Education for transforming Pakistan

REPORTTWRITINGTSKILLS
Addressee’s name:
MariamTAzam

Author Saeed Ahmad

October 04, 2019

REGISTRATIONTNO: FA18-BSE-075(B)
Contents
BackTGroundTInformation: ..................................................................................................................... 3

Scope:............................................................................................................................................................ 3

PrimaryTeducation:T................................................................................................................................. 4

SecondaryTEducation:T ............................................................................................................................ 4

UniversitiesTEducationT(ClassesTXVTonwards): ...................................................................................... 4

LiteracyTRate:T ............................................................................................................................................. 5

IlliteracyTRateTinTPakistan:T .................................................................................................................... 5

Discussion: .................................................................................................................................................... 6

1. LackTofTuniformTeducationalTsystem: ............................................................................................ 6

2. TMediumTofTEducation: .................................................................................................................. 6

3. LowTallocationTofTfunds:T ............................................................................................................... 6

4. Poverty:T ........................................................................................................................................... 7

5. Corruption: ........................................................................................................................................ 7

6. LackTofTeducationalTpolicies:T ........................................................................................................ 7

Recommendations: ....................................................................................................................................... 8

BettermentTofTeducationTpoliciesTandTteachersTworkshop: ............................................................... 8

TalentedTandTQualifiedTStaff: ................................................................................................................. 8

TPrimaryTeducationTshouldTbeTmadeTcompulsory: .............................................................................. 8

ScholarshipsTandTfinancialTsupportTtoTstudents:.................................................................................. 9

CONCLUSIONTANDTFINDS: ........................................................................................................................... 9

References: ................................................................................................................................................... 9
Introduction:T
TheTmeaningTofTinstructionTinTlikeTmannerTutilization,TthatTtrainingTisTsimplyTtheTc
onveyanceTofTlearning,TaptitudesTandTdataTfromTinstructorsTtoTunderstudies,TisTlackin
gTtoTcatchTwhatTisTextremelyTsignificantTaboutTbeingTandTgettingTtaught.T

TrainingThasTconsistentlyTbeenTconsideredTasToneTofTtheTprimaryTelementsTforTfinan
cialTandTalongTtheseTlinesTtheTnationalTadvancementTinTviewTofTitsTcapacityTtoTrais
eTtheTqualityTandTefficiencyTofTtheThumanTcapital.TInstructionTadditionallyTmakesTm
indfulness,Tresistance,TconfidenceTandTcertainty,TwhichTengageTindividualsTtoTsafeguar
dTtheirTprivileges,TdecreaseTneedinessTandTimbalanceTandTimproveTinTwellbeing,Tstat
usTandTgreatTadministrationTinTusageTofTfinancialTapproaches.TItTadditionallyTempow
ersTtheTindividualsTtoTensureTtheirTideologicalTmotivationTandThelpTinTcreatingTnatio
nalTunion.T

InstructionTinTPakistanTisTregulatedTbyTMinistryTofTEducationTofTGovernmentTofTPa
kistan.TTheTscholasticTorganizationsTareTtheTdutyTofTtheTcommonplaceTgovernments.
T

TImportanceTofTEducationT

“TheTfoundationTofTeveryTstateTisTtheTeducationTofTitsTyouth”.TT
T

T
 TrainingTisTsignificantTforTeachTperson.TItTmakesToneTreadyTtoTcomprehendTwhat'sT
goingTonTaroundTusTconsistentlyTandTunmistakably.TJustTtaughtTindividualTcanTtakeT
commonsenseTchoicesTandTmakeTrightTmovesTatTtheTperfectTtime.THumanTpresenceT
withoutTinstructionTisTmuchTtheTsameTasTdesolateTland.TAnTinformedTindividualTwit
hTself-
assuranceTandTexactTmovesTrealizesThowTtoTchangeTtheTworld.TTrainingTgivesTtheTs
teppingTstoolTtoTmakingTprogressTthroughoutTeverydayTlifeTandTempowersTusTtoTuse
TaptitudesTandTboreTinTaTvaluableTway.TAccordingly,Tit'sTtheTprimeTdutyTofTaTpers
onTtoTgetTtaughtTandTcarryTonTwithTaTprosperousTlifeTwhileTbeingTaTmindfulTresid
ent.

BackTGroundTInformation:
AccordingTtoTConstitutionTofTtheTIslamicTRepublicTofTPakistan,1973T–TArticleT37-bT

“TheTStateTshallTremoveTilliteracyTandTprovideTfreeTandTcompulsoryTsecondaryTedu
cationTwithinTminimumTpossibleTperiod”.

Scope:
TheTtrainingTinTPakistanTisTcommonlyTisolatedTintoTfiveTlevels:TessentialTevaluationsTon
eTthroughTfive);middle(gradesTsixTthroughTeight);ThighT(gradesTnineTandTten,Tprompting
TtheTSecondaryTSchoolTCertificateTorTSSC);Tintermediate(gradesTelevenTandTtwelve,Tpro
mptingTaTHigherTSecondaryT(School)TCertificateTorTHSC);TandTcollegeTprojectsTprompti
ngTgraduateTandTpropelledTdegrees.
PrimaryTeducation:T
AsTindicatedTbyTUNESCOTjustT63%TofTPakistaniTkidsTfinishTelementaryTschoolTtraining
.TFurthermore,68%TofTPakistaniTyoungTmenTandT72%TofTPakistaniTyoungTladiesTarriveT
atTgradeT5.TTheTstandardTnationalTarrangementTofTtrainingTisTprimarilyTenlivenedTfromT
theTBritishTplan.TPre-schoolTinstructionTisTintendedTforT3-5TyearsTofTage.TAfterTpre-
schoolTtraining,TunderstudiesTexperienceTjuniorTschoolTfromTgradesT1TtoT4.TThisTisTgon
eTbeforeTbyTcenterTschoolTfromTgradesT5TtoT8.TTheTtwoTregularlyTutilizedTmarkersTfor
TestimatingTchangesTinTessentialTandTcenterTtutoringTareTtheTGrossTEnrolmentTRate.

SecondaryTEducation:T
T
AuxiliaryTinstructionTinTPakistanTstartsTfromTgradeT9TandTgoesTonTforTaTlongTtime.TAf
terTendTofTeveryToneTofTtheTfourTschoolTyears,TunderstudiesTareTrequiredTtoTfinishTaT
nationalTassessmentTdirectedTbyTaTterritorialTBoardTofTIntermediateTandTSecondaryTEduc
ation.TInstructionTmiddleTofTtheTroadTpointersTincorporateTusefulTgovernmentTfundedTsc
hools,TfundamentalTofficesTinTstateTfundedTschools,TpostsTfilledTagainstTendorsedTquality
TinTstateTfundedTschoolsTandTlevelTofTpreparedTeducatorsTinTtheseTschools.

UniversitiesTEducationT(ClassesTXVTonwards):
T
SoTasTtoThelpTupTadvancedTeducationTnumerousTnewTcollegesThaveTbeenTbuiltTupT
duringTtheTyearT2009-10TmakingTtheTall-
outTnumberTtoT132TcollegesTwithT50,825TTeachersTinTbothTPrivateTandTPublicTSect
ors.T

T
LiteracyTRate:T
Grown-upTproficiencyTprojectsTareTintendedTforTuneducatedTgrown-
ups,TandTareTfundamentallyTconstrainedTtoTpreparingTinTessentialTaptitudesTofTReading,T
WritingTandTNumeracy.TTheseTprojectsTlikewiseTadvanceTself-
improvementTatTtheTindividualTlevel,TjustTasTachievingTstrengtheningTandTsocialTchange.

IlliteracyTRateTinTPakistan:T
AsTindicatedTbyTmostTrecentTreportTofTUNTinstructionTofficeTUNESCO,TtheTlackTof
TeducationTrateTwasT79TpercentTinTPakistanTinT2012TandTtheTquantityTofTPakistanT
wasT180TinTtheTrundownTofT221TinThugeTorTlittleTnationsTonTtheTplanet.T

TheTlackTofTeducationTrateTwasT72TpercentTinTtheTyoungTageT15TtoT24Tyears,T57T
percentTinTtheTmaturedT25TtoT44Tadolescents,T46TratesTinT45TtoT54TyearsTandT38T
percentTinTtheTindividualsTmaturedT55TtoT64TyearsTinTtheTyearT2012,TitTsaid.

UNESCOTREPORT
YouthTAge AgedTYouth Aged OverTAged
75

57
46
38

15-24 25-44 45-54 55-64

T

T
 PakistanTstayedTunderneathTinTtheTabsenceTofTeducationTfromTChina,TIran,TSriTLank
a,TNepalTandTBurma,TwhileTitTstayedTaboveTfromTAfghanistanTandTBangladesh.T

AsTindicatedTbyTtheTreportT3TmillionT75TlakhTunderstudiesTwereTgoingTtoTclassTand
TuniversitiesTinTtheTyearT2012ToutTofTthemT2.6TmillionTwereTPrimaryTlevelTunderst
udies,T2.9TmillionTunderstudiesTofTsecondaryTschoolTtrainingTandT1.5TmillionTunderst
udiesTwereTofTuniversitiesTandTcolleges.T

Discussion:
1. LackTofTuniformTeducationalTsystem:
TThereTisTaTcryingTrequirementTforTqualityTwhichTcallsTforThomogeneityTamongTtheTpr
oceduralTconventionsTlikeTtheTrecognitionTofTtheTeducationalTplan.THadTitTbeenTuniform
TtheTworkingTforTit,TfurtherTexpansionTgetsTsimplerTandTgettingTtheTinsightTskimmedTo
utTofTmassesTgetsTconceivable.TRightTnow,TtheTpoorTareTdeniedTofTtrainingTinTtheTtipT
topTestablishmentsTwhichTareTcausingTtheTadvancementTofTanTuncommonTclass.TThisTcl
assTdoesn'tTworkTforTtheTcountry;TtheyTworkTsomewhereTelseTyetTareTencouragedTthrou
ghTtheTnationalTassets.

2. TMediumTofTEducation:
TTheTarrangementTofTinstructionTinTPakistanTisTemployableTinTcoordinateTwithTtheTnear
byTneedsTandTgroundTsubstances.TItTisTrightTaroundTanTunequivocalTconsiderTthatTtheTi
nstructionTtheTnativeTlanguageTgivesTupTmoreTprofitsTyetTweThaveTtheTframeworkTprog
ressivelyTisolatedTandTbroadenedTonlyTinToppositionTtoTourTnecessities.TVariousTmedium
sTareToperationalTinTboth,TopenTandTprivateTpart.TThisTmakesTaTkindTofTuniquenessTa
mongTindividuals,TseparatingTthemTintoTtwoTsections.

3. LowTallocationTofTfunds:
TheTportionTofTassetsTforTtrainingTisTlowTasTitTneverTwentTpastT1.5TtoT2.5TpercentTof
TtheTcompleteTGDP.TIndeed,TevenTthisTsumTwasTnotTusedTandTmustTbeTgivenTupTback
TtoTtheTadministrationTonTaccountTofTneedTofTaptitudeTandTtheTinformationTofTcodaTco
nventionsTandTinTtimeTarrivalTofTassets.TThereTisTaTneedTtoTbuildTitTaroundT7%TofTth
eTcompleteTGDPTkeepingTinTseeTtheTportionsTbyTtheTneighboringTnations,TthereTisTaddi
tionallyTaTneedTtoTexcuseTtheTofferTatTtheTvariousTlevelsTnotTdisregardingTany.

4. Poverty:
NeedinessTisTbecomingTthroughoutTtheTyears.TTheTnormalTclassTisTdisappearingTlike
Tanything.TItThappensTtoTbeTaTrevileTforTtheTcountryTthatTexistsTwithoutThavingTthe
TnormalTpayTgathering.TTheTaccelerationTofTdestitutionThasTconfinedTtheTguardiansTt
oTsendTtheirTkidsTtoTerrandsTforTyoungsterTworkTorTpossiblyTtoTopenTorTnon-
publicTschools.TInTtheseTschools,TtheTdropToutTisTextremelyThighTsinceTschoolsTareT
notTtheTappealingTspots,TtheTeducationalTplanTisTdryTandTtheTinstructingTdoesn'tTcoo
rdinateTtheTliveTcircumstances.TPoorTguardiansTareTcompelledTtoTsendTtheirTyoungste
rsTtoTMadrassahsTwhereTtheTinstructionTisTabsolutelyTfree.

5. Corruption:
CorruptionTcausesTtheTeducationalTpolicies,TplansTandTprojectsTtoTfailTbecauseTofTbeing
TtheTmajorTcontributingTfactor.TThereTisTnoTaccountabilityTandTtransparencyTinTtheTsyst
em,TtheTsalariesTareTlow,TtheTincentivesTareTtooTlessTtoTbeTaccountedTandTevenTthoseT
areTuneven.TTheTchancesTofTghostTschoolsTshouldTbeTevadedTbyTinvolvingTtheTcommu
nityTinTtheTprocessesTofTinspectionTandTmonitoring.

6. LackTofTeducationalTpolicies:T
TheTNationalTEducationTPolicyT(1998_2013)TwasTcreatedTprecedingTDakar.TItThasTanTo
bviousTvisionTandTheadingTtoThelpTtheTtrainingToffice.TSinceTtheT2001,TtheTMinistryTof
TEducationThasTbuiltTupTvariousTarrangementTrecordsTincludingTthatTofTNationalTEducat
ionTstrategyT(2009)TyetTtheTundertakingsTstayTconcentratedTonTadministrativeTworkTmore
TasTopposedTtoTtheToperationalization,ThoweverTtheTassociationTofTNGOsTandTglobalTad
vancementTofficesTisTespeciallyTthere.TTheTbasicTexplanationTisTthatTtheTplansTareThorr
endousTandTnotTtheTgroundTrealityTbased.TTheTstrategiesToughtTtoTbeTconditionTinviting
.

Recommendations:
TFollowingTareTtheTsolutionsTforTproblemsTofTEducationTinTPakistan.T

BettermentTofTeducationTpoliciesTandTteachersTworkshop:T
InTtheTperspectiveTonTsignificanceTofTtraining,TtheTGovernmentTshouldTmakeTstrongTstri
desTtowardsTusageTasTopposedTtoTanticipatingTstrategies.TInTsuchTmanner,TtheTdesignati
onsToughtTtoTbeTmadeTsimpleTandTauspiciousTfromTareasTtoTlocaleTandTafterwardTtoTi
nstructiveTestablishments.TWorkshopsTmustTbeTorchestratedTinstructorsTasTaTnonstopTele
mentTforTlearning.

TEnglishTshouldTbeTmediumTofTinstructions:

EnglishTlanguageToughtTtoTbeTtheTmechanismTofTguidanceTfromTstartingTtoTtheTmoreTs
ignificantTlevelsTofTlearning.TNationalTlanguageToughtTtoTbeTaTsupportingTlanguageTutili
zationTforTcorrespondenceThelpTandTconsistentlyTbusiness.TEndeavorsToughtTtoTbeTmade
TtoTimproveTtheTlearningTtreasureTinTtheTnationalTlanguageTthroughTinterpretationTofTth
eTexplorationTbasedTdata.

TalentedTandTQualifiedTStaff:
ContractingToughtTtoTbeTproducedTusingTamongTtheTexceptionallyTqualifiedTandTtheTedu
catorsToughtTtoTbeTpaidTnotTasTindicatedTbyTtheTdegreeTofTtrainingThoweverTtheTcapab
ilityTofTtheTstaff.T

TPrimaryTeducationTshouldTbeTmadeTcompulsory:T

EssentialTinstructionToughtTtoTbeTmadeTmandatoryTandTfreeTItToughtTtoTlikewiseTbeTm
adeTengaging,Tnoteworthy,TfascinatingTandTutilitarianTtoTpullTinTtheTgeneralTmasses.

TincreaseTinTteacher’sTincentives:T
InstructorsToughtTtoTbeTofferedTprogressivelyTmoneyTrelatedTadvantagesTbyTexpandingTt
heirTpays.TTheTattractiveTcompensationTmustTbeTpaidTtoTthem.

ScholarshipsTandTfinancialTsupportTtoTstudents:T
UnderstudiesToughtTtoTbeTofferedTmoreTgrantsTandTgovernmentTshouldTbolsterTtheTshre
wdTandTextraordinaryTunderstudiesTtoTthrive,TcreateTandTserveTtheirTnearbyTnetworkTins
teadTofTmovingTtoTtheTenormousTurbanTcommunities.T

CONCLUSIONTANDTFINDS:
TrainingTisTtheTapparatusTthatTcanTwithoutTaTdoubtTacquireTpositiveTchangeTanyTgenera
lTpublic.TItTisTsimplyTtheTmainTintendTtoTgrowTphysically,TsociallyTandTrationallyTalso.
TOnTtheToffTchanceTthatTthisTdeviceTwon'tTworkTappropriately,TatTthatTpointTtheTentire
TcountryTwillTcrumple.TSoTtheTneedTofTtimeTisTthatTeverybodyTmustTgetTjoinedTtoTma
keTourTtrainingTframeworkTtrulyToutstandingTonTtheTplanetTandTtoTmakeTourTyoungTag
eTsoTthatTtheyTcanTcontendTwithTanyTcountryTinTtheTfieldTofTinstruction.TInstructionTgi
vesTtheTbaseTtoTfinancialTimprovement.TAnTinstructiveTarrangementTofTlowTqualityTmig
htTbeToneTofTtheTmostTsignificantTreasonsTwhyTpoorTnationsTdon'tTdevelop.TInTPakistan
,TtheTnatureTofTtrainingTisTonTtheTdecreaseTdespiteTtheTwayTthatTtheTpresentTgovernme
ntThasTstartedTradicalTmeasuresTinTelevatingTtheTnatureTofTinstruction.TUniformTapproac
hTofTtrainingTwillTpromptTtheTQualityTinstruction.TTheTindividualsTwhoTgetTqualityTtrai
ningThaveTanTextraordinaryTcharacterTlikeTObamaT(andTBhutto.TInstructionTpromptsTimp
rovedTpersonalTsatisfaction.TThoseTindividualsTwhoTareTknowledgeableTappreciateTaTqual
ityTlife,ThavingTincredibleTexpectationsTforTeverydayTcomfortsTandTappreciateTtheTadvan
cedTlifestyle.TToTsummarize,TEducationTisTtheTpathTthroughTwhichTweTimprovedTourTlif
e,TbuiltTupTourTabilities,TimprovedTtheTsocietalTpositionTandTmakeTmindfulnessTinTtheTi
ndividuals.TWeTimproveTourTtrainingTframeworkTinTtheTeventTthatTweTconcentratedTonT
theTlongThaulTarrangementsTofTthoseTissues.

References:
1) https://www.wilsoncenter.org/sites/default/files/pakistanseducationcrisistherealstory
2) https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&cad=rja&uact=8&ve
d=2ahUKEwjmlJrz4tDlAhXBzoUKHWINBiIQFjALegQIABAB&url=https%3A%2F%2Fwww.academia.
edu%2F19906921%2FEducation_in_Pakistan_Problems_and_Their_Solutions&usg=AOvVaw0mr
_zvFXFwwIOT99X71xBf

3) https://ipripak.org/education-system-of-pakistan-issues-problems-and-solutions/