The impact of the rapid growth of international education is felt at institutional, national and

international levels, and these are inter-related. For example, universities need quality
international students to grow their reputation; research students are necessary at the national
level to contribute to the country’s research and innovation and English language schools and
colleges have key roles in preparing these same students for their future studies.

Similarly teaching and other international institutional links can provide vital access to new ideas.
These, in turn, lead to qualitative improvements in curricular, teaching and learning across
colleges and universities delivering E & T internationally. Frequently such collaboration is a first
step towards joint delivery of programmes and the award of qualifications. How might an
education institution, university or college maximise the impact of its international activities to
ensure that both domestic and international objectives are achieved? What might comprise an
integrated strategy for an institution?

The private sector is becoming a significant player in both domestic and international education
provision. There are a number of countries, particularly in the developing world, where already
the numbers of students enrolled in non-government post-secondary education institutions
exceeds those on government provided programmes. Corporate universities are growing and a
wide variety of public-private and public-public partnerships are evolving to meet the fast growing
demand. Another development is where public sector institutions from one country trade in
another country as a private sector organisation – normally to deliver their programmes through
some form of distance delivery. In the UK the English language sector has a long history of
successful private ownership and theses institutions frequently offer programmes associated in
some way with the public sector. The trend is to even greater variety.

Increasingly national governments are becoming directly involved in defining strategies for
international education. National policies are being formulated across all continents; countries
now closely involved in developing national policies include the UK, France, Sweden,
Netherlands, Canada, South Africa, China, Malaysia, Australia, Japan, Germany and the USA.
The sector does have a very high value and its growth has been strong and consistent. However
in addition to the potential economic return to a country, international education will increasingly
be closely linked to policies associated with immigration and the labour market, national research
requirements, domestic education, trade and other areas of national development. It is also of
significant importance in foreign relations, both bilateral and international, and is seen as a means
of building longer term relationships for mutual political influence.

International trade in education is under increasing scrutiny. The likely impact of GATS is keenly
debated. The new structures to higher education evolving through the Bologna process are
closely negotiated. The emergence of regional trade and other international agreements ensures
that international education is high on the agenda of national politicians and international
organisations.

Importance of Education

The field of education, covering ethics, religion, skills and general knowledge, is a very broad and
very vital one. The importance of learning in enabling the individual to put his potentials to optimal
use is self-evident. Without education, the training of the human minds is incomplete. No
individual is a human being in the proper sense until he has been educated.
Education makes man a right thinker and a correct decision-maker. It achieves this by bringing
him knowledge from the external world, teaching him to reason, and acquainting him with past
history, so that he may be a better judge of the present. Without education, man, as it were, is
shut up in a windowless room. With education, he finds himself in a room with all its windows
open to the outside world.

This is why Islam attaches such great importance to knowledge and education. The Qur’an, it
should be noted repeatedly asks us to observe the earth and heavens. This instills in man the
desire to learn natural science. When the Qur’an began to be revealed, the first word of its first
verse was ‘Iqra!’ that is, ‘Read.’ Education is thus the starting point of every successful human
activity.

The very great importance attached to learning in Islam is illustrated by an event in the life of the
Prophet. At the battle of Badr, in which the Prophet was victorious, seventy of his enemies were
taken prisoner. Now these captives were all literate people. So, in order to benefit from their
erudition, the Prophet declared that if each prisoner taught ten Medinan children how to read and
write, that would serve as his ransom and he would be set free. This was the first school in the
history of Islam, established by the Prophet himself. It was of no matter to him that all its teachers
were non-Muslims, all were prisoners of war, and all were likely to create problems again for
Islam and Muslims once they were released. This Sunnah of the Prophet showed that whatever
the risk involved, education was paramount.

Islam not only stresses the importance of learning, but demonstrates how all the factors
necessary to progress in learning have been provided by God. An especially vital factor is the
freedom to conduct research. Such freedom was encouraged right from the beginning, as is
illustrated by an incident which took place after the Prophet had migrated from Mecca to Medina.
There he saw some people atop the date palms pollinating them. Since dates were not grown in
Mecca the Prophet had to ask what these people were doing to the trees. He thereupon forbade
them to do this, and the following year date crop was very poor as compared to previous year.
When the Prophet asked the reason, he was told that the yield depended on pollination. He then
told the date-growers to resume this practice, admitting that they knew more about "worldly
matters" than he did.

In this way, the Prophet separated practical matters from religion, thus paving the way for the free
conduct of research throughout the world of nature and the adoption of conclusions based
thereon. This great emphasis placed on exact knowledge resulted in the awakening of a great
desire for learning among the Muslims of the first phase. This process began in Mecca, then
reached Medina and Damascus, later centering on Baghdad. Ultimately it entered Spain. Spain
flourished, with extraordinary progress made in various academic and scientific disciplines. This
flood of scientific progress then entered Europe, ultimately ushering in the modern, scientific age.
Introduction:

“Education is the third eye of a man”

Education is only the weapon by which one can fight and conquer the battle of life. The education
has been a very essential part of the different civilization of the world in historical perspectives. In
olden times, cave men had no ideas regarding communicating themselves with one another; the
first step was taken in this regard was the formation of language, and it had become the very
inceptive source of communication in the earliest history of mankind. They came to know that
they had already been bestowed upon a tongue as a source of communication by the Allah
Almighty, and now, it was their emphatic job to be civilized and moral etiquettes were required to
be shaped.

Then, the early sages made a format of alphabets and thoroughly worked on philology. Thus,
gradually grammar was made up, in which, different bifurcations were made; as, man could easily
operate the language as a source of communication.
Since then, the world has witnessed the outflow of knowledge that has crossed the boundaries of
the different regions and made a world like a global village in recent times, all it was done by the
untiring efforts of mankind that has been imparting valuable contributions in different walks of life
especially ‘EDUCATION’.

Here, it is necessary to focus on the system of education in Pakistan; and how long this
department has been a victim of negligence by the people from different strata of our society and
it will be observed, being an individual, who is responsible for the downfall of education in the
country.

Before independence, in 1875, a Primary School was established at Ghazipur, (India) by Sir Syed
Ahmed Khan, later a High School was established at Aligarh by the same mighty man. But
through out India, Muslims were denigrated and the basic needs of life were denied to them by
the English. Keeping this in view, Sir, Syed Ahmed Khan aimed at to open a college for the
Muslims of India so that they may be able to get the best in higher education. In 1876,
Mohammadan Anglo College was established at Aligarh as to meet the demand of education of
Muslims of India.

The college was affiliated to the Culcuta University; degrees were conferred upon the graduates
by Culcuta University for about 43 years, and in 1919, the colleges was upgraded upto a
university level and renamed as ‘Aligarh University’. The university produced thousand of
graduates who spread throughout India and started to champion the cause of un-educated and
fought for the freedom for a separate homeland.

The Muslims of India, of course, were backward in education than their Hindu counterparts. The
Muslim could not follow the way that was directed by the English and the Hindus, as, it was
against their religion. The poor type of education made the Muslims unable to get good jobs in
English offices; hence, they remained out of politics for they had the scarcity of consciousness.
This came to them through the light of education and they went successful in getting the freedom
of Pakistan.

Standard of Education in Pakistan:

In Pakistan, unfortunately the people have been introduced the double standard of education.
The one, which prevails through out the country is related to public sector and the other is an out
come of private investors.

Let us examine that how far the public sector has fulfilled the requirement of the people of
Pakistan by providing them in education. The country had got independence 58 years ago, since
then, the contribution imparted by this sector is a little bit worth to be mentioned. The result
produced by the sector is very poor and the quantity has outdone quality as far as the contribution
and creation is concerned. The education system in Pakistan faced enormous problems after
independence. A little attention was paid in this respect. The education has remained an orphan
child in our society by facing double standard and has created an atmosphere of frustration
among the young ones.

Government has established schools, colleges and universities throughout the country that have
been imparting education in different respects and studies of life. The students from these
departments are wandering due to lack of opportunities. Everywhere they are denied services
because they bear a label of government academies. Now one can imagine that why the
government system of education is being neglected throughout the country and why the
establishment has allowed private sector with its tails up to introduce another standard of
education.
Parents are scared about their children and they even do not allow their children to be admitted in
public sector school, they prefer their child to get education in private sector as, it suits them
more. This does not mean that public sector schools are not producing the cream of the future,
most of our genius and sages who are imparting their valuable services, are out come of public
sector schools. The only submitted reason by their parents is lack of management in public sector
schools. The well management is offered at private schools.
The relation between teacher and student is sacred. Children are taught social and moral
etiquettes with more comfort at private schools, the behaviour of teachers is quite frank and the
student can come in direct contact to their teachers. On some scale, this is true that contact
between learner and learned lacks in public sectors but the thing they are learning must be the
same for both sectors, I mean the curricula. The Curriculum Board has been established but it
has allowed private sector to run their own syllabus. Now, the degrees are same but the scope of
knowledge got by the two is too different to be compared. Here, students face many
complications by studying under different curricula. This has created a big rift between the two
sectors.

Causes of Downfall:

There are enormous causes for the downfall of education in Pakistan which are discussed under
different sub-headings.

Economical Negligence:

Since its inception, Pakistan has remained a weak economy of the world for it has got nothing in
its just assets that were aggressively snatched by India. The conflict between the two countries
over Kashmir issue has hardly allowed the government to consider and allocate funds in budget
for other sectors, the education is not an exception in this regard. Still, only 2% of GDP is
allocated for the welfare of education, which is quite inappropriate to meet the demands of
education. And it is worth to note that this allocation budget is too not spent for educational
purposes, the whole money is taken away by using unfair means by the concerned officials. All
these funds are not given through a proper channel so that a false audit report is submitted that
the utilization of funds has been spent on requisite purposes.

Rapid growth in poverty:

According to 2002 Economic Survey of United Nations, “Most of the inhabitants of Pakistan are
poor and 40% of them live under poverty line, about 70% of its population dwells in villages.
About 300,000, young ones are jobless. They have no access to good education”. The reports
shows that how much difficulties and troubles have been faced by this poor and suppressed class
of the country. Their main occupation is agriculture and its yearly out put cannot meet their daily
and basic needs of life. It is worth to note that only 1% landlords hold almost 95% of lands in
Pakistan. This unjust division of land further creates economical problems not only for the poor
but also the government does not get the lion’s share in this respect.

Political Negligence:

“If you want to destroy the future of any nation, no need to wage war with them; defunct their
education, they will remain no more live on the map of the world.”
No politician has paid attention in improving the standard of education so far, as far as the
question of history of development of education in Pakistan is concerned. In case of Sindh, in
early 1970s, lingual riots took place and a new cancer of copy culture was introduced and
boosted up by politicians to prevail among the people. No official steps were taken in curbing this
fatal disease. Now, the result is that throughout the country Sindhi students are understood the
out come of copy culture and basic rights in every walk of life are denied to them, because
however, they may be genius and creators but the fact remained that they lack in management
and unable move the economy of the country just because they bear a title of COPY CULTURE.
It was a political conspiracy based on totally bias. Being a Sindhi, I do not favour Sindhis that they
are not given a proper share in different walks of life, whatever is happening to them is the only
out come of wrong and misled policies which have been blindly followed up by them. Patriotism is
the very hinge for all virtues, living in the same country every one at first is Pakistani then Sindhi,
Punjabee, Balochee and or Pathan, respectively. So, now it is our turn to turn a new leaf and
pace with our other provincial brothers to improve the management of our beloved country
Pakistan, believing in “united we stand, divided we fall”. Education has become a question of
survival for us; less developed man cannot bring the change in improving the skills that are vital
for the uplift of the education.

Irrelevant Induction of Staff:

It has been a dilemma of our educational system that it has embodied irrelevancy in inducting its
staff; broadly speaking, I personally have come across enormous experiences in my minute
observation, as it has been generally observed that if a person has some specialization in some
particular subject but he seems to be teaching something else. More openly, if some one has got
his/her masters in English Literature, he seems to be teaching Mathematics to his/her students.
The fact remains that students cannot learn first hand and ground information regarding their
subjects. Nepotism is kept on priority while inducting staff, the induction of staff on quota system
has made impotent the working format of the education system, ministers choose their relatives
for induction without thinking that either they could serve better or will create complications for
others.

Misconception of Purpose:

It is also a dreadful fact that today’s young ones have changed their motives pertaining to
acquiring education. Actually, “the education should be for the purpose of getting education” as it
has been wisely said; but, we have changed the slogan, “education should be for the purpose of
getting jobs”. If, we keep on remaining this theory in mind then we will be digressed from our way
and education will be out of our reach. By getting education we come to the ways that how we
could be able to lead our lives in the best and a possible way.

Unemployment:

Unemployment is on full swing throughout the country. Country has been facing huge economical
setbacks since its independence. The poor economy of the country cannot meet at once the
demand of employment of the countrymen at once. On the one hand the disappointed youth,
keeping their degrees in hand, wander the whole day in search of job but ‘No-Vacancy’ sign
boards inflate their disappointment on the other. This situation creates negative creation of
thoughts in their minds; concluding, they come out as dacoits to waylay and let their names to be
enlisted in criminal list; and society faces much more troubles through this kind of
misshapenness.

Remedies:

Every one of us takes things differently, so there is a room for different suggestions. All of us
should aim at to abreast and pace ahead to take the task of improving the education system in a
systematic way by implementation different programmes. Awareness should be created amongst
un-aware fellows, the importance of education must be expounded in real terms but in an easy
way, different literacy programmes should be commenced throughout the country in order to
provide assistance pertaining the impediments faced by the poor. Government should take an
active eye and spend much more money for the improvement of primary, secondary and higher
education. More schools, colleges and universities, medical and engineering colleges are needed
to be opened. Special attention must be paid on the development of scientific and technical
education so that the settled trend of people in getting academic education may be diverted to the
technical education. Subject relevancy must be paid in mind while induction of staff for the
concerned posts. Politics must eliminated from education department. Student should pay
attention much more on their studies than chalking walls in propagation of different leaders, by
doing so they are just wasting their time; nothing can be got by nefarious means. Honesty of
purpose and quality in work should be our motives. Every one of us (parents, students, teachers
and the supreme government) should root out the copy culture from top to bottom from
educational system that has been eating away the fresh brains of our youth for the times
unknown. The education must be got for the purpose of education not for getting jobs. Text books
must be updated with current topics and rapidly changing of the scenario of the world must be
given in the textual books. These suggestions are not enough but whatever has come in my mind
I have honestly jotted down; there is a room for suggestions as already has been mentioned. In
the last but not the least let us work together for bringing revolutionary changes for the effective
function of educational system in the country. Let us pray to Allah Almighty may He enable us to
bring and get our desired results by putting our entire efforts in this respect.

“God helps those who help themselves”.

Education News Archive 2007-08-09-10 | Pakistan edu news |

World edu news | Web & Tech News | Write for us!
Importance of education in economic development

Education, a strong correlation with economic development

Islamabad, Oct 12: Education is considered to have a strong correlation with social and economic
development. In contemporary times when the focus is on the 'knowledge economy' the role of
education becomes all the more important in the development of human capital.

After all, a society of literate and skilled citizens has more chances of development at the
economic and social levels.

Education can reduce poverty and social injustice by providing the underprivileged resources and
opportunities for upward social mobility and social inclusion. Yet, until the National Education
Policy (NEP) 2009 was unveiled, the budgetary allocation for education in Pakistan was on the
decline.

The lack of political commitment of the state has resulted in multiple educational systems which
are inherently discriminatory and biased in nature. A large number of students are unable to
attend schools. According to the Education For All Global Monitoring Report (2007), almost 6.5
million children in Pakistan do not go to school. Countries like India, Ethiopia, Mozambique,
Ghana, Niger, Kenya and Mali are placed in relatively better positions. The only country that has
a worse situation than Pakistan's is Nigeria, with more than eight million children out of school.

A large number of students who make it to schools, however, drop out by class five. According to
NEP, about 72 per cent make it to grade five which means a dropout rate of 28 per cent. This
significant figure further brings down the chunk of the population that makes it to school.

Such a large number of students outside school means that they are deprived of the opportunity
to learn and acquire skills for playing a meaningful role in society. Social exclusion is a great loss
at the individual and societal levels. Most of these out-of-school children experience poverty and
unemployment and some get involved in criminal activities as well. Constitutionally, the provision
of basic education to citizens is the state's responsibility. Is the state carrying out its
responsibility? The state needs to analyse the reasons be hind the number of out-of-school
children. They come from poor families and cannot afford the luxury of education despite their
desire for it.

The real issue of educational apartheid comes to the surface only after joining a school. Enrolling
in a school does not ensure the provision of quality education. There is one question which is
central to quality: what kind of school is it? The answer to this question may include the state of
the building, faculty, management, curriculum, textbooks, examination system and medium of
instruction as well as the socio-economic background of the children.

The reference to socio-economic background is crucial as schools - like social classes - are
stratified in terms of social status. So social exclusion is not only at the access level but also at
the quality level. The widening difference between private and public schools is responsible for
the gaping chasm between resources and opportunities given to the poor and the rich. Children
from elite schools have enhanced chances of employment and social integration whereas
children from public schools, no matter how bright they are, are disadvantaged in terms of getting
exposure to quality education.

The famous slogan 'education for all' needs to be revisited. Is it sufficient to enrol every child in
school? The continuance of disparity and exclusion goes on depending on the quality of the
school. Thus the slogan needs to focus on 'quality education for all'. It is the quality aspect which
is missing in disadvantaged schools. Instead of taking some constructive measures to improve
the conditions the state is taking the easy route of offering private schools as an alternative.

Government officials publicly give statements that public schools have failed and the only
alternative left is private schools. I do not intend to underplay the significant role private schools
can play in the uplift of the educational system in Pakistan. My only contention is that they are
there to complement the system and should not be presented as an alternative to public
education.

Education has failed miserably to reduce poverty gaps, social injustice and oppression. The
education policy suggests that "the educational system of Pakistan is accused of strengthening
the existing inequitable social structure as very few people from public-sector educational
institutions could move up the ladder of social mobility".

What action plan has been given in the new education policy to ensure that this won't happen in
the future? Simply referring to a problem does not mean that it has been taken care of. The
education policy should have given a clear and concrete blueprint to combat social exclusion,
inequality and social injustice. The existing discriminatory educational systems are not only
perpetuating the socio-economic gaps between the haves and have-nots, they are also
responsible for further widening these gaps. EDUCATION IN PAKISTAN
The estimated population of the country is 162 million (“Pakistan”, 2008). Karachi as the country’s
largest city has a population of 5,103,000, (ibid.), is called mini Pakistan with all sort of ethnic
groups, including Punjabis, Pashto, Sindhi, Saraiki, Urdu Speaking, Baluchis and Afghans
residing in with religious backgrounds of Islam, Christianity, Hinduism, Sikhism and Buddhism.
Multiple languages are therefore spoken along with official language English and national
language Urdu (“Pakistan Education”, 2008). It also serves as a major hub of higher education in
South Asia, and the wider Islamic World (“Karachi”, 2009).
Education in Pakistan is divided into five levels: Primary (grades 1 – 5), Middle (grades 6 – 8),
Secondary (grades 9 – 10), leading to the secondary school certificate; Intermediate (grades
eleven and twelve), leading to a Higher Secondary School Certificate; and University programs
leading to graduate and advanced degrees (“Pakistan”, 2009).
Pakistan also has a parallel secondary school education system in private schools, which is
based upon the curriculum set by the University of Cambridge. Some students choose to take the
O levels and A Levels exams, which are administered by the British Council in place of
government exams. There are currently 730 technical and vocational institutions in Pakistan. The
minimum qualifications to enter male vocational institutions, is the completion of grade 8. The
programs are generally two to three years in length. The minimum qualifications to enter female
vocational institutions, is the completion of grade 5 (ibid.).
All academic education institutions are the responsibility of the Provincial governments. The
federal government mostly assists in curriculum development, accreditation and some financing
of research. English medium education is to be extended, on a phased basis, to all schools
across the country. Through various educational reforms, by the year 2015, the ministry of
education expects to attain 100% enrolment levels amongst primary school aged children, and a
literacy rate of 86% amongst people aged over 10 (ibid.).
Schooling in the country generally starts with 1st grade, although, in private sector, now, a very
positive attitude toward Montessori and Kindergarten schooling system is visible. Children are
normally enrolled with an age group of 2 – 3 years. The schooling lasts up to Matriculation or O
Levels, expanding to a period of 10 – 13 years (“Education in Pakistan”, 2008).
The condition of education in Pakistan is not very healthy. “The country’s literacy rate is just 54
percent with 66.25 percent for men and 41.75 for women” but unofficial estimates suggest that
functionally the literacy rate is just 35 percent according to Human Rights Commissions of
Pakistan, Annual Report, 2004 (Xhaferri & Iqbal, 2008, p. 21). The major problems that confront
education in Pakistan are identified as low enrollment and high dropout rates, low female
participation at every level, examination based on rote learning, poor physical facilities, and
shortage of trained manpower and the absence of creativity in managerial systems (Abbas,
2006).
“ … Pakistan lacks in an equitable education system. Educational indicators remain alarming,
which include low public spending, low literacy and enrollment levels, high dropout …, unequal
opportunities, poor infrastructure and lack of trainings for professional development of people
engaged in education sector.” According to ‘UNDP Millennium development goals Pakistan’
report Pakistan is not on the right track to achieve it in all levels by 2015. This situation explicitly
reflects the state of education in the country, which may be rooted in the unsuited policies or not
having actual implementation (“Commitment of top winners on education”, 2008).
Education is a basic human right. In Pakistan free elementary education is the state’s
responsibility, according to article 2 – AB of constitution, but unfortunately, it has never been a top
national priority. It did never get serious attention and adequate resources. Today there are 27
million children in the primary school age bracket 5 – 9, of whom 13 million are not enrolled.
Approximately 50% of enrolled children drop out before completing primary education. In
Pakistan there is 36.3 % literacy rate, 51% net primary enrollment ratio and 50.3% adult literacy
(ibid.). “So far nine educational policies have been announced by governments, though the
major portions of the policies remained the same, however implementation of the policies varied
in nature and spirit depending on the priority of each successive government” (ibid.).
Students particularly girls amongst Matric students in rural areas have the lowest enrollment
rates due to lack of proper infrastructure and accessibility. (World Bank, Policy Notes; June 28,
2006) According to Human Rights Commission of Pakistan, (2006) 78 percent of primary schools
in rural areas are without electricity, 40 percent without drinking water while 60 percent are
without toilets. According to another estimate, 15 percent of middle and high government schools
across the country are without buildings, 52 percent without boundary walls, 71 percent without
electricity and 57 percent without toilet facilities (Xhaferri & Iqbal, 2008, p. 21). “Education has
never been Pakistan’s strong point.” N. Khan (2002) writes elaborating the condition of
government schools in these words:
The condition of government schools all over the country and the quality of education being
imparted there are going from bad to worse, day by day. Thousands of government schools are
‘ghost schools,’ existing on paper only. The buildings, mostly in rural areas, that were meant to
house these schools are either dilapidated due to negligence or have been converted into otaqs
(drawing rooms) for the local wadaras (land owners). (“Education in Pakistan”, May 2, 2008)
According to Chandio (2006, p. 21) about 3,000 schools in the province of Sindh are without
buildings and more than 15,000 schools are without power, water, furniture and better learning
materials in classrooms. The province faces a shortage of 10,000 primary and secondary
teachers. Daily Jang (September 3, 2008, p. 14) states that there are a number of problems with
secondary schools in Karachi e.g. the roll call of the girls students is not being noted in
government girls’ schools due to non – availability of attendance registers. As a result the
attendance of girls is even less than 10 percent of the total number. A survey report of
Government Girls Secondary Schools in Karachi reveals that no morning assemblies are being
held. There is no proper arrangement for drinking water. The reason for the absence of basic
necessities in the schools is said to be the extravagancy of funds that have no records on papers
(ibid.).
Ahmad (2008, p. 21) also writes that ordinary schools in Pakistan are “extremely ill – equipped,
devoid of essential material resources and facilities.” The schools are generally without drinking
water, proper toilets, classroom furniture, text books, electricity, fans, windowpanes and
playgrounds. Ahmad draws the picture of Pakistani schools in the following words:
Government schools lament about the long and tedious procedures to acquire the funds for
necessary furniture and other infrastructural components. Private schools, especially the low and
medium scale ones, complain about insufficient means and lack of options pertinent to
investment in the school infrastructure. Community schools, which are present in some locations,
refer to lack of initiative on the part of community – based organisations and donor agencies.
(ibid.)
“The education system in Pakistan is characterized by high dropout rates during primary school, a
shortage in capacity of both middle and higher – level schools and technical and vocational
training centers, and insufficient access for female education.” There are inadequate
opportunities for female education which later on contribute significantly to the low female labor
participation. “There is a need for a more equitable distribution of education between genders”
(Shah, 2005, p. 49). The main thrust of education in Pakistan is on primary enrollment (ibid.)
while “student dropout rate in Pakistan is the highest in South Asia with only an estimated 10 per
cent of the population finishing 12 years of schooling” (Dawn, 2008, p. 21). “The World Bank
reports that 15 per cent of children in the 10 to 18 age group, who have attended primary school
at some point in the past, dropped out before completing primary school in the 2001 – 02
academic year” (ibid.). “The high dropout rate that is routinely experienced in … primary schools
is largely attributed to the drab appearance of buildings, inadequate facilities and an overall
repulsive physical environment.” Children can learn something only if they are comfortable with
space and surroundings (Ahmad, 2008, p. 21).
The public sector carries most of the weight of delivering education to people in Pakistan. 72
percent educational institutions, 56 percent teachers and 62 percent enrollments belong to public
sector. However, the private sector is rushing in to cater to the demand for better education at a
range of prices with varying quality. This phenomenon is prevalent primarily in the urban areas.
Private sector serves a great number of population at pre – primary and primary level as almost
30 percent of primary school children go to private schools in Pakistan (Xhaferri & Iqbal, 2008, p.
21).
Shah (2008) writes that during last two decades basis, research on process of learning has a lot
of implications for classroom environments and practices within classroom. In developed
countries these implications tried to be bridged with classroom and a more learner – centered,
knowledge centered and community centered setup is emphasized. Most of the schools, in
Pakistan, ignore individual learning needs by setting fix syllabus, time tables and teaching
methodologies.
Secondary school in Pakistan begins from grade 9 and lasts for four years. Upon completion of
grade 10, students are expected to take a standardized test administered by a regional 'Board of
Intermediate and Secondary Education'. Upon successful completion of this examination, they
are awarded a 'Secondary School Certificate' or SSC. This is also called matriculation certificate
or Matric for short. Students then enter college and complete grades 11 and 12. Upon completion
of grade 12, they again take a standardized test which is also administered by the regional
boards. Upon successful completion of this test, students are awarded the 'Higher Secondary
School Certificate' or HSSC. This is called the F.Sc./F.A. or 'intermediate'. There are many
streams students can choose for their 11 and 12 grades, such as pre – medical, pre –
engineering, humanities, social sciences, business, and theology. Some technical streams have
recently been introduced for grades 11 and 12. It is important to note that the two subjects
'Pakistan Studies' and 'Islamic Studies' or Islamiyat are compulsory and taught at every level
(“Secondary Education,” July 28, 2008).
There are major difficulties in Pakistani education system related to weak curriculum, lack of
facilities and incompetent teachers at secondary level. There is also an issue of having a two –
tiered system where the students from the elite class follow the “O” and “A” levels curriculum
instead of Pakistan’s domestic low quality curriculum. Pakistan is one of the only 12 countries that
spend less than two percent of their GDP on education (Xhaferri & Iqbal, 2008, p. 21).
Attaining quality education, therefore, is very expensive in Pakistan which most of the students
and their parents across the country cannot afford. As an example full course of studies at
Beacon House Business School, Rs. 212,000 are required; MBA at LUMS costs Rs. 585,000 and
for BA/LLB/MS or BSc (Hons) approximately Rs. 253, 000 are required (ibid.). On the other hand
“it's not unusual in Pakistan to hear of public schools that receive no books, no supplies, and no
subsidies from the government. Thousands more are 'ghost schools' that exist only on paper, to
line the pockets of phantom teachers and administrators." (Belt, 2007, p. 59)

Primary education
To compete with the world around, children are prepared from
the very early years of childhood. In the early four to five years,
children are brought up in the home, where they seek general
mannerism about how to live in a family and how to interact with
others. But in the later life one has to live and compete with the
whole world and to excel in the upcoming life.

General education of all disciplines is very necessary for every child

which is provided in primary education. Primary education refers
to the compulsory education where in the students seek the basic
knowledge about all the relevant and necessary subjects of life that
may include the counting, word formation and comprehension and
knowledge about general ethics, norms and standards of the
surrounding.

The primary education usually starts at pre- nursery in some

countries where as in other counties nursery class is the initial step
to the primary. All children coming up to this level of education use
to have very crude information about world around and professional
life they are going to deal with, in later life.

It is compulsory in all the countries where in all the courses and

subjects take compulsory position and children are introduced with
the basics of language, art, science, arithmetic and other aspects of
life specifically the religion.

Usually primary education ends up at the age of ten years where

the students pass their 5th grade examination. This time period
initiates and made all pupils understand about how to work in
community as a class and how to deal and obey authorities in
general in society. Other than this discipline is the most important
aspect that is learned in these preliminary years before stepping
into the stream of professional education.

The timings of the school duration are different in different

countries and in USA it is usually seen near about half day with
 break in between. Children are made to learn with innovative ways
to understand and comprehend things with great interest.

This is the time when the experiences of children make their tilt
towards particular discipline and program of life. Music classes are
also taken as compulsory subject in some school but not in all
countries. There are online sites of schools that are available to
guide the students in every possible way about the particular
schools and the way they groom up their students.

The consequences of not getting good basic education

The absence or the poor quality of basic education not only becomes visible in illiteracy but also
shows its effects among people who do finalize secondary school and university.
Ministries, factories, hospitals and farms in developing countries often work inefficiently, not
because the people working there are not capable but because they lack the right knowledge and
skills.
A test in Nicaragua showed that 7 out of 10 engineers could not calculate the contents of a cube
with sides of 1 meter. The argument was that they did not have the formula at hand. A doctor
in Ghana claimed seriously he had vaccinated more than 120 % of the village population. Are
these engineers or doctors “stupid” or less intelligent? Of course not, something went wrong
when they passed through primary school. They probably got teachers without an adequate level
of knowledge, who were poorly prepared or who were not motivated.

Primary education in Pakistan | Power cut at UoP

Primary education - a bridge from misery to hope

May 14, 2008: Education, particularly primary education, has a crucial
role in the overall development of an individual, and ultimately of
society. Quality primary education is considered a foundation for
social and economic progress as well as a source for enhancing
human capabilities.

In the era of scientific advancement and technological revolution,

where quality education is on top of the agenda in the global scenario,
Pakistan, unfortunately, has not been able to ensure access to
primary education to a majority of children in the country. The
phenomenon is so disappointing that over six million children are out
of school in Pakistan (UNESCO's EFA Global Report, 2008). And out of
those who attend, 45 per cent drop out before completing their
primary education.

Unfortunately, education has not been a priority of Pakistan since the

state's creation. Instead of bringing consistent qualitative and
qualitative reforms in education, the front liners emphasised more on
event-oriented programmes and cosmetic changes. Successive
governments formulated numerous educational plans, policies,
commissions but all the efforts, which consumed huge resources of
the poor country, were lost at the implementation level, leaving the
people in a state of disappointment and apathy.

It is worth mentioning here that the pitiable situation prevails

predominantly in the state-run schools, which are dedicated to the
under-privileged people of the country. Affluent people cannot event
think of sending their children to those poor performing schools. In
my experience, the majority of children from lower income families,
even the children of government-school teachers, go to private
schools, leaving the government schools for those who do not have an
alternate option.

The existing failing condition of state-owned schools highlights the

fact that the concerned authorities lack a clear vision as to where to
go and how to proceed and what to achieve in order to keep pace with
the fast-changing world.

Despite the fact that education is free for children and huge resources
are utilised and non-government organisations have extended their
support, the desired result could not be achieved, which reveals the
fact that the root causes of the issue have not yet been determined. A
thorough study is required to explore the genuine reason of non-
cooperation and resistance exhibited by parents. However, my own
experience suggests three major factors which impede the parents in
sending their children to schools. There is the discriminatory system
of education, absence of liberty for parents to send their children to
schools and the suffocating environment in schools.

The discriminatory system of education in the country is a major

reason leading parents to de-motivation and apathy in the long run.
The elite have high profile English medium schools, while the poor
constituency is forced to go to state-run schools with Urdu as the
medium of instruction. Most of them are in deplorable conditions
owing to the absence of basic teaching and learning facilities. Neither
can the children of such schools go for higher education to well-
reputed academic institutions and technical institutes nor can they sit
for competitive exams within the country due to the lack of English
language proficiency.

Urdu is important as a national language but why is it not equally

important for all people of the country? People who advocate the Urdu
language in schools send their own children to the elite English-
medium schools within and outside the country. The product of such
schools are later likely to govern the country by holding the key
positions. But those who received their education from the Urdu-
medium schools mostly are faced with unemployment and frustration.
Almost all of them come from under-privileged families.

Looking at the increased ratio of unemployment among youth, a large

number of parents prefer to engage their children in labour work from
an early age with the hope that they would at least get to learn some
technical skills.

A substantial number of children here who might aspire to go to

school cannot attend as they happen to be under the tight grip of
influential people such as waderas, sardars, chaudhurys, etc. In order
to maintain their domination on the poor, the powerful keep their
innocent children isolated from the rest of the world by not allowing
them to benefit from schools, which may also exist on paper only in
the remote areas of the country with thousands of teachers drawing
their salaries from the government exchequers without actually
getting to teach.

The findings of a seminar held on June 11, 2006, reveal that 6,000
schools were closed down in the Sindh province alone (Khan 2006).
Likewise, there are said to be thousands of ghost schools and ghost
teachers in different provinces of the country. Out of a number of
schools in a district of Punjab, 10 had been converted to cattle sheds
(Dawn 2006). And despite the fact that the prevailing situation is
known to the state machineries, no effective measures have been
taken regarding the matter. The situation has led a large number of
children to the corridor of darkness and a black future awaits them
with the state machinery becoming a silent spectator to the
phenomenon.

The school environment is crucial in attracting children towards

education. It can really contribute to a child's development and
learning. An overwhelming number of state-owned schools depict a
situation which has had negative effects on the children's physical and
mental wellbeing. A number of schools here are without roofs and the
children have no other choice than to sit on the dust, bearing the
harsh behavior of their traditional teachers. The scorching heat in
summer and chilly wind in winter makes life miserable and in order to
avoid the suffocating situation, many children have been known to
run away from the schools.

Life is even more difficult for the female students with there being no
proper washrooms and boundary walls also. And what are the children
to do when the teachers too are hardly ever available. According to
the Human Development Report 2005, one in 40 government schools
in the Punjab province has no building; one in five has no electricity
or water, one in four has no furniture and one in seven has no toilet.

The same kind of situation prevails in the other provinces too. Thus,
many parents, despite realising the importance of education, prefer
not to send their children to school with a fear that the suffocating
and uncongenial conditions there may have irrecoverable negative
effects on their psychological and physical health.

It is high time for the state machinery to stop the practice of

experimentation and come up with practical steps to revamp the
situation. The front liners should understand that educational reform
cannot be brought about by sentimental speeches, televised slogans
and wall-chalking. It needs clear vision, commitment and a strong
will.

A well thought out education policy, based on people's aspirations, the

demands of the time and contextual realities of the varied setting of
the country, needs to be formulated and implemented in a systematic
way. But this will only be possible when the stakeholders such as
community, intellectuals, teachers and politicians make coordinated
efforts with a common vision. As part of the efforts, the joint forces
should not nullify the previous plans, rather they should study the
causes of failure of such plans in order to be able to learn from the
mistakes of the past.

The concept of devolution of power is successful, provided it is

materialised in its true sense. Local authorities can understand well
the nature of issues and ways to address them. Through this
approach, district authorities can set priorities and implement the
policies, keeping the needs of the area in view. Appointment,
promotion and evaluation of teachers as well as the issue of ghost
schools and ghost teachers should also be dealt with at the district
level. The issues will not be overcome unless the local authorities,
particularly civil servants and politicians set achievable targets and
are accountable to higher authorities. A law needs to be enacted
whereby people with ill practices in the field of education are brought
to book.

Pouring money into the sector might not be helpful until the
institutions are competent enough to utilise it in effective ways.
Hence, the government should make effective plans to build the
capacity of the stakeholders by engaging the well-reputed institutions
of the country to ensure both qualitative and quantitative reform in
the education system.

In the process of reform, the state has to make both English and Urdu
accessible for the public to decide which medium suits their children in
terms of their future development. However, it is known to the public
that English is the language of science and technology and a strong
tool to prepare the new generation for the workplace at the national
and international level.