i Nucleus of Education

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To The Point

Nucleus of Education

By
UMAR DRAZ ASIM
(M. Phil Education)

FOR

Headmaster / Headmistress, Lecturer Education, Dy. DEO,

DEO, CEO, SST FPSC, TGT, PPSC, KPPSC, SPSC, BPSC
AJKPSC, PMS and other competitive written exams and
interview preparation.

PRICE: 1300

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Published by: Global Publishers

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Written by: UMAR DRAZ ASIM (03457969346)

Printed by: Ahsan Printers

Reviewed by: Professor Imran Zahid

Edition: 2nd

Copies: 1000

Year 2025

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Preface

This book has been written to meet the current needs of students
preparing for Jobs such as Headmaster, SS, SST, Teacher, Lecturer in
Education, Secondary School Teacher, Elementary School Educator,
Primary School Educator and ASDEO through PPSC, FPSC, SPSC, BPSC,
KPPSC, AJKPSC, and NTS. I am grateful to my colleagues and friends for
their valuable suggestions and guidance in improving this book. Their
contributions have helped make it a better resource.

Due to its straightforward language and relevant content, this book

will serve as an excellent guide for students. We get material from many
sources I acknowledge all of them. We have made every effort to ensure the
accuracy of the material presented. I encourage students and respected
teachers to provide their feedback so we can continue to improve it and
make it even more beneficial in next edition.

Thanks

UMAR DRAZ ASIM

0345 7969346

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Table of Contents

Chapter 1: Perspectives of Education in Pakistan

Unit 1: Introduction to Education
1.1 Education ––––––––––––––––––––––––––––––––––––––––––––––––– 5
1.2 Types of Education –––––––––––––––––––––––––––––––––––––– 5
1.3 Sources of Knowledge –––––––––––––––––––––––––––––––––– 6
1.4 Elements of Educational Process –––––––––––––––––––––––– 7
1.5 Levels of Education in Pakistan –––––––––––––––––––––––––– 7
1.6 Foundations of Education ––––––––––––––––––––––––––––––– 8

Unit 2: Education in the Subcontinent

2.1 Charter Act 1813 ––––––––––––––––––––––––––––––––––––––––– 9
2.2 Macaulay Report ––––––––––––––––––––––––––––––––––––––––– 10
2.3 Woods Dispatch ––––––––––––––––––––––––––––––––––––––––– 11
2.4 William Hunter Commission –––––––––––––––––––––––––––– 11
2.5 Calcutta University Commission ––––––––––––––––––––––––– 12

Unit 3: Muslim Educational Movements

3.1 Darul-Uloom Deoband –––––––––––––––––––––––––––––––––––– 12
3.2 Aligarh Movement ––––––––––––––––––––––––––––––––––––––– 13
3.3 Anjuman Himayat-e-Islam ––––––––––––––––––––––––––––––– 14
3.4 Nadwatul Ulama –––––––––––––––––––––––––––––––––––––––– 15
3.5 Jamia Millia Islamia ––––––––––––––––––––––––––––––––––––– 16
3.6 Dr. Zakir Husain ––––––––––––––––––––––––––––––––––––––––– 17

Unit 4: Educational Policies in Pakistan

4.1 Educational Conference 1947 ––––––––––––––––––––––––––––– 17
4.2 Education Commission 1959 –––––––––––––––––––––––––––––– 18
4.3 Education Policy 1969 –––––––––––––––––––––––––––––––––––– 19
4.4 National Education Policy 1972 –––––––––––––––––––––––––– 19
4.5 Education Policy 1979 –––––––––––––––––––––––––––––––––––– 19
4.6 Educational Policy 1992 ––––––––––––––––––––––––––––––––– 20
4.7 Education Policy 1998 ––––––––––––––––––––––––––––––––––– 20
4.8 Education Sector Reforms 2006 ––––––––––––––––––––––––– 20
4.9 Education Policy 2009 ––––––––––––––––––––––––––––––––––– 21
4.10 Single National Curriculum (SNC) ––––––––––––––––––––– 22
4.11 Key Developments in Education ––––––––––––––––––––––– 23

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Chapter 2: Educational Philosophy
Unit 1: Introduction to Philosophy
1.1 Philosophy ––––––––––––––––––––––––––––––––––––––––––––– 24
1.2 Education and Philosophy ––––––––––––––––––––––––––––– 24
1.3 Areas of Philosophy ––––––––––––––––––––––––––––––––––– 25
1.4 Styles of Philosophy ––––––––––––––––––––––––––––––––––– 25

Unit 2: General Philosophies

2.1 Idealism –––––––––––––––––––––––––––––––––––––––––––––––– 26
2.2 Naturalism ––––––––––––––––––––––––––––––––––––––––––––– 28
2.3 Realism ––––––––––––––––––––––––––––––––––––––––––––––––– 30
2.4 Pragmatism –––––––––––––––––––––––––––––––––––––––––––– 31
2.5 Existentialism –––––––––––––––––––––––––––––––––––––––––– 33

Unit 3: Educational Philosophies

3.1 Perennialism ––––––––––––––––––––––––––––––––––––––––––– 33
3.2 Essentialism –––––––––––––––––––––––––––––––––––––––––––– 34
3.3 Progressivism –––––––––––––––––––––––––––––––––––––––––– 35
3.4 Reconstructionism ––––––––––––––––––––––––––––––––––––– 37

Chapter 3: History of Education

Unit 1: Education in Ancient Greece
1.1 Athens vs. Sparta –––––––––––––––––––––––––––––––––––––– 38
1.2 Socrates ––––––––––––––––––––––––––––––––––––––––––––––––– 39
1.3 Plato’s Educational Stages –––––––––––––––––––––––––––––– 40
1.4 Aristotle ––––––––––––––––––––––––––––––––––––––––––––––––– 40

Unit 2: Education in Europe and America

2.1 John Dewey ––––––––––––––––––––––––––––––––––––––––––––– 41
2.2 Johann Pestalozzi –––––––––––––––––––––––––––––––––––––– 42
2.3 Friedrich Froebel –––––––––––––––––––––––––––––––––––––– 43
2.4 Maria Montessori –––––––––––––––––––––––––––––––––––––– 43
2.5 Helen Parkhurst –––––––––––––––––––––––––––––––––––––––– 44

Unit 3: Muslim Educational Thinkers

3.1 Al-Ghazali –––––––––––––––––––––––––––––––––––––––––––––– 45
3.2 Ibn Khaldun –––––––––––––––––––––––––––––––––––––––––––– 46
3.3 Islamic Educational Conferences –––––––––––––––––––––––– 47

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Chapter 4: Educational Psychology

Unit 1: Introduction to Educational Psychology
1.1 Introduction ––––––––––––––––––––––––––––––––––––––––––––– 49
1.2 Schools of Psychology ––––––––––––––––––––––––––––––––––––– 50
1.2.1 Structuralism ––––––––––––––––––––––––––––––––––––––– 50
1.2.2 Functionalism –––––––––––––––––––––––––––––––––––––– 51
1.2.3 Behaviorism ––––––––––––––––––––––––––––––––––––––– 52
1.2.4 Gestalt Psychology ––––––––––––––––––––––––––––––––– 53
1.2.5 Psychoanalysis ––––––––––––––––––––––––––––––––––––– 53
1.2.6 Humanism ––––––––––––––––––––––––––––––––––––––––– 55
Maslow’s Hierarchy of Needs –––––––––––––––––––––––––– 55
Unit 2: Growth and Development
2.1 Growth vs. Development –––––––––––––––––––––––––––––––––– 56
2.2 Stages of Human Development –––––––––––––––––––––––––––– 57
2.3 Principles of Development –––––––––––––––––––––––––––––––– 58
Unit 3: Human Development Theories
3.1 Piaget’s Cognitive Development Theory –––––––––––––––––––– 59
3.2 Erikson’s Psychosocial Theory ––––––––––––––––––––––––––––– 60
3.3 Vygotsky’s Sociocultural Theory ––––––––––––––––––––––––––– 62
3.4 Kohlberg’s Moral Development –––––––––––––––––––––––––––– 63
3.5 Bronfenbrenner’s Ecological Theory –––––––––––––––––––––––– 64
Unit 4: Learning Theories
4.1 Thorndike’s Laws of Learning ––––––––––––––––––––––––––––– 65
4.2 Classical Conditioning –––––––––––––––––––––––––––––––––––– 66
4.3 Operant Conditioning ––––––––––––––––––––––––––––––––––––– 67
4.4 Cognitive Learning Theories –––––––––––––––––––––––––––––– 68
4.4.1 Discovery Learning –––––––––––––––––––––––––––––––––– 68
4.4.2 Social Learning (Bandura) –––––––––––––––––––––––––––– 69
4.5 Insight Theory of Learning –––––––––––––––––––––––––––––––– 69
Unit 5: Intelligence Theories
5.1 Spearman’s Two-Factor Theory –––––––––––––––––––––––––––– 71
5.2 Thurston’s Primary Mental Abilities –––––––––––––––––––––––– 71
5.3 Gardner’s Multiple Intelligences –––––––––––––––––––––––––––– 71
Unit 6: Intelligence Testing & Counseling
6.1 Binet-Simon Scale –––––––––––––––––––––––––––––––––––––––– 72
6.2 Stanford-Binet Scale –––––––––––––––––––––––––––––––––––––– 73
6.3 IQ Formula –––––––––––––––––––––––––––––––––––––––––––––– 73
6.4 WISC and WAIS ––––––––––––––––––––––––––––––––––––––––– 73
6.5 Guidance and Counseling ––––––––––––––––––––––––––––––––– 73

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6.5.1 Guidance –––––––––––––––––––––––––––––––––––––––––– 73
6.5.2 Counseling ––––––––––––––––––––––––––––––––––––––––– 75
Unit 7: Motivation
7.1 Introduction to Motivation ––––––––––––––––––––––––––––––––– 77
7.2 Theories of Motivation –––––––––––––––––––––––––––––––––––– 78
7.2.1 Instinct Theory ––––––––––––––––––––––––––––––––––––– 78
7.2.2 Maslow’s Hierarchy ––––––––––––––––––––––––––––––––– 79
7.2.3 Herzberg’s Two-Factor Theory –––––––––––––––––––––––– 79
7.2.4 McClelland’s Needs Theory ––––––––––––––––––––––––––– 79
7.2.5 Vroom’s Expectancy Theory –––––––––––––––––––––––––– 79
7.2.6 Drive Reduction Theory –––––––––––––––––––––––––––––– 79
7.3 Needs, Drives, Motives & Instincts ––––––––––––––––––––––––– 79

Chapter 5: General Methods of Teaching

Unit 1: Teaching
1.1 What is Teaching? ————————————————————————— 81
1.2 Maxims of Teaching ———————————————————————— 81
1.3 Strategy, Method, Tactics & Techniques ————————— 81
1.4 Cone of Learning ———————————————————————— 82
Unit 2: General Methods of Teaching
2.1 Lecture Method —————————————————————————— 83
2.2 Recitation Method ————————————————————————— 83
2.3 Discussion Method ———————————————————————— 84
2.4 Demonstration Method ———————————————————— 85
2.5 Heuristic Method ———————————————————————— 86
2.6 Project Method ————————————————————————— 86
2.7 Activity Method ———————————————————————— 87
2.8 Problem Solving Method —————————————————— 88
2.9 Inductive Method ———————————————————————— 88
2.10 Deductive Method ———————————————————— 89
2.11 Drill Method ———————————————————————— 89
2.12 Socratic Method ———————————————————— 90
Types of Questions: Introductory ————————————————— 90
Unit 3: Innovative Methods of Teaching
3.1 Computer Assisted Instruction —————————————————— 91
3.2 Team Teaching ———————————————————————— 91
3.3 Simulated Teaching ———————————————————— 92
3.4 Programmed Instruction ————————————————— 94
3.4.1 Linear Programming ———————————————————— 95
3.4.2 Branching Programming ————————————————— 96
3.5 Micro-Teaching —————————————————————— 96

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Chapter 6: Administration and Management

Unit 1: Introduction to School Management

1.1 Concept of Organization ––––––––––––––––––––––––––––––––––––– 98
1.2 Administration ––––––––––––––––––––––––––––––––––––––––––––– 98
1.2.1 Elements of School Administration ––––––––––––––––––– 98
1.2.2 Trends in Administration –––––––––––––––––––––––––––– 99
1.3 Management –––––––––––––––––––––––––––––––––––––––––––––– 100
1.4 School Resources –––––––––––––––––––––––––––––––––––––––––– 101
1.5 Objectives of School Management ––––––––––––––––––––––––– 101

Unit 2: Management Theories

2.1 Scientific Management Theory ––––––––––––––––––––––––––––– 103
2.2 Administrative Management Theory ––––––––––––––––––––––– 104
2.3 Behavioral Management Theory ––––––––––––––––––––––––––– 105
2.4 Bureaucratic Management Theory ––––––––––––––––––––––––– 106
2.5 McGregor’s Theory X ––––––––––––––––––––––––––––––––––––– 108
2.6 McGregor’s Theory Y ––––––––––––––––––––––––––––––––––––– 108
2.7 Ouchi’s Theory Z –––––––––––––––––––––––––––––––––––––––––– 108

Unit 3: Leadership
3.1 Concept of Leadership ––––––––––––––––––––––––––––––––––––– 108
3.2 Leadership Theories –––––––––––––––––––––––––––––––––––––– 108
3.3 Leadership Styles ––––––––––––––––––––––––––––––––––––––––– 109

Unit 4: Supervision
4.1 Concept of Supervision –––––––––––––––––––––––––––––––––––– 110
4.2 Types of Supervision –––––––––––––––––––––––––––––––––––––– 111
4.3 Effective Supervision ––––––––––––––––––––––––––––––––––––– 111

Unit 5: School Record

5.1 Importance of Record Keeping ––––––––––––––––––––––––––––– 112
5.2 Types of School Records ––––––––––––––––––––––––––––––––––– 113

Unit 6: Timetable and Lesson Planning

6.1 School Timetable ––––––––––––––––––––––––––––––––––––––––– 115
6.2 Lesson Plan ––––––––––––––––––––––––––––––––––––––––––––––– 116

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Chapter 7: Assessment in Education
Unit 1: Fundamentals of Assessment
1.1 Test, Measurement, Assessment & Evaluation –––––––––––––––– 117
1.2 Types of Assessment ––––––––––––––––––––––––––––––––––––––– 118

Unit 2: Instructional Objectives

2.1 Instructional Objectives ––––––––––––––––––––––––––––––––––– 119
2.2 Aims, Goals, and Objectives ––––––––––––––––––––––––––––––– 119
2.3 Bloom’s Taxonomy –––––––––––––––––––––––––––––––––––––––– 121
2.4 The Revised Taxonomy (2001) ––––––––––––––––––––––––––––– 122
2.5 SOLO Taxonomy ––––––––––––––––––––––––––––––––––––––––––– 124
2.6 Table of Specifications –––––––––––––––––––––––––––––––––––– 126

Unit 3: Test Development

3.1 Objective and Subjective Tests –––––––––––––––––––––––––––– 128
3.2 Types of Tests by Purpose ––––––––––––––––––––––––––––––––– 129

Unit 4: Test Characteristics and Item Analysis

4.1 Validity, Reliability & Difficulty –––––––––––––––––––––––––– 129
4.2 Item Analysis ––––––––––––––––––––––––––––––––––––––––––––– 130
4.2.1 Discrimination Power ––––––––––––––––––––––––––––––––––– 131
4.2.2 Effectiveness of Distracters –––––––––––––––––––––––––––– 131

Unit 5: Measurement Techniques

5.1 Measuring Techniques in Education –––––––––––––––––––––––– 131
5.2 Levels of Measurement –––––––––––––––––––––––––––––––––––– 132
5.3 Rating Scales ––––––––––––––––––––––––––––––––––––––––––––– 133
5.4 Anecdotal Records ––––––––––––––––––––––––––––––––––––––––– 134
5.5 Portfolios ––––––––––––––––––––––––––––––––––––––––––––––––– 135

Chapter 8: Curriculum Development

Unit 1: Understanding Curriculum
1.1 Curriculum Development ––––––––––––––––––––––––––––––––––– 136
1.2 Elements of Curriculum ––––––––––––––––––––––––––––––––––– 137

Unit 2: Curriculum Planning

2.1 Phases of Curriculum Development –––––––––––––––––––––––– 139

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Unit 3: Curriculum Content Selection
3.1 Categories of Curriculum ––––––––––––––––––––––––––––––––– 140
3.2 Foundations of Curriculum –––––––––––––––––––––––––––––––– 141
3.3 Criteria for Selection ––––––––––––––––––––––––––––––––––––– 141
3.4 Methods of Content Selection ––––––––––––––––––––––––––––– 142

Unit 4: Types of Curriculum

4.1 Child-Centered Curriculum –––––––––––––––––––––––––––––––– 143
4.2 Teacher-Centered Curriculum ––––––––––––––––––––––––––––– 143
4.3 Core Curriculum –––––––––––––––––––––––––––––––––––––––––– 144
4.4 Overt/Explicit Curriculum –––––––––––––––––––––––––––––––– 144
4.5 Covert/Hidden Curriculum –––––––––––––––––––––––––––––––– 145
4.6 Integrated Curriculum –––––––––––––––––––––––––––––––––––– 145
4.7 Subject-Centered Curriculum ––––––––––––––––––––––––––––– 145
4.8 Broad Field Curriculum ––––––––––––––––––––––––––––––––––– 146
4.9 Activity-Centered Curriculum ––––––––––––––––––––––––––––– 146
4.10 Null Curriculum ––––––––––––––––––––––––––––––––––––––––– 146

Unit 5: Models of Curriculum Development

5.1 Tyler Model ––––––––––––––––––––––––––––––––––––––––––––––– 147
5.2 Taba Model –––––––––––––––––––––––––––––––––––––––––––––––– 147
5.3 Wheeler Model –––––––––––––––––––––––––––––––––––––––––––– 148
5.4 Lawton’s Cultural Model –––––––––––––––––––––––––––––––––– 148

Chapter 9: Educational Research

Unit 1: Introduction to Research
1.1 What is Research? ––––––––––––––––––––––––––––––––––––––––– 150
1.2 Ethical Issues in Data Collection –––––––––––––––––––––––––– 150
1.3 Eight Steps in the Research Process ––––––––––––––––––––––– 151

Unit 2: Types of Research

2.1 By Purpose (Basic, Applied, etc.) –––––––––––––––––––––––––– 152
2.2 By Method (Historical, Experimental, etc.) –––––––––––––––– 154
2.3 By Approach (Quantitative, Qualitative) –––––––––––––––––– 161

Unit 3: Hypothesis
3.1 Types/Forms of Hypotheses –––––––––––––––––––––––––––––––– 162

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Unit 4: Sampling
4.1 Probability & Non-Probability Sampling ––––––––––––––––––– 163
4.2 Types of Probability Sampling ––––––––––––––––––––––––––––– 164

Unit 5: Tools and Pilot Testing

5.1 Developing Research Tools –––––––––––––––––––––––––––––––– 168
5.2 Pilot Testing ––––––––––––––––––––––––––––––––––––––––––––– 169

Unit 6: Statistics in Research

6.1 Descriptive Statistics –––––––––––––––––––––––––––––––––––– 170
6.2 Inferential Statistics –––––––––––––––––––––––––––––––––––– 170
6.3 Population vs. Sample –––––––––––––––––––––––––––––––––––– 171

Part 2: MCQs Section

1. Perspectives of Education in Pakistan –––––––––––––––––– 172
2. Educational Philosophy –––––––––––––––––––––––––––––––––– 176
3. Educational Psychology –––––––––––––––––––––––––––––––––– 183
4. Guidance and Counseling –––––––––––––––––––––––––––––––– 197
5. General Methods of Teaching –––––––––––––––––––––––––––– 201
6. Administration and Management –––––––––––––––––––––––– 208
7. Assessment and Evaluation ––––––––––––––––––––––––––––– 218
8. Curriculum Development –––––––––––––––––––––––––––––––– 224
9. Educational Research –––––––––––––––––––––––––––––––––––– 229

Part 3: Model Papers

Model Paper 01 ––––––––––––––––––––––––––––––––––––––––––––– 236

Model Paper 02 ––––––––––––––––––––––––––––––––––––––––––––– 241
Model Paper 03 ––––––––––––––––––––––––––––––––––––––––––––– 246
Model Paper 04 ––––––––––––––––––––––––––––––––––––––––––––– 253
Model Paper 05 ––––––––––––––––––––––––––––––––––––––––––––– 262
Model Paper 06 ––––––––––––––––––––––––––––––––––––––––––––– 270
Model Paper 07 ––––––––––––––––––––––––––––––––––––––––––––– 278
Model Paper 08 ––––––––––––––––––––––––––––––––––––––––––––– 284
Model Paper 09 ––––––––––––––––––––––––––––––––––––––––––––– 292
Model Paper 10 ––––––––––––––––––––––––––––––––––––––––––––– 300
Model Paper 11 ––––––––––––––––––––––––––––––––––––––––––––– 307

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Model Paper 12 ––––––––––––––––––––––––––––––––––––––––––––– 315
Model Paper 13 ––––––––––––––––––––––––––––––––––––––––––––– 323
Model Paper 14 ––––––––––––––––––––––––––––––––––––––––––––– 330

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