EDUCATION DEVELOPMENT IN PAKISTAN

DANYAL SIDDIQUI

20191-25997

DEVELOPMENT ECONOMICS

INSTITUTE OF BUSINESS MANAGEMENT (IoBM)

INTRODUCTION

One of the most vital aspects to success for any nation lies in their concern for the development of the
education sector. As the education is promoted in the nation, this consequently leads to a decline in the
illiteracy rate, and ultimately a reduction in unemployment, which is indeed of the biggest curses on any
developing or developed nation.

The government ministry of education and the provincial government overlook the education sector in
Pakistan. On the contrary, the development of curriculum and financing is designed with the assistance
of the federal government. Progress of any nation significantly depends upon its literacy rate, and
quality of its academic institutions.

It is correct to assume that the root of all the issues is tied to the education system. Pakistan suffers
from terrorism, violence, insecurity, corruption, poverty, sectarian conflicts. All these problems are
because of the lack of tolerance, lack of general awareness, lack of basic rights, and of course illiteracy
itself. The futile education system has been greatly ignored by governments over the lapse of the past
60 years. It would be correct to state that education in Pakistan has been treated as a stepchild because
of sheer neglect. The education system, hence, has gone to fiasco in terms of raising the nation
economically, politically and socially.

BACKGROUND

Pakistan is a country of approximately 220.8 Million (UN Data) people mid-year at 2020. The country has
a rapidly growing population, and is among the most populous countries in the world. According to
Article 25-A of the constitution, the state is obliged to provide compulsory quality education, which is
free, to the children who fall in the age bracket of 5 to 16 years old.

Moreover Article 37-B of the Constitution of Pakistan compels the state of Pakistan to eliminate
illiteracy from the country, and provide compulsory education, free of cost, to its residents.

The system of education in Pakistan is divided into the following five levels:

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National Education Policy (NEP) was a formerly launched initiative nationwide initiative by the
government to eradicate illiteracy for the years 1998 – 2010. Before the end of this duration, a new NEP
was launched in 2009, before finishing the last one. Various such reforms were launched and the
ministry of education expected to achieve 100% enrollment rate for primary school children, along with
86% literacy rate for individuals over 10 years of age.

GOALS OF THE EDUCATION SYSTEM IN PAKISTAN

The founding fathers of Pakistan saw the education system as the engine behind the nation’s Political
priorities and National objectives. At the first national conference on education held in Karachi in 1974
the decision was taken that the education of Pakistan will run in line with Pakistan's national
expectations. The method of education shall be genuinely associated with Pakistani people's needs in
order to produce a globally competitive nation. Jinnah's key objective in Pakistan's education system
was to establish Pakistani national character for the ages and Generations to come. It will require a
strong sense of duty, ethical dignity and selflessness.

Several commissions and committees were formed and constituted to strengthen the impact of
education, but the implementation and execution did not prove to be fruitful. Moreover the schism
between the community and the academic institutes has grown wider due to many negative influences
such as the increasing drug culture, gang violence and religious leaders to some extent as well.

Most domestic surveys in Pakistan do not have data on variables, In Pakistan, such as school years
finished, school level, literacy and computing skills, standard of education, and professional preparation

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technical training. Due to the lack of documentation, the future knowledge cannot be measured or
calculated even observed the effect on the literacy rate in primary education. The current literature is
also absent in Pakistan to estimate the true disparity between men and women, rural and urban as well
as rich and poor.

EDUCATION IN PAKISTAN

The present education system in Pakistan is the heritage Pakistan adopted from British India after the
partition. An overview of the education system reflects that there has been no significant change in the
schooling system since 2010, when the 18th Amendment set down education as a fundamental human
right in the country’s constitution. Problems such as access, quality, inequality, and infrastructure exist
till date. According to the Constitution of Pakistan (1973), the Federal Government was entrusted with
the responsibility for policy and strategy of educational facilities.

EDUCATION POLICIES IN PAKISTAN

The national philosophy represents public education policies in Pakistan. It's all about Political choices,
traditions, beliefs, society, social and financial demands, patterns and ideas evolving, and the potential
repercussions also. The following education policies is organized and implemented In the real
viewpoints, applied. The founder made the first attempt after Pakistan's formation on 14 August 1947.
In his message he emphasized the need for better education. A national conference on education took
place in 1947 to obtain the Implementing recommendations. A variety of preparation plans thereafter;
numerous studies, Educational reform policies and services were approved. In this relation a
Comprehensive "National Education Commission Report, 1959" was reported, based on the general
problems of the subject of education.

The chronology of developments in policy making showed time to time by the Government,
respectively.

 New Education Policy – 1970,

 The Education Policy – 1972/80,
 National Education Policy – 1979

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  National Education Policy – 1992
 National Education Policy – 1998/2010

In this regard, a number of development plans had also been implemented, simultaneously. It includes
as:

 National Plan of Educational Development – 1951/57

 First Five Year Plan – 1975/80
 Sixth Five Year Plan – 1980/85
 National Literacy Plan – 1984/86
 Seventh Five Year Plan – 1988/93
 Eighth Five Year Plan – 1993/98

The long-term planning projects had, in addition to adaptable policy texts. Since last four decades it has
been begun. The '10-Point Program, 1983' and 'Iqra's assessment, 1986-90, the national Literacy (Nai
Roshni Schools), The Federal Government's Pilot program, 1986-89' was also carried out. At national
level, more attempt was also made to improve literacy and digital education. Nation class. Level. This
formed a "Commission for Literacy and Mass Education 1981." At the state stage, to reach the targets.
The publishing and application of policy formulations has contributed to the Education as an essential
right for their well-being was granted to residents. That is why the Citizens of our country have been like
other nations of our country willing to live their lives in other countries.

Curriculum of Primary Schools: The following type of curriculum is offered in primary schools.

 Languages (• First language • Second language )

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  Mathematics
 Science
 Pak/ social studies
 Health at Physical Education
 Islamiyat
 g. Arts
 h. Manual work, (Practically arts are not taught and manual work is not done).

Primary Schools:

• The problems of rural primary schools are more serious as compared to-urban primary schools.
Some of the common problems are:

• In most cases, schools are single teachers

• Poor and inadequate building

• In most cases, buildings are of one room

• Buildings are in dilapidated condition

• There are shelter less schools.

• Inadequate furniture (tats, chairs, tables)

• Inadequate instructional material

• Inadequate but in most cases missing basic amenities

• Absence of boundary walls

• Absence of sports equipment and play grounds

• The instances of dropout is high

• Poor scholarship of children

• Presence of untrained teachers

• Ineffective supervision

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 • Adjustment problems faced by teachers who do not belong to that village

• Teachers absentees

• Poor / absence of transportation facilities

• Poor / absence of intra-structure of the villages

Strategies for the Solution of the Problems:

For achieving the above objectives government had been making continuous efforts to bring about
desirable changes and improvements in these important institutions through initiating various policies
and plans.

a) The first step in this direction ·was that universities had been financing by the Federal Government.
Sincel980.

b) The University Grand Commission which had been established in 1.974 expanded the scope of the
activities. Presently it disburses recurring and development grants and provide funds for-many approved
projects

c) The Commission also floats a number of. senior and junior Fellowships and has established chairs in
various Languages

d) It organizes pre-service and in service training programs, seminars and conferences which are
attended by eminent scholars.

e) The Commission lays .down standard of education and periodically reviews the syllabi and courses of
studies in various subjects taught in university institutions

f) Providing grants for equipment and libraries in the universities.

g) An Information Service regarding high education for use of government departments. universities
and research institutions.

h) In order to improve and coordinate activities in universities, Centers of Basic Science (COBs) has been
established at the University' Grant Commission.

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j) A similar organization for Social Sciences and Humanity has been established.

k) A computer training center has also. been setup at University Grants Commission under the aegis of
UGC.

l) In addition to the various activities undertaken by UGC, other innovative programs have also been
launched by the government to Improve, develop and strengthen the instructional programs of higher
education and to build the professional capabilities of the administrators, planners and teaching
personnel of the universities in Pakistan.

Primary School Enrollment

The net primary registration ratio (NPER) (see Table 1) was 57%, while in 2008-2009, the target was
77%. The New NEP's introduction. Under UNDP (2013), in 2011-2012, NPER accounted for 57%.In two to
three years, little change is shown in the registration rate. These data indicate the weak performance of
Pakistan in attainment of nation and Millennium Growth Goals (MDGs). Completed or survived another
huge problem that makes the scenario much harder is the high school children.

Conclusion:

An summary of Pakistan's education system indicates that our education policy . People’s expectations
and socio-economic framework should be checked. Necessary steps should be taken of the nation and
for its reorientation and reorganization . Adopted to ensure integrated and healthy curriculum growth in
separate phases.

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References

 Iqbal Ahmad1 , Kahil ur Rehman2 , Asghar Ali1 , Itbar Khan1 , Fazal Akber Khan1. (2014) Critical
Analysis of the Problems of Education in Pakistan: Possible Solutions
https://files.eric.ed.gov/fulltext/EJ1091681.pdf
 file:///C:/Users/acer/Downloads/Pakistans_Education_System_An_Analysis_o.pdf
 http://jer.iub.edu.pk/journals/JER-Vol-20.No-2/Complete_file_of_JER_20_(2).pdf

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