Assignment No: 2

Semester 2nd
Autumn 2022
Course Code
827
Program
M.Ed

Allama Iqbal Open University

Submitted by
Sajid Rashid
Q. No. 1 Discuss the training programs for secondary school teachers
in Pakistan.
Ans- Training of Secondary School Teacher The institutions preparing
secondary school teachers are known as Colleges of Education and those
making available advanced training and professional growth by awarding M.A.
Education/M.Ed. degrees are called Institutes of Education and Research
(IER) or Department of Education and are usually affiliated to the universities.
At present there are 4 Institutes of Education and Research, 2 Departments of
Education, and 11 Colleges of Education preparing secondary school teachers.
These institutes, for the professional training of teachers, bear a direct
relation between the educational changes and the role of teachers. There are
two types of programmes being offered for the training of secondary school
teachers i.e. One Year B.Ed. Programme (14+1) Model and Three Year B.Ed.
Programme (12+3) Model, for one year programme minimum qualification
required for admission is B.A/B.Sc. degree. As far as the 12+3 Model is
concerned the minimum qualification required for admission is F.A/F.Sc.
Different teacher training programmes are being offered in Pakistan. In all the
programmes teaching practice is compulsory component except M.Ed (Master
of Education). In true spirit we can produce good teachers through this
activity, but the procedure adopted in Pakistan is just to pass / kill the time.
Teaching practice duration is very short; it is about 4 to 8 weeks or teaching of
60 to 75 lessons. During teaching practice student teachers are bound to the
classrooms for teaching. They are not trained for the other activities
performed in schools. Therefore, effective learning could not take place.
Student teachers are bound to use easy principles and methods of teaching.
They are just being taught how to start the lesson, how to control the class,
how to keep an eye over the students while writing on the black/white board.
The schools where teaching practice is conducted are doing nothing but only
bearing it and not taking active part in the preparation of teachers of future.
The administration and teachers of practicing schools are not aware with the
information and evaluation techniques, which are used during teaching
practice. They are not fully aware about the importance of teaching practice
for student teachers and future generations. It is a fact that student teachers
are not perfect teachers, practicing schoolteachers can’t give them full
authorities but they can trust on them. Practically two ways are being seen
here in Pakistan. Firstly these uninvited guests are consider inferiors teachers
and criticized without any justification. Secondly some teachers transfer their
all burden to them. In some teacher training institutions selection of lessons is
kept up to the choice of student teachers and they select such lessons which
are very easy and in which minimum audio visual aids are used. Conclusion
Teaching practice is an activity, which can play an important role in the
preparation of teachers. Its effectiveness is necessary for the nation. It is a
milestone for professional adolescence. It is a combination of personality,
professional skills, knowledge and training, which is fuel for an endless
journey. Now it is the duty / responsibility of teacher educators and teachers
of practicing schools to make this fuel / expenditure endless.
The teaching profession, by and large, does not attract the best talent in
Pakistan. Those considered bright either join the professions such as medicine
and engineering and try to migrate to the West or are attracted by higher-
level civil service positions, which open avenues for enormous graft and
corruption. A few exceptions would be some highly respected university
faculty and those scientists working at the highest levels of the country's
research establishment, especially those involved in missile and nuclear
technology.

Among the reasons for the reluctance to join the teaching profession at the
primary and secondary levels are relatively low salaries, unattractive working
conditions, and the high teacher-student ratio, which is around 1:40 at the
primary and 1:36 at the secondary level. In the early 1990s there were 87
elementary teacher-training institutions offering a one-year program leading
to the Primary Teaching Certificate (PTC) for teachers in grades one to five or
the Certificate of Teaching (CT) for teachers in grades six to eight. While the
PTC course needs 10 years of education for admission to it, the CT course
requires 12 years and an FA/FSC certificate. The Allama Iqbal Open University
also offers distance education courses for its PTC and CT programs.

There are three types of programs for training of teachers in Pakistan. The
first is the one-year primary school teacher-training program in basic subjects
and methods of teaching, including child psychology. The secondary school
teachers are required to join one of the numerous teachers' training colleges
or a university department of education either for a one-year program leading
to the Bachelor of Education diploma or a three-year program leading to a
Bachelor of Education degree. The admission to either program requires a
bachelor's or master's degree in any discipline from any university. The
higher-level work leading to degrees in education at the master's or the
doctorate level is done in the departments of education in the universities,
which produce specialists as well as academic administrators. There are also
several in-service training programs for "untrained" teachers or for upgrading
the curriculum. Teachers sent to such programs are nominated by the school
principals and approved by the district officer and generally receive full salary
during the in-service training.

Science and technical teaching has been given special emphasis by the federal
government. Thus, Islamabad's Institute for the Promotion of Science
Education and Training (IPSET) and National Technical Teachers Training
College (NTTTC) have been doing excellent work in upgrading the knowledge
base of secondary school and junior college science teachers as well as
instructors in technology colleges and polytechnics. For educational
administrators there is the Academy of Educational Planning and
Management (AEPAM) at Islamabad, providing courses and in-service training
for school and college principals, district education officers, and regional
directors.

There are few facilities in Pakistan for special education. The first to start
courses leading to a master's degree in special education were the University
of Karachi, the National Institute for the Handicapped at the University of
Islamabad (NIHUS), and the Allama Iqbal Open University. With the
establishment of the office of Director-General of Special Education within the
Ministry of Health, Social Welfare, and Special Education in 1985, special
education attracted a national focus. In 1989 NIHUS received a major boost
with the opening of 45 centers for special education with a combined
enrollment of 3,500. Additionally, a National Training Center for the Disabled
and a national Mobility and Independence Training Center for producing
teachers in special education were established in Islamabad. Most of these
projects were made possible with funds, overseas training, and technical
guidance from WHO, UNICEF, UNESCO, and UNDP. Programs were instituted
for training fellowships abroad as well as for visits by experts from Europe
and the United States.
Q. No. 2 Write a note on teacher education programs in Pakistan.
Ans-
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. 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.
Some Reflections The policy action related to teacher education of 2009,
‘National Education Policy’ can be appreciated. The suggested guidelines for
teacher education are the following:
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.
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. 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
To accredit Teacher Education programmes of all the Public and Private
Universities who offer Teacher Education programme, 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 is the following standards:
• Curriculum & Instruction.
• Assessment & Evaluation System.
• Physical Infrastructure / Academic Facilities & learning resource
• Human Resources.
• Finance & Management.
• Research & Scholarship.
• Community Links & outreach. It is expected that with these Steps taken by
the Govt. the quality assurance and enhancement, visible changes may be
witnessed in the field of Teachers Education in Pakistan.
The right to education is enshrined within the Constitution of Pakistan. Article
25-A Pakistan states: “The State shall provide free and compulsory education
to all children of the age of five to sixteen years in such manner as may be
determined by law.”(“The Constitution of Islamic Republic of Pakistan”, 2012)
Following the 18th amendment, education has largely become a provincial
rather than a national issue, and each province has made progress in
developing reforms to their respective education systems. However,
implementation of these reforms has remained a huge challenge. There is no
doubt that steps have also been taken to strengthen the facilities and services
for primary, middle and secondary schools, as well as an admirable effort
directed towards the expansion of non-formal education. Unfortunately, major
issues and challenges continue to hinder the end goals of these initiatives
from being achieved.

Some statics on the state of education in Pakistan

To share a few examples of the obstacles faced, the population of Pakistan has
reached 208 million individuals as of 2018. 38% of this population currently
lives below the poverty line (Jamal, 2017), while 43% of the adult population
(i.e. aged 15 and above) remains illiterate. For portion of adults mentioned, the
percentage can be further broken down to reveal a substantial gender gap
wherein 51% of adult women compared to 30% of men are illiterate(AEPAM,
2016). Several other factors also directly affect the state of education in the
country. A low annual education budget, over 90% of which goes for teacher
and administrative salaries, is one example. Poor infrastructure that hampers
productive learning environments, poor teaching and learning resources, and
an assessment structure that operates in non-native languages are several
more.
Further insights into statistics on the matter paint a grim picture on the
country’s aspiration of education for all. For instance, there are 51.17 million
children in Pakistan between the ages of 5 -16 years out of which nearly 23
million are categorized as out of school (Khan, 2017). There is also a shortage
of schools, wherein for every 13 primary schools, there is only 1 middle school
(“National Education Policy”, 2017). Finally, there is a shortage of teachers —
around 50% of primary schools in Sindh and Balochistan and 29% in Pakistan
as a whole have only one teacher (“Pakistan Education Statistics”, 2017). When
it comes to the quality of education and learning outcomes of students, the
numbers are even more distressing. For grade 5 students, 44% of school
children cannot read a story fluently either in Urdu or provincial languages.
48% cannot read a sentence fluently in English, while 49% cannot carry out
simple two-digit division.
Improving student learning is one of the key outcomes that all stakeholders of
an education system should focus on. A good understanding of student learning
is important for teachers, so they can focus their efforts on key areas that need
to be improved and enhance teaching-learning practices in the classroom.
Examination and assessment data is also useful for policymakers to understand
what factors hinder effective learning, to inform future policies. In addition,
examinations are used to signal student performance for admission to higher
studies and for the job market. A sound assessment and examination system is
thus integral to a good education system.
The education system in Pakistan is categorized as primary (grade 1-5), middle
(grade 6-8), secondary (grade 9-10) higher secondary (grade 11-12) tertiary
education. Those entering secondary and higher secondary education go
through high-stake examinations conducted by a Board of Intermediate and
Secondary Education (BISE). The secondary school education system,
particularly exams, plays a major role in both teaching and learning attitudes
that affect the entire system. If assessment and examinations are not aligned
with the curriculum and continue to focus on textbook based examination (i.e.
memorizing the content of the textbook), then eventually assessment starts to
drive learning and has a trickle-down effect on the entire education system.
There are currently 29 government run BISE bodies in Pakistan (Sindh, Punjab,
Balochistan, KPK, and a Federal Board), along with one private, local board (Aga
Khan University Examination Board), and two foreign boards (Cambridge
Assessment and the International Baccalaureate system).Teachers follow the
pattern set by various BISE bodies, and as such most are preparing students to
rote learn as they know that the students will be tested on their ability to
memorize. This directly leads to student’s own learning attitudes becoming a
lifelong behavior. It is worth noting that out of the total body of students set to
take their secondary or higher secondary examinations, over 90% are doing so
in government schools that follows various BISE curriculums.
In this regard, government BISE bodies are widely criticized for not aligning
their examinations with the National Curriculum of Pakistan — although the
National Curriculum of 2006 is based on learning outcomes, many BISE bodies
are still following 2002 curriculum. Another practice that has come under
scrutiny is their inability to assess higher order learning, as well as a propensity
to drive students to rote learn, rather than understand and apply concepts.
Several studies conducted at both a national and international level (Rind,
2017), (Awan, Aslam, Muzaffar, Khan, & Rashid, 2016), (Burdett, 2017) have
shown poor quality of examination questions concentrated at the knowledge
rather than application level that are also frequently repeated over the years.
Furthermore, while there are major issues in quality of examination papers,
there is also a lack of compatibility between grades/marks and student’s
demonstrated skills, which directly impacts how the public views both the
methods and validity of assessment. Meanwhile, rampant malpractice and
cheating in examinations make the system unreliable and unfair for all.
Through such poor practices, the system loses credibility for the qualification
it offers and does not prepare students for higher learning. These students also
face challenges for admission into university, as they are unable to clear the
entrance exams.
To summarize: This is the harsh reality that we live in. While poverty and adult
illiteracy hampers the progress to provide basic education, the quality of
education and assessment is another major battle that Pakistan faces. To say
that the education system of Pakistan is fraught with considerable challenges
would not be accurate. Rather, it is necessary to be blunt and say that Pakistan
continues to face an educational crisis.
Put together, these statistics and facts are reflective of two central issues at the
heart of Pakistan’s educational crisis: Firstly, existing educational paradigms
are failing our students. Secondly, there is an understandable deficit in the faith
and trust that the public places in the education system, considering that the
statistics suggest most students lack an understanding rudimentary linguistic
or mathematical practice.

The Way Forward

It would, however, be wrong to conclude on a note of despair. There is hope

that the system could improve if certain measures are taken. Considering that
33% of all education in Pakistan is provided by the private sector, it is in the
direct interest of the government to foster public-private partnerships aimed
at bolstering the existing public educational framework.
In this regard, I would like to give seven recommendations that focus primarily
on secondary education and more specifically on BISE bodies; not only relevant
to our context but also achievable, which are as follows.
Recommendation One: Support Teaching And Learning
Intuitively, the first step towards building better education system in Pakistan
is supporting academia. This can be accomplished primarily by following the
National Curriculum of Pakistan and developing syllabi based on it. The syllabi
should be equipped to make use of achievable Student Learning Outcomes
(SLOs), which clearly define what a student’s takeaway from each topic on any
given subject should be. The syllabus, thus, serves as a guide for both students
and teachers to determine what material they must cover as part of their
learning and prevents reliance on a single textbook. Moreover, this measure
allows for a fully transparent playing field that charts a complete course of
studies, ensuring students will always be aware of what material they will be
assessed on.

Recommendation Two: Ensure Quality Of Examinations

To ensure quality of examination papers, a quality assurance process of
examination development is necessary. This process should ensure the
complete alignment with the syllabus, and guarantee fairness and a linear
increase in difficulty during the development of papers themselves. Processes
must be developed to ensure the examination is measuring a student’s ability
beyond knowledge such as understanding of the concepts, its application,
problem solving etc. Frequent repetition of the same questions over the years,
allows a space for student to rote learn responses; therefore, this practice
should be minimized. Furthermore, it is imperative to ensure that there is
fairness to the entire student body in the construction of examinations,
meaning that the diverse backgrounds and circumstances faced by students are
considered. For instance, if students from urban cities tend to outperform
students from rural regions, it is unfair to construct examinations that may pose
more of a challenge to the former at the risk of unfairly putting the latter at a
significant disadvantage.

Recommendation Three: Ensure Quality Of Assessment Data

Just as there is a need to ensure quality in exam construction, there is a need to
ensure quality of assessment data for a reliable, valid and fair assessment, too.
This is primarily accomplished through an extensive psychometric analysis
that looks at response of each examination items to strengthen the quality
assurance process. For this purpose, rubrics or standardized marking scheme
for awarding marks should be established for each paper to reduce the
influence of personal biases on the part of examiners and ensures uniformity in
the level of understanding about how to award marks regardless of whom
happens to be grading the examination papers. A thorough post-exam analysis
must also be conducted to determine trends in scores, item behavior to ensure
standardization before disseminating the results.

Recommendation Four: Ensure Fairness And Transparency In The Conduct Of

Examinations
Impersonation, cheating, and leakage of examination papers threaten the fair
and transparent conduct of examination — technology can be utilized to
combat them. For example, CCTV monitoring of examination halls can go a long
way towards preventing cheating or improper conduct of examinations, and
further instill a sense of there being zero tolerance towards any type of unfair
practices. There is also a need to properly train and support both supervisors
and invigilators in the conduct of examinations, allowing for more experienced
individuals to oversee their conduct. Such good practices not only create public
confidence, but also give credibility to the qualification/certification.

Q. No. 3 What are the crises of education in Pakistan? Write in detail.

Ans-
It is mandated in the Constitution of Pakistan to provide free and compulsory
education to all children between the ages of 5-16 years and enhance adult
literacy. With the 18th constitutional amendment the concurrent list which
comprised of 47 subjects was abolished and these subjects, including
education, were transferred to federating units as a move towards provincial
autonomy.

The year 2015 is important in the context that it marks the deadline for the
participants of Dakar declaration (Education For All [EFA] commitment)
including Pakistan. Education related statistics coupled with Pakistan’s
progress regarding education targets set in Vision 2030 and Pakistan’s lagging
behind in achieving EFA targets and its Millennium Development Goals(MDGs)
for education call for an analysis of the education system of Pakistan and to look
into the issues and problems it is facing so that workable solutions could be
recommended.

What is Education System?

The system of education includes all institutions that are involved in delivering
formal education (public and private, for-profit and nonprofit, onsite or virtual
instruction) and their faculties, students, physical infrastructure, resources and
rules. In a broader definition the system also includes the institutions that are
directly involved in financing, managing, operating or regulating such
institutions (like government ministries and regulatory bodies, central testing
organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the
set up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the help of 1,535,461 teachers. The
system includes 180,846 public institutions and 80,057 private institutions.
Hence 31% educational institutes are run by private sector while 69% are
public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in
the country by education policies at domestic level and getting involved into
international commitments on education. In this regard national education
policies are the visions which suggest strategies to increase literacy rate,
capacity building, and enhance facilities in the schools and educational
institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little
change in Pakistan’s schools since 2010, when the 18th Amendment enshrined
education as a fundamental human right in the constitution. Problems of access,
quality, infrastructure and inequality of opportunity, remain endemic.

Issues
A) MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging
behind in achieving its MDGs of education. The MDGs have laid down two goals
for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE)

and by 2015, children everywhere, boys and girls alike, will be able to complete
a full course of primary schooling. By the year 2014 the enrolment statistics
show an increase in the enrolment of students of the age of 3-16 year while
dropout rate decreased. But the need for increasing enrolment of students
remains high to achieve MDGs target. Punjab is leading province wise in net
primary enrolment rate with 62% enrolment. The enrolment rate in Sindh
province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment
rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women

Empowerment. It is aimed at eliminating gender disparity in primary and
secondary education by 2005 and in all levels of education not later than 2015.
There is a stark disparity between male and female literacy rates. The national
literacy rate of male was 71% while that of female was 48% in 2012-13.
Provinces reported the same gender disparity. Punjab literacy rate in male was
71% and for females it was 54%. In Sindh literacy rate in male was 72% and
female 47%, in KPK male 70% and females 35%, while in Balochistan male 62%
and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-
schooling, universal primary education and secondary education to youth,
adult literacy with gender parity and quality of education as crosscutting
thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy
commitments, primary education in Pakistan is lagging behind in achieving its
target of universal primary education. Currently the primary gross enrolment
rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-
16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million
children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million
or 56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan
confirms that during the year 2013-14 literacy remained much higher in urban
areas than in rural areas and higher among males.

C) Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic
environment which promotes the thinking mind. The goal under Vision 2030 is
one curriculum and one national examination system under state
responsibility. The strategies charted out to achieve the goal included:

(i) Increasing public expenditure on education and skills generation

from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii) Re-introduce the technical and vocational stream in the last two
years of secondary schools.

(iii) Gradually increase vocational and technical education numbers to

25-30% of all secondary enrolment by 2015 and 50 per cent by 2030.
(iv) Enhance the scale and quality of education in general and the scale
and quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are
faced in the development of education system and promotion of literacy. The
study outlines seven major problems such as:

1) Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA goals.

However it seems that it will not be able to achieve these international
commitments because of financial management issues and constraints to
achieve the MDGs and EFA goals.

2) Social constraints: It is important to realize that the problems which

hinder the provision of education are not just due to issues of management by
government but some of them are deeply rooted in the social and cultural
orientation of the people. Overcoming the latter is difficult and would require a
change in attitude of the people, until then universal primary education is
difficult to achieve.

3) Gender gap: Major factors that hinder enrolment rates of girls include
poverty, cultural constraints, illiteracy of parents and parental concerns about
safety and mobility of their daughters. Society’s emphasis on girl’s modesty,
protection and early marriages may limit family’s willingness to send them to
school. Enrolment of rural girls is 45% lower than that of urban girls; while for
boys the difference is 10% only, showing that gender gap is an important factor.

4) Cost of education: The economic cost is higher in private schools, but

these are located in richer settlements only. The paradox is that private schools
are better but not everywhere and government schools ensure equitable access
but do not provide quality education.
5) War on Terror: Pakistan’s engagement in war against terrorism also
affected the promotion of literacy campaign. The militants targeted schools and
students; several educational institutions were blown up, teachers and
students were killed in Balochistan, KPK and FATA. This may have to contribute
not as much as other factors, but this remains an important factor.

6) Funds for Education: Pakistan spends 2.4% GDP on education. At

national level, 89% education expenditure comprises of current expenses such
as teachers’ salaries, while only 11% comprises of development expenditure
which is not sufficient to raise quality of education.

7) Technical Education: Sufficient attention has not been paid to the

technical and vocational education in Pakistan. The number of technical and
vocational training institutes is not sufficient and many are deprived of
infrastructure, teachers and tools for training. The population of a state is one
of the main elements of its national power. It can become an asset once it is
skilled. Unskilled population means more jobless people in the country, which
affects the national development negatively. Therefore, technical education
needs priority handling by the government.
Poverty, law and order situation, natural disasters, budgetary constraints, lack
of access, poor quality, equity, and governance have also contributed in less
enrolments.

Q. No. 4 What measures were taken to achieve the objectives of education

policy 1972-80?
Ans-
The first formal education policy was formulated in 1970 (Ali, 2013) which laid
a stronger emphasis on improving the education system of the country.
According to Aziz (1986), a special focus was placed on the improvement of the
deteriorating quality of higher education in this policy. Recommendations were
made for the establishment of Centres of Excellence in selected disciplines by
universities. It was also emphasized to start postgraduate teaching and
research programs in different departments of the universities; postgraduate
classes in the selected colleges; and grant autonomy to the colleges having
established long traditions of quality. Besides, it was recommended to improve
service structures and pay scales for university faculty and to review rules
regarding university teachers’ efficiency and discipline. It was recommended
not to open new colleges in public or private college for the next few years, and
instead to expand and strengthen the existing colleges by providing more
facilities, infrastructure, labs, equipment, and staff trainings. It was also
proposed that the affairs of colleges should be controlled by directorates of
college Education (Government of Pakistan, 1970; Aziz, 1986). In the education
of policy 1970, steps were recommended to streamline the managerial and
financial matters of the universities through legislation. Rules and regulations
for the affiliation of colleges were also devised and it was proposed that colleges
with excellence in teaching should be entrusted with autonomy to devise their
own courses and conduct examinations for attainment of degrees from
affiliating universities. It was proposed that new universities be established in
different areas in the light of population Education Policy Provisions and
Objectives M. I. Majoka and M. I. Khan ITALIAN JOURNAL OF SOCIOLOGY OF
EDUCATION, 9 (2), 2017 109 distribution in order to reduce the burden of
affiliations and examinations on the universities. It was also proposed to
establish purely affiliating universities so as to allocate some already existing
universities to teaching and research only (Government of Pakistan, 1970).
These policy recommendations were consistent with the recommendations of
National Education Commission 1959 and seem to be a progressive addition in
educational development. This policy could not be implemented due to the war
with India along with civil war in East Pakistan that resulted in the separation
of the east wing of the country and the formation of the independent country of
Bangladesh (Bengali, 1999). The National Education Policy, 1972 contained a
number of recommendations regarding higher education in Pakistan. The
recommendations specific to higher education were: Establishment of new
universities at Saidu Sharif, Multan, and Sukkur; bestowing a full-fledged
university status on Jamia Islamia Bahawalpur ; addition of undergraduate
faculties in the University of Islamabad; establishment of collaboration
between universities; development of Area Study Centres in universities;
establishment of the University Grants Commission; cutting down the
enrolment in arts to 5% per annum, and raising enrolment in sciences at 10%
per annum (Aziz, 1986; Government of Pakistan, 1972). The most radical
recommendation with far reaching consequences was the nationalization of all
privately managed higher education institutions in the country. These policy
measures through apparently seemed very progressive resulted in an annual
decline in the growth of enrolment in colleges and universities from 13 per cent
to less than 5 per cent during 1972-1977 (Hassan, 1998). The military led
government presented an education policy in 1979. One of the highlights of this
education policy was the radical Islamisation of the education system in
Pakistan. The recommendations made regarding higher education in this policy
included: Establishment of no new university except women’s universities for
the next five years; strengthening of the existing setup of centres of excellence,
laboratories, libraries, and students’ hostels; transforming well accomplished
departments of the universities in to centers of advanced studies; allowing the
mobility of qualified staff among universities, government departments, and
research organizations; making arrangements for inservice trainings of
university teachers under the National Academy of Higher Education; and
amendment in the university act (Government of Pakistan, 1979). Furthermore,
recommendations for improving college education included: inclusion of
Classes XIII – XVI in Education Policy Provisions and Objectives M. I. Majoka and
M. I. Khan ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION, 9 (2), 2017 110
Degree Colleges; provision of facilities of science subjects in degree colleges;
starting postgraduate classes in the selected colleges; and setting up a
minimum criteria for a degree college (Government of Pakistan, 1979). This
education policy was a continuation of the policies formulated in 1950’s and
60’s

Q. No. 5 Make a comparison between annual and semester system of

examination system.
Ans-
The main difference between semester and annual system is that within
the annual system, the university exams are held after one academic year,
whereas within the semester system, university exams are conducted after a
period of five to six months.
Semester system and annual system are two different systems the universities
and colleges adapt to educate youth. However, there exist significant
differences between annual and semester systems.
What is a Semester System
A semester system is an academic term. Within a semester system, an academic
year is divided into two sessions. Therefore, a semester usually covers a period
of six months. The semester system is present not only in universities but also
in the school system of some countries.

Within a semester system, both first and second semesters consist of an equal
of six months. Therefore, after six months of teaching, examinations are
conducted to evaluate the knowledge and skills of the students.

Moreover, there are two key objectives of a semester system:

continuous evaluation and encouraging regular study habits among the
students. Thus, a semester system allows students to engage in
continuous learning, face assessment, and receive necessary feedback.
Furthermore, this system particularly facilitates the evaluation of student
performance twice a year.
What is an Annual System
An annual system is a system the students continue their studies throughout
one year without any break. Compared to the semester system, the annual
system is relatively traditional, and it covers a bigger syllabus. Within the
annual system, the exams are held after continuous teaching for one academic
year.

Within this system of evaluation, the students usually feel that they have an
adequate amount of time to prepare for the examination. Furthermore, an
annual system is relatively economical as it demands a smaller number of
examiners. This leads to reducing the university’s expenditure on exams. In
addition, an annual system usually allows the students to take part in the co-
curricular and extracurricular activities and gives the teachers a chance to
impart more knowledge to the students.

Similarities Between Semester and Annual System

 The semester system and annual system are two main evaluation
systems within universities.
  Both systems involve a teaching and learning process and a process
of assessment evaluation.
Difference Between Semester and Annual System

Definition
The annual system refers to a university education system where the exams are
held after one academic year, whereas the semester system refers to an
education system where exams are conducted after a period of five or six
months.

Assessment and Evaluation

Within the semester system, the evaluators assess the students continuously.
Therefore, from the side of the students, the semester system is better for
student concentration and learning. When it comes to the annual system, the
examinations are held at the end of each academic year. This often overburdens
the students academically.

Exam Expenditure
Compared to the annual system, the semester system is costly for a university.

Exam Results
Through the semester system, the students are continuously assessed as the
examinations are held at the end of each semester. Therefore, the students
continue to prepare daily and perform better and obtain good marks. However,
under the annual system, the students frequently start their preparation for the
annual exam at the last minute and consequently obtain lower marks.

Conclusion
The main difference between semester and annual system is that within a
semester system, the final evaluation takes place at the end of each semester,
whereas, within an annual system, the final evaluation takes place at the end of
a particular academic year. Moreover, the students within the semester system
continue to prepare daily for the evaluation process, while within the annual
system, the students’ preparation usually takes place at the last moment.