Education in Pakistan

What is education
Human beings today need to have a specific set of skills to survive in this
competitive world as well as progress. This set of skills can be referred to as
Education. Education plays an import role in the progress and development of a
state. Progress of any country depends upon its literacy rate and quality of
education in that country. Therefore, it is the key priorities of nations.
Education is the simple process of learning and knowing. It is not restricted to the
schools only. Education starts from the mother’s lap. Parents and family inculcate
good manners and make responsible citizens out of their children. Home is called
first school of the children, but the formal education starts from the school,
where they are taught, how to behave and understand what is going on around
them.

Quotes &Adages on Education

A famous quote of Quaid-e-Azam Muhammad Ali Jinnah: “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.”

Importance of Education for Pakistan

“The foundation of every state is the education of its youth”.
Diogenes Laertius
Education plays a vital role in human capital formation. It raises the productivity
and efficiency of individuals and thus produces skilled manpower that is capable
of leading the economy towards the path of sustainable economic development.
Currently the sixth most populous country in the world with 212 million people,
Pakistan is characterized by one of the highest population growth rates
worldwide outside of Africa. Even though the roughly 2 percent rate is now
slowing, the country’s population is estimated to reach 403 million by 2050
(UN median range projection). There are more young people in Pakistan today
than at any point in its history, and it has one of the world’s largest youth
populations with 64 percent of Pakistanis now under the age of 30. If Pakistan
manages to educate and skill this surging youth population, it could harness a
tremendous youth dividend that could help to fuel the country’s economic
growth and modernization

Educational System of Pakistan

The present system of education prevalent in Pakistan is the heritage of the pre-
partitioned British India. A review of the education system of Pakistan suggests
that there has been little change in Pakistan’s schools since 2010, when the 18th
Amendment enshrined education as a fundamental human right in the
constitution. Problems of access, quality, infrastructure and inequality of
opportunity, remain endemic.
Education in Pakistan is overseen by the Federal Ministry of Education and
the provincial governments, whereas the federal government mostly assists in
curriculum development, accreditation and in the financing of research and
development. Article 25-A of Constitution of Pakistan obligates the state to
provide free and compulsory quality education to children of the age group 5 to
16 years. "The State shall provide free and compulsory education to all children of
the age of five to sixteen years in such a manner as may be determined by law".
The education system in Pakistanis generally divided into six levels: preschool (for
the age from 3 to 5 years), primary (grades one through five), middle (grades six
through eight), high (grades nine and ten, leading to the Secondary School
Certificate or SSC), intermediate (grades eleven and twelve, leading to a Higher
Secondary School Certificate or HSSC), and university programs leading
to undergraduate and graduate degrees. The Higher Education Commission
established in 2002 is responsible for all universities and degree awarding
institutes. It was established in 2002 with Prof. Atta-ur-Rahman FRS as its
Founding Chairman.

Primary education
Only about 67.5% of Pakistani children finish primary school education. The
standard national system of education is mainly inspired from the English
educational system.
Pre-school education is designed for 3–5 years old and usually consists of three
stages: Play Group, Nursery and Kindergarten (also called 'KG' or 'Prep'). After
pre-school education, students go through junior school from grades 1 to 5. This
is followed by middle school from grades 6 to 8. At middle school, single-sex
education is usually preferred by the community, but co-education is also
common in urban cities. The curriculum is usually subject to the institution. The
eight commonly examined disciplines are:
 Arts
 Computer Studies and ICT
 General Science (including Physics, Chemistry and Biology)
 Modern languages with literature i.e. Urdu and English
 Mathematics
 Religious Education i.e. Islamic Studies
 Social
Studies (including Civics, Geography, History, Economics, Sociology and
sometimes elements of law, politics)
Most schools also offer drama studies, music and physical education but these are
usually not examined or marked. Home economics is sometimes taught to female
students, whereas topics related to astronomy, environmental
management and psychology are frequently included in textbooks of general
science. Sometimes archaeology and anthropology are extensively taught in
textbooks of social studies. SRE is not taught at most schools in Pakistan although
this trend is being rebuked by some urban schools. Provincial and regional
languages such as Punjabi, Sindhi, Pashto and others may be taught in their
respective provinces, particularly in language-medium schools. Some institutes
give instruction in foreign languages such
as German, Turkish, Arabic, Persian, French and Chinese. The language of
instruction depends on the nature of the institution itself, whether it is an English-
medium school or an Urdu-medium school.

As of 2009, Pakistan faces a net primary school attendance rate for both sexes
of 66% , a figure below estimated world average of 90 percent.
As of 2007, public expenditure on education was 2.2 percent of GNPs, a
marginal increase from 2 percent before 1984–85. Very little (only about 12%) of
the total national allocation to education goes to higher education with about
88% being spent on lower level education. Lower education institutions such as
primary schools suffer under such conditions as the lower income classes are
unable to enjoy subsidies and quality education.
Problems of 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
• 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
As of January 2021, Pakistan vows to raise the literacy rate from 58% to 70% in
four years by providing school access to approximately 22.8 million students,
improving the education system for all age groups through the application of
modern technological resources.

Secondary education
Secondary education in Pakistan begins in grade 9 and lasts for four years. After
end of each of the school years, students are required to pass a national
examination administered by a regional Board of Intermediate and Secondary
Education (or BISE).

Upon completion of grade 9, students are expected to take a standardised test in

each of the first parts of their academic subjects (SSC-I). They again give these
tests of the second parts of the same courses at the end of grade 10 (SSC-II). Upon
successful completion of these examinations, they are awarded a Secondary
School Certificate (or SSC). This is locally termed a 'matriculation certificate' or
'matric' for short. The curriculum usually includes a combination of eight courses
including electives (such as Biology, Chemistry, Computer and Physics) as well as
compulsory subjects (such as Mathematics, English, Urdu, Islamic studies and
Pakistan Studies). The total marks for Matric are 1100 divided between 9 th and
10th. The marks are divided in each year follows: 75 marks for Maths, English and
Urdu, 50 marks for Islamic Studies (religion) and Pakistan Studies, 65 marks for
Sciences (Biology, Chemistry, Physics). an additional 60 marks are allotted for
practicals (20 for each science). Students then enter an intermediate college and
complete grades 11 and 12. Upon completion of each of the two grades, they
again take standardised tests in their academic subjects (HSSC-I and HSSC-II).
Upon successful completion of these examinations, students are awarded
the Higher Secondary School Certificate (or HSSC). This level of education is also
called the FSc/FA/ICS or 'intermediate'. There are many streams students can
choose for their 11 and 12 grades, such as pre-medical, pre-engineering,
humanities (or social sciences), computer science and commerce. Each stream
consists of three electives and as well as three compulsory subjects of English,
Urdu, Islamiat (grade 11 only) and Pakistan Studies (grade 12 only).
Alternative qualifications in Pakistan are available but are maintained by
other examination boards instead of BISE. Most common alternative is
the General Certificate of Education (or GCE), where SSC and HSSC are replaced
by Ordinary Level (or O Level) and Advanced Level (or A Level) respectively. Other
qualifications include IGCSE which replaces SSC. GCE and GCSE O Level, IGCSE and
GCE AS/A Level are managed by British examination boards of CIE of
the Cambridge Assessment and/or Edexcel International of the Pearson PLC.
Generally, 8-10 courses are selected by students at GCE O Levels and 3–5 at GCE A
Levels.
Advanced Placement (or AP) is an alternative option but much less common than
GCE or IGCSE. This replaces the secondary school education as 'High School
Education' instead. AP exams are monitored by a North American examination
board, College Board, and can only be given under supervision of centres which
are registered with the College Board, unlike GCE O/AS/A Level and IGCSE which
can be given privately.
Another type of education in Pakistan is called "Technical Education" and
combines technical and vocational education. The vocational curriculum starts at
grade 5 and ends with grade 10. Three boards, the Punjab Board of Technical
Education (PBTE), KPK Board of Technical Education (KPKBTE) and Sindh Board of
Technical Education (SBTE) offering Matric Tech. course called Technical School
Certificate (TSC) (equivalent to 10th grade) and Diploma of Associate
Engineering (DAE) in engineering disciplines like Civil, Chemical, Architecture,
Mechanical, Electrical, Electronics, Computer etc. DAE is a three years program of
instructions which is equivalent to 12th grade. Diploma holders are called
associate engineers. They can either join their respective field or take admission
in B.Tech. and BE in their related discipline after DAE.
Furthermore, the A level qualification, inherited by the British education system is
widely gained in the private schools of Pakistan. Three to four subjects are
selected, based on the interest of the student. It is usually divided into a
combination of similar subjects within the same category, like Business, Arts and
Sciences. This is a two-year program. A level institutions are different from high
school. You must secure admission in such an institution, upon the completion of
high school, i.e. the British system equivalent being O levels. O levels and A levels
are usually not taught within the same school.

Tertiary education
According to UNESCO's 2009 Global Education Digest, 6% of Pakistanis (9% of
men and 3.5% of women) were university graduates as of 2007. Pakistan plans
to increase this figure to 10% by 2015 and subsequently to 15% by 2020. There
is also a great deal of variety between age cohorts. Less than 6% of those in the
age cohort 55-64 have a degree, compared to 8% in the 45-54 age cohort, 11% in
the 35-44 age cohort and 16% in the age cohort 25–34.
After earning their HSSC, students may study in a professional institute
for Bachelor's degree courses such as engineering (BE/BS/BSc
Engineering), medicine (MBBS), dentistry (BDS), veterinary
medicine (DVM), law (LLB), architecture (BArch), pharmacy (Pharm.D)
and nursing (BSc Nursing). These courses require four or five years of study. The
accreditation councils which accredit the above professional degrees and register
these professionals are: Pakistan Engineering Council (PEC), Pakistan Medical and
Dental Council (PMDC), Pakistan Veterinary Medical Council (PVMC), Pakistan Bar
Council (PBC), Pakistan Council for Architects and Town
Planners (PCATP), Pharmacy Council of Pakistan (PCP) and Pakistan Nursing
Council (PNC). Students can also attend a university for Bachelor of
Arts (BA), Bachelor of Science (BSc), Bachelor of Commerce (BCom) or Bachelor of
Business Administration (BBA) degree courses.
There are two types of Bachelor courses in Pakistan: Pass or Honors. Pass degree
requires two years of study and students normally read three optional subjects
(such as Chemistry or [Education] Economics) in addition to almost equal number
of compulsory subjects (such as English, islamiyat and Pakistan Studies). Honours
degree requires four years of study, and students normally specialize in a chosen
field of study, such as Biochemistry (BSc Hons. Biochemistry).Pass Bachelors is
now slowly being phased out for Honours throughout the country.
Regarding teacher education programs, there are multiple paths in which a pre-
service teacher can take. The first option includes; 12 years of schooling. Then,
the person would receive an Associate’s degree in education. Finally, they would
receive a Bachelor’s degree in education for two more years to become an
elementary teacher. The second option available would include 12 years of
schooling and four years of schooling to receive a Bachelor of Education for either
elementary or secondary educators. The other options range from 14 to 16 years
of schooling. Finally, one could receive their master’s or Ph.D. in education.
According to the article, “Teacher Education in Pakistan”: there are many teacher
training institutes throughout Pakistan. In the past, there had been around 40,000
teachers being trained in short term programs per year. Even with this amount of
training, there are a few criticisms regarding teacher training. These programs are
more knowledge based and not application based. There is more focus and
interest on memorizations to qualify and pass exams. Lastly, these trainers do not
have any extra qualifications and are not highly qualified to begin with.
Quaternary education

Most of Master's degree programs require two years education. Master of

Philosophy (MPhil) is available in most of the subjects and can be undertaken
after doing Masters. Doctor of Philosophy (PhD) education is available in selected
areas and is usually pursued after earning a MPhil degree. Students pursuing
MPhil or PhD degrees must choose a specific field and a university that is doing
research work in that field. MPhil and PhD education in Pakistan requires a
minimum of two years of study.

Non formal and informal education

Out of the formal system, the public sectors runs numerous schools and training
centres, most being vocational-oriented. Among those institutions can be found
vocational schools, technical training centres and agriculture and vocational
training centres. An apprenticeship system is also framed by the state of
Pakistan. Informal education is also important in Pakistan and regroups mostly
school-leavers and low-skilled individuals, who are trained under the supervision
of a senior craftsman. Few institutes are run by corporates to train university
students eligible for jobs and provide experience during education fulfilling a gap
between university and industry for example: Appxone Private Limited is training
Engineers with professional development on major subjects of Electronics and
Computer science and other fields.

Madrassas

Madrassas are Islamic seminaries. Most Madrasas teach mostly Islamic subjects

such as Tafseer (Interpretation of the Quran), Hadith (sayings of
Muhammad), Fiqh (Islamic Law), Arabic language and include some non-Islamic
subjects, such as logic, philosophy, mathematics, to enable students to
understand the religious ones. The number of madrassas are popular among
Pakistan's poorest families in part because they feed and house their students.
Estimates of the number of madrasas vary between 12,000 and 40,000. In some
areas of Pakistan they outnumber the public schools.
Technical and vocational education

Education plays a crucial role in developing countries by transmitting necessary

life skills to the future citizens. After the eighteenth amendment was abolished in
2010, there was more autonomy available to people in the health care and
education spectrums. Technical and Vocational Education Training (TVET) raised
attention because education helps prepare students for future employment. TVET
classes also offer money management lessons, personal and family health
practices, and healthcare information. Providing proper TVET site management,
adequate teacher salaries, competent teachers, up-to-date curriculum, and equity
in the programs are challenges faced by Pakistani leaders. The major goals of
TVET include investing in the country’s workforce to stimulate the economy and
redistribute the wealth.

Policies for Education in Pakistan

International Policies
The Universal Declaration of Human Rights, which was adopted by the UN
General Assembly on 10 December 1948, laid special emphasis on provision of
free and compulsory elementary education for all children. According to Article 26
of the Declaration:
(1) Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms.
It shall promote understanding, tolerance and friendship among all nations, racial
or religious groups, and shall further the activities of the United Nations for the
maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given
to their children.
At present, at the international level, education development is guided by two
comprehensive international initiatives, endorsed by an overwhelming majority of
governments around the globe. These are the
Education for All (EFA) and the Millennium Development Goals (MDGs).
EFA Goals and Targets
At the World Conference on Education for All (Jomtien, Thailand 1990) some
1,500 participants, comprising delegates from 155 governments including
Pakistan, policymakers and specialists in education and health, social and
economic development met to discuss major aspects of Education for All (EFA).
Ten years after Jomtien, the World Education Forum was again convened by
UNESCO, UNDP, UNFPA, UNICEF and the World Bank. This time 1,500 participants
were brought together from 182 countries including Pakistan. Major development
agencies from around the world also participated. It concluded with the adoption
of the Dakar Framework for Action (April 2000) which outlined the following
goals:
i. Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable disadvantaged children;
ii. Ensuring that by 2015 all children, with special emphasis on girls and children in
difficult circumstances, have access to complete, free and compulsory primary
education of good quality;
iii. Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning, life skills and citizenship
programs;
iv. Achieve a 50% improvement in levels of adult literacy by 2015, especially for
women and equitable access to basic and continuing education for all adults;
v. Eliminating gender disparities in primary and secondary education by 2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls' full
and equal access to and achievement in basic education of good quality; and
vi. Improving all aspects of the quality of education and ensuring excellence of all
so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.
Millennium Development Goals in Education
At the 2000 UN Millennium Summit, world leaders from rich and poor countries
alike committed themselves - at the highest political level - to a set of eight time-
bound goals that, when achieved, will end extreme poverty worldwide by 2015.
The Millennium Development Goals (MDGs) are eight international development
goals that all 192 United Nations member states, including Pakistan, and at least
23 international organizations have agreed to achieving by the year 2015. They
include eradicating extreme poverty, expanding education, reducing child
mortality rates, fighting disease epidemics such as AIDS, and developing a global
partnership for development.
The second and third Millennium Development Goals (MDGs) specifically address
education: improvements in literacy, primary and secondary education and
elimination of gender disparities in education:
Goal 2: Achieve Universal Primary EducationTarget 3: Ensure that by 2015,
children everywhere, boys and girls alike, will be able to complete a full course of
primary schooling.
Goal 3: Promote Gender equality and Empower WomenTarget 4: Eliminate
gender disparity in primary and secondary education by 2005 and at all levels of
education, no later than 2015.
Given the high degree of similarity between the EFA goals and education MDGs -
in fact, EFA goals can be termed as a sub-set of MDGs (as MDGs represent a
broader spectrum including poverty, employment, health, environment, etc.), the
progress so far achieved in implementing the international commitments to
education can be assessed by reviewing the change which may have taken place
in a set of common indicators.
According to popular literature on the EFA and MDGs , the set of common
education indicators includes:
(a) Net primary enrolment rates - to reflect move towards Universal Primary
Education;
(b) Completion/survival rates till grade V - as proxy for quality of education;
(c) Literacy rates
(d) Gender Parity in primary education;
(e) Gender parity in secondary education;
(f) Youth (15-24 years old) literacy gender parity.
In this context, recent statistics on Pakistan's education indicators show that only
the gender parity indices would hopefully meet the MDG targets by 2015.
Achieving other targets would require enhanced commitment and intensive
efforts. Universal access to basic education and the completion of primary
education are important targets for EFA and MDGs. The primary net enrolment
rate in 2001-02 was 57 per cent which has increased to 63 per cent in 2011-12,
that is 6 percentage point increase during the last decade- almost an average of
0.5% per year.
Pakistan has signed the Sustainable Development Goals (SDGs); and Goal 4 of the
SDGs relates to quality education and lifelong learning. Pakistan could not achieve
the Education For All (EFA) agenda by 2015 despite invocation of Right to
Education under Article 25-A of its constitution (Global Monitoring Report, 2015).
In the region Pakistan ranked at the bottom with Bangladesh in the performance
to achieve the EFA agenda. The Global Competitiveness Index (GCI) shows that
Pakistan lags regional countries (India, China, Bangladesh, Sri Lanka and Malaysia)
in competitiveness in provision of primary education services

NationalPolicies
In Pakistan, the public policies on education reflect the National ideology. It
consists the political option, tradition, values, culture, socio-economic needs,
emerging trends and concepts and even its implications in future. The following
education policies were framed and implemented in the true perspectives.After
the birth of Pakistan on 14th August 1947, the first effort was made by the
founder of this Nation. In his message he highlighted the need of educational
improvement in the country. A National Education Conference, 1947 was
conducted for getting the recommendations for implementation. Thereafter, a
number of the education plans, some reports, policies and programs had been
approved for educational reforms. In this regard a comprehensive ‘Report of the
Commission on National Education, 1959’ had been documented, while focusing
on the overall issues of educational subject.
The announcement and implementation of policy frameworks has resulted that
the citizens were given the education as a fundamental right for their well-being.
Therefore, the people of our country have become capable of living their lives
well like other Nations of the world.
Since the history of Pakistan, the task of Nation building has been achieved by
imparting education for the masses. There had been a need of educated and
skilled manpower for running the country in all fields of life. The policies were
framed to make priorities and targets and even action plans. The salient features
of these policies are given following separately.
National Education Conference - 1947:
The birth of dominion of East and West Pakistan on 14th August 1947, a National
Education Conference was held in 1947. The founder 1st Governor General of
Pakistan, Mr. Muhammad Ali Jinnah, Quaid-e-Azam, had sent graceful message
duly meant education sector as most important. The extract from that message is
quoted as under:“The importance of education and the type of education cannot
be over-emphasized. There is no doubt that the future of our state will and must
greatly depend upon the type of education we give to our children, and the way
in which we bring them up as future citizens of Pakistan. We should not forget
that we have to compete with the world which is moving very fast in this
direction.”
The above Quaid’s Message is meant as the foundation of education system,
which has provided a clear way for the existence of Nation. It is the direction and
vision to compete with the other Nations of the world linked with the future of
the children (citizens) and the future the state – Pakistan.
New Education Policy 1970:
  Education as an agent of social reform and growth as a factor in
establishing a democratic social order by providing equitable access to
educational opportunities.
 The pattern of the secondary system should be such that the same level of
services and teaching staff should be maintained in all schools.
 We will have a great potential to lead the country by investing in numerous
social welfare initiatives and changing the environment.
 The dignity of teachers in society and educational institutions must be
opened to all children on the basis of merit (NEP, 1970).
Education Policy 1972-80
 The Equal educational opportunity for both sexes and equal access to
schooling through the provision of special services for all underprivileged
and backward adults.
 Active involvement in school affairs by teachers, students and parents'
representatives and the society at large.
 Generally, fostering the security, reputation and sense of obligation of
teachers and students. We will have a great potential to lead the country by
investing in numerous social welfare initiatives and changing the
environment which welcoming to all students (NEP, 1972).
National Educational Conference 1977
 There is no discrimination in schooling for boys and girls.
 The same facilities should be provided for girls and boys around the
country.
 Teachers and students who are the fortunate divisions of our society and
the founders of tomorrow's education institute must be models of
discipline.
National Education Policy and Implementation Program 1979
 Equal opportunities for all genders.
 The environment ensures that student’s opinions, voices, & ideas are
valued and respected by their peers & instructor.
 Developing creative and innovative faculty through in service training.
  Furthermore, a cautious environment needs to be built in these schools in
order to continue & expand these relationships.
 Students, parents & all stakeholders must be valued for the betterment of
quality education (NEP, 1979). )
National Education Policy 1992
 All students can gain competence, without exception or excuse, and that
schools must organize themselves to promote equitable learning for all
students.
 The institute addresses how differences in race, language, income, skills,
and gender, but no representation of gender inequality—a place of
honours and recognition given to teachers in society.
 School leaders to strive to create schools with equal access and equal
support for all students & restructuring staff by assessing student progress
through disaggregated data.
 Inclusive education practices of disability education but further expands
concepts to support learners from different groups with a wide range of
requirements (NEP, 1992).
Education Sector Reform 2001-2005
 No inequitable allocation of opportunities for growth gains between
women and men.
 Fair access to learning opportunities and optimizing equal opportunities,
and reducing the gender disparity at all levels of education (Government of
Pakistan, 2001).
 Schools should be led by principles of social justice to ensure equitable
allocation of educational services, uphold human rights & give equal
opportunity to all their students.
National Education Policy 1998-2010
https://www.slideshare.net/AqilJogi/educational-policy-of-pakistan-1998-2010
The National Education Policy (1998-2010) emphasized increased enrolments in
public sector schools and higher budgetary allocations to education. It advocated
the removal of urban-rural and gender imbalances, improving the quality of
education at all levels particularly through curriculum reform, strengthening
education facilities, encouraging private sector participation and effective
community involvement. It was specifically envisaged to address the issue of out-
of-school children and expansion of non-formal education to complement the
formal system; and the implementation of literacy and functional literacy
programmes for adults.
In light of the National Education Policy 1998-2010, the Education Sector Reforms
(ESR: 2001-06), focusing on literacy, universal primary education of good quality,
enhanced budgetary allocations (to 3% of GNP), improved technical and higher
education, and greater public-private partnership, was developed with all the
principal actors of EFA and other stakeholders. The consultation process lasted for
more than six months. The organizations which participated included the
education departments of all provincial and federating units, non-governments
organizations, private sector, UN agencies and bilateral and multilateral donor
agencies. In this context, a National Conference on Education for All was held with
the objective to launch EFA movement, share EFA goals and strategies with
stakeholders and prepare a framework for the national and provincial plans of
action. This was followed by a series of discussions and workshops to develop
action plans, each based on active participation by all stakeholders i.e.,
government officials, education experts, NGOs, private sector, and international
development partners.
The EFA National Plan of Action (2001-15) was prepared and endorsed by the first
Poverty Reduction Strategy Paper (PRSP I 2003-06) but could not be implemented
due to lack of financial support, both domestic and external. Similarly 15-year
provincial and district EFA plan were prepared.
National Education Policy 2009
http://www.mofept.gov.pk/SiteImage/Policy/NEP_2009.pdf
The NEP (2009) recognizes that there are close links between equity in
educational opportunities and equitable income distribution and income growth.
If the education system is structured on a divisive basis, the divisions it creates
can endanger long run economic growth as well as stability of society.
Affirmation of commitment to Pakistan's egalitarian education vision in the
service of all citizens and as a driver of economic and social development can help
produce a virtuous circle of high level of human and social capital leading to
equitable economic growth and social advancement.
The NEP 2009 document identifies policy actions in pursuit of two overarching
objectives:
 widening access to education; and (ii) improving quality.
Key policy actions identified are as follows:
1. Provinces and Area Governments shall affirm the goal of achieving universal
and free primary education by 2015 and up to class 10 by 2025.
2. Provincial and Area Governments shall develop plans for achieving these
targets, including intermediate enrolment targets and estimates of the required
financial, technical, human and organizational resources.
3. The plans shall also promote equity in education with the aim of eliminating
social exclusion and promoting national cohesion. Greater opportunities shall be
provided to marginalized groups of society, particularly girls.
4. To achieve the commitments of Government of Pakistan towards Education for
All (EFA) and the MDGs, inclusive and child-friendly education shall be promoted.
5. Special measures shall be adopted to ensure inclusion of special persons in
mainstream education as well as in literacy and Technical and Vocational
Education (TVE) programmes.
6. Governments shall improve quality of educational provision at all levels of
education.
7. National Standards for educational inputs, processes and outputs shall be
determined. A National Authority for Standards of Education shall be established.
The standards shall not debar a provincial and area government/organization
from having its own standards higher than the prescribed minimum.
8. Provincial and district governments shall establish monitoring and inspection
systems to ensure quality education service delivery in all institutions.
9. Steps shall be taken to make educational provision relevant for the
employment market and for promoting innovation in the economy.
10. Universities and research institutes shall place greater emphasis on mobilizing
research for promoting innovation in the economy.
11. Educational inputs need to be designed with comprehension of the challenges
and opportunities related to globalization. Strategies shall be developed to
optimize opportunities and minimize the potentially negative impacts
National Plan of Action2013-16 Achieving Universal Primary Education in
PakistanMDG Acceleration Framework
http://www.mofept.gov.pk/SiteImage/Policy/MDGs%20Book.pdf
Pakistan is amongst the nine countries, which have the largest numbers of
primary-age group out-of-school children. To initiate in-country dialogues for
reviewing the progress against Millennium Development
Goals, The World Bank organized the “Learning for All Ministerial Meeting” on
April 18, 2013, in collaboration with the Global Partnership for Education (GPE),
UN Secretary-General, and the UN Special Envoy for Global Education. The
purpose of the meeting was to explore concrete steps in order to accelerate
progress towards ensuring that all children attend school and learn. Pakistan
could not participate in the meeting because general elections were being held in
Pakistan. However, the Ministry of Education,
Trainings & Standards in Higher Education (MET&SHE) undertook an important
initiative to prepare status report on education-related MDGs.
The Ministry coordinated with Provincial and Area Departments of Educations for
developing accelerating framework to achieve the MDG targets by 2015. Under
the supervision of the Federal Secretary of the Ministry of Education, Trainings &
Standard in Higher Education a core committee was formed to develop
accelerated framework and action plan to achieve education related MDGs. The
core committee consisted of development economists, statisticians, data analysts,
and education planning experts as well as representatives of UNICEF and
UNESCO. The MET&SHE designated the Academy of Education Planning and
Management (AEPAM) as focal coordinating agency to closely work with
Provincial and Area departments of Education and Civil Society Organizations.
Departments of Education accordingly nominated focal persons for developing
Plans of Action for MDG Accelerated Framework .
Following a multi stakeholder consultative process, the Federal Ministry of
Education and Provincial Departments of Education jointly organized eight
provincial/area workshops in April/May 2013 to develop Plans of Action. The
consultative meetings were attended by Provincial Secretaries of Education,
representatives of civil societies, UN agencies, and donors. Provincial Sector Plans
were used as guiding documents for developing Plans of Action.
Provincial and Areas Plans of Actions are based on inputs given by the
provincial/area group of experts. Group work exercise in each provincial/area
workshop highlighted major challenges to education as following:
 Identified in-school and out-of-school bottlenecks.
 Suggested some traditional and innovative strategies to ensure that out-of-
school children can
be enrolled
 Ideas to, retain in-school children and provide them with quality education
in public, private,non-government and religious (deeni) schools.
 Enhanced technical capacities and substantially increase additional
resources to meet the cost of implementing Plans of Action.
The National Plan of Action estimates a total of 6.7 million primary-aged out-of-
school children during 2013-
16. Of these 5.06 million children are expected to be enrolled in the country. For
this, the gross national cost estimate is Rs. 189 billion i.e. around US $ 2 billion.
The Government of Pakistan is committed to gradually increase the allocation to
education from the present 2% of GDP to 4% of GDP by 2018. In this, the
provincial allocations to primary education will have to be substantially increased
to reach out to the disadvantaged groups such as rural and remote areas, urban
poor, girls, ethnic minorities, etc..
The overall coordination of the Action Plan will be the responsibility of the
Ministry of Education, Trainings and Standards in Higher Education.
Implementation progress reports against the Plan targets will be prepared by
each provincial and area government and discussed in the Inter-Provincial
Secretaries' meetings. These progress reports will highlight and resolve the issues,
challenges and bottlenecks in achieving the targets. The Provincial Plans of Action
on Accelerating MDGs are the basis for orientation and high-level advocacy for
enhanced financial resources. This Plan of Action represents an indicative rolling
plan which will be regularly reviewed and revised.
Objectives:-
The key objective of the National Plan of Action is to accelerate the progress
towards achieving education MDGs in the next three years.
More specifically, the Plan aims to achieve:
1. enrolment of maximum number of out-of-school children in primary classes;
2. in-school retention all enrolled children, and completion of their primary
education;
3. improvement in quality of primary education;
The National Plan of Action is based on eight provincial/area plans. Each
provincial/area plan reviews the education situation in its respective
province/area, identifies the gap in primary enrolments, quantifies the number of
out-of-school children, analyses the reasons for low enrolments and high drop-
out rates and suggests enhancement of existing options as well adoption of
innovative strategies to attain maximum progress within the stipulated time
frame. It is universally known that in Pakistan, attaining UPE will require
expansion of primary education through both formal as well as non-formal
means; through public as well as private sectors; improving quality of education
for better retention levels; involving community participation and other possible
strategies.

National Education Policy 2017-2025

http://www.mofept.gov.pk/SiteImage/Policy/Draft%20National%20Educaiton
%20Policy%202017.pdf
See Goals & Objectives from above link.
Single National Curriculum 2020-2021
http://www.mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTU
tNzUyNDI3ZWMzN2Rm
One system of Education for all, in terms of curriculum, medium of instruction
and a common platform of assessment so that all children have a fair and equal
opportunity to receive high quality education. Single National Curriculum is a step
in that direction.
One system of Education for all, in terms of curriculum, medium of instruction
and a common platform of assessment which will ensure:
 All children have a fair and equal opportunity to receive high quality
education
 Social Cohesion and National Integration
 Alleviation of disparities in education content across the multiple streams
 Equal opportunities for upward social mobility
 Equity in education
 Holistic development of children in the light of emerging international
trends and local aspirations
 Smooth inter-provincial mobility of teachers and students
Key Considerations
The development of SNC is driven by the following key considerations:
 Teachings of Quran and Sunnah
 Vision of Quaid and Iqbal
 Constitutional framework
 National Policies, Aspirations and National Standards
 Alignment with the goals & targets of SDG-4
 Emerging international trends in teaching, learning & assessment
 Outcomes based approach
 Focus on Values, Life Skills Based and Inclusive Education
 Respect & appreciation for different cultures & Religions in local and global
context
 Promotion of intellectual, spiritual, aesthetic, emotional, social and physical
development of learners
  Move away from rote memorization & Focus on Project, Inquiry and
Activity Based Learning
 Development of 21st century skills including Analytical, Critical and Creative
Thinking.
 Use of Information & Communication Technology (ICT)
 Alignment with Trends in International Mathematics and Science Study
(TIMSS)
Conclusion
Seven main education policies have been established from 1947 to 2017, and
these policies have aimed to resolve problems, concerns and challenges in the
education sector in Pakistan. The key emphasis of these initiatives was on access
to education, the quality of education, the elimination of gender inequalities from
the education, the administration of education, the system of education, science
and technology, technical and vocational education.

Literacy Rate of Pakistan (Reviseable)

Adult literacy rate (15 years and above)at National level also remains Stagnant at 57 % during
the period 2014 and 15. While literacy rate from 10 to 15 years old remains stagnant at 60%.
Gross Enrolment Ratio (GER) for primary schools ( 6yr-10) at National level has decreased to
91% in 2014-15 from 92% in 2012-2013.

Literacy (2017[1])

Total 59.13%

Male 71.12%

Female 46.47%

Enrolments
 32.33% of population[2]
Total

Primary 67.57%[2]

Secondary 43.82%[2]

Post secondary 14.85%[2]

The literacy rate ranges from 82% in Islamabad to 23% in the Torghar

District. Literacy rates vary by gender and region. In tribal areas female literacy is
9.5%, while Azad Kashmir has a literacy rate of 74%. Pakistan produces about
445,000 university graduates and 10,000 computer science graduates per
year. Despite these statistics, Pakistan still has low literacy rate. And Pakistan also
has the second largest out of school population (22.8 million
children) after Nigeria.
In Human development Report Pakistan is placed at 136th position for having just
49.9% educated populace. The primary completion rate in Pakistan, given by Date
Center of UNESCO, is 33.8% in females and 47.18% in males, which shows that
people in the 6th largest country of the world are unable to get the basic
education.
The definition of literacy has been undergoing changes, with the result that the
literacy figure has vacillated irregularly during the last censuses and surveys. A
summary is as follows:
Year
of
Definition
cens Age
Tot Mal Fem Urb Rur of
us gro
al[9 e[9 ale[ an[ al[9 being
or up[
5] 5] 95] 96] 6] "literate"[9
surv 96]
5]
ey[9
5]

195 17. 21. 13.9 N/A N/A One who All

1
(We can read a
st 9%[ 4%[ %[9 clear Age
Paki 97] 97] 7] print in any s
stan language
)

196 One who is

1 able to read Age
(We 16. 26. with 5
6.7% 34.8 10.
st 9%[ 1%[ understandi and
[97] % 6%
Paki 97] 97] ng a simple abo
stan letter in any ve
) language

One who is
able to read
and Age
write in 10
197 21. 30. 11.6 41.5 14.
some and
2 7% 2% % % 3%
language Abo
with ve
understandi
ng

One who
Age
can read
10
198 26. 35. 16.0 47.1 17. newspaper
and
1 2% 1% % % 3% and write a
Abo
simple
ve
letter

199 43. 54. 32.0 63.0 33. One who Age

8 92% 81% 2% 8% 64 can read a 10
% newspaper and
and write a Abo
 simple
letter, in
ve
any
language

“Ability to
read and
understand
simple text
in any
language
from a
newspaper
or
magazine,
Age
write a
201 10
59. 71. 46.6 51 simple
7[98 74% and
13% 12% 7% % letter and
] Abo
perform
ve
basic
mathematic
al
calculation
(ie,
counting
and
addition/su
btraction).”
[99]
Literacy rate by Province
Literacy rate[95]
Province 1972 1981 1998 2019[98]

Punjab 20.7% 27.4% 46.56 64%

 %

45.29
Sindh 30.2% 31.5% 57%
%

Khyber 35.41
15.5% 16.7% 55%
Pakhtunkhwa %

Balochistan 10.1% 10.3% 26.6% 40%

Literacy rate of Federally Administered AreasEdit

Literacy Rate
Region
1981 1998 Latest

Islamaba 47.8%[100] 72.40%[10 85%

d (ICT) [101] 0] (2015)[8]

Azad
74%
Jammu &
25.7%[102] 55%[103] (2017)
Kashmir
[10]
(AJK)

Gilgit- 37.85%[10
3% [104] N/A
Baltistan 4]
Mean Years of Schooling in Pakistan by administrative unit
19 199 200 200 201 201 20
Unit 2012
90 5 0 5 0 5 18

Azad
Jammu 3.7 4.5 5.4 7.4 7.2 7.35  6.9 6.5
& 8 9  2  7  2  2  1
Kashmir

Balochist 1.7 2.1 2.5 3.4 3.2 3.14  3.1 3.1

an 7 5  3  9  5 
 7  0

1.4 1.7 2.0 2.8 2.7 2.69  2.6 2.4

FATA
2 3  4  1  1  0  5

Gilgit- 2.0 2.4 2.8 3.9 3.8 3.80  4.5 5.1

Baltistan 1 4  8  7  4  9  7

Islamaba 4.1 5.0 5.9 8.2 9.6 10.7 9.6 8.3

d (ICT) 6 5  6  1  7  0  2  4

Khyber
1.8 2.2 2.6 3.6 3.8 3.97  3.9 3.8
Pakhtun
3 2  2  2  0  5  2
khwa

1.9 2.3 2.8 3.8 4.4 4.85  5.2 5.4

Punjab
6 8  1  8  4  3  1

2.4 2.9 3.4 4.7 5.1 5.51  5.3 5.0

Sindh
3 5  8  9  9  5  5

2.2 2.7 3.2 4.5 4.6 4.85  5.0 5.1

Pakistan
8 7  7  1  8  9  6

Literacy rates and development

Pakistan has one of the lowest literacy rates in South Asia at 49.9 percent. The
male literacy rate is 61.7 percent and the female literacy rate is 35.2 percent. The
female literacy rate drops to twenty-five percent in rural areas of Pakistan. Girls’
school enrollment also significantly drops in the rural areas of Pakistan. The
enrollment rate for girls in rural areas is only twenty percent in grade school.
Sixty-five percent of Pakistan’s population is made up of rural citizens. Citizens in
Pakistan face issues that affect their quality of life. Issues such as illiteracy are
linked to poverty and lack of basic needs. Feudalism and patriarchy leadership has
kept females especially from receiving adequate education.
Parents with lower literacy skills struggle to understand health recommendations
that can affect the development of their children. Malnutrition is a problem for
children of parents who do not have a formal education status. Uneducated
parents may not know the necessary proper nutrition needed for their children to
adequately grow and develop. Malnutrition is associated with mothers who are
illiterate and unaware of correct feeding practices.[107]
In a study published by the Research Journal of Commerce, Economics, and Social
Sciences, discusses the importance of education. The study compares Indonesia,
Malaysia and Pakistan. Education plays a huge role and is a crucial tool for overall
improvement in well-being. Education helps jobs, upholds social justice and
equity, social and self-awareness, and open mindedness. Education is one of the
most important contribution a country can offer its citizens in the hopes of
inequality and poverty. Education has a very positive effect on human life. In any
society education plays such a basic role and without education we cannot
imagine a life. This study found that there are many differences in culture in
Indonesia, Malaysia and Pakistan as well as resources within the country are also
very different. The data reveals that the literacy rate of Indonesia is 90%, Malaysia
is 89% and Pakistan is 54.9%, which is significantly lower in compared to the other
two countries. In comparison to these other two countries, Pakistan has the more
poverty and inequality within its country. It only makes sense that it has the
lowest literacy rate because of this. If Pakistan's literacy rates were to go up, their
poverty and inequality within their country would hopefully go down, creating a
better society and more beneficial country.

Challenges Faced by Educational System of

Pakistan
http://www.mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy
%20Framework%202018%20Final.pdf

Quality of Education in Pakistan

In Pakistan, the quality of education has a declining trend. Shortage of teachers
and poorly equipped laboratories have resulted in the out-dated curriculum that
has little relevance to present-day needs. The education is based just on
cramming and the students lack professional skills as well as communication skills
when they are graduated from an institute. Moreover, the universities here are
too expensive, due to which the Pakistani students can't afford a university to get
higher education. Moreover, the universities here don't provide skills that have a
demand in market.
However, there have been numerous reforms to attempt to raise the quality of
education in this country. Examples of these include; The Convention of the Rights
of the Children (1989), the Millennium Development Goals (UN 1990), and the
Sustainable Development Goals (2015). This last reform included free and
compulsory education for all children, and access to quality basic education.

Education expenditure
The expenditure on education is around 2% of Pakistan's GDP. However, in 2009
the government approved the new national education policy, which stipulates
that education expenditure will be increased to 7% of GDP an idea that was first
suggested by the Punjab government.
The author of an article, the history of education spending in Pakistan since 1972,
argues that this policy target raises a fundamental question: What extraordinary
things are going to happen that would enable Pakistan to achieve within six years
what it has been unable to lay a hand on in the past six decades? The policy
document is blank on this question and does not discuss the assumptions that
form the basis of this target. Calculations of the author show that during the past
37 years, the highest public expenditure on education was 2.80 percent of GDP in
1987–88. Public expenditure on education as a percentage of GDP was actually
reduced in 16 years and maintained in 5 years between 1972–73 and 2008–09.
Thus, out of total 37 years since 1972, public expenditure on education as a
percentage of GDP either decreased or remained stagnant for 21 years. The
author argues if linear trend were maintained since 1972, Pakistan could have
touched 4 percent of GDP well before 2015. However, it is unlikely to happen
because the levels of spending have had remained significantly unpredictable and
unsteady in the past. Given this disappointing trajectory, increasing public
expenditure on education to 7 percent of GDP would be nothing less than a
miracle but it is not going to be of godly nature. Instead, it is going to be the one
of political nature because it has to be "invented" by those who are at the helm of
affairs. The author suggests that little success can be made unless Pakistan adopts
an "unconventional" approach to education. That is to say, education sector
should be treated as a special sector by immunizing budgetary allocations for it
from fiscal stresses and political and economic instabilities. Allocations for
education should not be affected by squeezed fiscal space or surge in military
expenditure or debts. At the same time, there is a need to debate others options
about how Pakistan can "invent" the miracle of raising education expenditure to
7 percent of GDP by 2015.

Religious Factor
Education in Pakistan is heavily influenced by religion. For instance, one study of
Pakistani science teachers showed that many rejected evolution based on
religious grounds. However, most of the Pakistani teachers who responded to the
study (14 out of 18) either accepted or considered the possibility of the evolution
of living organisms, although nearly all Pakistani science teachers rejected human
evolution because they believed that ‘human beings did not evolve from
monkeys.’ This is a major misconception and incorrect interpretation of
the science of evolution, but according to the study it is a common one among
many Pakistani teachers. Although many of the teachers rejected the evolution of
humans, " all agreed that there is ‘no contradiction between science and Islam’ in
general".
According to the Pakistan's National Council for Justice and Peace (NCJP) report
2001 on literacy of religious minorities in Pakistan–the average literacy rate
among Christians in Punjab is 34 percent, Hindu (upper caste) is 34 percent,
Hindu (scheduled castes) is 19 percent, others (including Parsis, Sikhs, Buddhists
and nomads) is 17 percent compared to the national average of 46.56 percent.
Whereas the Ahmadis have literacy rate slightly higher than the national
average.

Critical Analysis of ills in Education system in

Pakistan
The education system of Pakistan despite of towering claims and plans faces the
following problems which are critically analysed below;
Lack of uniformity
The system of education in Pakistan according to Iqbal (1981) is not based on
uniform principles [5]. Different systems of education are simultaneously working
in the country. The curriculum is also not uniformed which has given birth to
different schools of thoughts. For example there is a world of difference between
the attitudes of students coming out from the public educational institutions,
DeeniMadaris and the few private elite institutions. This trend has accelerated the
pace of polarization in the society. According to Zaki (1989) this is the result of
divisive Pakistani education system [1]. This system has created a huge gap
among the nation and even has deeply penetrated into the cultural veins of the
nation. The recent wave of terrorism and the increasing sectarian division are the
logical consequences of this divided system of education. As a result of this
current polarized system of education there has occurred a great social division in
the society on political, social and economic grounds rather than unity among the
people which is cutting knee deep the ideological and social foundation of the
nation leading towards further divisions on linguistic and regional grounds which
can potentially damage the social cohesion and fabric of the society [7].
Education without direction
A sound education system is essential for every nation of the world [8]. Every
nation develops its generation on the basis of vigorous training and education on
social, political, economic and ideological grounds. Pakistani education system
due being directionless and weak has not been able to develop and guide its
people on sound political and social grounds. There is lack of cohesion in the
system and it is more prone towards general education which does not bring any
skilled manpower to the market. Resulting there is increasing unemployment. This
situation may promote sense of deprivation among the masses [9]. Due to this
there is cultural and political unrest in the society. Besides, there is lack of
educational opportunities for science and technology. In this way the
development of thinking, reasoning and creativity of students is not being
polished.
Outdated curricula
Curriculum is the tool through which the goals of education are achieved. The
curriculum of education in Pakistan does not meet the demands of the current
times. It is an old and traditional curriculum which compels the learners to
memorize certain facts and figures without taking into consideration the reality
that education is the holistic development of an individual. It places much
emphasis on the psychology of the learner as well which cannot be negated in the
process of teaching and learning. The objectives of education must be developed
the psychological, philosophical and sociological foundations of education. The
present educational curriculum of Pakistan does not meet these modern
standards of education and research. Hence this curriculum is not promoting the
interest of the learner for practical work, research, scientific knowledge and
reflective observation, rather, it emphasizes on memory and theory [4].
Lack of professional development of teachers
Training is essential for quality performance. Teaching is a challenging job. There
is lack of training opportunities for teachers in Pakistan. Although there various
teacher training institutes in the country. These institutes are either not well
resourced or being poor run due to lack of fund and trained human resource such
trainers and administrators. There are no proper training standards in the
available training institutes around the country. Most of the training institutes
have been closed down due to lack of funds. The courses being run in the teacher
education intuitions are outdated and very traditional which does not enhance
the skills, motivation and quality of teachers [1].
Lack of quality teachers
Teacher is the backbone of education system. The quality of teachers in Pakistani
schools is deplorable. According to a UNESCO report, the quality of the teachers
and instruction in schools is of low quality [5]. This situation is grimmer in remote
parts of Punjab, Sindh and Baluchistan where even there are no teachers available
in schools. Research has found that teachers do not use new methods and
strategies of teaching and learning [3]. Majority of the teachers do not know
about lesson planning which renders them incapable of dealing with various
problems in the process of teaching and learning. Teachers encourage cramming
of the materials by students. Students do not know the use of libraries in
educational institutions.
Thus the reading habits are decreasing among the students. Teachers are highly
responsible for all this mess. It is their professional responsibility to guide the
students towards book reading. Teachers rely on lecture methods which do
provide an opportunity to students to participate in the process of education as
active member. They only note does the information and memorize this just to
pass the examination. Thus students are evaluated on the basis of memorization
of facts and information rather than performance [10].
Alarming dropouts
Due to lack of effective management of schools there is lack of discipline in
schools and other educational institutions which leads to high scale dropouts of
students. This trend has increased to such an extent that there are now 40 lac
students out of school due to drop out in Pakistan. This trend according to Hayes
(1989) is due to partly the punishment in schools, poor motivating or unattractive
school environment and partly due to weak parenting on the part of parents [11].
Child labour and poverty is also one of the reasons for dropouts form schools. An
estimated 30 percent of children enrolled in primary education reach to the
matric level. This trend in Pakistan has added to the low literacy rate as well [8].
System of examination
Examination is the evaluation of student’s learning. It should be based on
qualitative and quantitative techniques to comprehensively evaluate the
performance of students. The standards must ensure validity and reliability of the
procedures used in the assessment process. The basic aim of assessment is to
evaluate the performance of students. The examination system of Pakistan is not
only outdated but it also does not have the quality to evaluate the performance
of learners comprehensively. The examination system of Pakistan tests only the
memory of students. It does not evaluate them in all aspects of learning.
Moreover, the examinations are influenced by external and internal forces which
have encouraged the trend of illegal practices such as unfair means. As a result of
this the examination system promotes rote learning and cramming which negates
the role of high intellectual power of learners in the education process such as
critical thinking, reflection,
analytical skills and so on. It does not measure the actual achievements and
performance of students [6].
Poor supervisory standards
The role of supervision is to explore weaknesses or faults of teachers and showing
a harsh treatment in form of transfers to remote areas or even termination from
services [12]. Supervision is the monitoring of teaching and learning. Through
effective supervision techniques the process of teaching and learning could be
improved. The system of school supervision is aimless. There is not only lack of
supervisory activities in schools but the process of supervision itself does not
bring any positive results for teachers and students. Supervision system is
concerned with controlling and harassing the teachers rather than providing help
and guidance for improvement of performance
[3].
Internal and external influences
Education system in Pakistan is not free from external and internal influences.
Externally the system has been made hostage to political interference and
internally it is plagued by the bureaucratic manipulations [13]. There is a greater
favouritism and nepotism in matters of transfers, appointments and promotions.
Due to this the basic infrastructure of the education system in Pakistan has
affected [4].
Lack of resources
Education resources such as books, libraries and physical facilities are important
for smooth running of educational process. There are despairingly no facilities of
books, libraries and reading materials in all educational institutions of the
country. Besides, there are overcrowded classrooms, inadequate teachers and ill-
equipped laboratories. This entire grim situation has resulted in a despair and low
standard education system [4].
Policy implementation
Since the inception of Pakistan a number of education policies were created.
There has been lack of political will on the part of successive government to
implement the policies vigorously. The policies were highly ambitious but could
not be implemented in true letter and spirit. There has been problem of
corruption, lack of funds and gross inconsistency in successive planning on the
part of various political regimes in Pakistan. Moreover, in the overall policy
formulation teachers have been ignored. They are regarded as unimportant
element which has led to alienation between the teachers and the system of
education [1].
Low budgetary allocation for education
Finance is considered the engine of any system. The education system of Pakistan
has been crippled mainly due to scarce finance. The successive governments have
been giving less than 2.5 percent budget to the education sector which is not
sufficient for the growing educational needs of the nation in the present changing
times. In many of the developing regional countries such as Sri Lanka and
Bangladesh the budgetary allocation for education has increased. But in Pakistan
it is declining day by day [7].
According to International Crisis group, Pakistan is amongst the 12 countries in
the world that spent less than 2 percent of their GDP on education sector [3].
With this insufficient budgetary allocation, the country is hardly going to meet the
targets of universalization of primary education as a signatory to the Dakar
Conference’s MDG goals by 2015 and onward.
Corruption
Among other causes, corruption is the main contributing factor which has deeply
affected the education system of Pakistan [8]. There is a weak system of check
and balances and accountability which has encouraged many criminal elements
to misappropriate funds, use of authority illegally and giving unnecessary favors
in allocation of funds, transfers, promotions and decision making. According to
Transparency International, Pakistan is included in the list of the most corrupt
countries of the world [3]. Due to low salaries, teachers in search of decent life
standards and to keep their body and soul together attempt to unfair means in
the examination and matters relating to certificates, degrees and so on.

Theoretical (Not Practical) Education

Due to this issue, even degree holders don’t have any skill to utilize and earn a
handsome amount of money to live a happy life. They only depend on the jobs
with meagre salaries which also need practical skills in this modern age.

A very serious part is that so-called educated degree holders dawdle around for
jobs while on the other side, a local engineer called “Mistry” who has no degree
at all and is considered as an illiterate, earns millions per year and provides jobs
to the degree holders. At some points, these degree holders are provided
internshipsby these non-degree holders. It is a big slap to the Educational System
of Pakistan
Regional Disparity
Regional disparity is also a major cause. The schools in Baluchistan (The Largest
Province of Pakistan By Area) are not that much groomed as that of Punjab (The
Largest Province of Pakistan By Population). In FATA, the literacy rate is
deplorable constituting 29.5% in males and 3% in females.

Ratio of Gender Discrimination

The ratio of gender discrimination is a cause which is projecting the primary
school ratio of boys & girls which is 10:4 respectively. For the last few years there
has been an increase in the growth of private schools. That not only harms the
quality of education but creates a gap among haves and has not.

Lack of Technical Education

The lack of technical education is a biggest flaw in the educational policy that has
never been focused before. Therefore, less technical people mean less.

Increase in the Rate of Out of School Children

In Pakistan, currently there are an estimated 6.7 million primary-aged (of 5-9 years) children
who are out-ofschool, of which 44% are boys and 56% are girls

Out-of-school children can be broadly classified into two groups: (i) children who have never
attended school; and (ii) children who dropped out-of-school before completing primary school.

Reasons for never attending School: Among children who never attended school, the most
predominant reason for girls is “parents did not allow” (40%), followed by “too expensive”
(16%), “child not willing (10%) and “too far” (9%). For boys, the reasons seem a bit different,
with “child not willing” (37%), followed by “too expensive” (21%); and “has to help at work”
(10%). Reasons for dropping out-of-school before completing primary: For girls, the
predominant reason for dropping out of primary school is “child not willing” (14%), followed by
“parents did not allow” (10%) and “too expensive” (7%). With boys, too, the predominant
reason is also “child not willing” (26%) but this is followed by “had to help at work” (7%)

Medium of Instruction

CONCLUSION
This paper concludes that education develops people in all domains of life such as
social, moral, spiritual, political and economic. It is a dynamic force which enables
every nation to achieve its overall national goals. It is an established fact that
countries that have developed a sound system of education have a sound social
and political system. With effective educational systems many countries are
playing a leadership role in the comity of nations. They are enjoying their liberties
and also are politically and economically free and developed. The education
system of Pakistan has not been able to play its role effectively in nation building.
This factor has contributed towards development of frustration among the
Pakistani society. The future generation of Pakistan is directionless due to
defective education system which has drastically failed to raise the nation on
sound economic, social, political and moral grounds. The directionless system of
education is producing forces of degree holders who are deficient in high order
live skills such as reflection, critical thinking, analysis, research and creativity. The
education system instead has focused on feeding the individuals with outdated
information and knowledge which is less relevant to the current fast changing
world. Students coming out of the Pakistani education system are theoretically
sound but have no skills to apply whatever they learn from their institutions due
to the traditional methods of teaching and learning. Finally, this study concludes
that the there is an urgent need to reform the system of education of Pakistan
and for this purpose this study presents the following recommendations.

Remedies for enhancement of Education in Pakistan

1. There should be sufficient budgetary allocation for education in the

national GDP. This will provide the system with resources to take fresh breath of
life.
2. 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 programmes of training for teachers on periodical basis.
3. 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 help in creating a
sense of ownership of the system and its functions.
4. 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, colour and creed.
5. 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.
6. 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.
7. 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 favours and
support.
8. 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.

Ills and Remedies by national officers Academy