ALLAMA IQBAL OPEN UNIVERSITY,

ISLAMABAD

ASSIGNMENT NO. 01

Course Name: SECONDARY EDUCATION

Course Code: 8624
Program: B.ED (1.5 years)
Semester: 2nd (Autumn 2022)
Submitted To: FAISAL ALTAF
03315065855
Submitted By
Name: MOHAMMAD ALI ASIF
Student ID: 0000239749
Contact: +92-320-5626426
Date Submission: February 16th, 2023
Q.1 Discuss the aims, need and importance of secondary education.

Secondary Education:
Secondary education typically refers to the education that students receive during their teenage
years, usually between the ages of 12 to 18 years old. In most countries, secondary education is
divided into two main stages: lower secondary education and upper secondary education.
Lower secondary education, also known as junior high school, middle school or lower secondary
school, typically covers grades 6-8 or 7-9, depending on the country. This stage of education
focuses on building a strong foundation of academic knowledge and skills in subjects such as
mathematics, science, social studies, and language arts.
Upper secondary education, also known as high school or senior secondary school, typically covers
grades 9-12 or 10-12, depending on the country. This stage of education is designed to prepare
students for higher education, vocational training, or employment by providing them with a more
specialized education in areas such as literature, social sciences, sciences, arts, or technical and
vocational education and training (TVET).
In many countries, secondary education is mandatory and provided free of charge by the
government. However, in some countries, there are private schools that provide secondary
education, which may require tuition fees to be paid.

Aims of Secondary Education:

The aims of secondary education may vary depending on the educational system, cultural
context, and specific goals of the school or educational institution. However, in general, the main
aims of secondary education include:
1. Preparing students for higher education: One of the primary goals of secondary education
is to provide students with the academic skills, knowledge, and critical thinking abilities
needed to succeed in college, university or other post-secondary educational programs.
2. Preparing students for the workforce: Another important aim of secondary education is to
prepare students for the workforce, by equipping them with technical, vocational, and
practical skills relevant to different career paths.
 3. Promoting personal development: Secondary education aims to foster the personal
development of students, by promoting their social, emotional, and physical well-being,
and by developing their creativity, leadership, and problem-solving skills.
4. Developing civic responsibility: Secondary education also aims to prepare students to
become active and responsible citizens, by providing them with knowledge and
understanding of civic, social, and environmental issues, and by encouraging their
participation in community service and volunteerism.
5. Providing life skills: Lastly, secondary education aims to equip students with practical life
skills, such as communication, teamwork, time management, and financial literacy that will
be useful in their personal and professional lives.
These aims are interdependent, and the balance between them may vary depending on the specific
educational goals of each student or community.

Needs of Secondary Education:

The needs of secondary education may vary depending on the specific educational system, cultural
context, and social, economic, and political conditions of each country or region. However, in
general, some of the key needs of secondary education include:
1. Access to quality education: All students should have equal access to quality secondary
education, regardless of their socio-economic background, gender, race, or location.
Schools should provide a safe and supportive learning environment that promotes equity,
diversity, and inclusion, and meets the diverse learning needs of students.
2. Relevant and engaging curriculum: Secondary education should provide a relevant and
engaging curriculum that reflects the changing needs of society and the workforce, and
prepares students for success in their personal and professional lives. The curriculum
should include a broad range of academic and vocational subjects that meet the interests
and aptitudes of students, and promote critical thinking, creativity, and innovation.
3. Qualified and motivated teachers: Secondary education requires qualified and motivated
teachers who possess subject matter expertise, pedagogical skills, and a commitment to
student learning. Teachers should be supported with ongoing professional development,
appropriate remuneration, and a supportive working environment that recognizes their
contributions and promotes their well-being.
 4. Appropriate infrastructure and resources: Secondary education should have appropriate
infrastructure and resources that support teaching and learning, including modern facilities,
equipment, and technology, libraries, laboratories, and other resources that enable students
to engage in hands-on and experiential learning.
5. Collaboration and partnerships: Secondary education should promote collaboration and
partnerships with various stakeholders, including parents, communities, businesses, and
governments, to foster a shared vision and responsibility for student learning and success.
Such partnerships can provide additional resources, expertise, and opportunities for
students to learn and grow, and to develop the skills and competencies needed for success
in the 21st century.

Importance of Secondary Education:

Secondary education is important for several reasons:
1. Preparation for higher education: Secondary education provides students with the
foundational knowledge and skills necessary to succeed in higher education, including
critical thinking, problem-solving, and communication skills. It prepares students for post-
secondary education and career advancement.
2. Career preparation: Secondary education provides students with vocational training and
technical skills that are relevant to various careers. It equips students with practical skills
and knowledge to enter the workforce.
3. Personal development: Secondary education supports the personal growth and
development of students. It provides opportunities to develop social, emotional, and
physical skills that are important for success in life.
4. Civic education: Secondary education teaches students about civic responsibility and
prepares them to become informed and active citizens. It provides opportunities to learn
about government, politics, and public policy and prepares students to make informed
decisions.
5. Socialization: Secondary education provides opportunities for students to interact with
their peers and learn important social skills. It teaches students about teamwork,
collaboration, and effective communication, which are essential for success in life.
6. Economic development: Secondary education is crucial for economic development. It
provides the knowledge and skills needed for a country's workforce to compete in a global
 market. It prepares students for the demands of the 21st century economy and helps to
ensure that a country's workforce is highly skilled and competitive.
In summary, secondary education is important for preparing students for higher education and
the workforce, promoting personal growth and development, fostering civic responsibility and
socialization, and contributing to economic development.

Q.2. What are the responsibilities of Ministry of education in creating policies, plan and
availability of education in Pakistan?

The Ministry of Education in Pakistan is responsible for creating policies and plans to promote
and provide quality education to all citizens in the country. Some of the specific responsibilities
of the Ministry of Education include:
1. Developing national education policies: The Ministry of Education is responsible for
developing national education policies and strategies that promote access to quality
education for all citizens. The policies and strategies should be based on research and
evidence, and should be responsive to the needs and aspirations of the diverse communities
across the country.
2. Ensuring access to education: The Ministry of Education is responsible for ensuring that
every child in Pakistan has access to education, regardless of their gender, socioeconomic
status, or location. The Ministry should work to increase the number of schools in
underserved areas, and promote the enrollment of girls and other marginalized groups.
3. Improving the quality of education: The Ministry of Education is responsible for ensuring
that the quality of education in Pakistan is improved. This includes promoting effective
teaching practices, developing a relevant curriculum, providing adequate learning
resources, and monitoring the quality of education through regular assessment and
evaluation.
4. Providing teacher training and professional development: The Ministry of Education is
responsible for providing teachers with adequate training and professional development
 opportunities, to ensure that they are equipped with the necessary knowledge and skills to
teach effectively.
5. Ensuring the availability of education funding: The Ministry of Education is responsible
for ensuring that adequate funding is available for the education sector. This includes
advocating for increased public funding, and seeking out partnerships with international
organizations and other donors to supplement the government's resources.
6. Promoting research and innovation: The Ministry of Education is responsible for
promoting research and innovation in the education sector, to ensure that the policies and
strategies developed are evidence-based and responsive to changing needs.
In summary, the Ministry of Education in Pakistan is responsible for developing policies,
plans, and strategies that promote access to quality education for all citizens, and for ensuring
that the necessary resources and support are available to achieve these goals.

Q.3 Write a note on the values of SSE.

Secondary School Education:

SSE stands for Secondary School Education. It refers to the educational level that follows primary
education and precedes higher education. SSE usually covers the age range of students between
11 to 18 years old, depending on the country or educational system. During SSE, students typically
study a broad range of subjects, including mathematics, science, social studies, language arts, and
the arts. SSE aims to provide students with a well-rounded education that prepares them for further
education, work, and life. The specific curriculum and structure of SSE vary from country to
country and educational system to educational system. However, in general, SSE focuses on
developing students' critical thinking, problem-solving, and communication skills, as well as
building their knowledge and understanding of various academic disciplines. In many countries,
SSE is compulsory, meaning that all students are required to complete a certain level of secondary
education. In some countries, there may be different types of SSE programs or schools, such as
academic or vocational programs, that cater to the needs and interests of different types of students.
Overall, SSE plays a crucial role in preparing students for higher education and the workforce,
developing their personal and social skills, and fostering their growth as responsible citizens.
SSE in Pakistan:
In Pakistan, SSE (Secondary School Education) typically covers the age range of students between
11 to 16 years old. After the completion of primary education, students attend secondary schools
for five years, from grades 6 to 10. The SSE curriculum in Pakistan includes a broad range of
subjects, such as English, Urdu, mathematics, science, social studies, Islamic studies, and Pakistan
studies. In addition, students are also required to take courses in computer studies, physical
education, and arts or crafts. The educational system in Pakistan is divided into two categories:
public and private schools. Public schools are operated by the government and follow a
standardized curriculum set by the national or provincial education departments. Private schools,
on the other hand, are owned and managed by private organizations or individuals and have more
autonomy in terms of their curriculum and teaching methods. The SSE system in Pakistan faces
several challenges, including a lack of resources, inadequate facilities, and insufficient numbers of
trained teachers. These issues can affect the quality of education and limit students' opportunities
for further education and employment.
To address these challenges, the Pakistani government is taking steps to improve the SSE system
by increasing access to education, improving the quality of teaching, and expanding educational
facilities. The government is also focusing on promoting gender equity and reducing disparities in
educational access and outcomes between different regions and socioeconomic groups.
In summary, SSE in Pakistan is an essential part of the education system, providing students with
a foundation for further education and preparing them for employment and citizenship. While there
are challenges, the government is working to improve the system and ensure that all students have
access to quality education.

Importance of SSE
Secondary School Education (SSE) is not only about providing students with academic knowledge
and skills but also instilling values that shape their character and prepare them to be responsible
citizens in society. Some of the values that SSE promotes include:
1. Preparation for higher education: SSE provides the foundation for further education and
specializations in specific fields. The knowledge and skills learned during secondary
school are essential for students who wish to continue their studies in higher education
institutions.
2. Development of critical thinking and problem-solving skills: SSE helps students develop
critical thinking, problem-solving, and analytical skills that are essential for success in life.
Students learn to think logically, analyze information, and make informed decisions.
3. Personal growth and development: SSE provides opportunities for students to grow and
develop personally, socially, and emotionally. Students learn to communicate effectively,
work collaboratively, and develop leadership skills.
4. Preparation for the workforce: SSE provides students with the necessary knowledge and
skills to enter the workforce. Many careers require at least a secondary school education,
and some may require specific subjects or skills.
5. Civic engagement and responsible citizenship: SSE helps students develop a sense of civic
responsibility and engage in their communities. Students learn about their rights and
responsibilities as citizens, as well as the importance of participation in the democratic
process.
6. Responsibility: SSE helps students develop a sense of responsibility towards themselves,
their families, and their communities. Through various activities and projects, students
learn to take responsibility for their actions, choices, and decisions.
7. Respect: SSE promotes respect for oneself, others, and the environment. Students learn to
respect diversity and appreciate different cultures, beliefs, and perspectives.
8. Ethics and Morals: SSE instills ethical and moral values such as honesty, integrity, fairness,
and empathy. Students learn to distinguish between right and wrong and develop a sense
of empathy towards others.
9. Critical thinking and problem-solving: SSE emphasizes critical thinking and problem-
solving skills, enabling students to analyze complex situations and make informed
decisions.
10. Teamwork and Collaboration: SSE encourages students to work collaboratively with
others, teaching them valuable skills such as communication, leadership, and conflict
resolution.
11. Perseverance and Resilience: SSE helps students develop perseverance and resilience by
teaching them to overcome challenges and setbacks, and to never give up on their goals.
12. Creativity and Innovation: SSE encourages students to think creatively and innovatively,
promoting originality and new ideas.
In summary, SSE is important for preparing students for higher education, developing critical
thinking and problem-solving skills, personal growth and development, preparation for the
workforce, and civic engagement and responsible citizenship. A strong SSE system is crucial for
building a knowledgeable and skilled workforce, promoting economic growth, and creating
responsible citizens who can contribute to the betterment of society.

Q.4 Discuss the role of curriculum wing.

Ministry of Education:
The Ministry of Federal Education and Professional Training is the main governing body
responsible for overseeing education in Pakistan. It is a federal ministry, meaning it is
responsible for education policies and programs across the entire country.
The Ministry of Federal Education and Professional Training is responsible for a wide range of
activities related to education in Pakistan. Some of its key responsibilities include:
1. Formulating education policies and strategies: The Ministry is responsible for
formulating policies and strategies for education in Pakistan, from primary to higher
education levels.
2. Curriculum development: The Ministry is responsible for developing national curricula
for primary, secondary, and higher education.
3. Monitoring and evaluation: The Ministry monitors and evaluates the implementation of
education policies, programs, and projects in the country.
4. Quality assurance: The Ministry is responsible for ensuring the quality of education
across the country and developing standards for school accreditation.
5. Teacher training: The Ministry is responsible for providing teacher training and
professional development programs to improve the quality of education.
6. Coordination with provincial education departments: The Ministry works closely with
provincial education departments to implement education policies and programs at the
provincial level.
 7. International collaboration: The Ministry also collaborates with international
organizations and other countries to promote education and research.
In summary, the Ministry of Federal Education and Professional Training is responsible for
overseeing and implementing education policies and programs in Pakistan. Its key
responsibilities include formulating policies and strategies, curriculum development, monitoring
and evaluation, quality assurance, teacher training, coordination with provincial education
departments, and international collaboration.

Curriculum Wing
The Curriculum Wing in Pakistan has a relatively long history, with the development and
revision of national curricula dating back several decades.
In the early years of Pakistan's history, the education system was primarily based on the British
model, with a strong emphasis on the study of English language and literature. The first national
curriculum was developed in 1972, shortly after the country gained independence. The
curriculum was largely focused on the traditional academic subjects of mathematics, science,
social studies, and languages, and was intended to provide a solid foundation for higher
education.
In the years that followed, the Curriculum Wing continued to revise and update the national
curriculum in response to changing needs and priorities. One major revision took place in 1998,
when a new national curriculum was introduced that was more comprehensive and integrated,
with an emphasis on active learning, critical thinking, and problem-solving.
In 2006, the Curriculum Wing introduced a new curriculum for primary education that was
designed to be more child-centered and based on the principles of activity-based learning. The
new curriculum was intended to help students develop a deeper understanding of key concepts,
rather than simply memorizing information.
In recent years, the Curriculum Wing has continued to work on revising and updating the
national curriculum, with a focus on improving its quality and relevance. The aim is to develop a
curriculum that is aligned with the needs of the country and the challenges of the 21st century,
and that prepares students for a rapidly changing world.
Overall, the history of the Curriculum Wing in Pakistan reflects a commitment to continuous
improvement and innovation in education, with a focus on meeting the needs of students and
society as a whole.

Role of curriculum Wing:

The Curriculum Wing is a department within the Ministry of Federal Education and Professional
Training in Pakistan. Its primary responsibility is to develop and revise the national curriculum for
all levels of education in the country, from primary to higher secondary education.
The Curriculum Wing is responsible for the following activities:
1. Curriculum development: The Curriculum Wing is responsible for developing and revising
the national curricula for all levels of education in Pakistan. The curricula are designed to
be comprehensive and aligned with international standards.
2. Textbook development: The Curriculum Wing is responsible for developing and revising
textbooks for all subjects and all levels of education. The textbooks are developed in
accordance with the national curriculum.
3. Teacher training: The Curriculum Wing provides training to teachers on the use of the
national curriculum and the corresponding textbooks.
4. Monitoring and evaluation: The Curriculum Wing is responsible for monitoring the
implementation of the national curriculum in schools across the country. It also evaluates
the effectiveness of the curriculum in achieving its intended goals.
5. Research and development: The Curriculum Wing conducts research on education and
curriculum development to inform its work.
In recent years, the Curriculum Wing has been working to improve the quality of the national
curriculum by incorporating new pedagogical approaches and incorporating feedback from
teachers, students, and education experts. The aim is to develop a curriculum that is relevant,
effective, and aligned with the needs of students and the country's development goals.
In summary, the Curriculum Wing in Pakistan is responsible for developing and revising the
national curriculum for all levels of education in the country, from primary to higher secondary
education. It also develops textbooks, provides teacher training, monitors and evaluates the
implementation of the curriculum, and conducts research and development to improve the quality
of the curriculum.
Q.5 Highlight the light on examination reforms, test development and research.

The quality of education, especially at the school level, has become a serious problem in the era
of globalization. Due to lack of human and material resources and their underutilization, poor
planning, poor implementation and weak monitoring results in poor quality of education in
developing countries like Pakistan. In connection with these factors, there are problems with the
basic elements of the goals of the educational process, the curriculum, the methodology of teaching
and assessment and evaluation. Assessment and evaluation is perhaps central in the sense that it is
closely linked to measuring the quality of learning outcomes and providing feedback to the main
actors of the educational process, students and teachers. The improvement of the education system,
especially the curriculum and educational strategies, is carried out on the basis of the feedback
provided by the assessment. Although assessment may not be a panacea for all ills, it can certainly
be used to improve the quality of education by conducting it effectively and providing timely
feedback to stakeholders. The evaluation process is basically subordinate to the overall system of
education and takes place at the end of the cycle, which includes the definition of goals, the
selection of content, the learning experience provided to students. However, in reality, the
assessment system has completely taken over the educational process and controls all other
activities of the educational process. Instead of evaluating what we teach, are we teaching what
we have processed?
That's the whole crux of the problem. Currently eight BISEs are working in Punjab, each at
Divisional/Regional level; another BISE is on the way to be established in Sahiwal. There is no
denying the fact that there have been some reforms at the BISE level in Punjab in the last few
years. For example, the weightage of purely essay or subjective type questions has been reduced
and a balance has been ensured between objective and subjective type questions. Consequently,
MCQs (30pc), short answer (40pc), and essay-type items (30pc) are included in the examination
papers administered by all boards in the Punjab in various subjects at secondary school and higher
secondary school examination. However, there is still a need for further improvement. Problems
and issues arise at the stage of paper construction and marking. When designing various tests,
emphasis is still placed on lower cognitive levels - knowledge and understanding. Higher cognitive
skills such as problem solving and analytical skills are rarely affected. More than 50 percent of the
questions assess students' recall or mere rote memorization, which is one of the main reasons for
the low quality of education and its end product. Many times students who achieve very good or
excellent grades in BISE at secondary or upper secondary level cannot apply the knowledge and
skills learned in the classroom to real life situations. This examination system cannot truly assess
the learning outcomes envisaged in the National Curriculum. At secondary and upper secondary
level and across all disciplines, the situation is almost similar. To improve question paper
construction, training was provided to paper makers and subject coordinators in two different
batches for secondary and upper secondary examiners. During the training, it was surprising to
find that the founders and coordinators of the paper show a lot of resistance and are not ready to
accept new ideas and rules and procedures for building quality papers.
They relied on their intuitive knowledge regarding the quality of the items, especially the MCQs.
With regard to the above-mentioned unsatisfactory situation and in connection with the
examination of students' academic results in accordance with the National Curriculum, it is
necessary to introduce further reforms to ensure the quality of questionnaires and evaluation
mechanisms. The following recommendations may be helpful to bring about a positive change in
this regard: BISE must mark the internal or continuous assessment of students by their teachers at
school/college level with their performance in the final examination conducted by BISE at HSC
and HSSC levels.
The government should establish a development and reporting body that should be responsible for
the ongoing training of coordinators, paper preparers and examiners in the development and
analysis of test items, and develop guidelines for the assessment of answer sheets by
assessors/examiners. Teachers with the required subject expertise, assessment skills, especially
test preparation and result analysis should be appointed to this body through a high-powered
selection committee. Occasional training workshops for paper setters do not serve to increase the
quality of papers; training should be an ongoing activity of BISE.
The construction of good papers revolves around the guidance of the curriculum, knowledge of
the rules and principles for the construction of tests and the skillful application of all these rules.
The aforementioned body should involve experts in assessment and psychometrics to provide
ongoing training to paper makers as well as analysis of results to provide feedback to individuals
and schools to improve their future performance. There is a research cell in every BISE which has
either not been established or failed to achieve the desired objectives of conducting research and
providing insight to the BISE to improve the assessment system. The newly proposed body should
acquire this role. It should also organize training workshops for coordinators, paper makers and
examiners in various subjects at secondary and higher secondary level. The current weightage
given to MCQ, short answer and essay type is good but the need of the class is to include more
questions which can assess the higher cognitive abilities of the student. A context-sensitive
question should be set to the pattern of O and A levels. Unnecessarily long questions should be
avoided; instead, the emphasis should be on assessing problem solving, analytical and reasoning
skills. The author is Dean, Faculty of Education and University of the Punjab, Lahore and member
of the Punjab Examination Reforms Task Force. Attempts at reform are discussed under eight
categories: syllabus revision and revision; increased frequency of public examinations;
introduction of internal evaluation; development of question banks; transition to a rating system;
semesterization; streamlining the bureaucracy of public examinations and the creation of
autonomous universities. Most of the impetus for reforming the examination system came from
the availability of Western experts at very low cost to India and from admiration for American and
British practices among Indian higher education authorities. The failure of most reforms provides
a salutary lesson when it comes to the education loan for reform.

THE END