Organisational Structure of Secondary Education in Pakistan

ALLAMA IQBAL OPEN
UNIVERSITY, ISLAMABAD
ONLINE WORKSHOP - JUL/AUG. 2020
ORGANIZATIONAL STRUCTURE
OF
SECONDARY EDUCATION
CC 8624 -B.Ed.
Presented by:
Ch. M. Ashraf
m.ashraf0919@gmail.com
https://www.slideshare.net/RizwanDuhdra
Telegram: https://t.me/duhdra

2
By:Ch.M.Ashraf
Organizational Structure
Of
Secondary Education

OF SECONDARY EDUCATION
Objective
1. To Differentiate educational scenario before and after 18th
amendment.
2. To differentiate role of Director Public Instruction schools and
Colleges.
3. To know the curriculum development process and textbook
development.
By:Ch.M.Ashraf
3

Scenario before 18th Amendment
1. Federal Ministry of Education (FMoE) responsible for
formulating education policy
2. Ministry played role in coordination
3. Education was at the concurrent list.
By:Ch.M.Ashraf
4

Scenario before 18th Amendment (Continued)
4. Key role of FMoE as described in role of business 1973 was
1. Formulation of national education policy
2. Collection of vital statistics
3. Diagnose system & performance issue
4. Development of physical & financial norms
5. Implement and monitor PSDP
6. Authority of finalization of curriculum and books rested
with FMoE.
By:Ch.M.Ashraf
5

Scenario before 18th Amendment (Continued)
1. University Grant Commission (1976) looked after higher
education named as HEC in 2002.
2. National Institute of Science and Technical Education (NISTE)
regulated technical education in Pakistan.
3. IBCC (1976) was established to promote uniformity across the
country under FMoE
4. The provincial department of education was headed by
Minister of education, secretary and provincial directorate.
By:Ch.M.Ashraf
6

Scenario After 18th Amendment
1. 18th amendment to the 1973 constitution revised the power
distribution between center and provinces.
2. Legislative and executive jurisdiction has shifted from center
to provinces
By:Ch.M.Ashraf
7

Scenario After 18th Amendment(Continued)
3. Following are the major changes
a. Introduction of article 15-A
b. Removal of concurrent list which resulted in the legislative
and executive shift of curriculum, syllabi, planning, policy,
center of excellence, standard of education and Islamic
education to provinces.
c. New entries in federal legislative list in the mandate of
Council of Common Interest like regulatory authorities
established under federal law.
By:Ch.M.Ashraf
8

Scenario After 18th Amendment (Continued)
standard in institution of higher and technical education and
interprovincial matters and coordination
d. Omission of 6th and 7th schedule, 6th schedule authorize
president to take over private school and colleges (article
268(a) and 7th schedule (article 270(a)) were amended. The
Statue of Agha Khan University, National College of Textile
Engineering and Lahore University of Management Science
can now be changed as ordinary legislation.
By:Ch.M.Ashraf
9

Post 18th AmendmentPre 18th AmendmentSubject
Free education till the age of
16 year
Recognized but not
justiciable
Right to Education
Provincial legislative listConcurrent legislative listPolicy & Planning
DodoCurriculum
Federal legislative list Part-2Concurrent listHigher Education
DoNISTETechnical Education
ProvincesFederalGreater Role
Introduction of article 25-A
and removal of concurrent
list
No free education &
Concurrent list
Main Feature
By:Ch.M.Ashraf
10
Comparison of Pre & Post 18th Amendment

By:Ch.M.Ashraf
11
Education Secretariat
This chair was eliminated in
Musharaf’s tenure and schools
were given under District Govt.
Secretary (Schools)
DPI (E.E)
Divisional (Directors)
D.E. (SE)
DPI (S.E)
D.E.O’s (S.E)
Dy. D.E.O(HQ) All Heads of High & Higher
Sec. Schools (M&F)

District Govt.
By:Ch.M.Ashraf
12
DEO(EE/M)
Other EDO’s
Dy. DEO(HQ) All Heads of High & Higher
Sec. Schools (M&F)
Other EDO’sEDO(Health)
DEO
(Literacy)
DEO (SE)
EDO(Edu)
DCO
DEO (EE/F)

District Govt. From Jan 2017
Now divisional directors are also appointed.
By:Ch.M.Ashraf
13
DEO (EE/M)
Other CEO’s
Dy. DEO(HQ) All Heads of High & Higher
Sec. Schools (M&F)
Other CEO’sCEO (Health)
DEO (SE)
CEO(Edu)
D.C.
DEO (EE/F)

Director Public Instruction (DPI)
1. Play a coordinating role between secretary and district
education office
2. Assisted by Four Directors Planning, Academic,
Administration (Male & Female)
3. Key Functions are
a. Implement government policies, directions and orders
b. To assess the needs and requirements of the colleges and
provision of funds, staff and buildings
c. To assist the government in formulating policies in respect
of academics, financial and administrative matters
By:Ch.M.Ashraf
14

Director Public Instruction (DPI) (Continue)
d. To act as coordinator between the government and other agencies
including the Director /District Education Officers Colleges
e. Maintenance of the career record of teaching staff of colleges (BPS
17, 18, 19 &20) and preparation of their promotion.
f. Administer inter, degree and post-graduate colleges
g. Arrangements for teacher training
h. Registration of private colleges
i. Conduct of inquiries
By:Ch.M.Ashraf
15

Director Public Instruction (DPI) (Continue)
j. Settlement of audit paras
k. Technical and administrative inspection of colleges
l. Inter-district transfers of teaching and non-teaching staff up to BPS 19
m. Sanction of Leave up to maximum of 365 days up to BPS 20, except
ex-Pakistan leave
By:Ch.M.Ashraf
16

By:Ch.M.Ashraf
17
BoardofIntermediate&Secondary
Education
ORGANIZATIONALSTRUCTURE
OFSECONDARYEDUCATION

By:Ch.M.Ashraf
18
Educational Directorate (Cantt. & Garrison)

By:Ch.M.Ashraf
19
National Bureau of Curriculum & Textbook

By:Ch.M.Ashraf
20
National Bureau of Curriculum & Textbook

Types of Schools in Pakistan
21
By:Ch.M.Ashraf

❑ Public Sector
❑ Private Sector
❑ Madrisah Sector
22
By:Ch.M.Ashraf
TYPES OF SCHOOLS IN PAKISTAN

23
By:Ch.M.Ashraf
PUBLIC SECTOR SCHOOLS
IN
PAKISTAN

PUBLIC SECTOR SCHOOLS IN PAKISTAN
▪ Under Federal Govt.
▪ Under Provincial Govt.
24
By:Ch.M.Ashraf

▪ Beacon House School System
▪ The Educators
▪ The City School
▪ Allied Schools
▪ Dar e Arqam school
▪ Agha Khan Board
25
By:Ch.M.Ashraf
PRIVATE SECTOR OF SCHOOLS IN PAKISTAN

Beacon House School System 26
By:Ch.M.Ashraf

History and Introduction
▪ Origin established (Les Anges Montessori Academy) 1975.
▪ First Beacon house Public School in Lahore in Nov, 1975.
Located throughout 30 cities in Pakistan.
▪ Provides preschool, primary, secondary education and
preparation General Certificate of Education (GCE) and local
Secondary School Certificate (SSC) examinations.
▪ Student strength is nearing 35,000 with Student Teacher
ratio (STR) 1/15
▪ Around 274,000 fulltime students in eight countries. 27
By:Ch.M.Ashraf
BEACON HOUSE SCHOOL SYSTEM

Certificate of Professional Studies in Education
Aim: Foundation course of professional studies for teacher
development
Objectives:
• Understanding the role of teacher.
• Issues involved in managing learning.
• Theory & practice for management of learning in education.
• Competency to manage learning in the classroom.
• Linkage of reflection and analysis for effective learning.
• Willingness to develop current practices for more effective
learning.
28
By:Ch.M.Ashraf

29
By:Ch.M.Ashraf
Beaconhouse School System
Professional Development Program
Need Based Courses
Induction Courses
Foundation Courses
Curriculum Development Courses
Subject Specific Training
Behavior Management Courses
Need Based training
Heads Management Courses
Information Communication Tech.
Courses
Career Guidance Training
Award Bearing Programs
Certificate in professional
Education
Post Graduate Certificate
MCD

Professional Development Pathway
Induction course for teachers with less than one year’s
experience
❑ Five-day foundation course, with induction course with Early
Years, Primary, and Secondary.
❑ Teachers can apply for the Certificate in Professional
Education (CPEd) offered by University College Plymouth St.
Mark & St. John.
❑ Classes for this 120 credit course held on 15 days for seven
months.
30
By:Ch.M.Ashraf

Professional Development Pathway (continue)
❑ Classes are taught by teachers accredited by the University.
❑ After finishing the CPEd, interested in becoming teacher-
trainers enroll in the two-year Post Graduate Certificate
(PGCert) in training offered through University College
Plymouth St. Mark & St. John.
❑ Teachers who pass the PGCert with a distinction are given a
scholarship to enroll for their MEd at Leeds Metropolitan
University.
31
By:Ch.M.Ashraf

Professional Development Pathway
32
By:Ch.M.Ashraf
Induction course
Foundation Course
Certificate in Professional
Edu.
P.G. Certificate (Training)
Masters

33
By:Ch.M.Ashraf

❖ Established in 2002
❖ Now has 800 + campuses in over 225+ cities
❖ Student strength exceeding 175,000+.
This makes The Educators outreach the largest
compared to any other private school in the world.
❖ Concordia College under the umbrella of the Beaconhouse
Group
❖ World class education:
❖ Innovative & Technology
34
By:Ch.M.Ashraf
THE EDUCATORS

35
By:Ch.M.Ashraf

• Established in Karachi in 1978.
• Rigorous academic and administrative standards
• 185 schools in 52 cities with over 126,000 students in 458
owned and franchised schools.
• Uniform implementation of the curriculum for efficient
transfer from one school to another within the system.
36
By:Ch.M.Ashraf
THE CITY SCHOOL

Curriculum & Academic Philosophy
• The knowledge and skills-based curriculum derived from the
UK national curriculum
• The curriculum having student-centered approach.
• Provides more than 120 courses for teachers and pupils.
• Selection of teachers based on their experience as curriculum
developers and syllabus writers.
• Promotion and encouragement of cocurricular activities
37
By:Ch.M.Ashraf
THE CITY SCHOOL

Curriculum & Academic Philosophy (continue)
• Promotion and enhancement of learning through CPD.
• Focus on convergence, synthesis, evaluation and formation of
knowledge and skills
• Training for capacity building
✓ Academics
✓ Corporate
✓ Business
✓ Instructional Technology
38
By:Ch.M.Ashraf
THE CITY SCHOOL

39
By:Ch.M.Ashraf

Focus on scholastic development, personal growth, and ethical
enrichment.
The purpose:
To prepare students with the promise of enhancing their
intellectual, physical, social, emotional, spiritual, and artistic
growth so that they may realize their power for good as citizens
of Pakistan.
40
By:Ch.M.Ashraf
ALLIED SCHOOLS

Aims:
▪ A caring environment with a strong academic foundation
▪ An exclusive focus on the individual child
▪ A balance between local and global standards with modern
approaches
▪ Individual attention to students
41
By:Ch.M.Ashraf
ALLIED SCHOOLS

42
By:Ch.M.Ashraf

DAR-E-ARQAM SCHOOLS
200,000+ students in 700+ branches in 150+ cities across Pakistan.
VISION
Excellence in this world and the world hereafter.
Mission Statement:
To provide our students, education of the highest quality, groom
their personality and inculcate in them a sense of responsibility,
confidence, commitment & dedication towards their society and
country to the national and international standards. 43
By:Ch.M.Ashraf

CORE VALUES:
▪ Commitment
▪ Excellence
▪ Leadership
▪ Responsibility
▪ Respect
▪ Citizenship
44
By:Ch.M.Ashraf
DAR-E-ARQAM SCHOOLS

Salient Features:
Personality Development
The teachers emphasizes on the personality development of the
students besides providing meaningful education.
Teachers Training
2nd and 4th Saturdays of every month are fixed for training
workshop for in service and pre-posting teachers regularly.
45
By:Ch.M.Ashraf
DAR-E-ARQAM SCHOOLS

Salient Features (continue)
Hifz Quran-e-Kareem
Important wing of Department of Quranic studies offers this
opportunity to talented students only.
Co-curricular Activities
These includes Sports Competition, Education Trips, Quiz
Programs and Debates on different events.
46
By:Ch.M.Ashraf
DAR-E-ARQAM SCHOOLS

Madrisah Sector in
Pakistan
47
By:Ch.M.Ashraf

MADRISAH SECTOR IN PAKISTAN
There were almost 150 at the time of Pakistan's independence
in 1947.
Now, there are some 32,000 madrassas attended by some 2.5
million students, according to Azmat Abbas, author of
Madrassah Mirage: A Contemporary History of Islamic Schools
in Pakistan.
Other estimates range as high as more than 60,000 madrassas.
48
By:Ch.M.Ashraf

49
By:Ch.M.Ashraf
Boards of Madaris Five Individual
Madaris/Institutions
Wafaq-ul-Madaris Al-Arabia Jamia Islamia Minhaj-ul-Quran
Tanzeem-ul-Madaris Alhe
Sunnat
Jamia Taleemat-e-Islamia
Wafaq-ul-Madaris Al-Salfia Jamia Ashrafia
Wafaq-ul-Madaris Shia Darul Uloom Mohammadia
Ghousia Bhera
Rabita-ul-Madaris Al Islamia Darual Uloom, Korangi Greek,
Karachi

50
By:Ch.M.Ashraf
Approved mode of education for recognition of Final Deeni
Sanad is as under:
• Middle School Certificate involving 8-year of study is
entrance requirement for:
• Shahadatul Sanvia Aama: 2-year of study
• Shahadatul Sanvia Khasa: 2-year of study
• Shahadatul Alia: 2-year of study
• Shahadatul Almiya: 2-year of study

51
By:Ch.M.Ashraf
Approved mode of studies for Minhaj-Ul-Quran, Lahore and
Darul Uloom Mohammadia Ghousia Bhera, District Sargodha
is as under:
• Matric 2-year of study
• Intermediate 2-year of study
• Bachelor 2-year of study
• Shahadatul Almiya 2-year of study

52
By:Ch.M.Ashraf
Inter Board Committee of Chairmen (IBCC) is an
authorized body to determine equivalence of qualification up to
Intermediate/12-year schooling/other than Final Sanad
“Shahadatul Almiya”.

By:Ch.M.Ashraf
53

HUMAN DEVELOPMENT AND LEARNING
THEORIES REGARDING INTELLECTUAL DEVELOPMENT
54
By:Ch.M.Ashraf

Organisational Structure of Secondary Education in Pakistan

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Organisational Structure of Secondary Education in Pakistan

Similar to Organisational Structure of Secondary Education in Pakistan (20)

More from R.A Duhdra

More from R.A Duhdra (20)

Recently uploaded

Recently uploaded (20)

Organisational Structure of Secondary Education in Pakistan