PMS Syllabus for Subject of Arabic Papers

 

PAPER-I

Total Marks: 100

HISTORY OF ARABIC LITERATURE

A: The Pre-Islamic Arabic Literature and its salient features.
B: Al-Quran and its influence on Arabic Literature.
C: Literary movements, Classical Background, Socio-cultural influences and modern trends in Abbasid period and its literary history.
D: Contribution of The Arabs in the fields of science Philosophy and linguistics with critical study of the works of Immam Ghazali, Ibn-e-Rashique, Ibn-e-Qutaiba, Al-Jahiz, Ibn-e-Jinay and Khalil Bin Ahmed.
E: Literary movements in Undlus period.
F: Origin of modern literary style and its development, including Drama novel, short story and essay, special emphasis on the literature of Al-Mahjer and its outstanding representatives: Fouzi Almaloof, Jabran Khalil Jabran, Mikhail Nuaima and Ilia Abu Medh.
G: A short introduction to Indo-Pak Arabic Literature in the fields of prose and poetry and extension study of the works of Ghulam Ali Azad Bilgrami and Shah Wali Ullah.

RHETORIC

A: To explain the meaning of Rhetoric ad its Literary aspects and differentiate them.
B: 1. Al-Tashbee 2. Al-Istiarah 3. Al haqiqah Wal-majaz 4. Al-Kinayah.

LINGUISTICS

A: Arabic Grammar (Mufrad, Musana, Jamaal Murab Wal Madni, Marifah, Nakrah, Marfooat, Mansoobat, Majroorat).
B: A detailed study of history of Arabic Language and its characteristics.
C: Information about the Arab Scholars in the development of various sciences of Arabic Language.

CRITICISM

A: To explain the meaning of criticisms and literature criticism.
B: To give through study of history of criticism in various periods of Pre-Islamic and Islamic history.


PAPER-II

Total Marks:100

POETRY

1. Maullqat complete
2. (a) hassan Bin Sabbit: The following two Qasaid from his Daiwan: No. 1 “Ma mBalu Aineka” No.2”Lillahi Damu Kaaba”
3. Kaab-Ibn Zuhair and his Qaisaida: “Banat Suaad”.
4. Khansa and her Qaisidatah “Wa Inna Sakhran Lawalina”
5. Al-Mutanabbi, (his first 5 Qasaid) from Diwan al Mutahli Abu-Tmam, (Bab-Alhimasah)
6. Abu-Tmam, (Bab-Alhimasah)
7. Ahmed Shoque and his poetry Al-Hamziah-il-Annbwiah

PROSE

1. Qus-Bin, Saida Alayadi and his Khutban Tareekh-ul-Adab Arabi. Ahmed Hassan Nayat. Page. 30
2. Khutbah Hijjat ul Widda. Al iqd-ul-Fareed.
3. Al-jahiz, “Khutbah Abi Bakr, Khutbah Ali” (Albiyan wal tabyeen)
4. Mahmood Taimoor his novel Anal-Qatil
5. Dr. Taha Hussain, Alwad al haq (Ammar bin Yasir)
6. Dr. Saleem Tariq Khan, Al-Lugha Al-Arbia (I.U.B). B.A
7. Dr. Khaliq Dad Malik, Al-Insha wal Muhadsa.

PMS Syllabus for the Subject of Persian Papers

 

PAPER – I

HISTORY OF PERSIAN LANGUAGE & LITERATURE


Total Marks: 100

A. History of Persian Language – 10 Marks

a. Avesta
b. Old Persian
c. Pahalwi
d. Dari
e. Modern Persian

B. Persian and Pakistan – 10 Marks

a. Persian’s Influence on Urdu
b. Persian’s Importance for Pakistan
c. Persian’s Impact on Culture and Civilization of the sub-continent

C. History of Persian Literature in Iran – 20 Marks

a. Samanids
b. Ghaznavids
c. Saljuques
d. Mangols
e. Taimurids
f. Qajars
g. Safvids

D. History of Persian Literature in the Sub-continent – 10 Marks

a. Ghaznvids
b. Sultanates
c. Mughuls

E. Special Study of Iranian Poets and Prose Writers – 15 Marks

a. Poets:

  • Firdousi
  • Jalal-ud-Din Rumi
  • Saadi Shirazi
  • Hafiz Shirazi
  • Parveen Ietesami

b. Prose Writers:

  • Attar Nishaburi (Tazkart-ul-Aoulia)
  • Saadi Shirazi (Gulistan)
  • Sadiq Hidayat (As a modern short story writer)

F. Special Study of the sub-continent’s Persian poets and Prose writers – 15 Marks

a. Poets:

  • Masood Saad Salman
  • Amir Khursrou
  • Asad Ullah Khan Ghalib
  • Allama Iqbal

b. Prose Writers:

  • Muhammad Aoufi (Jawam-e-ul-Hikayat)
  • Hassan Sajzi (Faiwaid-ul-Fawad)

G. Short question and answers from all the course of the “A” paper – 20 Marks

PMS Syllabus of Education Papers

 

PAPER -ITotal Marks: 100

1. Education in Pakistan

1.1 History of Education in Pakistan
1.2 Aims of Education
1.3 System of Education in Pakistan
1.4 Educational Policies and Development Plans

  • 1.4.1 All Pakistan Education Conference 1947
  • 1.4.2 National Commission on Education 1959
  • 1.4.3 The Education Policy 1972-1980
  • 1.4.4 National Education Policies: 1979, 1992, 1998-2010, 2006.
  • 1.4.5 Various development plans

1.5 Roles and Responsibilities in Education

  • 1.5.1 Role of Public Sector in Education
  • 1.5.2 Role of Private Sector in Education
  • 1.5.3 Role of NGOs and philanthropists in Education
  • 1.5.4 Role of foreign donor agencies in Education
  • 1.5.5 Role of various stakeholders in Education
  • 1.5.6 Role of Globalization in Education

2. Foundation of Education

2.1 Educational Process
2.2 Role of education in

  • 2.2.1 Nation Building
  • 2.2.2 National cohesion and integration
  • 2.2.3 Character building
  • 2.2.4 Human resource development
  • 2.2.5 World peace and prosperity

2.3 Philosophical Foundations of Education
2.4 Psychological Foundations of Education
2.5 Sociological Foundations of Education
2.6 Islamic Concept of Education

3. Curriculum Development and Implementation

3.1 Elements of Curriculum.
3.2 Foundations of Curriculum. Philosophical Foundations; Psychological Foundations; Sociological Foundations; Economic Foundations and Technological Foundations.
3.3 Relationship of Education and Curriculum
3.4 Curriculum Development Process

  • 3.4.1 Need Assessment
  • 3.4.2 Formulation of Aims and Objectives Taxonomies of Educational Objectives
  • 3.4.3 Selection of Content
  • 3.4.4 Development of Curricular Materials
  • 3.4.5 Selection of Teaching-Learning Strategies
  • 3.4.6 Implementation of the Curriculum
  • 3.4.7 Evaluation of Curriculum

3.5 Process of Curriculum Development in Pakistan
3.6 Process of Development of Test books and National Textbook Policy

4. Learning and the Process of Learning

4.1 Principles of Growth and Development
4.2 Types of Development: Cognitive; Moral; Emotional; Social
4.3 The process of Learning
4.4 Theories of Learning

  • 4.4.1 Behaviouristic theories: Classical Conditioning; Operant Conditioning
  • 4.4.2 Cognitive Theories: Jean Piaget’s Theory; David Ausubel’s Theory; Robert Gagne’s Theory

4.5 Factors affecting Learning

5. Process of Teaching and Teaching Strategies

5.1 Process of Classroom Communication
5.2 Factors affecting Classroom Communication
5.3 Barriers to Classroom Communications
5.4 Use of Instructional Materials and Media

  • 5.4.1 Role of Instructional Material and Media
  • 5.4.2 Audio-Materials: Radio and Tape-Recorder
  • 5.4.3 Visual Materials: Various Boards, Charts, Models, Posters
  • 5.4.4 Projected Materials: Opaque, Overhead, Slide, Filmstrip, Multimedia
  • 5.4.5 Non-Projected Materials
  • 5.4.6 Motion Pictures, T.V., Computer

5.5 Information and Communication Technologies (ICTs)

PAPER- II

Total Marks: 100

1. Philosophy of Education

1.1 Scope of Philosophy
1.2 Western Schools of General Philosophy

  • 1.2.1 Idealism
  • 1.2.2 Realism
  • 1.2.3 Naturalism
  • 1.2.4 Pragmatism
  • 1.2.5 Existentialism

1.3 Schools of Educational Philosophy

  • 1.3.1 Perennialism
  • 1.3.2 Essentialism
  • 1.3.3 Progessivism
  • 1.3.4 Reconstructionism

1.4 Thoughts of Muslim Philosophers: Imam Ghazali; Ibne- Khaldun; Shah Waliullah; Sir Syed Ahmad Khan; Allama Iqbal

2. Educational Assessment and Evaluation

2.1 Concept of Classroom Assessment and Evaluation
2.2 Distinction between Assessment, Evaluation and Measurement
2.3 Approaches to Evaluation: Formative Evaluation; Summative Evaluation
2.4 Types of Tests: Essay Type; Objective Type: Multiple Choice, True-False Items, Matching Type; Principles of Construction of these Tests
2.5 Achievement Tests
2.6 Standardized Tests
2.7 Characteristics of a Good Test: Validity, Reliability, Objectivity, Usability

3. Comparative Education

3.1 History of Comparative Education
3.2 Development of Comparative Education
3.3 Purposes of Comparative Education: Intellectual; Planning; Practicability; Educational Problems in World Perspective; Innovation; International Understanding
3.4 Factors of Comparative Education: Economic Factor ; Racial Factor; Linguistic Factor; Philosophical Factor; Moral Factor; Religious Factor
3.5 Methods of Comparative Education: Descriptive; Historical; Sociological; Qualitative; Analytical; Synthesis
3.6 Comparative Systems of Education in Selected Countries USA, UK, Japan, Canada, China, India, Malaysia, Pakistan
3.7 Issues and Problems of Education in Pakistan related to: relevance; Access; Equity; Quality; Human Resources; Financial Resources; Madrassa Education; Medium of Instruction.

4. Research Methods in Education

4.1 Scientific Method and its Application in Education
4.2 Sampling Techniques

  • 4.2.1 Probability Sampling Techniques: Random Sampling; Stratified Sampling; Cluster Sampling
  • 4.2.2 Non-Probability Sampling Techniques: Systematic Sampling; Convenience Sampling; Purposive Sampling;

4.3 Research Instruments: Questionnaire; Interview; Tests; Observation; Rating Scale
4.4 Types of Research: Basic/Applied Research; Historical Research; Descriptive Research; Correlation Research; Causal-Comparative Research; Experimental Research;Action Research; Qualitative and Quantitative Research
4.5 Research Proposal and Report

  • 4.5.1 Preparing a Research Proposal
  • 4.5.2 Writing a Research Repot
  • 4.5.3 Distinction between a Research Proposal and a Report.

5. Educational Administration and Supervision

5.1 The Concept of Administration

  • 5.1.1 Process of Administration
  • 5.1.2 Relationship between Administration and Supervision

5.2 Educational Planning and Organization in Pakistan

  • 5.2.1 Organizational Pattern of Education in Pakistan
  • 5.2.2 Role of Federal Ministry of Education
  • 5.2.3 Role of Provincial Ministry and its Various Agencies
  • 5.2.4 Educational Statistics and its Role in Planning
  • 5.2.5 Financing Education in Pakistan
  • 5.2.6 Educational Administration Under Devolution Plan

5.3 Approaches to Educational Administration: Democratic; Authoritarian; Laissez-faire
5.4 Function of Administration

  • 5.4.1 Leadership in Improvement of Educational Institution
  • 5.4.2 Leadership in Improvement of Staff in Educational Institution
  • 5.4.3 Leadership in Parents and Community Relations
  • 5.4.4 Leadership in improving the Educational Programme
  • 5.4.5 Leadership in the Evaluation of Educational Institution

5.5 Educational Supervision

  • 5.5.1 Process of Supervision
  • 5.5.2 Importance of Supervision
  • 5.5.3 Principles of Supervision

5.6 Agencies and Organizations promoting Education in Pakistan

  • 5.6.1 National Commission for human development (NCHD)
  • 5.6.2 National Technical and Vocational Education Authority (NTVEA)
  • 5.6.3 Higher Education Commission (HEC)