| The results of term examinations, in every institute, | | | | curriculum has caused the AKU-EB to be inefficient in |
| are a means to evaluate the extent of effectiveness | | | | attaining the goals that it had been set to achieve. |
| of the system in educating the students. However, | | | | Due to the numerous problems faced by the |
| lack of transparency, corruption, dubious evaluation | | | | students in adapting to the new system the results |
| criteria etc are causing increased concern with regard | | | | obtained by the first batch of students in the mock |
| to the authenticity of the prevalent education | | | | exams in the year 2006 were far from satisfactory. |
| system as a whole. Students generally feel a need | | | | Most of the students did not have a clear |
| for the overhauling of the whole system and forming | | | | understanding of the course and thought that the |
| an education board with an effective curriculum and | | | | papers included questions from topics which they had |
| assessment techniques. | | | | not covered. Besides that, the composite |
| In this regard, many initiatives have been taken by | | | | examinations system is a cumbersome process for |
| our government to improve the literacy rate and | | | | students since itís not easy for them to meet |
| standard of education in our country, but the faulty | | | | the course requirements. In this regard one of the |
| implementation of the system renders them futile. | | | | brilliant students of Hampton School claimed that |
| One such attempt at improving the education system | | | | despite maintaining high score in his school |
| was made by The Aga Khan University (AKU) on | | | | examinations, he got the lowest percentage in the |
| receiving a lot of support from a group of schools | | | | mock examination. Yet another student of the |
| wanting an education board based on an evaluation | | | | Progressive Public School said that he failed in all the |
| criterion, which would encourage reasoning and insight. | | | | subjects, although he was fully prepared for the |
| As a result the AKU-EB was founded in August 2003 | | | | mock exams. Unfortunately, this was more or less |
| in accordance with Ordinance CXIV of the | | | | the case with nearly all the students who suffered |
| Government of Pakistan to offer examination | | | | due to the shortcomings in the system. The |
| services for both Secondary School Certificate (SSC) | | | | consequent low scores made it difficult for the |
| and Higher Secondary School Certificate (HSSC) | | | | students passing out of the AKU-EB in getting |
| throughout Pakistan and abroad. The suggested | | | | admissions in competent colleges. |
| curriculum was officially implemented from 2005 | | | | Same was the case with the second mock exams |
| onwards. | | | | that were held in 2007. Approximately 21 per cent of |
| The AKU-EB provides affiliations to only | | | | the students who undertook the exam failed. |
| non-governmental schools and attracted 200 inquiries | | | | Another incident of inefficient surveillance on part of |
| including some from O-levels and A-levels schools, | | | | the authorities also came into notice, when the mock |
| who considered the option of offering SSC only due | | | | papers for a particular session got postponed due to |
| to the availability of the AKU-EB. | | | | adverse conditions in the city of Karachi. Poor |
| Soon, however, implementation of the curriculum and | | | | coordination by the board, led to some schools |
| the examination process was found to be | | | | postponing the papers, while others taking the exams |
| incompetent: the course outline approved by the | | | | on the initially intended dates. |
| Ministry of Education was not even developed into | | | | It can rightly be said that lack of planning can create |
| books when the newly affiliated schoolsí | | | | many problems and can inhibit the potential for |
| academic sessions had commenced; the books that | | | | growth and success, same is the case with AKU-EB. |
| had been compiled did not carry any practice | | | | Nevertheless, despite all the drawbacks, the Aga |
| exercises for the guidance of students, which left | | | | Khan board seems to be a promising future board of |
| them at a loss for direction in case of preparation for | | | | our country. The initial haphazardness can very well |
| the examinations. | | | | be attributed to various factors of misjudgment or |
| Though renowned schools like Habib Girls and Nasra | | | | mistiming that led to a shaky start. However, if given |
| School were able to successfully adapt to the new | | | | time, the AKU-EB has the required potential for |
| system, but teachers in the various other affiliated | | | | turning out to be just what the doctor ordered for |
| schools were not well rehearsed with the new | | | | our education system. The refreshing change of the |
| course outline and compensated for it by making | | | | syllables content and a new examination system are |
| students go through the age-old practice of rote | | | | in themselves some promising starters. With |
| learning the complete course content irrelevant to its | | | | appropriate action towards the flaws that have |
| application. The absence of resource material to | | | | become apparent so far, AKU-EB can transform itself |
| assist the teachers and lack of regularisation in the | | | | into a system which will answer all the doubts and |
| hiring of qualified staff for instructing the students in | | | | problems that the students have with the present |
| accordance with the demands of the standard of the | | | | education systems of our country. |