ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
Name _____________________________
Roll No: ___________________________
Course: Elementary
Education
Course Code : (8623)
Semester: Spring, 2021
Level:
BEd (1.5 Year)
ASSIGNMENT
No. 2
Q.1 "Information Communication Technology
has revolutionized the field of instruction". Discuss and elicit its
educative value.
Answer: Advances in information technology have
revolutionized how people communicate and learn in nearly every aspect of
modern life except for education. The education system operates under the
antiquated needs of an agrarian and industrial America. The short school day
and the break in the summer were meant to allow children to work on family
farms. Schools have an enduring industrial mentality placing students in
arbitrary groups based on their age regardless of their competencies.Technology
has failed to transform our schools because the education governance system
insulates them from the disruptions that technology creates in other
organizations. The government regulates schools perhaps more than any other
organization. Rules govern where students study, how they will learn, and who
will teach them. Education regulation governs the relationships of actors in
the system and stymies the impact of innovative technologies. Furthermore the
diffuse system of governance creates numerous veto points to limit innovation.To overcome these obstacles, we must persuade
teachers that technology will empower them and help their students
learn. We argue that there are five strategies for successful teacher adoption
of education technology and that these principles will help fulfill the
potential that Edison saw a century ago:Schools must use technology that
empowers teachers. Teachers rightly reject education technologies that divert
their attention from instruction. The best education technologies enable teachers to do more with fewer resources.
Communication platforms like Twitter, Facebook, or Tumblr enable dynamic
communication with students. Teacher-empowering technologies include
mobile apps that grade written student work and provide lesson plan databases.
School systems need to aggressively track what works for their teachers and put
allother unworkable technologies aside.Teachers should treat the adoption of
technology as part of lesson planning. One of the major drivers of bad policy
is policy churn. New district leaders want to make their mark adopting new
policies and jettisoning the old. This constant changing of priorities makes
beneficial reforms difficult to implement. Teachers can incorporate technology
directly into their practice and insulate their students from the deleterious
effects of policy churn. For example teachers can use Khan Academy or other
online resources to improve remediation. Systematic adoption of technology at
the classroom levels limits the damage of shifting policy maker priorities.
Creativity and
Self-Expression
Information and communication technology also plays a role in
how students express themselves and reflect on their learning. Aided by the
digital recording functions integrated into smartphones, tablets and other
electronic devices, students are able to index the world the way they see it
and add their own perspective to already existing bodies of knowledge to create
original work. With audio, photo and video editing software and the various
ways to post self-created media on the Web, students not only access
information but contribute to its creation. The ability for students to be
active members of the learning community, whether on the small scale of a
school's social media site or on the larger canvas of the entire World Wide Web,
gives their work broader significance and affirmation.
Communication
and Collaboration
Information and communication technology provides students and
teachers more opportunities to communicate and collaborate. With Learning
Management Systems such as Blackboard and Moodle, many courses have an online
space to participate in discussion threads and forums, chats, and video
conferences. Collaborative functions in office applications allow students and
teachers to view revisions and add comments in real time, making the process of
relaying feedback more efficient. Technology further transcends traditional
brick-and-mortar settings by providing working adults and parents taking care
of children, geographically-isolated students, and the underprivileged the opportunity
to connect and interact with learning communities through online schools and
educational networks.
Student
Achievement and Learning Outcomes
Information and communication technology also plays a role in
how administrators assess the achievement of student learning outcomes. Various
assessment tools such as standardized tests, student portfolios, rubrics, and
surveys yield data that can be collaboratively analyzed by an educational
institution to find areas in which to improve. As the data is entered into
databases and statistics, charts and graphs are generated, and administrators
identify patterns and make decisions involving changes in the curriculum and
budget allocations. Technology has a prominent role in assessment and
evaluation and helps direct curricula to the greater achievement of students.
Q. 3
Differentiate between management, control and discipline. It is observed that
some teachers do not have to impose discipline in their classroom. What is
about their teaching that seems to keep their classes free of disciplinary
problems?
ANSWER:
Let's think about the goal of teaching: we want our students to
learn! In order for students to learn, we need to have an effective
classroom environment that promotes learning. If teachers cannot manage a
classroom, learning cannot take place. Thus, one of the first steps
teachers should take is to devise a plan that illustrates what they will
incorporate into classroom management and discipline. In order for this
to occur, teachers must have a clear and concise understanding of management
and discipline. Management is viewed as the preventative dimension, while
discipline is the reactive dimension. If a teacher effectively manages a
classroom while having a discipline plan in place, he or she should have a well
balanced classroom environment that fosters learning.
Management
"Management refers to your role as a teacher in creating a
classroom environment where success is possible. It refers to how order is
established and maintained in the classroom" (Savage & Savage, 2010,
p.6).
Discipline
"Discipline is defined as the actions that facilitate the
development of self-control, responsibility, and character" (Savage &
Savage, 2010, p.8).
Good classroom management is important because it can prevent many
discipline problems. In order to avoid becoming overbearingly bossy,
Savage & Savage (2010) recommend that teachers partake in lead
management. As implied in the term, the teacher and students should view
the teacher as the leader, rather than the boss. "In lead
management, power among classroom participants is shared and teacher power is
used in service to others rather than as something to enhance one's
status" (Savage & Savage, 2010, p.7). Characteristics of
teachers with lead management include:
- Allowing student input when making
classroom decisions
- Communicating clear expectations to
students
- Listening to students
Because there is not a constant struggle for power, students
feel a sense of power, influence, and importance to the teacher. This, in
turn, gives the teacher more power and influence (Savage & Savage, 2010).
For example, in the beginning of the year, teachers usually provide
students with expectations. As a form of lead management, teachers can
create a classroom contract with the students. This contract is a two-way
contract that is put together by both the teacher and the students. The
teacher can detail what she or he expects of the students, and the students can
detail what they expect from the teacher. For example, the teacher will expect
that students turn their work in on time. In return, the teacher promises to
return their work graded within a week.
As a teacher who desires for a classroom that is conducive to learning, I must
make sure that discipline is not an intruding problem. One of the best
ways to prevent discipline problems is to establish effective classroom
management. I will do so by utilizing the lead management style within my
classroom. Another way to do so is through the implementation of
discipline within my classroom.
Aspects of management discussed on this website:
- Authority and leadership
- Physical environment
- Mobility and proximity
- Preferred Activity Time (PAT)
The classroom is not just a place for academic goals. One
of the goals every teacher should have is to help students develop not only
academically, but socially and personally as well. Proverbs 25:28 says,
"A person without self-control is as defenseless as a city with
broken-down walls." Self-control is a crucial aspect of humanity and
life, an aspect that separates humans from animals and denotes
impulsiveness. Naturally, some students possess more self-control than
others, but each student will fall short at one point. Savage &
Savage (2010) recommend that their definition of discipline (namely, helping
students develop self-control), should dictate how teachers respond to
misbehavior.
Before responding to student misbehavior, teacher's should ask themselves the
following:
- "What action will be the best choice
in helping the student move toward self-control?" (Savage &
Savage, 2010, p.8).
Because I believe that having adults possessive of self-control, character, and
responsibility are vital to the future of America, it is one of my main goals
to see students develop and demonstrate self-control. Therefore, I will
always ask myself the above question when dealing with
misbehavior. For example, let us say that a student is talking
to his neighbor while I am teaching a lesson. Rather than immediately
putting his name on the board, I will insert his name into the lesson in order
to get his attention. By stating his name, the student will become aware
that I know he is not on task. Thus, he has an opportunity to stop
talking to his neighbor before experiencing consequences.
Aspects of discipline to be discussed on this website:
- Responding to inappropriate behavior
- Responding to minor problems
- Limit setting
Q. 4 Develop a teacher made achievement test by
constructing six items of each, short answer, completion, true false, matching,
multiple choice and essay type from class VI Science book being taught in the
public sector school.
Answer: Teacher-made
test is the major basis for evaluating the progress or performance of the
students in the classroom. The teacher therefore, had an obligation to provide
their students with best evaluation.
This module presents topic on the
steps in constructing teacher-made test, the types of teacher made test as
essay and objective, and the advantages and disadvantages. Likewise, other
evaluative instruments are being presented.
After completing this module, the
students are expected to:
1. identify the types of
teacher-made test;
2. draw general rules/guidelines in constructing test that is applicable to all
types of test;
3. explain how to score essay test in such a way that subjectivity can be
eliminated;
4. discuss and summarize the advantages and disadvantages of essay and
objective type of test;
5. enumerate and discuss other evaluative instruments use to measure students’
performance; and
6. construct different types of test.
Steps in Constructing
Teacher-Made Test
1. Planning the Test. In planning
the test the following should be observed: the objectives of the subjects, the
purpose for which the test is administered, the availability of facilities and equipments,
the nature of the testee, the provision for review and the length of the test.
2. Preparing the Test. The
process of writing good test items is not simple – it requires time and effort.
It also requires certain skills and proficiencies on the part of the writer.
Therefore, a test writer must master the subject matter he/she teaches, must
understand his testee, must be skillful in verbal expression and most of all
familiar with various types of tests.
3. Reproducing the Test. In
reproducing test, the duplicating machine and who will facilitate in typing and
mimeographing be considered.
4. Administering the Test. Test
should be administered in an environment familiar to the students, sitting
arrangements is observed, corrections are made before the start of the test,
distribution and collection of papers are planned, and time should be written
on the board. One more important thing to remember is, do not allow every
testee to leave the room except for personal necessity.
5. Scoring the Test. The best procedure in scoring objective test is to give
one point of credit for each correct answer. In case of a test with only two or
three options to each item, the correction formula should be applied. Example:
for two option, score equals right minus wrong (S = R-W). For three options,
score equals right minus one-half wrong (S = R-1/2 W or S= R-W/2). Correction
formula is not applied to four or more options. If correction formula is
employed students should be informed beforehand.
6. Evaluating the Test. The test
is evaluated as to the quality of the student’s responses and the quality of
the test itself. Index difficulty and discrimination index of the test item is
considered. Fifty (50) per cent difficulty is better. Item of 100 per cent and
zero (0) per cent answered by students are valueless in a test of general
achievement.
7. Interpreting Test Results.
Standardized achievement tests are interpreted based on norm tables. Table of
norm are not applicable to teacher-made test.
Types of Informal Teacher Made
Test
I. Essay Examination
Essay examination consists of
questions where students respond in one or more sentences to a specific
question or problems. It is a test to evaluate knowledge of the subject matter
or to measure skills in writing. It is also tests students’ ability to express
his ideas accurately and to think critically within a certain period of time.
Essay examination maybe evaluated in terms of content and form.
In order to write good essay test, it must be planned and constructed in
advance. The questions must show major aspect of the lesson and a
representative samples. Avoid optional questions and use large number of
questions with short answer rather than short question with very long answer.
According to Monroe and Carter
there are twenty types of essay examination as cited by Calmorin, 1994.
a. Selective recall. The basis is
given. Example – Name the four types of evaluation according to their function
in the classroom.
b. Evaluating recall. The basis is also given. Example – Name five agencies in
the Philippines which have had the greatest influence on the economic
development of the country.
c. Comparison of two things (specific). There is one single designated basis.
Example – compare traditional school and modern school.
d. Comparison of two things (general). Comparing two things in general. Example
– Compare Agriculture in China with that of the Philippines.
a. Decision (for or against). Example – In which in your opinion, can you do
better, an oral or a written examination? Why?
b. Cause or Effect. Example – Why is the application of salitre in curring food
is prohibited?
c. Explanation of the use of
exact meaning of some phrases or statement in a passage. Example – What does
this statement mean “Evaluation is not an end in itself but a means to an end”.
d. Summary of some unit of the test or some articles read. Example – Summarize
in two paragraphs the advantages and disadvantage of essay test.
e. Analysis. (The word itself is seldom used in the question). Example – What
are the characteristics of Muslims, which make you understand why Christians do
not make friends with them?
f. Statement of relationship. Example – Why is the study of genetics helpful in
studying plant breeding?
g. Illustrations and examples of principles in Science construction in
language, etc. Example – From your own experience give three examples of the
use of homemaking in your daily life.
h. Classification . Example – To what class does eggplant belong? What are
other plants having the same classification with eggplant?
i. Application of the rules or principles in new situations. Example – Why
should evaluation be used judiciously?
j. Discussion. Example – Explain briefly the four types of validity.
k. Statement of aim. Example – State the principles involved in the canning of
fish.
l. Criticism. As to the adequacy, correctness, or relevance of a pointed
statement or student’s answer to a question on the lesson. Example – What is
wrong with the statement “Practice makes perfect”.
m. Outline. Example – Outline the rules in constructing matching type test.
n. Reorganization of facts. (a good example of review-question to give training
in organization). Example – Discuss the theory-and-practice scheme approach
based upon the book, class discussion, outside reading and actual practice.
o. Formulation of new questions, problems and questions raised. Example – What
else must be known in order to understand the matter under consideration?
p. New method or procedure. Example – Formulate a plan for improving the
income-generating project of the school.
Advantages of an Essay
Examination:
a. Easy to construct. In terms of
preparation, essay examination is easier to construct thus it saves time and
energy.
b. Economical. Economical when it comes to reproduction of materials. It can be
written on the board.
c. Trains the core of organizing, expressing and reasoning power. Encourage
students to think critically and express their ideas.
d. Minimizes guessing. Guessing is minimized because it requires one or more
sentences.
e. Develops critical thinking. Essay exams calls for comparison, analysis,
organization of facts, for criticism, for defense of opinion, for decision and
other mental activity.
f. Minimizes cheating and
memorizing. Essay test minimizes cheating and memorizing because essay tests
are evaluated in terms of content and form and that an answer to question is
composed of one or more sentences.
g. Develops good study habits. It can develop good study habits in the sense
that students study their lesson with comprehension rather than rote memory.
Disadvantages of Essay
Examination:
a. Low validity. It has low
validity for it has limited sampling.
b. Low reliability. This may occur due to its subjectivity in scoring. The
tendency of the teachers to react unfavorably to answers of students whom he
consider weak and give favorable impressions to answers of bright students.
c. Low usability. Time consuming to both teacher and students wherein much time
and energy are wasted.
d. Encourage bluffing. It encourages bluffing on the part of the testee. The
tendency of the students who does not know the answer is to bluff his answers
just to cover up his lack of information. If bluffing becomes satisfactory on
an easy examination, inaccuracy of the measuring instrument may occur and evaluation
of the students’ achievement may not be valid and reliable.
e. Difficult to correct or score. Difficulty on the part of the teacher to
correct or score due to an answer consisting of one or more sentences.
f. Disadvantages for students with poor penmanship. Some teachers react
unfavorable to responses of students having poor handwriting and untidy papers.
Scoring an Essay Examination:
a. Brush up the answers before
scoring.
b. Check the students’ answer against the prepared model.
c. Quickly read the papers on the basis of your opinion of their worthiness and
sort them into five groups: 1) very superior, 2) superior, 3) average, 4)
inferior, and 5) very inferior.
d. Read the responses of the same item simultaneously.
e. Re-read the papers in each group and shift any that you feel have been
misplaced.
f. Avoid looking at the names of the paper you are scoring.
II. Objective Examination
The two main types of objective
tests are the recall and the recognition.
The recall type is categorized as to:
a. Simple recall
b. Completion
The recognition type is
categorized as:
a. Alternative response
b. Multiple choice
c. Matching type
d. Rearrangement type
e. Analogy
f. Identification
The first three recognition type
are most commonly use.
Recall Type
1. Simple recall type. This test
is one of the easiest tests to construct among the objective types where the
item appears as a direct question, a stimulus word or phrase, or a specific
direction. The response requires the subject to recall previously learned
materials and the answers are usually short.
This test is applicable in
natural sciences subjects like mathematics, chemical and physical sciences
where the stimulus appears in a form of a problem that requires computation.
2. Completion test. This test
consists of a series of items which requires the subject to fill a word or
phrase on the blanks. An item may contain one or more blanks. Indefinite and
overmultilated statements, keywords and statements directly taken from the book
should be avoided
Recognition Type
1. Alternative Response Test.
This test consists of a series of items where it admits only one correct answer
in each item. This type is commonly used in classroom testing particularly the
two constant alternative test as true-false, plus-minus, right-wrong, yes-no,
correct-incorrect, XY, etc.
Others forms may use the
three-constant alternatives as true-false-doubtful, constant alternative with
correction and modified true-false type.
Suggestion for the Construction of
Alternative Response Type:
a. Items must arranged in group
of five and each group must be separated by two single spaces.
b. Responses must be simple as TF, XY, etc. and if possible be placed in one
column at the right.
c. Avoid lifting similar statement from the test.
d. Language to use must be within the level of students. Flowery words must be
avoided.
e. Specific determiners like all, always, none, never, not, nothing, no, are
more likely to be false and so must be avoided. Moreover, determiners as may,
some, seldom, sometimes, usually, and often are more likely to be true, hence,
it should be avoided.
f. Qualitative terms as few, many, great, frequent, and large are vague and
indefinite and so they must be avoided.
g. Partly right and partly wrong statement must be avoided. Consider statement
that represents either true or false.
h. Ambiguous and double negative statements must be avoided.
2. Multiple Choice Type. This
test is made up of items which consists of three or more plausible options. It
is regarded as one of the best form of test. Most valuable and widely used due
to its flexibility and objectivity in scoring. In teacher-made test, it is
applicable for testing vocabulary, reading comprehension, relationship,
interpretation of graphs, formulas, tables, and drawing inferences from a set
of data.
Rules and suggestion for the
Construction of Multiple Choice:
a. The main stem of the test item
may be constructed in question, completion or direction form.
b. Questions that tap only rote learning and memory should be avoided.
c. Use unfamiliar phrasing to test students’ comprehension, thus avoid lifting
words from the text.
d. Four or more options must be provided to minimize guessing.
e. Uniform number of options must be used.
f. Arrangement of correct answers should not follow patterns.
g. Articles “a” and “an” are avoided as last word in an incomplete sentence.
This word gives clues.
h. Alternative should be arranged according to length.
Varieties of Multiple Choice
Type:
a. Stem-and-options variety. This
is commonly used in the classroom and other standardized test. The stem serves
as the problem and is followed by four or more options.
b. Setting-and-options variety. The optional responses are dependent upon a
setting or foundation which includes graphical representation, a sentence,
paragraph, pictures, equation, or some forms of representation.
c. Group-term variety. Consists
of group or words or items in which one does not belong to the group.
d. Structured-response variety.
This makes use of structure response which is commonly used in testing natural
science subjects. This test on how good the students are to judge statements
which are closely related.
e. Contained-option variety. This
variety is designated to identify errors in a word, phrase, sentence or
paragraph.
3. Matching Type. This type
consists of two columns in which proper pairing relationship of two things is
strictly observed. Column A is to be matched with column B. It has two forms:
balanced and unbalanced, the latter being preferred. In balanced type the
number item is equal to the number of option. In unbalanced type, if there are
5 items in column A there are 7 items in column B. Remember, the ideal number
for matching type is 5 to 10 and maximum of 15.
In constructing matching type, avoid using heterogeneous materials. Do not mix
dates and terms, events and person and many others. the question item should be
placed on the left and the option on the right. option column should be in
alphabetical order and dates in chronological order.
4. Rearrangement Type. This type
consists of a multiple-option item where it requires a chronological, logical,
rank, etc., order.
5. Analogy. This type is made of
items consisting of a pair of words which are related to each other. It is
designated to measure the ability of students to observe the pair relationship
of the first group to the second.
The kinds of relationship may be: according to purpose, cause and effect,
part-whole, part-part, action to object, synonym, antonym, place, degree,
characteristics, sequence, grammatical, numerical and associations.
Advantages of an Informal
Objective type:
a. Easy to score. It is easier to
correct due to short responses involve.
b. Eliminates subjectivity. This is due also to short responses.
c. Adequate sampling. More items can be included where validity and reliability
of the test can be adequately observed.
d. Objectivity in scoring. Due to short and one correct answer in each item.
e. Eliminates bluffing. Since the students only choose the correct answer.
f. Norms can be established. Due to adequate sampling of test.
g. Save time and energy in answering questions. Since the options are provided,
time and energy may be utilized properly.
Limitations of an Informal
Objective Test:
a. Difficult to construct
b. Encourages cheating and guessing.
c. Expensive. Due to adequate sampling, it is expensive in terms of duplicating
facilities. Questions cannot be written on the board.
d. Encourages rote memorization. It encourages rote memorization rather than
memorizing logically because an answer may consist only of a single word or a
phrase. A student’s ability to thick critically, express, organize and reason
out his ideas is not developed.
e. Time consuming on the part of the teacher.
Other Evaluative Instruments
1. Questionnaire. These consist
of questions in which the pupil/student responds to each item by encircling the
option or by the use of a checkmark.
2. Checklists. A teacher makes
use of a checklist if his pupil/student exhibits a desired behavior or if he neglects
certain outcomes.
3. Rating scale. These scales are
filled out by teachers for meritorious achievement done by a pupil/student.
4. Performance. The measurement
of performance is time consuming because each student is tested individually. A
stop watch or an ordinary watch may be used as timing device in observing
student’s performance. For instance, when a student is evaluated on his speed
and accuracy in typing, dismantling a machine, etc.
5. Cumulative records. These
records provide information about pupil/student personality, special talent,
scholarship, and family background. Records should show the learner as a
developing personality, including positive and negative aspects.
6. Anecdotal records. An
anecdotal record is designed to determine what happened and what the behavior
of the learner probably means. A teacher’s skillful and continues observation
on student’s behavior can become an effective evaluation procedure. Anecdotal
records give a complete picture of the child as he develops under the care of
the teacher. It is considered as service tools to help the teacher understand
and interpret the student’s behavior.
Q. 5 Discuss the initiatives taken by the
government for universalization of education. How can public and private sector
contribute to achieve this target?
Answer: Punjab School
Education Minister Dr Murad Raas has said that his ministry took 16 initiatives
in 16 months of the government to introduce reforms in education sector.
Addressing a press conference here
on Friday, he started mentioning these initiatives with the e-transfer facility
for schoolteachers, saying the initiative not just greatly facilitated the
teaching staff but also helped curb corruption amounting to Rs 2 billion to Rs
3 billion within the School Education Department in the name of
transfers/postings.
Dr Murad Raas said Insaaf Afternoon
programme was launched in 500 primary schools and added the initiative would be
expanded with 1,000 more schools from the next academic session. He said the
department abolished the grade-5 examination as part of assessment-related
reforms. The department is working to improve the assessment mechanism. He
added the government was also revamping the model of Daanish schools and unlike
the past day-boarders would also be offered admissions.
The minister also talked about
Insaaf Primary School and Mobile School programmes to bring the
out-of-school-children back to scho0ol and also mentioned licensing of
education professionals, saying the same was approved by the provincial cabinet
and would be enacted after legislation. Similarly, he said, the government
changed medium of instruction from English to Urdu from Class-1 to Class 5 and
added English would be taught as a subject from the academic session starting
from March 2020. Dr Murad Raas also talked about the School Education Policy,
textbook revision, rationalisation of teachers, clean and green campaign in
schools, construction of new classrooms, HRMIS, Punjab sports strategy and
establishment of 110 model schools in the next academic session.
student councils: Participants in a
consultative dialogue on “effective engagements of students on the university
campuses” held at Government College University (GCU) here Friday stressed the
need for establishing student councils and societies in all educational
institutions for producing students with well-rounded personalities and
leadership skills.
Eminent academicians from leading
public and private sector universities participated in the dialogue.
In his opening remarks, GCU Vice-Chancellor
Prof Dr Asghar Zaidi said heads of all educational institutions had a
responsibility to provide conducive and peaceful environment to their students
and faculty. He said GCU had more than century old history of student societies
led by students as office-bearers, and these societies acted as nurseries to
inculcate in the students character-building, team spirit and leadership
skills. Prof Dr Muhammad Nizamuddin, former chairperson of Punjab Higher
Education Commission (PHEC), said clashes were erupted when universities’
administrations didn’t adhere to the issues and complaints of students. He
believed that students should be given leadership role in organising
co-curricular activities on their campuses.
Dr Rauf-i-Azam, former VC of
University of Education, raised concerns about the excessive and irresponsible
use of social media by youths. He said activities on campuses should be
designed to make students responsible citizens and empathetic human beings.
Abbottabad University of Science
& Technology VC Prof Dr Mujaddad-ur-Rehman and Women University Multan
Vice-Chancellor Prof Dr Uzma Quraishi highlighted the increasing depression in
youths, saying that cultural, co-curricular activities and sports were also
crucial for mental health of students.
Mian Imran Masood, former Punjab
Education Minister, said no specific group should be allowed to distort the
peaceful environment of universities which was mandatory for healthy debate,
academics and research. Gomal University Vice-Chancellor Dr Muhammad Sarwar and
Khwaja Fareed University of Engineering and Information Technology
Vice-Chancellor Prof Dr Muhammad Suleman Tahir also demanded the government
provide funding especially to the newly-built colleges and universities for
student activities.
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