Evaluation of existing syllabus of 10th grade of pakistan studies book.

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Textbook

PAKISTAN STUDIES TEXTBOOK FOR CLASS 10.

Prepared, Approved and Edited by Punjab Textbook Board, Lahore.

Reviewed in March2004 based on the needs analysis

School :

Nobel Grammar (NGS)

Materials being used:

Notes are being provided by the teacher other than the textbook

Survey of the existing syllabus

Materials being used

The student population

The resources

The teacher population

The analysis of questionnaire

Findings

Report of chief examiner

The components of the existing syllabus

The teacher population

There are 2 teachers teaching this book

The students

Class work and homework individually

Notes are enough for exam

No research work on their own

The resources

Time availability

45min class everyday

Methodology

-As there is no methodology mentioned in the book so teachers have a free hand in covering the course and delivering the lecture.

-10 lessons in the book including History, Geography, Political Science and Islamic studies with objective and subjective questions.

-No activities focusing on higher order skills

Evaluation of the Existing Syllabus

Importance of textbooks

Why evaluate Textbooks?

1. They form the foundation of pre-university education system

2. They are written by country's leading college and university teachers.

3. They are the only source of information for the millions of students whose education stops at or before the 12th class.

What is to be evaluated?

-Evaluate the inaccuracies, distortions, exaggerations and slants.

-History as a subject in schools was abolished by the government of Ayub Khan. Its place has been taken as Mutala-e-Pakistan or Pakistan studies for classes 9-12th.

There is a saying:

"Past is the Present and it's the future too."

To know our past is the first step towards understating our present and planning our future.

Data collection and Analysis

The students

-Dislike for Certain Lessons e.g. Natural Resources

-Overall satisfaction with the Subject Book

Data collection and analysis

The teachers

1. Appearance and style of the book

2. No specific training

3. Spelling mistakes

4. Wrong Historical Dates provided

5. Absence of higher order skill Questions and Activities

6. Insufficient answers for questions

7. Lack of Maps and graphs

8. Lack of Resources (Comp, TV, lack of books in library)

9. Data collection

The parents

1. No knowledge of Basic words e.g. Pakistan, Livestock, Ideology, Culture.

1. Limited textual knowledge

1. No Reading Habit (Newspapers, News)

1. Grammatical mistakes

1. Locating places and location on maps

Report of the Chief examiner in the paper of Pakistan Studies 1988-90

-Students failed to distinguish between ideology and history

-A few confused Sir Sayyid Ahmad Khan with Sayyid Ahmad Barelawi

-Many candidates wrote about the 19th century when they were asked about a question on 18th century

-Some confused the regional and national languages.

-Students showed ignorance about Bengal in the decision of 1947

-Many could not distinguish between the Lahore Resolution and the Objectives Resolution.

-Many students showed inaccurate knowledge about the stages in Quaid-e-Azam's life and political career.

Findings

1. Historical distortion

2. Political Indoctrination

3. The Apparent Goal

4. Support Military Rule

5. Hate India

6. Contents (Addition and Omission)

7. Message of the curriculum

8. The Mughal Rule on the basis of Islam?

Recommendations

1. Relate past history to the present news.

1. 2. Teacher should encourage their pupils to develop the sound and critical approach to the events preceding the foundation of Pakistan, and a factually accurate understating of the evolution of the country between 1947 to the present day

3. On the cultural side students thinking should be broadened including more things other than...
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