Name

Hira batool

Course code
8624

Course title
Secondary Education

Level
(BE,d1.5YEARS)

Semester
Spring 2025

Student id
 [email protected]

Qno 1

Discuss the Pre and Post Eighteenth Amendment to Education

Reforms. Write a detailed note on the Board of Intermediate and
Secondary Education?

Part 1: Pre and Post Eighteenth Amendment Education Reforms

Pre-Eighteenth Amendment:

Constitution of Pakistan 1973 placed education under the concurrent list,

meaning both federal and provincial governments could legislate on it.

The Federal Ministry of Education was the main authority responsible for
national education planning, curriculum design, and coordination.

All policy-making, curriculum approval, and educational reforms were largely

centralized.

National Education Policies (e.g., 1998–2010) were formulated by the

federal government with limited provincial input.

Less provincial autonomy led to uniform but sometimes irrelevant

educational practices in different regions.

Post-Eighteenth Amendment (2010):

The Eighteenth Constitutional Amendment abolished the concurrent list,

transferring full authority over education to the provinces.

Education became a provincial subject; each province was now responsible

for curriculum, policy, reforms, planning, and implementation.

Federal Ministry of Education was devolved; new bodies like Inter-Provincial

Education Ministers Conference (IPEMC) were introduced for coordination.

Provinces now create their own education policies, curriculum frameworks,

teacher training systems, and boards of examination.

This allowed greater autonomy but also raised concerns about lack of
standardization.

Key Reforms Introduced Post-Amendment:

Provincial education reforms (e.g., Punjab Education Sector Reforms
Program).

Curriculum updates in Sindh, Punjab, KP, and Balochistan.

Focus on local needs, languages, and socio-cultural factors.

Improved access to education, gender equality, and monitoring mechanisms.

Part 2: Board of Intermediate and Secondary Education (BISE)

Definition and Role:

Boards of Intermediate and Secondary Education (BISEs) are autonomous

educational bodies responsible for conducting examinations at secondary
(Matric) and intermediate (FA/FSc) levels.

Main Functions:

Conduct Exams: Hold SSC (Secondary School Certificate) and HSSC (Higher
Secondary School Certificate) exams.

Registration: Register students of public and private schools and colleges.

Affiliation: Grant affiliation to institutions according to rules.

Paper Setting & Checking: Arrange paper setting, examination centers,

and evaluation of answer sheets.

Issuance of Results and Certificates: Issue mark sheets, certificates, and

result gazettes.

Curriculum Implementation: Ensure curriculum guidelines provided by

provincial authorities are followed.

Examples of BISEs in Pakistan:

BISE Lahore, BISE Karachi, BISE Rawalpindi, BISE Multan, etc.

Each province has multiple BISEs functioning under their respective

provincial education departments.

Challenges Faced by BISEs:

Cheating and malpractice in examinations.

Delayed results and inefficiencies in paper checking.

Lack of training of examiners and paper setters.

Limited adoption of modern technologies.

Recent Improvements:

Introduction of online registration and result systems.

Steps towards transparent examination systems.

Use of barcoding and centralized marking.

Qno 2

Q2. Explain the functions of the Federal Directorate of Education.

Highlight the process of curriculum development in Pakistan at the
secondary level.?

Ans …

Part 1: Functions of the Federal Directorate of Education (FDE)

The Federal Directorate of Education (FDE) is an important government body

working under the Ministry of Federal Education and Professional Training
(MoFEPT). It was established in 1967 to manage and regulate educational
institutions in Islamabad Capital Territory (ICT).

Main Functions of FDE:

1. Administration of Educational Institutions:

Manages over 400 institutions including schools, colleges, and model

colleges.

Supervises both male and female education systems from primary to higher
secondary levels.

2. Curriculum Implementation:

Ensures proper implementation of the national curriculum in all institutions.

Coordinates with curriculum authorities to adopt any changes.

3. Teacher Recruitment and Training:

Responsible for hiring qualified teachers for federal institutions.

Arranges in-service training programs and workshops for professional

development.

4. Quality Assurance:
Ensures standard education delivery through monitoring and evaluation
teams.

Uses assessment tools to evaluate student learning outcomes.

5. Budgeting and Funding:

Manages allocation of funds for schools and colleges under its jurisdiction.

Ensures resources are distributed fairly and used efficiently.

6. Policy Implementation:

Implements education policies issued by the federal government.

Adapts national educational reforms in federal schools.

7. Examination & Assessment:

Conducts internal and promotional exams in affiliated schools.

Coordinates with examination boards for SSC and HSSC examinations.

8. Infrastructure Development:

Plans and oversees construction and maintenance of school buildings,

classrooms, libraries, and labs.

9. Special Programs:

Launches campaigns for literacy, inclusion, girls’ education, and digital

learning.

Implements pilot projects like STEM education and smart classrooms

Part 2: Curriculum Development Process in Pakistan (Secondary

Level)

Curriculum development is a systematic process that ensures students at the

secondary level receive relevant and standardized education.

1. Authority Responsible:

At the national level, the National Curriculum Council (NCC) is the main body.

After the 18th Amendment, provinces have developed their own Curriculum
Bureaus.

2. Steps in Curriculum Development:

Step 1: Needs Assessment

Surveys, research, and consultations are conducted to identify educational
gaps.

Stakeholders include teachers, students, subject experts, and employers.

Step 2: Formation of Committees

Curriculum development committees are formed consisting of educationists,

subject experts, and policymakers.

Step 3: Objectives Setting

General and specific objectives are designed based on Bloom’s Taxonomy

(knowledge, comprehension, application).

Step 4: Content Selection

Content is selected based on relevance, age-appropriateness, and national

ideology.

Content also reflects values like tolerance, peace, and civic responsibility.

Step 5: Textbook Writing

Curriculum is translated into textbooks by approved writers and publishers.

Step 6: Feedback and Piloting

New curriculum is tested in selected schools.

Feedback from teachers and students is collected to improve the material.

Step 7: Final Approval

Revised curriculum is sent for approval to the Curriculum Wing of the Ministry
or provincial departments.

Once approved, it becomes part of the official syllabus.

Step 8: Implementation

Textbooks are printed and distributed.

Teachers are trained for effective delivery of the new content.

Step 9: Review and Revision

Curriculum is reviewed periodically (every 5–10 years) to match modern

trends and needs.
Conclusion: The Federal Directorate of Education ensures smooth
functioning of schools in the federal territory, while the curriculum
development process guarantees relevant and updated content for
secondary-level students across Pakistan. After the 18th Amendment,
provinces have more control, but national coordination remains essential for
maintaining quality and unity in education.

QN0 3

Write a detailed note on the following:

1. Principles of Curriculum Development (Secondary Level)

2. System of Evaluation in Pakistan (Secondary Level)

Part 1: Principles of Curriculum Development (Secondary Level)

Curriculum development is the process of designing educational experiences

to help learners achieve specific goals. At the secondary level, curriculum
planning must meet the needs of both the students and society.

Key Principles of Curriculum Development:

1. Relevance to National Ideology

The curriculum should reflect the ideology of Pakistan, Islamic values, and
cultural heritage.

It must promote patriotism, unity, and social responsibility.

2. Learner-Centered Approach

The curriculum should focus on students’ interests, abilities, and

psychological needs.

Learning should encourage critical thinking, creativity, and problem-solving

skills.

3. Development of Life Skills

Students should be prepared for practical life, with skills like communication,
decision-making, and emotional intelligence.

Emphasis on 21st-century skills: digital literacy, collaboration, and

adaptability.

4. Flexibility and Adaptability

Curriculum must be flexible enough to adjust to new knowledge,
technologies, and societal changes.

It should allow for regional and cultural diversity within Pakistan.

5. Balanced Content

The curriculum should cover all key areas: cognitive (knowledge), affective
(attitude), and psychomotor (skills).

Equal importance to subjects like science, humanities, languages, arts, and

technical education.

6. Continuity and Progression

Learning outcomes should progress logically from one grade to the next.

There should be vertical and horizontal alignment across grades and

subjects.

7. Feasibility

Curriculum should match available resources, teacher qualifications, and

infrastructure.

It should not be overly ambitious or difficult to implement.

8. Assessment-Oriented

Learning objectives should be measurable and assessable.

Curriculum must be aligned with the evaluation system.

Part 2: System of Evaluation in Pakistan (Secondary Level)

Evaluation is the process of measuring student learning and performance. At

the secondary level (Grades 9 and 10), Pakistan follows a structured system
that includes both internal and external assessments.

Types of Evaluation:

1. Internal Evaluation

Conducted by schools (teachers).

Includes class tests, assignments, quizzes, oral tests, and projects.

Helps track students’ daily progress.

Encourages formative feedback and improvement.

 2. External Evaluation

Managed by Boards of Intermediate and Secondary Education (BISE).

Students appear for matriculation exams (SSC-I and SSC-II) at the end of
Grade 9 and 10.

Exams are standardized and results are used for certification and admission
to higher education.

Features of the Evaluation System:

A. Subject-Wise Exams

Each subject has a separate paper.

Includes both objective (MCQs) and subjective (short and long answers)
sections.

B. Marking and Grading

Students are awarded marks and grades based on performance.

Grading system may vary slightly across provinces.

C. Passing Criteria

Usually, 33% marks are required to pass each subject.

D. Fairness and Transparency

Use of barcoded answer sheets, sealed envelopes, and trained examiners to

ensure fairness.

However, challenges like cheating and unfair marking still exist in some
areas.

Shortcomings in the Evaluation System:

Over-reliance on rote memorization.

Less focus on analytical thinking.

Inadequate teacher training for proper assessment.

Delays and inconsistencies in results from some boards.

Recent Improvements:

Introduction of School-Based Assessment (SBA).

Plans to integrate formative and summative assessments.

Use of technology for result processing and evaluation tracking.

Conclusion: Curriculum development at the secondary level must follow

core principles to ensure meaningful learning, while the evaluation system
plays a critical role in assessing student outcomes. Reforms are needed to
improve both curriculum relevance and the fairness of evaluation practices in
Pakistan.

Qno 4

Q4. Criticize the reforms of the examination system in Pakistan at

the secondary level and the strengths and weaknesses in the
process of certification.?

Ans….

Introduction:

Examination reforms in Pakistan at the secondary level (Grade 9 & 10) have
been introduced to improve transparency, fairness, and student learning.
However, the system still faces several challenges in both design and
implementation. Reforms have focused on modernizing exams, reducing rote
learning, and improving certification processes — yet gaps remain.

A. Reforms in the Examination System (Secondary Level):

1. Introduction of Objective and Subjective Format:

Use of Multiple Choice Questions (MCQs) and structured questions.

Encourages diverse testing of student skills.

2. Use of Barcodes and Secrecy Measures:

Barcoding of answer sheets and code numbers to ensure secrecy.

Reduces chances of favoritism and manipulation.

3. Centralized Paper Setting & Marking:

Boards appoint trained subject experts to design question papers and

evaluate answer sheets.

Attempt to maintain uniformity and standardization.

4. Digital Result Management:

Online result publication, SMS alerts, and online result cards introduced in
many boards.

5. School-Based Assessment (SBA):

Some boards and schools have adopted SBA model to shift focus toward
formative assessment.

Encourages internal evaluation and feedback-based learning.

B. Criticism of the Reforms:

Despite reforms, multiple issues remain that affect the credibility and
effectiveness of the examination system.

1. Rote Learning Still Dominates:

Despite the inclusion of conceptual questions, most exams still reward

memorization over understanding.

2. Inequality Among Boards:

Different BISEs have inconsistent standards, question patterns, and marking

criteria.

Students from less privileged boards are at a disadvantage in competitive

exams.

3. Cheating and Unfair Means:

Malpractice is still common in many examination centers.

Lack of strict invigilation and corruption affect the reliability of results.

4. Inadequate Examiner Training:

Many paper checkers lack proper training in objective marking.

Leads to inconsistent and unfair grading.

5. Delayed and Inaccurate Results:

Students often face delays and errors in result compilation, affecting

admissions and future planning.

6. Psychological Pressure on Students:

Overemphasis on board exams leads to stress and anxiety, especially when

evaluation is not holistic.
 C. Certification Process: Strengths and Weaknesses

Strengths:

1. Official Recognition:

SSC (Matric) certificates are widely recognized by colleges, universities, and

employers.

2. Uniform Curriculum Base:

Certification based on a nationally approved curriculum, ensuring some

standardization.

3. Structured System:

Annual exam cycles, result issuance, and rechecking process are systematic
and scheduled.

Weaknesses:

1. Non-Standard Grading Across Boards:

Variations in marking schemes and difficulty levels affect fairness in inter-

board comparisons.

2. Lack of Skill-Based Assessment:

Certificates reflect academic scores only, ignoring skills like creativity,

problem-solving, or IT skills.

3. One-Time Testing Model:

Evaluation is based on a single high-stakes exam, ignoring continuous

performance.

4. Limited Transparency in Marking:

Students are often unaware of how their answers are marked and cannot
access detailed feedback.

5. Fake Certificates and Forgery:

The system still faces challenges of counterfeit documents, affecting the

trust in official certification.

Conclusion:

Although efforts have been made to reform the examination system at the
secondary level in Pakistan, deep-rooted challenges remain. The system
must shift from memory-based testing to skill-based, fair, and transparent
evaluation. Similarly, certification must become more reliable, inclusive, and
reflective of students’ holistic abilities. Only then can the examination
system contribute meaningfully to national educational goals.

Qno 5

Explain the process of evaluation. Discuss the internal and external

systems of evaluation?

Ans….

Introduction:

Evaluation is an essential part of the teaching-learning process. It helps

teachers and education authorities to measure the effectiveness of
instruction, identify student learning outcomes, and provide feedback for
improvement. In Pakistan’s education system—particularly at the secondary
level—evaluation plays a central role in grading, promotion, and certification.

1. Definition of Evaluation:

Evaluation is a systematic process of collecting, analyzing, and interpreting

information to determine the extent to which students have achieved
educational goals.

It includes:

Assessment (testing and measuring learning)

Feedback (guidance for improvement)

Grading and Certification

2. Process of Evaluation:

The process of evaluation typically involves the following steps:

Step 1: Setting Objectives

Identify learning outcomes and goals based on the curriculum.

Example: Students should be able to solve algebraic equations.

Step 2: Designing Assessment Tools

Prepare tests, quizzes, assignments, observation sheets, etc.

Ensure tools are aligned with learning objectives and assess various
cognitive levels (knowledge, comprehension, application).

Step 3: Administering the Evaluation

Conduct assessments in the classroom or under board guidelines.

Use different formats: MCQs, short/long questions, oral tests, projects.

Step 4: Scoring and Analysis

Check responses based on defined marking schemes or rubrics.

Analyze data to identify learning gaps and performance levels.

Step 5: Providing Feedback

Give constructive feedback to students.

Help them understand their strengths and areas for improvement.

Step 6: Decision Making

Use evaluation data for decisions like promotion, remedial teaching, or

certification.

3. Types of Evaluation:
A. Internal Evaluation:

Definition: Evaluation conducted by the teachers or school staff within the

school environment.

Features:

Includes monthly tests, assignments, class participation, oral tests, and

project work.

Continuous and formative in nature (provides ongoing feedback).

Helps track individual student progress.

Encourages teacher-student interaction and personalized feedback.

Advantages:

Less stressful for students.

Identifies learning difficulties early.

Flexible and adaptable to student needs.

Limitations:

May be affected by teacher bias or leniency.

Lack of standardization across schools.

B. External Evaluation:

Definition: Evaluation conducted by an external body such as a Board of

Intermediate and Secondary Education (BISE).

Features:

Includes board examinations (SSC Part I & II).

Summative in nature (at the end of the academic session).Standardized,

uniform across regions under one board.Used for certification, promotion,
and college admission.

Advantages:

Objective and standardized.

Widely accepted and recognized.

Reduces chances of internal favoritism.

Limitations:

Focuses mostly on rote learning and written exams.

Less effective in assessing practical skills, creativity, and attitude.

Puts pressure and stress on students.

Lacks formative feedback.

4. Comparison Table:

Feature Internal Evaluation External Evaluation

Conducted By Teacher/School Examination Board (BISE)

Nature Continuous/Formative Summative/Final

Feedback Immediate and ongoingDelayed and formal

Stress Level Low High

Standardization Low (varies school to school) High (same for all board
candidates)
Bias Potential Higher due to teacher involvement Lower due to
anonymity and board rules

Conclusion:

Evaluation is not just about assigning grades—it is about understanding

learning and improving instruction. Both internal and external evaluation
systems have their own strengths and limitations. An effective education
system requires a balanced approach, combining both types of evaluation to
ensure students are assessed fairly, holistically, and meaningfully.