ABSTRACT : The quality education is an indispensable and inevitable agent for change aseducation is a
process of civilization and development. The issue of deterioration of qualityin education in Pakistan, especially
decline in quality of secondary education was the sloganof the day. The major purpose of the research is to
compare and analyze the quality of education throughout history by understanding the Five-Year Plans initiated
by the Government of Pakistan inpublic and private schools of Punjab. It was discovered that while the plans were
detailed in theory, in terms of practical application much was left to be desired. It was understood that while
students attended the schools at both primary and secondary levels, they were not given the quality of education
promised. As a result the quality of education in primary and secondary schools in Punjab suffered greatly. It is
recommended that the next Five Year Plan initiated by the Government of Pakistan be implemented in letter and
spirit so that the students of primary and secondary schools in Punjab could benefit greatly from it.
KEYWORDS: Education, Pakistan, Secondary, Primary, Punjab.
This document is the National Education Policy 2020 from the Government of India. It lays out a new vision and framework for education in India across early childhood, school, higher, and lifelong learning. Some key points:
- It proposes a new 5+3+3+4 school structure to better align learning from ages 3-18, with a strong focus on early childhood education from ages 3-6.
- It emphasizes developing holistic, multidisciplinary, flexible, and enjoyable learning. Pedagogy should shift from rote learning to more conceptual understanding, creativity, and critical thinking.
- Teachers are recognized as central to reform, and the policy aims to improve their recruitment, training, working conditions and
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It seeks to bridge the gap in learning outcomes through major reforms. The goal is to have one of the world's best education systems by 2040 with equitable access to high-quality education. The policy draws from India's rich educational traditions and aims to address 21st century needs through revamping the entire education
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Curriculum and pedagogy should be more holistic, integrated and learner-centered.
- It aims to improve access to education for all by focusing on
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes the importance of foundational literacy and numeracy, critical thinking, experiential learning, flexibility, multidisciplinarity and holistic education.
- It aims to improve access, equity and inclusion across all levels of education. Quality teachers are seen as central to
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It seeks to bridge the gap in learning outcomes through major reforms. The goal is to have one of the world's best education systems by 2040 with equitable access to high-quality education. The policy draws from India's rich educational traditions and aims to address 21st century needs through revamping the entire education
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Curriculum and pedagogy should be more holistic, integrated and learner-centered.
- It aims to improve access to education for all by focusing on
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Pedagogy needs to shift from rote learning to more holistic and learner-centered approaches.
- Teachers are recognized as central to reforming the education
This document is the National Education Policy 2020 from the Government of India. It lays out a new vision and framework for education in India across early childhood, school, higher, and lifelong learning. Some key points:
- It proposes a new 5+3+3+4 school structure to better align learning from ages 3-18, with a strong focus on early childhood education from ages 3-6.
- It emphasizes developing holistic, multidisciplinary, flexible, and enjoyable learning. Pedagogy should shift from rote learning to more conceptual understanding, creativity, and critical thinking.
- Teachers are recognized as central to reform, and the policy aims to improve their recruitment, training, working conditions and
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It seeks to bridge the gap in learning outcomes through major reforms. The goal is to have one of the world's best education systems by 2040 with equitable access to high-quality education. The policy draws from India's rich educational traditions and aims to address 21st century needs through revamping the entire education
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Curriculum and pedagogy should be more holistic, integrated and learner-centered.
- It aims to improve access to education for all by focusing on
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes the importance of foundational literacy and numeracy, critical thinking, experiential learning, flexibility, multidisciplinarity and holistic education.
- It aims to improve access, equity and inclusion across all levels of education. Quality teachers are seen as central to
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It seeks to bridge the gap in learning outcomes through major reforms. The goal is to have one of the world's best education systems by 2040 with equitable access to high-quality education. The policy draws from India's rich educational traditions and aims to address 21st century needs through revamping the entire education
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Curriculum and pedagogy should be more holistic, integrated and learner-centered.
- It aims to improve access to education for all by focusing on
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future. Pedagogy needs to shift from rote learning to more holistic and learner-centered approaches.
- Teachers are recognized as central to reforming the education
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future.
- It aims to improve access to education for all by 2030 in line with UN Sustainable Development Goals.
- It focuses on improving teacher
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes foundational literacy and numeracy, holistic and multidisciplinary learning, flexibility, creativity and life skills. Pedagogy should be more experiential and learner-centered.
- It aims to improve access, equity and inclusion across all levels of education. Teachers
NEP 2020 recognizes that the vocational education is perceived to be inferior to mainstream education. Hence, this policy aims to overcome the social status hierarchy associated with vocational education and requires integration of vocational education programmes into mainstream education in all education institutions in a phased manner. Towards this, secondary schools will also collaborate with ITIs, polytechnics, local industry, etc. Skill labs will also be set up and created in the schools in a hub and spoke model which will allow other schools to use the facility.
Improving the quality of education across all levels from primary to university level is a continuous and ongoing process. Several initiatives are currently being undertaken in this direction. The SamagraShiksha, an integral scheme for School Education as a Centrally Sponsored Scheme is being implemented and aims to ensure inclusive and equitable quality education at all levels of school education. It envisages the ‘school’ as a continuum from pre-school, primary, upper primary, secondary to senior secondary levels.In higher education also, various schemes, namely, RashtriyaUchchatarShikshaAbhiyan (RUSA), Scheme for promotion of Academic and Research Collaboration (SPARC), Global Initiative for Academics Network (GIAN), Impacting Research, Innovation & Technology (IMPRINT), Technical Education Quality Improvement Programme (TEQIP), Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM), National Digital Library, campus connect programme, UchhatarAvishkarAbhiyan, Unnat Bharat Abhiyan, Impactful Research in Social Sciences (IMPRESS), Atal Ranking of Institutions on Innovation Achievements (ARIIA), National Institutional Ranking Framework (NIRF) are being implemented to improve the quality of higher education. A number of initiatives are also undertaken by UGC and AICTE for quality improvement in higher and technical education.
The document discusses reforms to the Indian education system proposed in the National Education Policy 2020. Key reforms include changing the curriculum structure to 5+3+3+4 from 10+2, integrating essential subjects and skills into the curriculum, moving towards competency-based and formative assessment rather than rote learning, and establishing bodies to set standards and accreditation for school education. The policy aims to improve early childhood education, make education more holistic and flexible, and better prepare students for the 21st century.
This document outlines key aspects of India's new National Education Policy. It discusses:
1. Establishing foundational literacy and numeracy for all students by 2025 as a top priority and national mission. This includes tutoring programs to support students.
2. Ensuring universal access to free and compulsory education for ages 3-18 by 2030, with a focus on bringing dropouts back into school. Infrastructure will be expanded.
3. Transforming curriculum and pedagogy by 2022 to encourage skills like critical thinking through a new 5+3+3+4 structure with flexibility and choice of subjects. Education will be in the home language initially with exposure to other Indian languages.
The document outlines India's proposed National Education Policy. Key points include:
1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs.
2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects.
3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this.
4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support
The document discusses lack of child education in India. It analyzes the growth in education expenditures and institutions over time but finds that many children still lack access to education. The research methodology examines secondary data on the education system, policies, and history. Key points discussed include the modern education system established under British rule; primary, secondary, and tertiary education categories; growth in schools and enrollment from 1950-2006; and major education policies and legislation after independence aimed at improving access to education.
The document discusses Pakistan's education system. It provides details on various levels and types of education including formal, informal, and religious education. It notes issues with Pakistan's education system such as low literacy rates, a large gap between public and private school standards, and regional disparities. It also discusses the country's overall education structure and governance. The education system faces challenges including poverty, inadequate funding, and untrained teachers that have contributed to Pakistan's very low literacy rates.
This document outlines the scheme of studies and objectives for the Higher Secondary School Certificate (HSSC) in Pakistan. It describes the compulsory and optional subject groups for the HSSC, including the Science, Humanities, Commerce, and Medical Technology groups. The compulsory subjects are English, Urdu, Islamic Education/Civics, and Pakistan Studies. The Science group includes pre-medical, pre-engineering, and general science options. The Humanities group includes 18 elective subjects from Arabic to Statistics. The Commerce group covers accounting, economics, business mathematics, and computer studies over two years. The Medical Technology group includes options in medical fields. The document also lists the aims and objectives of Pakistan's 1998-2010
This document outlines the scheme of studies and aims and objectives for the Higher Secondary School Certificate (HSSC) in Pakistan. It provides details on the compulsory and optional subject groups students can choose from for the science, humanities, commerce, and medical technology streams. The compulsory subjects include English, Urdu, Islamic Education/Civics, and Pakistan Studies. For the science group, students select one of three pre-medical, pre-engineering, or general science subject combinations. The humanities group allows selecting three subjects from various language, social science, and computer science options. The commerce group outlines the accounting, economics, and business related subjects over two years. Finally, the medical technology group lists various paramed
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
National Education Policy 2019, Rashtriya Shiksha Aayog
School Education, Higher Education, Professional Education,National Research Foundation, Teacher Education,Education Technology,Vocational Education,Promotion of Indian Languages Adult Education
The document discusses several key points about ethics, education, and teaching:
1) Teaching requires high ethics and morality to set a good example for students. Effective teachers demonstrate integrity, impartiality, and ethical conduct.
2) Education aims to prepare students for the future by developing their knowledge, skills, and positive values and behaviors. Curricula reflect national priorities to preserve culture and traditions.
3) Teachers play a vital role in implementing educational policies and realizing goals for students' development. They must be properly prepared and supported to perform their important duties.
This document discusses the socio-economic foundations of education. It begins by defining key concepts like society, culture, and their interdependence. It then examines the impact of social conditions like family, media, and rural/urban divides on education. Economic conditions like class divisions and demands for education as a path for social mobility are also discussed. The relationship between education and economic development is explored. Finally, the influence of politics on educational systems and decision making is addressed.
This document provides an overview of Pakistan's education system based on data from the Pakistan National Education Census conducted in 2005-2006. It finds that while Pakistan focuses strongly on primary education, capacity is relatively low at higher levels which limits educational attainment. Only 62% of children are enrolled in primary school nationally, and rates are below 50% in Baluchistan. Private schools enroll 31% of basic education students, higher than most countries. Gender disparities also exist, with the gender parity index at 0.76 nationally, indicating more boys are enrolled than girls at all levels. The document also examines school administration, facilities, and challenges regarding teacher quality and expanding access to education.
The Influence of Green Tax Implementation and Social Responsibility Programs ...AJHSSR Journal
ABSTRACT : The issue of climate change related to carbon emissions has become an alarming global
phenomenon. The manufacturing sector contributes significantly to global greenhouse gas emissions. Therefore,
efforts to mitigate climate change through the implementation of green taxes and Social Responsibility
Programsare important for manufacturing industry. This research aims to analyze the effect of implementing
green tax and Social Responsibility Programs on environmentally sustainable development in manufacturing
industry. A quantitative approach is used with the research object of manufacturing industry listed on the
Indonesia Stock Exchange in 2020-2022. Analyzed using Partial Least Square (PLS) method. The research
results show that the implementation of green tax has a significant effect on environmentally sustainable
development, while Social Responsibility Programsdo not have a significant effect. These findings indicate that
green tax policies are effective in encouraging companies to switch to more environmentally friendly business
practices, but Social Responsibility Programshave not been fully integrated with environmental sustainability
efforts. This research contributes to the literature related to fiscal policy instruments and corporate social
responsibility practices in supporting environmentally sound sustainable development in the manufacturing
sector.
KEYWORDS: Green tax; Social responsibility; Environmentally sustainable development; Manufacturing
industry
Creating Immersive Language Learning Environments for Young LearnersAJHSSR Journal
ABSTRACT: Creating immersive language learning environments for young learners in English as a Foreign
Language (EFL) contexts has been a topic of considerable interest and debate among educators. Despite
numerous constraints such as time, curriculum, and stakeholder expectations, it is feasible to develop effective
immersive environments. This paper explores the concept of immersion language learning, tracing its historical
development and highlighting its benefits, particularly for young learners. It discusses the distinctions between
total, partial, and dual-immersion programs, emphasizing the critical role of using the target language as the
medium of instruction. Furthermore, it examines the cognitive and academic advantages documented in seminal
immersion programs like Saint-Lambert and Coral Way. By synthesizing research and offering practical
strategies for EFL settings, this paper underscores the importance of teacher commitment, the selection of
appropriate materials, and the adoption of Content and Language Integrated Learning (CLIL) principles.
Ultimately, the findings affirm that immersive environments significantly enhance language proficiency,
cognitive flexibility, and academic achievement, advocating for their broader implementation in EFL
classrooms.
KEYWORDS : CLIL, EFL, immersion, young learners
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Similar to History of Primary and Secondary Education Five Year Plans in Pakistan: A Review of the Literature
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes developing skills like critical thinking, problem solving, creativity and multidisciplinary learning to prepare students for the future.
- It aims to improve access to education for all by 2030 in line with UN Sustainable Development Goals.
- It focuses on improving teacher
This document is the National Education Policy 2020 from the Ministry of Human Resource Development in India. It lays out a new vision and framework for education in India across early childhood, school, higher, vocational, adult and online education. Some key points:
- It proposes a new 5+3+3+4 school education structure replacing the 10+2 structure to better focus on early childhood education from ages 3-6.
- It emphasizes foundational literacy and numeracy, holistic and multidisciplinary learning, flexibility, creativity and life skills. Pedagogy should be more experiential and learner-centered.
- It aims to improve access, equity and inclusion across all levels of education. Teachers
NEP 2020 recognizes that the vocational education is perceived to be inferior to mainstream education. Hence, this policy aims to overcome the social status hierarchy associated with vocational education and requires integration of vocational education programmes into mainstream education in all education institutions in a phased manner. Towards this, secondary schools will also collaborate with ITIs, polytechnics, local industry, etc. Skill labs will also be set up and created in the schools in a hub and spoke model which will allow other schools to use the facility.
Improving the quality of education across all levels from primary to university level is a continuous and ongoing process. Several initiatives are currently being undertaken in this direction. The SamagraShiksha, an integral scheme for School Education as a Centrally Sponsored Scheme is being implemented and aims to ensure inclusive and equitable quality education at all levels of school education. It envisages the ‘school’ as a continuum from pre-school, primary, upper primary, secondary to senior secondary levels.In higher education also, various schemes, namely, RashtriyaUchchatarShikshaAbhiyan (RUSA), Scheme for promotion of Academic and Research Collaboration (SPARC), Global Initiative for Academics Network (GIAN), Impacting Research, Innovation & Technology (IMPRINT), Technical Education Quality Improvement Programme (TEQIP), Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM), National Digital Library, campus connect programme, UchhatarAvishkarAbhiyan, Unnat Bharat Abhiyan, Impactful Research in Social Sciences (IMPRESS), Atal Ranking of Institutions on Innovation Achievements (ARIIA), National Institutional Ranking Framework (NIRF) are being implemented to improve the quality of higher education. A number of initiatives are also undertaken by UGC and AICTE for quality improvement in higher and technical education.
The document discusses reforms to the Indian education system proposed in the National Education Policy 2020. Key reforms include changing the curriculum structure to 5+3+3+4 from 10+2, integrating essential subjects and skills into the curriculum, moving towards competency-based and formative assessment rather than rote learning, and establishing bodies to set standards and accreditation for school education. The policy aims to improve early childhood education, make education more holistic and flexible, and better prepare students for the 21st century.
This document outlines key aspects of India's new National Education Policy. It discusses:
1. Establishing foundational literacy and numeracy for all students by 2025 as a top priority and national mission. This includes tutoring programs to support students.
2. Ensuring universal access to free and compulsory education for ages 3-18 by 2030, with a focus on bringing dropouts back into school. Infrastructure will be expanded.
3. Transforming curriculum and pedagogy by 2022 to encourage skills like critical thinking through a new 5+3+3+4 structure with flexibility and choice of subjects. Education will be in the home language initially with exposure to other Indian languages.
The document outlines India's proposed National Education Policy. Key points include:
1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs.
2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects.
3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this.
4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support
The document discusses lack of child education in India. It analyzes the growth in education expenditures and institutions over time but finds that many children still lack access to education. The research methodology examines secondary data on the education system, policies, and history. Key points discussed include the modern education system established under British rule; primary, secondary, and tertiary education categories; growth in schools and enrollment from 1950-2006; and major education policies and legislation after independence aimed at improving access to education.
The document discusses Pakistan's education system. It provides details on various levels and types of education including formal, informal, and religious education. It notes issues with Pakistan's education system such as low literacy rates, a large gap between public and private school standards, and regional disparities. It also discusses the country's overall education structure and governance. The education system faces challenges including poverty, inadequate funding, and untrained teachers that have contributed to Pakistan's very low literacy rates.
This document outlines the scheme of studies and objectives for the Higher Secondary School Certificate (HSSC) in Pakistan. It describes the compulsory and optional subject groups for the HSSC, including the Science, Humanities, Commerce, and Medical Technology groups. The compulsory subjects are English, Urdu, Islamic Education/Civics, and Pakistan Studies. The Science group includes pre-medical, pre-engineering, and general science options. The Humanities group includes 18 elective subjects from Arabic to Statistics. The Commerce group covers accounting, economics, business mathematics, and computer studies over two years. The Medical Technology group includes options in medical fields. The document also lists the aims and objectives of Pakistan's 1998-2010
This document outlines the scheme of studies and aims and objectives for the Higher Secondary School Certificate (HSSC) in Pakistan. It provides details on the compulsory and optional subject groups students can choose from for the science, humanities, commerce, and medical technology streams. The compulsory subjects include English, Urdu, Islamic Education/Civics, and Pakistan Studies. For the science group, students select one of three pre-medical, pre-engineering, or general science subject combinations. The humanities group allows selecting three subjects from various language, social science, and computer science options. The commerce group outlines the accounting, economics, and business related subjects over two years. Finally, the medical technology group lists various paramed
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
The National Education Policy 2020 is India's new education policy introduced by the Ministry of Human Resource Development. It aims to reform and revamp all aspects of education structure from early childhood through higher education to create a system aligned with 21st century needs. The policy emphasizes developing each student's creative potential and cognitive, social, and emotional skills. It also focuses on improving learning outcomes, increasing access to quality education for all, strengthening teacher training, and integrating Indian culture and knowledge traditions into the curriculum. The policy seeks to make India a global knowledge superpower.
National Education Policy 2019, Rashtriya Shiksha Aayog
School Education, Higher Education, Professional Education,National Research Foundation, Teacher Education,Education Technology,Vocational Education,Promotion of Indian Languages Adult Education
The document discusses several key points about ethics, education, and teaching:
1) Teaching requires high ethics and morality to set a good example for students. Effective teachers demonstrate integrity, impartiality, and ethical conduct.
2) Education aims to prepare students for the future by developing their knowledge, skills, and positive values and behaviors. Curricula reflect national priorities to preserve culture and traditions.
3) Teachers play a vital role in implementing educational policies and realizing goals for students' development. They must be properly prepared and supported to perform their important duties.
This document discusses the socio-economic foundations of education. It begins by defining key concepts like society, culture, and their interdependence. It then examines the impact of social conditions like family, media, and rural/urban divides on education. Economic conditions like class divisions and demands for education as a path for social mobility are also discussed. The relationship between education and economic development is explored. Finally, the influence of politics on educational systems and decision making is addressed.
This document provides an overview of Pakistan's education system based on data from the Pakistan National Education Census conducted in 2005-2006. It finds that while Pakistan focuses strongly on primary education, capacity is relatively low at higher levels which limits educational attainment. Only 62% of children are enrolled in primary school nationally, and rates are below 50% in Baluchistan. Private schools enroll 31% of basic education students, higher than most countries. Gender disparities also exist, with the gender parity index at 0.76 nationally, indicating more boys are enrolled than girls at all levels. The document also examines school administration, facilities, and challenges regarding teacher quality and expanding access to education.
Similar to History of Primary and Secondary Education Five Year Plans in Pakistan: A Review of the Literature (20)
The Influence of Green Tax Implementation and Social Responsibility Programs ...AJHSSR Journal
ABSTRACT : The issue of climate change related to carbon emissions has become an alarming global
phenomenon. The manufacturing sector contributes significantly to global greenhouse gas emissions. Therefore,
efforts to mitigate climate change through the implementation of green taxes and Social Responsibility
Programsare important for manufacturing industry. This research aims to analyze the effect of implementing
green tax and Social Responsibility Programs on environmentally sustainable development in manufacturing
industry. A quantitative approach is used with the research object of manufacturing industry listed on the
Indonesia Stock Exchange in 2020-2022. Analyzed using Partial Least Square (PLS) method. The research
results show that the implementation of green tax has a significant effect on environmentally sustainable
development, while Social Responsibility Programsdo not have a significant effect. These findings indicate that
green tax policies are effective in encouraging companies to switch to more environmentally friendly business
practices, but Social Responsibility Programshave not been fully integrated with environmental sustainability
efforts. This research contributes to the literature related to fiscal policy instruments and corporate social
responsibility practices in supporting environmentally sound sustainable development in the manufacturing
sector.
KEYWORDS: Green tax; Social responsibility; Environmentally sustainable development; Manufacturing
industry
Creating Immersive Language Learning Environments for Young LearnersAJHSSR Journal
ABSTRACT: Creating immersive language learning environments for young learners in English as a Foreign
Language (EFL) contexts has been a topic of considerable interest and debate among educators. Despite
numerous constraints such as time, curriculum, and stakeholder expectations, it is feasible to develop effective
immersive environments. This paper explores the concept of immersion language learning, tracing its historical
development and highlighting its benefits, particularly for young learners. It discusses the distinctions between
total, partial, and dual-immersion programs, emphasizing the critical role of using the target language as the
medium of instruction. Furthermore, it examines the cognitive and academic advantages documented in seminal
immersion programs like Saint-Lambert and Coral Way. By synthesizing research and offering practical
strategies for EFL settings, this paper underscores the importance of teacher commitment, the selection of
appropriate materials, and the adoption of Content and Language Integrated Learning (CLIL) principles.
Ultimately, the findings affirm that immersive environments significantly enhance language proficiency,
cognitive flexibility, and academic achievement, advocating for their broader implementation in EFL
classrooms.
KEYWORDS : CLIL, EFL, immersion, young learners
Study of Road Patterns and Space Formation in Settlement Areas on the Edge of...AJHSSR Journal
ABSTRACT: This research aims to find developments in road patterns from 2008 to 2024 and explain the
influence of road patterns on the formation of settlements on the edge of Lake Laut Tawar. This research uses a
quantitative descriptive approach and diachronic reading analysis techniques. This research uses overlapping
maps (superimpose), surveys, and interviews. The results of this research are to find factors that influence the
formation of settlements on the edge of Lake Laut Tawar, including the flat topographic conditions. Demographics
continue to increase in the population of the study location. The social culture at the study location is that the
residents who live on the edges of Lake Laut Tawar are residents who have family relationships. Distribution of
space designations that change function from agricultural land to residential land. Land values vary on the edges
of Lake Laut Tawar according to their zones.
KEYWORDS : Road Pattern, Lake Edge, Laut Tawar Lake
HAPIS AT KATANUNGAN, PANGUNGULILA NG MGA NAIWAN: SIPAT-SURI SA MAIKLING KUWEN...AJHSSR Journal
ABSTRAK: Ang pagpapatiwakal o sariling pagtapos ng buhay ay isang malubhang dilema na madalas na
kinahaharap ng isang taong nakararanas ng malalim na hirap at kalungkutan. Ang isa sa mga dahilan ng
pagpapatiwakal ay ang pagtingin dito bilang isang paraan ng pagtakas mula sa mga suliranin at hamon ng buhay.
Ang pagsusuri sa maikling kuwentong "Bahay sa Dilim" ni Alfredo Enriquez ay isang uri ng kwalitatibong
pananaliksik na gumamit ng pagsusuring pangnilalaman upang maabot ang layunin nito na tukuyin at
maipaliwanag ang mga isyu ng dilema at desisyon sa pagpapatiwakal, pagmamahal sa pamilya, at pangungulila
at pagsisisi. Sa paggamit ng mga teoryang pampanitikan tulad ng eksistensyalismo at romantisismo bilang mga
gabay, ninais ng mga mananaliksik na magbigay-liwanag at solusyon sa mga isyu ng pagpapatiwakal. Ito ay
magiging patnubay sa pagpapalawak ng kaalaman tungkol sa mga suliranin at karanasan ng mga pamilyang
Pilipino, pati na rin sa mga laban na hinaharap ng isang tao na nakararanas ng isang dilema. Sa dulo, hinahamon
ng pag-aaral na ito na gamitin pa ang iba't ibang uri ng panitikan na mas naglalarawan ng tunay na karanasan at
realidad ng buhay.
KEYWORDS : pagpapatiwakal, dilema, kalungkutan, buhay, pangungulila
Risk Tolerance as A Moderation of Financial Literacy and Lifestyle on Old Age...AJHSSR Journal
ABSTRACT:Old age financial planning must consider various factors, such as retirement age, estimated
monthly expenses in retirement, life expectancy, current and projected income until retirement which determines
the ability to save, assets and investments already owned, and the impact of inflation on future purchasing
power. Future, as well as the level of investment return. This research is causal associative research, this
research uses a quantitative approach. The population used in this research were employees within the Rectorate
of the University of Mataram, 67 Civil Servants. The saturated sampling method or total sampling is a sampling
technique in which all members of the population are used as samples. In this questionnaire, respondents'
answers were measured using a 6-point Likert scale: with ratings of 1 (strongly disagree), 2 (disagree), 3
(somewhat disagree), 4 (somewhat agree), 5 (agree), 6 (strongly agree). The Partial Least Square-Structural
Equation Model (PLS-SEM) with smart PLS 3.0 software was used to analyze the research data. The study's
findings indicate that financial literacy is found to have a positive and significant impact on old-age financial
planning among Rectorate employees at the University of Mataram. This indicates that as financial literacy
levels increase, so do activities relate to planning for retirement. Conversely, lifestyle does not exhibit a
significant influence on old-age financial planning for these employees. Furthermore, the interaction between
financial literacy and risk tolerance weakens the effect of financial literacy on retirement financial planning,
implying that higher risk tolerance diminishes the impact of financial literacy on planning for retirement.
However, risk tolerance does not moderate the influence of lifestyle on old-age financial planning, indicating
that the interaction between lifestyle and risk tolerance does not significantly affect retirement financial
planning for Rectorate employees at Mataram University.
KEYWORDS :Risk Tolerance, Financial Literacy, Lifestyle, Old Age Financial Planning
THE INFLUENCE OF APPLICATION FEATURES AND SECURITY THROUGH TRUST ON BRImo CUS...AJHSSR Journal
ABSTRACT : This research objective is to determine the influence of application features and security
through trust on BRImo customer loyalty in Banyuwangi. This research used the Explanatory Research type.
The population used in this research is all customers who use the BRImo application as of the end of December
2022 at the BRI Banyuwangi office, totaling 89,333 customers. The sampling technique in this research used a
multistage random sampling technique (multi stage sampling). In this study, the criteria used were customers
who happened to use the BRImo application and were financially registered, totaling 100 respondents. The data
analysis method used Structural Equation Modeling (SEM) with the SmaprtPLS application. The research
results showed that Application Features influence BRIMo Trust in Banyuwangi Regency. Security influenced
BRIMo's trust in Banyuwangi Regency. Application features influenced BRIMo customer loyalty in
Banyuwangi Regency. Security influenced BRIMo Customer Loyalty in Banyuwangi Regency. Trust influenced
BRIMo Customer Loyalty in Banyuwangi Regency. Trust mediated the influence of Application Features on
BRIMo Customer Loyalty in Banyuwangi Regency. Trust mediated the influence of Security on BRIMo
Customer Loyalty in Banyuwangi Regency.
KEYWORDS : Application feature, security, trust, loyalty
On Storytelling & Magic Realism in Rushdie’s Midnight’s Children, Shame, and ...AJHSSR Journal
ABSTRACT: Salman Rushdie’s novels are humorous books about serious times. His cosmopolitanism and
hybrid identity allowed him access to multiple cultures, religions, languages, dialects, and various modes of
writing. His style is often classified as magic realism, blending the imaginary with the real. He draws
inspiration from both English literature and Indian classical sources. Throughout his works, there is a lineage of
‘bastards of history’, a carnival of shameful characters scrolling all along his works. Rushdie intertwines fiction
with reality, incorporating intertextual references to Western literature in his texts, and frequently employing
mythology to explore history. This paper focuses on Rushdie’s three novels: Midnight’s Children, Shame, and
Haroun and the Sea of Stories, analyzing his postmodern storytelling techniques that aim to explore human
vices and follies while offering socio-political criticism.
KEYWORDS : Magic Realism, Rushdie, Satire, Storytelling, Transfictional Identities
CYBER SECURITY ENHANCEMENT IN NIGERIA. A CASE STUDY OF SIX STATES IN THE NORT...AJHSSR Journal
ABSTRACT: Security plays an important role in human life and endeavors. Securing information and
disseminating are critical challenges in the present day. This study aimed at identifying innovative technologies
that aid cybercrimes and can constitute threats to cybersecurity in North Central (Middle Belt) Nigeria covering
its six States and the FCT Abuja. A survey research design was adopted. The researchers employed the use of
Google form in administering the structured questionnaire. The instruments were faced validated by one expert
each from ICT and security. Cronbach Alpha reliability Coefficient was employed and achieved 0.83 level of
coefficient. The population of the study was 200, comprising 100 undergraduate students from computer science
and Computer/Robotics Education, 80 ICT instructors, technologists and lecturers in the University and
Technical Colleges in the Middle Belt Nigeria using innovative technologies for their daily jobs and 20 officers
of the crime agency such as: Independent Corrupt Practices Commission (ICPC) andEconomic and Financial
Crimes Commission (EFCC). Three research purposes and questions as well as the hypothesis guided the study
on Five (5) point Likert scale. Data collected were analyzed using mean and standard deviation for the three
research questions while three hypotheses were tested using t-test at 0.05 level of significance. Major findings
revealed that serious steps are needed to better secure the cybers against cybercrimes. Motivation, types, threats
and strategies for the prevention of cybercrimes were identified. The study recommends that government,
organizations and individuals should place emphasis on moral development, regular training of its employees,
regular update of software, use strong password, back up data and information, produce strong cybersecurity
policy, install antivirus soft and security surveillance (CCTV) in offices in order to safeguard its employees and
properties from being hacked and vandalized.
KEYWORDS: Cybersecurity, cybercrime, cyberattack, cybercriminal, computer virus, Virtual Private Networks
(VPN).
TACKLING ILLEGAL LOGGING: PROBLEMS AND CHALLENGESAJHSSR Journal
ABSTRACT: Illegal logging poses significant environmental, economic, and social challenges worldwide. This
research explores the problems associated with illegal logging in the present and future, shedding light on the
multifaceted nature of this issue and the accompanying challenges faced by governments, organizations, and
communities. The study employs a comprehensive literature review to analyze the current state of illegal
logging, its causes, and its consequences. It examines the environmental impact of deforestation, including
biodiversity loss, habitat degradation, and climate change. The researchers identify the challenges faced in
combating illegal logging in the present and anticipate future obstacles. It considers illegal logging networks'
complex and elusive nature, the limited enforcement capacity, and the need for international cooperation and
coordination. The study also examines the adoption and effectiveness of policies, regulations, and technological
advancements in curbing illegal logging practices in Davao City.
Keywords -Problems and Challenges, Cultural Disruptions, Anticipate future problems.
Towards Developing Students’ Soft Skills: The Case of ENSAM StudentsAJHSSR Journal
ABSTRACT: Building students’ soft skills has started to gain ground within the realm of higher education in
Morocco. However, the development of these skills requires a real-life context which simplifies their learning.
In this regard, the present study is mainly conducted to investigate the effect of the out-group collaborative
learning method on the development of students’ soft skills. Data for the study comes from 20 semester two
students at “Ecole Nationale Superieure d'Arts et Metiers” (ENSAM), Moulay Ismail University, Meknes, by
implementing a one-group pretest-posttest research design. The qualitative and quantitative findings confirm
that there is a statistically significant difference between the pretest and posttest results. Therefore, the adopted
treatment, the out-group collaborative learning method, has improved students’ communication, adaptability and
presentation delivery skills. The findings of this study can be useful for future studies and give language
teachers insights into the importance of using the out-group collaborative learning method in their teaching of
the soft skills.
KEYWORDS : collaborative learning, soft-skills, out-group collaborative learning method
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
Enhancing Losari Beach Exploration: Augmented Reality for Immersive Visualiza...AJHSSR Journal
ABSTRACT: South Sulawesi, commonly known as Makassar, boasts rich cultural heritage and customs,
making it a prominent destination for tourism. Among its attractions, Losari beach stands out as a focal point for
visitors seeking to explore the city's natural beauty and cultural offerings. In this context, leveraging modern
technology such as augmented reality presents an innovative approach to showcasing Losari beach to potential
tourists. This research endeavors to introduce tourism assets in a more visually captivating manner through the
use of augmented reality. Utilizing software tools like Unity and Adobe Illustrator, the study focuses on creating
an immersive experience where tourists can interact with virtual representations of Losari beach. By simply
pointing their mobile phone cameras at designated markers or using barcode scanners, tourists can access
augmented reality features embedded within the application. The findings of this research aim to provide
valuable information, particularly for foreign tourists, about Losari beach, positioning it as a compelling
destination within South Sulawesi's diverse array of tourist attractions. Through this technological innovation,
the study seeks to enhance the visibility and appeal of Makassar city's tourism offerings on a global scale.
KEYWORDS: Visualizing, Losari Beach, Augmented Reality
DEVELOPMENT STATUS AND COUNTERMEASURES OF TMALL DURING THE COVID-19 EPIDEMICAJHSSR Journal
ABSTRACT:China's e-commerce enterprises have developed rapidly, among which Tmall has become one of
the largest retail shopping websites in China.But in the past year, the Covid-19 epidemic has brought a huge
impact to Chinese e-commerce enterprises, and Tmall is no exception.Therefore, the development status of
Tmall in the new crown epidemic situation was analyzed, and the viewpoint was put forward :Tmall1 stabilized
the situation in the face of the epidemic situation and made a very correct countermeasures.The influence of this
epidemic on Tmall was deeply analyzed, and the conclusion was made: the new crown epidemic is both a
challenge and an opportunity forTmall.
KEYWORDS:Tmall; COVID - 19 outbreak ; The electronic commerce
Factors affecting undergraduate students’ motivation at a university in Tra VinhAJHSSR Journal
ABSTRACT: Motivation plays an important role in foreign language learning process. This study aimed to
investigate student’s motivation patterns towards English language learning at a University in Tra Vinh, and factors
affecting their motivation change toward English language learning of non-English-major students in the semester.
The researcher used semi-structured interview at the first phase of choosing the participants and writing reflection
through the instrument called “My English Learning Motivation History” adapted from Sawyer (2007) to collect
qualitative data within 15 weeks. The participants consisted of nine first year non-English-major students who learning
General English at pre-intermediate level. They were chosen and divided into three groups of three members each
(high motivation group; average motivation group; and low motivation group). The results of the present study
identified six visual motivation patterns of three groups of students with different motivation fluctuation, through the
use of cluster analysis. The study also indicated a diversity of factors affecting students’ motivation involving internal
factors as influencing factors (cognitive, psychology, and emotion) and external factors as social factors (instructor,
peers, family, and learning environment) during English language learning in a period of 15 weeks. The findings of
the study helped teacher understand relationship of motivation change and its influential factors. Furthermore, the
findings also inspired next research about motivation development in learning English process.
KEY WORDS: language learning motivation, motivation change, motivation patterns, influential factors, students’
motivation.
The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...AJHSSR Journal
ABSTRACT :This research aims to analyze the correlation between employee work stress and digital literacy
with employee performance at PT Telkom Akses Area Cirebon, both concurrently and partially. Employing a
quantitative approach, the study's objectives are descriptive and causal, adopting a positivist paradigm with a
deductive approach to theory development and a survey research strategy. Findings reveal that work stress
negatively and significantly impacts employee performance, while digital literacy positively and significantly
affects it. Simultaneously, work stress and digital literacy have a positive and significant influence on employee
performance. It is anticipated that company management will devise workload management strategies to
alleviate work stress and assess the implementation of more efficient digital technology to enhance employee
performance.
KEYWORDS -digital literacy, employee performance,job stress, multiple regression analysis, workload
management
The Settlement of Construction Disputes Through Dispute Councils From the Per...AJHSSR Journal
ABSTRACT:This research differs from the practice of business activity in the construction services industry,
which may lead to construction disputes. The settlement of construction disputes is a consensus based on the
basic principle of debate. If the discussions between the parties do not reach an agreement, the parties may take
measures to resolve the dispute through the dispute council. Because the standard governing the disputes
committee was not fully regulated, they did not comply with the principle of legal certainty. Therefore, further
research was needed to establish a theoretical basis for regulating the disputes committee in settling construction
disputes. This research is a standard legal research using a legal regulatory, conceptual, and comparative
approach. The research results show that the ideal concept of resolving construction disputes through a dispute
council based on the value of legal certainty is to establish that the position of the dispute council is a special
court that has the authority to resolve construction disputes under construction services agreements. To realize
the position of the Court of Disputation as a special court, it must be based on the creation of philosophical
values, the creationof legislative regulations, and the creation of the institutional structure of the Court of
Disputation.
KEYWORDS-Construction Disputes, Dispute Council, Special Court
VALUES OF ORAL LITERATURE IN THE SOCIETY: A STUDY OF FOLKTALES OFOGBA IN RIVE...AJHSSR Journal
ABSTRACT : Oral literature is a creative work of art that portends high merit and has the creative use of
imagination in preliterate societies. It adopts the genres of literature: drama, prose and poetry in the oral milieu,
using performance as its hallmark. It thrives on the use of oral data because of its orality. This paper focuses on
the moral values or oral literature in the society using Ogba as a spring board. The study was carried out in
communities ofOgba. The population of the study consists of ten towns and village, in Ogba. The theoretical
framework used is Dell Hyme’s ethno-poetics because the works of oral literature relate to the society. This
paper concludes that oral literature serves to against all odds; communicate ideas, emotions, beliefs and
appreciation of life. The folktales in Ogba for instance, serve similar purpose through their
rendition/performance. Through the stories, the younger generation in Ogba society is familiarised with the
customs, traditions, and rituals prevalent in the society. This paper therefore recommends the use of oral
literature in all its genres to inculcate moral values and lessons to the teenagers and youths. Against this
background, Ogba (African) themselves must cease to regard oral literature as primitive and fetish.
KEYWORDS: Values, Oral Literature, Society, Ogba, Folktales
Pormalistikong Pagdalumat sa mga Tula ni Ron CanimoAJHSSR Journal
ABSTRACT: Nilayon ng pag-aaral na ito na masuri ang dalawampung (20) tula ni Ron Canimo gamit ang
pormalistikong dulog batay sa mga sumusunod na elemento: (a) Sukat at Tugma, (b) Talinghaga at
Simbolismo, (c) Imahen, (d) Tema, at (e) Diksiyon. Layunin din nitong mataya ang antas ng pagtanggap ng
ginawang pagsusuri gamit ang nabuong instrumento sa pagtataya nito. Sinunod dito ang Input-Process-Output
na balangkas ng pag-aaral at ginamitan ng kwantitatib-deskriptib-ebalwatib na pamamaraan. Sa pamamagitan
ng talatanungang ibinatay sa ginamit ni Morales (2014) na naimodipika ayon sa kahingian ng kasalukuyang
pag-aaral, tatlong (3) gurong eksperto ang nagsilbing tagataya dito na siyang tumiyak sa kahusayan ng nabuong
pagsusuri ng mananaliksik. Gamit ang Content Analysis, natuklasan na makabagong pamamaraan ang istilo na
ginamit ni Ron Canimo sa pagsulat ng mga tula. Lahat ng kanyang mga tula ay walang sinusunod na sukat at
tugma, may iba‟t ibang tayutay at simbolismong ginamit, magkaibang pandama ang pinagana dahil sa mga
imahe at paglalarawang ginawa, iba‟t ibang uri ng pag-ibig ang tinalakay at gumamit ng pormal, impormal o
kumbersasyonal na wika at makabagong istilo sa pagsulat ng tula. Gamit ang mean at standard deviation,
lumabas na “Mataas” ang antas ng pagtanggap sa kabuuan ng mga gurong eksperto na tumaya sa nabuong
pagsusuri. Lumabas din na “Mataas” ang antas ng kanilang pagtanggap sa nabuong pagsusuri batay sa mga
sumusunod na elemento: (a) Sukat at Tugma, (b) Talinghaga at Simbolismo, (c) Imahen, (d) Tema, at (e)
Diksiyon. Mula sa natayang pagsusuri at kinalabasan ng antas ng pagtanggap dito, naitala ang mga paksa sa
Junior High School Filipino na maaaring lapatan at gamitan ng nabuong pagsusuri.
KEYWORDS: Kumbensyunal, Pagdalumat, Pormalistiko, Ron Canimo, Tula
SCHOOL CULTURE ADAPTATION AMONG INDIGENOUS PEOPLES COLLEGE STUDENTS AT A PRIV...AJHSSR Journal
ABSTRACT: This qualitative study investigates the adaption experiences of indigenous college students at the
University of Mindanao, Matina-main campus. Eight major themes emerged, including difficulties with language
proficiency, online learning, classroom interaction, examination systems, grading procedures, school regulations,
resource accessibility, coping mechanisms, and future goals. Implications include the requirement for targeted
language proficiency and technology use support, an understanding of adaption processes, interventions to
improve resource accessibility, and equitable public administration policies. The study underlines the importance
of adaptation in various educational contexts, as well as the role of educators and legislators in creating inclusive
learning environments.
KEYWORDS: indigenous college students, adaptation, educational challenges, coping strategies
The effect of Institutional Ownership, Sales Growth and Profitability on Tax ...AJHSSR Journal
ABSTRACT: This research aims to test, analyze and obtain empirical evidence about the influence of
institutional ownership, sales growth and profitability on tax avoidance. The object of this research is
manufacturing companies in the consumer goods industry sector listed on the Indonesia Stock Exchange (BEI)
in 2018-2022. This research used quantitative research methods and causal research design. The sampling
technique in this research used non-probability sampling with purposive sampling as the basis for determining
the sample so that a sample of 55 samples was obtained. The data used is secondary data obtained from the
official website of the Indonesia Stock Exchange (BEI) during the 2018-2022 period. The data analysis method
used was multiple linear regression analysis with several tests such as descriptive statistical tests, classical
assumption tests, and hypothesis testing using SPSS version 26 statistical software. The results showed that the
institutional ownership variable has no effect on tax avoidance, while the sales growth and profitability has a
negative and significant effect on tax avoidance.
KEYWORDS: Institutional Ownership, Sales Growth, Profitability, Tax Avoidance
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History of Primary and Secondary Education Five Year Plans in Pakistan: A Review of the Literature
1. American Journal of Humanities and Social Sciences Research (AJHSSR) 2022
A J H S S R J o u r n a l P a g e | 12
Research Paper Open Access
American Journal of Humanities and Social Sciences Research (AJHSSR)
e-ISSN :2378-703X
Volume-6, Issue-3, pp-12-20
www.ajhssr.com
History of Primary and Secondary Education Five Year Plans in
Pakistan: A Review of the Literature
Meeras Qaiser
Beaconhouse School System Johar Town Campus
ABSTRACT : The quality education is an indispensable and inevitable agent for change aseducation is a
process of civilization and development. The issue of deterioration of qualityin education in Pakistan, especially
decline in quality of secondary education was the sloganof the day. The major purpose of the research is to
compare and analyze the quality of education throughout history by understanding the Five-Year Plans initiated
by the Government of Pakistan inpublic and private schools of Punjab. It was discovered that while the plans were
detailed in theory, in terms of practical application much was left to be desired. It was understood that while
students attended the schools at both primary and secondary levels, they were not given the quality of education
promised. As a result the quality of education in primary and secondary schools in Punjab suffered greatly. It is
recommended that the next Five Year Plan initiated by the Government of Pakistan be implemented in letter and
spirit so that the students of primary and secondary schools in Punjab could benefit greatly from it.
KEYWORDS: Education, Pakistan, Secondary, Primary, Punjab.
I. INTRODUCTION
IMPORTANCE OF EDUCATION
Education is a powerful catalyzing agent, which provides mental, physical, ideological and moral training to
individuals, so as to enable them to have full consciousness of their mission, of their purpose in life and to equip
them to achieve that purpose. It is an instrument for the spiritual development as well as the material fulfillment of
human beings. With in the context of Islamic - perception, education is an instrument for developing the attitudes
of individuals in accordance with the value of righteousness to help build a sound Islamic society (Govt. of
Pakistan, 1998). Education plays an important role in human resource development. It raises the productivity,
efficiency of individuals and produce skilled manpower that is capable of leading the economic development.
Importance of Education for human resource development does not need any justification and clarification. The
developed countries attach highest priority to education; same is the case with the developing countries. The
constitution of Pakistan accepts education as one of the fundamental rights of a citizen as well as constitutional
commitment of the government accepts to provide access to education to every citizen (Govt. of Pakistan, 2000).
EDUCATION SYSTEM IN PAKISTAN
The education system in Pakistan consisted of a number of stages, primary, middle secondary, higher
secondary/intermediate, and college and university levels. These categories overlap and so does the
administration of institutions overlap in each category. For example, there are schools/colleges offering education
from nursery to degree level (class XIV), even to masters' level. Principals of such colleges are responsible for
over all administration of the colleges. But staff of that college/school may be under the directorate of schools or
colleges for the purpose of transfers, promotions and posting etc. The structure of formal education system in
Pakistan can be summarized as following.
Level Schooling Age
1. Primary Five years 5-9 years
2. Middle Three 10-13
3. Secondary Two 14-15
4. Higher Secondary/Intermediate Two 16-17
5. Higher (College) Two 18-19
6. Higher (University) Two to Five 20 and above(Rasul, 1998)
2. American Journal of Humanities and Social Sciences Research (AJHSSR) 2022
A J H S S R J o u r n a l P a g e | 13
There was a proposal in National Education Policy 1979 to make the education a 3 tier system as: Elementary (I-
VIII); Secondary (IX-XII); and Higher (XIII-above). Three tier system could not be implemented effectively but
as a result of this exercise we had higher secondary schools with XI and XII classes in the secondary schools
having large enrollment. Presently, the education system in Pakistan comprises the following tiers: Primary (I- V);
Secondary (VI-X); college Education (XI-XIV); and Higher Education (XV and onward). Apart from these
regular tiers there are institutions for: Engineering; Technical and Vocational Education; Medicine, Teacher
Education, Agriculture; Business and Commerce and law (Farooq, 1993).
IMPORTANCE OF SECONDARY EDUCATION
Secondary education (IX-XII) is an important sub-sector of the entire educational system. On the one hand, it
provides the middle level work force for the economy and on the other; it acts as a feeder for the higher levels of
education. Higher education, which is expected to produce quality professionals in different fields, hinges on the
quality of secondary education. This level of education, therefore, needs to be revamped in such a way that it
prepares young men and women for the pursuit of higher education as well as prepares them to adjust to their
practical lives meaningfully and productively.
Secondary education is a stage where a student enters adolescence. This is the most crucial stage of life. The basic
perceptions and modes of behavior start taking shape and problems of adjustment with the new roles in life
assume critical significance. Four years of secondary education, therefore, provide an excellent opportunity for the
educationists to conceive and launch programs that initiate the learners into proper forms of behaviours and
attitudes. In the past, secondary education could not attract attention in terms of efforts and investment. The
perennial problem of illiteracy and the legacy of backwardness in the field of science and technology have forced
the governments to give greater priority to these two areas. Now, we have reached a stage, where the number of
universities in the public and private sectors has raised to 110 including degree awarding institutes, the number of
primary schools has crossed the mark of 2,60,000. It is, therefore, most appropriate to address the problems of
secondary education seriously. With increased emphasis on quality of primary education and renewed efforts to
check the high drop-out rate at primary level, the secondary level of education now needs to be prepared for
comparatively heavier influx of aspirants to this level. Compared to primary and elementary education, the base of
secondary education is very narrow. The enrollments on the female side are particularly low. Due to lack of
planning in identifying the schools, the areas of highest concentration are overlooked. On the other hand, there
are also large areas, which are not covered by adequate facilities. Expansion of schools in an unplanned manner,
therefore, needs to be discouraged and we need to proceed very cautiously and in a planned manner (Govt. of
Pakistan, 1998).
GOALS FOR SECONDARY EDUCATION
The Committee on Curriculum Planning and Development of the National Association of Secondary School
Principals identified following goals for secondary education.
• All youth need to develop salable skills and those understandings and attitudes that make the worker
anintelligent and productive participant in economic life.
• All youth need to develop and maintain good health and physical fitness.
• All youth need to understand the rights and duties of the citizen of a democratic society and to be diligent
andcompetent in the performance of their obligations as members of the community and citizens of the
state and nation.
• All youth need to understand the significance of the family for the individual and society and the
conditionsconducive to successful family life.
• All youth need to know how to purchase and use goods and services intelligently, understanding both
thevalues received by the consumer and the economic consequences of their acts.
• All youth need to understand the methods of science, the influence of science on human life, and the
mainscientific facts concerning the nature of the world and of man.
• All youth need opportunities to develop their capacities to appreciate beauty in literature, art, music and
nature.
• All youth need to be able to use their leisure time well and to budget it wisely, balancing activities that
yieldsatisfactions to the individual with those that are socially useful.
• All youth need to develop respect for other persons to grow in their insight into ethical values and
principles,and to be able to live and work cooperative with others.
• All youth need to grow in their ability to think rationally (Faunce, Munshaw, 1965).
SCIENTIFIC, TECHNICAL AND VOCATIONAL ASPECTS OF SECONDARY EDUCATION
Man has been striving to improve his conditions of life from times immemorial. He faced many hurdles in his
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early age in this world and would keep on facing them subsequently. He had to work hard to procure ever-
increasing changing necessities of life with the passage of time. He developed a sense of search for knowledgein
the world around him and tried to take benefit out of it from time to time.
Such a system of education was inherited by Pakistan which imparts only general education in the institution.
Enough time has passed by now. We must not any more curse the old system left by the British but curse
ourselves because we have not been able to take initiatives to generate a new system of education which should
not only have created an urge for knowledge but should have also created a scientific outlook in the society. In
this space age we have been able to do nothing concrete in spite of our lofty claims.
It is quite essential that a scientific out-look is created in the educational institutions so that a headway could be
made in discovering secrets in the area of technology. We may take benefit from borrowed technologies but we
cannot depend on them indefinitely. Efforts shall have to be made in this field for self-sufficiency. There is no
escape from it.
No doubt, science education is being imparted in our primary and secondary schools as a subject but it is painful to
point out that it is being taught just as history and not as a subject of science with a scientific approach. That is
why we could not achieve the desired results from our science education.
Though some funds are released for purchase of scientific equipment but those are quite inadequate. There is also
no check on quality control whenever purchases are made. Students can only see the science laboratories but
never allowed to carry out experiments themselves due to shortage of chemical apparatus. In Pakistan, system of
education is mainly exam-oriented. In fact it should have been both knowledge and profession oriented. In
addition to the highly skilled manpower to deal with the complicated problems of our daily life, it is also
necessary to utilize a sizeable proportion of (semi-skilled) manpower in various vocations so that there could be
established a sound foundation for a sophisticated technology. It is, therefore necessary that we should convert our
educational institutions to semivocational ones where professional training could be imparted from the 4th class in
primary schools unto the 10th class of secondary schools.
The majority of women are reluctant to work outside their homes due to cultural inhibitions. Male members have
to bear the financial burden of the whole family. Non-participation of about half of the population, in addition to
old and handicaps, has given a serious setback to the Pakistan economy. Until females are trained and
encouraged to participate in the economic uplift of the country, we cannot attain economic self-sufficiency
(Baloch and Khalid, 1990).
It is, therefore, recommended that in all the existing boys and girls schools, technical and vocational education
should also be imparted to students on proper lines. In addition to it short courses on various vocations should
be introduced in selected schools in the evening so that household wives could be benefited. Moreover,
Government should establish polytechnic institutes for both males and females, at least, at all the Divisional
headquarters so that adequate chances of technical education are also made available to them (Tufail, 1966).
FIVE YEAR PLANS AND SCONDARY EDUCATION
The First Five-Year Plan (1955-60)
Iqbal (1993) stated that according to the First Five Year Plan (1955-60), the main objectives of secondary
education are: (i) to introduce diversified courses in commerce, agriculture and technical subjects, (ii) to improve
quality, (iii) to increase the number of secondary schools.
Secondary education greatly needs strengthening through emphasizing the history and ideology of the countryby
developing individual character and dignity; balancing literacy studies with improved courses in Mathematics
and Science; and adding courses to prepare pupils for careers in agriculture, teaching, social welfare, commerce
and industry. The aim is to develop multipurpose secondary schools with agricultural, technical, or commercial
bias depending upon the demands of different societies, but giving to secondary school pupils good general
education, rather than limiting them to a narrow and premature specialization. In Pakistan, 15 schools will be
upgraded to high level; 75 new government schools will be established, Grants-in-aid will be given to 100 private
schools. Five hundred middle schools and 100 high schools will be improved by adding or strengthening science
and pre vocational and industrial courses.
Number of middle/junior high schools increased from 1517 (156 female) in 1955 to (281 female) in 1960. This
included 470 schools managed by Government, 1263 by local bodies and 137 by private agencies /organization.
Number of high schools increased from 747 (148 female) in 1955 to 1069 (205 female) during 1955- 1960. This
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included 381 schools managed by government, 293 by local bodies and 395 by private organizations. The
number of trained teachers in middle junior high schools increased from 9000 (1400 female) in 1955 to 11200
(1800 female) during 1955-1960. Number of trained teachers in high schools increased from 9200 (1900 female)
in 1955 to 13800 (3100 females) in 1960. Enrollment in middle/junior high schools increased from
0.332 million (45000 female) in 1955 to 0.422 million (63000 commerce, agriculture and technical subjects, (ii)
to improve quality, (iii) to increase the number of secondary schools.
Secondary education greatly needs strengthening through emphasizing the history and ideology of the country by
developing individual character and dignity; balancing literacy studies with improved courses in Mathematics
and Science; and adding courses to prepare pupils for careers in agriculture, teaching, social welfare, commerce
and industry. The aim is to develop multipurpose secondary schools with agricultural, technical, or commercial
bias depending upon the demands of different societies, but giving to secondary school pupils good general
education, rather than limiting them to a narrow and premature specialization. In Pakistan, 15 schools will be
upgraded to high level; 75 new government schools will be established, Grants-in-aid will be given to 100 private
schools. Five hundred middle schools and 100 high schools will be improved by adding or strengthening science
and pre vocational and industrial courses.
Number of middle/junior high schools increased from 1517 (156 female) in 1955 to (281 female) in 1960. This
included 470 schools managed by Government, 1263 by local bodies and 137 by private agencies /organization.
Number of high schools increased from 747 (148 female) in 1955 to 1069 (205 female) during 1955- 1960. This
included 381 schools managed by government, 293 by local bodies and 395 by private organizations. The number
of trained teachers in middle junior high schools increased from 9000 (1400 female) in 1955 to 11200 (1800
female) during 1955-1960. Number of trained teachers in high schools increased from 9200 (1900 female) in
1955 to 13800 (3100 females) in 1960. Enrollment in middle/junior high schools increased from
0.332 million (45000 female) in 1955 to 0.422 million (63000 middle schools will be provided with additional
accommodation and equipment.
Government high schools will be improved by adding 800 qualified teachers, 650 class-rooms and 70 art rooms.
Seventy science laboratories will be fitted with modern equipment. Courses in industrial arts, commerce and
agriculture will be introduced in 250 middle schools and 45 high schools (Govt. of Pakistan, 1960).
According to Hussain, (2003): “The program for secondary education proposed in the plan will increase the
enrollment at this level by 430,000 students, raising the percentage of the age group attending school from 12 in
1960 to 16 in 1965. The 200,000 additional pupils in East Pakistan will raise the percentage attending secondary
schools from 9 to nearly 12, while the 230,000 new students in West Pakistan will raise the corresponding
percentage from 17 to 20.
The Third Five-Year Plan (1965 -70)
Education has always been considered significant as a social obligation. But the importance of human resource
development as an essential agent in the socioeconomic growth of the country is a concept of comparatively
recent origin.
Iqbal (1993) states that according to the third five year plan, the main objectives of secondary education are: (i)
middle stage to be made compulsory during the perspective plan period, (ii) expansion of educational facilities.
Opening of comprehensive schools, (iii) upgrading of middle schools to high schools and improvement of existing
schools (iv) emphasis on science and mathematics, (v) to provide the people with requisite skills and intellectual
ability to meet the needs of an expanding economy, (vi) change in curriculum from general education to the
development of agricultural, commercial and administrative skills.
Enrollment at high schools increased from 0.222 million (0.046 million female) to 0.333 million (0.062 million
female) i.e. 51.8 percent increase; 37.5 percent of enrollment at middle level, 54 percent (48.4 percent female) roll
on from middle classes. Number of high schools increased from 1622 (376 female) to 1995 (520 female) i.e.
22.9 percent increase. Number of trained teacher at high school level increased from 22300 (5300 female) to 3450
(9000 female) i.e. 54.7 percent increase (Memon, 1986).
Non-Plan Period (1970 -78)
Education has been traditionally regarded as a social obligation. More recently, it has come to be seen as an
essential pre-requisite in the process of development.
Countries that have made rapid economic and social progress are significantly those that have devoted a great deal
of attention to education, training and research. Iqbal (1993) states that according to the non-plan period,
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the main objectives of secondary education were: (a) to narrow the gulf existing between various types of schools
by evolving a comprehensive curriculum with a common base for all schools, (b) to achieve an enrollment ratio of
40:60 between the arts and sciences programs and (c) consolidation of existing secondary schools.
According to Govt. of Pakistan (1970): “It is estimated that at the primary level 85000 additional teachers will
be needed in Pakistan and about 70000 in the provinces or Pakistan during the non-plan period. The problem of
teacher's training in Pakistan is extremely acute as only 67 percent of the working primary schools training
institutes will be expanded and 52 teachers' training centers established and the two programs together will
provide about 71000 trained teachers during the non-plan period; in service training facilities for a sizeable
number of working untrained teachers will also be provided in these institutes. The position in Pakistan is better as
about 95 percent of the working teachers in primary schools are already trained. While the requirements of the
four provinces of Pakistan are not yet available separately, it is estimated that about 57000 additional teachers will
be trained during the non-plan period.”
In terms of physical targets. the plan will envisaged to provide educational facilities for one million additional
students in classes VI-VIII: against the enrollment of I, 94 million in these classes in 1970. At the high stage
(Classes IX and X) enrollment is proposed to be increased by: 35 million against an enrollment of: 77 million at
the end of third plan (Government of Pakistan, 1970).
Number of middle schools and high schools increased from 4110 (1038 female) and 2247 (571 female)
respectively to 5031 (1389 female) and 3202 (869 female) respectively during 1971-72.. Enrollment in middle
schools increased from 0.963 million (196.000 female) in 1971-72 to 1,348 million (323,000 female) during
1971-72 i.e. 40 percent (64.8 percent female) increase 22 percent (19.5 percent) of enrollment at primary level; 32
percent (29 percent female) roll on from primary classes.
Enrollment in high schools increased from 366,000 (71000 females) in 1971- 72 to 522,000 (118,000 female) in
during 1971-72 i.e. 56.7 percent (90 percent female) increase; 38.7 percent (36.5 percent female) of enrollment at
middle; 54 percent (60 percent female) roll on from middle classes. Number of teacher training colleges increased
from 14 (1 female) during 1971-72 to 17 (2 female) in 1977-78. Curriculum for Agro- technical/Industrial, Arts
and Vocational subjects was developed and introduced. Inter Board Committee of Chairmen was set up (Memon,
1986).
Fifth Five-Year Plan (1978-83)
The fifth plan marks a fundamental recording of national priorities in favor of primary education and vocational
and technical training. In secondary and higher education there will be a shift of emphasis from quantitative
expansion to qualitative improvement. In achieving these twin objectives, the nation will have substantially
increased the proportion national resources to education by the end of the plan. At that time, about 34 percent
boys and 11 percent girls of the middle school age population reach up to middle stage (classes 5-8).
Corresponding percentages of boys and girls reaching up to classes 9 and 10 are 22 and 6, respectively. These
percentages are extremely low by any standard. Students, particularly boys, leaving school on completion of class
VIII face great hardship in finding gainful employment, because they seldom posses any skills enabling them to
become productively engaged in some occupation. Curricular reform aimed at inclusion of job oriented training in
secondary education program is therefore of highest importance in the development of secondary education.
To increase enrollment at middle schools from 1.293 million (0.284 million girls) to 2.023 million (0.468 million
girls).Fifty-one high school buildings were constructed against the target of 162 shortfalls of 111, 68.5 percent of
the target. 195 science laboratories were constructed against the target of 340 i.e. shortfall of 145;
42.6 percent of the target. 111 schools (only in Baluchistan and Federally managed schools) were provided with
science equipment against the target of 540 i.e. shortfall of 429; 79.4 percent of the target. 1650 additional rooms
were constructed of high schools against the target of 3156, i.e. shortfall or 1506; 47.7 percent of the target. No
hostel was constructed against the target of 1270 seats. No teacher residence was constructed against the target of
1150 (Memon, 1986).
The principal step in re-orienting secondary education has been the introduction of agro-technical courses. The
plan provides for the introduction of these courses in 1,750 additional schools at the middle stage and 874 schools
at higher stage. Efforts shall be concentrated on maintenance and improvement of facilities of existing schools and
their expansion, but about! 58 new high schools will also be set up.
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The Sixth Five-Year Plan (1983-88)
Education is the most vital investment for socio-economic advancement. Its negligence can cost and harm
generations. No uneducated society has ever achieved the heights of economic and political power. No educated
society has ever been left behind in the relentless march of history. .
Despite the diversity of educational requirements of students, there is a hard core of subjects including Islamiyat,
Pakistan Studies, Languages, Mathematics and Science which have to be essentially studied by all students in
order to have correct understanding of Islamic principles and Pakistan ideology on the one hand, and a sound
academic base on the other. In view of the rapid technological advances resulting from scientific inventions and
discoveries, study of strong courses in Science and mathematics is becoming increasingly essential for all
students. Hence teaching of these subjects will receive special emphasis in development of secondary education
(Govt. of Pakistan, 1983).
Number of middle schools to be increased to 10209. Number of high schools to be increased to 5530 and up-
gradation of 1073 middle schools to high schools. Open 236 new high schools. Increase enrollment to 2508
million at middle level, addition of 0.705 million children. Increase enrollment to 0.919 million at high school
level addition of 0.236 million.
Against the target of 1.031 million additional enrollments in middle and high schools 0.316 mi]]ion were enrolled
i.e. 30.6 percent of the target -if rate remains constant only 63 percent will be achieved at the end of theplan.
Middle schools were upgraded to high schools 561 against the target of 5530.
Number of high schools increased to 4274 against the target of 5530 during the plan i.e. 77.3 percent of the target.
Enrollment in classes VI-X increased by 894,000 during the plan raising the secondary school participation rate
from 22 to 26 percent (Memon, 1986).
The Seventh Five-Year Plan 1988-93
The education system suffers from chronic deficiencies. That 40 percent of the children do not have access to
education. This has perpetuated a high rate of illiteracy. According to Govt. of Pakistan, 1993: “The seventh plan
strategy will be to increase the literacy rate through improvement and expansion of primary education as well as
to motivate the private sector to play an active role. While it is estimated that the literacy rate will rise to about 40
percent by 1992 -93, the infrastructure created during the seventh plan is expected to yield a literacy rate of 80
percent by the end of the century.”
The seventh plan will further expand the secondary education facilities to absorb the increased output from
primary schools. The curriculum at secondary level will be changed so that students leaving the system after
classes or X possess some useful skills to enable them to earn a living. In classes VI, VII and VIII, students may
be required to opt for one skill -oriented subject such as agriculture, home economics, metal works, electricity,
woodwork or furniture making, etc. This will enable a class VIII graduate to practice that skill or enroll in a
vocational school for further training. Incentives will be provided to attract good science and mathematics
teachers.
The ongoing project of improvement of science education will be expanded to cover more schools, together with
in-service training of teachers, construction of laboratories and supply of science equipment. The quality of
teaching the English language will be improved by strengthening the teacher training program and by revising
courses in English language. During the seventh plan, the participation rate will increase from 30.4 percent to
41.6 percent at the middle stage and from 17.2 percent to 24.1 percent at the high stage. The overall participation
rate for classes VI-X will rise from 25.7 percent to 35.5 percent. It is expected tint girls enrollment will increase
more rapidly than that of boys.
It is proposed that the Seventh plan reorient the educational structure as follows:
Classes 0, I, II, III Lower Elementary
Classes IV, V, VI, VII, VIII Upper Elementary
Classes IX, X, XI, XU Secondary
Classes XIII, XIV College
Classes XV, XVI and above University
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In order to improve the quality of education in secondary schools, teachers possessing a Bachelor of Education
(B.Ed.) degree will also be appointed along with those holding certificate of teaching (C. T) to teach classes VI,
VII and VIII. The number of B.Ed. teachers will be increased gradually. Existing incentives of M.Ed. teachers
will be continued so that a large number of M.Ed. teachers become available to teach classes IX and X.
Teachers for classes XI and XII will be required to posses at least Master's degree in the relevant subject
preferable with three to six months training in educational theory and practice.
A small hostel for students will be provided to secondary schools which serve several villages not with in
commutable distance. Efforts will be made to locate the secondary schools so that these facilities are available to
the maximum number of students in all districts and tehsils.
Under the seventh plan a program will be launched to provide at least one model or comprehensive school for
boys and for girls in each district so that quality education to talented children can be insured. Forty selected
high schools will be upgraded to model or comprehensive school level in districts where no such schools exist.
Ultimately all secondary schools will be converted into institutions of quality, education through provision of
better qualified teachers and physical facilities (Hussain, 2003).
Eighth Five Year Plan (1993 -98)
Education is an indispensable ingredient of development and a fundamental right of every individual. Substantial
expansion of education facilities took place in the country since independence. Due to ever increasing demand for
quantitative expansion of educational facilities, adequate resources could not be spared for qualitative
improvement. A large number of educational institutions were started without proper infrastructure.
According to Govt. of Pakistan (1993) : “Facilities for secondary education will be expanded to absorb the
increased output from primary schools. For this purpose, about 2.4 million additional seats in classes VI to X
will be created by upgrading primary and middle schools, establishment of new high schools and adding
classrooms in the existing schools. Construction of additional classrooms and improvement of the existing
buildings of the schools will also be carried out. In urban areas, second shift will be introduced in selected
secondary schools wherever feasible.
During the plan period, the participation rate at the secondary level will be raised from SO% in 1992-93 to 55%
for boys and from about 26% to 30% for girls. Private sector is estimated to accommodate about 15% of the target
enrollment at secondary level.
For qualitative improvement, the existing curricula will be reviewed and reformed, particularly that of science and
mathematics. Facilities for teaching of science subjects will be improved by provision of additional laboratories
and equipment and better-trained teachers (Govt. of Pakistan, 1993).
The policy of adding classes XI and XII to the existing secondary schools was implemented during the last two
plans. Performance of c1asses XI and XII in the existing higher secondary schools will be evaluated and remedial
measures will be adopted wherever necessary. Priority will be given to adding classes XI and XII in secondary
schools instead of establishing new intermediate colleges.
According to Hussain (2003): “The eighth plan will encourage spread of quality education institutions to remote
areas of the country, By the end of the Eighth plan, each district will have a model school for boys and each
division will have such an institution for girls in the public or private sector. Private sector will be encouraged to
establish the quality education institutions. Government will establish model schools only in district where such
institutions do not exist under public or private sector. Efforts will be made to upgrade the quality of all secondary
schools through provision of better-qualified teachers and physical facilities.”
II. SUMMARY: RESEARCH IN SECONDARY EDUCATION IN PAKISTAN
An Investigation of Effective Curriculum Practice in Secondary Education by Gatfield (1990) reported research
which had four objectives. First, to ascertain whether practitioners agree on affective learner objectives and their
importance on curriculum, second, to determine whether practitioners agree on affective curricular elements
suggested in the literature to operationalize the affective domain, third, to determine the extent to which factors
identified in the ideal curriculum impede operationalization of the affective outcomes in curriculum.
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Edelebosch (1992) states that educational program are more likely to be successful when there is significant
community involvement and participation. Parental involvement allows the program to reflect the needs or
concerns of the community and gives parents more of a stake in the program overall success.
Commenting on the status of research in teacher education of secondary school teachers, especially in Pakistan,
Farooq (1994) mentioned it to be a discouraging one. Teacher training institutions for secondary school teachers
have some potential in terms of well-trained faculty but lack of resources result in absence of proper research
activities in the institutions. Lack of interest of teachers affects quality of education at any level, because teachers
and its training is an essential part of quality.
Khaliq (2000) studied the administrative problems of boys higher secondary school in Punjab and concluded the
following aspects require marked improvement because they were directly associated with the performance of the
scheme: library services, laboratory services, provision of instructional and furniture, curricula activities, quality
of results of inter classes, providing complete teaching staff, cooperation from community, teacher’s commitment
towards professional obligations, provision of funds, grants and proper physical facilities, supervisory system,
motivational and professional training of teaching staff. If the heads of institutions should be able to tackle all
these problems in their intuitions, they can impart quality education at higher secondary level.
In a report on the examination system Deakin (1974) studied public examination system in Pakistan and made
numerous suggestions for improvement. Deakin found the examination system in a state of near anarchy and
suggested measures for possible intervention. He argued that the suggestions made by him would cost money.
However, if the examination and selection procedures are properly conducted, they can play a vital part in
bringing about the realization of the ideal of the carrier open to talent” an object, which in the long run, pay
handsome dividends in way of higher productivity and social contentment as well as quality. He too suggested
establishing a central unit for developing of tests and the use of computer in conduct of examinations, tabulations
and preparing of results. In the conduct of examination, loopholes in the regulations against cheating and disorder
should be closed.
Regulations should be redrafted so that prescribed penalties are automatically imposed, leaving on scope of
discretion. Leniency under no circumstances is allowed. Construction and development of objective type tests
should be started with immediate effect. However, validation of the tests may take time. The concerned authority
must demonstrate carefulness in initial stages not to underestimate the existing enthusiasm of objective tests
Deakin found a determination to provide more meaningful and more efficient education and better ways of
selecting students and of evaluating their performance. This system also discourages rote memorization and
develops a critical thinking in students.
BIBLIOGRAPHY
[1]. Deakin, J. 1974. A Report on Public Examinations in Pakistan. Ministry of Education, Islamabad,
Pakistan. pp 63-68.
[2]. Edelenbosch, J. 1992. Community Involvement in Educational Process. McGraw Hill Book Company
New York, USA. pp. 25-35.
[3]. Farooq, R.A. 1993. Education System in Pakistan. Asia Society for Promotion of Innovation and
Reform in Education, Islamabad. P.8.
[4]. Farooq R. A. 1994. Education System in Pakistan. Asia Society for Promotion of Innovation and
Reforms in Education, Islamabad, Pakistan. pp. 9-15.
[5]. Faunce, R. C. and C. L. Munshaw. 1965. Teaching and Learning in Secondary Schools. Wadsworth
Publishing Company, Inc., Belmont California, America. P. 34.
[6]. Gatfield, R. 1990. An Investigation of Affective Curricular Practice in Secondary Education.
(Unpublished) Ph.D. Thesis, University of Southern California, USA. pp 25-30.
[7]. Govt. of Pakistan. 1970. Non-Plan Period (1970-78). Planning Commission, Islamabad. P. 156.
[8]. Govt. of Pakistan. 1979. National Education Policy. Ministry of Education Islamabad. P-32.
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5, 39-41, 108-110.
[11]. Govt. of Pakistan. 2000. Economic Survey of Pakistan 1999-2000. Economic Advisor’s Wing, Finance
Division, Islamabad. P. 117, 139.
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[12]. Hussain, S. 2003. Provisions for Education in Five Year Plans Iqbal Open University Printing Press,
Islamabad, Pakistan. pp. 103-148.
[13]. Khaliq, H.A. 2000. A Study of the Administrative Problems of Boys Higher Secondary Schools in
Pakistan. Ph.D. Thesis IER. University of Punjab, Lahore. pp 199–203.
[14]. Memon, A. A. 1986. Non-Plan Period (1972-78). In: Review of Education Policies and Corresponding
Five Years Plan. Ministry of Education, Govt. of Pakistan, Islamabad. pp.9-16.
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Pakistan. pp.
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