Good presentation

1. Secondary Education
8624

2. Course Code: 8624
Unit 1
Course coordinator:
Dr.Tooba Saleem Malik
Prepared by:
Salman Ali
Email : Salmanadil009@gmail.com
Contact no. 0302-3379394
Nature of Secondary Education

3. WELCOME TO AIOU’S VIRTUAL
CLASSROOM SYSTEM
Instructions for students:
 Please mute your microphone while class.
 Don’t engage in chatting with other students
 Ask questions if any using public chat feature
 Please note that all activities are being
recorded

4. CONCEPT CHECKING QUESTION (CCQ/ PKT)
What is Secondary Education?

5. INTRODUCTION
Secondary education (ix-xii) is an important
sub sector of the entire education system.
 SSC (Secondary School Certificate) 9TH to
10th .
 HSSC (Higher secondary School Certificate)
11th to 12th .

6. LEVEL OF EDUCATION
 Formal Education
i. Early childhood and pre-school
ii. Elementary education
iii. Secondary education
iv. Higher education
 2. Informal Education
 3. Special Education
 4. Technical Education

7. NATURE OF SECONDARY EDUCATION
 Secondary education covers two phases on the
International Standard Classification of Education scale.
 Level 2 or lower secondary education (less common
junior secondary education) is considered the second and
final phase of basic education.
 Level 3 (upper) secondary education is the stage before
tertiary education.

8. INTERNATIONAL STANDARD
CLASSIFICATION OF EDUCATION
Level 0–Pre-primary education
 Level 1–Primary education or first stage of basic education
 Level 2–Lower secondary or second stage of basic education
 Level 3–(Upper) secondary education
 Level 4–Post-secondary non-tertiary education
 Level 5–First stage of tertiary education
 Level 6– Second stage of tertiary education

9.  Secondary education occupies the most critical
position in educational system.
▪ Occupies a midway position .
a. Between a primary and higher education
b. Between Childhood and adulthood as to its
clientele.
SIGNIFICANCE OF SECONDARY EDUCATION

10. ▪ A transitional role (between basic and further education )
▪ A terminal stage
▪ A sensitive stage (teenagers)
(A trend to neglect traditional secondary education.
i.e agriculture etc tends to white collar jobs).
This trends causes unemployment and frustration.
SIGNIFICANCE OF SECONDARY EDUCATION

11. ▪ Diversified curricula and introduction of
occupational streams
▪ Need of guidance and counseling
(Comprehensive and pilot schools have suffered a
lot due to non availability of guidance and
counseling.)
SIGNIFICANCE OF SECONDARY EDUCATION

12. OBJECTIVES OF SECONDARY
EDUCATION
General Objectives:
 To provide equity for all young people to obtain from secondary education the knowledge and skill
appropriate to their needs and abilities. This objective endeavors to overcome elitist education.
 To be a means to achieve national unit and national objectives of development.
 To serve as an instrument for raising the quality of life of the people.
 To serve as a preparatory stage for those who wish to pursue higher/professional education and
training.
Specific objectives :To develop the skills of learning and living to:
a. Develop the ability to communicate.
b. Encourage the urge to inquire.
c. Gain personal satisfaction through effect in learning and accomplishment.
d. Develop an appreciation of problem solving methods;
e. Help people to develop their ability to respond to experience in creative, inventive and considered ways

13. OBJECTIVES OF SECONDARY EDUCATION
 Become self-reliant and to develop sense of responsibility for personal and group actions in ways
that show care and considerationsfor others (e.g. respect for others).
 Accept the rights to individuals and groups to be different provided they do not impinge
excessively on the rights of others.
 help students to develop sense of personal identity and self-worth.
 help people contribute to society in a meaningful, productive and satisfying way by preparing them
to enter the world of work and adult life
 Develop an awareness of the factors of their non-living and living surrounding.
 Help people to develop an appreciation of the contribution that the arts and technologies have made
to the lives of people.
 Provide experiences of the arts and science appropriate to the community.
 Develop in students an understanding of their nation their culture, history and way of life.
 Help people to develop an understanding of people from other countries and cultures and their
relationships with them.
 Develop their understanding of human dependence on natural and man-made environments, and
responsible attitudes to the use of resources.

14. SECONDARY EDUCATION PROVIDES
OPPORTUNITIES
 Acquire necessary knowledge, skills and attitudes for the
development of the self and the nation
 Promote love for and loyalty to the nation
 Promoter harmonious co-existence among the peoples of Kenya
 Develop mentally, socially, morally, physically and spiritually
 Enhance understanding and respect for own and other people's
cultures and their place in contemporary society
 Enhance understanding and appreciation of interrelationships
among nations

15. CONT….
 Promote positive environmental and health practices
 Build a firm foundation for further education and training
 Develop ability for enquiry, critical thinking and rational
judgment
 Develop into a responsible and socially well adjusted person
 Promote acceptance and respect for all persons
 Enhance enjoyment in learning
 Identify individual talents and develop them
 Build a foundation for technological and industrial development
 Develop into a self-disciplined individual who appreciates work
and manages time proper

16. CHARACTERISTICS OF SECONDARY
SCHOOL STUDENTS
 General Characteristics:
 Interests shift from solitary to group pursuits
 Having the “right” or “in” clothing becomes particularly important
 Vocational interests become more prominent and realistic
 Concerns about social issues develop
 Beginning of a truer sense of self develops
 Strong attitudes toward religious, ethic, and racial groups begin to emerge

17. CHARACTERISTICS OF
SECONDARY SCHOOL STUDENTS
Physical Development:
 Rapid weight gain at beginning of adolescence;
enormous appetite
 Sexual maturity with accompanying physical and
emotional changes
 Females usually about two years ahead of males
 Bone growth essentially completed, adult height
essentially reached, improved coordination

18. CHARACTERISTICS OF SECONDARY
SCHOOL STUDENTS
Characteristic Reactions:
 Going to extremes, emotional instability and “know it all” attitude displayed
 Return to habits of childhood – nail biting, tricks, impudence, day-dreaming
 High interest in philosophical, ethical, and religious problems – search for ideals
 Preoccupation with acceptance by the social group; fear of ridicule and / or being
unpopular; overly sensitive; self-pity
 Strong identification with an admired adult
 Assertion of independence from family as a step toward adulthood
 High interest in physical attractiveness

19. Special needs:
 Conformity with and acceptanceby the peer group
 Adequateknowledge and understandingof sexual relationshipsand
attitudes
 Adult guidance which is kindly, unobtrusive, and does not threaten the
feeling of freedom
 Sense of direction without being pushed
 The assurance of security – seeks both dependenceand independence
 Opportunitiesto make decisions and to earn some money

20. AIMS AND OBJECTIVES OF EDUCATION FOR CREATIVE
ISLAMIC SOCIAL WELFARE STATE
The desires of Quaid have been reflected in the constitution of the Islamic Republic of Pakistan
and relevant articles are:
 1. The state shall endear as respects the Muslims of Pakistan:
a. To make the teaching of the Holy Qur’an and Islamiat compulsory, in order to encourage and
facilitate the learning of Arabic language and to secure correct and exact printing and
publishing of the Holy Qur’an.
b. To promote unity and the observance of the Islamic moral standards.
 2. Provide basic necessities of life, such as food, clothing, housing, education and medical
relief, for all such citizens, irrespective of sex, caste, creed or race who are permanently or
temporarily unable to earn their livelihood on account of infirmity, sickness or unemployment.
 3. Remove illiteracy and provide free and compulsory secondary education within minimum
possible period.
 4. Enable the people of different areas, through education, training, agricultural and industrial
development and other methods, to participate fully in all the Forms of national activities,
including employment in the service of Pakistan.

21. SECONDARY EDUCATION IN PAKISTAN
 Education in Pakistan is overseen by the Federal Ministry of
Education and the provincial governments, whereas the federal
government mostly assists in curriculum development,
accreditation and in the financing of research and development.
 Article 25-A of obligates the state to provide free and
compulsory quality education to children of the age group 5 to
16 years, “The State shall provide free and compulsory
education to all children of the age of five to sixteen years in
such a manner as may be determined by law”.

22. SCHEME OF STUDIES FOR SECONDARY SCHOOL
CERTIFICATE EXAMINATIONS

23. SCHEME OF STUDIES FOR SECONDARY SCHOOL
CERTIFICATE EXAMINATIONS

24. SCHEME OF STUDIES FOR SECONDARY SCHOOL
CERTIFICATE EXAMINATIONS

25. SCHEME OF STUDIES FOR SECONDARY SCHOOL
CERTIFICATE EXAMINATIONS

26. SCHEME OF STUDIES FOR SECONDARY SCHOOL
CERTIFICATE EXAMINATIONS

27. STRUCTURE DEVELOPED IN THE FORMAL OPERATIONAL
STAGE
 Hypothetical-Deductive Reasoning: Hypothetical reasoning “goes beyond the
confines of everyday experience to things which we have no experience” It is
reasoning that transcends perception and memory and deals with things not
directly known to us are hypothetical.
 Scientific-Inductive Reasoning: Inductive reasoning is reasoning from specific
facts to general conclusions. It is the main reasoning process used by scientists to
arrive at generalizations or scientific laws.
 High School Cognitive Development: Mental skills
 High School Social Development: Social Skills

28. QUESTIONS

29. ASSIGNMENT
Keeping your experience in view, comment on the
existing scheme of studies at secondary level