Name:

Reg No:
Level: B.Ed
Code 8624
Semester: Autumn, 2023
Assinment no: 01

AIOU
ALLAMA IQBAL OPEN UNIVERSITY
ISLAMABAD, PAKISTA
Q.1 Describe the levels of education in the context of Pakistan and compare them
with the seven levels which are described by (ISCED).
Education Levels in Pakistan:
Pakistan education system is divided into five classes, these are Primary grade one to five, Middle
grade five to eight, Secondary 9th and 10th and Higher secondary 11th and 12th classes. Further
universities are providing BS four years degree programs. After 18th amendment now education is a
provincial subject. All academic institutions fall under the jurisdiction of provincial government.
Federal government only assists in curriculum development and some other helping materials.
Pakistan also has private primary, middle and even higher secondary institutions. They charge fee and
provide better education at some extent than government schools.

Primary Schooling:

Primary education in Pakistan is free and compulsory. Constitution of Pakistan Article 25A states that
it is the responsibility of the state to provide free and compulsory education to all its citizens of the age
of five to sixteen years. Further Article (37A) of the constitution states that
“No child shall be subjected to torture or other cruel, inhumane or degrading treatment or
punishment”.
Primary education starts from class one to five classes one to five. Before 2021 there was a different
syllabus being taught in government private and English medium schools. But now with the
introduction of Single National Curriculum all the students are reading same books. The X PM of
Pakistan Imran Khan introduced the Single National Curriculum with an aim to unite the children’s of
the country under one umbrella. The SNC was introduced in three phases, in the first phase syllabus of
primary classes were changed in the academic year of 2021-22. In the second phase syllabus of grade
6-8 were changed. In the third phase grade 9-12 syllabus will be changed in the future.
Middle Schooling:
The middle schooling is consisted on three years duration. It comprised of classes six to eight.

High Schooling:

The High school duration in Pakistan is two years. The Boards of secondary education conducts their
examination. A certificate of Matric is also awarded to the passing candidates.

Higher Secondary Schooling:

The Higher Secondary stage is also considered the part of college education. It is consisted on a period
of two years. The Boards of Secondary & Higher Secondary education conducts their examinations,
and also awards a certificate.

Higher Education:

After completing 12 years of education students get enrolled in Public or Private sector universities for
processing their Higher Education. These universities are offering Four years BS programs in different
categories. They also offer two years degree programs for those who have completed their two years
Bachelor’s degrees. Universities are also offering M.Phill and PHD programs.

Oxford Schooling:

There is a Cambridge international school system in Pakistan, which is called A level & O level. A
level and O level schooling is the expensive education system. It is established according to
international standard for Pakistan elite class. They are dominating among the private schools. It is an
alternative to Matriculation system in Pakistan.
 Deeni Madarsah:
Deeni Madaris of Pakistan has their own history. The first Deeni Madarsah was established by Nizam
ul Mulk Tusi a wazir under the Saljuk in 11th century in Iran, Iraq and Khurasan. After it the
construction of Madaris spread across other countries. Today in Pakistan there are 20,000 Deeni
Madaris of which 17,000 are registered. There are almost 2.5 million students are studying in them.
They are imparting religious education. They are independent institutions, and they have their own
curriculum.

To enhance Pakistan's education system, several key improvements are necessary. First, there should
be a focus on increasing public investment in education to improve infrastructure, teacher training, and
access to quality educational materials. This will help bridge the gap between urban and rural areas.
Second, curriculum reforms are essential to make education more relevant and up-to-date, including a
stronger emphasis on critical thinking, problem-solving, and practical skills. Third, teacher training
and development programs need to be expanded to ensure educators are well-equipped to deliver high-
quality education. Fourth, addressing gender disparities in education and promoting girls' access to
schooling is vital for inclusive development. Lastly, fostering a culture of accountability and
transparency in educational institutions and monitoring systems can help ensure that resources are
used efficiently and education outcomes are consistently improved.
Comparison with ISCED Levels:
1. ISCED Level 0: Preprimary education is not explicitly mentioned in the context of Pakistan but
typically includes early childhood education for children aged 3-5.
2. ISCED Level 1: Primary education in Pakistan aligns with ISCED level 1, covering grades 1-5
for children aged around 6-11.
3. ISCED Level 2: Lower secondary education in Pakistan corresponds to ISCED level 2, including
middle education (grades 6-8) and matriculation (grades 9-10).
4. ISCED Level 3: Upper secondary education in Pakistan mirrors ISCED level 3, encompassing
intermediate education (grades 11-12) and specialized streams.
5. ISCED Level 5: Graduation programs lasting two years in Pakistan are comparable to ISCED
level 5 or lower tertiary education.
6. ISCED Level 6: Undergraduate programs spanning four years align with ISCED level 6, leading
to a bachelor's degree.
7. ISCED Level 7: Graduate and professional degree programs at the highest level correspond to
ISCED level 7.
In conclusion, the education system in Pakistan aligns with the global framework set by ISCED.
The various levels, from early childhood education to doctoral programs, contribute to the overall
development of individuals and the nation. While there are strengths in the form of universal primary
education and a diverse tertiary education landscape, challenges such as quality disparities and gender
imbalances persist. The ISCED framework, with its international standardization, serves as a valuable
tool for understanding and comparing education systems globally. By addressing challenges and
leveraging the strengths of both the Pakistani education system and the ISCED framework,
policymakers can work towards ensuring quality education for all and aligning with international best
practices.

Q.2 Discuss the benefits of BISE in structuring the boards and administration of
examination.
Intorduction
Federal Board of Intermediate and Secondary Education (FBISE), an autonomous body of Ministry of
Federal Education and Professional Training, Government of Pakistan has been entrusted a spectrum
of responsibilities, including curricula recommendation, appointment of examiners and supervisory
staff to conduct examinations, ensuring required physical and human resource of all affiliated
institutions imparting secondary and higher secondary levels within and across the country to match
the in-house talent with needs of the market.

FBISE is committed to provide conducive learning environment, transparent, efficient and objective
assessment opportunities to the students during their academic pursuit in its affiliated institutions.
Complete automation of the whole system to promote trouble-free interaction - acquisition of required
documents, prompt dissemination of information to thousands of affiliated institutions and millions of
students, well defined mapping and monitoring system using advance technological tools like GIS and
remote sensing, establishment of Quality Enhancement Cell to improve the standards of examination
through students feedback, creation of pool of qualified paper setters, examiners and assessor
augmented with specialized trainings are the immediate priorities. This multidimensional approach of
FBISE as a way forward to beatify all its stakeholders require teamwork and well wishes to track this
mission.

The Benefits of BISE

Examinations in Pakistan
The Board of Intermediate and Secondary Education (BISE) in Pakistan plays a pivotal role in the
education system by structuring boards and administering examinations. BISE is responsible for
overseeing and regulating the intermediate and secondary education levels across the country. This
institutional framework serves several purposes, offering numerous benefits that contribute to the
integrity and efficiency of the education system.
1. Standardization of Education:
One of the primary benefits of BISE is the standardization of education. By formulating and
implementing uniform curricula, textbooks, and examination processes, BISE ensures consistency in
the quality of education provided by affiliated institutions. This standardization is essential for creating
a level playing field for students across different regions and socio-economic backgrounds.

2. Fair and Impartial Examination System:

BISE is instrumental in designing and conducting examinations in a fair and impartial manner. The
centralized administration of exams reduces the likelihood of bias or favoritism. This ensures that
students are assessed based on their merit, promoting a transparent and just evaluation process.

3. Quality Control:
The boards affiliated with BISE actively engage in quality control measures. They monitor and
evaluate the quality of education imparted by schools and colleges under their jurisdiction. By setting
standards and conducting regular inspections, BISE contributes to maintaining and improving the
overall quality of education.
4. Curriculum Development:
BISE is actively involved in curriculum development, ensuring that the educational content aligns with
national objectives and international standards. The board collaborates with educational experts and
professionals to design curricula that are relevant, up-to-date, and aligned with the evolving needs of
students and society.

5. Certification and Recognition:

The certification process carried out by BISE holds significant value. The certificates and degrees
issued by the boards are widely recognized and accepted by colleges, universities, and employers. This
recognition enhances the credibility of the education system and facilitates the smooth transition of
students to higher education or the workforce.

6. Centralized Examination Management:

BISE serves as the central authority for managing examinations. This centralized approach streamlines
processes such as exam scheduling, question paper preparation, and result announcements. The
standardized procedures employed by BISE contribute to the efficiency and reliability of the
examination system.

7. Data Management:
BISE plays a crucial role in managing student data. This includes the registration of students, the
conduct of examinations, and the maintenance of academic records. A centralized data management
system helps in tracking and monitoring student progress throughout their academic journey.

8. Student and Parent Confidence:

The existence of BISE instills confidence in students and parents regarding the transparency and
authenticity of the examination process. The standardized and regulated nature of examinations
conducted by BISE enhances the credibility of educational assessments, fostering trust in the
education system.
9. Continuous Improvement:
BISE is committed to continuous improvement. It regularly reviews and updates examination
processes and methodologies to align them with best practices and emerging educational trends. This
dedication to improvement ensures that the examination system evolves to meet the changing needs of
the education sector.

10. Accountability:
BISE holds educational institutions accountable for adhering to prescribed standards and guidelines.
Institutions are required to meet specific criteria to maintain affiliation with BISE. This accountability
fosters a culture of responsibility among schools and colleges, contributing to overall educational
integrity.

In conclusion, the Board of Intermediate and Secondary Education (BISE) in Pakistan plays a crucial
role in structuring boards and administering examinations. The benefits it brings to the education
system, including standardization, fairness, quality control, and accountability, are essential for
maintaining the integrity and credibility of education in the country. While there are challenges to
address, the commitment to continuous improvement and the adoption of modern technologies will
contribute to the effectiveness of BISE in the years to come. Through strategic enhancements and
collaborative efforts, BISE can continue to serve as a cornerstone in shaping the educational landscape
of Pakistan.
Q.3 Describe the importance and organizational structure of FDE. How many types
of private schools are working in Pakistan at Secondary level.
Importance of FDE
The administrative structure of the education system in Pakistan is primarily governed by the Federal
Ministry of Education and Professional Training. This ministry is responsible for formulating policies,
setting standards, and coordinating with provincial education departments to ensure a uniform education
system across the country.

At the federal level, the education system is divided into three main tiers: primary, secondary, and
tertiary education. The primary education sector is overseen by the Federal Directorate of Education,
which is responsible for managing primary schools in the federal capital, Islamabad. Secondary
education is managed by the Federal Board of Intermediate and Secondary Education, which conducts
exams and awards certificates for secondary education. The tertiary education sector is overseen by the
Higher Education Commission (HEC), which is responsible for regulating and accrediting universities
and degree-awarding institutions.

The federal government also plays a role in funding and providing resources for education through the
National Education Foundation (NEF) and the Federal Education and Professional Training Academy
(FEPTA). These institutions work towards promoting education in underprivileged areas and providing
training and development opportunities for teachers.

Overall, the federal level of the education system in Pakistan plays a crucial role in setting standards,
coordinating with provincial authorities, and providing resources for the education sector. To learn more
about the administrative structure of the education system in Pakistan, click on the link in the bio. It is
important to understand the intricacies of the education system in order to advocate for better policies
and initiatives to improve education in the country.
Organizational structure of FDE
Organizational structure affects both the overall behavior of firms and the situations of individuals and
subunits within firms. The effect of exogenous changes in the environment (market prices, costs, or
regulations) on organizations can be partitioned into the immediate direct effect of the change and the
full effect after organizational structure has had time to adjust. This paper develops a computational
model of the diffusion of a profitable innovation through a firm and uses numerical simulations to
calculate the relative importance of the direct and structural adjustment components of changes in
profitability. One finding is that a failure to recognize the importance of organizational structure in the
performance of firms will lead to serious bias in estimation of the costs or benefits of a change in
external circumstances. The type of network model developed also has implications for the individuals
and divisions that make up the firm. We examine some of the structural characteristics of well-adapted
organizations and show that asymmetries and economic inequalities emerge even when the individual
agents' personal characteristics are identical. In Pakistan, private schools at the secondary level
encompass a diverse landscape, offering various educational philosophies, curricula, and approaches.
 These institutions cater to the educational needs of students at the secondary level, which generally
includes grades 9 to 10. Here, we'll explore different types of private schools in Pakistan at the
secondary level, highlighting their unique characteristics and contributions to the country's education
system.
Beacon house School System

The first Beaconhouse school, Les Anges Montessori Academy, opened in Lahore, Pakistan, in 1975.
Since then, Beaconhouse has established over 146 private schools in more than 30 cities across Pakistan.
These institutions collectively provide preschool education, primary education, secondary education and
preparation for the international General Certificate of Education (GCE) and local Secondary School
Certificate (SSC) examinations.

Beaconhouse operates campuses for students of varying ages in the following Pakistani cities:
Abbottabad, Bahawalpur, Faisalabad, Gujranwala, Gujrat, Hafizabad, Islamabad, Jhang, Jhelum,
Karachi, Kharian, Lahore, Mandi Bahauddin, Mardan, Mirpur, Multan, Nowshera, Okara,

Peshawar, Hyderabad, Quetta, Rahim Yar Khan, Rawalpindi, Sadiqabad, Sahiwal, Sargodha,

Sheikhupura, Sialkot, Sukkur, and Wah Cantonment.

Beaconhouse has also helped fund or manage several other educational programs in Pakistan:

 The Educators, a separate private school network[6]

 TNS Beaconhouse, the first school in Pakistan to embrace the Reggio Emilia approach
 Gymboree Play and Music, an international franchise of play centers for which Beaconhouse is
Pakistan's franchisee.
 The Early Years, a child development center in Lahore, Pakistan
 Bubbles, a playgroup programme developed by Beaconhouse, offered at selected schools
 The Discovery Center Smart School in Karachi, Pakistan
 Beaconhouse National University, a private liberal arts university in Lahore, whose
establishment was assisted by a US$6 million contribution from Beaconhouse.
 Concordia Colleges, a group of college campuses established in 2014 in several cities in
Pakistan.
Cambridge System Schools:
Cambridge System schools follow the Cambridge International Examinations (CIE) curriculum. This
system is renowned for its global recognition and rigorous academic standards. Students typically
pursue International General Certificate of Secondary Education (IGCSE) and Advanced Subsidiary
(AS) and Advanced Level (A Level) qualifications. The emphasis is on a comprehensive and
internationally benchmarked curriculum, fostering critical thinking and analytical skills. 2.

Matriculation System Schools:

These schools adhere to the local matriculation system prescribed by the education boards in Pakistan.
The matriculation system includes the study of various subjects, and students appear for Secondary
School Certificate (SSC) examinations. The curriculum often aligns with the guidelines set by
provincial education boards, providing a foundation for higher education within the country.

The Educators
Established in November 1975 as the Les Anges Montessori Academy for toddlers, Beaconhouse has
since grown into a global network of private schools, institutes, and universities, imparting distinctive
and meaningful education to students from pre-school to post-graduation. The Educators, a project of
Beaconhouse, has completed eleven years of service to educational development across the country
with remarkable success. Established in 2002, it now has 800+ campuses & the market leader in
Pakistan's educational landscape with a presence in over 225+ cities and a student strength exceeding
175,000+. This makes The Educators outreach the largest compared to any other private school in the
world.

Concordia College
Concordia Colleges under the umbrella of the Beaconhouse Group aspire to offer world class
education in an innovative and technology-enabled environment at an economical cost. Beaconhouse
is the largest and most successful school system in Pakistan.
 3. Oxford System Schools:
Some private schools in Pakistan may follow the Oxford University Press curriculum. This curriculum
is designed to promote effective learning and understanding of key concepts. Schools following the
Oxford system often incorporate a combination of international and local content, focusing on
developing students' critical thinking and problem-solving abilities.

4. Montessori Schools:
While Montessori education is primarily associated with early childhood, some private schools in
Pakistan extend the Montessori philosophy into the secondary level. These schools emphasize student-
centered learning, self-directed exploration, and the development of independence. The Montessori
approach aims to cultivate a love for learning and creativity.

The City School

English medium primary and secondary with over 160 schools in 49 cities across Pakistan along with
joint venture projects in UAE, Saudi Arabia, Philippines and Malaysia. It is one of the largest private
educational organisations in Pakistan, with a total of 150,000 students enrolled as of 2018. In 2018, The
City School celebrated 40 years of service in the education industry of Pakistan.

Its primary school is based on curriculum derived from the UK's National Curriculum, while its
secondary school education is divided between the local Pakistani curriculum and
the Cambridge regulated international GCE programs. Founded in Karachi in 1978, the school's head
office is based in Karachi with regional offices in Karachi and Lahore.

English Medium Schools:

English medium schools instruct in English and are prevalent across Pakistan. They may follow a
combination of local and international curricula. These schools prioritize English language proficiency
and often incorporate modern teaching methods. The goal is to prepare students for higher education
and careers where English proficiency is essential.
Religious Schools (Madrasas):
Religious schools, known as Madrasas, focus on Islamic education. While Madrasas are often
associated with primary and secondary education, some offer advanced secondary-level courses. The
curriculum typically includes religious studies, Arabic language, and traditional subjects. Madrasas
play a crucial role in preserving Islamic knowledge and values.

Specialized Schools:
Some private schools specialize in specific subjects or areas of study. For example, there are science-
oriented schools that emphasize subjects like physics, chemistry, and biology. Similarly, there are arts
and commerce-focused schools that tailor their curriculum to students' interests and career aspirations
in those fields.

International Schools:
International schools in Pakistan offer an international curriculum and often cater to expatriate
communities. These schools may follow systems like the International Baccalaureate (IB) or offer
foreign educational programs. The aim is to provide an education that aligns with global standards,
making it easier for students to transition between different educational systems.
Q.4 Define aspects, principles and mechanism of curriculum development in
Pakistan?
Aspects curriculum development
A curriculum is the core of a student’s educational experience. It is the primary means by which
student learning is shaped by the faculty and staff of a particular academic institution (Gardiner, 2000).
A curriculum can be defined by the set of courses, course work, and content offered within a particular
educational scenario (Curriculum Development Principles, n.d.). Ultimately, curriculums are needed
because all programs and schools need to outline what their programs intend to achieve, how students
will reach the determined goals, and the processes that will be used to ensure that goals have been met
(Ryerson University, 2014). The curriculum development process is fluid and can be performed in
many ways. However, because the curriculum is a key element in the educational process there is a
variety of key principles used as the foundation for most curriculum designs. The principles that play
into the development process are used to ensure that all curricula are consistent and will function as a
whole, in order to be as effective as possible .

A curriculum’s design is very broad and has an effect on essentially everyone involved in the teaching
and learning experience. Therefore, the process of curriculum design incorporates a range of
educational activities and experiences. The central focus of a curriculum is the student. An effective
curriculum consists of the sum of learned material and applied performance that the student
experiences throughout a program. General and technical studies should be intertwined in order to
provide students with the opportunity to grow both professionally and personally. A curriculum should
be designed to best meet the needs of students with various learning styles while at the same time
being responsive to the needs of the community. In the college setting, most students involved in a
particular program are working towards the goal of obtaining a 3 career in a specified field.

Therefore, the focus of the program must be one that is relevant to the ultimate career goals. As
decisions are being made regarding a curriculum, focus should be aimed towards helping students
understand content, but also to help them become great performers in their future professions.
Curriculum content should be determined by considering the future results of the program.
Considering the needs of the future allows developers to predict that the students enrolled will become
worthy professionals. It is the responsibility of individual schools to design programs that are intended
to meet similar outcomes for students going into the same fields of work. Therefore, national and state
standards can provide developers with a base that describes desired outcomes of students. However,
the standards do not provide a pathway for program developers to help students meet the intended
goals.
If possible, the curriculum development process should begin with the national/state standards and
extend from that point . Using a basic set of principles to develop all curricula can serve as a
foundation for producing professional students who are ready to integrate into a work force with others
from different programs with similar intentions.

Other than the curriculum itself, it is important to have a curriculum guide that accompanies university
programs. Creating a curriculum guide is an organized approach to analyzing a program. It allows the
program to be viewed and evaluated as a whole by instructors, current and future students, prospective
employers, regulatory groups, and accrediting bodies (Ryerson University, 2014). Curriculum
handbook development has the potential to provide an easy means of relaying important information
about a program to students and others influenced by the curriculum design (Vogel, 2000)

Principles of Curriculum
Construction The main principles of curriculum construction may be mentioned as under: 1. Principle
of Child Centeredness: As modern education is child-centered the curriculum should also be child-
centered. It should be based on the child's needs, interests, abilities, aptitude, age level and
circumstances. The child should be central figure in any scheme of curriculum construction. In fact,
curriculum is meant to bring about the development of the child in the desired direction so that he can
adjust well in life.

2. Principle of Community Centeredness:

Though the child's development and growth is the main consideration of curriculum construction, yet
his social behavior is also to be suitably developed, both the individual development and the social
development of the child deserve equal attention. He is to live in and for the society. Therefore, his
needs and desires must be in conformity with the needs and desires of the society in which he is to
live. The values, attitudes and skills that are prevailing in the community must be reflected in the
curriculum. However, the society is not static. It is dynamic. Its needs and requirements are changing
with the rapid developments taking place in all fields. While working for the development, this factor
cannot be ignored.

3. Principle of Activity Centeredness:

The curriculum should center around the multifarious activities of pupils. It should provide well
selected activities according to the general interests and developmental stages of children. It should
provide constructive, creative and project activities. For small children, play activities should also be
provided. The purposeful activities both in the class-room and outside the class-room should be
provided. It is through a network of activities that the desired experiences can be provided and
consequently desirable behavioral changes can be brought about in children.

4. Principle of Variety:
The curriculum should be broad-based so as to accommodate the needs of varied categories of pupils,
so that they are able to take up subjects and participate in activities according their capacities and
interests. The needs of pupils also change from place to place. For example, the pupils in rural areas,
urban areas, and hilly areas will have different needs. The needs of boys and girls are also different. So
these considerations should be reflected in the curriculum.

5. Principle of Co-ordination and Integration:

The pupils are to be provided with selected experiences through various subjects and activities but
these must be well integrated. Various subjects and activities should serve the same ultimate purpose,
the achievement of the aims of education. The activities and subjects should not be put in after-tight
compartments but these should be inter-related and well-integrated so as to develop the whole child.
6. Principles of Conservation:
One of the main functions of education is to preserve and transmit our cultural heritage. This is
essential for human progress. Culture consists of traditions, customs, attitudes, skills, conduct, values
and knowledge. However, the curriculum framers must make a suitable selection of the elements of
culture, keeping n view their educational value and the developmental stage of pupils.

7. Principle of Creativity:
The conservation of culture helps to sustain the society. The culture should not be simply transmitted
but also enriched. There should be provision in the curriculum to develop he creative powers of the
child so that he becomes a contributory member society. Raymont says, "In curriculum that is suited to
the needs of today and of the future, there must be definitely creative subjects."

8. Principle of Forward Looking:

Education is to enable the child to lead a successful social life. The curriculum should not cater to the
present needs of the child alone. The needs of his future life should also be considered. The curriculum
should also include knowledge, skills, experiences, influences etc. which will develop in the child
abilities and power to make effective adjustments in the later life.

9. Principle of Flexibility:
In our age, rapid developments are taking place in various fields. Consequently, the needs of society
are hanging. The content of curriculum cannot be same for all times to come. It should not be static. It
must be dynamic and change with the changing times. It should reflect the latest trends in the field of
education and psychology.
10. Principle of Balance:
The curriculum must maintain a balance between subjects and activities, between direct and indirect
experiences, between academic and vocational education, between compulsory and optional subjects,
between formal and informal education, between individual and social aims of education etc.
Mechanism of curriculum development
Curriculum revision/development is ideally an ongoing, assessment, planning and design, teacher
training materials, implementation monitoring, feedback and evaluation, the curricula renewal is based
on the following broad areas of concern.

Incorporating issues of global significance include environment change, degradation, population

control, gender issues and international understanding and cooperation. Fostering respect for,
prevention of cultural tradition, indigenous values and ways of life. Fostering is the moral values
through Islamic principle and ethics among pupils. Promoting democratic value, respect for an
appreciation of cultural diversity that characterize Pakistani society and the broader global society. To
introduce competency based curricula by defining mini involved in learning competence at both
primary and secondary level.
Curriculum wing request the provincial centers to prepare draft curriculum for each subject taught in
various classes up to the class XII. Provincial curriculum committees prepare curriculum plane. The
draft is sent to the curriculum wing. The national committee of curriculum scrutinized the drafts in the
light of the comments. The committee submits its recommendation to the ministry approval. The
curriculum schemes duly approved are passed, on the provincial text book.
Nine types of curriculum adaptation:
1. Quantity:
Adapt the number of items that the learner’s expected to learn or number of activities student
will complete prior to assessment for mastery. For example, reduced the number of social studies
terms a learner must learn at any one time. Add more practice activities or worksheets.
2. Time:
Adapt the time allotted and allowed for learning, task completion or testing, for example,
individuals a timeline for completing the task, pace learning difficulty for some learner.
3. Level of support:
Increase the amount of personal assistance to keep the student on task or to reinforce or prompt
use of specific skills, enhance adult student’s relationship, use physical space and environmental
structure. For example, assign peer buddies, teaching assistant, peer tutors or cross age tutors, specify
how to interact with the student or how to structure the environment.
4. Input:
adapt the way instruction is delivered to the learner. For example, use different visual aids, enlarge
text, plan more concrete examples, provides hands on activities place students in cooperative groups,
pre teach key concepts or terms before the lesson.
5. Difficulty:
Adapt the skill level, problem type or the learner may approach the work. For example allow the use
of a calculator to figure math problems, simplify tasks direction and change rules to accommodate
learner needs.
6. Output:
Adapt who the student can respond to instruction. For example instead of answering questions
in writing allow a verbal response, use a communication book for some students, allow students to
show knowledge with hands on materials.
7. Participation:
Adapt the extent to which the learner is actively involved in the task. For example, in
geography have students hold the globe, while other point out location, ask the students to lead a
group. Have the student turn the pages while sitting on your lap.
8. Alternate goals:
Adapt the goals or outcome expectation while using the some materials, when routinely
utilized, this is only for student with moderate to severe disabilities. For example, in a social studies
lesson, expect a student to be able to locate the colors of the states on a map, while other students learn
to locate each state and name the capital.
9. Substitute curriculum:
Provide different instruction and materials to meet learner individual’s goals. When routinely
utilized, this is only for students with moderate to serve disabilities. For example, during a language
lesson a student is learning toileting skills with an aide.
 Factors affecting curriculum development in Pakistan:
As curriculum revision in Pakistan is attempted adhoc basis and is never based on adequate research,
experimentation and formative evaluation, the discussion about the failure or success of curriculum
implementation will be based on theoretical framework already discussed. As for as desirable
outcomes we have not been successful to achieve thus the implementation of curriculum design in
Pakistan seems to be a failure.
· Teacher are reluctant to accept the change
· Lack of in-service training
· Political interference
· Economic problems
· Inadequate evaluation
· Lack of commitment of national philosophy
· Disapproval of the society
· Lack of sequence
· Curriculum is more urbanized
· Lack of the teaching materials

Q.5 Highlight the aims, objectives and characteristics of curriculum at Secondary

Level.

Aims of curriculum at Secondary Level.

The curriculum framework at the secondary level in Pakistan is designed to provide a comprehensive
policy and guidelines for curricular development, focusing on enhancing the effectiveness of
subjects, teaching methods, assessment, and teacher professional development. The National
Curriculum Council (NCC) plays a crucial role in developing the national curriculum framework
(NCF) based on national ideology, integrity, cohesion, and goals. This framework considers
various aspects such as philosophical, psychological, and sociological foundations, national and
provincial contexts, Muslim Ummah integrity, academic concerns, school-level structures, and
learning materials.
 Moreover, the curriculum preparation emphasizes implementation, feedback mechanisms,
evaluation processes, school environments, classroom delivery methods, teacher training,
examinations, assessments, and research. Secondary education is considered fundamental in
Pakistan as it lays the foundation for students to choose their future fields based on their interests
and expertise. Students are encouraged to select subjects of their choice at the secondary level,
whether in science, arts, general subjects, or vocational courses.

The aim of the curriculum framework is to guide the creation and implementation of curricula at the
school level . It serves as a roadmap for educational institutions to address questions like "What is
taught?" and "What should be taught?" The curriculum development process evolves from lower
levels to incorporate innovative practices at higher levels to adapt to changing educational needs.
Overall, the curriculum framework in Pakistan aims to provide a solid educational foundation for
students while aligning with national goals and values.

Objectives of curriculum at Secondary Level.

Subject Mastery:
A primary objective is to ensure that students attain a deep understanding of core subjects
such as mathematics, science, language, and social studies. Mastery of these subjects forms
the basis for advanced learning.

Critical Analysis:
The curriculum aims to develop students' ability to critically analyze information. This involves
teaching them how to assess the validity of information, discern biases, and think critically
about issues and concepts.

Effective Communication:
An objective is to develop effective communication skills in students. This includes honing
both written and verbal communication abilities, enabling students to express their ideas
clearly and persuasively.
 Research Skills:
The curriculum aims to introduce and enhance basic research skills. Students are
encouraged to explore topics independently, fostering a curiosity for learning and an
understanding of how to conduct meaningful research.

Cultural Awareness:
Promoting cultural awareness and appreciation is an important objective. The curriculum
seeks to ensure that students understand and respect diverse cultures, fostering a sense of
inclusivity and global citizenship.

Technological Literacy:
Developing basic technological literacy is a contemporary objective. The curriculum aims to
equip students with the skills to navigate and utilize digital tools effectively, recognizing the
increasing importance of technology in various fields.

Characteristics of curriculum at Secondary Level.

Let’s discuss some points which cover the characteristics/features of curriculum. These are as follows:

1. Meet the needs of students

Educational experts design the curriculum keeping children in mind. What is the benefit of the
curriculum if it fails to meet the needs of children? Therefore it should be designed according to the
needs of children so that they can get maximum benefits from it.

2. Flexible and adaptive

Curriculum should be flexible. It should not be rigid, otherwise it will create problems in its adaptation.
Irrelevant material and content should not be a part of it; otherwise, we can’t call it a good
curriculum. Stakeholders such as teachers, parents, or headmasters can play an important role to
maintain the flexibility of curriculum.
 3. Well organised
Curriculum should be well organised. The content of curriculum should be organised in such a way
that it connects students’ prior knowledge with the new knowledge. There should be a proper link
between theory and practical knowledge. All the subjects or topics should have clearly defined
objectives

4. Provide opportunities for students

A good curriculum provides enough opportunities for students to explore their talent and creativity.
The all-round development of children takes place when they are exposed to new challenging
environment. Appropriate activities should be included in the curriculum to fulfil the Special learning
needs of gifted, backward, and disabled learners.

5. Motivate students

Curriculum as a tool motivates students to learn more and perform various activities. It motivates
students by making the process of learning more enjoyable and interesting. It helps students focus more
on their mastery goals.

6. Follow pedagogical approach

Curriculum follows a pedagogical approach. Various pedagogical approaches such as Activity based
learning, Team teaching, inquiry based learning, Cooperative and collaborative learning are used by
teachers to teach students. These approaches help teachers choose desirable instructional strategies.