EDUCATION SYSTEM OF PAKISTAN

❖ INTRODUCTION:
“Education is the process of facilitating, learning or the acquisition
Definition: of knowledge, skills, values, beliefs and habits.” (UNESCO)

Literacy refers to the ability to read and write at a level whereby individuals
Literacy: can effectively understand and use written communication in all media (print
or electronic), including digital literacy. (UNESCO)

Quotations:

“Education is the most powerful weapon which you can use to change the world”
(N ELSON M ANDELA )

“Education is a matter of life and death for Pakistan. The world is progressing so
rapidly that without requisite advance in education, not only shall we lag behind others
but may be wiped out altogether.”
(QUAID-E-AZAM)

“Read — for thy Sustainer is the Most Bountiful One who has taught (man) the use of
the pen — taught men what he did not know!”
Surah 96:1-5

“The seeking of knowledge is obligatory for every Muslim”

Al-Tirmidhi, Hadith 74
“Acquire knowledge and impart it to people”
Al-Tirmidhi, Hadith 107

Constitution of Pakistan:
▪ Article 25-A
The State shall provide free and compulsory education to all children of the age of five to
sixteen years in such manner as may be determined by law."
▪ Article 37-b:
“Remove illiteracy and provide free and compulsory secondary education within minimum
possible period.”
 ▪ Article 38-D "The State shall provide basic necessities of life, such as food, clothing,
housing, education and medical relief, for all citizens, irrespective of sex, caste, creed or
race, as are permanently or temporarily unable to earn their livelihood on account of
infirmity, sickness or unemployment."
Types of Education system in Pakistan:
A child gets the education from his experiences outside the school as well as from those within
on the basis of these factors. There are three main types of education, namely,
usually takes place in the premises of the school, where a person may learn basic,
academic, or trade skills. E.g., Learning in a classroom, School grading/certification,
Formal college, and university degrees1
Planned education of different subjects having a proper syllabus acquired by
not studying
the in a school and don’t use any particular learning method. It is neither
Informal attending institution.
pre-planned nor deliberate. E.g., Teaching child some basics such as numeric
characters. Someone learning his/her mother tongue
Technical
Technical education, the academic and vocational preparation of students for jobs
involving applied science and modern technology. E.g., e.g., automotive technician,
carpenter, medical technicians’ culinary arts

❖ Bird’s Eye view:

▪ According to World Population Review, Pakistan’s literacy rate is 59.10% in 2021
▪ Pakistan’s literacy rate recent latest figure is 72.5 % for male and 51.8 % for female which
almost 10 % of latest three years.
▪ According to the Pakistan Social and Living Standards Measurement (PSLM) district level
Survey 2019-20, the literacy rate of population (10 years and above) is stagnant at 60 percent
in 2019-20 since 2014-15. The literacy rate is higher in urban areas (74 percent) than in rural
areas (52 percent). Province wise analysis suggests the following literacy rates:
Province Literacy Rate
Punjab 64%
Sindh 58%
KPK (with merged areas 53%
Baluchistan 46%
⁃ Expenditure on Education
According to PRSP Budgetary Expenditures Cumulative education expenditures by federal and
provincial governments in FY2020 stood at 1.5 percent of GDP as compared to 2.3 percent of GDP
in FY2019. For the financial year 2021, education related expenditure increased by 5.7%

▪ Enrollments (Economic survey of Pakistan 2021)

▪ In 2019, 86% of 6-16-year-old children in
▪ these 12 rural districts were enrolled in
schools (14% out-of-school children).
▪ Amongst the enrolled, 67% were in
government schools and 33% were
enrolled in non-state institutions (private
schools & madrasa).
▪ In 2021, 84% of 6-16-year-old children
were enrolled in schools, while 16% were
out of school (6% are drop-outs → Covid).
▪ 79% were enrolled in government
institutes and 21% were enrolled in non-
state institutions (private schools &
madrasa).
 ▪ Institutions (Economic survey of Pakistan 2021)
functional primary schools 182.7
middle institutes 47.3 thousand
Secondary / High School Education 31.7 thousand
Higher Secondary / Inter Colleges 5.9 thousand
Technical & Vocational Education 3.9 thousand
Universities 211 universities

▪ Regional Comparison of Education Indicators: According to United Nations

Development Programme (UNDP) Human Development Report 2020, Pakistan is ranked
154th out of 189 countries with the Human Development Index (HDI) value of 0.557 (with
1 being the maximum value).
Country Literacy Rate
Pakistan 59.10%
India 74.40%
Bangladesh 73.90%
Singapore 97.30%
US 99%
(World Population Review)

❖ Problems in Education system:

1. Multiple System of Education
⁃ No opportunity & environment of one and equal system of education.
⁃ divisive education system → huge gap among the nation, penetrated deeply into our culture
⁃ Thus, different tiers have been created in our system over a period of 60 years to facilitate
the hold of the elite over the governing of our nation.
⁃ Many systems working in the country, resulting in social division and conflict. → can be
categorized as
Cambridge Education system:
⁃ Foreign education → for the children of very rich so that they can after graduation go
overseas for higher education on the foreign exchange provided to them by Pakistan Sate
Bank.
⁃ So, the students from the elite class follow the “O” and “A” levels curriculum instead of
Pakistan’s domestic, the poor-quality curriculum.
⁃ They have little or no awareness of their religion and culture.
Pakistan Secondary Education System:
⁃ Provided by private and government schools, one for the middle class and other for the
poor.
⁃ middle class has medium instruction in English and the other one in Urdu.
⁃ The children from these institutions, if they happen to have good grades and the parental
financial capital go to the colleges of their preference and the rest either become clerk/
cashiers/ sales person in a shop/ worker in the factory/ any other work which comes in their
way.
Madrassah Education System:
⁃ supposed to provide religious education;
⁃ however, poverty is another factor that restricts the parents to send their children to public
or private school so that they prefer to send their children to madrassah where education is
free.
⁃ Religious madrassas churn out yet another class that is usually unaware of the world
outside their own.
⁃ This one has no name and consists of children who are born in misery and die in misery.

2. Aimless Education:

The direction in which education starts a man will determine his future life
(Plato)
⁃ ASER reports that only 17.53% from the lower quartile were able to read a full sentence in
Urdu
⁃ Only 32.3pc children of class 2-3 in Pakistan can perform numeracy tasks: ICAN report
(International Common Assessment of Numeracy)
⁃ Lack of cohesion in the system. Sole aim is to produce manpower for running the
administration which inherited by Pakistan from colonial system.
⁃ People entering workforce are hardly competent
⁃ Socially culturally and political unrest is caused by improper education of our new
generation, who can play a role of weapon for the developing of country.
⁃ Our education system did not preserve our social cultural and religious
⁃ In 21st century where western countries have made huge advancement towards science and
technology, we are still lagging behind in them in respective field.
⁃ Our system is not imparting knowledge rather preparing parrots.
⁃ Development of thinking, reasoning and talent creation is missing.

3. Secularization of Education:
⁃ Any nation prepares their generation according to their ideology, culture and religion
through education.
⁃ Pakistan is an ideological state based on Islamic ideology but it is still unclear that what
should be the Islamic content of our curriculum.
⁃ Our system of education is not able to protect our religious norms and guide our new
generation according to Islam.
⁃ Despite highlighting technological and literal knowledge backwardness, government is
concentrating on abolishing Islamic norms and values and hinders patriotism of Pakistani
people

4. Lack of professional teachers:

⁃ The main reason of the failure of our educational system is grooming of less technical
faculty.
⁃ Our methods have been stereotyped and new techniques of teaching and materials to make
lessons more interesting to the students have not been adopted.
⁃ Most of our teachers joined teaching just as a job to earn their livelihood.
⁃ Cramming is part and parcel of our academic calendar, students are asked to spoon feed
the technical terms instead of perceiving their fundamental concept, emphasize is given on
amount then on logic.
⁃ Over these years education department have hardly spend any funds on advance coaching
of their faculty staff which still stuck in the old age teaching techniques and are unaware
of modern methods of teaching and convincing students’ thorough sheer knowledge.
⁃ Rote learning is common practice both because of the educational tradition and because of lack of
teaching material.
⁃ One of the chronic problems of our education system is the shortage of teachers due to which merit
criteria is ignored though the number of teachers has been gradually increasing but it does not match
favorably with the number of students and there is a gap between the students and teacher’s ratio.
5. Dropouts:
⁃ In 2021, 84% of 6-16-year-old children were enrolled in schools, while 16% were out of
school (6% are drop-outs → Covid).
⁃ Due to Covid, school enrollment decreases by 2 %
⁃ According to ASER, 32 pc children between five and 16 years of age are now out of
school.
⁃ It is estimated that it is mostly due to economic reason and unattractive school environment.
Thus, our school going children cannot even acquire the basic skill of learning and a
number of them fall back in to the category of illiterates.
6. Poor examination System:
⁃ ONE of the defining features of a sound education system is the integrity of its examination
system. Unfortunately, Pakistan fails the test.
⁃ The issue often comes under the spotlight during the Matric and Intermediate examinations
that are a reminder of how decrepit our education system is. This year too, despite strict
instructions from the authorities, more than 200 students were caught cheating during
Intermediate examinations in Sindh.
⁃ Earlier in the year, question papers for math and physics were leaked from the office of the
Board of Secondary Education in Karachi just before the Matric exams were about to start.
⁃ The problem of illegal practices concerns the examiners the invigilators, the students, the
parents and examination board.
⁃ The students look upon a degree as a passport to employment in a commercial commodity
which can be purchased if you pay the price.
⁃ Unfortunately, some parents also share same views and have actively helped their children
in using unfair means to pass the examination but the most tragic part of the story is that
our educationists has also been contaminated by the poison of this evil.
⁃ Our poor examination system encourages rote learning and cramming.
⁃ This system is criticizing for its tendency to define education as the pursuit of high marks
and not the development of intellectual power through learning.
⁃ On the other hand, cheating is indicative of the students’ own sense of insecurity with a
system that does not encourage criticism and thinking minds and where children’s natural
curiosity is often crushed by the teachers who are themselves a product of a system where
rote learning and unimaginative textbooks take precedence over inspired teaching.
⁃ The authorities need to think beyond registering cases against students and work to fix the
larger structural issues in education.
7. Inadequate Facilities:
⁃ According to several reports, most of the public sector educational institutions remain in a state
of disrepair and lack even basic facilities resulting in substandard education.
⁃ Overt crowded classroom, low standard and over worked teachers in adequate teaching
material ill-equipped laboratories having poor staff, shortage of diaries with lack of modern
books verities, lack of physical facilities and virtually crippled children under the dead weight
of their curriculum are some of the usual sites in educational institutes of Pakistan.
⁃ Under such condition they cannot be expected to achieve the standard expected from them.

8. Low Enrollment Rate:

⁃ According to UNICEF, currently, Pakistan has the world’s second-highest number of out-
of-school children (OOSC) with an estimated 22.8 million children aged 5-16 not
attending school, representing 44 per cent of the total population in this age group.
⁃ Gross enrollment ratios (GER) in Pakistan are 45 % which are very low as compared to
India’s 75 pc, Bangladesh’s 67% and Iran’s 89%.
⁃ Teacher absenteeism, untrained teachers, inadequate materials and obsolete teaching
methods are the main reasons for low enrolment in schools.
⁃ Most of the public schools are poorly managed, impart education of poor quality, use
poorly written textbooks and use curricula that are not relevant for the needs of the 21st
century.

9. Out -dated Curriculum:

⁃ It is heartbreaking to know that the curriculum in Pakistan is at least four decades behind
the international curriculum.
⁃ Pakistan emphasize is given on quantity not on quality which will make things worse for
our future generation.
⁃ The curriculum of our education system is not based on its objectives to create the power
of reasoning in a child.
⁃ PAKISTANI students and young professionals lack essential work ethics, team-building
skills, sense of purpose and analytical thinking.
⁃ It has no direct connection with the practical life which the students will have to face, when
he becomes a mature person of the society.
⁃ Our curriculum is not updated to compete with the rest of the world in modern education.
Our national survival both in term of economy and defense potentials depends entirely on
the kind of education we provide to our children. The basic problem is that our curriculum
is not promoting the interest of the student towards practical work and scientific
knowledge.
⁃ The PTI government projects the SNC as a silver bullet that will magically resolve
Pakistan’s educational woes, or at least the bulk of them. Unfortunately, the problem is far
too complex and the SNC is unlikely to address the more important aspects of it.
⁃ In words of government “children will have a fair and equal opportunity to receive high
and quality education and SNC would pave way for upward social mobility”. Sounds good
on paper but it is not as simple as that.
10. Administration and Supervision:
⁃ Most of our educators are not trained and experienced enough in the skill of organization
and the art of administration.
⁃ Supervision in our government institution in particular and many private ones in general is
totally lacking.
⁃ This may be due to the complacent attitude of supervisor are due to their incompetence.
⁃ Usually in efficient supervisor are often introduce in academic in there is relatively little
incentive for them to improve their skills in the relive field.
⁃ Supervisor are generally overburden with a wide variety of tasks.
⁃ All education institution needs to be efficiently supervised and administer in order to ensure
quality of education.
⁃ Therefore, an effective efficient system of checks and balances is required otherwise we
will keep on grouping in the dark in our aim to become in enlightened will never reach.

11. Political Interference:

⁃ Educational planning and administration suffered from a lack of in effective feedback. Pakistan is
a signatory to Millennium Development Goals (MDG) and Education for All (EFA) goals.
However, it seems that it will not be able to achieve these international commitments
because of financial management issues and constraints to achieve the MDGs and EFA
goals.
⁃ Education in this country has always been exploited to serve political interests of certain
groups and individuals. Political expediencies have determined the context and direction
of a number of education policies formulated— never implemented though — by
successive governments since the establishment of Pakistan.
⁃ A recent report from Khyber-Pakhtunkhwa (KP) has revealed that at least 55 colleges had
been set up by the previous government on political grounds at places where they were
hardly needed.
⁃ A government document refers to Government Girls Degree College, Haripur. It has 161
students and 126 staff members with a monthly expenditure of Rs50,000 per student.
⁃ Across Pakistan, the prevalent phenomenon of ‘ghost schools’ – schools that only exist on
paper to claim government funding for supposed staff remuneration – not only damages
the educational opportunities for thousands of children, but highlights the dire need for
increased accountability in the education sector.
⁃ Regular input enquiry from the bottom is lacking because our educational planning in
administration is regularly affecting by unnecessary and uncalled political and bureaucratic
intervention.
⁃ A lot of political interference is noted in the appointments transfer and violation of merit.
⁃ Pakistan has not been able to develop basic administration and infrastructure for an effective
planning, is it exists; planning is based too much on the idea of political official and little gross root
enrollment.
12. Politicization of curriculum:
⁃ The textbook production industry in Pakistan is negatively influenced by political and
elite actors both at content and production level.
⁃ The national curriculum in Pakistan is set at the federal level;4 textbook content is
decided at the provincial government level.
⁃ Publishing and printing contracts are managed at the provincial level, A textbook board
in each province historically had tight control of the entire production process, authoring
the textbooks and then selecting printers and publishers. This created a system vulnerable
to partiality, control and elitism.
⁃ A new textbook policy however, passed in 2007, requires textbook boards to put out
tenders, allowing open competition for publishing and printing contracts. While this has
seen success in provinces such as Sindh and Punjab, implementation of the policy has
varied dramatically and proves to be an issue in other parts of the country. In Baluchistan
and Khyber Pakhtunkhwa (formerly North-West Frontier Province) for example, fears
among the elite that this policy would break the monopolisation of the industry –
particularly as publishers from other provinces are permitted to apply for contracts – led
to a staying order against the policy.
⁃ Although the market is now theoretically open, the reality is that printing and publishing
contracts are often awarded to an interconnected group of companies dominated by the
regional elite.

13. Educational Policies:

⁃ A number of educational policies were introduced from time to time by various regimes in
the history of Pakistan for reforms but due lack of implementation and inconsistency, it
showed no result.
⁃ Major policies decisions are made under threats from strongest pressure group or by the
political leaders for their own political slogan rather than in keeping with the overall needs
of the country.
⁃ Little are no research is done on the implication of these policies and their long-term costs.
⁃ Similarly, there is hardly any harmonization between the federal and provincial
governments which leads to poor policy implementation.
⁃ There are also complaints that the government’s consultation with the non-state sector
does not necessarily result in action.
⁃ Teachers have also been generally ignored in the policy making process.
⁃ Lack of technical education is a big flaw that has never been focused upon.
14. Insufficient Budget Allocation:
⁃ Finance is considered the engine of any system. education system of Pakistan has been crippled
mainly due to scarce finance.
⁃ The share of public education expenditure in national budgets increased in many regional
countries such as Sri Lanka and Bangladesh but it has declined in Pakistan.
⁃ According to the Institute of Social and policy sciences, Pakistan spends less than 2.4 percent of
its GDP on education.
⁃ At national level, 89% education expenditure comprises of current expenses such as
teachers’ salaries, while only 11% comprises of development expenditure which is not
sufficient to raise quality of education.
⁃
15. Centralization:
⁃ The problem with the education in Pakistan is that we don't make academic decision, we make
political decision in academic areas Pakistan is normally federal system under which the authority
over education as centralized.
⁃ The province has no independent authority in all institution of education but share it with the
central government. In addition, all specific important institution of education department e.g.,
budget, policy making etc. are control by Centre.

16. War on Terror:

⁃ Pakistan’s engagement in war against terrorism also affected the promotion of literacy
campaign.
⁃ The militants targeted schools and students; several educational institutions were blown
up, teachers and students were killed in Baluchistan, KPK and FATA.
⁃ This may have to contribute not as much as other factors, but this remains an important
factor.

17. Corruption:
⁃ It is due to lack of accountability and transparency along with low salaries of the staff.
⁃ Similarly, a large number of schools are operating in the records but do not actually exist, rose in
record by some corrupt officials.
⁃ There is also political, social cultural and moral corruption found in our education system.
⁃ Teachers poorly paid in the best of circumstances, made extra money by tutoring and payment of
bribes.
⁃ The ultimate corruption was the outright sale of bogus certificate and degree.
⁃ For transferring and posting often required payment of bribes to government agencies.
18. Gender Discrimination and Disparity:
⁃ Major factors that hinder enrolment rates of girls include poverty, cultural constraints,
illiteracy of parents and parental concerns about safety and mobility of their daughters.
⁃ Society’s emphasis on girl’s modesty, protection and early marriages may limit family’s
willingness to send them to school.
⁃ According to ASER 34.4% from upper quartile were able to read full Urdu sentence
while only 17.53% from lower quartile could do so.
19. Incompetence of Education system:
⁃ It is believed that highly centralized system of education is greatly hampering the efficiency
and effectiveness of delivery service at the grassroots level.
⁃ Successive governments addressed this problem in their policies and plans since 1947. An
education conference was held in 1947 as per directives of the Founder of Pakistan, Quaid-
i-Azam Mohammad Ali Jinnah.
⁃ He provided the basic guidelines for the future development of education by emphasizing,
inter alia, that the education system should suit the genius of our people, consonant with
our history, culture and instill the highest sense of honor, integrity, responsibility, and
selfless service to the nation.
⁃ It should also provide scientific and technical knowledge to build up our economic life.
⁃ The existing education delivery system is not meeting the needs and aspirations of society
as such particularly; it is a challenge to the provinces and districts for the 21st century

20. Less research work:

⁃ As reported by N. A. Jafarey “Pakistan's low level of scientific research is due to a culture
that discourages independent and critical thinking.”
⁃ In university level of Pakistan Government and teachers pay less attention on research
work. Due to this, students remain unaware from the methods of research.
⁃ That is why concept of Students about critical analysis is not clear.
⁃ And second reason is that in university level resources are less for conduct the research.
Research work is very important at undergraduate level specially.
 ⁃ Researches play a very important role for getting job and in the market. Government should
provide such environment to students where they are able to express their feeling in words
freely. Teachers should motivate the students for this purpose.

Recommendations:
I. Sufficient budgetary allocation
⁃ There should be sufficient budgetary allocation, at least 7 %, for education in the national
GDP.
⁃ This will provide the system with resources to take fresh breath of life.

II. Professional development of Teachers

⁃ There should be quality institutions for the professional development of teachers form
primary to higher levels.
⁃ For this purpose, the existing system of teacher education institutions must be provided
with funds qualified human resources to run programs of training for teachers on periodical
basis.

III. System of Accountability and transparency

⁃ The system of accountability must be strengthened and all the professionals associated with
the system of education should be educated to own their responsibilities on individual and
collective basis.
⁃ This will help in creating a sense of ownership of the system and its functions.

IV. Evaluation of curriculum

⁃ Curriculum should be evaluated on annual basis.
⁃ In this regard a vast survey could be conducted to seek opinions of teachers, parents and
community regarding their expectations and observations.
⁃ In this light of this and the expert recommendations of the educations researchers the
curriculum goals should be redefined and the such curriculum should be prepared which
caters to the psyche and needs of the society and the country without any discrimination of
cast, color and creed.

V. STEM education
⁃ In order to equip the students with the eminent and future challenges of the “knowledge
economy” STEM education system should be introduced.
⁃ However, moral values should also be integrated with this approach which ultimately helps
the students to become a socially and morally responsible human capital in future.
VI. Less political interference
⁃ There should be as less political interference as possible. This will allow the system to
function smoothly and without any discrimination.
⁃ Frequent political intervention creates gaps in the system which has led to corruption and
other evils.

VII. Policy implementation

⁃ Polices should be implemented without any delay of time and resources.
 ⁃ There should be a strong political will on the part of the government to implement polices
without any delay.
⁃ Poor policy implementation has led to creation of gaps and trust deficit on the part of the
public and government agencies.

VIII. Fair Examination system

⁃ Examination system should be made free form the mafia of unfair means, corruption and
illegal gratifications.
⁃ For this purpose, the system of supervision and inspection could be improved both
physically and theoretically.
⁃ The government should enhance the salaries and the education professionals so that their
tendencies are not diverted towards evil means of getting favors and support.

IX. Research culture should be promoted

⁃ The culture of research should be promoted within educational institutions.
⁃ For this purpose, the pace of research-oriented programs in teaching and learning should
be accelerated in educational institutions around the country especially at higher levels.
⁃ Government should increase the volume of funding to higher education commission for
this purpose.
X. Technical education
⁃ Technical education should be made a part of secondary education.
⁃ Classes for carpentry, electrical, and other technical education must be included in the
curriculum.
⁃ The federal government is paying attention to the vocational and technical training, but it
is important to make the already existing vocational and technical training centers more
efficient so that skilled youth could be produced.
XI. Economic incentives
⁃ Providing economic incentives to the students may encourage the parents to send their
children to school and may help in reducing the dropout ratio.
⁃ Federal Government should play a supportive role vis-à-vis the provinces for the early
compliance of the constitutional obligation laid down in Article 25-A.
⁃ Special grants can be provided to the provinces where the literacy rate is low.

XII. Local government system

⁃ Local government system is helpful in promoting education and literacy in the country.
⁃ In local government system the funds for education would be spent on a need basis by the
locality.

XIII. Effective monitoring to combat corruption:

⁃ Corruption in education departments is one of the factors for the poor literacy in the
country. An effective monitoring system is needed in education departments.
XIV. Legislation and structure plan:
⁃ For any system to work it is imperative that relevant structures are developed. Legislation
and structure should be framed to plan for the promotion of education in the country.
 ⁃ After the 18th amendment the education has become a provincial subject, therefore, the
provinces should form legislations and design educational policies which ensure quality
education.
⁃ The provincial education secretariats need to be strengthened.
⁃ Special policy planning units should be established in provinces’ education departments
for implementation of educational policies and formulation of new policies whenever
needed.
⁃ The provincial education departments need to work out financial resources required for
realizing the compliance of Article 25-A.
XV. Counselling of students and parents
⁃ Unemployment of educated men and women is a major concern for Pakistan. There
should be career counselling of the pupils in schools so that they have an understanding
of job market and they can develop their skills accordingly.
⁃ Counselling of parents is required, so that they can choose a career for their child which
is market friendly.

XVI. Mindset needs to be changed

⁃ There are two approaches to acquiring education: First, which is being followed by
many in Pakistan is to get education to earn bread and butter. The second
approach is to get education for the sake of personal development and learning.
⁃ This approach is followed by affluent and economically stable people who send
their children to private schools and abroad for education.
⁃ The problem arises when non-affluent families send their children to private
schools, and universities.
⁃ This aspiration for sending children for higher education is wrong, because the
country does not need managers and officers only.
⁃ There are several other jobs where people are needed. Hence the mind-set of
sending one’s children to university only for becoming officers and managers
needs to be changed.

Conclusion
There is no denying the fact that education is the backbone in the development of any nation. It develops
the people mentally, physically, socially and spiritually. The countries that have an effective system of
education also happen to be the leaders of the world, both socially and economically. Any nation prepares
their generation according to their ideological, cultural and religious norms but our education system did
not preserve our norms. If we prepare our generation properly, according to our needs and make them
faithful and patriotic then they can play their role as useful and secured weapon otherwise we are preparing
enemies of our own country. In short it is education, which can turn the population of any country from a
burden to human resource. Moreover, prior to devolution, the policy and planning have been undertaken
by the central and provincial governments without taking into account the ground realities and without the
participation of community. The main objective of the devolution plan is to empower the community at the
grassroots level in planning, management, resource mobilization and utilization, implementation,
monitoring and evaluation of Education system to improve the standard. Pakistan’s dire state of education
sector and policy implementation demands immediate attention from the government. Without doubling its
current financial commitment to education, Pakistan cannot meet it. We are on the verge of destruction and
only factor which can build up our society is Education, so it’s our responsibility to work for betterment of
our education reforms so that we lie up our self along western countries.