Elements of the process of education

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1.3 Elements of the Process of Education 1.3.1 Aims 1.3.2 Curriculum 1.3.3 Pedagogy 1.3.4 Evaluation 4.2. Sociological Role in Education Education should help in transmitting the folk-ways traditions and other institutional patterns in sociological organization. But education is not only to transmit the past cultural heritage, it also help in the process of re-construction of our modes of living –i.e., it is to develop new social patterns in such areas as health, leisure, vocation and home life. Thus from the sociological point of view, education can be regarded as a conservative, creative and critical. Conservative: Literally it means opposing great or sudden changes. It is political or moral Ideology according to which certain values or behaviors are enforced, maintained and encouraged. It is thought that theses values or behaviors keep the people decent and civilized. These values or behaviors are not universal or accepted by all social groups. Different social groups accept different social values and behaviors and maintain them. However, there are number of values and behaviors to which at least a majority of social conservatives adhere. Education is not merely a question of adopting man to certain given level of development but of producing individuals capable of the existing form of society beyond itself to further stage. Conservative function is essential as it prevents discarding of the older for simply being old. It retains values and ideas on merit and efficacy. Critical: All the values and behaviors do not achieve the status of universal acceptance at all the times. Globalization, modernization, technology and changing family patterns affect them positively or negatively. People give judgments regarding values and behaviors in the light of factors affecting them. These values and behaviors are put them to test. Critical thinking involves thinking reflectively and evaluating the ideas, value and behaviors are not constant or permanent, they keep on changing. Education is creator of society. It keeps an eye on the desirability and acceptance of such social norms thrown up from time to time, and takes on an overall critical overview. These measures and control may be direct or in direct, suggestive or prescriptive, but are definitely normative in nature Creative: It means having power or ability to create with the help of imagination and intelligence. The role of society is not stagnant. It is dynamic. The society develops new ideas and novel beliefs. The societies which do not create new ideas and beliefs cannot stand with the modern and changing world. The role of society to create new ideas, beliefs and values is important. These are the role on the basis of which society’s progress and prosper. The creative function lies in providing for the development of open mindedness to meet the changes which have already begun and which inevitably increase in our dynamic world. The ability to think creatively is essential for social progress.

Transcript of Elements of the process of education

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1.3 Elements of the Process of Education 1.3.1 Aims 1.3.2 Curriculum

1.3.3 Pedagogy 1.3.4 Evaluation

4.2. Sociological Role in Education

Education should help in transmitting the folk-ways traditions and other institutional

patterns in sociological organization. But education is not only to transmit the past cultural heritage, it also help in the process of re-construction of our modes of living –i.e., it is to

develop new social patterns in such areas as health, leisure, vocation and home life. Thus from the sociological point of view, education can be regarded as a conservative,

creative and critical. Conservative:

Literally it means opposing great or sudden changes. It is political or moral Ideology according to which certain values or behaviors are enforced, maintained and encouraged. It is thought that theses values or behaviors keep the people decent and civilized. These values or behaviors are not universal or accepted by all social groups. Different social groups accept different social values and behaviors and maintain them. However, there are number of values and behaviors to which at least a majority of social conservatives adhere. Education is not merely a question of adopting man to certain given level of development but of producing individuals capable of the existing form of society beyond itself to further stage. Conservative function is essential as it prevents discarding of the older for simply being old. It retains values and ideas on merit and efficacy. Critical: All the values and behaviors do not achieve the status of universal acceptance at all the times. Globalization, modernization, technology and changing family patterns affect them positively or negatively. People give judgments regarding values and behaviors in the light of factors affecting them. These values and behaviors are put them to test. Critical thinking involves thinking reflectively and evaluating the ideas, value and behaviors are not constant

or permanent, they keep on changing.

Education is creator of society. It keeps an eye on the desirability and acceptance of such social norms thrown up from time to time, and takes on an overall critical overview. These

measures and control may be direct or in direct, suggestive or prescriptive, but are definitely normative in nature

Creative: It means having power or ability to create with the help of imagination and intelligence.

The role of society is not stagnant. It is dynamic. The society develops new ideas and novel beliefs. The societies which do not create new ideas and beliefs cannot stand with the modern and changing world. The role of society to create new ideas, beliefs and values is important. These are the role on the basis of which society’s progress and prosper. The creative function lies in providing for the development of open mindedness to meet the changes which have already begun and which inevitably increase in our dynamic world. The ability to think creatively is essential for social progress.

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This is the creative role of the society which focuses on development of new ideas, beliefs and values which are more beneficial.

5.1. Educational Economics; Concept & Meanings

What Economics is??? ALFERD MARSHAL; “It’s a Social Science which deals with how human being is performing

his daily actions, it is the study of efforts of human being at individual and collective level, which is robust relationship that how he/she get strive for prosperity and how resources

should be utilized for maximum level of utility.” Education & Economics

• Every Country development is dependent on two main factors; • Natural Resource;

• Fertile Countryside, Forests, Minerals, Canal & Rivers and • Human Capital

• Well Educated, Skillful and Well Trained Human Capital Model

• Human Capital; “an individual’s productive capacity. • Human Capital may be increased by investments in:

– Education, – Training (Skill Development), and – Health Care

• Individuals with more Human Capital receive higher pay (since they are more productive).

Education as Human Capital • Education = Investment in Human Capital & Investment of Capital • Education is responsible for social and economic development • Capital declines with immobility.

Factors influencing Human Capital Investment • Interest Rate (toward Education and training) • The age of the individual, • The costs of education, and

• The wage differential between high school and college graduates.

Creation of Wealth and Education • Elements in the creation of wealth (labor, physical capital, technology), are

enhanced through education • Educated workers are more productive

• All areas of resources are refined through education • Human capital—greater productivity in management

Education: An Important Industry • Education is the country’s largest industry. • There is a positive relationship between education and economic growth. • Economic philosophies affect fiscal matters and the educational program.

A Public Sector Responsibility • Government through policies produces education services • Private sector organizations respond to consumer demand • Education--a political responsibility at three levels of government through taxation

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• Federal system-public education designed to produce equity • As educational services increases, economic productivity and wealth increases • Educational system—result and determinant of social and economic progress

• Education produces no free services • Producer’s Good—Human Capital

• Consumer’s Good—Purchaser of Education and wants as a consumer Stimulates Economic Growth

• Education is important to increases in economic productivity • The scope of educational services are determined by

Constituency Members’ Experiences Government Officials

Community (Society) Those with no direct relationship to education interest group.

Economic Benefits of Education Range of Job Opportunities

Job Security Taxes paid to state Life Expectancy Averages Earnings

Noneconomic Benefits of Education • Free democratic society—well-informed and responsible citizens • Schools--source of moral and ethical values • Preservation of nation’s culture and people’s sense of identify • External benefits—justify taxation to finance education

Healthier society More informed electorate More productive labor force Raised standard of living Enhanced economic growth

5.2. Education as Investment

The concept of human capital introduced by Nobel Laureate Theodore W Schultz

in 1961 and elaborated upon by Nobel Laureate Gary Becker in 1964 implies that individuals acquire skills and knowledge to increase their values in the labour market. It is

however, observed that there are three main mechanisms for acquisition of human capital.

These three mechanisms include: 1. Experience

2. Training 3. Education

Out of these three, education has been identified as the primary source for most individuals. The amount of education acquired by workers has impact on labour market experience. The most direct way that education affects the labour market experience of workers is through increased productivity, thus increasing their earnings. The more education individuals acquire, the better they are able to absorb new information, acquire new skills and familiarize themselves with new technologies (Bartel and Lichtenberg, 1991).

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By increasing their human capital, workers enhance the productivity of their labour and of the other capital they use at work. 1) Earnings

If higher levels of productivity reflect higher levels of human capital, which are primarily a result of increased education, then a positive relationship should

exist between educational attainment and earnings. A high school graduate when considering college will factor in the costs of

education as well as the benefits. The cost of education borne by student consists not only of tuition and living expenses but also of foregone earnings. Beyond

high school, foregone wages are the largest component of investment in education. Any estimate of return to schooling must include the investment costs

of that schooling. As noted previously, there is an increasing wage premium paid to workers with

high levels of human capital attained through skills, training, and education.

2) Employment Mincer (1993) observed that the amount of education an individual receives not only affects his earnings, but the quality of his employment as well. He added that educated workers have three advantages relative to less-educated workers, which are as follows.

1. Higher wages 2. Greater employment stability 3. Greater upward mobility in income.

Increased earnings by workers with higher education levels are a result of two factors. 1. Increased human capital results in higher productivity that allows workers to extract

higher hourly wages. 2. Increased education increases labor force participation, decreases the probability of

unemployment, and decreases job turnover. However, highly educated workers labour a greater number of hours annually for higher hourly wages than their less educated labor market competitors. The negative relationship between education and unemployment exists due to two factors: more efficient job searching and increased job- specific human capital among

those with higher levels of education.

Our discussion so far points to the fact that investment in education is beneficial to an individual in terms of earnings as well as opportunity for employment.

Besides these benefits there are other advantages that cannot be measured in terms of naira and kobo but are considered highly significant. This will be our

focus of discussion in the next section.

3) Non-Market Private Effects Evaluations of the returns to schooling often analyze the labour market returns to education. The compensation for increased human capital formation is not limited to the earning of money. Education often affects the quality of life in ways rarely thought about or recognized.

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6.2. Commission on National Education (1959)

INTRODUCTION The Commission on National Education was appointed by a resolution adopted by the

government on 30th December 1958. The main reason was that the existing system of education was not adequate to meet the requirements of the nation. .it was inaugurated by

the President Mohammad Ayub Khan on January 5, 1959. Addressing on the occasion, the President stressed the need for a reorganization and re-orientation of the existing

educational system, which would better reflect our spiritual, moral and cultural values and to meet the challenges of the growing needs of the nation in the field of science and

technology. The Commission analyzed all the previous reports and the prevailing situations of the country and the reforms movements in other societies and submitted a

comprehensive report to the government after one year in 1960. The salient features of the report are briefly described as:

(a)PRIMARY EDUCATION In view of the Commission, compulsory education at elementary level was indispensable for skilled manpower intelligent citizenry. For this purpose at least eight years schooling was required. The Commission recommended achieving S-years compulsory schooling within the period of 10 years and 8 years compulsory schooling within a total period of 15 years. The main objectives of primary education should be to make a child functionally literate, to develop all aspects of his personality to equip him with basic knowledge and skills and to develop in him habits of industry, integrity and curiosity. The curriculum should be adapted to the mental abilities of the children. It must be designed to develop basic skills. Teaching methods should be activity-oriented Religious education should be made compulsory and due emphasis should be given to the teaching of Rational language. School buildings and furniture should be simple, inexpensive, clean and adapted to local style and material. Training facilities should be provided to teachers to meet the requirements of compulsory primary education. Refresher courses should also be arranged for untrained teachers. The Commission recommended that land, building, furniture, teaching materials and

residential accommodation for teachers should be provided by the community and

government may however, give financial assistance to the backward areas. The administrative recommendations by the Commission should be entrusted to local

bodies. It should be organized on district level in West Pakistan and on sub-division level in East Pakistan.

(b)SECONDARY EDUCATION

The Objectives of Secondary Education: The Commission maintained that secondary education should be recognized as a complete stage in itself and organized as a separate academic and administrative unit. It should bring about the full development of the child as an individual, as a citizen, as a worker, and as a patriot, to enable him to enjoy and understand the benefits of social and economic progress and scientific development. Duration of Secondary Level: Secondary education should improperly consisted of classes IX-XII but until compulsory education was extended to the first eight years classes VI-VIII

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should be considered a part of secondary education. For the present, it should be divided into three stages/classes VI-VIII (Middle) classes IX-X (Secondary) and classes XI-XII (Higher Secondary).

Curriculum of Secondary Education: The Commission recommended that the curriculum of secondary education should be based on two principles. First it must provide a compulsory

core of subjects to give every pupil the knowledge needed to live a useful and happy life. Secondly, 1t should induce additional subjects and training to prepare him for a definite

vocation and career. The teaching of national language, science and mathematics should receive greater emphasis. English should be taught as a functional subject. Religious

education should be made compulsory in class V-flhl and optional thereafter. Teacher Training: The commission was of the view that teachers must be trained property

before entering teaching profession. Teachers should be paid adequate salary. Teachers from class VI-x should work for 223 days during the year (exuding vacation). The services of

Education Extension Centers already established to improve the quality of education, should be fully utilized by the Central and Provincial Governments.

Facilities and Equipment: The Commission maintained that efforts should be made by educational authorities and community to provide facilities like darkroom’s, science labs, workshops, koraris garden plots, playgrounds and equipment to achieve the objectives of diversified multipurpose secondary schools in future. Evaluation and Examinations: The Commission recommended that the system of examination should be recognized and the award of certificate be based on the performance of the student in fi) public examinations conducted by University (Board of Secondary Education (75 percent marks) and (ii) his school record including the results of periodical tests and appraisal of habits d general behavior (25 percent marks). For private candidates, separate examinations, called External Examination, should be held. Organization: The Commission maintained that regulation, control and development of education at secondary and higher secondary levels (classes IX-XII) should be entrusted to the Boards of Secondary Education. The territorial jurisdiction of the Lords should foll ow the jurisdiction of various universities in the country. New Boards should be set up at Peshawar,, Hyderabad and Rajshahi and the jurisdiction of the Boards at Karachi and Dacca, should be extended to induce higher secondary (intermediate) stage. (c)HIGHER EDUCATION

Higher Education as a Distinct Stage: As envisaged in the Report of the Commission,

higher education should be recognized as a distinct stage and the present intermediate dashes should be transferred from the jurisdiction of the university to board of secondary

education. The essence of higher education, as viewed by the Commission, was a community of scholarship. The essentials were not only to Set examinations, nor the degree

it conferred, but its’ capacity to encourage teachers and scholars to engage themselves in research and to pass on to the next generations the results of their studies.

Admission: Admission to the degree colleges and universities should be after the completion of the present intermediate stage covering twelve years of s chooling. The universities and colleges should determine their own requirements of admission on the basis of: The Students performance in higher secondary education. His achievement and accumulative class record during the previous stage of education. His aptitude for higher education to be determined scientifically by standardized tests.

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Duration of the Courses: In order to improve the standard at university level, bachelor degree courses should be extended from two to three years. There should be two types of courses at degree level; the pass course and the honor course. The course leading to degree

of MA, M.Sc. should require at least two years in one subject. The period recommended for Ph.D. is minimum two years and maximum five years.

Subject of Study: The Commission recommended that courses and curricula should be revised and improved periodically so as to make them updated and to provide for growing

needs of the country, particularly in the specific areas of science and technology. New subjects like sociology, home economics, pubic, and business administration, journalism etc

should be introduced in universities. Examinations: The commission was of the view that the system of examination had been

criticized for dominating higher education. The Commission recommended that the system should be reorganized and the award of degree should be based on the performance of

students in final examination conducted by university, (75 percent marks) and record in the periodical tests as well as class work (25 percent mark). Students should obtain pass marks

in both assessments. Pass marks should be fixed/40.0 percent in each paper and 50.0 in aggregate. For Second Division marks should be 60 % and for First Division 70 % of the total marks. Research in the Universities: Research was thought one of the essential features of the university education. Not only it was of national importance in the developing economy but it also had a further value as a means of keeping a teacher active, creative and updated and of enabling him to stimulate and inspire his students. The Commission, therefore, recommended build up strong departments in which both, teaching and research would have prominence. The Commission further recommended that each university should set-up a “Committee of Advanced Studies” to supervise and coordinate the research work in the universities. Fundamental research should be given priority. Other Recommendation: Other recommendations in the field of higher education, forwarded by the Commission, related to the functions of teachers in a university, the selection and promotion of teachers, coordinator of higher education, students welfare and discipline. ‘A programmer of guidance and ounsel1flg was also recommended by the Commission to be organized in the universities

6.7. National Educational Policy (1998-2010)

Improving the quality Expanding excess for out of school children

Especially underprivileged groups Improving management

Supervisory services Capacity building Institutional development Financial sustainability Salient Features of National Education Policy 1998-2010 Aims and objectives of Education and Islamic Education Education and training should enable the citizens of Pakistan to lead their lives according to

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the teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a true practicing Muslim. To evolve an integrated system of national education by bringing Deeni Madaris and

modern schools closer to each stream in curriculum and the contents of education. Nazra Qur'an will be introduced as a compulsory component from grade I-VIII

While at secondary level translation of the selected verses from the Holy Qur'an will be offered.

Literacy and Non-Formal Education

The current literacy rate of about 39% will be raised to 55% during the first five years of the

policy and 70% by the year 2010. Functional literacy and income generation skills will be provided to rural women of 15 to 25

age. Group and basic educational facilities will be provided to working children.

Functional literacy will be imparted to adolescents (10-14) who missed out the chance of primary education. The existing disparities in basic education will be reduced to half by year 2010. Elementary Education About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03. Gross enrolment ratio at primary level will be increased to 100% by year 2010 and Compulsory Primary Education Act will be promulgated and enforced in a phased manner. Full utilization of existing capacity at the basic level has been ensured by providing for introduction of double shift in existing school of basics education. Quality of primary education will be improved through revising curricula. Secondary Education One model secondary school will be set up at each district level. A definite vocation or a career will be introduced at secondary level.

It would be ensured that all the boys and girls, desirous of entering secondary education,

become enrolled in secondary schools. Curriculum for secondary and higher secondary will be revised and multiple textbooks will

be introduced. The participation rate will be increased from 31% to 48% by 2002-03.

Higher Education

Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010. Merit shall be the only criterion for entry into higher education. Access to higher education, therefore, shall be based on entrance tests. Reputed degree colleges shall be given autonomy and degree awarding status. Local M.Phil. And Ph.D programs shall be launched and laboratory and library facilities will be strengthened.

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Students from backward areas, who clear entry tests, would compete amongest themselves. In order to eliminate violence, all political activities on the campus shall be banned.

Teacher Education

To increase the effectiveness of the system by institutionalizing in-service training of

teachers, teacher trainers and educational administrators through school clustering and other techniques.

The contents and methodology parts of teacher education curricula will be revised. Both formal and non-formal means shall be used to provide increased opportunities of in-

service training to the working teachers, preferably at least once in five years.

Technical and Vocational Education

To improve the quality of technical education so as to enhance the chances of employment of Technical and vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system. Development of technical competence, communication skills, safety and health measures and entrepreneurial skills etc. shall be reflected in the curricula. Emerging technologies e.g. telecommunication, computer, electronics, automation, petroleum, garments, food preservation, printing and graphics, textile, mining, sugar technology, etc. greatly in demand in the job market shall be introduced in selected polytechnics. A National Council for Technical Education shall be established to regulate technical education. Information Technology Computers shall be introduced in secondary schools in a phased manner. School curricula shall be revised to include recent developments in information technology, such as software development, the Information Super Highway designing Web Pages, etc

Library and Documentation Services

School, college and university libraries shall be equipped with the latest reading materials/services.

Internet connection with computer shall be given to each library. Mobile library Services for semi-urban and remote rural areas shall be introduced.

Private Sector in Education Encouraging private investment in education. Schools running on non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the principles laid down in the Federa l Supervision of curricula, Textbooks and Maintenance of Standards of Education Act, 1976.

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The fee structure of the privately managed educational institutions shall be developed in consultation with the government. Existing institutions of higher learning shall be allowed to negotiate for financial assistance

with donor agencies in collaboration with the Ministry of Education.

Innovative Programs

The National Education Testing Service will be established to design and administer standardized tests for admission to professional institutions.

Qualifying these tests will become a compulsory requirement for entry to professional education.

This mechanism is expected to check the incidence of malpractice in examinations. Likewise, standardized tests shall be introduced for admission to general education in

universities.

Implementation Monitoring and Evaluation A comprehensive monitoring and evaluation system has been envisaged from grass -roots to the highest level. The District Education Authority will be established in each district to ensure public participation in monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee monitoring committees, responsible for implementation at their levels. The total expenditure of the government on education will be raised from its present level of 2.2% to 4% of GNP by the year 2002-03 (p.132). 1. Introduction Education Sector Reform 2003 (ERS 2003) Program is built upon the long term vision of the National Education Policy 1998 – 2010 and ten year perspective development plan 2001 – 2011 (Shami) Government of Pakistan has also formulated its policy its policy for promoting

economic growth. Education for All (EFA) and Million Development Goal (MDG) including

poverty in the Interim Poverty Reduction Strategy (IPRS) 2. Aims of Education Reform Sector 2003 (ERS 2003)

1. Sector reforms based on efficiency and equity; 2. Political will to boost education as the anchor for economic revival;

3. Poverty reduction strategy program, 4. Resource mobilization from all channels;

5. Decentralization through Devolution plan ensuring Grass-Root Level participation in educational planning and implementation;

6. Encouraging and supporting Government Private Sector partnership to meet the challenges

7. Education For All (EFA) Action Plan and Ordinance for compulsory Primary Education; 3.Mission Statement Developing Human Resources in Pakistan as a pre-requisite for Global Peace, Progress and Prosperity.

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4.Vision 1. Quality Education enabling all citizens to reach their maximum potential; 2. Produce responsible, enlightened and skilled citizens;

3. Integrate Pakistan into the global framework of human – centered economic development

5.Major Area of Education ERS 2003 was initiated in 2001, with systematic attention on major areas of

education such as: 1. Universal Primary Education (UPE)

2. Adult Literacy 3. Vocalization of General Secondary Education

4. Revamping of Science Education 5. Promotion of Technical Education

6. Quality Assurance 7. Mainstreaming of Madrasahs

8. Public Private Partnership 9. Higher Education

5.1. Universal Primary Education Target/Reform The education for all emphasize quality universal Education ,through ensuring access and increasing participation rate upto 100% reducing gender disparity and enhancing completion rate 70%. Action Plan

1. Promulgation of compulsory Primary Education Ordinance; 2. Improving infrastructure in existing primary school. 3. Initiation of Early Childhood Education stage in schools. 4. Construction of new schools 5. Community Basic Education Schools, and 6. Free textbooks for children and free Braille books to the visually handicapped people

5.2. Adult LiteracyTarget/Reform Under the Reforms National Commission for Human Development (NCHD) has been set up with the President of Pakistan as its Chairman. The Commission has developed district-based infrastructure to reach people. The task

encompasses establishment of literacy centers throughout the country.

The National plan of action on Education for All (2001-2015) targets to open 525.000 literacy centers with 118,000 teachers by 2016.

The literacy program implies district specific targets, literacy cycle of 6-8 months with due involvement of mass medic mobilization campaign.

The National Plan spells out three phases of adult literacy plan (2000-15) each phase comprising five years with overall goals as under:

Action Plan 1. Ensuring that the learning needs of all young people and adults are met, through

equitable access to appropriate learning, life skills and citizenship program. 2. Achieving 50% improvement in the levels of adult literacy by 2015, especially for

women, and equitable access to basic and continuing education for all adults. 3. AIl, especially in literacy, flume racy and essential life skills, achieves improving all

aspects of the quality of education and ensuring excellence of ail so that recognized and measurable learning outcomes.

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5.3. Vocalization of General Secondary EducationTarget/Reform To make education meaningful and work oriented technical stream has been introduced at secondary school level

Action Plan 1. The existing scheme of studies to be revised to accommodate a new technical

stream along with Science and Humanities streams, 2. Introduction of 34 area/gender specific trades selected against specific criteria,

3. Development of teaching learning resource materials, Construction of workshops in schools and

4. Increasing enrollment from 7 to 50 5.4. Revamping of Science EducationTarget/Reform

The Reforms aim at improving quality of science education by providing updated science equipment, professional growth of teachers and facilities.

Action Plan 1. Constriction’s of science laboratories,

2. Establishment of mathematic resource rooms, 3. Provision of equipment and consumables, 4. Development of video textbooks, 5. Training of head teachers, managers, master trainers and teachers.

5.5. Promotion of Technical EducationTarget/Reform The Reforms focus qualitative and quantitative improvements of technical education Action Plan

1. Establishment of one polytechnic at each district headquarters for boys, One polytechnic for girls at each divisional headquarter,

2. One mono-technic for men in sparsely populated district, 3. One mono-technic for women in thickly populated districts.

5.6. Quality AssuranceTarget The Reforms has major target to improve quality of educationAction Plan

1. Revision of curricula for classes I-XII, harmonization of teachers training programs, 2. Introduction of multiple textbooks scheme, 3. Professional development of planners, managers, teacher educators, teachers at all

levels,

4. Setting up of professional cadre for planning and management of education,

5. Strengthening of teachers training institutions, 6. Examination reforms and setting up of examination boards in private sector,

7. Establishment of national education assessment system, 8. System of academic audit-linkage of grants/ incentives with quality,

9. Increase of non-salary budget by 3% annually. 5.7. Mainstreaming of MadrasahsTarget/Reform

The Reforms aim to streamline the religious, educational institutions in the country for enlarging employment opportunities for their graduates and making it compatible with the emerging needs. Action Plan

1. Incentive program to facilitate teaching of subjects like English, General Math, General Science, Computer Science, Social Studies/ Pakistan Studies at primary and secondary levels,

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2. English, Economics, Computer Science and Pakistan Studies at higher secondary level.

3. One time grant package on affiliation with Madrasahs Education Board.

4. The Reforms advocate reviewing and revising curricula of religious education. 5. Pakistan Madrasahs Education Board has been established to look after the affairs of

schools. 5.8. Public Private PartnershipTarget

The Reforms aim at improved service delivery through public private partnership Action Plan

1. Offering incentive package for private sector; 2. Involvement of private sector in the management of underutilized public sector

institutions; 3. Facilitating grants and soft loans for the development of education

4. Introduction of Adopt School program; 5. Maximizing utilization of, public school buildings by school up gradation in the

afternoon shifts from primary to higher secondary levels through community participation project;

6. Introduction of information technology courses in schools through public private partnership; etc.

5.9. Higher Education Target/Reform The reforms advocate shift towards human resource development through qualitative and quantitative improvements of higher education Action Plan

1. restrictively of research in institutions of higher learning, 2. Professional development of teachers, 3. Increasing access to higher education, 4. Increasing enrollment, 5. encouragement for private sector universities, 6. Increasing financial allocations, 7. up-gradation of science and social science programs, 8. Introduction of IT education, etc.

7.3. Up-Gradation of UGC to HEC (2004)

• UGC established in 1947

• The institution was revised in 1974 and came its modern form in 2002 with additional executive reforms granted by the constitution

• The universities were formerly accredited by UGC established in 1947. • Higher education efforts preceded the UGC in 2002.

HEC (Higher commission of Pakistan) • HEC is an autonomous, independent and constitutionally established institution. • It established in 2002 by preceding the UGC efforts. • Under a new revised reforms HEC is made responsible for formulating higher

education policy Programs and projects under HEC causes of degradation of UGC

• These are some programs which have been performing the HEC and not the UGC.

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• Degree attestation • Faculty development • Curriculum revision

• Higher education infrastructure development • Indigenous scholarships

• Foreign scholarships • Conference travel grants

• Increase industry and university research collaboration • Developing new technology policies.

• Patent filing support.

Motto of HEC and UGC

University Grants Commission: • The main motto of UGC was to maintain standard of education and establish a

uniform policy all over the country Higher Education Commission:

• Facilitating Institutes of higher learning to serve as an Engine of Growth for the Socio-Economic Development of Pakistan.

Programs of HEC The running of following programs may be credited to HEC:

Capacity building of the faculty Under taking of revision of curriculum Development of infrastructure of higher education Award of indigenous Grant of foreign scholarships Patent filing support Travel grant for participation in the conferences Increasing collaboration between industry and university research Bringing in technology reforms

Reforms of HEC HEC revitalize the functions of UGC:

o 16 years degree programs be initiated like the rest of the world.

o Resources made available should be utilized to the optimum. o Faculties among public and private sector universities be made equal.

o Monitoring be made a regular feature of the inputs, processes and products. o Private universities be standardized.

o Emphasize on qualitative aspect of education rather than quantitative education.

o Adequate attention to research and support be given. o Institutional frameworks be made functional to the optimum. o Systems be made efficient and effective in terms of their functioning. o Nature of design and delivery be made free of problems. o Systems be funded adequately. o An interface between industry and universities be developed. o Wastages of funds should be minimized. o Research base should be made adequately strong.

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o Internationalization and Globalization be addressed in all the processes right from planning onwards.

o Lifelong learning and continuing education be encouraged.

o Structural, functional, instructional and pedagogical constraints be possibly overcome.

o Fee structure of private universities should be adjusted. o Foreign Direct investment in Education sector be encouraged.

o Debt Financing in Education sector be fashioned o There should be moral training in higher education institutions.

o Westernization on the name of modernization should not be promoted. o Social balances be created.

o The resources made available should be used to the optimum. o Universities with no exception be asked to come up to the minimum

standards defined in terms of faculty quality, practical reliability, and monetary solvency.

o Centers of excellence should strive to develop a research culture to give birth to the intellect of highest grit.

CONCLUSION: REASON OF UPGRADATION OF UGC INTO HEC • UGC aim was to maintain quality of education and implement uniform education

policy all over the country. • In 1976, UGC had no real financial powers. • Therefore, UGC remained ineffective institutions in 2000. • Resultantly, the standard of education in Pakistan declined considerably. Ultimately

HEC has been established in 2002. • HEC revitalize, invigorate the standard of education by adopting modern policies of

education.