliamentary state. It
is widely held, however, that this is an Islamic republic. In this regard,
state Educational policymaking and implementation left a lot to be desired.
The
educational system in Pakistan is now divided between high class schools,
middle class schools, lower private schools, and maddarsahs based on a system
controlled by wafaq-ul madaris and tanzeem-ul-madarees, as well as government
yellow wall schools.
It
seems that higher education is similarly divided along these lines, and thus
far, only three main educational strategies, reforms, and recommendations have
been proposed. On August 26, 1959, Justice S.M. Shareef delivered the policy he
had drafted. As of March 15th, 1972, Z.A.bhutto's educational policies and
reforms were in effect. The long-term plan for education from 1998 through
2010.
Salient
Features of National Education Policy 1998-2010
The
people of Pakistan need an education and training that would equip them to live
by the Islamic principles outlined in the Qur'an and the Sunnah. Through
increased cooperation between traditional Deeni Madaris and progressive public
schools, a more unified national system of education may be developed. From first
through eighth grade, the Nazira Qur'an will be a required subject, and in high
school, students will have the option of studying the Holy Qur'an in a
translated form.
An
end to illiteracy and a growth in primary education enabled through community
participation and support for both. During the first five years of the
strategy, the present literacy rate of roughly 39% will increase to 55%, and by
2010, it will have reached 70%. Women in rural areas, ages 15 to 25, would get
instruction in functional literacy and income production, and children of
working families will have access to basic educational resources. Adolescents
(ages 10-14) who did not complete primary school will be taught the basics of
reading, writing, and arithmetic. The current gaps in primary and secondary
education will be cut in half by 2010.
By
2002-03, about 90% of school-aged children (ages 5-9) would be enrolled. By
2010, the primary level's gross enrollment ratio will have been raised to 105%,
and the Compulsory Primary Education Act would have been issued and gradually
implemented. By allowing for the establishment of a second shift at existing
elementary schools, capacity at the elementary level may be used to its fullest
potential. The quality of primary education will be enhanced through changes to
the curricula, the provision of in-service training to teachers, the raising of
entry qualifications for teachers from matriculation to intermediate, the
revision of teacher training curricula, the improvement of management and
supervision systems, and the reform of the existing examination and assessment
system.
Combining
elementary and secondary schooling into one system (I-VIII). Rising from the
current middle school participation rate of 46% to 65% by 2002–03 and 85% by
2010 is a realistic goal. An ongoing assessment system will be implemented at
the primary school level to guarantee the acquisition of foundational skills
necessary to promote educational excellence.
Each
district will have one secondary school serve as a model for the others. At the
secondary school level, students will be exposed to the concept of a vocation
or profession. All interested students, both male and female, would be
encouraged to enrol in secondary schools. Multiple new textbooks will be
published, and the secondary and upper secondary curricula will be overhauled.
By 2002-03, the current 31% participation percentage is expected to rise to
48%. In order to increase access to technical and vocational education, a new
matriculation stream (Technical) will be introduced on a trial basis, and
vocational high schools will be set up. At the secondary school level, students
will be exposed to a variety of textbook options.
Q.2 What are the major growth points in secondary education in
Asian countries?
By the middle of the century, Asia is expected
to dominate the world economy. An rise of 11.5% since 2000 [1, 2, 3] means that
it now accounts for 40.9% of global GDP. In 2016, about 70% of Asia's entire
production came from only three countries: China, India, and Japan. Asia's 4.1
billion inhabitants, or 55 percent of the world's total, are expanding at an
alarming rate. Asia has to improve the quality, variety, and independence of
its higher education institutions [4, 5] if it is to contribute more than half
of global GDP by 2050. Asia must strike a careful balance between established
patterns of international collaboration with countries of the industrialised
Western world and international cooperation with the quickly rising states
within the surrounding Asian area if it is to succeed in this endeavour. The
educational system in East Asia has advanced to the forefront of the continent.
It has more total students, more top-tier institutions of higher learning, and
a larger share of its student body majoring in science, technology,
engineering, and mathematics (science, technology, engineering, and
mathematics).
Twenty Asian universities (excluding Australia)
are already among the world's top 200, and at this rate, Asia might be home to
half of these prestigious institutions by the year 2040. It is no secret that
Asia relies heavily on international collaboration in the field of higher
learning. Asian university presidents participate in a wide range of
international networks and alliances, including the Association of Pacific Rim
Universities, the World University Network, U21, the Asia University Alliance,
and others. The percentage of international faculty in Asia, and particularly
in Hong Kong, has increased in recent years. Institution of Higher Learning in
Southern Hong Kong Comprehensive research universities in China employ more
foreign faculty members than any other country. In addition to the United
States and the United Kingdom, China hosts the third-highest number of
international students.
The SDGs rely on a variety of sectors, and
education is a key contributor in many of them (SDGs). Improved health,
especially for women and children, is one of the many benefits, as is reduced
poverty, increased economic development, the elimination of inequality and injustice,
and protection of the environment. Kids and teens may take charge of their
lives with the help of an education.
More than a quarter of the world's children, or
about 580 million, live in East Asia and the Pacific, which is home to
one-third of the world's population. Many nations in the area have made
remarkable strides in recent decades, with enrolment, retention, and graduation
rates all up and gender inequalities down.
Despite this, many countries in the region were
already struggling with a learning crisis before the COVID-19 pandemic hit; at
least 35 million children were still not in school or lacked access to quality
education because of factors such as poverty, location, disability, ethnicity,
language, and gender. Despite gains in enrolment throughout the area, many
millions of children who were already attending school were not benefiting from
it. Twenty percent of kids were living in "learning poverty," defined
as the inability to read and comprehend a basic book by the time they were ten.
Millions of kids have graduated from elementary school without having acquired
the basic reading and numeracy skills necessary for successful work, personal
development, and civic engagement in the twenty-first century.
Providing safe and healthy learning environments
for pupils after schools reopen is a challenge for national health and
education systems. Despite the fact that almost all nations in the area
launched distance learning programmes, at least 80 million students in the
region were unable to continue their education at home owing to a lack of
necessary learning equipment. Many schools in the area have been forced to
close because to the continuing epidemic, threatening the education and future
of millions of children and rolling back decades of development.
An education may change a person's outlook and
help them escape the poverty that has plagued their family for generations.
UNICEF's goal is to ensure that all children, regardless of their background or
location, have access to a good school. To ensure that the most disadvantaged
children in the region have access to quality education, and that no child is
left behind, we collaborate with governments and partners throughout the area.
UNICEF's goal in the East Asia and Pacific area
is to ensure that all children and adolescents have access to quality education
in order to ensure their future success.
Building back better: enhance education system
resilience and better learning outcomes for students. To establish a world in
which every child learns, UNICEF will further support fairness and inclusion.
This involves making focused efforts for children who are excluded on the
grounds of gender, disability, poverty, ethnicity and language, as well as
those who are displaced or impacted by catastrophes.
Q.3 Discuss the characteristics of curriculum.
The Latin word
"currere," meaning "racing track" or "runway," is
the source of our English word "curriculum." A course of study, or
curriculum, is the planned sequence of lessons and related educational activities
through which students are taught and prepared to meet the challenges of the
real world and pursue their personal and professional objectives.
The term "course of
study" was formerly often used interchangeably with
"curriculum." It was thought that this word referred to a purely
academic show. Although the terms "curriculum" and "course of
study" were occasionally used interchangeably, this was usually the case
only in a very restricted context. In reality, this perspective was a one-dimensional
one that put an excessive amount of weight on rote academic knowledge and hard
facts. When memorization of course materials was the primary goal of
instruction, this was an appropriate strategy.
More importantly, the
curriculum was a collection of facts that the instructor would pass on to the
students, who would then memorise, recite, and practise them until they could
recite the facts back to the teacher when called upon.
In contrast to the
subject-centered approach of the past, today's curricula are designed with the
learner in mind. Time and mental fortification have replaced the static and
narrow view of curriculum with a more expansive and forward-thinking one. As a
result, the phrase has evolved to include both formal education and
extracurricular pursuits. It includes everything that goes on at school, from
the lessons themselves to the labs and libraries and study halls and recesses
and field trips and parent-teacher conferences and community service projects.
Today, education is about more than just the books used in a given course or
the topics discussed in a given lecture.
Educating nowadays is a result
of fusing two active processes. Two distinct processes are at play here:
personal growth and socialisation, or "adjustment" in economic terms.
In a nutshell, a curriculum is
a planned sequence of learning opportunities designed to shape students'
attitudes and values in accordance with those of the community at large. It is
a set of instructions about how to go there. It is also seen as a set of
collaborative learning activities that are designed and executed by both the
instructor and the students.
It should hasten the
maturation of character traits essential to maintaining a democratic social
order via planning. To be more specific, it should help people lead more
democratic lives.
It should not be static and
static, but rather dynamic and forward-looking, sampling appropriately both the
scientific content and the talents of the students to the developed, catering
to the proper use of leisure time in the future, and relevant to the
environment in which the children live. Consequently, it will then become
exiting, genuine and inventive.
Research is used to test and
refine the method. It should aim at bringing about an intelligent and effective
equilibrium with the environment itself. Students should be able to learn
useful scientific knowledge that can be applied to important aspects of daily
life. It must make psychological sense. It should take into consideration the
theories of learning applicable to scientific instruction. Additionally, taking
into consideration children's capacities and skills will lead to the creation
of customised curricula. The incorporation of regional variation is yet another
novel aspect.
It should offer ample space for the formation of skills,
interest, attitudes and appreciations. It should rely heavily on students'
first-hand knowledge across a wide range of relevant domains of human
experience. These encounters are marked by elements of the unique, the
challenging, the stimulating, and the inventive. As students go through the
grades, they are exposed to a greater variety of scientific topics.
Q.4 What were the recommendations of education policy 1998-2010 to
improve the system of examination?
The
people of Pakistan need an education and training that would equip them to live
by the Islamic principles outlined in the Qur'an and the Sunnah. Through
increased cooperation between traditional Deeni Madaris and progressive public
schools, a more unified national system of education may be developed. From
first through eighth grade, the Nazira Qur'an will be a required subject, and
in high school, students will be able to take a translation course of chosen
passages from the Holy Qur'an.
Literacy
and Non-Formal Education
An
end to illiteracy and a growth in primary education enabled through community
participation and support for both. During the first five years of the
strategy, the present literacy rate of roughly 39% will increase to 55%, and by
2010, it will have reached 70%. Women in rural areas, ages 15 to 25, would get
instruction in functional literacy and income production, and children of
working families will have access to basic educational resources. Adolescents
(ages 10-14) who did not complete primary school will be taught the basics of
reading, writing, and arithmetic. The current gaps in primary and secondary
education will be cut in half by 2010.
Elementary
Education
By
2002-03, about 90% of school-aged children (ages 5-9) would be enrolled. By
2010, the primary level's gross enrollment ratio will have been raised to 105%,
and the Compulsory Primary Education Act would have been issued and gradually
implemented. By allowing for the establishment of a second shift at existing
elementary schools, capacity at the elementary level may be used to its fullest
potential. The quality of primary education will be enhanced through changes to
the curricula, the provision of in-service training to teachers, the raising of
entry qualifications for teachers from matriculation to intermediate, the
revision of teacher training curricula, the improvement of management and
supervision systems, and the reform of the existing examination and assessment
system.
Combining
elementary and secondary schooling into one system (I-VIII). Rising from the
current middle school participation rate of 46% to 65% by 2002–03 and 85% by
2010 is a realistic goal. Elementary schools will use a system of ongoing
assessments to check for mastery of core subjects and other benchmarks of
learning quality.
Secondary
Education
Each
district will have one secondary school serve as a model for the others. At the
secondary school level, students will be exposed to the concept of a vocation
or profession. All interested students, both male and female, would be encouraged
to enrol in secondary schools. Multiple new textbooks will be published, and
the secondary and upper secondary curricula will be overhauled. By 2002-03, the
current 31% participation percentage is expected to rise to 48%. In order to
increase access to technical and vocational education, a new matriculation
stream (Technical) will be introduced on a trial basis, and vocational high
schools will be set up. At the secondary school level, students will be exposed
to a variety of textbook options.
Teacher
Education
Through
strategies like school clustering, we can improve the system's efficiency by
making in-service training mandatory for all educators. Introducing FA/FSc
education and BA/BSc education programmes, both of which are longer in length,
would improve the quality of pre-service teacher training courses. Curriculum
changes will be made to both the content and the methodological aspects of
teacher training programmes. Educators already in the field should be offered
more in-depth chances for in-service training, ideally once every five years,
using both formal and non-formal ways. Women in rural areas will be offered a
unique set of incentives to enter the teaching field. As a result, a brand-new
group of teacher-training professionals will emerge.
Technical
and Vocational Education
The
purpose of expanding access to technical and vocational training in the nation
is to increase the number of skilled workers available to meet the demands of
growing industries and support the government's economic agenda. By shifting
from a supply-based model to a demand-based one, we can improve the quality of
technical education and increase the likelihood that graduates of Technical and
vocational Education (TVE) can find gainful employment. The constant revision and
upgrading of curriculum is necessary to meet the demands of an ever-evolving
labour market and to incorporate technological advances. The curriculum must
account for the importance of developing technical competence, communication
skills, safety and health measures, entrepreneurial abilities, etc. For
education to be more in line with what employers need, there must be closer
ties between educational institutions and businesses. Selected polytechnics
will begin offering courses in emerging technologies including
telecommunications, computers, electronics, automation, petroleum, clothing,
food preservation, printing and graphics, textile, mining, sugar technology,
and more. The technical education system will be governed by a National Council
for Technical Education.
Higher Education
By
the year 2010, the percentage of people aged 17–23 with access to higher
education must have increased to at least 5%. Acceptance into a university or
college should be based only on academic merit. Therefore, entrance exams
should be used to determine who is admitted to a certain university.
Degree-granting autonomy and degree-granting authority must be granted to
recognised universities and institutions. Degree-granting institutions in
Pakistan are free to partner with any accredited university or degree-granting
institution in the country for the purposes of examination and degree giving.
Staff at the institution will be compensated at higher than average rates in
order to entice the most competent and creative educators. There will be an
increase in the quality of local research facilities including libraries and
labs, as well as the introduction of new graduate degree programmes like the
Master of Philosophy and the Doctor of Philosophy. At least 100 scholars each
year will be taught via these split Ph.D. programmes, which will be created in
partnership with prestigious overseas institutions. We must do away with all
reserved and quota seating. To enter, students from disadvantaged regions must
score over a certain threshold. All political activity on campus should be
prohibited until violence has been eradicated.
The
use of computers in secondary schools will be implemented gradually. Updates to
the curriculum are needed to reflect the rapid changes in the field of information
technology.
Resources
for Research and Information
Libraries
at schools, colleges, and universities should have access to cutting-edge
reading materials and research resources. All libraries must be provided with
computers and internet access. There needs to be more access to mobile library
services, especially in semi-urban and rural locations.
Private
Sector in Education
Motivating
business people to put money into schools. National and provincial regulatory
organisations should establish rules and regulations to ensure the orderly
operation of privately run schools and institutions of higher learning. The
private sector should get a fair tax break on the money it spends on
constructing schools. Grants with matching requirements will be made available via
Education Foundations so that private organisations may set up schools in
underserved parts of cities and towns. In cooperation with the Ministry of
Education, existing institutions of higher education may enter into
negotiations with donor organisations to get financial support. It is the
policy of the government to grant (a) land in residential projects at reserve
prices and (b) an income tax credit, similar to that given to the manufacturing
sector, to private educational institutions that are established. Taxes should
not be levied on non-profit educational institutions. The Federal Supervision
of Curriculum, Textbooks, and Maintenance of Standards in Education Act of 1976
mandates that private schools' curricula adhere to its guiding principles. Privately
run schools must work with the government to establish a fair pricing system
for their services.
Standardized
examinations for entry into higher education will be created and administered
by the National Education Testing Service. Eventually, passing these exams will
be a must for any kind of graduate or professional school enrollment. We
anticipate that this technique will reduce test cheating. Similarly,
standardised assessments will be implemented for entry into university-level
general education programmes.
Implementation
Monitoring And Evaluation
From
the most basic to the most advanced levels, a system of constant monitoring and
assessment has been planned. To promote public involvement in monitoring and
execution, the District Education Authority will be created in each district.
The federal and provincial education ministers will each be in charge of a
monitoring committee to ensure implementation. Goals will be monitored and met
by the National Education Council, headed by the Prime Minister, and by
provincial education councils, headed by the respective Chief Ministers. The
current EMIS at both the federal and provincial levels must be improved so that
it can meet the demands of the Monitoring and Evaluation System (MES). It is
imperative that the Academy of Educational Planning and Management (AEPAM) be
fortified and fine-tuned to suit the growing needs of MES and its
responsibilities at the federal and provincial levels. To eliminate
discrepancies and misunderstanding, data gathered via Provincial EMISs and
compiled by AEPAM through National Education Management Information System
(NEMIS) will be regarded as one source for planning, management, monitoring,
and evaluation. To provide more sustainable indicators of progress, based on
more trustworthy and valid data to support planning, implementation, and
follow-up, AEPAM will create and maintain databases of essential indicators on
qualitative elements of educational development. There will be a national data
collection day called a School Census Day.
Q.5 Briefly discuss the general and specific objectives of
secondary education in Pakistan.
Secondary education consists of two years
(grades 9–10, leading up to "matriculation"), followed by three years
(grades 6–8) of Middle School for students aged 10–12, and finally two years
(grades 11–12) of "upper secondary" or "intermediate"
education. Middle School, which occurs after elementary school, is considered
by some (including government records) to be part of the "secondary"
level of education. However, there are many who consider
"Intermediate" or "Junior College" to be part of
"secondary," making it "upper secondary."
With 2.995 million pupils and 154,802
instructors in secondary schools in 1991, the student-teacher ratio was 19:1.
Seventh and Eighth Five Year Plans significantly increased allocations at the
primary and Middle School levels in response to relatively low enrolment at the
primary education level and high dropout rates at the Middle School (see the
section on Preprimary and Primary Education). Giving parents a bigger say in
school administration was another way the government tried to decentralise and
democratise the education agenda. It also made steps to hand over
administration of elementary and secondary schools to NGOs (NGOs).
Government-run schools are fundamentally
different from "public" schools (public in the British usage, which
means real exclusive, elite schools). These have very expensive tuition rates
that are only within reach of the wealthiest members of society (about 5% of
all households), many of whom would rather send their children to even more
prestigious institutions in the West, most notably the United Kingdom. These
so-called "public" institutions tend to be clustered in urban areas
and affluent neighbourhoods known as "hill stations," and their
student bodies tend to be comprised of the offspring of the country's elite.
Typically, these schools have state-of-the-art classrooms, labs, and computers,
as well as highly qualified faculty members. Since the 1960s, the number of
families able to pay the expensive fees of the "public" schools has
been growing due to the country's economic expansion, which has included more
international commerce, employment in multinationals, and, according to some,
greater levels of corruption. Having children accepted into such institutions
is also seen as a sign of social standing because of the potential for the
youngsters to make connections that might help them in their future jobs. That
is why competitive admissions at elite institutions can be so stressful.
'Socialist' demands were also a factor. Some of these "public"
institutions were mandated to set aside 20% of their enrollment for students
based on academic merit in 1972, when Zulfikar Bhutto came to power, allowing
previously excluded low-income pupils to attend.
The Ministry of Education oversees the vast
majority of secondary institutions. Each school follows a standard curriculum
that includes instruction in both English and Urdu, as well as Pakistan
Studies, Islamiyat, and either Science or General or Vocational Education.
Mathematics, physics, chemistry, and biology make up the "Science"
group, while "General" contains two general education courses and one
science course from a list of about 40 possibilities. Students may choose from
a variety of commercial, agricultural, industrial, and home economics classes
under the Vocational umbrella. Courses that do not culminate in an exam include
regular physical exercise (for at least 15 to 20 minutes) and meditation. At
least 72 hours of instruction in Civil Defense, First Aid, and Nursing are
required between the ninth and tenth grades.
The government's Board of Intermediate and
Secondary Education oversees the administration of the Secondary School
Certificate Examination (SSCE), which is given at the conclusion of the tenth
grade. The SSCE is used to determine who gets admitted to
"intermediate" institutions and Vocational schools. Divisions 1–3
make up the grading scale. Students who get between 45 and 59 percent of the
possible "marks" are put in the Second Division, while those who earn
between 264 and 499 points are placed in the Third Division, and those who earn
below 264 points are deemed unsuccessful. Those used to the grade standards in
the United States may find them to be rather low. A student in the First
Division would hold their own academically against their American counterparts.
Assume the responsibility of their duties and
exercise their rights with respect to others; understand the value of dialogue,
cooperation, solidarity, and respect for human rights as foundational values in
a democratic society; and develop the abilities and skills necessary to do so
through compulsory secondary education. In order to learn effectively and grow
as a whole person, it is essential to establish and maintain routines of hard
work, study, individual and group effort, and self-discipline.
Recognize and appreciate the distinctions
between men and women, and work toward achieving full equality for both sexes.
Put an end to gender bias by rejecting any and all preconceived notions about
men and women. Develop your emotional intelligence in all facets of your life
and in your interactions with others; refuse to engage in acts of violence,
bigotry, or sexism; and look for nonviolent solutions to problems.
know how to communicate effectively in a
foreign language or languages.
Build your ability for learning, planning,
decision-making, and responsibility by encouraging an entrepreneurial mindset,
self-assurance, participation, critical thinking, and personal initiative.
Aware of and appreciative of the significance of their own and other cultures'
creative and cultural achievements, as well as their own, and respectful of
those of others'. Accept the heritage and traditions of Catalan culture as
their own. Learn to read and speak English, Catalan, and Spanish with
confidence and clarity. Start learning about, reading, and thinking about
literature. Become proficient in selecting, organising, and critically
analysing information from a variety of sources; with a concentration on modern
technology.
It is important to keep in mind that the many
branches of science share a common body of knowledge. Determine the nature of
the issue at hand using scientific methodologies. To grow as a person and as a
member of society, it is important to learn about and practise good healthful
habits and to make regular use of physical exercise and competitive sports.
Appreciate and value the work of creative artists, as well as those who can
speak the language of many art forms and communicate ideas via a variety of
mediums. To exercise self-reflection on one's own and others' health,
consumption patterns, and environmental impact, and to work for the protection
and betterment of our world. Develop the foundational skills necessary for
successful professional engagement and a smooth academic-to-professional transfer.