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COURSE CODE 6466

ASSIGMENT NO 2

QNo 1:- What is bologna process in higher education ? Also write dawn different types of (10+10)
US higher education system:-

Ans:- Under the Bologna Process, European governments engage in discussions regarding higher
education policy reforms and strive to overcome obstacles to create a European Higher Education Area. 
Bologna reform is key to building the necessary trust for successful learning mobility, cross-border
academic cooperation and the mutual recognition of study periods and qualifications earned abroad.
Enhancing the quality and relevance of learning and teaching is also a core mission of the Bologna
Process. Implementation of these reforms is, however, uneven across the 48 participating countries. 
The Bologna Process also provides a forum for dialogue with neighbouring countries regarding higher
education reforms and questions related to shared academic principles, such as the independence
of universities and the participation of students in civil society activities. It has become an important
space for soft diplomacy with neighbouring countries in the Western Balkans (with the exception of
Kosovo), Eastern Partnership countries, Turkey and Russia, as well as many other countries.
What is the EU doing to support higher education reform?
Since the launch of the Erasmus programme some 30 years ago, the Commission, together with national
authorities, higher education institutions, students and other stakeholders, triggered more intense and
structured cooperation among European higher education institutions. 
As the demand for student mobility grew rapidly, it became clear how difficult it was for single
institutions to recognise periods of study across different national higher education systems with
divergent degree structures and different academic traditions.
The Bologna Process, starting with the Sorbonne and Bologna Declarations, was the response of national
governments to the challenges arising from the mobility of European students and graduates.
The Commission is a full member of the Bologna Follow-up Group and its board, which supports the
implementation of the decisions of the Bologna Ministerial Conferences.
Much progress has been made in reforming higher education systems in EU Member States and beyond,
as indicated by regular implementation reports.
Education Ministers have also adopted the Paris Communiqué highlighting priority activities in this area
for the coming years. The Communiqué outlines the joint vision of education ministers from 48
European countries for a more ambitious European Higher Education Area by 2020.
It calls for: 
an inclusive and innovative approach to learning and teaching
for integrated transnational cooperation in higher education, research and innovation
for securing a sustainable future through higher education
In addition, the Communiqué outlines the need for better support to enable vulnerable and
underrepresented and groups to access and excel in higher education. These ambitions are in line with
the goal of the EU to create a European Education Area by 2025, to promote mobility and the academic
recognition of qualifications for all EU citizens. 
The next Ministerial Conference of the Bologna Process will take place in June 2020, in Rome. 
For more information on the role of the EU in the development of the Bologna Process and its progress
towards the creation of a European Higher Education Area, see the brochure
Since May of 1999, 46 European countries have been engaged in reconstructing their higher education
systems to bring about a greater degree of “convergence,” i.e. a move toward common reference points
and operating procedures to create a European Higher Education Area. This voluntary undertaking, a
logical extension of the idea of European integration that has been deepening since 1950—as well as a
cultivation of seedlings of change in higher education that were planted in the 1990s—affects 4000
institutions and 16 million students, an enterprise comparable to the size and scope of higher education
in the United States. The undertaking is known as The Bologna Process, named for the Italian city that is
home to Europe’s oldest university, where the education ministers of 29 countries first agreed to the
agenda and “action lines” that would bring down education borders in the same way that economic
borders had been dissolved. That means harmonization, not standardization. When these national
higher education systems work with the same reference points they produce a “zone of mutual trust”
that permits recognition of credentials across borders and significant international mobility for their
students. Everyone is singing in the same key, though not necessarily with the same tune. In terms
reaching across geography and languages, let alone in terms of turning ancient higher education systems
on their heads, the Bologna Process is the most far reaching and ambitious reform of higher education
ever undertaken. What has transpired since 1999 cannot be but lightly acknowledged in the United
States. While still a work in progress, parts of the Bologna Process have already been imitated in Latin
America, North Africa, and Australia. The core features of the Bologna Process have sufficient
momentum to become the dominant global higher education model within the next two decades.
Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid
no attention whatsoever to Bologna, and neither did the U.S. higher education community in its
underwhelming response to that Commission’s report. Such purblind stances are unforgivable in a world
without borders. But since the first version of this monograph, a shorter essay entitled The Bologna
Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction (Institute for
Higher Education Policy, May 2008), U.S. higher education has started listening seriously to the core
messages of the remarkable and difficult undertaking in which our European colleagues have engaged.
Dozens of conferences have included panels, presentations, and intense discussions of Bologna
approaches to accountability, access, quality assurance, credits and transfer, and, most notably, learning
outcomes in the context of the disciplines. In that latter regard, in fact, three state higher education
systems—Indiana, Minnesota, and Utah—have established study groups to examine the Bologna
“Tuning” process to determine the forms and extent of its potential in U.S. contexts. Scarcely a year ago,
such an effort would have been unthinkable. -ixEconomist Jeffrey Sachs calls ours “the age of
convergence,” and, indeed, that is what we witness when U.S. higher education opens its borders to
learning. We’ve had a good run, as the saying goes, but we are no longer at the cutting edge. U.S. higher
education can no longer sail on the assumption of world dominance, oblivious to the creative energies,
natural intelligence, and hard work of other nations. We cannot rely on 50 research universities and 50
selective liberal arts colleges—some of which boast budgets and endowments (however diminished)
greater than those of entire countries—to carry the day for the mass of our students. We cannot live in
a room of mirrors, claiming that we are so unique that nothing occurring beyond that room matters.
Mirrors lead to delusions, and to short-term, positivistic bean counting. We are mesmerized by the
immediacy of “how much,” absent a historical “how well.” It’s time to break the mirrors. The point is not
that other countries produce more degrees; it is that they just might be producing better degrees,
certainly degrees whose reference points in student learning outcomes and meaning is transparent—
something that cannot be said for the degrees we award. The Bologna Process is an analogue to the
macroeconomic theory of convergence, the ways in which nations move from different stages of
development to a more-or-less common platform of performance. Macroeconomic historians have
demonstrated time-and-again: nations that learn from other nations grow; those that do not learn,
don’t. Up to now, the U.S. has not even registered for the course, but it is our turn to learn, and hope
lies in the fact that we have begun. Much of the point of learning from other nations is differential
perspective. It’s something U.S. higher education consistently advocates in matters of inter-cultural
understanding: we want our students to be able to see the world from perspectives other than their
own. When one watches other nations address problems similar to one’s own, with languages and
cultural traditions that cast their solutions through lenses one has never used, new ways of configuring
your own solutions inevitably arise. Inevitably, as in “I never thought about it that way!” Call them
epiphanies. The slow walk through the Bologna Process that this document offers should bring many
such moments. Nature of This Document The title of the document is a deliberate play on the title of the
biennial reports on the progress of Bologna produced by the European Students’ Union, Bologna With
Student Eyes. It is a way of paying tribute to student involvement in the Bologna reforms, and marking a
parallel student working participation in the state system “Tuning” study groups in the U.S. The Bologna
Process for U.S. Eyes is a monograph, a considerable expansion of the previous Bologna Club essay.
Drawing on hundreds of documents in 8 languages, interviews with principal actors in 9 countries, and
suggestions from two rounds of European reviewers, it brings to a broad academic audience in the
United States an account and analysis of what -xEuropean higher education authorities, academic
leaders, faculty, and students have accomplished and learned over the first decade of their considerable
efforts, particularly in the challenging matters of • Student learning outcomes (set in what are called
“qualification frameworks”), • The relationship of these frameworks to credits and curriculum reform, •
The construction of new paths to student participation in higher education, including refinement of
“short-cycle” degrees analogous to our Associate’s, and combinations of e-learning and part-time status,
• The reflection of all of this in the documentation of student attainment called “Diploma Supplements,”
and the expansion of this documentation in a lifelong “Europass,” • The establishment of a “zone of
mutual trust” through an all-encompassing culture of quality assurance, and an international
accreditation register, and • Consolidating and hence clarifying the myriad of academic credentials
offered across 46 countries into common “cycles,” which, in combination with qualification frameworks,
a common credit system, and quality assurance, assures the recognition of degrees across national
borders. These highlights help clarify, for North American readers, what Bologna is and what it is not.
Some of them are extraordinarily relevant to challenges that face U.S. higher education, and are
particularly applicable to accountability and access issues—in ways we simply have not considered. This
document urges us to learn something from beyond our own borders that just might help us rethink our
higher education enterprise. Based on what we can learn from the experience of our European
colleagues, the earlier Bologna Club essay made some very concrete suggestions for change across the
U.S. higher education system, all of them following a student-centered story line of accountability,
including • Developing detailed and public degree qualification frameworks for state higher education
systems, and, for all institutions, following the Tuning model, in students’ major fields; • Revising the
reference points and terms of our credit system; • Expanding dual-admissions “alliances” between
community colleges and fouryear institutions; • Refining our definition and treatment of part-time
students; and • Developing a distinctive version of a diploma supplement that summarizes individual
student achievement. -xiWe call this sequence the “accountability loop,” and argue that it is a far more
effective road to quality degree completion than simply posting numbers on public dashboards—what
U.S. higher education seems to think is sufficient to satisfy policy-makers. Posting numbers of degrees
awarded, time-to-degree, and dubious “value-added” test scores of small samples of students may be a
form of documentation, but after one studies the Bologna Process, one realizes that it is decidedly not
“accountability.” There are no reference points of meaning in those numbers, and they certainly have
little to do with what Europeans call “quality assurance.” The presentation of these suggestions in this
document starts with the “Tuning” process of establishing reference points and building templates for
student learning outcomes at the level of the academic discipline because that is the level at which
faculty are organized and trained, and the path on which students express their principal academic
interest. In combination with Diploma Supplements, Tuning is the most likely point on the accountability
loop to appeal to the U.S. system, and, indeed, that is where the first major exploration of potential
adaptation of Bologna is taking place in the state systems of Indiana, Minnesota, and Utah. Tuning
inevitably leads to the other stops on the accountability loop, and may give us degree qualification
frameworks in time, as well. The presentation in this Executive Summary is, of necessity, highly
condensed. The monograph text offers further detail and accounts of nuances that are inevitable when
46 countries are involved. While the text cites a few statistics and provides some reflections on the
current state of European data on higher education, the major topic of comparative international data
on higher education participation and attainment will be addressed in yet another report from the
Institute for Higher Education Policy’s Global Performance project in mid-2009. The Landscape of
European Institutions and Students Given the subject and scope of this essay, U.S. readers need some
background reminders of what higher education systems and students in Europe look like, as well as
where higher education reforms sit in relation to broader education and training reforms of the
European Union. Institutions: There are basically four kinds of “tertiary” institutions: universities,
institutions of “applied sciences” (the polytechnics, Fachhochschulen, hogescholen, etc.) that resemble
the hundreds of U.S. colleges in which the vast majority of enrollments are in occupationally-oriented
fields, free-standing specialty institutions including medical schools and conservatories, and institutions
that straddle the upper levels of secondary education and lower levels of tertiary. What we call liberal
arts colleges are almost invisible. Private institutions can be found principally in Eastern Europe, are
predominantly for-profit, but are still a small proportion of the European landscape. While there are also
non degree-granting trade schools comparable to those in the U.S. that offer certificates, they are not
considered postsecondary (whereas we include them in the postsecondary universe).

QNo 2:- Discuss teacher education system of india and Pakistan ?


Ans:- Education in India is primarily provided by public schools (controlled and funded by the
government at three levels: central, state and local) and private schools. Under various articles of
the Indian Constitution, free and compulsory education is provided as a fundamental right to children
aged 6 to 14. The approximate ratio of public schools to private schools in India is 7:5.
India has made progress in increasing the attainment rate of primary education. In 2011, Approximately
75% of the population, aged between 7 and 10 years, was literate.[7] India's improved education system
is often cited as one of the main contributors to its economic development.[8] Much of the progress,
especially in higher education and scientific research, has been credited to various public institutions.
While enrollment in higher education has increased steadily over the past decade, reaching a Gross
Enrollment Ratio of 24% in 2013,[9] there still remains a significant distance to catch up with tertiary
education enrolment levels of developed nations,[10] a challenge that will be necessary to overcome in
order to continue to reap a demographic dividend from India's comparatively young population.
At the primary and secondary level, India has a large private school system complementing the
government run schools, with 29% of students receiving private education in the 6 to 14 age group.
[11] Certain post-secondary technical schools are also private. The private education market in India had
a revenue of US$450 million in 2008, but is projected to be a US$40 billion market.[12]
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between the ages
of 6-14 were enrolled in school. This is the fourth annual survey to report enrollment above 96%. India
has maintained an average enrolment ratio of 95% for students in this age group from year 2007 to
2014. As an outcome the number of students in the age group 6-14 who are not enrolled in school has
come down to 2.8% in the year academic year 2018 (ASER 2018).[13] Another report from 2013 stated
that there were 229 million students enrolled in different accredited urban and rural schools of India,
from Class I to XII, representing an increase of 23 lakh students over 2002 total enrolment, and a 19%
increase in girl's enrolment.[14] While quantitatively India is inching closer to universal education, the
quality of its education has been questioned particularly in its government run school system.While
more than 95 percent of children attend primary school, just 40 percent of Indian adolescents attend
secondary school (Grades 9-12). Since 2000, the World Bank has committed over $2 billion to education
in India. Some of the reasons for the poor quality include absence of around 25% of teachers every day.
[15] States of India have introduced tests and education assessment system to identify and improve
such schools.[16]
Although there are private schools in India, they are highly regulated in terms of what they can teach, in
what form they can operate (must be a non-profit to run any accredited educational institution) and all
other aspects of operation. Hence, the differentiation of government schools and private schools can be
misleading.[17]
In January 2019, India had over 900 universities and 40,000 colleges.[18] In India's higher education
system, a significant number of seats are reserved under affirmative action policies for the historically
disadvantaged Scheduled Castes and Scheduled Tribes and Other Backward Classes. In universities,
colleges, and similar institutions affiliated to the federal government, there is a maximum 50% of
reservations applicable to these disadvantaged groups, at the state level it can vary. Maharashtra had
73% reservation in 2014, which is the highest percentage of reservations in India.[19][20][21][22]
Teachers’ professional education is viewed as one of the most important factors in improving students’
learning. Keeping this in view many developed and less developed countries pay significant attention to
improve the practices of teacher education. In order to develop capable teachers they make conscious
efforts to establish and maintain quality teacher education institutions.
The history of teacher education in Pakistan starts with the establishment of the country. However, this
area has been facing various challenges such as lack of consistent policy, inconsistency in curriculum,
low resources, lack of quality teachers, low quality of teaching process, lack of standard, etc. Today, a
range of public and private institutions are engaged in preparing school teachers. In Pakistan, like many
other countries, public institutions are the main source for developing teachers through pre-service and
in-service programmes. However, many studies have raised the question on the quality of delivery
mechanism of the institutions while forwarding recommendations for improvement.
Historically, different reforms have been brought to improve the condition of teacher education in the
country. Currently, teacher education in Pakistan is passing through a transition as an innovation has
been initiated by the Government of Pakistan with the support of USAID through their Pre-Service
Teachers Education Programme (STEP) project. This reform is attempted in order to improve the quality
of teacher education by including different innovations.
In this regard, a new curriculum has been developed for pre-service programmes such as a two-year
Associate Degree in Education (ADE) and a four-year BEd (Hons). Effort has been made to design the
curriculum keeping in view the modern educational principle along with the contextual relevancy. These
programmes are gradually replacing the previous pre-service and in-service programmes such as
Primary Teacher Certificate (PTC), Certificate in Teaching (CT) and the one-year Ed programme. In
addition, an effort is being made for the accreditation and standardisation of teacher training
institutions through this initiative.
ARTICLE CONTINUES AFTER AD
The ADE and BEd programme has been initiated in some colleges and will be gradually implemented in
remaining colleges throughout the country in the coming years. In addition, to attract the best mind
towards the teaching profession a stipend is also offered to student-teachers for providing them
financial support.
The significance of such educational innovation cannot be overlooked for improvement of teacher
education in the country. However, there are areas that need serious considerations for the
effectiveness and sustainability of the new reform initiatives.
Firstly, the new developed curriculum is based on the modern educational principles. Teachers are
provided a course outline with the expectation that they will explore the teaching learning material for
classroom instructions. However, it was observed that some of the teachers are struggling with
identifying teaching resources due to the unavailability of the reference books and lack of Internet
facility in their colleges/institutions. This situation may affect the teaching-learning process of the ADE
courses. Hence there is a need to provide the reference books and Internet facility to the faculty
members in order to make the teaching-learning process smooth.
Second, Internet is considered as one of the important sources for identifying teaching-learning
material. However, it was observed that some of the faculty members are not literate in computers and
Internet. So they are facing challenges in accessing the teaching-learning resources that are available on
the Internet or in soft version. Therefore, the faculty members of colleges need to be helped in acquiring
workable computer and Internet skills.
Third, the new curriculum demands new teaching strategies such as collaborative, inquiry and activity-
based teaching approach. However, a majority of the faculty in the teacher institutions are not oriented
with the teaching strategies demanded by the ADE and BEd programme. Therefore, the professional
development of the faculty at teacher training institutions should be given priority along with the
curriculum development.
Furthermore, there is a sense of uncertainty about the sustainability of the new initiatives after
completion of the Pre-STEP project. Many educational initiatives in the past died away with closure of
the projects. Therefore there is a dire need to develop a clear road map for the continuity and
sustainability of reforms.
It was also observed that some school teachers are being deputed in teacher education colleges due to
lack of adequate number of teachers in there. Due to the different approach of pedagogy and
andragogy, these teachers treat the prospective teacher like children, which demotivates them. Thus
when the school teachers are deputed in colleges they should be oriented with the andragogy of
teaching an adult.
Finally, a sense of insecurity can be observed among the student-teachers about their job prospects
after the completion of their ADE or BEd honours. How will they stand apart from the teacher who has
done one year BEd and other courses, is a question to ponder upon. A clear policy is required about job
opportunities for the prospective teachers so that they can focus their studies.
These issues need to be addressed in order to sustain and maintain the quality of the new reforms. A
vigilant plan and sincere implementation will, of course, be helpful in transforming the teacher
education practices in the country.
In short, the importance of quality teacher education cannot be overlooked for improving the quality of
teaching-learning in the school. The new educational innovation will, definitely, lead to improve teacher
education practices in Pakistan. However, there is a dire need to look reflectively at how to sustain the
initiatives and make it productive.
The writers are educators.
QNo3 ;- Explain the history of development of special education in Pakistan ?
Ans:- DEVELOPMENT OF special education in Pakistan since 1947 is outlined with reference to
Government planning and policy documents and independent reports. The rationale for providing
special services is discussed, with data on Government and voluntary sector special schools, against the
background of chronically weak national investment in education and health. Planned and casual
integration, and teacher education are considered. The current relevance to Pakistan of Western‐style,
child‐centred education is questioned. It appears unlikely that existing and planned services will reach
the majority of children with special needs in the foreseeable future. Some alternative measures are
outlined, with the political and religious motivation for implementing them.
The paper examines major issues involved in the development of special education in Pakistan which
have been identified through a wide ranging research project conducted in Pakistani special schools. The
research covers the following major issues: current philosophy and practice in special education in
Pakistan; an account of pupils with special educational needs and provision for them in the educational
system; the qualifications and training of headteachers and teachers currently employed; and the
curriculum in special schools. The paper suggests areas of high priority for the further development of
special education in Pakistan. Persons with disabilities (PWD) make up 13.4 % 1 of the total population
of Pakistan, accounting for approximately 28 million people. Out of this staggering number the number
of children who suffer from disabilities is disproportionally larger. According to the Punjab Multiple
Indicator Cluster Survey (MICS) 17.9 percent of all children between the ages of 5 to 17 in the province
have one or more functional disabilities – which is measured as a functional difficulty in a range of
domains including hearing, vision, communication/comprehension, learning, mobility, and emotions.
These disabilities in children are a concerning occurrence in and off themselves; apart from functional
difficulties in performing everyday tasks the stigma attached to being disabled is often a cruel cudgel
that is used to socially beat down disabled children. When we couple with this the fact that children
with disabilities are ten times less likely to attend school than those without, and even if they attend
school, they are most likely to drop out earlier compared to their peers who do not suffer from the same
challenges, a very disturbing picture starts to emerge. The disadvantage that these children suffer is
amplified as they go through life, culminating in a situation where their lack of education becomes a
bigger impediment than their disability.

Federal cabinet meeting underway in Islamabad

Therefore it is quite encouraging to see that this oft overlooked group is being kept in mind by the
policymakers of Punjab, the largest province and one where the problem is most pronounced.
Special Education Policy of the Government of Punjab (2019) intends to categorize disabilities into four
groups: Mild – Moderate – Severe – Profound. It then will use these categories to implement change in
public policy towards PWDs. If the government diligently sees this initiative through an estimated 27% of
PWDs will be incorporated in mainstream public schools.
It is hoped that this commendable initiative is carried forward in other provinces as well and that private
schools can also be incentivized to increase the percentage of PWDs in their student bodies.
QNo4;-Define curriculum development in your own word .Also Discuss the curriculum development in
Pakistan.
Ans:- The curriculum, textbooks and learning materials, teacher education and training, examinations
and assessment are not an end in the education spectrum but means to an end. The ultimate goal of
these inputs is equipping the children with knowledge, skills and dispositions required to successfully
lead the nation for economic and social development in this competitive world. Education also refers to
bringing changes in attitudes and values leading to respect for law, human rights, religious and social
norms and traditions in line with the nation‘s philosophy of life. The NCF therefore, emphasizes on ways
and means to produce conducive learning environment in schools including its various facets like
textbooks and learning resources, teacher education and delivery, classroom assessment and evaluation
mechanisms and system. NCF focuses on providing equal learning opportunities to all children in the
country in the context of post devolution scenario. It provides comprehensive guidelines to develop
implement and evaluate the curriculum and related process in order to achieve on educational vision of
Pakistan. The framework will enable all the Federating Units to follow uniform practices in preparation
of curriculum by respective bodies leading to uniform standards of school education across the country
irrespective of class, creed, area or gender leading to national unity and cohesion. It will also enable
them to prepare common standards to assess learning achievements of students and the overall impact
of interventions on the knowledge, dispositions, skills, societal norms, brotherhood, integrity, honesty,
national cohesion, good citizenry, peaceful co-existence, interfaith harmony, and respect for human
rights especially the rights of the child to education. I am glad to say that the NCC has made every
possible effort to develop the document by adopting thorough consultative meetings with all
stakeholders across the country. As a result of collective and collaborative efforts, a useful document is
being presented for developing and implementing curriculum in the country in line with the national
aspirations as well as international standards and best practices. I appreciate the team of Ministry of
Federal Education and Professional Training headed by Prof. Muhammad Rafique Tahir, JEA (Education),
National Curriculum Council, Secretariat‘s team headed by Dr. Dawood Shah, JEA (Curriculum), the
Technical Committee, representatives of Federating Units and other stakeholders for preparation of the
first ever document i.e. the National Curriculum Framework, in Pakistan. I also congratulate all the
Federating Units for developing this policy document to provide guideline for curriculum development. I
pray that Allah may continue with his blessings. Aamir Ashraf Khawaja Federal Secretary Ministry of
Federal Education and Professional Training Government of Pakistan Islamabad viii | Page ix | Page
Foreword Curriculum provides a framework for the educational institutions determining the subjects,
learning objectives, and learning outcomes. The key value of a curriculum is to ensure cohesion and
uniformity in the education system of diverse cultures and societies to achieve the cherished goal of
national unity. Curriculum is simply a vehicle to interpret and transmit the national goals and societal
aspirations to the younger generations. Curriculum is the guide that delineates the learning path of a
student and determines the process of learning. It does not only describe ‗what to teach‘, but it also
highlights ‗how to teach‘, as well as ‗how to assess student learning outcomes‘. It is influenced by the
nation‘s ideology, national policies and socioeconomic development, technological advancement,
research, knowledge expansion, global changes, market demands and economic order. Curriculum is a
major instrument of education, which, in fact, shapes the whole system. National curriculum framework
stipulates the parameters which provide guiding principles for setting curriculum goals and contents,
learning methods and materials, and assessment of learning outcomes. Its indicates essential learning
areas describing in broad terms the knowledge, skills, attitudes and behaviours which all students need
to acquire at a specific level of education. It also illustrates the elements which are essential to teaching
and learning especially relating to classroom delivery its assessment and feedback. Curriculum
development is a complex, on-going and cyclical process; therefore without curriculum policy
statements in the form of NCF, the process may be susceptible to arbitrary, unwarranted and sometimes
superficial changes. (Muhammad Rafique Tahir) Joint Educational Advisor Ministry of Federal Education
and Professional Training Government of Pakistan Islamabad x | Page xi | Page EXECUTIVE SUMMARY
National Curriculum Framework (NCF) is a policy document which provides guidelines for achieving
national Vision, Mission, Goals and Objectives of education through school curricula. NCF therefore,
evolves effective and productive principles, processes, policies and strategies for curriculum
development, its implementation, delivery and subsequent appraisal to see as to what extent objectives
of the curriculum have been achieved. The guiding principles that have been followed during the
development of NCF include: - (a) Constitutional provisions including right to education (b)
Recommendations of Educational Conferences in 1947 and 1951 (c) Provisions of Educational Policies
from 1972-80 to 1998-2010 and 2009 Education had been included in the Concurrent Legislative List of
the Constitution of Pakistan 1973 which meant that education was a joint function of Federal and
Provincial Governments. The Concurrent Legislative List was abolished through 18th Constitutional
Amendment, resultantly, education, including curriculum, textbooks and all other related matters
concerning learning in the schools, are now the sole responsibility of the provinces and areas . However,
considering the curriculum as the most important means to achieve the national vision and goals, all the
Federating Units realized the need to address these concerns through a national coordinating body
which was constituted in the name of National Curriculum Council (NCC) consisting of three members
from each Province and Area; one each from Curriculum Bureaus, Textbook Boards, and Education
Department. NCC functions under the Ministry of Federal Education and Professional Training which is
mandated to serve as a professional, advisory and consultative national body to steer and guide the
development of curriculum in close collaboration with all the Federating Units in order to ensure
minimum quality standards from Early Childhood Education to Grade XII. Development of NCF is a step
towards achieving uniform standards in education ensuring national cohesion and interests. National
Curriculum Council approved an outline of the NCF which covers ideological, academic and socio-
cultural concerns of Pakistani society through development of school curriculum and to oversee its
implementation. The objectives of NCF are to provide an appropriate structure to ensure compatibility
in diversity in curriculum to achieve national goals of education; to provide broader guidelines regarding
what all students should know, understand and value on completion of a specific level of schooling. The
NCF suggests flexibility and increased autonomy to provincial, regional and local education authorities
and to classroom teachers to take care of local and regional needs within broader perspective of
national policies and needs. It webs national education policy and provincial /regional institutions to be
engaged in curriculum development, textual/learning materials development, delivery system including
schools, education managers, teacher training institutions; and to provide an instrument for xii | Page
accountability in education, to all stakeholders including public representatives, through curriculum
evaluation and feedback. NCF spells out and provides guidelines for achieving national Vision, Mission,
Goals and Objectives of education. NCF has been developed in consultation with all Federating Units. It
includes chapters on (i) Curriculum Development and revision, (ii) textbooks and learning materials, (iii)
teacher education and training, (iv) learning resources and school environment, (v) evaluation and
feedback and (vi) mechanism for coordination among Federating Units, public and private sectors and
various streams of education on curriculum aspects. National Curriculum Council has deliberated upon
the NCF and has approved it unanimously. All the Federating Units will now develop their subject
curriculum as per their needs by following the guidelines given in the NCF which will ultimately lead to
uniformity in diversity and adhering to common educational standards. Federating Units need to
exchange their experiences and curriculum with each other using NCC forum. It is hoped that in future
children in all parts of country will benefit from quality education by following spirit of the NCF. xiii |
Page xiv | Page Page | 1 Chapter – 1 Introduction 1.1 Importance and Goals of Education Education is a
critical investment for human capital formation and an essential tool for ensuring sustainable socio-
economic development. It plays an important role in preservation, cultivation and transmission of
cultural heritage from one generation to the next. Education is the knowledge of putting one‘s
potentials to the maximum use enabling a person to think and take informed choices and decisions.
1.1.1 Goals of education Education is the process of bringing desirable changes in the attitudes and
behaviours of human beings. It facilitates learning or acquisition of knowledge, values, beliefs, habits,
skills and dispositions. These processes of bringing desirable changes and acquisition of knowledge are
the critical goals of education and are generally achieved through curriculum including all other areas of
its implementation in the classroom. The Constitution of Pakistan affirms an egalitarian view of
education based on values and speaks of instilling moral values and of providing education to all citizens
irrespective of gender, caste, creed, or race. It also speaks of removing illiteracy and providing free and
compulsory education for children of 5-16 years, of ensuring full participation of women in all the
spheres of national life. Pakistan had made a commitment to achieve six Dakar EFA Goals within the
specified target dates. Pakistan is also a signatory to Sustainable Development Goals 2015-2030
whereby each member state has to ‗ensure inclusive and quality education for all and promote lifelong
learning‘. 1 1United Nations.(2016). Sustainable Development Goals 2015-2030: 17 Goals to Transform
our World. Retrieved from http://www.un.org/sustainabledevelopment/education/ Importance of
education The first revelations of the Holy Qur‘an command the Holy Prophet (peace be upon him) to
―Proclaim! (or read) in the name of thy Lord and Cherisher who created. Created man from a (mere)
clot of a congealed blood. Proclaim! And thy Lord is most Bountiful. He Who taught (the use of) the pen.
Taught man that he knew not‖(Qur‘an, 96:1-5). 2 | Page However, there is a strong need to address the
issues like the divide between the prevalent school structures and differences in levels of infrastructure
and facilities, medium of instruction, emoluments and qualifications of teachers, curriculum being
offered in public and private sector schools and in Deeni Madaris, examination systems and what values
to be taught through the educational system and how to accommodate non-Muslim minorities. 1.2
Curriculum Definitions The definition of curriculum and its interpretation varies from a narrow concept
of ―a set of subjects or programs of studies‖ to a broader concept of ―a series of experiences
undergone by learners in the school under supervision of a teacher/school‖. 2 The curriculum has been
defined as ―the planned and guided learning experiences and intended outcomes, formulated through
systematic reconstruction of knowledge and experience under auspices of school, for the learners‘
continuous and wilful growth in personal-social competence‖. 3 It implies that curriculum provides a
framework for the educational institutions determining the subjects, learning objectives, and learning
outcomes. The key value of a curriculum is to ensure cohesion and uniformity in the education system of
diverse cultures and societies to achieve the cherished goal of national unity. In other words curriculum
is simply a vehicle to interpret and transmit the national goals and societal aspirations to the younger
generations. Curriculum is the guide that delineates the learning path of a student and determines the
process of learning. 4 1.3 Quality in Education The term ‗quality‘ in education has been used in all policy
documents. However, its definition remains elusive because of the intricate nature of teaching-learning
process and involvement of a large number of stakeholders. Quality of education has been defined ―as
a set of elements containing input, process and output of education system‖. 5 The term ―education
quality‖ has also been defined in two ways in terms of either inputs, or outputs. 6 The quality of
education is linked to school inputs, such as teachers‘ qualifications, class size, pedagogy, teaching and
learning materials, curriculum, facilities and resources (learning, physical, fiscal and others) necessary
for the maintenance of school. Educational quality is, therefore, relative to 2Bano, Y. (2005). Curriculum
development: Issues and challenges in Pakistan. ANTRIEP, 10(1), 1-16. (New Delhi: National Institute of
Educational Planning and Administration, p.3). 3Wiles, J., & Bondi, J. C. (1984).Curriculum development:
A guide practice (2nd ed.),(Columbus, Ohio: Charles E. Merril, p.7) 4Government of Pakistan, Ministry of
Education.(2009). National Education Policy 2009. ( Islamabad: Ministry of Education) 5Cheng, Y. &
Cheung, W. (1997). Multi-model of education quality and multi levels of self management in schools.
Educational Management and Administration 25 (4), 26-37 6Adams, D. (1993). Defining educational
quality.( Pittsburgh: University of Pittsburgh)

QNo 5:- Discuss the check list by HEC for distance education B/w insinuation in Pakistan .
Ans:- This is the 5th edition of the “Guidelines on the establishment of a New University or an Institution
of Higher Education”. The main highlight of the edition is that it incorporates the revised criteria/norms
on the subject approved by the Cabinet on 27th February, 2002 and later amendments approved on 4th
October, 2006. The fact that the matter has been taken up at the highest level shows the keen interest
of the Government to regulate the sector, which has recently shown unrestrained growth and lack of
discipline. While public-private participation remains the crucial component of the policy of the
Government as reflected in the “Education Sector Reforms: Strategic Plan 2001-2004” and the “National
Education Policy 1998-2010”, there is also a realization for greater policy role of the Government.
Another significant development is that the revised criteria as decided by the Cabinet, shall be
applicable for both the private and public sector institutions and there shall be no discrimination in
respect of conditions and norms for setting up a new university or an institution. Hopefully, the more
stringent criteria for both the sectors will bring in much needed order for improving the quality of higher
education, in addition to increasing access to higher education. Despite rapid expansion of higher
education, the public sector, in view of resource constraints, is unable to cope with the escalating
demand for more places in the universities. There is a big demand for science, technology, business and
other emerging disciplines. This is a new trend in higher education from supply-driven to demand-
oriented higher education, which augurs well for socio-economic development of the country. Many of
the entrepreneurs who are contemplating to establish such institutions may not be sure about the
regulatory framework and will find the present brochure a useful document for their information and
guidance. Dr. S. Sohail H. Naqvi Executive Director Higher Education Commission Islamabad 1
GUIDELINES FOR THE ESTABLISHMENT OF A NEW UNIVERSITY OR AN INSTITUTION OF HIGHER
EDUCATION 1. Introduction 1.1 The provisions of the “Education Sector Reforms: Strategic Plan 2001-
2004” and the “National Education Policy 1998-2010” of the Government of Pakistan highlight the
importance of higher education and the need for greater investment by the public and private sectors. It
is also realized that the public sector is unable to cope with the surging demand of higher education
from the student community and there is a need to encourage the private sector. Accordingly, the
Government is pursuing a liberal policy towards this sector. This is reflected in the establishment of 70
new universities/degree awarding institutes since October 1999, a record number in the history of
Pakistan. 1.2 These developments usher in a new beginning in public and private partnership. Hopefully,
this will fulfill the escalating demands of the student population for higher education. The combination
of private and public sectors, it is hoped, will not only start a healthy tradition of competition but will
also lead to the establishment of high quality educational institutions in market oriented disciplines and
will also pioneer diversity of educational degree programmes. 1.3 The present document sets out the
revised criteria/norms as approved by the Cabinet on 27th February 2002 and amendments approved
on 4th October, 2006 for the establishment of a new university or a degree awarding institute and lays
down the procedures for their establishment and seeking degree awarding status or the charter of a
university by the Federal or the respective Provincial Governments. It identifies various legal,
organizational, financial and other related formalities/requirements, which need to be fulfilled and
adhered to for submission of feasibility report, inspection and acquiring a charter for the institution. It
also provides the criteria and framework of governance for guidance of the entrepreneurs. 1.4 The
scope of the document is confined to providing guidelines, which have been prescribed by the Federal
Government for establishing institutions in the public and private sectors in all 2 areas of the country, as
necessitated by the Chancellors’ Committee in its 1st meeting held on May 11, 2004. 2 PROCEDURE FOR
THE ESTABLISHMENT OF A NEW UNIVERSITY OR AN INSTITUTION OF HIGHER EDUCATION 2.1 The
establishment of a university is a multi-step process. It involves fulfilling the legal formalities as well as
making available the required physical, human and financial resources. The next step is to meet the
academic and other requirements and submission of feasibility report to the HEC or a concerned
Education Department of the Provincial Government. Subsequent to the clearance of feasibility stage,
the next stage is the physical inspection of the facilities and infrastructure. Subject to satisfactory
clearance of inspection, the institution concerned shall submit the case to Higher Education Commission
if it is desired to have charter from the Federal Government for its governance. The case will be
submitted to the Provincial Education Department if the charter from the Provincial Government is
needed. 2.2 Completion of legal formalities 2.2.1 The first step in connection with the establishment of a
new university or an institution of higher education is the fulfilment of legal formalities and registration
by the sponsoring body under the relevant regulations of the Companies Ordinance/Societies
Registration Act/Trust Act as a Foundation/Society or a Trust constituted. This formality is not required
in case the institution is desired to be established in the public sector. 2.3 Submission of feasibility
report 2.3.1 Following the completion of preliminary legal requirements, the authorized representative
of the sponsor/s shall submit a 3 comprehensive feasibility report in accordance with the General
Institutional Requirements Proforma (Form PU-01) along with a nonrefundable bank draft/pay order of
Rs.20,000/- in the name of the Higher Education Commission as a fee for the evaluation of the feasibility
report. An application shall be considered only when the fee is credited to the account of the HEC and
the agency has fulfilled all the formalities. The application shall be made to the Chairman, HEC along
with five copies of the Feasibility Report including the soft copy. 2.4 Scrutiny 2.4.1 On the basis of the
documents submitted by an institution, the HEC will determine whether or not there is a prima facie
case for further considering the application. The applicant institution will be informed accordingly. If the
Commission finds that there is a prima facie case for further consideration, the feasibility report shall be
thoroughly scrutinized by a panel appointed by the HEC. The panel will assess the application and may
ask for additional information or recommend the case for preliminary inspection of the institution. 2.5
Site inspection 2.5.1 If the HEC finds that the institution has made a good case after the clearance of the
feasibility report, the HEC shall appoint an Inspection Committee which will conduct a preliminary
sitevisit/inspection of the institution for physical verification of the infrastructure and available facilities
with evidence and for satisfying itself and that the institution has the ability and capacity to run the
academic programmes. An inspection fee of Rs. 30,000/- shall be charged, which will be payable in
advance through a non-refundable bank draft/pay order in the name of the HEC by the institution
concerned. The visit will require meeting with administrators, teaching staff, students and support
services staff. A visit to the library and other learning resources will also be conducted. 2.6
Recommendation for grant of charter 2.6.1 The Inspection Committee will report its findings to the HEC.
In case of satisfactory report of inspection, the draft charter 4 based on the Federal Universities
Ordinance (FUO), 2002 of the HEC as contained in this document will be vetted by the HEC. After
consideration of the draft charter vis-à-vis provisions of FUO, 2002, the HEC will recommend the case for
grant of Charter to the Federal Government or the Provincial Government, as the case may be. 2.7 Grant
of charter 2.7.1 Charter will be granted subject to the jurisdiction either by the Parliament/President of
Pakistan or a Provincial Assembly/ Governor of a province, as the case may be. 3 CRITERIA AND
REQUIREMENTS FOR THE ESTABLISHMENT OF A NEW UNIVERSITY OR AN INSTITUTE OF HIGHER
EDUCATION 3.1 Institutions normally apply to the concerned Government where they are situated. In
case the institution is located in the federal territory, the application shall be made to the HEC. In case
an institution is based in a provincial territory, the application shall be addressed to the concerned
Provincial Education Department. The Chancellors’ Committee in its first meeting held on May 11, 2004
necessitated that each Provincial Government will follow the Cabinet Criteria for evaluation and grant of
charter. In case of grant of provincial charter, the HEC is usually consulted by the Provincial
Governments. For this purpose, the clearance by the HEC shall help in facilitating the grant of charter.
3.2.1 The organizational, legal, financial and other related formalities and requirements, including the
submission of a feasibility report are outlined in the general institutional requirements proforma and
space norms as in Forms PU-01 and PU-02 and PI-02 These guidelines pertain to registration, availability
of infrastructure and adequate financial resources, proposed programme of study, development of
academic programme, teaching staff, admission 5 criteria, fee structure, quality assurance mechanisum,
student supervision, assessment and examination etc. The main points of the criteria and requirements
are highlighted for information of the entrepreneurs. 3.2.2 General institutional requirements 3.3.1 The
essential requirements for meeting institutional formalities are detailed in Form PU-01 and may be
categorized under the following main headings: ♦ Registration as a legal entity ♦ Premises and
availability of physical resources ♦ Organization and governance ♦ Administrative and academic staffing
♦ Student body and student support services ♦ Programmes of study and courses of study ♦ Teaching
and learning ♦ Examination and assessment ♦ Quality assurance mechanism, student supervision and ♦
Budget & Finance 4 CONDITIONS GOVERNING THE ESTABLISHMENT OF A NEW UNIVERSITY OR AN
INSTITUTION OF HIGHER EDUCATION 4.1 The provisions for the establishment of a new university or a
degree awarding institution shall be governed by the following conditionalities: 4.2 Legal and procedural
i) That the sponsoring body should be a Society/Trust or a Foundation registered/constituted under the
relevant regulations 6 of Companies Ordinance/Trust Act/Societies Registration Act. This shall not be
required in case the institution is in the public sector; ii) A copy of the registration deed along with a
Memorandum of association will be supplied to examine the objectives and credentials of the members.
A brief profile of each member of management should also be provided; iii) That the sponsoring
body/institution shall apply to the HEC and submit 5 copies of the feasibility report/corporate plan
including the soft copy keeping in view the General Institutional Requirements Proforma as per Form
PU-01. 4.3 Institutional and academic i) That the site selected for the institution must be suitable from
academic point of view. Sustainable physical viability, availability of water, electricity, fuel gas,
telephones, building materials, furniture and labour for construction etc., must be ensured; ii) That the
building in which the educational institution is to be located must be suitable, and that provision will be
made in conformity with the statutes and the regulations for a) the residence of students, not residing
with their parents or guardians, in the hostels established and maintained by the institution, b) the
supervision, physical and general welfare of students; iii) That the HEC shall satisfy itself that the Body
has the physical, human and financial resources to establish a viable institution; iv) In case of a
university, the sponsor shall have to make available at least 10 acres (3 acres in city and 7 acres on city
fringes) and in case of an institute at least 3-1/3 acres of land, depending on the location having
potential for further development. Virtual universities, however, shall be excluded from the condition of
land; 7 v) Any degree awarding institution of higher education having four or more departments will be
eligible for title of a university. Any institution having less than four departments will be eligible for grant
of charter as a degree awarding institute; vi) Particular criteria/norms in respect of various aspects of
setting up a new university or an institution, such as, departments, teaching and non-teaching staff,
lecture halls, libraries, laboratories, internet, hostel, composition of Board of Governors etc. shall be as
detailed at Form PU-02 and PI02; vii) That in drawing up the organizational structure of the institution
(into faculties, departments etc.), the standard and quality of teaching and efficiency of the system must
be ensured; viii) That an appropriate regulatory framework and mechanism is provided for regulating
academic and administrative matters of the institution; ix) That the educational institution has framed
proper rules regarding the efficiency and discipline of its staff and other employees; x) That the strength
and qualifications of teaching and other staff, and the terms and conditions of their service are
adequate; xi) That provision has been made for library and laboratory facilities and other practical work
as detailed in Form PU-02 and PI-02; xii) That at least 10% of students be granted fee exemptions and
scholarships on need basis; xiii) That 10% of the institutional budget is specified for research;

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