The document discusses examination systems in Pakistan and recommendations to improve it. It reviews Pakistan's education policies since 1947 which highlighted issues with the existing examination system, such as it being dominated by examinations and encouraging memorization. It also discusses views of national experts on reforming various aspects of the examination process, such as the schedule, conduct, question papers, assessment of answer scripts, and tabulation of results. The goal is to establish a valid, reliable and fair examination system aligned with educational goals.

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Topic: Examination System in Pakistan -a Legal& Policy Aspect
(Paper Setting, Practical Examination, Oral Examination)
Course Title: Test Theories and Design (EduMP – 707)
Submitted by (Saira Kazim1, Maria Siraj2, Arooj
Fatima3, Shazia Tabasam4)
Submitted to Dr. Mumtaz Ahmad
Programme M.Phil Education (2nd Semester)
Session 2014-2016
DEPARTMENT OF EDUCATION
RIPHAH INTERNATIONALUNIVERSITY FAISALABAD

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INTRODUCTION
The process of educating and examining the growing human child is as old as man
himself. Only its form and method have changed from time to time, the primitive man
was taught by example and tested through confrontation with the actual life situations. In
the early civilized societies formal instruction was limited to a gifted and selected few:
The sage, the philosopher and the religious preceptor taught and tested orally by
questioning the disciple.
For purposes of appraisal usually two terms are used, namely; examination and
evaluation. The term examination aims at ensuring that the matter learnt is adequately
fixed and properly recalled. This is a narrow significance and usually relates to class
room situations in which emphasis is laid on the learning of a few facts and skills. But the
term evaluation has a wider connotation.
It relates to finding out the mental, moral and social changes that have come about in the
personality pattern of a student and are directly affecting his behavior. Evaluation has a
direct reference to the goals of education and therefore, must take into consideration
broader implications which have ramifications into the growth and development of the
personalities of the students.
http://www.nwfpuet.edu.pk
Conceptof Examination
“It is He who hath made you (His) agents, inheritors of the earth; He hath raised you in
ranks, some above others; that He may try you in the gifts He hath given you; For thy
Lord is quick in punishment; yet He is indeed oft-forgiving, most Merciful”. (Al-Quran.
vi: 165). Be sure we shall test you with something of fear and hunger, some loss in goods
or lives or fruits (of you toil). But give glad tidings to those who patiently persevere (Al-
Quran.ii:155).
Examination is a measuring instrument intended to verify both a candidates’ value and
value of teaching he has received. It is an indicator of the training given and received. It is
to measure what has been accomplished during the period of study to weigh each
candidate’s sum of knowledge and appraise his ability. It looks like target, incentive,

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motive or stimulant. “It provides motives for the teacher and a spur for the pupils.
Examination conditions and orientates the entire teaching process” (UNESCO 1961)
The aim of our examination system is to judge the achievement of students in different
areas such as personality development, creative thinking, and love for Islamic values
examinations are the only tools for measuring these aspects. Examinations are frequently
employed in order to keep the students constantly stimulated to high level of
achievement. Examination system may be internal or external. The success of which
depends on the reliability and the validity of the system.
Page and Thomas (1978) explain the concept of examination as “(1) Assessment of
ability, achievement or present performance in a subject (2) instrument of assessment can
be log essay or mixed form of assessment may be used for qualifying for entrance to
professions and higher education.”
REVIEW OF EDUCATION POLICIES AND FIVE-YEAR PLANS
SINCE 1947
The National Education Policies, Reports and Five Year Plans about the examination
system of Pakistan are reviewed as under:
In the Pakistan Educational Conference (Govt. of Pakistan, 1947) “it has been felt for a
long time that the system of university education comprising the syllabuses, curricula,
examinations and teaching method is unsatisfactory and require a thorough review in
order to bring it into line with our educational ideals and needs”.
The Educational Conference, (Govt. of Pakistan, 1951) noted “Closely related to the
problem of curricular reorganization is the problem of examinations. It is matter of
common knowledge that our existing system of education is dominated by examination,
which bears little relation to the requirements of life. They have in fact come to be
regarded as the be-all of education”.
In the First Five Year Plan 1955-60 (Govt. of Pakistan. 1955) highlighted, “The
examination has come to serve other than education process chiefly as measure of
qualification entitling students to admission to a higher level of education i.e. for

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government or other employment. Placing the external examination in its proper
perspective could make great intellectual and economic savings”.
Commission on National Education (Govt. of Pakistan, 1959) envisaged, “Internal
examinations have at present no value, the external examination is the exclusive
preoccupation of the student and he does not feel under strange immediate pressure to
attend lectures or to ensure teacher’s guidance personally or in the tutorial group”.
“The examination system reflects the prevalent methods of teaching and learning. The
value and appropriateness of the current examination system has already been questioned.
Unfair practices have been mounting during the last two-decade. This archaic system is
conducive to laziness of the pupils over lengthy periods of time, is expensive and is
known to encourage memorization (Govt. of Pakistan, 1965)
It is revealed in New Education Policy (Govt. of Pakistan, 1970),” The existing system of
education fails to serve as a measure of achievement or an incentive to learning. It
recommended that a committee of experts should be appointed to look into various facets
of examination system at different stages of education and to suggest suitable reforms”.
The Education Policy 1972-80 (Govt. of Pakistan, 1972) laid emphasis on the change in
curriculum should be accompanied by necessary reforms examination system. The
existing system of examination is one the root causes of the general malaise in our
education system. To make the education system fruitful, it is essential to alter radically
the present examination system.
The Fifth Five Year Plan 1978-83 (Govt. of Pakistan, 1978) recommended “To reform
examination and evaluation system necessary training shall be provided to the teachers.
To encourage the school teachers to use new type of tests, the contents of various
textbooks, shall be converted into test items designed to measure different educational
objectives. An allocation of Rs. 5.00 million has been made for programs relating to
examination reforms”.
In the National Education Policy and Implementation Program (Govt. of Pakistan, 1979)
states “It has constantly been observed that one of the fundamental reasons for the
deterioration of educational standards is the perpetual continuation of an obsolete system

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of external examination which encourages learning by root and subjects the students to
various stress and strains”.
In order to improve examination system of Pakistan it was observed in the Seventh Five
Year Plan 1988-92 (Govt. of Pakistan, 1988) “Too much importance is given to scores
academic examination. As a result, there is enormous corruption in examination system;
students, teachers, parents and heads of institutions are equally responsible for this
situation. The Seventh Plan provides of the establishment of Educational and Testing and
Measurement Services, which will develop standardized test of intelligence, aptitude,
scholastic ability, etc. These test scores will be used in conjunction with the traditional
examination scores and cumulative record of the students’ achievements. By a legislation
to be enacted the admission to professional institutions will be selective and strictly on
merit. At the same time measures will be taken to improve the conduct of examination
and evaluation of scripts. Severe penalties will be prescribed for cheating.
The National Education Policy (Govt. of Pakistan, 1992) after analyzing the previous
reports and taking into consideration the persistence of the examination, has proceeded to
solve the problems in two ways: (a) by recommending that National Testing Services be
established and (b) by highlighting the reforms which must be introduced immediately for
streamlining the annual examination system and restoring public confidence in the results
of annual examination.
The decisions taken in the Seventh Five Year Plan and National Education Policy 1972
were repeated in the Eighth Five Year Plan 1993-98 (Govt. of Pakistan, 1993) as under:
Neither the semester system nor the annual system have been able to overcome the wide
spread corruption in the examinations. During Eight Plan period concerted effort will be
made to establish a National Education Testing Service on sound footing, preferable
through a private sector or non-government organization. National Education Testing
Service will carry out the work of test development and research in collaboration with
agencies and individual experts available within or outside Pakistan. Gradually, the
admission to higher education institutes will be made on the basis of performance of
students on educational tests developed and standardized by the National Education
Testing Service. Other steps for reforming the examination system and elimination
malpractices in the examination will also be taken.

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National Education Policy 1998-2010 (Govt. of Pakistan, 1998) gives the directions that
mechanism shall be developed to integrate internal and external assessment. Internal
assessment shall be reported separately either on the certificate or a part of a composite
assessment. Autonomy will be given to the Examination Boards and Research and
Development (R & D) cell will be established in each Board to improve the system.
VIEWS OF NATIONAL EXPERTS ABOUT EXAMINATION
Examination system has been one of the burning issues with the large number of
Committees, Commissions and Conferences. The recommendations of these were
reviewed under the following headings to suggest ways and means to improve the system
of examination.
Schedule of Examination
1. All Boards, by regulation should fix the dates of their respective examination and
announce them soon after the commencement of the new academic year. In the case of
natural calamities and other extraordinary circumstances, special examination be held for
them in prevented from taking regular examination (Govt. of Pakistan, 1966, 1978).
2. The grouping of subject in the date sheets should be so revised as to reduce the number of
examination days (Govt. of Pakistan, 1973).
Conduct of Examination
1. Supervisory staff should be carefully selected in consultation with or on the
recommendation of the employing agencies (Govt. of West Pakistan, 1969. Govt. of
Pakistan, 1973)
2. Only these centers, where necessary facilities are provided should be approved the Board
for holding examination (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1971).
3. Heads of institutions where examination centers are located should be the principal
supervisors of the centers. They may be allowed recruit invigilation staff from amongst
trusted teachers and should be solely responsible for proper conduct of examination
(Govt. of Pakistan, 1971, 1978).

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4. To ensure effective invigilation, the number of invigilators should be increased to
maintain a ratio of 1:20 (Govt. of Pakistan, 1971).
5. Examination agencies should compensate the supervisory staff for any damages they
might suffer in performing their examination duties. In view of the personal danger to
invigilators in the honest discharge of their function, the Board should consider framing
rules, which would enable them to take action on the basis of confidential reports from
invigilators (Govt. of Pakistan, 1971).
6. Action should be prescribed against persons who create disturbance in or outside the
examination hall (Govt. of Pakistan, 1971).
7. Instead of paying D.A. to the supervisory staff, the rate of their remuneration be increased
by 50% and they should be paid only T.A (Govt. of Pakistan, 1971).
8. Examination should be held during holidays from the 2nd week of March to 2nd week of
April every year (Govt. of Pakistan, 1978).
9. Cases of unfair means should be dealt with seriously. If any teacher is found to be
assisting in the use of unfair means, he should be proceeded against for removal from
services and declared unqualified to act as a teacher in any institution (Govt. of West
Pakistan, 1969)
10. The conduct of examination at centers where conditions for holding examinations are not
conducive may be entrusted to a senior administrative officer who should be given
adequate authority and power to deal with the situation properly (Govt. of Pakistan, 1971,
1988).
Question Paper/ Model Paper
1. Training courses for paper setters and examination for setting the question paper and
making the answer books should be organized (Govt. of Pakistan, 1978).
2. Model papers, containing objective type and improved essay type question should be
prepared and supplied to educational institution (Govt. of West Pakistan, 1969, Govt. of
Pakistan, 1973).
3. The language of the question paper should be made as simple, precise and clear as
possible (Govt. of West Pakistan, 1969).
4. The paper-setters should prepared an answer key to all items set in the question papers for
onward transmission to the examiners for maintaining a uniform assessment standard
(Govt. of West Pakistan, 1969).

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5. Boards should appoint a committee of moderators. This committee should be made
responsible for checking the content-validity and other questions of question paper before
they are used in the examination (Govt. of West Pakistan, 1969).
6. Question papers should contain essay type question, short answer question and multiple-
choice items with appropriate proportion. Specific item for objective type questions
should be given and answer hooks retrieved after the expiry of the fixed time. The
remaining time could be allocated the easy type questions (Govt. of West of Pakistan,
1969, Govt. of Pakistan, 1971, 1978).
7. Teachers who teach the subject should set question papers, external paper setters may be
eliminated gradually (Govt. of Pakistan, 1975).
8. A committee of subject specialists should evaluate the question papers after examination
and pin-point its defects (Govt. of Pakistan, 1975).
9. Teachers of a particulars class should not be paper setters in that subject. Thus teachers of
intermediate colleges should not set papers of the intermediate examination but may set
papers for the matriculation Examination. In the same way teacher of degree classes
should set papers for the intermediate examinations (Govt. of West Pakistan, 1969).
10. For a 100 marks paper, there should be 20 questions, all compulsory and carrying 5 marks
each. Short answer not exceeding 200 words to each question should be required expected
in Mathematics for which this requirement should not apply (Govt. of Pakistan, 1975).
11. The teachers of the subjects may be associated with the framing of question papers.
Model sets of question from several experienced teachers may be obtained and
moderators may be appointed. They should make the final choice of questions included in
particular papers of any examination (Govt. of Pakistan, 1971, 1973).
Assessment of Answer Scripts
1. Up to intermediate level, school teachers should also be considered to be qualified to act
as examiners (Govt. of West Pakistan, 1969).
2. No examiner should get more than 200/250 answer books to examine or be an in more
than two subject or be an examiner of the same subject at the same examination for more
than 3 consecutive years (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1973, 1978).
3. A teacher should not be appointed an examiner of the scripts of his own college or school
(Govt. of West Pakistan, 1969, Govt. of Pakistan, 1978).

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4. Before marking of answer books, a meeting of all the heads examiners, sub-examiners
and moderator may be converted by the examining bodies. They may draw out detailed
instructions for marking the scripts (Govt. of West Pakistan, 1969, Govt. of Pakistan,
1975, 1978).
5. Head Examiners should be required to check at least 10% of the total scripts. If the work
of sub-examiner is erratic, the whole lot should be returned to him revising the award
(Govt. of West Pakistan, 1969, Govt. of Pakistan, 1978).
6. All Boards, as invoke in Karachi and Hyderabad Board, May adopt scheme of
Centralized marking of answer books (Govt. of West Pakistan, 1969, Govt. of Pakistan,
1978).
Tabulation of Results
1. Tabulation of Results should be done by the internal tabulators (Board’s permanent
employees) as well as by the external, tabulators (teachers possessing unimpeachable
integrity) (Govt. of Pakistan, 1978).
2. Tabulation work should not be entrusted to clerks, as far as possible. Teachers High
Schools and Intermediated Colleges should be utilized for this work (Govt. of West
Pakistan, 1969).
3. Tabulation should be mechanized as early as possible.
4. Boards should award divisions on the basis of the following percentage marks (Govt. of
West Pakistan, 1969).
5. 33-1/3 in each paper and 40% in the aggregate for 3rd division 50% or above for 2nd
division, 60% or above for 1st division (Govt. of Pakistan, 1966).
6. Divisions and I, II, III, classes should be abolished. The certificates, diplomas and degrees
may show the marks and grades obtained in each subject (Govt. of West Pakistan, 1969).
7. The terminal certificates should indicate the percentage of marks obtained by the
successful candidates in each subject (Govt. of Pakistan, 1971).
Private/ Ex-Students
1. For candidates who do not attend regulars courses in recognized institutions, separates
examinations (called external examinations), should be held (Govt. of West Pakistan,
1969, Govt. of Pakistan, 1978).

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2. A student who fails in the examination should not be allowed to join educational
institutions but to take the examination privately so that limited place in institution should
not be given to the failed (Govt. of Pakistan, 1975).
3. Failed student should take the normal examination meant for regular student (Govt. of
Pakistan, 1978)
4. Allama Iqbal Open University may prepare a phase program for providing instructions to
external (private) students and arrange their examinations at the matriculation and other
levels (Govt. of Pakistan, 1977).
Supplementary Examination
1. Supplementary/compartmental examination should be available only for those students
who fail in on e subject should appear in the next regular examination (Govt. of Pakistan,
1966).
2. Those who fail in the terminal examination should be allowed to appear as external
students. After three attempts, they should be declared to have passed and marks obtained
be shown on the certificates, diplomas or degrees (Govt. of Pakistan, 1973).
3. if a student does not score satisfactory marks in a subject or subjects in public
examination in the subject or subjects any number o f times. However, if the performance
of a student in not satisfactory in the, internal assessment, as considered by the head of
the institution, he should not be allowed to take public examination (Govt. of Pakistan,
1977).
Internal Examination / External Examination
1. To make the completion of the main secondary school courses, examination should be
conducted by teachers themselves who know the pupils and conditions of work
Certificates should be issued under the authority of the school. These schools should give
a full and comprehensive picture of pupils’ achievements in various phases of school life
(Govt. of Pakistan, 1959).
2. The system of examination should be reorganized and the award of certificates be bases
on the performance of the students in the public examination conducted by the
Universities/ Board of Secondary Education (seventy five percent of the total marks) and
school records, including the results of periodic test and also appraisal of his habits and
general behavior (twenty five percent) (Govt. of Pakistan, 1959).

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3. The teacher on the notice board as well as in the pupils, progress report, should record
result of periodic tests in the school (Govt. of Pakistan, 1959).
4. The importance of public examination at the secondary stage should reduce. But to
abolish these examinations at the secondary stage of our educational history will not serve
the purpose (Govt. of West Pakistan, 1969).
5. Boards’ of secondary education may consider the desirability of permitting some selected
school to hold their own examination and these be recognized of corticated issued by the
Boards (Govt. of Pakistan, 1971).
6. The sessional or internal evaluation marks should not be taken into account in a public
examination (Govt. of Pakistan, 1966).
7. The Secondary School Certificate and Higher Secondary School Certificate Examination
should be combination of internal evaluation and public examination. The scores obtained
in both should be recorded side by side on the certificate (Govt. of Pakistan, 1971).
Test Item Construction
1. In order to ascertain whether standards are being maintained throughout the country, the
provisional and central government should collaborate in devising a scheme for holding
National Test at eh matriculation level. These should be purely tests of the intelligence of
students and should be held every third or fourth year (Govt. of Pakistan, 1966).
2. A bureau of Testing and Measurement should be established for coordinating and the
work of Boards and to provide advisory service to them as well as to schools and colleges
(Govt. of West Pakistan, 1969).
3. Pre-service training of teachers should include necessary courses on testing and
measurement (Govt. of Pakistan, 1973).
Cumulative Record Card
All schools should maintain cumulative records cards in respect of each student contain a
complete record of student’s scholastic achievements. This card and certificate/ diploma/
degree issued by the examining agencies will help to the true picture of a student’s
capability (Govt. of West Pakistan, 1969, Govt. of Pakistan, 1979).

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Examination for Special Purpose
A system of general and special aptitude examination for the specific purpose of selecting
persons for admission to professional institute for awarding scholarships and for
recruitment to all cadres of service should be introduced (Govt. of Pakistan, 1979)
Establishment of Bureau of Examination
All Pakistan Commission be appointed to survey the prevailing practices of examinations
at various levels and its recommendations should be implemented. The Central Govt. set
up the Bureau of Examination. This Bureau should have a branch in each province (Govt.
of West Pakistan, 1969, Govt. of Pakistan, 1975).
Admission
Admission to the post secondary institutes should be based on (a) S.S.C Certificate (b)
cumulative record up to class X and (c) entrance test and interview by the institution
concerned. Requirement for admission to different types of courses should also be
specified by them (Govt. of West Pakistan, 1969).
REPORT OF COMMISSION FOR EVALUATION OF
EXAMINATION SYSTEM AND ERADICATION OF
MALPRACTICES 1992
The main recommendations of Commission for Evaluation of Examination System and
Eradication of Malpractices 1992 are summarized as under:
1. The credibility of examination results has been grossly eroded due to large scale
unhampered cheating.
2. The basic purpose of most students to pass the examination is to obtain high marks by fair
means or foul.
3. Te current system defeats basic target of education which are acquisition.
4. Question banks should be developed.
5. Question papers should not only contain objective type questions but also interpretative,
creative and evaluative questions relevant to the entire prescribed syllabus.
6. Central marking system should be adopted and answer sheets of one board should be sent
to another board.

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7. Law enforcing agencies should be revitalized to provide effective protection to the
supervisory staff in the examination centers.
PAPER SETTING AND MARKING
As per Board calendar of Pakistan followings are qualifications for the appointment of
examiners.
Appointment of Examiners and their Qualifications
Examiner means a paper setter, head examiner/ deputy examiner and co-examiner/ sub-
examiner.
The committees of Courses shall in accordance with rules recommend a panel of names
for appointment as examiners in their respective subjects. The Committee while
recommending the panels of examiners should give due consideration to seniority, fitness
and integrity of the teachers.
The recommendations of the Committee of Courses shall be scrutinized in regard to
eligibility of the person(s) recommended for appointment by the office of Controller of
Examination for placing the same before the Committee for appointment of head
examiners and paper setters.
In case of emergency when there is no time to place the appointment of head examiners
and paper setters before the Committee of courses, the Chairman shall have the power to
make such appointment or appointments himself.
The Board may frame rules from time to time governing the appointment, removal or
control of examiners and the manner in which they shall be required to do their work. The
examiners shall receive such remuneration as the Board may fix from time to time.
Eligibility of Examiners
No person shall be recommended for appointment as paper setter/ head examiners and
sub examiners against whom at a previous examination. There has been an adverse report
an inquiry is pending or a decision has been taken by the chairman on some genuine
grounds.
No person can claim examiner-ship as a matter of right and shall approach the Controller
of Examinations of the Chairman for this purpose.
No person shall be appointed as paper setter or examiner whose relative (wife, husband,
son, daughter, grandson, granddaughter, brother, sister, nephew, niece, grand nephew,

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uncle aunt, first cousin, son-in-law, daughter-in-law, brother-in-law and sister-in-law) is
appearing at the examination and each examiner shall be required to submit a declaration
that he/she has not coached any student or students for the examination nor shall he/she
engage himself/herself in the work during the period of his/her appointment as an
examiner provided that the Chairman may relax this rule under exceptional circumstance.
Paper setter,
Head & Sub-
Examiner
PUNJAB NWFP BALOCHISTAN SINDH ISLAMABAD
Academic
Qualification
Post graduate
in the
relevant
subject
Post
graduate in
the relevant
subject
Post graduate in
the relevant
subject
Post graduate
in the
relevant
subject
Post graduate
in the relevant
subject
Teaching
Experience
10 years for
paper setters
7 years of
paper setters
10 years of paper
setters
15 years of
paper setters
10 years of
paper setters
7 years of
Head
Examiners
5 years of
Head
Examiners
7 years of Head
Examiners
10 years of
Head
Examiners
7 years of
Head
Examiners
2 years of
Sub
Examiners
3 years of
Sub
Examiners
2 years of Sub
Examiners
3 years of
Sub
Examiners
2 years of Sub
Examiners
Qualifications and experience for appointment of paper setters, head and sub-examiners for
Secondary School Examination
Guidance for Paper Setting
As per Board calendar of BISEs following are the guidelines for paper setting:
1. Questions should aim at testing the ability of candidate:
a) To understand a topic
b) To apply his/her ability to reproduce the answers which have been given to him/her in
notes or learnt by him/her from a book.
2. The question papers on languages direct questions involving work of memory rather than
of intelligence should be discouraged.

15. 15
3. Every part of every question shall confirm to the prescribed course of study, objectives
and short questions be introduced in all groups and in all subjects including languages
indicating breakup of marks.
4. Each portion of every question shall be clear and definite in language as well as in regard
to the nature of the answer required from the candidate. The question paper shall be fairly
distributed over the whole range of the subject.
5. The standard or pattern of question papers as a whole shall not substantially vary from
year to year. If the standard or pattern is desired to be altered such change or variation
shall be brought about over a number of years and it shall not exceed 40 percent on a
particular year. Similarly, a few questions of the last year can be repeated in the current
examination in the original or modified from as the situation may demand.
6. The paper setter shall invariably mention the portion of the syllabus and give reference to
pages of the book from which he/she has set the question paper.
7. In setting a question paper, abbreviations of all kinds accepts those in special subjects
shall be avoided.
8. Each paper setter shall, at the time of setting a question paper, also give the Urdu version
of the paper, which should be equally good and should correspond to the English version.
He/she should also, at the appropriate time, draw instructions to sub-examiners for
marking the scripts. He/she shall do so even if there is no sub-examiner in that particular
paper.
9. The instructions to sub-examiners shall be short and clear. Every question shall be
properly analyzed and marks allotted to various part.
10. In written papers containing mathematical questions, the paper setter shall send solutions
along with the question papers.
11. Each paper setter shall be required to certify that
 The question paper was kept under lock and key while in his possession
 None of the questions has been set by him for any examination of any other
examination body
 The paper has been set and typed by him without any external help.
 None of the relative appearing in the paper set by him in the examination
 H has not written or revised any Text Book or helping book for the particular
branch of knowledge for which h has set the paper.
 He has not written any book as guide for students, annotations, digests with
deference to the examinations at which he has been invited to set the paper

16. 16
12. Each paper setter shall submit his paper in a sealed cover to the Controller of
Examination or any other Authorized Officer in this behalf personally or forward his
paper by Registered Post/Insured Parcel to the Controller of Examination by name in a
prescribed cover which shall also be properly selected. The Controller of Examinations is
authorized to reject or return any paper to the Examiner, which is not forwarded in the
prescribed manner or by the due date.
INSTRUCTIONS FOR PAPER SETTERS
These are the general instructions for the paper setters.
1. Typewritten or Manuscript
a) The question paper should be clearly written or typed by the paper setter himself on one
side of the paper so as to ensure accuracy in printing.
b) Care should be taken to see that no mistake (spelling or technical) is left unchecked. The
Paper Setter himself shall be responsible for any mistake.
2. Diagram or Map
If a diagram or map is included in any question it should be on a separate chart of paper
and attached to the question paper, and reference of the diagram should be given under
the respective question, and at the top of the diagram also reference to the question should
be given.
3. Graph Paper, Log Table etc.
Whenever any Material e.g. Graph Paper, Drawing Paper, Log Table is to be supplied to
the candidates with the Question paper, clear written instructions should be given to the
Controller of Examinations separately and on the question paper also.
4. Time to Solve Question
The time which the Paper Setter takes to solve a question or the time which he estimates
as necessary for answering the prescribed questions in general be given as a schedule and
appended (Question wise) separately to the Question Paper.

17. 17
5. Solutions
The paper setter in Mathematics, Accountancy, Auditing, Statistics and Science subjects
should send solutions of mathematical questions or problems along with the question
paper, which should be strictly within the prescribed syllabus.
6. Length and Nature of Question Paper
The Question Paper should be set such that which an average candidate can reasonably be
expected to answer within the time allotted. The questions in each subject shall be fairly
distributed over the whole course in that subject and shall conform to the regulations laid
down for the particular examination.
7. Instructions for Examiners
Paper Setter is required to send detailed Marking Scheme for Examiners along with
Question paper.
8. Same type of Question Paper
Examiners shall, as far as practicable, should maintain the standard (degree of difficulty)
conforming to the previous years, but may not repeat the questions set during the previous
years.
9. English and Urdu Version of Question Paper
The Language of questions should be simple, precise yet chaste. The Urdu version should
be equally good and it must correspond with the English version.
10. Other Important Instructions
The Paper Setter should also comply with the following instructions particularly:
a) To give at the bottom of the OFFICE COPY of the question paper in case of questions
and extracts full reference to the books from which they are taken, indicating the edition
used and the page on which they occur.
b) To enclose the question paper in the special envelopes (inner covers) provided for the
purpose and the inner covers should be properly sealed and the particulars on the covers
duly completed and then both the covers, the OFFICE COPY and PRESS COPIES,
should be put in cloth lined envelope which should also be seated.

18. 18
c) To destroy any extra copy of the question paper framed by him and all rough drafts and
memoranda connected therewith.
d) To initial all corrections without exception.
e) To sign at the bottom of each sheet of the OFFICE COPY of the question paper.
f) NOT TO SIGN or mention their names at any place in the PRESS COPY of the Question
Papers or on the inner cover.
g) Finally the OFFICE COPY and PRESS COPY of each paper be tallied with each others
as to see that there is no difference of any sort, between them, left unchecked.
11. Distribution and Allocation of Marks
The marks assigned to each question are to be shown in the margin and these marks
should total up to the maximum marks allotted for that paper.
12. Secrecy
Paper Setter should keep secret the fact of his appointment as a paper setter. Care should
be taken that no indication of any kind is given to any person, directly or indirectly.
13. Powers of the Board
The Board reserves the right to modify or not to list paper without disclosing reasons to
the Paper Setter. However, decision will be taken on merit of the case by the Chairman.
14. Syllabus Oriented Question Paper
The question paper should cover the entire syllabus.
15. Weightage of Questions
The type of objective questions should be in the form of Multiple Choice, and Short
Answer type questions. Each paper must consist of the following three types of questions:
 MCQs with weightage of 20%
 Short answers with weightage of 50%
 Essay type with weightage of 30%.
http://pakmed.net/college/forum

19. 19
PRACTICAL EXAMINATIONS
What is PracticalExamination?
Practical Examination is the part of exam or series of exams in which the candidate has to
demonstrate their practical ability. It is based on practice or action rather than theory or
hypothesis. The conventional type of practical examination used to assess the
performance of same procedures at length and oral examinations. Such method lacks
objectivity and standardized conditions allowing extraneous variables to action and makes
it difficult to arrange teaches to observe the procedure throughout.
According to Merriam Webster Dictionary, the definition of practical examination “an
examination in which students have to do or make something to show what they have
learned”.
http://www.merriam-webster.com
A Practical examination is one where candidates are required to undertake practical tasks
which are assessed by observation. As with other types of examination, candidates
attempt the tasks without recourse to assistance or to some or all other resources, and
within restricted conditions and a time limit. Note, however, that some practical
examinations may require the presence of specialist staff such as those responsible for
health and safety that, while not guiding the candidates, may be required to intervene in
certain circumstances. Where a candidate undertakes a practical task but is assessed on a
report (e.g., laboratory report or field notebook), this is a form of coursework and
procedures for coursework apply.
http://insight.glos.ac.uk
METHODS OF PRACTICAL EXAMINATION
There are two types of practical examinations;
1-OSPE
2-OSCE

20. 20
1-OSPE;
The term OSPE is derived from OSCE in 1975 which was later extended to practical
examinations and modified by Harden and Gleeson. On the basis of defect observe in the
conventional practical exam several attempts have been made. It is an assessment tool in
which the competency of a student is evaluated and a well organized OSPE would test the
student’s competence in the communication skills, psychomotor skills and knowledge
competency. OSPE stands for;
O = Objective
S = Structured
P = Practical
E = Examination
Objective;
Examiners use a check list for evaluating students.
Structured;
Every trainee sees the same problem and performs the same tasks in the same time frame.
Practical;
The tasks are representative of those faced in real situations.
Examination;
The skills are assessed in the form of examinations.
Methodology;
It consists of two stages of methodology;
1. Procedures stations
2. Response stations
1-Procedures Stations;
Its objective is to observe and identify a prepared slide under microscope.
CECKLISTS;
1- Places the slides correctly at the stage of microscope.
2- Adjust the binocular eye piece to his eyes for viewing the objects.

21. 21
3- Focus the slide first in law magnification.
4- Uses oil immersion at high magnification.
5- Uses both the course and fine adjustments to focus the objects given in the slide.
2-ResponseStations;
It asks the questions e.g;
1- Write the name of the part of microscope on which slide was placed.
2- Write down the types of cells that you have observed from the section of tissues under
microscope.
Advantages of OSPE;
Following are the advantages of OSPE;
1- It is fair and reliable.
2- Multiple psychomotor skills and their related knowledge may be assessed at one point
within limited time.
3- Scaring is done more objectively as the evaluation tool is structured.
4-Students take more interest due to variety and keep themselves alert during the whole
process.
4- Exam is modified easily as per institutional circumstances.
5- Large number of students can be tested with in the short time.
DisadvantagesofOSPE;
It has following disadvantages;
1- Costly.
2- Time consuming to construct and administer.
3- Needs space.
4- Training needed to achieve reliability.
OSCE;
It was developed as an evaluation tool in the Dundee and Glasgow in the early 1970’s by
Dr. Harden and Colleagues. This method was gradually picked up widely first by USA
and UK. It is now used in over 50 countries worldwide.

22. 22
“It is an approach to the assessment of clinical competence in which the components of
competence are assessed in a planned or structured way with attention being paid to the
objectivity of examination.” (Harden, 1988)
OSCE stands for;
O = Objective
S = Structured
C = Clinical
E = Examination
Objectives of OSCE;
All candidates are presented with same test. Specific skills modalities are tested at each
station
METHODOLOGY;
1. It consists of about 15-20 stations.
2. Each of which requires about 4-5 minutes of time.
3. All stations should be capable of being completed in the same time.
History
Taking
Explanatio
n
Clinical
examinatio
ns
Procedures
Skill
modalities

23. 23
4. The students are rotated through all stations and moved to next station at the
signal.
5. Each station has a different examiner.
6. Marking them by the examiner on standardize mark sheet.
Advantages of OSCE;
It has following advantages;
1. Every candidate does same examination.
2. OSCE stations are re-useable.
3. Greater opportunities for objectivity.
4. Better psychometrics than traditional methods.
5. Variety maintains student’s interest.
6. There is increased faculty of student’s interaction.
Disadvantages of OSCE;
Following are the disadvantages of OSCE;
1. Costly
2. Needs space.
3. Experience to administer.
4. Time consuming.
5. If students not familiar with OSCE, must be oriented to this assessment format.
6. Training needed to achieve reliability.
Tips for OSPE/OSCE;
Assessment;
What is to be tested during exams?
Duration of stations;
Within the time constraints included as many stations as possible
Use of examiner;
Make sure that examiners are fully briefed prior exams.

24. 24
Resource requirements;
Produce a checklist for each station in exam.
Signals;
Before examinations check that the audible sound can be heard clearly.
Records;
Keep a file into which all resources required such as station, numbers etc......
ORAL EXAMINATION
The oral exam is an opportunity for you to demonstrate your knowledge, your
presentation & speaking skills, as well as your ability to communicate.
The oral exam (also oral test or viva voce) is a practice in many schools and disciplines,
where an examiner poses questions to the student in spoken form. The student has to
answer the question in such a way as to demonstrate sufficient knowledge of the subject
in order to pass the exam.
The exam can be formal, or informal, but you should consider all exams formal exchanges in
order to make a good impression. For both types, you must listen carefully to the question, and
answer directly.
Formal exams follow a list of questions in a prepared format. The criterion for
evaluation is usually set in a right/wrong format, and can be competitive. For this type of
exam, if you wish to add "related" or qualified information, ask permission first as a
courtesy.
Informal exams are more open, your responses are usually longer, and evaluations can
be more subjective. Answers are often less exact (right/wrong), and value is added for
problem solving analysis and method, as well as interpersonal communication and
presentation (Jhon, 2011).
When evaluating an exam type it is important to include the fundamental competencies
that it is based on and which it seeks to develop. Oral and written exams alike require a
certain aptitude for structure and communication, and an examinee’s performance can Be
enhanced by good

25. 25
Language skills. Both Oral and written exams require the ability to present, communicate,
discuss and argue; at the oral exam, however, the examinee’s performance takes place in
the exam room immediately prior to the assessment. Involvement and commitment are
important factors. In that respect, the oral exam is comparable to a lot of real,
working‐life situations, and thus it may from the outset be regarded as an authentic type
of exam. An oral exam is a particularly condensed event. To all the involved parties,
students and examiners alike, the time limit plays significant role.Oral exams do not form
a limited genre within the existing Exam types. An exam may or may not involve drawing
a question or topic, it may or may not include preparation time, it may consist mainly of a
student presentation, involve much or little dialogue, have one or more participants and it
may or may not include material (text, picture or other).
Oral exams may be part of or serve as the conclusion of a long process that Also includes
a written product prepared by the student, for example in the Case of an oral exam that
follows the preparation of a project or a dissertation. However, the oral exam can also be
an isolated event, making. The student’s performance at the exam the only basis of
assessment. The oral Exam may contain an element of luck and coincidence exceeding
that of other types of exam. That is the case when students at an oral exam draw. The
question or the topic they are to discuss, with or without preparation time. It is, however,
not to the same extent the case at oral exams based on a product that the students have
prepared either individually or in groups. In such cases, only the questions asked by
examiners give rise to spontaneous situations. Different types of student tackle such
situations in different ways, and exam nerves, level of self‐confidence as well as personal
appearance may have an impact at the oral exam (westat, 1992).
Once you leave, they each rate you independently and then discuss their findings. There
are three categories, and for each category the following rating system is used:
Satisfactory Range Unsatisfactory Range
Outstanding 10 Somewhat inadequate 6
Very Good 9 Markedly Inadequate 4
Good 8 Wholly inadequate 2
Passable 7

26. 26
The three categories are:
I. The ability to comprehend administrative and managerial problems and propose
reasonable solutions (or the ability to reason clearly and make sound judgments).
II. The ability to present ideas clearly and effectively.
III. The ability to establish satisfactory relationships with others.
In order to pass you must get a combined raw score for the three categories of 21. Since
there are three examiners, you'll need a combined score of 21 x 3 = 63, in order to pass.
This is usually then converted to a percentage basis, and you need a percentage score of
70 to pass. You have a perfect score when you walk in.
They subtract points based on your performance. For a competitive oral, the final score is
averaged with your written score, to obtain your score for your place on the promotional
list. For the qualifying oral, all you have to do is pass. Most entry level orals are
qualifying orals.
A numerical score has already been obtained from the written exam, and people are called
to orals on the basis of those scores. Depending on their performance on the oral exam,
they are then either kept on the list, or eliminated from the list. (Crest, 2012).
While the oral exam process is designed to be as objective as possible an appeals process
exists for those cases where a decision may have been erroneous. While one should
definitely think positively about these things, it's still a good ~a to know about the appeals
process. If a candidate fails, he or she can ask to review the comments of the board. The
examiners are required to make extensive notes detailing objective evidence of a
candidate's performance which has influenced their rating. This means the candidate will
be sent only the negative comments of the board. (Keep this in mind if you have a friend
with a very poor self concept who didn't really want the job anyway, but is thinking of
sending for the comments.) If a candidate has a score between 60 and 70, he or she can
appeal directly to the Civil Service Commission (NYS Department of Civil
Service, Building 1, State Campus, Albany, New York 12239). If a candidate receives a
score below 60, he or she will need to first prove to the Civil Service Commission that
"Manifest Error" has occurred. During an appeal, the candidate is allowed to review the
tape recording of the oral, accompanied, if he or she wishes, by an advocate,
representative, friend, or just someone the candidate trusts, who can help review the tape
in a logical and systematic manner. The candidate is allowed to review certain sections of
the tape several times if he or she wishes, and to take notes.

27. 27
Oral exams usually take place at various State office buildings throughout the State,
although they are sometimes given at college or other institutional settings
(Taufiqun,2013).
THE CRITERIA
The first criterion is THE ABILITY TO COMPREHEND ADMINISTRATIVE AND
MANAGERIAL PROBLEMS AND PROPOSE REASONABLE SOLUTIONS
(sometimes called the ability to reason clearly and make sound judgments). For this
category the candidate should be able to show the panel that he or she:
 Is realistic, practical and resourceful.
 Is analytical and thoughtful.
 Can develop and evaluate alternatives.
 Is aware and sensitive to implications of the problems presented, and the solutions
suggested.
 Is perceptive and consistent.
The second criterion is THE ABILITY TO PRESENT IDEAS CLEARLY AND
EFFECTIVELY.
 This means that the candidate:
 Can present ideas in a clear and persuasive manner.
 Can organize his or her thoughts.
 Is clear, logical, articulate and enthusiastic.
 Thinks before speaking.
The third criteria is THE ABILITY TO ESTABLISH SATISFACTORY
RELATIONSHIPS WITH OTHERS. This means that the candidate:
 Demonstrates the ability to work well with others.
 Is sensitive to the needs of others, and can enlist their cooperation.
 Is self confident, and can inspire confidence in others.
 Displays poise, tactfulness, decisiveness and objectivity.

28. 28
The Examination Process
 The candidate randomly selects on card from each box and answer.
 The examiner reads the question, repeat if necessary or the candidate reads the
question if allowed.
 No cues or clues are provided.
 After the candidate answer the questions the examiners place a tick in an
appropriate box on a prepared rating scale.
 There is a scoring related to the boxes.
 If failure answers the first question, no further chance in that area.
 The examiners should not indicate whether the student answers correctly or not.
 Each examiner should have equal time, each marking individually and scores are
averaged.
 Each question may be marked individually and summing up at the end.
 Questions, answers and scores are noted concurrently by the examiners for each
candidate-this will help in the feedback session (Mohsin, 1999).
Purpose of an oral examination
 The oral exam allows you to show that you understand your research, the
literature and the subject as a whole.
 It provides you with an opportunity to demonstrate that you can talk about your
work in a professional manner.
 It gives your examiners the chance to question you on any areas that are not clear
to them, and evaluate whether the work is your own.
 This process helps them to determine if you should pass your degree and consider
what, if any, corrections need to be made.
The first thing you need to do is translate the situation into "real life." All it's describing is
a recommendation to create a centralized word processing center rather than continue
allowing each unit to have its own typing and stenographic pool.
A possible reply:
I. You'd want to survey the organization first, to determine the amount and timing of
the work, where it's being done, who's doing it, and what equipment is being used.

29. 29
II. You'd want to then consult with the people involved to get their input -- heads of
units, workers, planning bureau people. This will also make them more interested
and vested in the success of the project. You might want to find out if other
agencies have done this successfully, and get their advice on how to proceed.
(This is a particularly good point to mention -- it shows resourcefulness).
III. You'd want to cost out the present operation. How much does it now cost? You’d
also want to see exactly how much space is currently being used.
IV. After careful analysis, you'd want to develop a plan of operations to create this
centralized word processing center, using timetables, based on all considerations,
including location and equipment.
V. .Cost the new system before you go any further. Sometimes an idea sounds great,
but could actually end up costing a lot more money. And the purpose of doing this
is to avoid a large expenditure of money. It's also critical, of course, to make sure
that the new space for the pool will actually take up less space than the old
arrangement.
VI. If the cost and space savings are beneficial, obtain approval and assist in
implementation. People often overlook this step. Avoid the temptation to play
governor or commissioner -- don't neglect going through "the proper channels."
VII. To allay possible antagonism, explain potential advantages to all concerned before
the program is implemented. Changes can be difficult. In this case unit heads may
object to losing their pools, and people may like where they are presently
working. You'll have to make it very clear that this is being done because of
financial reasons. It's important in oral exams that you not neglect the needs of
people in discussing your possible solutions. That's a common mistake – both in
oral exams and "real life" – and be sure you don't get so caught up in your
solutions that you neglect the most important component – other workers, clients,
and the public.
VIII. Finally, it's important to evaluate the project once it's in place, to make sure it’s
working the way it should.
How can the oral exam be improved?
 Possibly, the answer is, by organizing the oral examination in a structured manner
 By structuring the oral exam, it is possible to elicit from the students their
cognitive, Problem solving, interpretative and decision making skills.

30. 30
 And ensuring higher degree of validity, reliability and objectivity.
How can the oral exam be structured?
 Various elements of oral exam may be organized taking in to accounts the rules
The Examiner
 Careful selection of examiners
 Paring a new examiner with a more experience person.
 Briefing sessions for the examiners
 Providing the examiners with written instructions regarding the content area to be
covered and the nature of competence to be measured.
Advantages of Oral examination
Allows direct, dialogic feedback: Oral exams provide instructors with an excellent
opportunity to immediately diagnose and correct any major misconceptions. The face to
face dialogue, through which this occurs, as well as the high- level, holistic nature of well
written oral questions, creates an intense experience conducive to breakthroughs in
student understanding of material. For this reason, oral exams are well suited for final
exams, giving instructors one last chance to greatly affect student knowledge.
Encourages in-depth preparation: The unique anxiety associated with both public
speaking and testing can provide a powerful impetus for student preparation, especially
because good oral examination questions will center on synthesis and overall evaluation
of material.
Demands different skills: Students are tested frequently, yet those tests are almost
exclusively either written essay exams or standardized tests. Rarely do those students
more skilled at making an oral argument than a written one get a chance to display their
mastery of course content in the format where they display the most acumen.
Valuable practice for future professional activity: Whether they apply to graduate
schools or try the job market, most students will find their futures heavily influenced by
brief, stress-filled oral interviews for which they have received little preparation. Oral
exams can help students to develop the necessary ability to remain collected while
cogently answering difficult questions.

31. 31
Reduced grading stress: Oral examinations can require severe schedule juggling and the
sacrifice of some additional time by the instructor so that each student has an available
time to take the test. However, as long as time is taken beforehand to carefully choose
grading criteria and design a rubric, these exams offer many of the advantages associated
with essay exams, such as developing skill in organization, synthesis, evaluation, and
critical thinking, with much less grading hassle.
Conducted properly, oral examinations are a useful component of assessment. It
inculcates in the students, the faculties of thinking fast, clear expression and intellectual
honestly It has a special place in medical education because the competence of a doctor is
judge by his patients so frequently from the way he talks.
DECFECTS AND IMPROVEMENT IN EXAMINATION SYSTEM
Examinations are inevitable despite the fact that no one has ever expressed an unqualified
liking for them. Examinations being a test of ability provide tangible proof of fitness of a
student for higher classes. Sir Winston Churchill calls examination “the inhospitable
regions” through which every learner is destined to journey during the course of his
academic career. Examinations based on clarity, brevity and transparency guard the
students against wasting time and being verbose. But the present examination system is a
stumbling to genuine learning of the youth. Examinations require “cram and dump”
engagement which according to Meyer obviously involves short-term memory and
inhibits creativity. If education guarantees enlightenment then ill-conducted examination,
sub-standard evaluation and cheating sap the vitality and potential of examinees.
Educationists believe that nothing can be learned which is not attained by a slow and
systematic assimilation. Students waste their precious time in non-academic activities and
when exams are imminent there begins an unnatural excitement and feverish haste for
their preparation. Students burn midnight oil to memorize only important questions. The
rest is left for devil to learn. They spoil their health and appetite by under-eating and
over-working. And finally when exams are over they conveniently forget everything they
have feverishly memorized in order to pass the exam.

32. 32
The questions asked in examination are mostly stereotype which do not check the
intelligence or reasoning of student but the capability to memorize and reproduce.
In so doing our examiners encourage mugging of books. They are misled by the false
expression displayed by dunce crammer. An honest effort to master the subject
thoroughly is usually looked down upon. Moreover, the method of evaluating scripts is
faulty. Even the atmosphere affects the moods of examiners and the evaluation is
arbitrary, subjective and inaccurate.
The centralized marking at Matriculation and Intermediate levels is also replete with
faults. The education boards in their pursuit of preparing result in a short span with cheap
labour do not put a limit on maximum number of papers to be checked per day. And
examiners mark maximum number of papers in order to make money. This practice has
opened flood gates of reckless marking which certainly affects the quality of evaluation.
Equally unsatisfactory is exam-calendar. The universities and education boards hold
exams in the scorching heat of May, June or July. Candidates drenched in perspiration are
put to prolonged torture for three hours. Frequent power failures add insult to injury.
The improvement in the examination system is the crying need of hour. Some of the
suggestions in this regard are as follows:
Some sort of internal evaluation system should be evolved instead of annual exams. Class
room lectures should be supplemented by student-centred activities such as presentations,
group discussions, simulations and role playing. A complete record of student’s activities
and aptitude should be kept to judge his sustained intellectual development. The system
of prescribing text books should be revised in such a manner that students are obliged to
read more than mere text books.
To sum up examination can be the index of ability if they are conducted in the words of
Burke on the principles of ‘restraint and discipline’. As far as so long the present system
of education continues, the present system of examination is inevitable. Any change in
one involves the change in other. This is the real point. So the change should come from
the top. The exams will always horrify the students but if conducted in a right manner

33. 33
they can produce a talented generation of such people who could lift their heads with
pride that they are no cheats and know what their degrees symbolize.
http://sociopak.blogspot.com
Remedies
Good governance is a first pre-requisite factor to embark on the very essence of policy to
build up society through key education. The Quaid-e- Azam rightly emphasized the
acquirement of education on addressing in” All educational Conference at Karachi, Nov,
27,1947, said,” The importance of education and the right type of education cannot be
over emphasized. If we are to make any real, speedy and substantial progress, we must
earnestly tackle this question ad bring our educational policy and programme on the lines
suited to the genius of our people, consonant with our history and culture, and having
regard to the modern conditions and vast developments that have taken place all over the
World.”
Good governance leads ruling class or chosen representatives to take very steps that have
far reaching impact on the socio- economic position. In Pakistan, there have been gaps
towards attainment of qualitative education in account of weak administration. Hence it is
necessary to re-shape administrative machinery as to rightly deliver the founding
education to its people.
The second very step after good governance is to increase education budget from 2.5 % of
GDP to 8% of GDP. To increase education budget it means the government will have no
constraint of financing but, instead of, government will be able to meet cope education
matters according to its need. The third required step to improve education, a sound and
unanimous education policy is indispensable. Though, after passing of 18th Amendment
Bill in the Constitution of Pakistan, education ministry ultimately became a provincial
subject. The province needs to call on joint meeting of MoE to draft and agree upon one
education policy as to bring all systems of education under strict check.
The forth needed step of implementation is of government’s regulation in education.
Through administrative strictness it could be ensure that the writ of state is accessible,
therefore no compromised can be tolerated in case of inefficiencies in regard to

34. 34
implementation.
The fifth element is to implementation of education Policy 2009. According to the
education Policy 2009, the Government of Pakistan declares that it will ensure education
for all and will increase literacy rate from 67 to 87% till the end of 2015. Further says that
university enrollment will be brought to 1.5 million from 01 million.
http://www.cssforum.com.pk
Conclusion
All constraints in education system in Pakistan require sincere efforts to resolve
administrative and management problems by the effectiveness of the government of
Pakistan. Pakistan experiences a country of religious intolerance and much more multi-
crisis land. War on terror since 2001; have revealed the administrative flaws in the
administrative machinery of Pakistan. It is time that the current Government of Pakistan
must tackle education problem because illiteracy is even threat to democracy.

35. 35
References
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0Dr%20Wazim%20Khan.pdf. (17th June, 2015 1:25pm)
2. Govt. of Pakistan, 1947. The Pakistan Educational Conference. Education
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4. Govt. of Pakistan, 1955. The First Five Year Plan 1955-60. Pakistan Planning
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5. Govt. of Pakistan, 1959. Commission on National Education. Ministry of
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critical-analysis-education-system-pakistan.html on 18th June, 2015.
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examination.html on 18th June, 2015.

36. 36
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