Course: Education in Pakistan Semester: Spring 2021

Level: MA/M. Ed Course code: 6506

Name: Bibi Amina Tutor Name: Alhaj Muhammad

Assignment No. 2

Q1. Highlight the role and functions of Board of intermediate and secondary Education.
How are these boards contributing towards development of Education?

Answer: In Pakistan, the Boards of Intermediate and Secondary Education are in charge of
administering schools and institutions that provide basic and secondary education. Exams for
such classes are likewise administered by each BISE. At the provincial and divisional levels.
Boards of Intermediate and Secondary Education (BISE) have been formed to oversee the
academic performance of secondary/higher secondary schools and intermediate institutions.
Secondary schools and upper secondary schools/intermediate colleges are associated with the
Boards of Education in their respective jurisdictions. The board's primary role is to administer
examinations at the secondary and higher secondary/intermediate levels and to grant certificates
to successful applicants. They also conduct research, provide short courses for instructors, and
prepare item banks in many disciplines for use by teachers.

The main function of the Boards is as under:

1. To hold and conduct examinations pertaining to Intermediate Education, Secondary

Education, Pakistani and Classical Languages and such other examinations as determined by
the government.
2. To grant, deny, or revoke recognition from educational institutions.
3. To establish the qualifications for appointment to the Board's numerous exams.
4. To award certificates and degrees to qualified candidates.
5. To fix, demand, and collect a charge as stipulated by
6. To present place holders with scholarships, medals, and awards.
7. Organize and promote more mural activities.
8. To construct positions and appoint such personnel as may be deemed essential for the
performance of its activities; provided, however, that any post in Bs-17 or above must be
formed with the previous consent of the Controlling Authority.
9. To provide for the building's premises, furniture, apparatus, books, and other means essential
to carry out the Act's purposes.

The contribution of these boards is:

 The contribution of these boards is to serve the aim of establishing accountability and
monitoring standards, as well as giving qualifications, particularly for entry into higher
education. Discussions around assessment at this level are about measuring student
outcomes, most frequently student attainment, and often focus on how this is achieved and
the reliability and validity of such measurements. Less typically mentioned are the
consequences that an examination system may have on deciding and influencing student
results.
 These boards promote improvements in the quality of education in schools through the
provision of high-quality teaching curricula that include clear learning outcomes, teacher
training, and the development of supplementary materials
 They design and offer high quality public examinations based on the National Curriculum for
secondary and higher secondary education, with the consequential goal of improving the
quality of education in schools

Q2. What are the problems related to curriculum development and implementation in
Pakistan? Give some suggestions for betterment of this situation?
Answer: The following are some of the problems and issues related to curriculum development
in Pakistan.
1. Teachers are Resistant to Change: Teachers are widely seen as conservatives, which is a
global phenomenon. They are hesitant to modify their approach for a variety of reasons, not
least because they have an investment in information and skills that depreciate with time, and
they confront the inherent human urge to oppose any change that may leave their knowledge
 and abilities obsolete. Secondary instructors are more conservative since they are subject-
focused. They are constantly opposed to the new curriculum since it requires them to pay
more attention to new concepts and ideas.
2. Economic Issues: Whenever there is a change in curriculum, financial support is required. It
is necessary to create new instructional materials. Teachers must get in-service training and
be outfitted with new teaching materials. Textbooks will be altered to meet the changing
demands of society. Supportive people are needed to help instructors in the successful
implementation of new curriculum designs. Despite these needs, insufficient finances are
available for the implementation of new curricula. Pakistan spends around 2% of its GDP on
education. In these situations, a lack of enough money leads to the failure of curriculum
implementation.
3. In-service Training Is Inadequate: Teachers are not appropriately introduced to new
learning activities and teaching practices when new curriculum designs are implemented. If
teachers are to be mobilized in favor of curricular reform, both beginning and in-service
teacher education must persuade them of the importance of their role in fostering innovation.
This provision should take a number of forms, including on-the-job training as well as more
general courses offered outside of schools. Instructors' centers should be formed as a method
of consolidating on-the-job training; these centers provide a space where teachers may
discover solutions to real challenges they have experienced in the classroom.
4. Political Involvement: Education is far too vital to be entrusted just to politicians. Instability
in the political government has a negative impact on education. Every new leader carries
with him his entrenched interests and few educational ambitions for the country. An educator
is likely to be frustrated in such an environment. He is unable to keep up with the constantly
shifting expectations of political leaders. Many administrative issues arise as a result of
political meddling.
5. Inadequate Assessment: If the worth of any education is to be evaluated, it cannot be viewed
as a postmortem that occurs after the pupil has died. Evaluation must become an inherent part
of the whole learning process, rather than an afterthought. True review occurs on a daily
basis, or more precisely, on a minute-by-minute basis. In general, curriculum is altered in
Pakistan, but the assessment system allows teachers to focus on teaching pupils’ examination
tactics rather than bringing about a desired change in students' behavior.
6. Society's Disapproval: Pakistan's curricular patterns were passed down from colonial rulers.
The same design is utilized with minor variations. It is frequently condemned by society
since it is incompatible with societal needs. The society is discovered to be grumbling about
the informatory and factual information being imparted to students who are expected to be
able to cope with the ever-changing society. The school belongs to the general public, and
members of society should have a lot to say on the curriculum.
7. Inadequate Sequence: There is minimal cooperation among the numerous groups working
on curriculum development. When a student completes his studies at one stage and advances
to the next, he is helpless. At this time, the notions being taught are extremely bizarre. He has
no prior experience with this type of circumstance. It is essential that the learning
experiences chosen and prepared for each level follow the previous one and take on a
sequential format.
8. Scarcity of teaching materials: Many educational programmes fail because of a lack of
instructional resources. The semester system was used in higher education institutions. It
experienced several issues owing to a shortage of textbooks and other teaching resources.
Although instructors are interested, the main reason for its failure is a lack of instructional
materials.

Suggestions for betterment of this situation

1. curriculum modification be a constant process based on need assessment of local as well as

national requirements. All stakeholders participating in the curriculum planning process
should receive sufficient training and be informed of what is desired and practical.
2. It is strongly advised that instructors' competency and ground realities be considered in the
formulation and implementation of new curriculum. Curriculum developers must implement
curriculum reforms concurrently at all stages of the teaching learning process, such as
textbook writing, methodology selection, teacher training, and assessment procedures, in
order to close the gaps that exist between curriculum objectives and their implementation
through syllabus, teaching methodologies, and examinations.
3. The importance of teachers in curriculum creation must now be recognized, and widespread
participation of subject teachers at all levels in curriculum development and implementation
must be assured.
4. Teachers should focus on curriculum objectives in their class plans and tell students about the
goals that must be met.
5. The teacher should choose an acceptable teaching approach based on the nature of the
material and accessible resources, bearing in mind the student's interest, aptitude, and
psychology. Inquiry should be at the center of the teaching-learning process, and technique
should guarantee that students actively participate in the teaching-learning process.
6. Feedback is typically the result of systematic monitoring, which is increasingly regarded as
the cornerstone to successful curriculum implementation. A continual monitoring and
assessment system appears to be required to discover deficiencies in existing curriculum and
textual content. For curriculum evaluation, a checklist should be established alongside the
newly constructed curriculum document. The checklist should include many aspects and
stages of curriculum development and implementation. The input should be utilized to
enhance the current curriculum.
7. Instructional materials and audio-visual aids are vital for increasing student motivation and
interest in scientific learning. It is proposed that a contemporary teaching kit that meets the
demands of the new scientific curriculum be designed and distributed to each school.
8. Exams and Evaluation Procedures: The use of yearly exams should be gradually
minimized by adopting a range of assessment tools to evaluate students' achievements. The
current assessments may take a qualitative approach, focusing on high order learning rather
than recall of learned facts and receiving good grades. Curriculum-based question papers
should be used instead of textbook-based question papers.

Q3. Comparatively analyze the characteristic, advantages, and limitations of internal and
external system of examination?

Answer: Characteristic of internal and external examination system.

Internal examination External examination

 The examination which is conducted by  In this type of examination, the teacher
the educational institutions themselves or cannot be a paper-setter, of the subject
examination which is conducted by the which is taught by him.
teachers themselves, in order to assess the
 progress and achievements of their 
students at different stages in their course
is called internal examination.
 The internal examination indicates to the
teacher as to how much has berm retained
by the student from what has been taught
to him in the period preceding the 
examination.
 In this type of examination, the teacher
and the paper-setter are the one and same
person.
 The basic requirement for an internal 
evaluation is proper teacher-student ratio,
secretarial help.
 Typing and cyclostyling facilities, a
separate office, at least a cubical room for
each teacher etc., otherwise the quality of
teaching and evaluation would be very 
poor.
Advantages of internal and external examination system
Internal examination
 It reduces the weight age of external
assessment.
 Moreover, students engage themselves in
study throughout the year.
 The students will be more attentive to
studying in class.
 In addition, it reduces the chances of
The external examinations are not always
the best form of incentive for studies. The
success of a student in such an
examination may only be due to his
general retentive ability and his good
memory.
It does not give an overall picture of a
student indicating his imitative,
knowledge in dairy life to the best of his
quick thinking and ability to apply to his
advantage.
External examination also limits the scope
of a good teacher.
 The teacher tends to teach only that part
of the course which is considered to be
useful from the examination point of
view.
The students also do not want to study,
which is not needed to pass the ex-
aminations.
External examination
 The vital advantage of an external
assessment is that it makes easier to
compare diverse situation and conditions
and articulate their judgments about the
equality of measures.
 It also assists in following positive values.
 A team of experienced assessors leads you
 anxiety and nervous breakdown in
students.
Demerits of internal and external examination system
Internal examination
 The teachers within the school may give 
hints to students about internal assessment
so it is not learners are not challenged by
the internal assessments.
 Learners need to be challenged by the
assessments but as for external
assessments students are expected to
know everything because there is no hint. 
It requires students to compete.
through the structured review of how well
students are doing, bringing fresh
perspective and objectivity to the exercise.
 Performance in educational institutes is
increasingly judged on the basis of
effective learning outcomes.
 External assessment provides Information
which is critical to know whether the
School system is delivering good
performance and to providing feedback
for improvement in student outcomes.
 It is the best way to evaluate and
reevaluate the course of studies.
 It can be used as a good device for
motivating students.
 It brings about a change in the attitude,
interests and appreciation of students and
teachers towards school programmes.
External examination
Much narrower range of assessment
opportunities: less diverse assessment;
one exam per year.
 Removes assessment entirely from
teaching and learning; stressful conditions
may lead to students not demonstrating
real capacities.
Limits validity by limiting scope of
assessment, e.g. difficult to assess
  There are chances that teacher may interaction skills in exam environment.
misuse it for their own benefit.  Even with double marking, examiner’s
 Also, in the hand of the inexperienced judgments can be affected by various
and insincere teacher, it can cause harm to factors (task difficulty, topic, interest
students. level, tiredness, etc); little opportunity for
 Most noteworthy, it will lose its assessor reflection / review.
importance due to unfairness, favoring a  Fairness can only be achieved by treating
student, and biasness. everyone the same, i.e. setting the same
task at the same time for all students.

Q4. Highlight the importance of linkage between education and world of work. How our
present education system is linked with the demands of global job market and what can be
done to improve the situation?

Answer: The Relationship between Education and Work

Every job needs some form of education about that particular job. People who do not qualify
for a particular job are given education through training in order to gain the
needed knowledge for that particular job. As, students, we go to school in order to
be educated for future jobs. Good education on a job gives a better understanding and this
brings out an excellent delivery of work. We cannot separate education from work.

As education improves our

1. Potential to choose from different types of jobs.

2. Ability to perform new jobs

3. Positive attitudes towards work

4. Our skills for a particular job

Education is the process of socializing people to acquire knowledge and skills in order to live
meaningfully in the society. Through education, we acquire the following: knowledge and
skills, develop our personality, helps us to identify and develop our potential, sharpening our
attitudes and among others.
Work is giving service for money. Work helps us to earn a living, increase our wealth, and
increase our status, development of the country and among others.
Work is beneficial to the individual and the state.
Hard work is to do excessive work to increase our wealth. It helps us to increase our revenue,
improve the living conditions, decreases social vices and among others.
Moreover, curriculum should seek to prepare pupils to enter into the world of work by linking
the school curriculum to employment. For the school to be successful in this endeavor, subjects
such as pre-technical skills and Ghanaian Languages taught at this level should be made relevant
and interesting to the pupils. Another factor that needs to be considered is the recruitment of
competent teachers capable of relating what they teach to the job market. What is taught and how
it is taught can have great influence on the interest and perception of learners.

How our present education system is linked with the demands of global job market and
what can be done to improve the situation.

A present study showed presents some descriptive statistics on the variables used in our earnings
models. We note that an average worker in our sample had acquired 7.4 years of education and
13.9 years of labour market experience and earned about 2465 rupees per month in 1996.27 The
age of the average worker, not reported in Table 3, was 26 years. We have mentioned earlier that
we used student-teacher ratio data for the year 1994 since it was the closest year to 1996 whose
data were reliable. The average student-teacher ratio was 43.58. The wide variation in the
student-teacher ratio, from a minimum of 26 to a maximum of 76.77, is worth noting.

an estimate of educational rate of return based on the traditional Mengerian earnings equation,
which does not incorporate the effect of quality contributing schooling inputs, has an upward
bias. This estimate yielded a marginal rate of return of 7.16 percent which was 71 percent faster
than the Pakistani GDP growth rate during 1995-96. However, a correct specification of the
earnings equation in which the impact of quality contributing variable is held constant, yields the
result that the marginal rate of return on schooling investment is only 5.71 percent or 32.3
percent faster than the GDP growth rate in Pakistan. This decline in the value of educational rate
of return due to incorporation of an educational quality contributing variable is consistent with
that reported for Brazil in a previous study. Policymakers confronted with the allocation of
limited resources to different sectors on the basis of financial rates of return must take this
“quality adjusted” rate into account in order to make a correct choice.

Recommendations to improve the situation by improving the following in the students:

1. Cognitive skills, which encompass the ability to understand complex ideas, adapt
effectively to the environment, learn from experience, and reason. Foundational literacy
and numeracy as well as creativity, critical thinking, and problem-solving are cognitive
skills through which job can be attained globally.

2. Socio-emotional skills, which describe the ability to navigate interpersonal and social
situations effectively, and include leadership, teamwork, self-control, and grit.

3. Technical skills, which refer to the acquired knowledge, expertise, and interactions
needed to perform a specific task, including the mastery of required materials, tools, or
technologies.

4. Digital skills, which are cross-cutting and draw on all of the above skills, and describe
the ability to access, manage, understand, integrate, communicate, evaluate, and create
information safely and appropriately.

The development of skills can contribute to structural transformation and economic growth by
enhancing employability and labor productivity and helping countries to become more
competitive. Investment in a high-quality workforce can create a virtuous cycle, where relevant
and quality skills enable productivity growth and foreign direct investment, which result in more
and better jobs for the current workforce and more public and private investment in the education
and training system. This, in turn, increases the employability and productivity for both the
current and future workforce.

Q5. Highlight the significance of female education in a society and elaborate the situation of
female education in Pakistan with the help of latest available data?
Answer: Women's education is critical for the country's full development. It is similar to a
powerful drug that may totally cure a patient and restore his or her health. A well-educated lady
can manage both her personal and professional lives. The moral goal of education is the child's
physical and intellectual growth. Education's sole goal is 'full knowledge' or 'knowledge, more
knowledge, and even more knowledge.' An educated woman possesses the knowledge, skills,
and self-assurance required to be a better mom, worker, and citizen. A well-educated woman will
also be more productive and well-paid at work. Indeed, the return on educational investment is
frequently higher for women than men.

Following are the main significance of women education in society.

 Basic Right: First and foremost, education is a fundamental right for everyone, and when we
say everyone, we must remember that women are included in this category. Society has a
large female population, and if we have a large female population that is illiterate, it will be a
great loss to society. All girls and women, rich or poor, young or old, married, single,
widowed, or of any social class, have the fundamental right to an education. Education is a
fundamental right, not a privilege.
 Increased Literacy: Nearly 63 percent of the world's 163 million illiterate youngsters are
female. Providing education to all children will boost literacy rates, accelerating development
in impoverished areas.
 Human Trafficking: According to the United Nations Inter-Agency Project on Human
Trafficking, women are most vulnerable to trafficking when they are uneducated and
destitute. This billion-dollar business may be greatly damaged by giving young females with
opportunities and core skills.

 Political Representation – Across the globe, women are underrepresented as voters and
restricted from political involvement. The United Nations Women’s programs on leadership
and participation suggest that civic education, training, and all-around empowerment will
ease this gap.

 Equality in society – Inequality and discrimination always start from the root level. When a
boy goes to school and his sister stays back just because she’s a girl this sows a seed of
discrimination in the mind of the boy. He feels that he is superior just because he is a boy and
 with no sensible logic to prove it. When women participate in education by going to schools
and colleges with boys, the boys realize the basic rights of education and don’t develop a
superiority complex. So, educating women along with men promotes the idea of equality and
democracy.

 Makes a Person Autonomous and Confident: It is undeniably true that education makes a
person independent. Education teaches us the skills we need to be able to provide services to
others and earn a living. If women get an education and start working for themselves, they
will no longer have to rely on their families for anything. This boosts their confidence and
allows them to make their own decision. They recognize their importance and individuality.
As a result, education for women is critical in developing women's independence and
confidence.

The situation of female education in Pakistan.

In Pakistan, an estimated 22.5 million children are out of school, of which the majority are
girls. Thirty-two percent (32%) of primary school age girls are out of school, compared with
21% of boys. This gender gap differential persists into middle school, and by grade nine merely
13% of young women are still enrolled in school.

The insufficient supply of middle and high schools within accessible distance is a major barrier
for girls in rural areas. Similarly, the lack of adequate sanitation facilities particularly impacts
girls’ retention rates in middle and high schools. Girls from poor communities living in remote,
rural areas are especially vulnerable.

There are only 296,832 students enrolled in degree level education in public sector institutions,
and 62% of them are female while 38% are male. Very few (less than 1%) students are in rural
institutions. 29,161 students are enrolled in private sector institutions; 4% are female, mostly in
urban city centers.