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 System

Our students are assessed through a series of class tests, terminal / mid terminal / and annual examinations. 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 our students 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 A student who fails twice may be withdrawn from school.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 may recommend 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;

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; and o measure progress towards the accomplishment of national goals. Data from student examination also provide useful feedback for other purposes. At the school level, such data serve as basis for vocational and career guidance of students. These examinations 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 the marking 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 weekly performance, criterion-referenced tests. There is an expectation of students' performance for each grade and their performance is measured accordingly in the norm-referenced test. The norm 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 in reducing 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 as incorporated in their learning process. Our examination and evaluation system has helped and encouraged students: o to have higher o to be o to be o to ask more questions o to be more prepared to o to be more on o to develop skills required for successful life. expectations of themselves more confident. more knowledgeable. and expect to understand'. use English language in school. task' and focused, and,

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

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 identify exactly what pupils found difficult o 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 been directed to switch to the semester system, it is learnt. Officials told Dawn on Thursday that the PU administration had asked all the departments and constituent colleges to adopt the semester system as early as possible according to their requirements. They said the decision had been taken on the instructions of the Punjab governor, who is also the chancellor of the university. The governor during his visit to the PU last month had asked the vicechancellor to introduce the semester system to streamline and improve standard of education. The semester system is currently being implemented in some departments and constituent colleges while others are following the annual examination system. Interestingly, the PUs mass communication department and the Hailey College are among those where both semester and annual examination systems are in vogue. The semester system is regarded by the administration as more effective for proper evaluation of students, who otherwise get through the examinations by rote-learning. Some PU teachers told this reporter that the administration should have left the decision of introducing either semester or annual system to the departments and constituent colleges. Unless the administration appoints an assistant controller for every department and constituent college besides providing at least six junior and senior clerks to compile results with each of them, the

semester system will fail, they averred. They said the faculty was not ready to adopt the system as it lacked required training. The university must 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 a complaint against a teacher on the instigation of his\her colleagues and similarly, a teacher can victimize students. It may, however, be mentioned that the PU had experimented with the semester system some two decades ago, which could not be continued for a second year. When contacted, PU registrar Prof Dr Naeem 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 semester system from academic session 2007-2008, giving it a lead over other public sector medical universities of the country. DUHS adopts OSPE system Karachi, April 18, 2008: The Dow University of Health Sciences (DUHS) on Thursday adopted the 'Objective Structured 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 the betterment of medical education. It has been appreciated by majority of the faculty members and the students 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, 2009 By Our Correspondent

In lahore a new five-year Pre-Service Teacher training programme launched

The Pre-Service Teachers Education Programme (Pre-STEP) is an endeavour of the US government, through the 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 government and 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). Punjab Minister for Education Mujtaba Shujaur Rehman presided over the ceremony while USAID Pakistan Mission Director Robert Wilson, Doran Bernard Chief of Party Pre-Step and officials of Punjab Education Department were also present. Speaking on the occasion, Robert Wilson said: We all recognised the great need for improving skills and qualifications of teachers to improve the education system of Pakistan.

TEACHER TRAINING
The role of good teachers in imparting quality education and developing interest in their field of expertise to be need not be emphasized. 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 to update 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 course
Initial teacher training (ITT) combines theoretical learning with at least 18 weeks practising teaching during school placements. 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 programmes lead 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)

Global Montessori
Project of I.G.T (Pvt.) Ltd. in Collaboration with Skill Development Council

International Programs in Montessori Education

(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 own homes, with pleasure and without pressure, at their own pace. We believe that this is by far the most up-todate and most comprehensive home project based learning course in Montessori teaching methods available anywhere 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 Montessori way. They will learn to apply Dr. Montessori's ideas, helping children to understand their unique place in the general plan of nature and to enjoy and learn from the universe. Teacher Education/Training Institutions--------->ICT (2004-05)

ation/Training Institutions, Islamabad Address Year Enrol. for the last Year Kind of Training/Courses Taught

me of

titution Department of Teacher Education Allama Iqbal Open University Block 5,H-8 Islamabad, Tel 0519258302 Email:dr_zaffar7@hotmail.com H-9 Islamabad, Tel 051-9257646 Federal College of Education H-9, Islamabad, Tel 051 8257484

Estb. 1984

In-Service PTC,CT, B.Ed. M.A 30000/ 11000/ 60000/ Education, M.Ed, Mphil, 4000/ 6000/ 25/ 4 Phd 260 B.Ed, M.Ed, MPhil, Phd, MA. Education

Pre-Service PTC,CT, B.Ed. M.A Education, M.Ed, Mphil, Phd B.Ed, M.Ed, MPhil, Phd, MA. Education

qbal Open y

University n es

2001

College of n

1974

BSEd, M.A Education, BSEd, M.A Education, M.Ed, Med 40/130/38/28/117/25 M.Ed, Med Science, B.Ed, Science, B.Ed, Diploma in Education Diploma in Education 375 Diploma in Technical Teacher education, Post Graduate in Technical Teachers Education, B.Ed B.Ed, MA. Ed, M.Ed, Ph.Ed Post- Graduate Higher National Diploma in Computer applications with specialization in Management(PGHND) B.Ed, MA. Ed, M.Ed, Ph.Ed

Institute of Faiz Ahmed Faiz Road H-8/1 Islamabad, Teacher Tel 051 9257231 n (NISTE)

1997

ent of n, International Islamic University, H-10, onal Islamic Islamabad, Tel 05-9258008 y PAF Complex E-9, Islamabad e mail: paftti@cyber.net.pk, Tel 051 920055759, Fax 051 9261494 Lalazar Rawalpindi PAF Chaklala, Rawalpindi, Tel 051-50503383, Fax: 051-9280042

2003

Air Force stitute of Training

2001

Language Traning Course - (2 months duration), Short courses (2 weeks) - B.Ed B.Ed, M.Ed, M.A. Education & Diploma in Montessori

ndation Training

ollege of n for

1984

381 -

er Education/Training Institutions, Islamabad PO Box 2700 Islamabad, Tel 051-2243501 24-West, IBADAT Plaza, Jinnah Ave, China Chowk, Blue Area, Islamabad-44000, Tel 051 2829162, Fax 051 2829238 1994 1999 80 B.Ed - B.Ed, M.Ed. Short courses B.Ed, M.Ed.

Foundation

Foundation

Level/Stage Elementary Primary Middle Secondary Secondary Higher Secondary Tertiary Undergraduate Postgraduate

Class I-V VI-VIII IX-X XI-XII XIII-XIV XV-XVI

Duration 5 years 3 years 2 years 2 years 2 years 2 years

Age on entry 5 years 10 years 13 years 15 years 17 years 19 years

About LUMS The Lahore University of Management Sciences (LUMS) is a national university, established by sponsors belonging to the countrys leading private and public sector corporations. The University has built a credible reputation and has expanded rapidly since its establishment. It has three schools: Suleman Dawood School of Business (SDSB), School of Humanities and Social Sciences (SHSS) and School of Science and Engineering (SSE).

Teacher education
Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviours and skills they require to perform their tasks effectively in the school and classroom. Teacher education is often divided into:

initial teacher training / education (a pre-service course before entering the classroom as a fully responsible teacher); induction (the process of providing training and support during the first few years of teaching or 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, as weaknesses are carefully identified, assessed and then addressed through the provision of in service training.

Supervised Field Experiences

field observations--include observation and limited participation within a classroom under the supervision of the classroom teacher student teaching--includes a number of weeks teaching in an assigned classroom under the supervision 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 subject of much debate in many cultures. This is understandable, as teachers are entrusted with the transmission 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 of philosophy of education, history of education, educational psychology, and sociology of education

practice at classroom teaching or at some other form of educational practice--usually supervised and supported in some way, though not always. Practice can take the form of field observations, 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, the Government of Pakistan has established the National Vocational & Technical Education Commission (NAVTEC). The Commission is mandated to facilitate, regulate, and provide policy direction for technical education and vocational training to 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 education and training (TVET). NAVTECs energies are also dedicated to develop national occupational skills standards, curricula and trade 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 the Punjab. An Ordinance to provide for the constitution of the Technical Education and Vocational Training Authority of the Punjab.

Mission Statement

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

Allama Iqbal Open University

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Allama Iqbal Open University

Motto: Education for all Established: 1974 Prof. Dr. Mehmood H. Butt (Vice President: Chancellor) Staff: 1899

Students: 1017890 Islamabad, Islamabad Capital Territory, Location: Pakistan Website: www.aiou.edu.pk

This article may require copy-editing for grammar. You can assist by editing it now. (January
2009)

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 in non-formal and distance education in Pakistan because of its approach, philosophy, system, functions and overall structure. It was then the second Open University of the world, the first such University was established in UK in 1969. Now AIOU is among the list of 17-Mega Universities of the world and provides an opportunity to working people to enhance their qualification without giving up their jobs or place of living. In Pakistan distance education is particularly suited to the female population as it offers 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. In this University, the period for completing their certificates and degrees is linked with students own pace and convenience. The AIOU has been utilizing all possible media for instruction including; correspondence materials, Radio and TV, Satellite Transmission, Online Teaching, Non-broadcast media, Tutorial instruction and Group training workshops etc. The AIOU started functioning with 5 courses and less than one thousand enrolment in 1975-76, which has over the past years expanded in all directions. At present the total numbers of programmes produced are 116, and courses are 1377. In the year 2007-08, Student Enrolment reached to 1,031,951 and 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 university offers 19 Ph.D Courses, 192 M.Phil/MS, 516 Masters level, 67 Teachers Education, 282 Bachelor/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 Univerdity has started to broadcast educational programmes on FM Radio at 91.6 MHz. Now the University has established a Video Conferrencing Network in seven selective regions to conduct classes online for

Computer Science courses. Regional network, at present consists of 36 Regional Campuses /Centres with 82 part-time Regional Coordinating Offices throughout the country. The University has by now established 1274 Study Centres yearly in coordination with formal educational institutions and the Study Centres with latest computer/practical/lab facilities for the students studying in the fields of Sciences, 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 from which about 58452 part-time tutors have been appointed yearly to guide the students in tutorials and evaluate home assignments. Approximately 950 examination centers are established yearly at Tehsil and 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 the University are 1899 including academicians, administrative and servicing/supporting staff. About 1.6 million books besides other allied materials are printed and supplied to the students yearly.. The Central Library of the University is equipped with a collection of over 114000 books. The Annual Recurring budget of the University for the Year 2007-08 is Rs.1921.848 million, of which the University generates 87% from its own resources. At present the Endowment Fund of the University is estimated 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 the conventional system and taking education to the area and groups unable to benefit from the formal system of education. As an institution of distance and open learning, AIOU makes a commitment to provide high quality educational programmes to its students. In addition the AIOU endeavors to create an environment suitable for learning. In recent years, the University programmes have expanded in all directions and still several others are in the process of development to be launched in the forthcoming semesters. The challenge at present for the future of the University is to maintain excellent standard of education by providing high quality tutorial 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)

200304

1001.335

718.038

200405

1088.387

805.467

200506

1384.336

1019.226

200607

1756.238

1161.808

200708

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 in 1974. It has been divided into distinct disciplines to provide in-depth study and research and was upgraded as Faculty of Arabic & Islamic Studies in 1998 with the following departments: 1. Arabic Language 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 actually predates the University itself. A National Institute of Education was established in 1973 as an integral part of the Federal Ministry of Education, with the objective of improving education at school level through in-service training of Master Trainers. This Institute later became a part of the University in June 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 Education 5. Special Education 6. Teacher Education (Secondary) 7. Teacher Education (Elementary) Faculty of Sciences The Faculty of Basic and Applied Sciences established in 1982, was lately renamed 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. Environmental Sciences 7. Home and Health Sciences 8. Mathematics and Statistics 9. Physics Faculty of Social Sciences and Humanities The Faculty of Social Sciences and Humanities was established in 1982, initially with only a few departments. Later, a whole spectrum of new courses and programmes was developed that necessitated the establishment of new departments. At present, there are thirteen departments working in this Faculty:

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. Pakistan Studies 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 the University in relation to other educational institutions of Pakistan as it caters to the need of all age groups and levels of education. These programmes are enlisted below. Ph.D Programmes Based on M.Phil Degree 1. Iqbal Studies 2. Urdu 3. Mass Communication* 4. Distance and Non-FormalEducation (DNFE) 5. Teacher Education (Secondary) 6. Educational Planning and Management (EPM) 7. Special Education 8. Agricultural Extension 9. Statistics* 10. Mathematics* 11. Islamic Studies 12. Arabic Based on Master Degree 1. Mass Communication* 2. Distance and Non-Formal Education (DNFE) 3. Teacher Education (Secondary) 4. Educational Planning 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. Pakistani Languages 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 Education Master of Science (M.Sc.) 1. Pakistan Studies 2. Mass Communication 3. Economics 4. Community Health and Nutrition 5. Physics 6. Forestry Extension 7. Environmental Design 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 NonFormal 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. Science Education 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. Commonwealth Executive Business Administration 9. Commonwealth Executive Public Administration 10. Environmental Design 11. Youth in Development Work (only at Rawalpindi/Islamabad)

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. Primary Teaching Certificate (PTC) 6. Arabic Teachers Training Course (ATTC) Bachelor Degree Programmes 1. B.A. (General) 2. B.Com. (Commerce) 3. B.B.A. (Business Administration) (Regular classes) 4. B.M.C. (Bachelor of Mass Communication) 5. B.L.S. (Bachelor of Library & Information Sciences) 6. B.A. (Dars-e-Nizami) 7. Bachelor of Engineering (Telecommunication) (Regular classes) 8. Bachelor of Technology (Automobile)* 9. Foundation Semester (BS-CS) (For below 45% marks at intermediate level) 10. Bachelor of Science (Computer Science) 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-iNizami. 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 (Home Economics) 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 Made Products 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 of six-month duration, 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 this programme. (For students of Rawalpindi & Islamabad only) Short Term Educational Programmes (STEPS) The University has developed and launched about 90 STEPS courses in the following areas of studies: 1. Management Sciences (22 courses) 2. Social Sciences (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

200304

1,417,356

200405

1,803,086

200506

1,910,491

200607

2,417,181

200708

2,982,420

[edit] External links

Allama Iqbal Open University [hide]

vde

Colleges and Universities in Islamabad

Air University Al-Huda University Allama Iqbal Open University Bahria University Center for Advance Studies in Engineering COMSATS Institute of Information Technology Federal Urdu University Foundation University Institute of Space Technology International Islamic University Mohammad Ali Jinnah University National 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 of Medicine SZABIST

Retrieved from "http://en.wikipedia.org/wiki/Allama_Iqbal_Open_University" Categories: Universities and colleges in Pakistan | Universities and colleges in Islamabad | Open universities | Educational institutions established in 1974 Hidden categories: Wikipedia articles needing copy edit from January 2009 | All articles needing copy edit | Pakistan articles missing geocoordinate data

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