Review of Education Policy 2009

Critical Analysis (Review) of National Education Policy Draft 2009
Regarding Primary Level

by Ateeq

Education is a dynamic phenomenon that’s why there is always need 
to review, and revisit the course of actions and the methodology to 
excel in the field by nations.

Let us see what does the words Policy and Draft mean?
and does the current education policy draft meet the needs of the day

and for the years yet to come with specific focus at primary level ?
while analyzing the draft we would strive to find the positives and the

negatives of the document. And critically analyze the document.
Before going in to details of the draft, let us be acquainted with the 

terms, Policy and Draft. So that we are in better position to see what

are we going to see. Policy means a definite course or method of action

selected to guide and determine present and future decisions.

Draft means to create the wording of a document. So we are here to
analyze the draft of a document created to determine the method of
action for present and future education of the country at primary level.
Briefing(background) :It would be appropriate to have a glance over 
some of the facts and figures given in this draft of National Education
Policy 2009 regarding our area in specific, the primary level.
The document says that studies estimate that education of early years 
is a sound investment.1 For each dollar invested in quality education 
at this stage, governments provide a return ranging from 2 to 13 dollars.
According to the document, There was a considerable progress at the 
primary level, from 2001-02 to 2005-06.
The Gross Enrollment Ratio(G.E.R.) rose from 71 %(2001-02) to 84 %
(2005-06) This progress is evident in the N.E.R. (Net Enrolment Rate)
as well, The primary school N.E.R.rose from 57 % to 66 %.
The drop-out rate is cut down from 43 % to 28 % in public sector at 
primary level.But one third of primary school age children remain out
of the school.The Rural Urban Divide is another aspect of the society.  
On this end the proposed Policy Draft has some interesting figures
Between the Urban and Rural there is a difference of one 1 % at primary level, meaning
thereby that in the Urban areas G.E.R. 85 % and in the Rural areas is 84 %
At secondary level it is 48 % and 22 %
In terms of survival rate to grade 5 is only 67 % to 94 % in the urban areas.
But pupil teacher ratio is is favourable in the rural primary schools
Rural primary schools > 39 students per teacher
Urban primary school > 43 students per teacher
Water sources > Urban 90%
> Rural 63 %
Sanitation sources> Urban 88 %
Rural 56 %
Another interesting figure given in the draft is of the teacher quality
At primary level the teachers are 100%according to the standards
But (according to the draft) the standards are widely believed to be unsatisfactory.

Public private provision
At primary stage the overall share of private schools is 32 %
The policy draft says that the role of private sector has been expanding in the recent years
as there are several reasons for this relative growth and this growth is the reflection of the
shortcomings of the public sector to provide quality education.
Rising the Quality of Education
The issue is discussed in chapter 7 of the document. According to the document of the
proposed policy draft 2009, In developed countries close to two thirds ofchildren’s
performance in early schooling depends on factors outside the school, namely on the
home environment, socio economic status of the parents, parent education particularly
The mother’s and the learning resources available at home.
While for the remaining one third, teacher quality and leadership at school are believed to
be the more important factors.
2 The policy draft further says that there are five-six pillarsthat have the major contribution
These are:
Curriculum
Text-books
Assesments
Teachers
The learning environment
3 “And the relevance of Education to practical lfe/ labour market”
The draft suggests that the reform of the teaching quality is of the highest priority
Curriculum Reform
The Draft has discussed the Curriculum at primary level in the following manner.
“In basic primary Education the most important missing element is the diffused focus on
the local context. However efforts have been made to overcome the deficiencies in
curriculum development and its translation into meaningful knowledge.
This was the briefing about the Policy Draft of National Education Policy, 2009 at
primary level.”
Suggestions and the policy Actions recommended by the National Education Policy
Draft,2009.
Primary Education official age shall be 6 to 10 years.
4 To achieve EFA Goals, efforts shall be made by the Govt.
All primary schools shall be upgraded to the middle level.
To expand school facilities 5 International Development Partners shall be invited.
5. To reduce the drop-out rates Govt. shall provide financial support to the
children who drop-out because of poverty.
6 Schools shall be made more attractive for providing attractive learning
environment.
6. At elementary level the requirement for teaching shall be a Bachelor’s
Degree with B.ed. shall be ensured by 2018.
PTC and CT shall be phased out through encouraging the present set of
teachers to improve their qualifications, while new hiring shall be based on the
advanced criteria.
Reservations.
Although the draft of the National education policy 2009 is an informative and the
latest document available having facts and figures that help us in understanding the
overall current situation of the education at different levels in general and primary in
specific. Being a student of Education these facts and figures are needed and are
appreciable.
But there are some hars realities as well on the other hand that should be kept in
mind.
As we know that this is the draft of the National policy of Education And when we
see the from this angle then this document does not seem much impressive. One feels
that the draft has been drafted in a hurry without any deep thinking.
This can be seen by havin g an other look on the sentences that have been underlined.
a. As in reference No.1 and 3 it is evident that the dominating factor of the policy is
the bread and butter aim of education instead of other high motives and aspirations.
b. Moreover if we look at refernce No.3 it is felt that the draft is drafted in so much
hurry. As we know this is a draft of Education policy that is supposed to hold the
future of the nation, and in such a sensitive document the language is so much casual
as it says that “there are five-six pillars”.It does not seem fair.
c. In reference No.4 it is said that efforts shall be made by the Govt. to achieve the
EFA. Goals, but what efforts would be made, and how would they be implemented
and exercised, what would be the scope of those efforts, no details are given.
d.Refering to No. 5, it is said that International development partners shall be invited.
Though in the draft the role of I.D.P. is limited and it is said that they will work under
he provincial education department. But we know the reality, and have seen the
ground realities, that are more bitter. When the IDPs come and assist us they are
interested in implementing their own agendas and vested interests.
Anyway the National Education Policy of an Ideaological state like Pakistan demands
much depth which this policy draft is lacking. Therefore it is recommended that it
may be revised and made to the needs of the day and years to come and should be
made, pragmatic and the Islamic provision should be inculcated according to the
Constitution of Islamic Republic Of Pakistan.

Class Room Management

TIME, PUPIL AND SPACE
MANAGEMENT IN CLASS ROOM
by Iram afridi
What is classroom management?
• Classroom management is all of the things that a teacher does to organize students, space, time, and materials so that instruction in content and learning can take place (Wong, 1991).

• These things include: making rules that have both rewards and consequences that are rationalized with the students, clear expectations, and routines for entering the class, passing out papers, using the restroom, and turning in homework.
TIME MANAGEMENT
Time is a unique and important resource. We cannot increase the time we have, nor can shorten it. It is up to you how to use and prioritize time each day.
SETTING AND ACHIEVING GOALS
Writing daily goals helps us organize and us time more efficiently. When goals are not written down, they often dissolve into a wish list which is soon shed like an old skin. The pressures of the day justify the lack of accomplishment and we simply forget to complete various tasks.
Use the Daily Planner to write your daily “to-do” lists and include the steps needed to reach your goals-they are your course of action each day. Using “to-do” lists to organize and compartmentalize you daily tasks helps you lower stress, reduce the amount of work you take home, and work more efficiently toward your goals. Consider the following steps when preparing and completing “to-do” lists.
Brainstorm both short and long term goals.
Break down long term goals in to small manageable steps.
Save the most difficult tasks for your peak productivity time-those hours in which you do your best critical thinking and problem solving. You can double your productivity and save time by accommodating your natural body clock.
Organize and group you objectives in to categories such as paperwork, office errands and people contacts.
Assign time blocks for completing each group of tasks, then work on one goal at a time. Research shows that for most jobs, we function more efficiently by completing one task before moving on to the next.
Write tasks on stick-on notes and attach them to your lesson-plan book to monitor your progress throughout the day.
How to manage instructional time
• Who is involved in time management
– The teacher
– The students
– The parents
• The students’ job
– Maintaining a high level of academic productivity
• Coming to class with a pencil, paper, and book
• Coming to class on time
• In seat and working when the bell rings
• Coming to class with homework completed
• Transitioning quickly and quietly
• Following classroom rules
• The parents job
– Knowing the expectations of the teacher and school
• Making sure the student has homework finished
• Sending the student to school
• Making sure student is at school
• Maintaining regular contact with the teacher
How to manage instructional time-the teacher’s job

• Arrange /Save time by organizing materials the day before you are going to use them
• How to manage interruptions
• On the outside of your door post a note:
• “Our time is short, we’re busy trying to stretch it. Please leave a note”
• Have a pencil and a piece of paper for notes
• Select extracurricular activities carefully with attention on their educational value not on their entertainment value

DAILY PLANNER

(Date)

√ = complete • = in progress = forward to tomorrow

Things to do before school:

Thing to do at school in the morning:

Thing to do at school in the afternoon:

Things to do after School:

TIME CONSUMING TASKS MADE SIMPLE
Store art materials on a rolling, cart and assign student helpers to distribute needed materials before the lesson while the class is involved in other activities or at recess.
Once a week, have helpers distribute corrected work while classmates clean out their desks. Or, designate bins for students to pick up corrected work as they leave at the end of the day.
Have students help complete tasks as they talk to you during recess. Organize the paper drawer, distribute supplier for the next lesson feed classroom pet, and so on.
Write sentences for oral-language practice on overhead transparences or sentences strips, and filed for further use.
Keep a supply list taped to your file cabinet. Any time you think of a needed supply, jot is down, then at the beginning or end of each school day, make one trip to the supply closet to collect needed materials.

PUPIL MANAGEMENT
GETTING TO KNOW FAMILIES
Initiate contact with student’s families within the first week of school, preferably the first day. Parents will appreciate you interest in their child, and students will feel more welcome knowing you care about their lives. The information you obtain from this initial contact (and those that follow) helps clarify the concerns and needs of your students.
GETTING TO KNOW STUDENTS
During the first week of school, play a variety of games that help students get acquainted and feel part of a supportive team.
What’s in a Name? Investigate and discuss name origins. Compare how letter sounds differ in certain languages (e.g., the Spanish letter Jas in June as in sound like the letter H). Invite students to make an ABC book of classmates names and what they mean in different languages. For Example, Alice becomes Alicia is Spanish, Which means “Truth”
People Search. Write and photocopy statements pertaining to student’s hobbies interests, and physical descriptions, invite students to locate classmates who match their decryptions, writing names alongside each statement.
Names Search. Make word-search puzzles containing students names. Have students write names vertically, horizontally, or diagonally, one letter per box filling empty squares with random letter. Invite students to trade papers and search for each name.
Portrait Puzzles. Invite Students to draw self-portraits on construction paper, and writ several facts themselves on the back. Have them cut portraits into puzzles, pieces and place them in plastic bags. Collect and randomly redistribute puzzles. Have students put puzzles together to identify classmates, then turn puzzle pieces over and reassemble to reveal written facts.
Name Graph. In advance, make a bar graph on butcher paper. Place letters of the alphabet on the horizontal axis and numbers on the vertical axis. Begin by asking if there is any one in the class whose first name begins with A. Have those students stand up and introduce themselves, taking turns saying their name as the rest of the class echoes a greeting. After all A names are written, invite those students to stand up together while classmates try to recall and recite names from memory. (The graph can be used for help as needed) Continue with other letters of the alphabet until all students have introduced themselves.
6
5
4
3
2
1

A
B
C
D
E

LET’S GET ACQUAINTED
Child’s Name Birth date
Parent’s Name
Address
Home Phone Work Phone

List several of your child’s “favorites” such as a favorite food, TV Program, book, or hobby:

Your Child’s Strengths:

Areas needing improvement:

Educational needs of your child from your perspective:

Any other information you would like to provide:

NAME SEARCH
Welcome to Class !

Name Date
Directions: Write classmates, names vertically, horizontally, or diagonally, with one letter per box. You may work alone, with a partner, or in teams. Give the filled out to a friend and invite him or her look fro and circle the names.

ASSIGNING CLASSROOM RESPONSIBILITIES
A simple and effective way to build a supportive, inclusive classroom community is to have students assist with the daily operation of your classroom. Students will feel a sense of purpose and pride by performing classroom duties. Refer to Appendix a for a list of classroom leadership jobs to incorporate into your classroom.
Be sure to rewards students for jobs well done through personalized thank our notes homework passes, computer time and son on. Assign job “Favorites” to students displaying exceptional effort, or invite top performers to select their own jobs. Motivate students to perform classroom duties by sharing success stories of influential leaders, emphasizing how there individuals served and assisted others. For added fun, invite older students to apply for specific jobs by filling out application forms and interviewing for positions.
CLASSROOM LEADERSHIP JOBS
Audio-visual Helper-sets up and puts away tape recorders, filmstrip projector, overhead projector, TV monitor and videotapes.
Center Group Leader facilities problem-solving at learning centers.
Class secretary record agreements or solutions formulated by the class.
Courier-Carries messages from the classroom to the officer or other classrooms.
First Aid Captain in charge of monitor situatins in which bandages or other basic first aid supplies might be needed .
Guest greeter answers the door and introduces guests to the class.
Homework helper takes care of paper work for daily homework.
Htorticulturalis learns about and takes cares of classroom plants.
Keeper of s the Journalresponsible for distributing and collection journals.
Leadership Chart keeper rotates “Special Job” cards as directed by the teacher.
Light Helper turns classroom lights on and off when needed.
Line leader-leads the class to and form recess, assemblies, and so on.
Student Editor edits other students work.
“Sunshine” Keeper writes notes or cards to class members who are ill or places hand made cards form the student in to large envelope in preparation.
Welcome team committee that welcomes and support new students.
Window operator open closes windows when needed.
WAYS TO ASSIGN AND MANAGE STUDENT JOBS
Job pockets with titles or draw pictures of classroom jobs on library book pockets place students name inside each pocket to assign responsibilities. Rotate name cards to assign new jobs. Have students write job title on the back of each card to monitor tasks performed throughout the year. Change popular , easily trainable job assignments daily or weekly. All other jobs be assigned by the month or quarter.
Mob wheel . Connect two tag board circles, on four inches (10cm) smaller than the other, with a large brad. Use a permanent maker to divide the smaller circle in to pie shaped wedge, then write student names in each one. Write job title on outer circle sections and align with student names. Assign new jobs by rotating the inner circle.
Show You care……
With words:
Be friendly and patient. Give yourself time out angry or upset. Student react more to the tones of your than the words being spoken.
Avoid using sarcasm. Students may misinterpret it as criticism or jokes at their expense. Give encouraging feedback. Emphasize the positive, and always acknowledge effort.
Express confidence in student capabilities. Success is related more to “I Can: than IQ.
Be honest-students appreciate direct yet gentle feedback.
Regularly praise student performing both publicly and privately. Remember, good behavior that is ignored tends to disappear. .
With Actions:
Remember to smile students you genuinely enjoy their presence.
Give students you undivided attention. Avoid doing other work (Sorting paper, communicating with colleagues) while student are speaking.
Always make eye contact when speaking to students four to six second per glance (About the time it takes to click a camera) Eye contact shows you are focused and interested in what’s being said.
Watch you body languages, keep arms to you sides than crossed front of you crossing your arms as you speaks or listen may be misconstrued as anger or impatience.
Follow through with promises. Student learns to trust your words when actions follow.
Be consistent in your behavior. Students feel more secure and safe when expectations and boundaries are early established.
CLASSROOM MANAGEMENT: UNOBTRUSIVE TECHNIQUES
These include body language, mannerisms, posture, inflections and nuances in tone of voice the pacing of speech , and the feelings that languages evokes.
Visual
· Your face is powerful tool of communication. Use friendly smile.
· Change your facial expressions such as a widening your eyes or moving your eyebrow (S)
· Use a “beat beyond” eye contact by looking at the person for a second or two beyond the normal time and then smile. This is contrast to a state that is often accompanied by a stem expression. Staring is aggressive and works against a no coercive relationship.
· Lower your head or as you look at the student.
· Employ a group signal for attention, such as all raising hand or lowering the lights.
Verbal
· Use a pause-perhaps the least used and most effective techniques.
· Chang your voice inflection or reduce the volume of you voice.
· Use release of tension, such as breathing out and then taking a deep breath.
· Make a variety s ssshhh sound, such as, “You sssshhhhould be listening now.:”
· Give a subtle hint, such as, “Thank You, Salim,” or “Please, Sara.”
· Use friendly request, such as, “Thanks for considering other,” or “Thanks you for your attention.
· Ask an evaluative question, such as, “Please ask yourself if that meets the standards of our class, “or “If you could do something about changing that, what would you choose?”
· Combine a need with a request, such as “The noise you are making is disturbing us. Is there a way you can work so that we won, be distracted?”
· Stat your needs, such as, “ I need your help in this.”
Kinetic
· Move to a different location, you may even establish place in your classroom to where you will move when students, behaviors need changing.
· Use proximity by standing next to the students and perhaps including a gentle touch on his or her desk.
· In case of a tapping pencil or some other tapping sound of which the student may not be aware, redirect the object to the students thing, or slip a tissue underneath the area on the desk so the sound will not be heard.
· Use the principal of entertainment. Entertainment is a form of communication that occurs when we “get on the same wavelength. “ in the case of a rhythmic sound, such as tapping pencil, the teacher can tap a foot of stretch a rubber band at the same tempo as the student is tapping the pencil. When the teacher slows the tempo of the foot tapping or rubber band stretching, the tapping or the pencil will also slow down. Entertainment can also be used by the teacher’s stretching or deeple inhaling. Students will follow the same action.
· Use a positive rather than a negative rapport position. Standing site by side or at an angle with the student is non confrontational. This is in contract to a head to head face to face, confrontational pose. Also, lowering your body below that of the student stooping places the students in an empowering position. This easily diffuses unwanted situation.
· Entertainment and positive rapport can be combined . When you are speaking to a student, mirror his body posture. For example, if a student its slumped over, then the teacher slumps. When the teacher straightens up, the student will follow the new positive.
· Use your hands in an inviting posture. A palms up, open hand ins an invitational position A hand-down, finger point position is a repelling position.
· When a near a student, you ca safely assume that the student is listening to you. It is often counterproductive to demand a student look you directly in the eye. The student may be embarrassed or is showing respect by not looking directly at you.
USING HUMOUR TO CORRECT BEHAVIOR
Students respond m ore readily to creativity and humour than to strict or stern commands. Do the unexpected and create a humorous atmosphere to correct and modify behavior. Consider the following light-hearted ways teacher have kept their students on task in a safe, supportive environment.
On primary teacher suddenly began to whisper when she realized her student weren’t giving her complete attention. Students were caught off-guard not hearing the teacher’s voice, looked up, and leaned forward to hear what was being said. The teacher caught their attention without upset or disruption, and the students appreciated and responded to the humour of the situation.
A very tall math teacher looming 6’ 4” in to the stratosphere talking to the wall when he realized no one was listening. The sight was irresistibility funny-everyone had a good laugh and attention was pleasantly reestablished.
One preschool teacher used puppets to give directions. Make announcements, and regain attention. Sometimes she would use a puppet to correct behavior, having the puppet act angry and upset over behavior while she defended the student’s action. Students would interact with the puppet, discussing ways to correct and modify their behavior so every one.
DISCUSSING AND RESOLVING PROBLEM WITH STUDENTS
Keep the atmosphere “Safe.” Make every effort to remain patient and clam.
Be Supportive and constructive in your action. Listen objectively and choose consequences that are fair and appropriate.
Be aware of peer influences. Many students will turn disagreements in to power struggle to “Save face.” If possible address serious conflicts in private, giving both you and the student time to regain composure.
Acknowledge the fact that you cannot make students do anything against their will (You just hope they will choose to dot the “ right thing”)
Realize that student may be reacting to pressures and stress unrelated to school
Ask them about life outside of school, focusing on unexpected event or changes in the regular daily routine. If necessary, talk parents to learn more about any outside pressure.
SPACE MANAGEMENT
Room Arrangement
One of the first areas a teacher must consider about classroom management is the environment of their classroom. Students need to feel comfortable in the place that they spend nearly six hours of their day five days a week! You will find that you will get much better results in the classroom if you arrange your room to allow for orderly movement, keep distractions to a minimum, and make efficient use of the available, keep distractions to a minimum, and make efficient use of the available space.
Listed below are four helpful guidelines that will assist you in arraigning your room which is much more efficient and conducive to student involvement in work.
FOUR KEYS TO GOOD ROOM ARRANGEMENT
Keep High Traffic Areas Free of Congestion.
Be Sure Students Can be Easily seen by the Teacher.
Keep Frequently Used Teaching Material and Students Supplies Readily Accessible.
Be Certain Student Can Easily See Instructional Presentations and Display.

CLASSROOM SPACE INVENTORY
Use the following inventory to assess you current use of Classroom space. Place a check by each statement that describes you learning environment, and add and any additional statements about you classroom at the end of the list.
USE OF FLEXIBLE FURNITURE
Tables Chair and desks can be easily moved stacked.
Learning centers fold and move for easy storage.
Some cupboards are on wheels.
Crates and other handy containers and used for short-term units, “Checks-out materials, and consumables supplies.
PERMANENT RESOURCE AREAS
Classroom Library .
Writing center
Science Lab
Math Center
Others
HIGH TRAFFIC AREAS
· Easy access to pencil sharpeners and trash cans.
· Easy mobility through doorways and between desk.
· Sufficient space around supply areas and bookshelves.
· Adequate space to move among group work areas.
INSTRUCTIONAL PRESENTATIONS AND DISPLAYS
Students easily see chalkboards, overhead-projector screen, and TV monitor.
Flannel boards or storyboards are clearly visible.
All students see pull down maps.
MONITORING STUDENTS
Students can be seen at all times.
Desk arrangement enables close proximity to students.
Students are close to instructional areas for good eye contact.

CLASSROOM ENVIRONMENT AND LEARNING MODALITIES
Support auditory (hearing) learning.
Support visual (Seeing) learning.
Supports kinesthetic (moving) learning.
Support tactile (touching) learning.
ROOM ARRANGEMENT AND LEARNING STYLES
Accommodates individualized learning
Accommodates collaborative learning
Accommodates concrete learning.
Accommodates Abstract learning.
Accommodates sequential learning.
OFFICE IN THE CLASSROOM
A functional and conformable place to work.
Desktop is clear of al distractions
Files are conveniently located close to my desk.
Planning guides and textbooks are easily accessible.
Monthly wall calendars are posted close by for long-term planning.
MEANINGFUL USE BULLETIN BOARDS
Display a variety of students work.
Communicate important information in simple terms.
Graphically tech crucial concepts using pictures and charts.
Cleverly “Stone” Students materials.
Provide teaching / learning resources areas.
INVITING AND MOTIVATING ENVIRONMENT
Clean and orderly room.
Exhibits a variety of colorful and exciting display.
Display samples of decision-making.
Classroom furniture appropriate for the students.
Container and shelves are labeled.
Materials for a variety of learning opportunities are available.
Friendly, helpful, and encouraging climate.
Conductive to both formal study and informal interactions.
Stimulating ambiance but not overly distracting.
Positive, safe, and task-oriented atmosphere.

Examination Malpractice

CAUSES OF EXAMINATION MALPRACTICE/UNFAIR MEANS

by

Miss wilayat

I.E.R University of Peshawar

Education System

The education system is the instrument a society uses to equip all its people to lead productive public lives and full personal lives according to their talent and interest. This system must be such that gifted individuals have full opportunity to develop their skills; it must give scope for the training of a leadership group and at the same time provide for the development of all the vocational abilities needed for the creation of a progressive and democratic society.

The quality of education that we impart to our youth and the priority at which we rate it contribute largely to the formation of the attitudes they carry over into public life. So whatever kind of seed we sow in the classroom, the manner in which we nurture it and the strength which it imbibes in its various stages of growth will all determine the harvest that the nation will reap in the form of its educated youth coming out of the schools, colleges and universities. The imprints of these institutions of learning will become indelible marks clearly visible in all fields of our national life; be it a clerk in an office, a soldier in the battle field, a school master in a village school, a University Professor, a bureaucrat running the administration in a seat of power. This great impact of education on the national character is understandable once we recognise both the short term as well as long term power education wields over all who go through its process. Historical evidence proves that nations were made or unmade, battles lost and won, revolution wrought, so much so that entire empires collapsed or emerged due to the educational systems of various peoples of the World. Ancient Greece and Rome at the peak of their political glory were also the seats of learning and a source of intellectual guidance and inspiration for the entire known world, but when intellectual decadence struck, it attacked the very fabric of society and Greece and Rome were no more.

Examination System

Examination is the pivotal point around which the whole system of education revolves and the success or failure of the system of examination is indeed an indicator of the success or failure of that particular system of education. It would be pertinent to examine the present system of examination with a view to determine as to whether it actually serves the purposes it purports to serve. The two basic assumptions of any examination worth the name are that (a) it should be valid and (b) it should be reliable. The two are distinct concepts. An examination is said to be valid if it performs the functions which it is designed to perform. The concept of reliability, of course, refers to consistency of measurement. In actual fact, the prevailing system of examination and its mode of conduct defy both these assumptions. The system has degenerated to an extent that its validity and reliability are questionable. Examination is no longer regarded as a test for evaluating the performance or judging the scholastic attainment of students. The reason being that there is a complete breakdown of the whole system of examination, almost all over the country, and at all level of education.

The use of unfair means in examination has assumed a plague some proportion. Barring a few institutions, elsewhere in the country, the educational establishments are experiencing an ever increasing trend towards the use of unfair means in examinations. Such establishments are unable to stop this drive. The concerned governments -- Federal as well as Provincial -- though fully aware of the problem, have failed to take effective steps towards eradicating this evil. The intensity and pervasiveness of this problem can be gauged from the fact that apart from the students, some parents too positively intervene and help and facilitate their children in their cheating adventures. The use of unfair means in examinations in certain areas has indeed become a thriving business for the examination mafia.

What is examination malpractice?

Examination malpractice is defined as a deliberate wrong doing contrary to official examination rules designed to place a candidate at an unfair advantage or disadvantage.

Examination malpractice is any illegal act committed by a student single handedly or in collaboration with others like fellow students, parents, teachers, supervisors, invigilators, printers and anybody or group of people before, during or after examination in order to obtain undeserved marks or grades.

The malpractices that is commonly committed in examination

Range from leakage of question papers to copying, changing answer books, impersonation, misconduct in examination centre, approaching invigilators/examiners, making false entries in award list/ examination registers and issuing fake certificate/degrees etc.

Such acts may be broadly categorised as follows

1- Allotment of choice examination centre.

2- Appointment of choice invigilating staff.

3- Leaking information about question papers, identification of invigilating staff and paper setters/examiners.

4- Bribing/influencing/terrorising examination staff, invigilators and paper setters/examiners.

5- Possessing cheating material (written/printed/electronic device etc) or copying from such material.

6- Giving/receiving assistance to copy in examination centre.

7- Miss-representation/impersonation.

8- Changing/replacing roll numbers and answer books.

9- Disclosing candidates' identity in answer books.

10- Misconduct, carrying offensive weapons, refusing/resisting the lawful orders of supervisory staff, creating disturbance, instigating other candidates, threatening or assaulting the invigilating staff, impeding the progress of examination, in or outside the examination.

11- Smuggling answer books in or outside the examination centre.

12- Addition to answer books after examination.

13- Manipulating marks through fictitious entries in award list/examination register.

14- Sale of examination centre to organised gangs where cheating/unfair means are arranged.

15- Helping the candidates to use unfair means in any form and by any one in or outside the examination centre.

16- Helping the candidates in viva voce, practical examination.

17- Attempting or abetting the commission of any of the afore-said acts.

18- Any other act considered dishonest, unfair, corrupt etc.

Effects of Examination malpractice

§ Discourage good candidates from studying hard

Good candidates are tempted to believe ‘if u cannot beat them, join them’ especially as they see other candidates get away with their corrupt behaviors. This behavior may be contagious as more and more candidates tend to join in examination malpractice. They believe that even if they are caught, they will get away with it and the end will justify the means

· Denies innocent students’ opportunity for admission

Many good students have been denied admission by the corrupt ones who through examination malpractice have better scores and grades. The best brains that could help in research and development are likely to be thrown out or frustrated while seeking admission

· Delays the processing of examination scores and grades

Every year, many students are caught for engaging in various examinations malpractices which needs to be investigated before results are released. Though some results are withheld pending the determination of the cases, some are decided before results are released. This extends processing time.

· Dissatisfies candidates

Candidates who possess certificates they cannot defend are dissatisfied. They have psychological problems arising from the way they acquired their certificates. In some instances, they will not be bold to present the certificates because they can be presented with tasks that will require them to defend the certificates

· Decreases job efficiency

This has a serious implication on the gross domestic product of the country. It also has effect on the general quality and standard. Imagine the havoc of a half backed medical doctor could wreck on human lives. What about teachers who cannot competently handle the subject they are trained to teach. There is a chain effect of examination malpractices on the educational system and the society as a whole.

Causes of examination malpractices/unfair means

The malpractices in examination have mainly contributed to the overall deterioration of the standard of education in our country.

The malpractices are commonly committed in examination at the pre-conduct, conduct and evaluation stages.

Different agents are involved and cause examination malpractice.

v Malpractices on the part of BISE

§ Allotment of choice examination centers

§ Appointment of choice invigilating staff

§ Supervisory staff is unfairly selected on the basis of nepotism .They are not devoted to their duties.

§ Poor paper setting: paper setters are mostly untrained and unaware of modern approaches to assessment. The exam papers are hardly representative of the entire curriculum.

§ Scoring of papers: Examiners hardly receive any instructions for scoring the papers, they prefer to check the papers at home and that most markers mark one paper in only 5 to 10 minutes.

§ Low salary level for invigilators and examination officials. They are provided with very low facility.

§ Examination centers are without rules .There is no check who should be allowed and who should not be allowed.

§ Pre planned seating arrangements.

v Parents involvement

§ Approach invigilating staff

§ Provide bribe and gifts

§ Nepotism also helps them allot

v Material publication

There are model papers and, guess paper guides available in the market with ready made answers.

v Negligence of invigilators

Teachers/supervisors are non-vigilant during supervision. They allow mobile, peon, chowkidar, watchman to provide cheating to students.

v High stakes of examination

§ Students freely commit unfair means by the force of pistol and klashankove

v Students personal factors

§ Inadequate preparation and desire to pass at all cost. Poor preparation promotes poor performance.

§ Affected by the previous experiences/ Friends provide them encouragement.

§ Supported by society

§ Supported by parents

§ High parental expectations.

v Lack of school resources

§ Overcrowded examination centers

§ Not enough space

§ Poor seating arrangement

§ No observational strategies

v Defunct security

§ Police also provide help and unable to ensure security

§ Law enforcing agencies not dealt with impersonation act etc set the culprit free after taking bribe.

§ Laxity in prosecuting offenders

§ Lack of serious penalty for past offenders.

v Teachers role

· Gross inadequacy of qualified teachers in our schools

· Lack of devotion to their profession

· Unawareness towards teaching learning objectives

· Not properly trained, no capacity building

· Not providing moral training to students

The resort to copying and use of other unfair means/ malpractices in examinations is a serious problem. This problem is symptomatic of a disease in our educational system which is eating into the vitals of our society. This malaise is harmful for the moral and intellectual development of our youth. It is afflicting the ethical and social fabric of our society. This state of affairs must not last for long. There is a dire need for taking measures to put an end to this evil. One way of dealing with the problem is to introduce effective and comprehensive legislation, providing for stringent penalties against the use of unfair means in examinations. This step was taken recently in our neighbouring country India, where in the State of U.P., an Act, called the "UP Public Examination (Prevention of Unfair Means) Act, 1992 was promulgated to deal with the rising menace of cheating in examinations.

Management of malpractices in examination

Ø More than one set of question paper in each subject should be generated to create uncertainty as to which paper will be finally used in the examination.

Ø Multiple sets of question paper may also be used to ensure that all the students do not get the same question paper.

Ø Question paper may contain space for answering the question thus eliminating the need for separate answer book.

Ø At present highest attention is paid to the performance of students in the terminal examinations. This induces a tendency of last hour preparation in great hurry leaving no scope for digesting the knowledge. Learning is a continuous process and hence evaluation of learning outcome must be done on a continuous basis.

Ø Give magisterial powers (including right to arrest) to examination board officials.

Ø Conduct frequent and unannounced visits to examination centres.

Ø Conduct a public awareness campaign to highlight the importance of integrity of the examination system.

Ø Not writing names on answer scripts. Writing fictitious roll numbers that will be substituted later with the real candidate’s number.

Ø Adequate sitting arrangement should be provide during exams to discourage cheating.

Ø National and international examination board and organization should share information on new threats to examination security and procedures for counteracting malpractice.

References

1. Nawas Rab (2000) Pakistan ka nizami ta’aleem. Lahore metro printer

2. Ugwu chinedu(2008) The menace of examination malpractice. Retrieved from http:// feather project .wordpress.com/2008/07/16/

3. http://www.commonlii.org/pk/other/PKLJC/report/20.html

4. Landu, V.B Examination malpractice culprits view. Retrieved from http://www.naere.org/journal/

5. Olushola Ajibola Advocates-of examination-malpractice Retrieved from http://ezinearticles.com/?

6. Rehmani Amin The impact of public examination on teaching and learning Retrieved from http://www.akuedu/AKUEB/pdfs/pubexam.pdf

7. Olatoye R.A Checking the menace of examination malpractice: A call for more teaching and learning in schools. Retrieved from http:www.naere.org/journal/.

Critical review of Pakistan Studies

Critical review

Of “class X Pakistan Studies Textbook”

By

Miss Wilayat

University of Peshawar

In the history of curriculum development in Pakistan in 1960, social studies were introduced as compulsory subject at elementary and secondary levels. Later on in 1976, the name of “Social studies” was changed to “Pakistan Studies” for high classes (ix-x) with particular emphasis on its ideological, historical, geographical, socio-economic and cultural aspects of the country.

The content of Pakistan studies at secondary level spreads over ten chapters for class x.

The content of each chapter is briefly stated

Chapter# 1 Ideological Basis of Pakistan

This chapter contains themes such as

· Features of an Islamic society

· Ideology of Pakistan

· National characteristics

Chapter#2 the Making of Pakistan

This chapter discusses

· Different revival movements started by shah waliullah, syed Ahmed shaheed, Haji Shariatyllah etc.

· Two nation theory, Muslim League as mass movement and the establishment of Pakistan.

· Role of various provinces in making of Pakistan.

Chapter# 3 the Islamic Republic of Pakistan

This chapter concentrates on the objective resolution, constitution making history, the Islamic and main provisions of 1973 constitution. The chapter ends with explaining the causes of the fall of East Pakistan.

Chapter# 4 Land and Climate of Pakistan

The chapter discusses the geographical features and characteristics of Pakistan. Sub themes of the chapter are

· Location

· Physical features

· Climate of Pakistan

· Influence of climate on the activities of the people in different regions.

Chapter# 5 Resources of Pakistan

This chapter discusses different types of resources such as

· Natural resources

· Agricultural resources

· Mineral resources

· Power resources

· Human resources

The underlying concepts of the chapter are conservation, preservation and exploitation of resources. Children are also made aware of the irrigation system of Pakistan and the reforms which have been brought in agriculture.

Chapter# 6 Industrial Development in Pakistan

The industrial resources include such topics as means of communication, roads, railways, air, sea, trade and commerce, foreign trade etc. The chapter also describes the different types of industries.

Chapter# 7 Population of Pakistan

This chapter includes the following topics

· Demography: Population and population characteristics urban/rural, literacy rate.

· Growth of population, migration

· Development of resources and population growth

Students are adequately familiarized with the concepts of census, population, population growth, urbanization and migration factors and forces.

Chapter# 8 the Pakistani Culture

The culture of Pakistan include such topics

· Language of Pakistan

· The importance of national language

· Common culture manifestation in the national life

· Dress, arts, crafts, and festivals

In the context of cultural orientation, the concepts of unity, integration, national cohesion, preservation of heritage and promotion of national unity in diversity, patriotism etc has been highlighted in the content.

Chapter# 9 Education in Pakistan

The education in Pakistan discusses such issues and types of education system in Pakistan

· Formal primary, secondary and professional education

· Importance of education in different fields of life

· Problems and prospects of education

Chapter# 10 Pakistan: A welfare state

The main features of the content contained in this chapter are the concepts of welfare state, national goals, need for sustained constructive efforts, and self sufficiency in food, universal education, egalitarian society, universal brotherhood and world peace, balanced distribution of resources and role of individuals towards welfare state.

Critical review

The curriculum of Pakistan studies is comprehensive in nature. A thematic approach has been adopted for all its constituent parts of history, geography, civics and economics of country but the chapters are not given in separate thematic strands.

Some of the chapters like ‘Resources’ and industrial development in Pakistan are unnecessarily lengthy and slightly difficult and boring for students, while others are normal in length and lead students from easy to difficult concept.

On the whole the course is theoretical in nature, not supported by various activities to be carried out by students so that the subject could be making interesting and consolidate the understanding of concepts around the topic. Activity is the natural urge of the child, while this need of the child is not incorporated to bring the student close to the real life situation.

No objectives are given in the beginning of each chapter. Contents are not devised properly due to lack of objectives.

In order to make the student familiar of social, cultural and geographical environment, study trips is the most important activity but we cannot see any provision for such trips.

A variety of audio-visual aids have not been recommended to be used in teaching of Pakistan studies. There is no indication which type of aid is prepared by teachers and students.

No pictorial representation i.e. pictures of important personalities and places are not provided. The book is not attractive for the students.

New social problems & issues will emerge with the passage of time but in this book there is no flexibility to absorb and accommodate such changes and development without disturbing its fundamentals and equilibrium.

Important project work is not given at the end of each unit as to ensure the participation of social children in various community based activities outside the school.

There is no provision of skill development for school children e.g. Map making, or making models of different form of landscapes.

Being teacher of Pakistan studies I noticed many students consider Pakistan studies as the most boring, dry and difficult subject. The need is to make it interesting so that they may not memorize the content instead motivated to develop strong intellectual and social skill to build a moral society.