NATIONAL EDUCATION POLICY 2017

An Overview (Academics)

Presented by
TRAINING & EVALUATION – EDUCATION DEPARTMENT
 AIM

To present a comparison of goals, objectives and key areas defined in the

National Education Policy 2017 and existing practices in FF Education
System
 OBJECTIVES

 Discussion on relevant academic standards/ benchmarks in NEP

2017 and implementation in FFES

 Identification of the existing gap at institutional level in achieving

the goals set in NEP 2017
 NEP 2017
GOALS, OBJECTIVES AND KEY AREAS OF EDUCATION POLICY
 NEP 2017 - CHAPTER 2
GOALS
Character building (Taleem, Tarbiyya and Tazkyya and character
building on the basis of universal Islamic values integrated with ethical
values relevant to all human beings

Meeting Learning Needs (Knowledge, Skills, & Values)

Pakistani Nationhood and National Integration

Right to Education: Expanding Access

Quality of Education

Science and Technology

Harmonization of Curriculum and Standards

 NEP 2017- CHAPTER 2
OBJECTIVES

 Promotion of Early Childhood Education

 Advancement of Science, Technical and Vocational Education

 Improving Quality and Efficiency of Education System

 Promoting Use of Information and Communication Technologies (ICTs)

 Reforms for Quality

 Selection, Recruitment and Capacity building of Teachers

 Curriculum and Standards

 NEP 2017 - CHAPTER 2
OBJECTIVES
 Libraries & Instructional Technologies

 Languages and Medium of Instruction

 Physical Education, Sports and Games

 Health and Hygiene

 Enhancing Coordination for Achieving SDGs

 Reforms in Assessment and Examination System

 Boy Scouts, Girl Guides, Guiding and Counseling

 NEP 2017 - CHAPTER 2
Key Areas of Education Policy
 Ideology based Vision and Mission aimed at Unity, Faith and Discipline

 Character building through Taleem, Tarbiyya and Tazkia

 Holistic development of child (Physical, Social, Intellectual, Moral,

Spiritual and Cognitive, etc.)

 ECD: Comprehensive Early Childhood Education and Development (3-5

years age group children) assigning priority to 4 – 5 years age group
 NEP 2017 - CHAPTER 2
KEY AREAS OF EDUCATION POLICY
 TVET: Introduction of Technical and Vocational education in non-formal
middle level schools

 Technical Education Stream: Reintroduction of Technical Education

stream along with Science and Humanities in selected high schools and
intermediate colleges to prepare vocationally and technically empowered
human capital
NEP 2017 - GAP ANALYSIS (FFES)
 NEP 2017 - CHAPTER 2
CURRICULUM REFORMS & STANDARD SETTING
 Consensus based curriculum in the light of National Curriculum
Framework and National Standards

 Main focus of junior grades curricula on learning tools i.e. literacy

numeracy, problem solving and oral expression; and learning contents
i.e., knowledge, skills, values and attitudes. Whereas, the main focus of
higher grades curricula on knowledge, understanding, analysis,
synthesis and application
*FFES
A paradigm shift from conventional to conceptual teaching learning is in process; customised training,
standardisation of syllabus and introduction of centralised examinations are among the key steps taken in
this regard
 NEP 2017 - CHAPTER 2
CURRICULUM REFORMS & STANDARD SETTING

 Revision of Scheme of Studies to make it more comprehensive and need based

 Interfaith Harmony: Promoting tolerance, respect for difference of opinion and

interfaith harmony

 Research and Innovation: Creating a culture of research and innovation in

universities

*FFES
Syllabus review is an integral feature of FF Review and Feedback Mechanism. Annual and Triennial reviews
are carried out. Interfaith harmony is focused through values education, co & extra-curricular activities
(ECAs) and formal curriculum
Existing Gap: Individual and Group Research projects in all classes/subjects are part of FF annual
calendar; however, loopholes in implementations need to be addressed
 NEP 2017 - CHAPTER 2
LITERACY AND LIFELONG LEARNING
 Lifelong Learning: Knowledge based society and continuous and lifelong
learning

 Literacy For All: Country wide Literacy For All and All For Literacy campaign

 Functional Literacy: Integrated approach in Literary i.e. Basic Literacy

(Reading, Writing and Numeracy) Functional Literacy (Life Skills) and Income
Generation skills literacy

*FFES
1. Literacy & Life skills are focused through formal curriculum as themes & national standards in all subjects
are life skills based. Furthermore, these are also reinforced as part of co & extra-curricular activities themes
2. Existing gap: Income generation skills literacy not being focused directly
 NEP 2017 - CHAPTER 3
ISLAMIC EDUCATION
3.7 Policy provisions

 3.7.1. Islamiyat will be introduced as compulsory subject from class III to

Intermediate classes extending up to graduation in all general and
professional institutions as in the past. For Early Childhood Education
(ECE) and classes I to II, it will be integrated in other subjects, including
Urdu textbook

*FFES
Islamiyat is a compulsory subject from Pre-Junior to Intermeiate classes. For ECE, it is part
of Scheme of Studies (oral) as per the instructions in the National Curriculum
 NEP 2017 - CHAPTER 3
ISLAMIC EDUCATION
3.7 Policy provisions

 3.7.2. Non-Muslim students will be offered Ethics (Moral Education) in

lieu of Islamiyat compulsory from Classes III to XII and they will not be
required to read lessons on Islam in ECE and I to II classes

FFES
Ethics has been introduced as per the agenda points of Pre-BOMM 2017. Non-Muslim Students do not
study Islamiyat as a compulsory subject
 NEP 2017 - CHAPTER 4
EARLY CHILDHOOD CARE AND EDUCATION

6.2 Objectives:

i. To meet the learning needs of all children of ECE age group

ii. To ensure holistic development of ECE age group children on the basis
of early Learning Development Standards (ELDS)

iii. To provide child friendly, attractive and entertaining school environment

to young children
 NEP 2017 - CHAPTER 4
EARLY CHILDHOOD CARE AND EDUCATION
6.3. Policy provisions:

viii. Holistic development of child pertaining to Physical Development; Social

and Moral Development; Emotional Development; Language Development and
Cognitive Development on the basis of ECE Curriculum and Early Learning
Development Standards (ELDS) will be ensured

ix. Child friendly, inclusive, attractive, friendly and playful school environment
will be provided to all ECE children (both urban and rural children)
*FFES
Curriculum Framework of Playgroup and Scheme of Studies of Nursery & Prep have been developed
specifically keeping in view the above-mentioned. The syllabus/ content is being reviewed again for further
updation
 NEP 2017 - CHAPTER 6
PRIMARY EDUCATION
7. Implementation Strategies

ix) Emerging key issues, such as, computer literacy, population and
environmental education, health education, AIDS education, and values
education, etc. shall be increasingly introduced and integrated in curricula

*FFES
1. Textbooks are selected following the criteria set by the National Policy; specific indicators have been
defined as per the guidelines in the National Curriculum Framework
2. Existing Gap: Though population , environment , health and values education are part of formal syllabus
and co & ECAs, provision of dedicated material/content can enhance the effectiveness manifold
 NEP 2017 - CHAPTER 7
SECONDARY EDUCATION
Policy provisions to achieve the goals / targets

9. Digital libraries and well-equipped science laboratories will be the focus

areas for quality improvement

*FFES
Being complied; e-libraries set-up functional in FFCG & FFCB, possibility of central uploading portal is
being worked out. A complete handbook on maintenance and utilisation of Science & Computer Labs has
been prepared as directed by the MDFF
 NEP 2017 - CHAPTER 7
SECONDARY EDUCATION
Policy provisions to achieve the goals / targets

14. Ensuring the horizontal and vertical alignment of middle, secondary and
higher secondary school curriculum with curriculum of primary level.
Curriculum revision may be related to cognitive development of the
students as well as students’ achievement levels. The scheme of studies at
middle, secondary and higher secondary school level may be revised to
include more subject options
*FFES
1. Efforts are made to ensure progression among junior, middle, secondary and higher secondary classes
2. Existing Gap: Only Science subjects are offered at SSC and HSSC level in FFSs and FFCs except FFC (B)
& FFC (G) where humanities and commerce are also being offered to students
 NEP 2017 - CHAPTER 7
SECONDARY EDUCATION
21.Technical and vocational education stream shall be started in selected
middle, high and higher secondary schools. Introduction of a system-for
streams of learning linked to labour market may be introduced

*FFES
Existing Gap: Not in practice; prospects of introduction of technical & vocational streams being explored
 CHAPTER 7- SECONDARY EDUCATION

Implementation Strategies for Policy Provisions

9. School ranking should be introduced based on academic performance;

social contribution, community linkage and any other indicators deem
suitable to school education departments at federal and provincial levels

*FFES
Social projects are a part of FF co-curricular activties; however, there is no formal system of recognition or
formal grading. Allocation of some % age in results of every student may improve the efficacy as being
ptactised in other education systems
THANK YOU