AIOU Course Code 625-1 Solved Assignment Autumn 2022

Course: Perspective of Elementary Education(625)

Semester: Autumn, 2022 Level: M.Ed ETEx

Assignment no 1

Q.No.1 Examine objectives and strategies for elementary education in Education Policy (1998-2010).

According to the constitution of 1973,

1. All citizens are equal before law and are entitled to equal protection of law.

2. There shall be no discrimination on the basis of sex alone.

3. Nothing in this constitution shall present the state from making any special provision for the protection of women and children.

For the normal and non-lawyer persons there is no relation in this article and its sub-clause with “EP” but for law fraternity it has impact that might be left on whole state policy. Especially where according to law and constitution we donot discriminate among students and institution on the basis of sex, gender, and cast.

Justice “Muhammad Nassemchuhdry” in his famous commentary of constitution of 1973stated that:


Q.No.2 Discuss the role of teachers and students in the light of progressive philosophy of education.

Educators disagree about the best ways to learn and why, and whether students should have a say in their education. Today, school administrators focus the debate on the advantages of traditional versus progressive education.

A Brief History of Traditional vs. Progressive Education

Administrators often question whether they should implement traditional versus progressive education in their schools. To provide all students with direct information and facts, teachers have implemented what is now known as the traditional method of teaching. In this educational model, educators are front and center. As gatekeepers of knowledge, they choose what to teach and how to teach it. They pass information to students that will help prepare them for life beyond school. In traditional education, schools are less concerned about students themselves and what they get out of their lessons. Rather, they focus on shaping students into moral and educated individuals who can contribute to the working world when they become adults.

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Q.No.3 Critically examine the education system of pakistan in perspective of ideology of Pakistan.

Education in Pakistan is overseen by the Federal Ministry of Education and the provincial governments, whereas the federal government mostly assists in curriculum development, accreditation and in the financing of research and development. Article 25-A of Constitution of Pakistan obligates the state to provide free and compulsory quality education to children of the age group 5 to 16 years. “The State shall provide free and compulsory education to all children of the age of five to sixteen years in such a manner as may be determined by law”.

The education system in Pakistan is generally divided into six levels: preschool (for the age from 3 to 5 years), primary (years one to five), middle (years six to eight), high (years nine and ten, leading to the Secondary School Certificate or SSC), intermediate (years eleven and twelve, leading to a Higher Secondary School Certificate or HSSC), and university programs leading to undergraduate and graduate degrees.The Higher Education Commission established in 2002 is responsible for all universities and degree awarding institutes.It was established in 2002 with Atta-ur-Rahman as its Founding Chairman.


Q.No.4 Describe thoughts of Al-Farabi with reference to curriculum and teaching methodology.

Throughout the ages thinkers have raised the question of what the human being ought to learn in order to be in tune with his own epoch, to live intelligently in society, and to be a citizen bringing benefit both to himself and to the community; hence the importance of education. It is the aim of education which takes precedence, only then come the means to realize these aims.

For the most part, it is philosophy which is concerned with defining these aims, and here it may come into direct conflict with religion; the Islamic civilization has experienced numerous controversies between religious lawyers (fuqaha) and philosophers in this respect, each with his own opinion about gnoseology.

The aim of this paper is to present the attitudes to education of Abu Nasr al-Farabi within the framework of his philosophical system, an aspect of his work about which little was known, since researchers have been more interested in the logical, metaphysical and political aspects, to the neglect of his educational concepts. However, scholars do know that al-Farabi studied Plato’s Republic and this work, by which he was most certainly influenced, deals mainly with education, as is now accepted by historians of philosophy. It is even more unlikely that al-Farabicould have been unaware of this dimension of Plato’s philosophy since he made a summary of Plato’s Laws, a work which we know expresses his final thoughts on education.


Q.No.5 Discuss John Dewey as education reformer

In July 1894, a train carrying a young philosopher from Ann Arbor, Michigan, pulled into Chicago Union Station. Its arrival was delayed by striking workers of the American Railway Union, who were made furious by the Pullman Company’s decision to cut their wages. The strike ended two weeks later, took the lives of thirty people, and symbolized a rapidly changing America dominated by corporations that set laborers against owners. 

The philosopher had entered a city whose population was exploding with immigrants, many of whom were illiterate; a city of half-built skyscrapers and noisome meatpacking plants; a city with a new university funded by John D. Rockefeller, the University of Chicago, whose Gothic buildings and eminent faculty would rival those of Harvard and Yale. John Dewey had arrived to chair the philosophy and pedagogy department. Once in the city, he visited the strikers, applauded their “fanatic sincerity and earnestness,” praised their leader Eugene Debs, and condemned President Cleveland’s suppression of the strike. Worried about working for a university dedicated to laissez-faire capitalism, Dewey found himself becoming more of a populist, more of a socialist, more sympathetic to the settlement house pioneered by Jane Addams, and more skeptical of his childhood Christianity. He would conclude that a changing America needed different schools.

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