Education system In Pakistan: Problems and challenges

Introduction:

“Education is the third eye of a man”

Quaid-e-Azam said:
“You know that the importance of education and the right type of education cannot be
overemphasized. Under foreign rule for over a century, sufficient attention has not
been paid to the education of our people. There is an immediate and urgent need for
giving scientific and technical education to our people in order to develop science,
commence and, trade and particularly well-planned industries. We should not forget
that we have to compete with the world. which is moving very fast in this direction. ”
(Pakistan Educational Conference, 1947)

Education plays the role of leadership in society. The functions of

educational institutions are to develop people physically, mentally, psychologically,
socially, and spiritually. It improves and promotes the economic, social, political, and
cultural life of the nation. Until now the role of secondary and college education in
Pakistan has been simply preparation for tertiary education, which in the minds of
most people means strictly· a university education.
All over the world universities are guiding and co-operating with the industrial
and .agricultural development organizations and they are developing their economics
rapidly and meaningfully. There is a close link between education and development.
In Pakistan, after more than six decades, the developmental indicators are not showing
positive results. The participation rate at higher education is low compared to other
countries of the region.
It is mandated in the Constitution of Pakistan to provide free and compulsory
education to all children between the ages of 5-16 years and enhance adult literacy.
With the 18th constitutional amendment the concurrent list which comprised of 47
subjects was abolished and these subjects, including education, were transferred to
federating units as a move towards provincial autonomy.

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Education is a systematic process of establishing the pillar of society. It brings up an
empty mind with discourse tongue of awareness. The literal meaning of education and
supplementary definition particularly on the ground of Pakistan poses an alarming
condition. Sine the birth of newly independent state Pakistan, education lagged behind
due to deliberate negligence of parochial feudal and state politician in particularly and
bureaucracy in generally. From the emergence of Pakistan there has been centered
censure by conscious group of common people and civil society, finally both
influence over the government to think over seriously on their discussing point In the
dilemma of authoritarian long regime and fragile civil government, education has
been neglected because elite group from ruling class whether in military or so called
civil representative, did not seriously boost the level of education through sound
education policies. Instead of, political uncertainty, nepotism culture, thirst of power
perpetuated the level of education in dregs of glass.

Pakistan inherited the system of education from British but after that no significant
changes has been brought in education system of Pakistan. Consequently, the literacy
rate have become less than the regional countries which got independence abreast of
Pakistan. According to the Education Report 2009, it shows overall figures on
education, literacy rate rose to 67 pr cent in 2009-10 than it was 57 per cent at the
period of 1998-99. Out of literacy rate, male literacy stood 68 per cent and female 58
per cent in 2009-10. Female literacy rate was 57 per cent in 2008-09. Therefore, a
slight one per cent increase was recorded during the period of 2009-10.

Object of Education:
Robert Maynard Hutchins describes it as:

“The object of education is to prepare the young to educate themselves throughout

their lives.” We should give our youth the way to educate themselves. Edward Everett
said that “Education is a better safeguard of liberty than a standing army.”

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Importance of Education:
We all know the importance of education. It is the most important aspect of any
nation’s survival today. Education builds the nations; it determines the future of a
nation. ISLAM also tells us about Education and its importance. The real essence of
Education according to ISLAM is “to know ALLAH” but I think in our country we
truly lost. Neither our schools nor our madrassa’s (Islamic Education Centres) are
truly educating our youth in this regard. In schools, we are just preparing them for
“Money”. We aren’t educating them we are just preparing “Money Machines”. We
are only increasing the burden of the books for our children and just enrolling them in
a reputed, big school for what, just for social status??? On the other hand in our
madrassas we are preparing people who finds very difficult to adjust in the modern
society. Sometimes it seems that they are from another planet. A madrassa student
can’t compete even in our country then the World is so far from him. He finds very
difficult to even speak to a school boy. It is crystal clear that Islamic Education is
necessary for Muslims but it is also a fact that without modern education no one can
compete in this world. There are many examples of Muslim Scholars who not only
study the Holy Quraan but also mastered the other subjects like Physics, Chemistry,
Biology, Astronomy and many more, with the help of Holy Quraan. I think with the
current education system we are narrowing the way for our children instead of
widening it. There is no doubt that our children are very talented, both in schools and
in madrassas, we just need to give them proper ways to groom, give them the space to
become Quaid-E-Azam Muhammad Ali Jinnah, Allama Iqbal, Sir Syed Ahmed Khan,
Alberoni, Abnalhasam, or Einstein, Newton, Thomas Edison. The education system
we are running with is not working anymore. We have to find a way to bridge this gap
between school and madrassa.

Definitions:
Oxford Dictionary

The process of receiving or giving systematic instruction, especially at a school or

university.

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Merriam-Webster Dictionary

The knowledge, skill, and understanding that you get from attending a school, college,
or university.

Common Usage

The delivery of knowledge, skills and information from teachers to students. It is,
however, inadequate to capture what is really important about being and becoming
educated.

Proper Definition

The process of becoming an educated person; it means acquiring optimal states of

mind regardless of the situation you are in.

What is Education System?

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.

History:

Education began in the earliest prehistory, as adults trained the young of their society
in the knowledge and skills they would need to master and eventually pass on.
Story-telling was also another major tool to educate.

Plato founded the Academy in Athens, the first institution of higher learning in
Europe.

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University of Karueein, founded in 859 AD in Fez, Morocco, is the oldest existing,
and continually operating educational institution in the world.

Background of Pakistan’s Educational System:

Numerous international assessments could explore that Pakistan is lagging behind
many countries in achieving the Education for All goal (EFA). We were the signatory
to the treaty under Dakar Framework where it was decided by all the developing
countries that they will be trying to achieve the target of EFI in the meeting held in
Senegal in 2000. UNESCO rates in Pakistan are at a lower EFA development Index
(EDI) because of low; enrolment at primary school, adult literacy, gender equity and
equality, equalities in education and quality of education. The adult literacy in
Pakistan, in spite of concerted efforts, fail to go beyond the border line of 50 percent.
The women literacy is much more belittling as thirty three percent of the adult women
cannot even read. The more embracing would be that we would not be catching the
target to achieve the adult literacy by 2015. Progress towards the achievement of the
targets is exceptionally slow, while gender parity goal is at risk of not being achieved
by 2015. Moreover, more than 6 million children are out of school.

Standard of Education in Pakistan:

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

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

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Government has established schools, colleges and universities throughout the country
that have been imparting education in different respects and studies of life. The
students from these departments are wandering due to lack of opportunities.
Everywhere they are denied services because they bear a label of government
academies. Now one can imagine that why the government system of education is
being neglected throughout the country and why the establishment has allowed
private sector with its tails up to introduce another standard of education.

Parents are scared about their children and they even do not allow their children to be
admitted in public sector school, they prefer their child to get education in private
sector as, it suits them more. This does not mean that public sector schools are not
producing the cream of the future, most of our genius and sages who are imparting
their valuable services, are out come of public sector schools. The only submitted
reason by their parents is lack of management in public sector schools. The well
management is offered at private schools.
The relation between teacher and student is sacred. Children are taught social and
moral etiquettes with more comfort at private schools, the behaviour of teachers is
quite frank and the student can come in direct contact to their teachers. On some scale,
this is true that contact between learner and learned lacks in public sectors but the
thing they are learning must be the same for both sectors, I mean the curricula. The
Curriculum Board has been established but it has allowed private sector to run their
own syllabus. Now, the degrees are same but the scope of knowledge got by the two
is too different to be compared. Here, students face many complications by studying
under different curricula. This has created a big rift between the two sectors.

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.

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Since independence, attempts have been made to relate the education system to the
needs and inspirations of the country. All Education Conference was held in 1947 as
per directives of the founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He
provided the basic guidelines for the future development of education by emphasizing
interalia, that the education system should suit the genius of our people, consonant
with our history, culture and instill the highest sense of honor, integrity, responsibility,
and selfless service to the nation. It should also provide scientific and technical
knowledge to build up our economic life. This was followed by the appointment of
various commissions, which submitted their reports periodically. The 1959 Report of
the Commission on National Education enjoys a peculiar position in the history of
educational reforms. There were several other commissions and policy statements up
to 1973.

In 1973 the civilian democratic government came up with a 1973 constitution which
provided that the state shall:
(a) promote unity and observance of the Islamic moral standards;
(b) promote with special care the educational and economic interests of backward
areas;
(c) remove illiteracy and provide free and compulsory secondary education within
minimum possible period;
(d) make technical and professional education generally available and higher
education equally accessible to all on the basis of merit;
(e) enable the people of different areas, through education , training, agriculture and
industrial development , and other methods to participate fully in all form of national
activities including employment in the services of Pakistan;
(f) ensure full participation of women in all the spheres of national life.

The above-mentioned goals were pursued by various policy documents announced by

subsequent governments who came into power from time to time. Each policy
stressed on:
(a) Islamic ideology and character building;
(b) the universalization of primary education and promotion of literacy;
(c) science education;

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(d) quality of education; and
(e) reduction in inequalities of educational facilities.

States Responsibility:

Article 25-A reads:

The State shall provide free and compulsory education to all children of the age of
five to sixteen years in such manner as may be determined by law.
Levels:

The education system in Pakistan is generally divided into five levels

1. Primary (grades one through five)

2. Middle (grades six through eight)

3. High (grades nine and ten, leading to the Secondary School Certificate)

4. Intermediate (grades eleven and twelve, leading to a Higher Secondary School

Certificate)

5. University programs leading to graduate, post graduate and advanced degrees

Formal System of Education in Pakistan:

In formal education system, there are a number of stages, which are illustrated in the
diagram in Annexure-I as described briefly below:
Pre Primary Schooling: Pre-primary education is functional and managed in schools
through out country. Public schools provide pre-primary education as part of
socialization process. The students attending pre-primary class are called Kachi.
National Education EFA Action Plan Policy, 1998-2010 provided recognition to
Kachi class as proxy for early childhood education. According to National Education
Policy, 1998-2010, the Kachi class will be introduced as formal class in the primary
schools. The age group for pre-primary is <3>5.

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Primary Schooling:

This stage consists of five classes I-V and enrolls children of age 5-9 years. Since
independence, the policy makers pronounced to make primary education free and
compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the
gross participation rate was 71 percent in 1999, for male it was 80 percent and for
female it was 61 percent. For urban female it was 92 and for rural it was 50 percent.
The lowest participation rate observed for rural female in Sindh Province that was 33
percent. The net enrolment rate was 42 percent, for urban male it was 47 percent and
37 percent for rural female.

Middle Schooling:

The middle schooling is of three years duration and comprised of class VI, VII and
VIII. The age group is 10-12 years. The participation rate at middle school was about
34 percent during 2000-2001. Males were 36 percent and females were 33 percent.

High Schooling:

The high school children stay for two years in classes IX and X. The Board of
Intermediate and Secondary Education conducts the examination. A certificate of
secondary school is awarded to the successful candidates. The participation rate at
high school was about 22 percent in 2000-2001 of which, 24 percent were males and
20 percent were females. Vocational Education is normally offered in high schooling.
There are varieties of trades offered to the students and after completion of the course
they get jobs as carpenters, masons, mechanics, welders, electrician, refrigeration and
similar other trades. There are 498 vocational institutions with an enrolment of about
88 thousand in 2001-2002.

Higher Secondary Education:

The higher secondary stage is also called the “intermediate stage” and is considered a
part of college education. Higher Secondary Education consists of classes XI to XII.
During two years stay in this cycle of education, a student at the age of 16 years in

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this stage can opt for general education, professional education or technical education.
The Board of Intermediate and Secondary Education (BISE) conducts the
examination and awards a Certificate of Higher Secondary School Education (HSSC).
According to 1979 Education Policy, all schools were to be upgraded to higher
Secondary Schools. Middle sections of high schools were to be linked with primary
schools (designating elementary education). This system has limited success and
some problems were experienced. Keeping in view the problems this system is being
introduced gradually.

To improve the quality of higher education, primary education has been ignored
since the independence of Pakistan. Although the primary level of education do have
a founding role of developing the nation in every walk of life. Some Asian and almost
every Western developed countries hold the reign of education and developed their
economies from the utilization of modern education. In contrast, country like
Pakistan’s education witnesses of dilapidated condition by terms of structural and
management problems. There are 154000 primary schools with 420000 teachers do
exist in both the urban and rural areas of Pakistan. Majority of them are two or three
classes of school buildings where nursery to five class education is given. One can
assume the running of such schools in squeezed class. Result as, a bulk of
incompetent students are being produced for upcoming level of education. One side
the education condition is like that and on other side the schools with out teachers,
having no furniture, schools are being used as guest house by landlords are other
factors to mar the quality of education.

Middle school (vi-viii) is too reflects as the primary one with out guided steps by the
government of Pakistan. All efforts to increase the quality of higher education on
negating the gross root education have produced anarchy in education system of
Pakistan; because, a country with heavy population along with expanding rate of
unemployment with lack of education is threat even to democracy. The reason of
expired middle education system is followed by the primary education. Moreover,
feudal system, extreme poverty, lack of good governance, no effectual procedure of
poverty scholarships demoralized the already shabby society to reluctant on educating
their children when above problems knock the door of poor families. Consequently, a
sharp decrease of enrolment (0.2 %) in middle school from 5.426 million in 2007-

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08to 5.414 million in 2008-09. It was also estimated to decrease the enrolment of
middle school to (0.6 %) during 2009-10.
Secondary education, after the passing of middle education the students are required
to pass national exam under the divisional control of Board of Intermediate and
Secondary Education (BISE). There are 24322 schools with 439316 teacher are
functional. Despite, such huge numbers of middle schools and teachers have not
improved the quality of education.

There are 8 per cent of Pakistanis are graduates. Male contribution is (6.3%) and (3%)
of female. The 8b per cent of graduates are subdivided to age cohort between 57-67,
47-57, 37-47 and 21-37. Hence the university enrolment is recorded 10.319 million
despite pivotal of education policy. A country with 180 million people, 01 million
figures shows the backwardness of country men.

Professional and Technical Education:

The duration of post secondary education varies in technical and professional fields.
The polytechnic diploma is a three-year course. A bachelor’s degree in medicine
(MBBS) requires 5 years of study after intermediate stage (12 years of schooling).
Similarly, a bachelor’s degree course both in engineering and veterinary medicine is
of 4 years’ duration after the intermediate examination.

Madrassah Education:

Side by side with modern education system there is also religious education system,
which provides Islamic education. These institutions have their own management
system without interference from either the provincial or federal governments.
However, grants-in-aid are provided to these institutions by the government. During
2000 there were 6761 religious institutions with an enrollment of 934,000, of which
132,000 were female students in 448 institutions (Khan, 2002). Efforts have been
made by the present government to bring the Madrassah in the mainstream under
Education Sector Reforms. The main purpose of mainstreaming Madrassah is to
enlarge employment opportunities for their graduates. Pakistan Madrassah Education
Boards are established to regulate the Madaris activities.

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Non-Formal System of Education in Pakistan:
There are millions of people in Pakistan who have no access to formal education
system. It is not possible for the formal system to meet educational needs of the
rapidly growing population. Non-formal Basic Education School scheme has been
introduced for those who have no access to formal education. This scheme is very
cost-effective. Under this scheme primary education course is taught in forty months.
Non-formal schools are opened in those areas where formal schools are not available.
Government provides teacher’s salary and teaching material whereas community
provides school building/room. There are 6371 NFBE schools functioning in the
country.

Examinations:

Examinations are usually held annually, which are the main criterion to promote the
students to higher classes or to retain them in the same class. However, recently a
system of automatic promotion up-to grade-III has been introduced in some schools.
In the primary classes, examinations are conducted by the respective schools.
However, at the end of the fifth year of the primary stage a public examination is held
by the education department for promotion to the next grade. Another examination is
held for the outstanding students to compete for the award of merit scholarships.
Similarly, the examination in Middle Schools are held by the individual schools but
there is a public examination at the end of grade VIII conducted by the Education
Department for awarding of scholarships. The Board of Intermediate and Secondary
Education (BISE) conducts the examinations of Secondary and Higher Secondary.
The degree level examinations are conducted by the respective universities.

Teachers’ Training:

In Pakistan, there are 90 Colleges of Elementary Education which offer teachers’

training programs for Primary Teaching Certificate (PTC) and Certificate in Teaching
(CT) to primary school teachers. For secondary school teachers, there are 16 Colleges
of Education, offering graduate degrees in education and there are departments of
education in 9 universities which train teachers at the master’s level. There are only 4
institutions which offer in-service teachers’ training. Besides these, the Allama Iqbal

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Open University, Islamabad, offers a very comprehensive teachers’ training program
based on distance learning; its total enrolment is about 10,000 per annum of which
7,000 complete various courses every year

Private Education Sector:

Private sector involvement in education is encouraging. The Federal Bureau of

Statistics survey (1999-2000) indicates that there are 36,096 private educational
institutions in Pakistan. About 61 percent of the institutions are in urban areas and 39
percent in rural areas. The percentage share of private sector in enrollment is 18
percent at primary school level, 16 percent at middle school level and 14 percent at
high school level.

It has been observed that most of the private schools select their own curricula and
textbooks, which are not in conformity with public schools. Majority of the schools
are “English Medium” which attracts the parents for sending their children to these
schools. Most of the schools are overcrowded and do not have adequate physical
facilities. These schools are usually charging high fees from the students. Most of the
schools are unregistered; therefore, in most cases the certificates issued by these
institutions are not recognized by public schools. Majority of these institutions are
functioning in the rented buildings.

The National Education Policy 1998-2010 proposed that there shall be regulatory
bodies at the national and provincial levels to regulate activities and smooth
functioning of privately managed schools and institutions of higher education through
proper rules and regulations. A reasonable tax rebate shall be granted on the
expenditure incurred on the setting up of educational facilities by the private sector.
Grants-in-Aid for specific purposes shall be provided to private institutions. Setting
up of private technical institutions shall be encouraged. Matching grants shall be
provided for establishing educational institutions by the private sector in the rural
areas or poor urban areas through Education Foundation. In rural areas, schools shall
be established through public-private partnership schemes. The government shall not
only provide free land to build the school but also bear a reasonable proportion of the
cost of construction and management. Liberal loan facilities shall be extended to

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private educational institutions by financial institutions.

Despite all shortcomings of private education mentioned above, PIHS survey

indicates that enrolment rates in public schools have declined since 1995-96
particularly a large decline has been observed in rural areas. It is generally perceived
by parents that quality of education in private schools are better than the public
schools, therefore, those parents who can afford prefer to send their children to private
schools. These trends indicate that the public education system is unable to meet
public demand for providing quality education in the country.

Outdated examination system is another point of discussing the standard of education

in Pakistan. The primary to middle examination system is splendid for increasing the
role of teacher in its class. Such school teachers are responsible to seek exam from the
course they cover in class. Hence students are acquainting of how to prepare for exam.
Irrespective of primary-middle examination, IV to XII examination process has been
enlarged from class teacher to board’s selective teachers. The Board of Intermediate
and Secondary Education (BISE), a divisional board has a significant role to rule out
the syllabus for IV to Xii respectively; and keep right to form a exam paper in its own
supervision. This rationale of conducting exam is excellent but lack of communication
system between school and college authority and concern officers of board have
created uncertainty among students about the extracting paper for the exam. The
following are the flaws in examination system.

I. Ineffective communication between school/college authority and BISE board. It is

seen that teacher do not complete the assigned course to its students. Hence the
quality and standard of examination vulnerable for students.
II. But it is obligation of the board to form exam paper according to the course.
III. Political or absent teacher in regular classes have further spoil the examination
process
IV. No modernization in exam system are the keywords found in the current exam
system.

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Role of HEC:
The importance of higher education as an engine of socio-economic development for
Pakistan cannot be overestimated. Good quality, merit-based, equitable, efficient
tertiary education and 104 research are essential to develop a knowledge economy, to
improve standards of living, and to avail of social benefits like better health, lower
crime, civic responsibility, environmental awareness, and more tolerant and inclusive
society.
With an ever-increasing population and increasing demands from the economy,
widening and increasing participation has remained a permanent goal of the higher
education/sector in Pakistan. Unfortunately, lack of political will and finances over’
decades have produced a higher education sector that is both small in size and low in
performance, a condition that is not compatible with national objectives to develop as
a modem and competitive society.
Additional factors like poor quality of education at the secondary level, poor grasp of
the English language by students, and the unstable socio-political environment of
universities heavily impact the quality equilibrium. At the tum of this century, only
2.9% of the approximately 21 million people between the ages of 17 and 23 in
Pakistan had access to university education. At present, there are a total of 114
universities in the country – only 64 in the public sector. There 0 has been a
proliferation of private universities in recent years, but they have tended to specialize
in market-oriented disciplines like IT, Management Sciences, and Business.
The Higher Education Commission (HEC) was formed ‘in 2002 with strong political
support and substantial budgetary allocations to start an extensive reform process in
higher education. To improve access, learning needs for the 21st century had to be
balanced with the willingness/capacity of institutions to expand. It has therefore been
a priority to optimize the utilization of existing resources and focus on physical
infrastructure development, as well as technological infrastructure development so
that modem approaches including distance education methodologies can play their
proper role.
To raise participation in higher education, the HEC has also focused on quality
improvement in faculty, research and learning environment, curricula, governance,
assessment, accreditation of institutions, and industrial linkages. Equity issues have
been approached mainly through the provision of need-based scholarships for

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marginalized groups. As per the latest data, enrolment in public institutions is now
increasing at approximately 30% per year – at par with the private sector.

The HEC has declared the following as its core strategic aims:

1. faculty development
2. Improving access
3. Promoting excellence in learning and research
4. Relevance to the economy
5. Developing leadership, governance, and management
6. Enhancing quality
7. Physical and technological infrastructure develop

As has been discussed above, higher education has only recently received greater
emphasis than ever before. If we recall the goal of the 1947 Education Policy
statement, it was expected that a class of elite would be created through higher
education that would determine the quality of our civilization and would direct and
plan our national life. This aspiration is true even today and investment in higher
education will permit society to achieve this goal. The issues of relevance and quality
of higher education will allow the product of a university to be equipped with the
capacity to innovate, create and determine the contours of a knowledge-based
economy.
The emphasis on quality needs to be further strengthened, as only numerical
achievement in the field of higher education is not a necessary guarantor of a quality
product. Our universities must become centers of research and creative learning,
providing answers today to the questions of tomorrow and not learning today the
answers of yesteryears.
Presently with the national investment in education at 2.2% of the GDP, investment in
higher education is around 15% of this outlay. In our view, while investment in
education should rise, over the next 4 years, to 4% of the GDP, the share of higher
education should rise to the level of about 18- 20% of the total investment during the
same period. In another 5 years, while the investment in education should increase to
6% of the GDP, a quarter of that investment should go to higher education by 2015.

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While higher education has been in the limelight over the last 3 years, it has been
perceived to be at the cost of elementary and secondary education. However, in
absolute numbers, higher education needs further financial resources. It is another
matter that investment in elementary and secondary education (including higher
secondary education and TVE) must be substantially increased to create an inter-
sector balance between various sub-sectors.
The perception that education is completed only on obtaining a tertiary degree does
not necessarily hold good and this needs to be changed. Only those interested in
research should go for higher education. It also appears that the emphasis on sciences
is at the expense of humanities thus compromising the transmission of basic and
cultural values. It also appears that Higher Education Commission (HEC) is working
in divorce from other policy frameworks. While the HEC is keen to improve the key
areas of access, quality, and relevance, quality issues in higher education institutions
continue to persist and more long-term answers are needed rather than a celebration of
short-term numerical achievements.
There is a serious concern about the quality of distance learning provided by Allama
Iqbal Open University (AIOU). This has pervasive repercussions on the quality of
such pursuits and particularly affects in-service capacity enhancement programs. It is
understood that AIOU is conscious of its current weaknesses but strong commitment
and investment need to be made in AIOU because of the widespread influence that it
has over so many areas of learning and production of skilled people for economic
development.
Greater investment needs to be made an assurance of quality product from higher
learning and the HEC must ensure that assessment procedures in higher education are
of the highest international standards and the HEC being a regulator needs to be a
guarantor of all university degrees in Pakistan for minimum acceptable standards.
Regarding the relevance of university education, the issue will be separately
addressed in this document.
Education provides the base for socio-economic development. An educational system
of poor quality may be one of the most important reasons why poor countries do not
grow. In Pakistan, the quality of education is on the decline in spite of the fact that the
present government has initiated drastic measures in uplifting the quality and quantity
of education. The quality of teachers especially at the primary level is still
questionable. It is evident that without teachers’ transformation we cannot transform

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the education system for improving the quality of education. In this regard, a series of
education reforms in the area of teacher education was introduced in the public sector
but their vision seemed to be narrow, hence, they failed to make any substantial
impact on the quality of teachers and the teaching process. Eventually, it further
affected the quality of education being offered in schools. The education system of
Pakistan is facing new challenges. It has yet to be developed at par with other
developing countries in the region.

Education Policies:

All Pakistan Educational Conference 1947

In a message to All-Pakistan Educational Conference at Karachi on November 27,

1947, Quaid-i-Azam Mohammad Ali Jinnah said:

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.
Quaid-i-Azam provided the basic guidelines for future education development by
stressing:

1. The system of education should suit the genius of our people

2. It should be consonant with our history and culture

3. It should instil the highest sense of honour, integrity, responsibility and selfless
service to the nation.

4. It should also provide scientific and technical knowledge for economic uplift of the
new state.

Recommendations

(a) Education should be inspired by Islam;

(b) Free and compulsory elementary education; and

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(c) Emphasis on technical education.

National Education Conference 1951

It was held in 1951

It led to the formulation of a Six Year National Plan for Educational Development

Results

It failed to evoke political commitment and financial resources for achieving its
objectives.

National Commission on Education 1959

The Ayub era saw high-level commissions to examine and guide all walks of life.

The National Commission on Education dealt comprehensively with the system of

education and made recommendations to emphasise

(a) character development through compulsory religious instructions,

(b) compulsory schooling for age group 6-11 within 10 years and for 11-14 within 15
years

(c) diversification of curricula to introduce technical/vocational subjects in secondary

stages and enhancement of middle level technical (poly-technical) education

(d) extension of degree programmes at the Bachelor’s level from 2 to 3 years.

Results

The Commission’s recommendations were incorporated in the Second Five-Year Plan

(1960-65).

Quantitatively, the Plan was an exceptional success, as its implementation was up to

96 percent of planned investments.

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Nevertheless, the targets for primary education and technical education were still far
from fulfilment.

Education Policy and Nationalisation 1972

The national objectives were identified as:

(a) Equalising the opportunities for education;

(b) Arresting the declining educational standards; and

(c) Correcting the growing imbalance between various types of education.

Statement of Goals

The statement of goals was accompanied by broad-based guidelines which were to

provide a framework within which the Provincial Government and non-government
agencies were to prepare detailed plans and programmes.

From the goals so designed, the roles assigned to education were:

(i) the role of education in the preservation and inculcation of Islamic values as an
instrument of national unity and progress;

(ii) reorientation of educational programmes in the light of economic needs of the

society particularly by shifting the emphasis to scientific, technical and vocational
education;

(iii) role of education as an instrument of social change and development, and as a

factor in the creation of a democratic social order by ensuring an equal access to
opportunities of education;

(iv) the paramount importance of quality in education and the crucial role of teachers
in the improvement of educational quality; and

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(v) decentralisation of educational administration to ensure academic freedom and
administration and financial autonomy required for healthier and efficient growth of
educational institutions, particularly those of higher education.

Results
All these objectives and lofty goals remained empty rhetoric and the major change
made by the Pakistan People’s Party (PPP) government was to nationalise private
educational institutions.

National Education Policy 1979

A National Educational Conference was convened by the President of Pakistan, Mr

Fazal Ilahi Chaudhry, in October 1977 for evolving a set of fresh recommendations
for a new education policy which was later announced in 1979.

Aims

The major aims focused on:

Fostering deep and abiding loyalty to Islam,

Creating awareness that a Pakistani is also a part of Universal Muslim Ummah,

Inculcation of character in accordance with Quran and Sunnah,

Providing equal opportunities to all citizens for cultural and religious development,

Development of creative and innovative faculties of people,

Functional literacy to all citizens,

Fostering discipline and promotion of scientific and technological education needed

for socio-economic growth.

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Proposals

1. Curricular revisions with a view to reorganising the entire content around Islamic
thought.

2. Possibility of merging the traditional Madrassah Education with modern education.

3. Use of National Language as medium of instruction.

4. Training for productive work.

5. Mobilisation of community resource such as mosques, civic buildings factories etc.

for education purposes; effective participation of community in literacy/education
programme.

6. Linking scientific and technical education with production.

7. More emphasis on quality improvement and consolidation and opening new

institutions only where demand is reasonable.

8. Separate educational institutions for female students up to highest level with

specially designed curricula.

Results

Integrated curriculum was introduced.

The medium of instruction reverted to English after eighth class.

Secular subjects were introduced in the Deeni Madaris.

Mosques were used as part of formal primary education system. Literacy Ordinances
were introduced but not implemented..

The non-formal approach to primary education through Nai Roshni Schools did not
achieve its objectives.

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The Federal Government took over the financing responsibilities of universities all
over Pakistan on the understanding that Provincial Government will reallocate the
saved resources for the promotion of primary education.

National Education Policy 1992

The reform proposed in the 1992 policy were aimed at bringing about the following
major changes:

(i) Structuring the society as dictated by teaching of Islam.

(ii) Universalising primary education, eliminating drop-out by the year 2002.

(iii) Raising the literacy ratio to 70 percent by the year 2002.

(iv) Improving the quality of education by reassuring the role of teachers in the
teaching running process by modernising curriculum by tax book.

(v) Use of community for the promotion of basic education in the country.

(vi) Intensifying vocationalisation of general education, and introducing a new

stream of technical education in middle and high schools; inviting the private sector
for participation in educational programmes, and allowing progressive privatisation of
nationalised institutions.

(vii) Initiating procedures leading to de-politicisation of campuses and enforcement

of discipline.

(viii) Streamlining the examination system and establishing the merit-based valid
admission procedures to be devised by the National Testing Services.

Results
This policy could not achieve the desire targets. However the following are the major
achievements emanating from the policy:

1. Establishment of School Management Committee at the lowest administrative unit

for the promotion of basic education.

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2. Establishment of quality Model Primary School at the Union Council Level so as to
provide quality education to the rural female children.

3. The concept of mixed Primary School was introduced in provinces.

4. The qualifications of the teachers have been lowered in order to attract the female
population towards the teaching profession.

5. Literacy Programme in selected areas of Pakistan was launched in order to enhance

the literacy rate the country.

6. Nation-wide teachers competition were held to give awards to the best Primary
School Teachers at the national level.

7. The examination method was changed by giving weightage of 25 percent to

multiple choice questions at secondary and higher secondary exams.

8. During this period the Supreme Court gave an historic decision by banning the
students unions in the university campuses and obliging all parents to give certificate
of good behaviour for their children attending colleges and universities.

National Education Policy 1998-2010

To prepare the nation to gracefully enter the 21st Century, a new Education Policy
was launched from June, 1998.

Basic Covenants

 Jihad against illiteracy to accelerate the literacy rate.

 Curriculum revision in accordance with the requirements of 21st Century.

 Introduction of computer education in schools and greater emphasis on technical

education.

 Minimizing disparities in rural and urban schools and between males and females.

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 Active participation and contribution of local communities in educational
management via the District Education Authorities, School Management
Committees and Village Education Committees.

 Easy access to education at all levels.

 Encouraging the private sector to invest in education.

 Bring in the element of competition in the preparation and selection of text-books.

 Provision of financial support to deserving students.

 Promotion of research in higher education.

 Professionalization and improvement of the examination system at all levels.

 Library services and facilities shall be improved, expanded and strengthened.

Recommendations

 The Policy proposed

 To construct 190,000 new formal primary schools, 250,000 non-formal basic

education centres, and 57,000 mosque schools,

 To upgrade 60,000 primary schools,

 To begin double shifts in 20,000 existing primary schools, and

 To recruit 527,000 additional teachers.

 To launch a National Literacy Movement on an emergency basis in every village,

tehsil and district,

 To increase the existing Non-Formal Basic Education (NFBE) community

schools/centres from 7000 to 82,000,

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 To render it mandatory for all industrial units and federal and provincial agencies,
like WAPDA, Pakistan Steel, OPF, PTV, PBC, etc., to make their employees and
their dependents literate,

 To put Boy Scouts and Girl Guides at the service of literacy programs,

 To establish Literacy Corps comprising College/University students/teachers for

literacy programs during vacations,

 To issue driving and ammunition licenses only to literate persons,

 To condone the duration of a prisoner’s term of imprisonment if s/ he

becomes literate,

 To utilize radio and television for social mobilization and promotion of the cause
of basic education, particularly amongst rural females, and for imparting skills to
neo-literates,

 To ask khanakah s/Mazars to donate a portion of their earning to the literacy fund,
and

 To link development grants to local governments with literacy programmes.

National Education Policy 2009

The thinking process for the development of this policy was initiated in 2005 and
finalised through a series of consultative workshops and deliberations before being
presented to the cabinet in May 2008.

Policy’s Vision

Education is a categorical imperative for individual, social and national development

that should enable all individuals to reach their maximum human potential. The
system should produce responsible, enlightened citizens to integrate Pakistan in the
global framework of human-centred economic development.

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Goals

 Education to be allocated seven per cent of GDP.

 Literacy rate to be increased to 85 per cent by 2015.

 Grades 11 and 12 (intermediate education) will no more be part of college

education but will be merged into the school system.

 All primary schools will be upgraded to the middle level.

 Enrolment in higher education to be increased from to 10 per cent by 2015, and to

15 per cent by 2020.

 The inter-provincial forum of education ministers was given a supervisory role.

 Academic and administrative cadres will be separated

 District education boards will be set up to promote education at grassroots level.

 Syllabus of public sector schools would be improved in consultation with private

sector schools to reduce disparity between the two sectors.

 A regime of strict uniform examination system will be introduced across the

country.

 Teachers with matriculation and intermediate level education would be gradually

phased out and replaced with qualified teachers.

 Salary structure of teachers will be improved.

 There will be special focus on gender equality and bridging urban-rural divide.

 A project called Apna Ghar’ residential schools to provide free education to poor
students will be started.

 A national merit programme would be introduced to reward bright students.

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Present Situation:

According to the Pakistan Economic Survey 2013-14 Social, the literacy rate of the
population (10 years and above) is 60 percent

Punjab leads with 62 percent followed by Sindh with 60 percent, Khyber

Pakhtunkhwa with 52 percent and Balochistan with 44 percent.

Vision 2025 on Education

Vision 2025 aims at substantial expansion in levels of education as well as

improvements in the quality of education. A larger share of the GDP, at least 4% to
education and at least 3% to health, would have to be allotted. Key goals under this
pillar are;

Universal primary education with 100% net primary enrolment.

Increase Higher Education coverage from 7% to 12 %

Increase proportion of population with access to improved sanitation from 48% to

90%

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

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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

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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.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of
access, poor quality, equity, and governance have also contributed in less enrolments.

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Problems:
1) Lack of education budget
2) Different syllabus
3) Different mediums of instruction
4) Feudalism
5) Outdated syllabus
6) Lack of teacher training
7) Outdated teaching methodology
8) Lack of quality education
9) Failed education policy
10) Corruption
11) Flawed education system
12) Other social problems

Nelson Mandela said;

if you want o change the World, remember education is the only way o change the
World.’

Solution:
1) Increase education budget up to 4 % of GDP
2) Uniformity of Educational Systems
3) Updated and research-based curriculum
4) Abolish feudalism, a root cause of all social problems in Pakistan
5) Teachers’ appointments on a merit basis
6) Teachers’ training
7) Effective educational policies
8) Promoting research culture
9) Free education
10) Reforming examination system

“God helps those who help themselves”

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