ASSIGNMENT No.

Q.1 Explain concept of career development what are the steps of successful
career development.
Ans-
The career development is the process of conversion of personal career plan
into action in order to achieve career goals. There are three key heroes who
share responsibility for an employee’s career development- the employee, the
organization, and the manager.
A career development system includes a variety of components for use in the
organizations.
In order to increase the efficiency of the system, the HR mangers must have
complete knowledge about these tools since they play a role of consultant when
employees and supervisors use this system. Plus, they are responsible for
designing and developing an effective career development system for their
organization.
Learn about:- 1. Introduction and Meaning of Career Development 2. Need for
Career Development 3.Significance 4. Steps 5. Actions 6. Strategies 7. System 8.
Responsibilities and Benefits 9. Problems and Role of HR in Managing Problems
10. Meeting the Challenges.

Career Development: Meaning, Need, Significance, Steps, System, Benefits,

Problems and Challenges

Career Development – Introduction and Meaning

According to Edwin Flippo, “A career is sequence of separate but related work
activities that provide continuity, order and meaning to a person’s life.” It is not
merely a series of work-related experiences, but consists of a series of properly
sequenced role experiences leading to an increasing level of responsibility,
status, power and rewards. It represents an organized path taken by an
individual across time and space.
In the case of an employee, career planning provides an answer to his question
as to where he will be in the organization after five years or ten years or what
the prospects of advancing or growth are in the organization. Career planning is
not an event or an end in itself, but a process of development of human
resources. In short, it is an essential aspect of effective management of people
at work.
A career path is the sequential pattern of jobs that forms a career. Career goals
are the future positions one strives to reach as part of a career. Career planning
is the process by which one selects career goals and the path to these goals.
Career development involves those personal improvements that a person
undertakes to achieve a personal career plan. Career management is the process
of designing and implementing goals, plans and strategies to enable the
organization, to satisfy employee needs while allowing individuals to achieve
their career goals.
The career development involves the process of conversion of personal career
plan into action in order to achieve career goals. There are three key heroes who
share responsibility for an employee’s career development- the employee, the
organization, and the manager.
The basic and fundamental responsibility of career development lies with the
employees only few vital support can be provided by managers and
organization. Generally there are six major mistakes which would come in the
way of employee during career development programmes as identified by E. D.
Betaf.
Career development is indispensable for implementing career plans. It consists
of activities undertaken by the individual employees and the organization to
meet career aspirations and job requirements. An important requirement of
career development is that every employee must accept his/her responsibility
for development as all development is self-development.
Career Development Model depicts that organizational career planning and
individual career planning need to be integrated to design mutually acceptable
career paths and formulate appropriate developmental strategies.
It is based on needs of human resource and skill and potential require by the
man to perform on various jobs. The one of the important aspect of career
development is that every employee must accept his or her responsibility for
development.
Many organization spend good amount of money on education and training of
the employees and get the required talents and potential from within the
organization only and there is no necessity to search such personnel outside the
organization. The following are the career development actions.
1. Performance of the job- In career development progress an individual
employee must prove that his performance on the job is upto the standard
established.
2. Employee exposure- The employees interrupting in their career groups should
expose it by their skills, knowledge qualification, achievement outstanding
performance etc. to the staff members to take the decision about the career
development elsewhere.
3. Resignation by the employee- The employees may resign the present job in
the organization, when they get better career opportunities elsewhere.
4. Change the Job- Employees those who have better career prospects in some
other job in some organizations, such employees may change the job.
5. Career guidance and counselling- It provides full information, proper advice
and encouragement to move from one career to other better career in the same
organization or in some other organization where better career opportunities
are available.

Career Development – Need for Employees’ Career Development in an

Organization

The need for effective employees’ career development are for following
reasons:
i. Making Available Needed Talent:
Career development is a natural extension of strategic and employee training.
Identifying staff requirements over the intermediate and long-term is necessary
when a firm sets long-term goals and objectives. Career development will help
organizations in putting the right people in the right job.
ii. Attracting and Retaining Talents:
There is always a scarcity for talented people and there is competition to secure
their services. Talented people always prefer to work in organizations which care
for their future concern and exhibit greater loyalty and commitment to
organizations where there is career advancement. As career development is an
important aspect of work life as well as personal life, people prefer to join firms
which offer challenges, responsibility and opportunities for advancement.
iii. Reduced Employee Frustration:
Along with educational level and knowledge, the aspirational level of
occupations is also increasing. When these levels are not met due to economic
stagnation frustration sets in. When organizations downsize to cut costs,
employee career paths, career tracks and career ladders tend to collapse
resulting in aggravation of frustration. Career counseling comes a long way in
reducing frustration.
iv. Enhancing Cultural Diversity:
Fast changing scenarios in globalization reflects a varied combination of
workforce representing different types of races, nationalities, religious faiths,
ages and values in the workplaces. Effective career development programmes
provide access to all levels of employees.
v. Improving Organizational Goodwill:
It is quite natural that if employees think their organizations care about their
long-term well-being through career development they are likely to respond in
kind by projecting positive images about their organizations. Career
development does help organization in impressing image and goodwill.

Q.2 Describe situation of Pakistan with reference to provision of free

education and right to education.
Ans-
The system of education includes all institutions that are involved in delivering
formal education (public and private, for-profit and nonprofit, onsite or virtual
instruction) and their faculties, students, physical infrastructure, resources and
rules. In a broader definition the system also includes the institutions that are
directly involved in financing, managing, operating or regulating such
institutions (like government ministries and regulatory bodies, central testing
organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set
up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the help of 1,535,461 teachers. The system
includes 180,846 public institutions and 80,057 private institutions. Hence 31%
educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the
country by education policies at domestic level and getting involved into
international commitments on education. In this regard national education
policies are the visions which suggest strategies to increase literacy rate,
capacity building, and enhance facilities in the schools and educational
institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

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.

Issues
A) MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging
behind in achieving its MDGs of education. The MDGs have laid down two goals
for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and
by 2015, children everywhere, boys and girls alike, will be able to complete a full
course of primary schooling. By the year 2014 the enrolment statistics show an
increase in the enrolment of students of the age of 3-16 year while dropout rate
decreased. But the need for increasing enrolment of students remains high to
achieve MDGs target. Punjab is leading province wise in net primary enrolment
rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber
Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women

Empowerment. It is aimed at eliminating gender disparity in primary and
secondary education by 2005 and in all levels of education not later than 2015.
There is a stark disparity between male and female literacy rates. The national
literacy rate of male was 71% while that of female was 48% in 2012-13.
Provinces reported the same gender disparity. Punjab literacy rate in male was
71% and for females it was 54%. In Sindh literacy rate in male was 72% and
female 47%, in KPK male 70% and females 35%, while in Balochistan male 62%
and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-
schooling, universal primary education and secondary education to youth, adult
literacy with gender parity and quality of education as crosscutting thematic and
programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy
commitments, primary education in Pakistan is lagging behind in achieving its
target of universal primary education. Currently the primary gross enrolment
rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-
16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million
children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or
56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan
confirms that during the year 2013-14 literacy remained much higher in urban
areas than in rural areas and higher among males.

C) Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic
environment which promotes the thinking mind. The goal under Vision 2030 is
one curriculum and one national examination system under state responsibility.
The strategies charted out to achieve the goal included:

(i) Increasing public expenditure on education and skills generation

from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii) Re-introduce the technical and vocational stream in the last two
years of secondary schools.

(iii) Gradually increase vocational and technical education numbers to 25-

30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv) Enhance the scale and quality of education in general and the scale
and quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are
faced in the development of education system and promotion of literacy. The
study outlines seven major problems such as:
1) Lack of Proper Planning: Pakistan is a signatory to MDGs and 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.
2) Social constraints: It is important to realize that the problems which hinder
the provision of education are not just due to issues of management by
government but some of them are deeply rooted in the social and cultural
orientation of the people. Overcoming the latter is difficult and would require a
change in attitude of the people, until then universal primary education is
difficult to achieve.
3) Gender gap: 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. Enrolment of rural girls is 45% lower than that of urban girls; while for
boys the difference is 10% only, showing that gender gap is an important factor.
4) Cost of education: The economic cost is higher in private schools, but
these are located in richer settlements only. The paradox is that private schools
are better but not everywhere and government schools ensure equitable access
but do not provide quality education.
5) 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 Balochistan, KPK and FATA. This may have to contribute not as
much as other factors, but this remains an important factor.
6) Funds for Education: Pakistan spends 2.4% 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.
7) Technical Education: Sufficient attention has not been paid to the
technical and vocational education in Pakistan. The number of technical and
vocational training institutes is not sufficient and many are deprived of
infrastructure, teachers and tools for training. The population of a state is one
of the main elements of its national power. It can become an asset once it is
skilled. Unskilled population means more jobless people in the country, which
affects the national development negatively. Therefore, technical education
needs priority handling by the government.
The system of education includes all institutions that are involved in delivering
formal education (public and private, for-profit and nonprofit, onsite or virtual
instruction) and their faculties, students, physical infrastructure, resources and
rules. In a broader definition the system also includes the institutions that are
directly involved in financing, managing, operating or regulating such
institutions (like government ministries and regulatory bodies, central testing
organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set
up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the help of 1,535,461 teachers. The system
includes 180,846 public institutions and 80,057 private institutions. Hence 31%
educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the
country by education policies at domestic level and getting involved into
international commitments on education. In this regard national education
policies are the visions which suggest strategies to increase literacy rate,
capacity building, and enhance facilities in the schools and educational
institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

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.

Issues
A) MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging
behind in achieving its MDGs of education. The MDGs have laid down two goals
for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and
by 2015, children everywhere, boys and girls alike, will be able to complete a full
course of primary schooling. By the year 2014 the enrolment statistics show an
increase in the enrolment of students of the age of 3-16 year while dropout rate
decreased. But the need for increasing enrolment of students remains high to
achieve MDGs target. Punjab is leading province wise in net primary enrolment
rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber
Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women

Empowerment. It is aimed at eliminating gender disparity in primary and
secondary education by 2005 and in all levels of education not later than 2015.
There is a stark disparity between male and female literacy rates. The national
literacy rate of male was 71% while that of female was 48% in 2012-13.
Provinces reported the same gender disparity. Punjab literacy rate in male was
71% and for females it was 54%. In Sindh literacy rate in male was 72% and
female 47%, in KPK male 70% and females 35%, while in Balochistan male 62%
and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-
schooling, universal primary education and secondary education to youth, adult
literacy with gender parity and quality of education as crosscutting thematic and
programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy
commitments, primary education in Pakistan is lagging behind in achieving its
target of universal primary education. Currently the primary gross enrolment
rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-
16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million
children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or
56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan
confirms that during the year 2013-14 literacy remained much higher in urban
areas than in rural areas and higher among males.

C) Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic
environment which promotes the thinking mind. The goal under Vision 2030 is
one curriculum and one national examination system under state responsibility.
The strategies charted out to achieve the goal included:

(i) Increasing public expenditure on education and skills generation

from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii) Re-introduce the technical and vocational stream in the last two
years of secondary schools.

(iii) Gradually increase vocational and technical education numbers to 25-

30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv) Enhance the scale and quality of education in general and the scale
and quality of scientific/technical education in Pakistan in particular.
Problems: The issues lead to the comprehension of the problems which are
faced in the development of education system and promotion of literacy. The
study outlines seven major problems such as:

1) Lack of Proper Planning: Pakistan is a signatory to MDGs and 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.

2) Social constraints: It is important to realize that the problems which hinder

the provision of education are not just due to issues of management by
government but some of them are deeply rooted in the social and cultural
orientation of the people. Overcoming the latter is difficult and would require a
change in attitude of the people, until then universal primary education is
difficult to achieve.

3) Gender gap: 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. Enrolment of rural girls is 45% lower than that of urban girls; while for
boys the difference is 10% only, showing that gender gap is an important factor.

4) Cost of education: The economic cost is higher in private schools, but

these are located in richer settlements only. The paradox is that private schools
are better but not everywhere and government schools ensure equitable access
but do not provide quality education.

5) 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 Balochistan, KPK and FATA. This may have to contribute not as
much as other factors, but this remains an important factor.

6) Funds for Education: Pakistan spends 2.4% 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.
7) Technical Education: Sufficient attention has not been paid to the
technical and vocational education in Pakistan. The number of technical and
vocational training institutes is not sufficient and many are deprived of
infrastructure, teachers and tools for training. The population of a state is one
of the main elements of its national power. It can become an asset once it is
skilled. Unskilled population means more jobless people in the country, which
affects the national development negatively. Therefore, technical education
needs priority handling by the government.
The system of education includes all institutions that are involved in delivering
formal education (public and private, for-profit and nonprofit, onsite or virtual
instruction) and their faculties, students, physical infrastructure, resources and
rules. In a broader definition the system also includes the institutions that are
directly involved in financing, managing, operating or regulating such
institutions (like government ministries and regulatory bodies, central testing
organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set
up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the help of 1,535,461 teachers. The system
includes 180,846 public institutions and 80,057 private institutions. Hence 31%
educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the
country by education policies at domestic level and getting involved into
international commitments on education. In this regard national education
policies are the visions which suggest strategies to increase literacy rate,
capacity building, and enhance facilities in the schools and educational
institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

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.
Issues
A) MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging
behind in achieving its MDGs of education. The MDGs have laid down two goals
for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and
by 2015, children everywhere, boys and girls alike, will be able to complete a full
course of primary schooling. By the year 2014 the enrolment statistics show an
increase in the enrolment of students of the age of 3-16 year while dropout rate
decreased. But the need for increasing enrolment of students remains high to
achieve MDGs target. Punjab is leading province wise in net primary enrolment
rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber
Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women

Empowerment. It is aimed at eliminating gender disparity in primary and
secondary education by 2005 and in all levels of education not later than 2015.
There is a stark disparity between male and female literacy rates. The national
literacy rate of male was 71% while that of female was 48% in 2012-13.
Provinces reported the same gender disparity. Punjab literacy rate in male was
71% and for females it was 54%. In Sindh literacy rate in male was 72% and
female 47%, in KPK male 70% and females 35%, while in Balochistan male 62%
and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-
schooling, universal primary education and secondary education to youth, adult
literacy with gender parity and quality of education as crosscutting thematic and
programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy
commitments, primary education in Pakistan is lagging behind in achieving its
target of universal primary education. Currently the primary gross enrolment
rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-
16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million
children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or
56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan
confirms that during the year 2013-14 literacy remained much higher in urban
areas than in rural areas and higher among males.
C) Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic
environment which promotes the thinking mind. The goal under Vision 2030 is
one curriculum and one national examination system under state responsibility.
The strategies charted out to achieve the goal included:

(i) Increasing public expenditure on education and skills generation

from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii) Re-introduce the technical and vocational stream in the last two
years of secondary schools.

(iii) Gradually increase vocational and technical education numbers to 25-

30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv) Enhance the scale and quality of education in general and the scale
and quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are
faced in the development of education system and promotion of literacy. The
study outlines seven major problems such as:

1) Lack of Proper Planning: Pakistan is a signatory to MDGs and 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.

2) Social constraints: It is important to realize that the problems which hinder

the provision of education are not just due to issues of management by
government but some of them are deeply rooted in the social and cultural
orientation of the people. Overcoming the latter is difficult and would require a
change in attitude of the people, until then universal primary education is
difficult to achieve.

3) Gender gap: 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. Enrolment of rural girls is 45% lower than that of urban girls; while for
boys the difference is 10% only, showing that gender gap is an important factor.

4) Cost of education: The economic cost is higher in private schools, but

these are located in richer settlements only. The paradox is that private schools
are better but not everywhere and government schools ensure equitable access
but do not provide quality education.

5) 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 Balochistan, KPK and FATA. This may have to contribute not as
much as other factors, but this remains an important factor.

6) Funds for Education: Pakistan spends 2.4% 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.

7) Technical Education: Sufficient attention has not been paid to the

technical and vocational education in Pakistan. The number of technical and
vocational training institutes is not sufficient and many are deprived of
infrastructure, teachers and tools for training. The population of a state is one
of the main elements of its national power. It can become an asset once it is
skilled. Unskilled population means more jobless people in the country, which
affects the national development negatively. Therefore, technical education
needs priority handling by the government.
The system of education includes all institutions that are involved in delivering
formal education (public and private, for-profit and nonprofit, onsite or virtual
instruction) and their faculties, students, physical infrastructure, resources and
rules. In a broader definition the system also includes the institutions that are
directly involved in financing, managing, operating or regulating such
institutions (like government ministries and regulatory bodies, central testing
organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set
up are also part of the education system.
Education system of Pakistan:
The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the help of 1,535,461 teachers. The system
includes 180,846 public institutions and 80,057 private institutions. Hence 31%
educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the
country by education policies at domestic level and getting involved into
international commitments on education. In this regard national education
policies are the visions which suggest strategies to increase literacy rate,
capacity building, and enhance facilities in the schools and educational
institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

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.

Issues
A) MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging
behind in achieving its MDGs of education. The MDGs have laid down two goals
for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and
by 2015, children everywhere, boys and girls alike, will be able to complete a full
course of primary schooling. By the year 2014 the enrolment statistics show an
increase in the enrolment of students of the age of 3-16 year while dropout rate
decreased. But the need for increasing enrolment of students remains high to
achieve MDGs target. Punjab is leading province wise in net primary enrolment
rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber
Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women

Empowerment. It is aimed at eliminating gender disparity in primary and
secondary education by 2005 and in all levels of education not later than 2015.
There is a stark disparity between male and female literacy rates. The national
literacy rate of male was 71% while that of female was 48% in 2012-13.
Provinces reported the same gender disparity. Punjab literacy rate in male was
71% and for females it was 54%. In Sindh literacy rate in male was 72% and
female 47%, in KPK male 70% and females 35%, while in Balochistan male 62%
and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-
schooling, universal primary education and secondary education to youth, adult
literacy with gender parity and quality of education as crosscutting thematic and
programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy
commitments, primary education in Pakistan is lagging behind in achieving its
target of universal primary education. Currently the primary gross enrolment
rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-
16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million
children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or
56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan
confirms that during the year 2013-14 literacy remained much higher in urban
areas than in rural areas and higher among males.

C) Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic
environment which promotes the thinking mind. The goal under Vision 2030 is
one curriculum and one national examination system under state responsibility.
The strategies charted out to achieve the goal included:

(i) Increasing public expenditure on education and skills generation

from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii) Re-introduce the technical and vocational stream in the last two
years of secondary schools.

(iii) Gradually increase vocational and technical education numbers to 25-

30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv) Enhance the scale and quality of education in general and the scale
and quality of scientific/technical education in Pakistan in particular.
Problems: The issues lead to the comprehension of the problems which are
faced in the development of education system and promotion of literacy. The
study outlines seven major problems such as:

1) Lack of Proper Planning: Pakistan is a signatory to MDGs and 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.

2) Social constraints: It is important to realize that the problems which hinder

the provision of education are not just due to issues of management by
government but some of them are deeply rooted in the social and cultural
orientation of the people. Overcoming the latter is difficult and would require a
change in attitude of the people, until then universal primary education is
difficult to achieve.

3) Gender gap: 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. Enrolment of rural girls is 45% lower than that of urban girls; while for
boys the difference is 10% only, showing that gender gap is an important factor.

4) Cost of education: The economic cost is higher in private schools, but

these are located in richer settlements only. The paradox is that private schools
are better but not everywhere and government schools ensure equitable access
but do not provide quality education.

5) 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 Balochistan, KPK and FATA. This may have to contribute not as
much as other factors, but this remains an important factor.

6) Funds for Education: Pakistan spends 2.4% 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.
7) Technical Education: Sufficient attention has not been paid to the
technical and vocational education in Pakistan. The number of technical and
vocational training institutes is not sufficient and many are deprived of
infrastructure, teachers and tools for training. The population of a state is one
of the main elements of its national power. It can become an asset once it is
skilled. Unskilled population means more jobless people in the country, which
affects the national development negatively. Therefore, technical education
needs priority handling by the government.
The system of education includes all institutions that are involved in delivering
formal education (public and private, for-profit and nonprofit, onsite or virtual
instruction) and their faculties, students, physical infrastructure, resources and
rules. In a broader definition the system also includes the institutions that are
directly involved in financing, managing, operating or regulating such
institutions (like government ministries and regulatory bodies, central testing
organizations, textbook boards and accreditation boards). The rules and
regulations that guide the individual and institutional interactions within the set
up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the help of 1,535,461 teachers. The system
includes 180,846 public institutions and 80,057 private institutions. Hence 31%
educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the
country by education policies at domestic level and getting involved into
international commitments on education. In this regard national education
policies are the visions which suggest strategies to increase literacy rate,
capacity building, and enhance facilities in the schools and educational
institutes. MDGs and EFA programmes are global commitments of Pakistan for
the promotion of literacy.

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.
Issues
A) MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging
behind in achieving its MDGs of education. The MDGs have laid down two goals
for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and
by 2015, children everywhere, boys and girls alike, will be able to complete a full
course of primary schooling. By the year 2014 the enrolment statistics show an
increase in the enrolment of students of the age of 3-16 year while dropout rate
decreased. But the need for increasing enrolment of students remains high to
achieve MDGs target. Punjab is leading province wise in net primary enrolment
rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber
Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women

Empowerment. It is aimed at eliminating gender disparity in primary and
secondary education by 2005 and in all levels of education not later than 2015.
There is a stark disparity between male and female literacy rates. The national
literacy rate of male was 71% while that of female was 48% in 2012-13.
Provinces reported the same gender disparity. Punjab literacy rate in male was
71% and for females it was 54%. In Sindh literacy rate in male was 72% and
female 47%, in KPK male 70% and females 35%, while in Balochistan male 62%
and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-
schooling, universal primary education and secondary education to youth, adult
literacy with gender parity and quality of education as crosscutting thematic and
programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy
commitments, primary education in Pakistan is lagging behind in achieving its
target of universal primary education. Currently the primary gross enrolment
rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-
16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million
children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or
56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan
confirms that during the year 2013-14 literacy remained much higher in urban
areas than in rural areas and higher among males.
C) Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic
environment which promotes the thinking mind. The goal under Vision 2030 is
one curriculum and one national examination system under state responsibility.
The strategies charted out to achieve the goal included:

(i) Increasing public expenditure on education and skills generation

from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii) Re-introduce the technical and vocational stream in the last two
years of secondary schools.

(iii) Gradually increase vocational and technical education numbers to 25-

30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv) Enhance the scale and quality of education in general and the scale
and quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are
faced in the development of education system and promotion of literacy. The
study outlines seven major problems such as:

1) Lack of Proper Planning: Pakistan is a signatory to MDGs and 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.

2) Social constraints: It is important to realize that the problems which hinder

the provision of education are not just due to issues of management by
government but some of them are deeply rooted in the social and cultural
orientation of the people. Overcoming the latter is difficult and would require a
change in attitude of the people, until then universal primary education is
difficult to achieve.

3) Gender gap: 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. Enrolment of rural girls is 45% lower than that of urban girls; while for
boys the difference is 10% only, showing that gender gap is an important factor.

4) Cost of education: The economic cost is higher in private schools, but

these are located in richer settlements only. The paradox is that private schools
are better but not everywhere and government schools ensure equitable access
but do not provide quality education.

5) 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 Balochistan, KPK and FATA. This may have to contribute not as
much as other factors, but this remains an important factor.

6) Funds for Education: Pakistan spends 2.4% 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.

7) Technical Education: Sufficient attention has not been paid to the

technical and vocational education in Pakistan. The number of technical and
vocational training institutes is not sufficient and many are deprived of
infrastructure, teachers and tools for training. The population of a state is one
of the main elements of its national power. It can become an asset once it is
skilled. Unskilled population means more jobless people in the country, which
affects the national development negatively. Therefore, technical education
needs priority handling by the government.

Q.3 Examine competencies of prospective teachers in open and distance

learning (ODL) Also discuss role of AIOU in teacher education.
Ans
Distance Education is a new, global technology-based education to facilitate easy,
immediate learning and interaction for communicators, teachers, and students in
education programs. Distance Education can provide mass-education for
everyone. It leads people to learn individually and shifts responsibility for
learning from instructors to students. It facilitates student selection of courses and
content to reflect their needs and motivations. It provides creative and qualified
ideas and information to motivate students from diverse backgrounds.
To be effective, distance education programs need to redefine the roles of teachers
and students in the learning-teaching process.

Introduction

Technology changes every life style and human activity to become fast, global,
and time-critical. The computer facilitates speedy access to useful information.
Social, global, cultural, and educational competitiveness are influenced by
educational technologies that positively affect style, duration and method of
learning for groups and individuals. Technology impacts where we learn.
Distance learning in homes, offices, and libraries complement classical learning
in classrooms (Clark, 2001).

Distance Education refers the interactive, educational process between student

and teacher separated by physical distance (Harry et al., 1993, p.32). It adapts
to individual differences and the way students react to media. Personality,
intellectual abilities, cognitive and learning styles are important concerns in
distance education (Harry et al., 1993).

Distance education is expanding rapidly as it gains worldwide acceptance by

students, educational institutions, employer organizations, and the public at
large. It makes education accessible to underserved populations, and flexible in
fitting into complex lifestyles, schedules, and responsibilities of today’s learners.
The quality of Distance Education is no longer in question, and focus has moved
beyond defining what it is to determining what it can do.

Instead of traveling to attend regularly scheduled classes at a teacher-centered

campus, students can access internet courses virtually anywhere. Despite the
physical distance between students and teachers, communication technologies
offer many opportunities for interaction. These same communication
technologies facilitate rapid dissemination of new concepts in disciplines such
as science and technology. Distance learning is a positive influence for change
and global implementation in all disciplines. Pedagogy in traditional institutions
of learning has been affected by distance education.

For societal development; education should be a leader in providing easy access

to knowledge, effective ways to learn, and growth opportunities for qualified
people. Distance education enables people to learn individually at any time or
place. They learn from computer assisted programmes, interactive multimedia,
and internet discussions rather than from lectures and classroom methods of
instruction. Distance Education is really related by the discovery of truth for
gaining antithesis sides of the thoughts to get the exact knowledge (Willis, 2002).
Distance educators refer to three distinct applications of computers in the off-
campus study environment: Computer Managed Instruction, Computer Aided
Learning, and Computer Conferencing.

Computer Managed Instruction facilitates management and administration of

the learning process. It provides opportunities for electronic counselling of
students, on-line registration, institutional record keeping, evaluation, and
tracking student progress.

Computer Aided Learning includes software applications to teach students

different subjects and concepts through pre-structured and programmed
materials. Courseware either replaces or supplements material that students
are expected to learn through other media (print, video, audio cassette). Lesson
formats range from tutorials to simulations. Students can also use Internet
resources for exploration and research.

Computer Conferencing uses the electronic network to enables individuals to

communicate via computers at the same time (synchronous) or delayed time
(asynchronous), either as a group or between two individuals. Typical formats
include email, bulletin board, threaded discussion, net meeting (with the
possibility of audio, video, and shared “blackboard” displays), and databases.

Distance Education requires alternative learning process, roles of teacher and

students (Clark, 2001). People roles in distance education can be categorized in
four subtitles;

1. Students: In distance education, students have role to learn. In that

process, student has difficult and different roles according to traditional
learning process.
2. Teacher: The main role of the teacher is the design of the course and
setting the needs of students. Teacher has role to guide the students.
3. Designer Groups: These persons determine goals, content, delivery
systems, interaction, and evaluation. Usually it is a team of subject matter
experts, educators, instructional designers, and production personnel.
They design the cyber and digital environment for the effective teaching
and learning.
4. Directors: In the all institutes, there are people who direct planning,
implementation, and evaluation of the education process.

Interdependence, distance and interaction interplay with the roles of students

and teachers. There are three types of interaction within the distance education:
 1. Learner-content interaction
2. Learner-instructor interaction
3. Learner-learner interaction

These three types of interactions play a key role in distance education. As in

face-to-face communication, they share ideas through email and chatting (Harry
et al., 1993).

In summary, distance education is evolving based on changing economical and

social contexts. Knowledge has become one of the most important economic
forces; knowledge is rapidly expanding and its useful life time becomes
increasingly shorter. To survive in the market, companies need to change, to
train and retrain their employed; unemployed workers also need to be
retrained. Investing in the human resources seems to be the only way for a
sustainable development (Mario and Heinze, 2001).

The pace of change, the need for lifelong learning, and diminishing educational
budgets are pressuring educational institutions to create alternative efficient
ways to learn through distance education.

The Aim of Research

Distance Education is a form of education in which course content is delivered

and interaction provided by the technologies and methodologies of the Internet.
The online environment allows people to interact with others asynchronously or
synchronously in collaborative environments; to gain access to remote
multimedia databases for active, resource-based learning; and to manage self-
paced, individualized learning in a flexible way. Moreover, the Internet allows
students to enroll in courses from anywhere in the world at almost any time.

There is a new vision developed during the past 15-20 years, strongly influenced
by the social and cognitive sciences. The educational system now focuses on
learning rather than on teaching. The focus of learning theory has changed to
learning styles and perception. Knowledge is considered as socially constructed
through action, communication and reflection involving learners (Huebner and
Wiener, 2001).
Q.4 Comment how social context influence teaching. Learning process.
Ans-

The Social Context of School Learning

Whereas the previous chapter reviewed cognitive aspects of literacy and
content learning, this chapter examines research related to a variety of
social factors involved in school learning. It is clear that children may arrive
at school ready to learn in a number of different ways. One way is to have
high levels of language, emergent literacy, and world knowledge acquired
at home or in preschool. Equally important, though, is readiness in the
emotional, social, and motivational realms: the ability to adapt to the new
constraints of the classroom, the social skills that are needed to participate
effectively in classroom discourse, and the self-esteem and sense of agency
required to work hard and learn intentionally. School learning is a social as
well as a cognitive process, one influenced by the relationships between
student and teacher and among students. Furthermore, what children learn
at school is not exclusively academic content; schools are designed to make
children productive citizens who are respectful of the diversity of their
society. While there has been a great deal of research on the social and
motivational determinants of school success for mainstream children,
attention to these matters with regard to language-minority children has
focused more on issues of mismatch between the social rules these children
bring from home and those that obtain in the classroom. In this chapter, we
identify some of the salient themes in research on social factors as related
to academic achievement for language-minority children.

State Of Knowledge
This section reviews the findings of research on social factors in school learning
in five areas: the social nature of knowledge acquisition, the issue of
differential treatment of ethnic minority students, cultural differences in the
motivation to achieve, children's social and group relationships, and
parental involvement in children's school learning

The Social Nature of Knowledge Acquisition

Were we to focus only on issues examined in the previous chapter, such as the
nature of understanding across subject matter, the various forms of
knowledge learners possess, and the way prior knowledge influences the
acquisition of new knowledge, we would be ignoring a vital aspect of school
learning: the fact that most learning occurs in a social context in which
individual actions and understandings are negotiated by the members of a
 group. There are two theoretical perspectives on the locus of this
negotiation. The individual perspective is based on the idea of
constructivism—that individuals actively construct meanings from
interaction with the world around them, an idea traced back to Piaget's
(1970) theories of cognitive development (see Chapter 3). In contrast, the
social perspective is based on sociocultural theories of learning that
emphasize the role of social interaction with more knowledgeable others
(Vygotsky, 1978) and activity-oriented work in a social setting (Leont'ev,
1981). While there has been a tradition of debate over the relative accuracy
of these perspectives in depicting learning processes, recent work suggests
it may be more profitable to determine when and how the two perspectives
might work together to describe student learning (Bereiter, 1994; Cobb,
1994).

We focus here not on this debate, but on the context of negotiation as

related to the social nature of learning. We propose that in a classroom
learning situation, negotiation occurs within at least two domains: the rules
for how to talk in the classroom and the construction of actual content
knowledge through talk. It is from the interpretation of these negotiations
that students construct their own knowledge and understanding. However,
it is typically the teacher who, either implicitly or explicitly, initiates
negotiation across these dimensions.

Negotiating How to Talk

The process of negotiating the way classroom participants will talk about
subject matter is of concern for researchers from a sociocultural
perspective because participation in situated cultures of practice is
assumed to be an important influence on an individual's academic
performance. Thus, students who understand that a teacher's question
about a text requests an explanation for their interpretation rather than
the literal interpretation itself will participate more effectively in that
classroom's practice. Research on learning outside the classroom has
demonstrated the extent to which context influences the nature of such
learning for any given individual (Brown et al., 1989; Carraher et al., 1985;
Lave et al., 1984; Resnick, 1987; Scribner, 1984).
National Academies of Sciences, Engineering, and Medicine. 1997.
Improving Schooling for Language-Minority Children: A Research Agenda.
Washington, DC: The National Academies
Q.5 What ethical issues are associated with the teachers? Why are these
associated with teachers?
Ans-
Professional Ethics For Teachers

Teachers play a huge role in student’s lives, and form a major influencing factor
for them right from the childhood. They, with the help of chalk and board, can
help students develop imagination that will help them to paint their own world.
Regarded as the noblest profession of all, these educators can lay the foundation
of your life. Apart from imparting academic knowledge, these mentors are also
responsible for inculcating invaluable life lessons in their students.

To set a positive example, teachers must follow an ethical code of conduct to

show professionalism. Those ethics ensure that these educational guides remain
unbiased while doing their job and fulfill their objective of providing
uncompromising education. Professional ethics determines their responsibilities
towards the students.

Professional Ethics for Teachers

Following moral principles must be observed by the teachers.

Being with the students

They are entrusted with the role of providing a quality education to all students
in the classroom. As a part of ethics, they cannot exhibit favoritism towards any
particular student or even show discrimination against any of them. He/she
ought to interact with the pupils in an appropriate manner without taking any
advantage. They must keep minimum contact with students outside the school
premises, and if need arises, it must be related to some school event or function.

Safety for all students

Apart from making the learners understand the basics of different subjects, it is
the teacher’s responsibility to ensure students’ safety by gaining their trust. They
have to understand needs of each individual student and report incidences of
harassment and bullying that occur within the school premises. Also, if there is a
strong doubt of neglect or abuse at home, or when a student discloses any such
case, then it must be immediately notified to the right authorities even if the
involved student refrains from any such action.

Commitment towards the profession

Anyone who aspires to work in this field must understand ethics related to this
profession. They must represent accurate information about their qualifications,
certifications of undertaken courses or workshops and required licenses.
Representing misleading information just to get entry into this profession can
shatter your chances to a great extent. The teachers must report the progress of
students and be fair in giving grades for assessments. Manipulating it or
purposefully reconstructing student responses can land them with fraudulent
charges thus leading to loss of job.

Cooperating with colleagues

To provide a safe environment in the school, all teachers, administrator’s and

non-teaching staff that must collaborate to give a rich learning experience for the
learners. Every teacher associated with the institution must adhere to the
guidelines set by administrators. They must bear in mind to follow expected
rules; however, unreasonable it may occur to create a right example in front of
students and not disrespect the authorities. In case of disagreement with a
colleague over any trivial issue or a topic, the educators must sort out their
differences in private. They should not speak negatively for their fellow
employees and maintain appropriate relationships with them. In addition to this,
the teachers must keep personal and professional life different and abstain from
indulging in any adult behaviors.

Interaction with parents and community

Apart from colleagues, the educators must engage in positive interactions with
parents or guardians for the child’s future. In case of troublesome parents, the
meetings must be conducted under the supervision of administrator or with the
help from other teachers. They must not give into unduly demands by parents.

Teachers can be regarded as a guiding light as they play an important role in

shaping the life of many individuals. They are strong role models and need to
have a rational behavior towards the students. Following above ethics will help
them in being impartial in their field and do the job honestly with
professionalism.