ISLAMABAD, Aug 25: Two years after its formation, the Aga Khan University Examination Board (AKU-EB) in the private sector has unveiled its syllabus outline for Secondary School Certificate (SSC) examination.

Documents released to the media by the AKU-EB say that its examination syllabi for different subjects seek to “introduce a system of evaluation which emphasizes learning of concepts and discourages rote memorization” by stressing respect for diversity and pluralistic views.

The AKU-EB says its syllabi have been written for teachers and address “the pedagogically desirable objectives” of the national curriculum, which encourage observation, creativity and other higher order thinking and skills, generally ignored in the past.

The board recommends that teachers and students use multiple teaching-learning resources for achieving the specific objectives of the national curriculum reproduced in the board examination syllabi.

It says that some topics from the national curriculum have been enriched for better understanding of the subjects and to better meet the needs of students in the 20 first century.

In developing the Pakistan Studies examination syllabus, the AKU-EB, following the national curriculum document, recommended some supplementary topics to provide a perspective of historical continuity in the contemporary challenges faced by the country.

It would also give an insight into the realistic understanding of the origin, creation, and development of the country, the outline of the subject say.

A chapter on “the historical background”, therefore, has been added to acquaint students with historical roots of Pakistan.

It is expected that Specific Learning Objectives (SLOs) included in the board’s examination syllabus will encourage teachers and students to develop critical consciousness and analytical skills which are components of ‘higher order thinking’.

The outline for Pakistan Studies says that students should be able to appreciate the diversity and plurality in the Pakistani society and its cultures as manifested in its languages, dress, environment, art and architecture.

For students to become familiar with past heritage of Pakistan, a sub-topic ‘art and architectural heritage’ has been added under the topic of ‘cultures of Pakistan’ as given in the national curriculum document.

In the outline of history syllabus, it is observed that in response to shifting global trends and priorities in social development, there is a continuous need to update the syllabus for teaching history at the secondary level.

With the need to remain abreast of current developments in mind, AKU-EB, within the ambit of the national curriculum, has further augmented the History syllabus. Some concepts and contents are restructured and enriched to better meet the needs of students at this level and to better serve national development.

History is part and parcel of life and the study of History has as its major thrust on improvement of the quality of life and welfare of human beings. This discipline enhances a rational approach towards behaviour and daily life. The syllabus of History carries topics like, art of writing history in relation to Hadith; civilizations of the past; the decline of Muslim rule; Muslim rulers in the subcontinent.

About its Islamiyat syllabus, the AKU-EB says that Objective 8 of the national curriculum document states that students should be made aware of the glorious past of Muslims and their achievements in and continuation to various sciences of that time. This objective seems not to have been translated in the textbooks.

In order to achieve this particular aim for the curriculum development, Islamiyat examination syllabus has included a topic of ‘Muslim cultures’ tracing it historically with focus on the brilliant achievements of Muslims in various branches of knowledge and sciences and an attempt has been made to link the topic with present day Muslim world.

It is envisaged that through the teaching of this topic, students will be able to link themselves with their past heritage, will develop a sense of pride and appreciation for the contributions made by Muslim scholars, scientists, and realize the need for reviving and enlivening the glorious past in today’s context.

They would be able to develop attitudes that were hallmark of flourishing Muslim culture such as tolerance, respect for diversity and pluralistic views, curiosity for intellectual, spiritual and moral endeavours.

Outline for other subjects like computer science, physics, mathematics also suggests that emphasis be given to streamline subjects and avoid repetitions.

The AKU-EB has yet again clarified that the board was not authorized by the government to change the national curriculum, instead will be based on the government approved syllabi for all subjects.

The board will utilise state-of-the-art public examination practices available in the many parts of the world. The new technology will provide the written answer of each question separately to several evaluators for unbiased marking.