The education problem in Pakistan

Questionnaire
Name:
GENDER: MALE /FEMALE
1 ARE YOU SATISFIED FROM STRONGLY AGREE DISAGREE STRONGLY
THE STANDARD OF AGREE DISAGREE
EDUCATION IN PAKISTAN
2 THE EDUCATION SYSTEM
OF PAKISTAN IS BETTER
THEN OTHER COUNTRY
3 ARE YOU SATISFIED FROM
THE METHOD OF
TEACHING IN PAKISTAN
4 ARE YOU SATISFIED WITH
THE LITERACY RATE IN
PAKISTAN
5 CAN EDUCATION BRING
THE POSITIVE CHANGE IN
SOCIETY
6 DO YOU WANT THAT THE
GOVT SHOULD DIVIDE THE
HEC INTO PROVINCES
7 CAN WE REDUCE THE
UNEMPLOYMENT RATE IN
PAKISTAN THROUGH
EDUCATION
8 IS GOVT TAKING ANY STEP
TO IMPROVE THE
EDUCATION SECTOR
9 DO YOU AGREE THAT THE
GOVT SHOULD TAKE STEPS
TO IMPROVE TECHNICAL
EDUCATION
10 AFTER COMPLETING YOUR
EDUCATION CAN U
ACHIEVE YOUR GOALS
11 DO YOU AGREE THAT THE
GOVT SHOULD GIVE THE
SCHOLARSHIP TO
INTEELIGENT STUDENTS
12 DO YOU AGREE THAT WE
SHOULD CONDUCT
DIFFERENT FUNCTION ON
EDUCATION
13 HOW WE CAN IMPROVE OUR EDUCATION SYSTEM GIVE SUGGESTION
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Literature on education in Pakistan

The history of education:

The history of education is the history of teaching and learning. Each generation, since the
beginning of human existence, has sought to pass on cultural and social values, traditions,
morality, religion and skills to the next generation. The passing on of culture is also known
as enculturation and the learning of social values and behaviors is socialization. The history of
the curricula of such education reflects human history itself, the history of knowledge, beliefs,
skills and cultures of humanity.
In pre-literate societies, education was achieved orally and through observation and imitation.
The young learned informally from their parents, extended family and grand parents. At later
stages of their lives, they received instruction of a more structured and formal nature, imparted
by people not necessarily related, in the context of initiation, religion or ritual.
As the customs and knowledge of ancient civilizations became more complex, many skills would
have been learned from an experienced person on the job ,in animal
husbandry, agriculture, fishing, preparation  and  preservation of food, construction, stone
work, metal work, boat building, the making of weapons and defenses, the military skills and
many other occupations.
With the development of writing, it became possible for stories, poetry, knowledge, beliefs, and
customs to be recorded and passed on more accurately to people out of earshot and to future
generations. In many societies, the spread of literacy was slow; morality and illiteracy remained
predominant for much of the population for centuries and even millennia. Literacy in
preindustrial societies was associated with civil administration, law, long distance trade or
commerce, and religion. A formal schooling in literacy was often only available to a small part
of the population, either at religious institutions or for the wealthy who could afford to pay for
their tutors. The earliest known universities, or places of higher education, started teaching a
millennium or more ago. Universal education of all children in literacy has been a recent
development, not occurring in many countries until after 1850 CE. Even today, in some parts of
the world, literacy rates are below 60 per cent (for example,
in Afghanistan, Pakistan, Bangladesh). Schools, colleges and universities have not been the only
methods of formal education and training. Many professions have additional training
requirements, and in Europe, from the middle Ages until recent times, the skills of a trade were
not generally learnt in a classroom, but rather by serving an apprenticeship. Nowadays,
formal education consists of systematic instruction, teaching and training by professional
teachers. This consists of the application of pedagogy and the development of curricula.

The education structure in Pakistan:

In Pakistan, education is a federal as well as provincial function. There Is a Ministry of

Education at Islamabad, which formulates the policies and Plans at national level. It involves the
provinces in the formulation of National education policies and plans. The provinces develop
their own plans And execute according to their situations and available resources in the light Of
national education policies. Since the introduction of devolution plan in Education sector in
2002, most affairs of the school education are dealt with The Executive District Officers
(Education). For example, policy Implementation, and supervision and monitoring of schools,
recruitment and Transfers of teachers are the main functions of the district governments. EDO
(Education) is supported by district education officers (DEOs) and deputy District education
officers (Dy. DEOs) and other staff. The other key roles And responsibilities like policy
formulation, teacher training, and budget Allocation to district governments to a large extent are
still with the Provincial governments. At provincial levels, the administrative head of the
Education Department is ‘Secretary’ or in certain cases there are two Secretaries: one for
schools, designated as ‘Special Secretary (Schools) and The other ‘Special Secretary (Higher
Education)’. They are supported by a Number of additional and deputy secretaries and other
staff.
In the UK, on the other hand, education is the responsibility of each Country. In each country,
there is a separate institution which deals with all the affairs of education, though the role and
functions differ more or less. For example, in England, there is a Department for Education and
Skills (DfES); in Wales, Welsh Office; in Scotland, Scottish Executive Education Department
(SEED); and in Northern Ireland, the Department of Education. There are some other bodies in
each state like Training and Development Saeed 45 Agency (TDA) in England; there is no such
agency in Scotland, rather General Teaching Council (GTC) undertakes all such functions. Each
Country is responsible for framing its own policies and plans.
The education problem in Pakistan:

Pakistan emerged on the world map on 14th August, 1947. Since then she has faced a number of
problems on her way to progress. All of these issues are major and are badly effecting our
society. Perhaps the greatest loss comes in the area of education. Whether or not this is a direct
result of Pakistan's economic problems, it is undoubtedly connected with so many resources
directed towards the aforementioned debt payment, educational improvements are given and
inordinately low priority. In addition, Musharraf's military dictatorship has understandably not
placed great emphasis on education in Pakistan. This is evident upon examination of Pakistan's
overall literacy rate of 37.8% (50% for men and 24.4% for women). Literacy being defined as
those over 15 who can read and write. In term of population, low literacy rates are often
observed with high population growth. A poorly educated population is unlikely to participate in
family planning or any other form of population control. Secondary, a poor educated populace
makes Pakistan a poor choice for the foreign investors that it so desperately needs. Further more,
the extremely low literacy rate among Pakistani women (24.4%) lends itself to a society where
most women never enter the labor force, creating less incentives for them to limit the size of their
families. This is best illustrated by the fact that only 38 million of Pakistan's 141 million people
make up the entire labor force