EDU101 Final Term Subjective by Nimma Malik

SUBJECTIVE PART

EDU101

01: What is Syed Dynasty (1414 - 1451)?

•  This reign was categorized by lawlessness and disorder,
•  Most time was spent on repressing the revolts and thus art and literature suffered.

During the time of Mubarik Ali, some literary work was done. “Mubarik Shahi” was written during this time.

02: What is the plan for Human rights education?

Human rights education can be defined as education, training and information aiming at building a universal culture of human rights through the sharing of knowledge, imparting of skills and moulding of attitudes directed to:

a) The strengthening of respect for human rights and fundamental freedoms

b) The full development of human personality and the sense of its dignity.

c) The promotion of understanding, tolerance, equality and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups.

d) The building and maintenance of peace.

e) The enabling of all persons to participate effectively in a free and democratic society governed by the rule of law.

f) The promotion of people-centered sustainable development and social justice

03: What is the examination system according to 1959 education commission?

Examination System for Secondary Education 1959:

1. The examination system of secondary stage is reorganized. Examinations should be held after tenth and twelfth classes.
2. Examination record of all examinations be kept safe for certain period.
3. Secondary Education Boards be allowed to issue certificates.
4. Private students should have the same syllabus as those of the regular students and they should be allowed to sit in the examination.

Examination System for Higher Education 1959:

75% marks on the basis of external examination and 25% on internal assessment. On the certificate and degrees, the marks gained in the internal and external assessment are entered separately.

1. Examination should be organized in such a manner as to assess the ability rather than memory of a student. For this purpose, objective tests be prepared and introduced.
2. 40% marks as pass marks, 60% second division and 70% for first division.
3. The duration of time for PhD research should be at least two years.
4. The students are allowed to appear as private candidates for further five years.

04: What are the Objectives of 1959?

Objectives for Primary Education 1959:

1. According to the Commission, primary education should enable a student to read and write.
2. To promote a child’s mental, social, moral and physical growth.
3. To create a sense of good citizenship among children.
4. To create a sense of self confidence and curiosity in the child.
5. To create a passion for hard work in the child.
6. To equip the child with information and skill.
7. To create a love for physical work and games.

Objectives for Secondary Education 1959:

1. To create the freedom of thinking among children.
2. To create a sense of research and curiosity in children.
3. To create a sense of leadership in children.
4. To enable the students to cope with adolescence needs.
5. To create an aesthetic sense in children.
6. To create and develop a passion of love for art and culture among children.
7. To create interest for taking part in games in children

05: What is unemployment issue among the educated youth?

•  There has been a regular increase in facilities for general education as compared to technical and vocational education.
•  Graduates with general qualification looking for employment in the white coller sector is beyond the absorption capacity in these fields.

06: What is the Target of primary education in1978 policy?

•  The target was to open 13,000 primary schools so that by 1992 all children of the country could get admission in primary schools. In addition to this, 5000 Masjid schools were to be opened so that children can get religious education along with primary education.
•  A target of opening 1,000 workshop schools was also fixed. The aim was to teach children different domestic handicrafts and skills so that they might become useful members of the society.

07: What are the Two Dominant Barriers to IE ) Inclusive Education) in Pakistan?

When a journey towards inclusive education was ready to take off the federal government developed the education ministry to provincial governments. The provincial governments are not conceptually very clear what to do next. At provincial level, the movement of inclusive education seems losing its momentum because of two barriers:

1. Attitudes of ordinary school teachers
2. Attitudes of special education teachers

08: Explain Pre-literate Societies.

Pre-literate Societies (before writing) 7000 BC – 5000 BC:

Pre-literate societies are societies and communities that existed before writing began. So, obviously the means by which information or stories were transmitted was oral. People communicated through oral language from one generation to the next and that’s how information got moved.

Goals of education under pre-literate society:

•  To teach survival skills
•  Teach group harmony

Who were the students in pre-literate societies?

•  All children