ASSIGNMENT NO.

Submitted By: Muhammad Junaid

Corse Code: 828

Roll no: CB564605

Date: 16, October, 2021

Semester: Autumn 2020

Level: M.A. Teacher Education

Corse Title: Secondary Education

ALLAMA IQBAL OPEN UNIVERSITY

Q 1. Write down the specific contributions of higher education in various
developing countries.

In many pans of the world, traditional universities are almost the sole agencies
for post-secondary. But, as counties develop, the needs for talents become more diverse.
Students have increasingly different aspirations, and academic programmes and
institutions become more specialized to take care of these specialized needs. Higher
Education embraces the new diversity of institutions for which the university becomes
most important Many developing countries are in a state of transition, moving towards
systems of Higher Education, that require both specialization and coordination, a
requirement that is an organizational problem for both developed as well as developing
countries. It is hoped that the study of this unit will enable the students to:

1. Indicate the contribution of Higher Education in the various developing countries.

2. Determine the relationship of Higher Education with employment situation in the
developing countries.
3. Analyse the emerging trends in the role of Higher Education as a development
activity.
4. Identify the impact of social structures on Higher Education.
5. Relate the role of Higher Education within the framework of respective social
environment.

HIGHER EDUCATION IN EGYPT:

The relation between education and the productive work related to the development plan is
considered one of the most important issues of this society. The supreme council of
universities should work towards establishing a link between the university admission
policy and the actual needs of the national development plan in all specializations. To attain
this end, the council formed specialized committees in the various university education
sectors. They study the proposals submitted by the universities consuming admission to
various specialization, and suggest numbers of students to be admitted. This is decided
according to a number of considerations that include the needs of production and work
sectors as well as human, physical and financial capacities of the universities.

EDUCATION IN MALAYSIA:
Efforts to establish Higher Education in Malaysia were initiated by the
Chinese community in the region and not by the British. The early efforts by the
Chinese underscore the tremendous importance closely connected with their
cultural traditions which has not diminished with time. In October, 1949, the two
colleges were jointed to form the University of Malaysia, with degree granting
status. Initially, the said University offered three faculties: arts, science, and
medicine and was intended to provide the society with a core of professionals as
well as liberally educated generalists to sew in public and private institutions: The
faculties of education (1950), engineering (1955), Law (1957), and agriculture
(1961), were added over the years.

EDUCATION IN THAILAND:

In Thailand, the National Development Plan was started 35 years ago,

Access to Higher Education in Thailand has increased. The first university in
Thailand was founded only a few years earlier than the Rangoon University of
Burma. It was in January 1915, when the King Rema-Vl, laid the foundation of the
first building of Chulengo University. The second university "Thammasat" was
established in 1933. The second university. "Thammasat" was established in 1933.
It was founded as an Open University offering courses in law, economics, politics
and related social sciences so as to train a new breed of bureaucrats for the newly
created constitutional government. There were administered by different ministries
of the Government.
HIGHER EDUCATION 1N CHINA
1 The general characteristics of Higher Education in China are as
follows;
2 Innating a spirit of serving the people and serving others before self
3 Application of knowledge gained to the firms and factories.
4 Teaching by experienced farmers and workers.
5 Deep involvement of the community in the educational process.
6 Education to serve the political goals of the party

7 Emotional training against all forms of exploitation.

8 Collective instead of individualistic education.

9 Inculcating a sense of dignity of labour among the teachers.

10 Equal opportunities for all and faith in group wisdom.

Higher Education is not a right, but is a privilege to be earned by hard work. The
universities are run by elected revolutionary committees.

Q2. Elaborate the meanings of assessment, evaluation and appraisal in higher education.
Highlight significance of assessment at this level.

Definitions:
The evaluation and assessment framework consists of the co-ordinated arrangements for
evaluation and assessment which ultimately seek to improve student outcomes within a school
system. The framework typically contains various components as student assessment, teacher
appraisal, school evaluation, school leader appraisal and education system evaluation, and
includes the articulation between the components and their coherent alignment to student
learning objectives. This framework differentiates between the term’s assessment, appraisal and
evaluation:

• The term assessment is used to refer to judgements on individual student progress and
achievement of learning goals. It covers classroom-based assessments as well as large-scale,
external assessments and examinations.

• The term appraisal is used to refer to judgements on the performance of school level
professionals, e.g. teachers, school leaders.

• The term evaluation is used to refer to judgements on the effectiveness of schools,

school systems, policies and programmes.

Significance of assessment:

'Nothing we do to, or for our students is more important than our assessment of their work
and the feedback we give them on it. The results of our assessment influence students for
the rest of their lives.'

Assessment and its associated feedback are essential to student learning. However, you
may find that more of your time is taken up with the areas of assessment associated with quality
assurance, rather than its potential to support students' learning. Well designed assessment has
numerous benefits aside from the obvious one of providing a measure of students' progress as it
can be a means to engage students with their learning. Ideally then, you should aim to support
active learning rather than Assessment of Learning to ensure that the assessment process is an
integral part of your students' education.

Assessment is inescapable:

“Assessment is the engine which drives student learning.”

A student undertaking any form of study will be subject to assessment in one form or
another. Similarly, any member of teaching staff will be engage at some point in assessment
related work. For some of you, assessment takes up a considerable proportion of your workload,
and for students it can be a significant determinant of what, when and how they learn. Getting
assessment 'right' is therefore essential, both for your students and for you.
 Well-designed assessment can encourage active learning especially when the assessment
delivery is innovative and engaging. Peer and self-assessment, for instance, can foster a number
of skills, such as reflection, critical thinking and self-awareness – as well as giving students
insight into the assessment process. Discussing the ways in which you're assessing with your
students can also help to ensure that the aims and goals of your assessments are clear. Utilising
assessment that makes use of technology, such as the use of online discussion forums or
electronic submission of work, can teach students (and perhaps your colleagues) new skills. At
the end of the day, taking some time to think about why, what and how you're going to assess
your students is a worthwhile investment of time. It can help ensure you're assessing the skills
and knowledge that you intended and it could open up new possibilities for different ways to
assess your students, some of which may be more efficient and effective than the current
methods you're using.

Q 3. Explain the concept of wastage in higher education. What measures can be taken to
minimize wastage in education?

Meaning of Wastage:

“By wastage we mean premature withdrawal of children from schools at any stage before
completion of the primary courses”.

Educational wastage:
Exists in the following forms:

(a) Failure of the system to provide a universal education

(b) failure to recruit children into the system
(c) failure to hold children within the system (d) failure of the system to set appropriate
objectives
(d) inefficiency in the achievement of such objectives.

A major aspect of educational wastage occurs when students leave the educational system
prior to the termination of an educational cycle. Dropping-out in this sense is not related to the
existence or duration of compulsory schooling and therefore leaving school before the minimum
age is not regarded as dropping out. However, those who leave before the end of a cycle, but
who have satisfied the compulsory education laws by staying at school until they have reached
the minimum age, would be regarded as dropouts; and in countries which do not have
compulsory education, a child who left school before completion of the stage in which he had
registered would be regarded as a dropout. A major aspect of educational wastage is the
repetition by a student of a year of work in the same class or grade and doing the same work as
in the previous year. This may occur at any level, from elementary to university.
Minimize Wastage in Education:

In fact the reasons for failure and drop out will vary from school to school, place to place
and individual to individual. As such, one cannot suggest a single programme for all the schools
to reduce educational wastage. However, some of the following action programmes may help for
reducing educational wastage.

1. Increasing holding and attracting power of the school;

 Attractive teaching i.e. adoption of improved method of teaching and techniques

 Attractive school building with well equipped furniture’s;
 Improvement of school campus i.e. neat, tidy and beautiful;
 Provision of medical facility;
 Parental indifference to education;
 Use of audio-visual aids;
 Reorganization of the curriculum;
 Appointment of efficient and trained teachers;
 Appointment of women teachers;
 Provision for effective supervision; (k) Effective multiple class teaching.
2. Seeking co-operation of the public, parents and guardians by organizing P.T.A. (Parent

Teacher Association);

3. Fixing fixed age limit for admission in the school;

4. Regularity of admissions;

5. Regularity in attendance;

6. Adjustment of schedule; Adjustment of college hours will be in such a way that on the one
hand the children will be able to attend the school and on the other hand they will be able to
help their parents in the farms or at homes.
7. Introduction of the system of ungraded unit; Abolition of the examination at the end of
Class I. Teaching the first two classes as one teaching unit, within which each child can progress
according to his own rate.

8. Introduction of the improved technique of evaluation; Maintenance of systematic

records, where the examination results of the pupils in different subjects, besides their
performance in cocurricular activities, personal qualities, health information, attendance etc. will
find place. These records will be taken into consideration at the time of class promotion. These
records will help the teachers to judge the different aspects of the pupil’s personality.

9. Teachers: The lion’s share in reducing educational wastage goes to the teachers. If they
are able to make continuous efforts to solve these problems which contribute to educational
wastage, if they are able to

improve their instructional programme, holding and attracting power of the school, evaluation
system of the school, then and then only the extent of wastage can be reduced to a minimum
after some years, if not completely eradicated.

10. Kothari Commission suggested the following programmes for reduction of wastage :

(a) The provision of a school within easy distance from the home of every child;

(b) The enrolment of every child of the prescribed age into Class I of a school through
propaganda, persuasion and even penal action if necessary;

(c) The retention of every enrolled child in school till he reaches the prescribed age or completes
the prescribed course;

(d) Implementation of a programme of qualitative improvement of education because universal

enrolment or retention depends very largely on the attracting power of the schools.

Q 4. Highlight the major problems in revamping higher education of Pakistan.

Problem in Higher Education:

Higher Education in Pakistan is faced with multifarious problems of crucial nature. In

spite of the fact that Education is the only system which ensures continuous availability of
higherlevel expertise and trained manpower, unfortunately, in almost all the national
development plan, it is considered to be competitive with mass literacy and primary education.
The exact role which higher education ought to play in national development has yet to be
defined with precision. The obvious mismatch between the outputs of the system with job
opportunities resulting in unemployment of highly educated manpower has further aggravated
the situation. The system is still stigmatized to nourish its traditional role of "elitism", denying
opportunity of equal access to disadvantaged groups of the society. The process of 'politicization'
of campus by political parties and student activism has also immensely damaged the
conventional image of universities as bodies of peaceful intellectual pursuits'. Moreover, because
of problems of internal functioning and bureaucratization of their organizational patterns, the
institutions of higher learning have tended to withdraw from their dynamic role of professional
leadership in various walks of live. This has created a dichotomy between higher education and
the rising demands of developing society like Pakistan. One of the issues of Higher Education
Review published by the University Grants Commission, the authors have examined some of the
current problems of Higher Education in Pakistan. The authors have also suggested various
remedies provide interesting reading and many prove to be useful in the policy formulation and
planning exercises of Higher Education
Dr Tariq Rehman in his article entitled "Pakistan's Universities. Actual, ideal, possible",
traces the history of university education in Pakistan, enumerates the maladies of the existing
system and presents a model of the "Ideal University" In his model, there is room for
government interference or any other kind of political interference' In Dr. Tariq's opinion. the
chancellor and the vice chancellor of an ideal university, "should be elected from among the
body of scholars for their administrative qualities for not more than three years". The teacher in
such a university should be free to write articles, essays and literary work of any kind.

It may, therefore, use their academic freedom to criticize the existing political, social and
economic order" The chancellor in such a university should be equal in status to the Chief Justice
of the Supreme Court. the vice chancellor to Federal Minister and senior to Governor of a
province. the Dean, senior to the Secretary of the Federal Government. and the Professor equal to
the Secretaries of the Federal Government. The article may appear to be idealistic at some
places, but it provides interesting reading and a futuristic perspective for university education in
the country.

Tauseef Zaid and Shakil Ahmed in their article on "Role and Dimensions of Higher
Education in Economic Development", examine the significant contribution of higher education
system to the economic development of a country. The authors use the input and output model
and emphasis the need of higher education for increasing general level of productivity by
training people in various skills and by providing trained labour force needed by my economy to
handle technical and management problems.
Q 5. Elaborate different styles of learning in higher education and their effect on the
students' achievement.

Learning Styles in Higher Education:

If we consider that the university is there for the learner and not the learner for the
university, then we must be concerned about has the learner experienced his learning
environment, This means not only how he perceives the demands of the curriculum and the
teaching and assessment in each of his departments, but also involves other factors relating to the
personality of the learner which needed by the teacher. The student from a workingclass
background is usually more independent, mature and motivated than the student form a
professional-class family. These personal attributes are needed if the student is to achieve
aqademic success. The working-class student may have a certain narrowness of vocabulary and
lacks certain social graces, making initial problems of transition, but he 'is better able to organize
hiS time and gets involved with his studies than the student form a professional background.
Student from a professional home army be socially but not emotionally benefited

Academic staff in Higher Education may wish to dismiss as irrelevant the effect of
development factors, or suspect anything that relates to the emotions. They prefer to concentrate
on the intellect in which area they are experts. The concept that actually what a student is, affects
him as a learner. Students’ preferred learning modes have significant influence on their
behaviour and learning. Identifying your students as visual, auditory, reading/writing,
kinesthetics, learners, and aligning your overall curriculum with these learning styles, will prove
to be beneficial for your entire classroom.Keep in mind, sometimes you may find that it’s a
combination of all three sensory modalities that may be the best option. Allowing students to
access information in terms they are comfortable with will increase their academic confidence.

Visual:

Visual learners prefer the use of images, maps, and graphic organizers to access and understand
new information.

Auditory:

Auditory learners best understand new content through listening and speaking in situations such
as lectures and group discussions. Aural learners use repetition as a study technique and benefit
from the use of mnemonic devices.

Read & Write:

Students with a strong reading/writing preference learn best through words. These students may
present themselves as copious note takers or avid readers, and are able to translate abstract
concepts into words and essays.

kinesthetics:

Students who are kinesthetics learners best understand information through tactile
representations of information. These students are hands-on learners and learn best through
figuring things out by hand (i.e. understanding how a clock works by putting one together).By
understanding what kind of learner, you and/or your students are, you can now gain a better
perspective on how to implement these learning styles into your lesson plans and study
techniques.

Effect on the students’Achievement:

Romsden P, (1976), held research at different universities and identified the components
of the learning environment from the students point of view. Using a combination of interviews
and questionnaires it was possible to isolate eight dimensions which students use to describe the
characteristics of the department s which effect their learning. These are given below:

1. Relationship with student’s closeness of lecturer relationship; help and understanding

shown to students.

2. Commitment to teaching - commitment of staff to "improving

a. teaching styles."
3. Workload — peer placed on sstudents in terms of demands of different tasks.
4. Formal teaching methods — formality or informality of teaching and laming e.g. lectures
versus individual study.
5. Vocnional relevance — perceived relevance of course to student careers.