SOCIAL SECTOR OF PAKISTAN

Human Development Index

• The HDI provides a composite measure of three dimensions of
human development:
– living a long and healthy life (measured by life expectancy),
– being educated (measured by adult literacy and gross enrolment in
education)
– and having a decent standard of living (measured by purchasing power
parity, PPP, income).

• Pakistan’s HDI for this year, which refers to 2007, is 0.572, which
gives the country a rank of 141st out of 182 countries.

• Between 1980 and 2007 Pakistan's HDI rose by 1.30% annually

from 0.402 to 0.572 today.
 Gender Development Index (GDI)
• The gender-related development index (GDI), introduced in
Human Development Report 1995, measures achievements in
the same dimensions using the same indicators as the HDI but
captures inequalities in achievement between women and men.

• It is simply the HDI adjusted downward for gender inequality.

• The greater the gender disparity in basic human development,

the lower is a country's GDI relative to its HDI.
– Pakistan's GDI value, 0.532 should be compared to its HDI value of
0.572. Its GDI value is 93.0% of its HDI value.
– Out of the 155 countries with both HDI and GDI values, 152 countries
have a better ratio than Pakistan's.
Gender Empowerment Measure (GEM)

• It tracks the share of seats in parliament held

by women; of female legislators, senior
officials and managers; and of female
professional and technical workers- and the
gender disparity in earned income, reflecting
economic independence.
– Pakistan ranks 99th out of 109 countries in the
GEM, with a value of 0.386.
EDUCATION
 Importance of Education
 Education is central to socio-economic development of a country.

 It plays a critical role in building human capabilities and accelerates

economic growth through knowledge, skills and creative strength of a
society.

 Education also creates awareness, tolerance, self esteem and confidence

which empower people to defend their rights.

 The positive outcomes of education include reduction in poverty and

inequality, improvement in health status and good governance in
implementation of socio-economic policies.

 The benefits of education are not only confined to the national economy
but individual also benefit from it. It has been found that every year of
additional schooling increases individual’s wages by 10 per cent globally
 INTRODUCTION
• It is widely acknowledged that education is
amongst the single most important factor
contributing to poverty alleviation; vital for
investment for human and economic
development.
• Unfortunately, Pakistan’s standing on this front
has historically been poor
• At independence, Pakistan had a poorly
educated population and few schools or
universities.
• Debate continues about the curriculum, and,
except in a few elite institutions, quality
remains a crucial concern
• By 1992 the population over twenty-five had a
mean of only 1.9 years of schooling
• In 1960 public expenditure on education was only
1.1 percent of the gross national product (GNP);
by 1990 the figure had risen to 3.4 percent.
• This amount compared poorly with the 33.9 percent being
spent on defense in 1993.
• In 1990 Pakistan was tied for fourth place in the
world in its ratio of military expenditures to
health and education expenditures.
 Structure of the System
• Education is organized into five levels:
– primary (grades one through five);
– middle (grades six through eight);
– high (grades nine and ten, culminating in
matriculation);
– intermediate (grades eleven and twelve, leading to an
F.A. diploma in arts or F.S. science;
– and university programs leading to undergraduate and
advanced degrees.
Preparatory classes (kachi, or nursery) were formally incorporated
into the system in 1988 with the Seventh Five-Year Plan.
 Structure of the System
• Academic and technical education institutions
are the responsibility of the federal Ministry of
Education, which coordinates instruction
through the intermediate level.
• Teacher-training workshops are overseen by
the respective provincial education ministries
in order to improve teaching skills.
• Seventh Five-Year Plan (1988-93)
– child five years and above would have access to
either a primary school or a comparable, but less
comprehensive, mosque school.
– financial constraints

• Eighth Five-Year Plan (1993-98).

– planned to transfer control of primary and
secondary schools to NGOs
– intended to gradually make all high schools,
colleges, and universities autonomous
 Some Statistics
• Primary school dropout rates remained fairly consistent in the
1970s and 1980s, at just over 50 percent for boys and 60 percent
for girls.
• The middle school dropout rates for boys and girls rose from 22
percent in 1976 to about 33 percent in 1983.
• Noticeable shift occurred in the beginning of the 1980s regarding
the postprimary dropout rate: whereas boys and girls had
relatively equal rates (14 percent) in 1975, by 1979-- just as Zia
initiated his government's Islamization program--the dropout rate
for boys was 25 percent while for girls it was only 16 percent.
• By 1993 this trend had dramatically reversed, and boys had a
dropout rate of only 7 percent compared with the girls' rate of 15
percent.
 Past Educational Policies and Plans
• Ever since independence, the Government of the time has emphasized
the central role of education in the social development of the country.

• Besides the constitutional provisions on education and the relevant

sections in the Five-Year Plans, the Government has developed the
following major policy documents
Pakistan Education Conference 1947
Commission on National Education 1959
New Education Policy 1970
New Education Policy 1972
National Education Policy 1979
National Education Policy 1992
National Education Policy 1998-2010
National Education Policy 2009
 Pakistan Education Conference 1947

• Importance of education realized soon after

independence
• All Pakistan education Conference 1947 at the
behest of Quaid-e-Azam
• Made 3 recommendations
– Education should be inspired by Islam
– Free and compulsory elementary education
– Emphasis on technical education
 National Education Conference 1951

• Formulation of 6 year national plan for

educational development
• Numbers arising out of influx of displaced
persons from India  substantial expansion in
enrollments at all levels 1947-55
• Education system expanded at the cost of
quality
 National Commission on Education 1959

• Policy Recommendations
• Character development
• Compulsory schooling for age group 6-11
within 10 years and for 11-14 within 15 years
• Diversification of curriculaintroduce
technical subjects in secondary stages
• Extension of degree programs at Bachelors
level from 2-3 years
Education Policy and Nationalization 1972

National Objectives were:

• Equalizing the opportunities for education
• Arresting declining edu standards
• Correcting the growing imbalance between various
types of educatio
Two principals
• Education should be inspired by nation’s ideological
and cultural heritage
• Dictated by universal structures of human
knowledge
Education Policy and Nationalization 1972

• Nationalized private instituions

• Decisions made purely on political grounds
• Example: FC college
 National Education Policy 1979
National Edu Conference convened by President in 1977
• Fostering deep and abiding loyalty to Islam
• Universal Muslim Ummah
• Providing equal opportunities
• Promotion of scientific and technological education
Examples:
• Curriculum around Islam
• Merging Madrassah Edu with modern edu
• Use of national language as medium of instruction
 LITERACY RATE
One main problem that confronted the policy makers was the actual
definition of ‘literacy’.

Pakistan Literacy Statistics

(1951-2000)
Year Literacy Rates
1951 17.9
1961 16.7
1972 21.7
1981 26.2
1998 45.0
2000 47.0*

 *47% according to the ministry of education document and 49%

according to the Survey of Pakistan.
 The Method issue
• It is interesting to note that in 1951 the literacy rate
was 17.9% whereas after ten years, instead of having
an improvement it fell down to 16.1%. What could be
the justification for this downfall?

– The definition established for literacy in 1951 was that a

literate person is “One who can read a clear print in any
language.” It is important to note that here understanding
was not the condition.
– The other potential problem was the actual procedure of
data collection.
 The Method issue
Census definitions of Literacy
 

Census year Definition

1951 Census “One who can read a clear print in any language.”
1961 Census “One who is able to read with understanding a simple
letter in any language”.
1972 Census “One who is able to read and write in some language
with understanding”.
1981 Census “One who can read newspaper and write a simple
letter”.
CROSS-COUNTRY COMPARISONS
Country % of GDP
Mongolia 8.5
Maldives 8.1
Iran 5.4
Malaysia 5.1
South Korea 4.2
Thailand 4.0
India 3.7
Sri Lanka 3.1
Nepal 2.9
Afghanistan 2.3
Bangladesh 2.3
Pakistan 2.2

Source: E-9 Conference on Education for All 1997

EDUCATION SECTOR
PERFORMANCE
ECONOMIC SURVEY 2009-10
Within the region, only Bangladesh has a worse outcome on both
indicators, spending by the public sector as well as literacy rate.

Nepal spends a substantial fraction more than Pakistan on education, while

its literacy rate is marginally higher.
 Literacy
• According to the latest Pakistan Social and Living
Standards Measurement (PSLM) Survey 2008‐09,
the overall literacy rate (age 10 years and above) is
57% (69% for male and 45% for female) compared
to 56% (69% for male and 44% for female) for 2007‐
08.
• data shows that literacy remains higher in urban
areas (74%) than in rural areas (48%), and is more
prevalent for men (69%) compared to women (45%).
Educational Institutions and enrolment
 Missing Facilities in Public School
• The Poor quality of existing learning
environment is evident from the fact that a
large number of schools are missing basic
infrastructure i.e. 37.7% schools up to
elementary level are without boundary wall,
33.9% without drinking water facility, 37%
without latrines and around 60% schools are
without electricity.
Financing of Education in the Public Sector
The numbers of Ph.Ds produced by the Pakistani Universities
have increased sharply from 176 in the year 2000 to 624 in
2009.
MAJOR PROGRAMME/PROJECTS OF MoE

• President’s Education Sector Reforms (PESR)

– Project Management Unit of Ministry of Education
started a mega project in 2007 to provide missing
facilities under President’s Education Sector
Reform (PESR) Project. The project “Provision of
Missing Facilities” is being executed throughout
the country except Punjab province.
 Projects Wing of MoE has taken various
initiatives resulting in following achievements
• Early Childhood Education (ECE)
– Validation of the standards for ECE has been
initiated.
– Teacher guide‐cum textual material for ECE has
been developed.
– Advocacy and awareness raising material for
promotion of Early Childhood Education (ECE) has
been developed.
 Achievements
• Adult Literacy
– Adult literacy supplementary reading material as
well as instructional material in adult literacy has
been developed for dissemination to the Adult
Literacy centers in the country.
– 5 year Adult Literacy Plan (2010‐15) for all the four
provincial as well as FATA and Gilgit Baltistan (GB)
has been drafted
 Achievements
• Madrassah Education
– Rs. 50.30 million was distributed amongst 288
Deeni Madaris for salaries of their teachers under
Madrassa Reforms Project
– Monitored and evaluated 78 Madaris to check
their activities carried out for teaching of formal
subjects from Primary to Higher Secondary level
under the project.
 Achievements
• During 2008‐09, seventeen projects were
completed; while twenty new projects were
approved and included in PSDP 2009‐10.
• The total number of projects in PSDP 2009‐10
comes to 101, having a total allocation of Rs.
8097.613 million, out of which 86 are approved and
15 unapproved.
• A sum of Rs. 1944.898 million has been released so
far during the first and second quarters of FY10.
 National Education Policy 2009
• The new National Education Policy (NEP) 2009
has been formulated after lengthy deliberation
initiated way back in 2005.
• convened 15th Inter‐Provincial Education
Ministers (IPEM) Meeting in February 2009 at
Islamabad to share the draft NEP and getting
implementing partners