Different Types of Exams and How to Study for Them

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Different types of exams and how to study for them

The way you study for an exam will depend on the exam type. It is important that you know the format of the exam so that

you can use an appropriate study strategy.

For example, Humanities and Social Science courses might rely largely on essay based exams, while Maths and Science

courses might rely on solving problems.

Having said that, this is a generalisation - you might just as easily get an exam essay in Biology as in English, and get

multiple choice questions in Sociology.

Some exams might use a mixture of questions (such as multiple choice and short answers), so you will need to use a mix of

study methods.

These study methods often depend on whether the exam questions require you to rely on recognition, recall or

both -click here for an example.

This section runs through the key features of the following exam formats.

Select the ones that are relevant to you:

Multiple choice exams

Short and long answer exams

Essay exams

Open-book and take-home exams

Problem or case-based exams

Oral exams

TLS Evaluation and Examination SystemOur students are assessed through a series of class tests, terminal / mid terminal / and annualexaminations. All progress reports are given personally to the parents to keep our valued parents

in regular touch with progress of their and our children. Besides these evaluations, we assess ourstudents regularly through class and home work assignments, co and extracurricular activities

and Information and Communication Technology.

In annual examinations entire year's work is assessed with 20% from first, 30% from second and

50% from last term. A student who fails twice may be withdrawn from school. The staff mayrecommend withdrawal of a student if his/her performance is detected to be weak to the board of

governors (BoG).We at The Learning School have a number of the objectives of school examinations to:

o measure the effectiveness of the teaching/learning process;
http://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/#%23http://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/#%23http://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/#%23http://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/multiple-choice.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/short-and-long-answer.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/essay.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/open-book-take-home.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/problem-case-based.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/oral.htmlhttp://www.tls.edu.pk/index.php?option=com_mailto&tmpl=component&link=aHR0cDovL3d3dy50bHMuZWR1LnBrL2luZGV4LnBocD9vcHRpb249Y29tX2NvbnRlbnQmdmlldz1hcnRpY2xlJmlkPTE5NDp0bHMtZXZhbHVhdGlvbi1hbmQtZXhhbWluYXRpb24tc3lzdGVtJmNhdGlkPTE0OnRscyZJdGVtaWQ9NzY=http://www.tls.edu.pk/index.php?view=article&catid=14%3Atls&id=194%3Atls-evaluation-and-examination-system&tmpl=component&print=1&layout=default&page=&option=com_content&Itemid=76http://www.tls.edu.pk/index.php?view=article&catid=14%3Atls&id=194%3Atls-evaluation-and-examination-system&format=pdf&option=com_content&Itemid=76http://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/multiple-choice.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/short-and-long-answer.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/essay.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/open-book-take-home.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/problem-case-based.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/oral.htmlhttp://www.newcastle.edu.au/teaching-and-learning/surviving-first-year-exams/different-types/#%23


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o measure students' present levels of achievement;

o measure one's students' progress against others for future selection or promotion to next class.o provide information for streaming purposes;

o evaluate the relevance of the curriculum; ando measure progress towards the accomplishment of national goals.

Data from student examination also provide useful feedback for other purposes. At the schoollevel, such data serve as basis for vocational and career guidance of students. Theseexaminations capitalise on the physical and human resources and the facilities available among

schools besides organisation and preparation of common examination papers.

TYPE OF EXAMINATIONS:

Public / Board examinations:We at The Learning School have standardized our school examination system to fall in

compatibility with the local board assessment procedures. For this purpose, achievement tests,

sent ups, developing marking schemes and formulate procedures to coordinate and moderate themarking of the examination scripts and making guidelines for setting examination papers.

School Based Summative examinations:Many types of examinations are conducted at the

school level. These include: monthly tests in all subjects, class tests based on weeklyperformance, criterion-referenced tests. There is an expectation of students' performance for

each grade and their performance is measured accordingly in the norm-referenced test. Thenorm standardized referenced tests are those used by different teachers of a similar grade in

assessing the performance of their respective classes.

Formative examinations:These include weekly/monthly/term class tests, projects and regular class assignments set by the

respective teachers of the subject. They are also called continual assessments. They help inreducing examination pressures on students. We don't take this type of examinations into

consideration for the promotion of students in next grade.

Evaluative examinations:These are conducted for admission and exit of students from the school learning activity. These

are based on students' ability to perform involving their knowledge and skill development asincorporated in their learning process.

Our examination and evaluation system has helped and encouraged students:

o to have higher expectations of themselveso to be more confident.

o to be more knowledgeable.o to ask more questions and expect to understand'.

o to be more prepared to use English language in school.

o to be more on task' and focused, and,o to develop skills required for successful life.

Finally, our examinations and evaluation procedures have helped our teachers in:

o use of curricular/layered targets to plan for language development and curriculum access.

o Developing an analytical detail of student achievement targets.o Excel in their professional development


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o Self analysis of their knowledge and teaching practices.o Creating planned opportunities for speaking and listening.

o prioritizing of speaking and listening as a prelude to writing.o Planning and organizing mathematical skill advancement techniques.

o Promoting interest in Sciences and environment based technologies.

o establishing means of analyzing assessment tasks and results of assessments to identifyexactly what pupils found difficulto establishing means of monitoring the progress of students and setting relevant targets.

o Encouraging and supporting low achievers to excel.o taking teachers out of their comfort zone but encouraged them to challenge themselves rather

than to have imposed challenge.o Creating compatibility with classroom routines, curriculum requirements and other pedagogic

approaches, and, Lastly in identifying specific area.

PU once again switches to semester system

By Zulqernain Tahir

LAHORE, June 23: All departments and constituent colleges of the Punjab University have beendirected to switch to the semester system, it is learnt. Officials told Dawn on Thursday that the PUadministration had asked all the departments and constituent colleges to adopt the semester system asearly as possible according to their requirements.

They said the decision had been taken on the instructions of the Punjab governor, who is also thechancellor of the university. The governor during his visit to the PU last month had asked the vice-chancellor to introduce the semester system to streamline and improve standard of education.

The semester system is currently being implemented in some departments and constituent collegeswhile others are following the annual examination system.

Interestingly, the PUs mass communication department and the Hailey College are among thosewhere both semester and annual examination systems are in vogue.

The semester system is regarded by the administration as more effective for proper evaluation ofstudents, who otherwise get through the examinations by rote-learning.

Some PU teachers told this reporter that the administration should have left the decision of introducingeither semester or annual system to the departments and constituent colleges.

Unless the administration appoints an assistant controller for every department and constituentcollege besides providing at least six junior and senior clerks to compile results with each of them, the


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semester system will fail, they averred.

They said the faculty was not ready to adopt the system as it lacked required training. The universitymust develop a mechanism first and then switch to the semester system, they suggested.

To maintain transparency in the semester system results is very hard and there is no secrecy in it.Politics in the faculty members is also a hindrance, the added.

The semester system, they said, empowered both students and teachers. The former can file acomplaint against a teacher on the instigation of his\her colleagues and similarly, a teacher canvictimize students.

It may, however, be mentioned that the PU had experimented with the semester system some twodecades ago, which could not be continued for a second year. When contacted, PU registrar Prof DrNaeem Khan said the university would train teachers to ensure the success of the semester system.We will conduct training workshops on a regular basis from next month, he said.

Hyderabad: The Liaquat University of Medical and Health Sciences (LUMHS) has introduced the semestersystem from academic session 2007-2008, giving it a lead over other public sector medical universities ofthe country.DUHS adopts OSPE systemKarachi, April 18, 2008: The Dow University of Health Sciences (DUHS) on Thursday adopted the 'ObjectiveStructured Practical Examinations' (OSPE) in place of the earlier system of viva and practical examinations.It will reduce the chances of "examiner bias," according to the DUHS.

This system has been proposed and approved by the Academic Council and the university Syndicate for thebetterment of medical education. It has been appreciated by majority of the faculty members and thestudents of the DUHS, according to the statement.A NEW five-year US-funded programme worth 75 million dollars to improve Pakistani teachers skills and

qualifications was launched here on Tuesday.

Teacher training programme launched

Wednesday, July 22, 2009By Our Correspondent

In lahore a new five-year Pre-Service Teacher training programmelaunched

The Pre-Service Teachers Education Programme (Pre-STEP) is an endeavour of the US government, throughthe United States Agency for International Development (USAID), and Punjab Ministry of Education.

It is pertinent to mention here that the USAID had previously signed an MoU with the federal governmentand now it was carrying out the program in all provinces.

In this connection a signing ceremony was held at the Directorate of Staff Development (DSD). PunjabMinister for Education Mujtaba Shujaur Rehman presided over the ceremony while USAID Pakistan MissionDirector Robert Wilson, Doran Bernard Chief of Party Pre-Step and officials of Punjab Education Departmentwere also present.

Speaking on the occasion, Robert Wilson said: We all recognised the great need for improving skills andqualifications of teachers to improve the education system of Pakistan.


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TEACHER TRAINING

The role of good teachers in imparting quality education and developing interest in their field of expertise to be need not beemphasized. Unfortunately, there is a serious lack of quality teachers in this country, incentive and training wise. It is

proposed that biology teachers, especially at tertiary levels, would be given regular in-service training courses, so as toupdate their knowledge and to enhance their teaching skills. These training sessions, will be held for various length of time,depending upon specific needs of the teachers, and will be executed by a panel of experts. Most of this training will take

place during summer, but some training courses/workshops will be held throughout the year.

Types of courseInitial teacher training (ITT) combines theoretical learning with at least 18 weeks practising teaching during schoolplacements. ITT helps you develop the skills you need to become an effective teacher.Initial teacher training comes in all shapes and sizes, providing options to suit everyone no matter what your qualifications,experience, preferences or personal circumstances.

Have a look at the options below, clicking on the links to find out more about a particular course or programme. All programmeslead to qualified teacher status (QTS), which you will need if you want to teach in state-maintained schools.

Undergraduate teacher training

Train to be a teacher while completing a degree.

Bachelor of education (BEd)

Bachelor of arts or science with QTS (BA or BSc)

Postgraduate teacher training

Already have a degree? Train to be a teacher in one to two years.

Postgraduate certificate in education (PGCE) School-centred initial teacher training (SCITT)

Employment-based teacher training

Train and qualify as a teacher while working in a school.

Graduate Teacher Programme (GTP)

Registered Teacher Programme (RTP)

Teach First

Assessment-based teacher training

If you have substantial teaching experience but do not hold QTS in the UK, you could consider taking this route.

Assessment-based training

Overseas trained teachers

Overseas Trained Teacher Programme (OTTP)
http://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/undergraduate/bed.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/undergraduate/babsc.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/postgraduate/pgce.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/postgraduate/scitt.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/employmentbased/gtp.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/employmentbased/rtp.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/employmentbased/teachfirst.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/employmentbased/teachfirst.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/qts.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/ottp.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/undergraduate/bed.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/undergraduate/babsc.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/postgraduate/pgce.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/postgraduate/scitt.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/employmentbased/gtp.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/employmentbased/rtp.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/employmentbased/teachfirst.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/qts.aspxhttp://www.tda.gov.uk/Recruit/thetrainingprocess/typesofcourse/ottp.aspx


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Global Montessoriect ofI.G.T (Pvt.) Ltd. in Collaboration with Skill Development Council

International Programs in MontessoriEducation

(through Home Project Based Learning)

A joint project of the National Training Bureau Govt. of Pakistan, World Bank, I.L.O and E.F.P)

M. Ed (Specialization in Montessori Teacher Training)

(Duration: 1 Year, Eligibility: B .Ed)

B. Ed (Specialization in Montessori Teacher Training)

(Duration: 1 Year, Eligibility: Bachelors and above)

P.G.D in Montessori Teacher Training

(Duration: 1 Year, Eligibility: Bachelors and above)

Diploma in Montessori Teacher Training

(Duration: 1 Year, Eligibility: Inter. or Above)

Certificate in Montessori Teacher Training

(Duration: 6 Months, Eligibility: Matriculate)

The Aim of the Course:

The course aims to train teachers and individuals in Montessori Method, in the comfort of their ownhomes, with pleasure and without pressure, at their own pace. We believe that this is by far the most up-to-

date and most comprehensive home project based learning course in Montessori teaching methods availableanywhere in the world. We feel that from it students will learn much about themselves, they will gain spiritually

and, as a consequence, many young children will benefit for many years to come.

We hope that when this course is completed students will be qualified to teach in the true Modern Montessoriway. They will learn to apply Dr. Montessori's ideas, helping children to understand their unique place in thegeneral plan of nature and to enjoy and learn from the universe.

Teacher Education/Training Institutions--------->ICT (2004-05)

/Training Institutions, Islamabad

Address Year Enrol. for the last Year Kind of Training/Courses Taught


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n Estb. In-Service Pre-Service

penDepartment of Teacher Education Allama IqbalOpen University Block 5,H-8 Islamabad, Tel0519258302 Email:[email protected]

198430000/ 11000/ 60000/

4000/ 6000/ 25/ 4

PTC,CT, B.Ed. M.AEducation, M.Ed, Mphil,Phd

PTC,CT, B.Ed. M.A EducationMphil, Phd

rsityH-9 Islamabad, Tel 051-9257646 2001 260

B.Ed, M.Ed, MPhil, Phd,MA. Education

B.Ed, M.Ed, MPhil, Phd, MA.Education

of Federal College of Education H-9, Islamabad, Tel051 8257484

1974 40/130/38/28/117/25BSEd, M.A Education,M.Ed, Med Science, B.Ed,Diploma in Education

BSEd, M.A Education, M.Ed, MScience, B.Ed, Diploma in Ed

te ofrTE)

Faiz Ahmed Faiz Road H-8/1 Islamabad,Tel 051 9257231

1997 375

Diploma in TechnicalTeacher education, PostGraduate in TechnicalTeachers Education, B.Ed

Post- Graduate Higher NationDiploma in Computer applicawith specialization inManagement(PGHND)

lamicInternational Islamic University, H-10,Islamabad, Tel 05-9258008

2003 -B.Ed, MA. Ed, M.Ed,Ph.Ed

B.Ed, MA. Ed, M.Ed, Ph.Ed

rceof

g

PAF Complex E-9, Islamabad e mail:[email protected], Tel 051 920055759,

Fax 051 9261494

2001 -Language Traning Course(2 months duration),

Short courses (2 weeks)

-

ng Lalazar Rawalpindi - - B.Ed -

ofPAF Chaklala, Rawalpindi, Tel 051-50503383,Fax: 051-9280042

1984 381 -B.Ed, M.Ed, M.A. Education &Diploma in Montessori

ucation/Training Institutions, Islamabad

ation PO Box 2700 Islamabad, Tel 051-2243501 1994 80 B.Ed Short courses

ation24-West, IBADAT Plaza, Jinnah Ave, ChinaChowk, Blue Area, Islamabad-44000,Tel 051 2829162, Fax 051 2829238

1999 - B.Ed, M.Ed. B.Ed, M.Ed.

Level/Stage Class Duration Age on entry

Elementary

Primary I-V 5 years 5 years

Middle VI-VIII 3 years 10 years

Secondary

Secondary IX-X 2 years 13 years

Higher Secondary XI-XII 2 years 15 years

Tertiary

Undergraduate XIII-XIV 2 years 17 years

Postgraduate XV-XVI 2 years 19 years

About LUMSThe Lahore University of Management Sciences (LUMS) is a national university, established by sponsorsbelonging to the countrys leading private and public sector corporations.

The University has built a credible reputation and has expanded rapidly since its establishment. It hasthree schools: Suleman Dawood School of Business (SDSB), School of Humanities and Social Sciences(SHSS) and School of Science and Engineering (SSE).


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Teacher education

Teacher education refers to the policies and procedures designed to equip prospective teachers withthe knowledge,attitudes,behaviours and skillsthey require to perform their tasks effectively in theschool and classroom.

Teacher education is often divided into:

initial teacher training / education (a pre-service course before entering the classroom as afully responsible teacher);

induction (the process of providing training and support during the first few years of teachingor the first year in a particular school);

teacher development or continuing professional development (CPD) (an in-service process for

Quality Assurance for teacher education

Feedback on the performance of teachers is integral to many state and private education procedures,but takes many different forms. The 'no fault' approach is believed by some to be satisfactory, asweaknesses are carefully identified, assessed and then addressed through the provision of in servicetraining.

Supervised Field Experiences

field observations--include observation and limited participation within a classroom under thesupervision of the classroom teacher

student teaching--includes a number of weeks teaching in an assigned classroom under thesupervision of the classroom teacher and a supervisor (e.g. from the university)

internship--teaching candidate is supervised within his or her own classroom

Curriculum

The question of what knowledge, attitudes, behaviours and skills teachers should possess is the subjectof much debate in many cultures. This is understandable, as teachers are entrusted with thetransmission to children of society's beliefs, attitudes and deontology, as well as of information, advice

and wisdom.

Generally, Teacher Education curricula can be broken down into these blocks:

foundational knowledge and skills--usually this area is about education-related aspects ofphilosophy of education, history of education, educational psychology, and sociology ofeducation
http://en.wikipedia.org/wiki/Teacherhttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Attitudehttp://en.wikipedia.org/wiki/Behaviourhttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Schoolhttp://en.wikipedia.org/wiki/Classroomhttp://en.wikipedia.org/wiki/Philosophy_of_educationhttp://en.wikipedia.org/wiki/History_of_educationhttp://en.wikipedia.org/wiki/Educational_psychologyhttp://en.wikipedia.org/wiki/Sociology_of_educationhttp://en.wikipedia.org/wiki/Sociology_of_educationhttp://en.wikipedia.org/wiki/Teacherhttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Attitudehttp://en.wikipedia.org/wiki/Behaviourhttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Schoolhttp://en.wikipedia.org/wiki/Classroomhttp://en.wikipedia.org/wiki/Philosophy_of_educationhttp://en.wikipedia.org/wiki/History_of_educationhttp://en.wikipedia.org/wiki/Educational_psychologyhttp://en.wikipedia.org/wiki/Sociology_of_educationhttp://en.wikipedia.org/wiki/Sociology_of_education


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practice at classroom teaching or at some other form of educational practice--usuallysupervised and supported in some way, though not always. Practice can take the form of fieldobservations, student teaching, or internship

National Vocational & Technical Education Commission (NAVTEC)

Realizing the role of skilled and technically educated manpower for development of overall national economy, theGovernment of Pakistan has established the National Vocational & Technical Education Commission (NAVTEC). TheCommission is mandated to facilitate, regulate, and provide policy direction for technical education and vocational trainingto meet national and international demand for skilled manpower. The Commission will review, devise policy and evolve

strategy/prepare training programmes relating to human resource development with a focus on technical and educationand training (TVET). NAVTECs energies are also dedicated to develop national occupational skills standards, curricula andtrade testing certification systems for all sectors in which technical education and vocational training is imparted.

TEVTA was formed by an Ordinance No XXIV of 1999 promulgated by Governor of thePunjab. An Ordinance to provide for the constitution of the Technical Education andVocational Training Authority of the Punjab.

Mission Statement

To enhance global competitiveness in Punjab, through a quality and productive workforce by develostandardized, dynamic and integrated technical education and vocational training services.

Allama Iqbal Open UniversityFrom Wikipedia, the free encyclopedia

Jump to: navigation,search

Allama Iqbal Open University testofWikipedia at Wikimedia Incubator

Allama Iqbal Open University

Motto: Education for all

Established: 1974

President:Prof. Dr. Mehmood H. Butt (ViceChancellor)

Staff: 1899
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Students: 1017890

Location:Islamabad, Islamabad Capital Territory,Pakistan

Website: www.aiou.edu.pk

This article may require copy-editingfor grammar. You can assist byediting it now. (January2009)

Contents

[hide] 1 History 2 Administration and governance 3 Finance and budget 4 Faculties and their departments 5 List of academic programs on offer 6 Enrolment and success

7 External links

[edit] History

Allama Iqbal Open University was established under an act of Parliament in 1974 being the pioneer innon-formal and distance education in Pakistan because of its approach, philosophy, system, functionsand overall structure. It was then the second Open University of the world, the first such Universitywas established in UK in 1969. Now AIOU is among the list of 17-Mega Universities of the world andprovides an opportunity to working people to enhance their qualification without giving up their jobsor place of living. In Pakistan distance education is particularly suited to the female population as itoffers them an opportunity to study at homes. Similarly, people living in the tribal and far-flung areas

where the formal education system has not reached as yet, also get an opportunity to be educated. Inthis University, the period for completing their certificates and degrees is linked with students ownpace and convenience. The AIOU has been utilizing all possible media for instruction including;correspondence materials, Radio and TV, Satellite Transmission, Online Teaching, Non-broadcastmedia, Tutorial instruction and Group training workshops etc.

The AIOU started functioning with 5 courses and less than one thousand enrolment in 1975-76, whichhas over the past years expanded in all directions. At present the total numbers of programmesproduced are 116, and courses are 1377. In the year 2007-08, Student Enrolment reached to 1,031,951and Course enrolment to 2,982,420, out of which the females participation rate has been 51%.Presently four faculties with 36 academic departments and Institute of Mass Education are offering a

wide range of courses from Functional Non-Credit to M.Phil/Ph.D level. At present the universityoffers 19 Ph.D Courses, 192 M.Phil/MS, 516 Masters level, 67 Teachers Education, 282Bachelor/Diploma, 80 Higher Secondary School, 30 Secondary School, 12 Women Middle Education,and 114 Functional Non-Credit/Women Basic Education courses.

The University sent on air 264 radio and 382 T.V programmes in 2005-06. Recently the Univerdityhas started to broadcast educational programmes on FM Radio at 91.6 MHz. Now the University hasestablished a Video Conferrencing Network in seven selective regions to conduct classes online for
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Computer Science courses. Regional network, at present consists of 36 Regional Campuses /Centreswith 82 part-time Regional Coordinating Offices throughout the country. The University has by nowestablished 1274 Study Centres yearly in coordination with formal educational institutions and theStudy Centres with latest computer/practical/lab facilities for the students studying in the fields ofSciences, Technology and Computer Sciences in collaboration with private institutions of high repute

in all major cities of the country as well. The University has more than 65000 registered tutors fromwhich about 58452 part-time tutors have been appointed yearly to guide the students in tutorials andevaluate home assignments. Approximately 950 examination centers are established yearly at Tehsiland District level with coordination of Regional Network to facilitate the students. Up to 2007,1121382 degrees, diplomas and certificates have been awarded. Presently the sanctioned posts of theUniversity are 1899 including academicians, administrative and servicing/supporting staff. About 1.6million books besides other allied materials are printed and supplied to the students yearly.. TheCentral Library of the University is equipped with a collection of over 114000 books. The AnnualRecurring budget of the University for the Year 2007-08 is Rs.1921.848 million, of which theUniversity generates 87% from its own resources. At present the Endowment Fund of the University isestimated at Rs.2.4000 billion.

With its system of reaching the students at their homes or works places and the concept of openness,implying lifelong education, the Allama Iqbal Open University is filling the gaps left by theconventional system and taking education to the area and groups unable to benefit from the formalsystem of education. As an institution of distance and open learning, AIOU makes a commitment toprovide high quality educational programmes to its students. In addition the AIOU endeavors to createan environment suitable for learning.

In recent years, the University programmes have expanded in all directions and still several others arein the process of development to be launched in the forthcoming semesters. The challenge at presentfor the future of the University is to maintain excellent standard of education by providing high qualitytutorial and regional support to the students

[edit] Administration and governance

Chancellor (President of Pakistan)Pro-Chancellor (Federal Minister for Education, Ministry of Education)Vice Chancellor (Chief Executive Officer/Head of the institution)Executive Council (Governing Body)

[edit] Finance and budget

Revenue and Expenses

Years Receipts (Rs.in Million) Expense (Rs.in Million)

2003-04

1001.335 718.038
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2004-05

1088.387 805.467

2005-06

1384.336 1019.226

2006-07

1756.238 1161.808

2007-08

1921.848 1430.048

Source: Treasurer's Department (Budget Section)AIOU, Islamabad

[edit] Faculties and their departments

Faculty of Arabic & Islamic Studies The Institute of Arabic & Islamic Studies was established in1974. It has been divided into distinct disciplines to provide in-depth study and research and wasupgraded as Faculty of Arabic & Islamic Studies in 1998 with the following departments: 1. ArabicLanguage and Literature 2. Hadith & Seerah 3. Islamic Law (Fiqh) 4. Islamic Thought, History &

Culture 5. Quran & Tafseer

Faculty of Education The Faculty of Education was established in 1984, but its origin actuallypredates the University itself. A National Institute of Education was established in 1973 as an integralpart of the Federal Ministry of Education, with the objective of improving education at school levelthrough in-service training of Master Trainers. This Institute later became a part of the University inJune 1975. The Faculty of Education has following departments: 1. Adult and Continuing Education 2.Distance and Non-Formal Education 3. Educational Planning and Management 4. Science Education5. Special Education 6. Teacher Education (Secondary) 7. Teacher Education (Elementary)

Faculty of Sciences The Faculty of Basic and Applied Sciences established in 1982, was latelyrenamed as Faculty of Sciences. It comprises the following nine departments: 1. Agricultural Sciences

2. Biology 3. Chemistry 4. Computer Sciences 5. Engineering and Technology 6. EnvironmentalSciences 7. Home and Health Sciences 8. Mathematics and Statistics 9. Physics

Faculty of Social Sciences and Humanities The Faculty of Social Sciences and Humanities wasestablished in 1982, initially with only a few departments. Later, a whole spectrum of new courses andprogrammes was developed that necessitated the establishment of new departments. At present, thereare thirteen departments working in this Faculty:
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1. Business Administration 2. Commerce 3. Economics 4. English Language & Applied Linguistics 5.History 6. Iqbal Studies 7. Library & Information Sciences 8. Mass Communication 9. PakistanStudies 10. Pakistani Languages 11. Sociology, Social Work & Population Studies 12. Urdu 13.Women Studies

[edit] List of academic programs on offer

Academic Programmes The university has introduced a wide range of undergraduate, graduate,Masters, M.Phil, and Doctoral Programmes. These programmes have given distinction to theUniversity in relation to other educational institutions of Pakistan as it caters to the need of all agegroups and levels of education. These programmes are enlisted below.

Ph.D ProgrammesBased on M.Phil Degree 1. Iqbal Studies 2. Urdu 3. Mass Communication* 4.Distance and Non-FormalEducation (DNFE) 5. Teacher Education (Secondary) 6. EducationalPlanning and Management (EPM) 7. Special Education 8. Agricultural Extension 9. Statistics* 10.

Mathematics* 11. Islamic Studies 12. ArabicBased on Master Degree 1. Mass Communication* 2.Distance and Non-Formal Education (DNFE) 3. Teacher Education (Secondary) 4. EducationalPlanning and Management (EPM) 5. Special Education 6. Food and Nutrition 7. Chemistry 8.Computer Science 9. Statistics* 10. Islamic Studies

M. Phil Programmes 1. Islamic Studies 2. Iqbal Studies 3. Urdu 4. Teacher Education (Secondary) 5.Educational Planning and Management 6. Distance and Non-formal Education 7. Special Education 8.Mass Communication 9. Statistics 10. Economics 11. Chemistry 12. Food and Nutrition 13. PakistaniLanguages and Literature

M. Sc. (Hon.) 17 Year Education 1. Agriculture Extension (Regular classes at main campus, 2.

Live Stock Management AIOU, Islamabad) 3. Rural Development (For continuing students only)

MA/MSc 16-Year EducationMaster of Science (M.Sc.) 1. Pakistan Studies 2. Mass Communication3. Economics 4. Community Health and Nutrition 5. Physics 6. Forestry Extension 7. EnvironmentalDesign 8. Sociology 9. Mathematics 10. Chemistry 11. Statistics 12. Women Studies Master of Arts(M.A.) 1. Teaching of English as a Foreign Language (TEFL) 2. History 3. Islamic Studies 4. Arabic 5.Urdu 6. Teacher Education 7. Educational Planning and Management (EPM) 8. Distance and Non-Formal Education 9. Special Education 10. Business Administration (MBA) 11. MBA (Banking &Finance) 12. MBA (Information Technology) 13. Commonwealth Executive MBA 14.Commonwealth Executive MPA 15. Library and Information Sciences (MLIS) M.Ed Programme 1.Teacher Education (Secondary) 2. Distance and Non-formal Education 3. Special Education 4. ScienceEducation

Postgraduate Diplomas (PGD) 1. Teaching of English as a Foreign Language (TEFL) 2. Dietetics(For Dieticians) 3. Nutrition (For Physicians) 4. Women Studies* 5. Mass Communication 6.Educational Planning and Management (EPM) 7. Computer Science (Online) 8. CommonwealthExecutive Business Administration 9. Commonwealth Executive Public Administration 10.Environmental Design 11. Youth in Development Work (only at Rawalpindi/Islamabad)


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Teacher Education Programmes 1. Bachelor of Education (B.Ed General) 2. Bachelor of Education(B.Ed Arabic) 3. Certificate of Teaching (CT) 4. Diploma in Education (10+3 Model) 5. PrimaryTeaching Certificate (PTC) 6. Arabic Teachers Training Course (ATTC)

Bachelor Degree Programmes 1. B.A. (General) 2. B.Com. (Commerce) 3. B.B.A. (BusinessAdministration) (Regular classes) 4. B.M.C. (Bachelor of Mass Communication) 5. B.L.S. (Bachelorof Library & Information Sciences) 6. B.A. (Dars-e-Nizami) 7. Bachelor of Engineering(Telecommunication) (Regular classes) 8. Bachelor of Technology (Automobile)* 9. FoundationSemester (BS-CS) (For below 45% marks at intermediate level) 10. Bachelor of Science (ComputerScience) BS (CS) 11. B.Sc. in Vision Sciences

Diplomas (Undergraduate) 1. Vision Sciences leading to B.Sc. 2. Computer Graphics

Secondary School Certificate (SSC) 1. H.S.S.C (General) 2. H.S.S.C. (I.Com) 3. H.S.S.C. Dars-i-Nizami. 4. F.Sc. Family and Community Health 5. Home Economics 6. F.Sc. Pre-Medical 7. F.Sc.Pre-Engineering

SSC (Matric) 1. S.S.C (General) 2. S.S.C (Dars-e-Nizami) 3. S.S.C (Health) 4. S.S.C (HomeEconomics)

Middle Education This programme is under Pilot launching at two different provinces

Certificate Level Courses 1. Certificate in Librarianship 2. French Online 3. Selling of Home MadeProducts 4. Arabic Bol Chaal 5. Al-Lisan-ul-Arabi 6. Computer Graphics

Another feature of the Universitys programmes is the provision of non-credit courses ofsix-monthduration, which mainly of three types i.e. 1. Functional Non-credit Courses 2. Technical Course 3.Agricultural Course

Open Tech. Courses (Non-credit) The University has been offering over 43 courses in thisprogramme. (For students of Rawalpindi & Islamabad only)

Short Term Educational Programmes (STEPS) The University has developed and launched about90 STEPS courses in the following areas of studies: 1. Management Sciences (22 courses) 2. SocialSciences (15 courses) 3. Hotel Services (05 courses) 4. Community Education (17 courses) 5.Agricultural Courses (06 courses)

[edit] Enrolment and success

Course Enrolment Trend

Years Course Enrolment

2003-04

1,417,356


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2004-05

1,803,086

2005-06

1,910,491

2006-07

2,417,181

2007-08

2,982,420

[edit] External links

Allama Iqbal Open University

[hide]vde

Colleges andUniversities inIslamabad

Air University Al-Huda University Allama Iqbal Open University Bahria University Centerfor Advance Studies in Engineering COMSATS Institute of Information Technology Federal UrduUniversity Foundation UniversityInstitute of Space Technology International Islamic University

Mohammad Ali Jinnah UniversityNational University of Computer and Emerging Sciences National University of Modern Languages National University of Sciences and Technology Pakistan Institute of Engineering & Applied Sciences Quaid-i-Azam University Shifa College ofMedicineSZABIST

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nologyhttp://en.wikipedia.org/wiki/International_Islamic_University_Islamabadhttp://en.wikipedia.org/wiki/Mohammad_Ali_Jinnah_Universityhttp://en.wikipedia.org/wiki/National_University_of_Computer_and_Emerging_Scienceshttp://en.wikipedia.org/wiki/National_University_of_Modern_Languageshttp://en.wikipedia.org/wiki/National_University_of_Sciences_and_Technologyhttp://en.wikipedia.org/wiki/Pakistan_Institute_of_Engineering_%26_Applied_Scienceshttp://en.wikipedia.org/wiki/Quaid-i-Azam_Universityhttp://en.wikipedia.org/wiki/Shifa_College_of_Medicinehttp://en.wikipedia.org/wiki/Shifa_College_of_Medicinehttp://en.wikipedia.org/wiki/Shaheed_Zulfiqar_Ali_Bhutto_Institute_of_Science_and_Technologyhttp://en.wikipedia.org/wiki/Allama_Iqbal_Open_Universityhttp://en.wikipedia.org/wiki/Special:Categorieshttp://en.wikipedia.org/wiki/Category:Universities_and_colleges_in_Pakistanhttp://en.wikipedia.org/wiki/Category:Universities_and_colleges_in_Islamabadhttp://en.wikipedia.org/wiki/Category:Open_universitieshttp://en.wikipedia.org/wiki/Category:Open_universitieshttp://en.wikipedia.org/wiki/Category:Educational_institutions_established_in_1974http://en.wikipedia.org/wiki/Category:Wikipedia_articles_needing_copy_edit_from_January_2009http://en.wikipedia.org/wiki/Category:All_articles_needing_copy_edithttp://en.wikipedia.org/wiki/Category:All_articles_needing_copy_edithttp://en.wikipedia.org/wiki/Category:Pakistan_articles_missing_geocoordinate_datahttp://en.wikipedia.org/wiki/Allama_Iqbal_Open_Universityhttp://en.wikipedia.org/wiki/Talk:Allama_Iqbal_Open_Universityhttp://en.wikipedia.org/w/index.php?title=Allama_Iqbal_Open_University&action=edithttp://en.wikipedia.org/w/index.php?title=Allama_Iqbal_Open_University&action=history


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