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Health Strategy

Education Policy

Policy Reform Unit

Investing in Pakistan’s Human

Pakistan Tehreek-e-Insaf

Resource

State of Education in Pakistan
State of Education in Pakistan
State of Education in Pakistan

State of Education in Pakistan

Opportunity Lost • Overall literacy rate (age 10 years and above) is only 58% –

Opportunity Lost

Opportunity Lost • Overall literacy rate (age 10 years and above) is only 58% – Even
Opportunity Lost • Overall literacy rate (age 10 years and above) is only 58% – Even

Overall literacy rate (age 10 years and above) is only 58%

Even worse for women and in rural areas:

69 % male; 46 % female

74 % urban; 49 % rural

Persons (age 25+) with at

• 74 % urban; 49 % rural • Persons (age 25+) with at least secondary education

least secondary education

16.8%

Average years of schooling of

adults

Pakistan: 3.9; India: 5.1; Malaysia: 6.8; USA: 12

education – 16.8% • Average years of schooling of adults – Pakistan: 3.9; India: 5.1; Malaysia:
The Enrolment Deficit • Total population in 05 – 16 years cohort – approx. 44

The Enrolment Deficit

The Enrolment Deficit • Total population in 05 – 16 years cohort – approx. 44 million
The Enrolment Deficit • Total population in 05 – 16 years cohort – approx. 44 million

Total population in 05 16 years cohort approx. 44 million

Children enrolled in public and private schools 25.7 million

Children enrolled in madaris 1.7 million

Children out of schools 16.6 million

1.7 million – Children out of schools – 16.6 million • Pakistan ranks second in global

Pakistan ranks second in global ranking on out-of-school children

26 countries poorer than Pakistan send more children to schools

2/3 rd rural women never attend a school

• 26 countries poorer than Pakistan send more children to schools • 2/3 r d rural
High Drop Out Rate in Government Schools • Only 63% students enrolled in Grade 1

High Drop Out Rate in Government

Schools

High Drop Out Rate in Government Schools • Only 63% students enrolled in Grade 1 make
High Drop Out Rate in Government Schools • Only 63% students enrolled in Grade 1 make

Only 63% students enrolled in Grade 1 make it to Grade V

Only 40% make it to Grade VIII

• Only 27% make it to Grade X Overall drop out as a % of
• Only 27% make it to Grade X
Overall drop out as a % of primary
school cohort
%
• Pakistan – 30.3%
100
• India – 34.2%
90
• Turkey – 5.8%
80
• Malaysia – 7.8%
70
60
50
40
30
20
10
0
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9 Grade 10
Poor Infrastructure in Govt. Schools • Government schools with no/dangerous buildings: 10% in Punjab, 35%

Poor Infrastructure in Govt. Schools

Poor Infrastructure in Govt. Schools • Government schools with no/dangerous buildings: 10% in Punjab, 35% in

Government schools with no/dangerous buildings: 10% in Punjab, 35% in Sindh, 23% in

KPK and 18% in Baluchistan

15,996 schools have no building

30,000 school buildings need major repair

35.4 % schools do not have a toilet

need major repair • 35.4 % schools do not have a toilet – for the ones

for the ones that do, average comes out as 74 children per toilet

33.6 % do not have drinking

water

59 % schools do not have electricity

40 % schools do not have desks

• 33.6 % do not have drinking water • 59 % schools do not have electricity
Poor Learning Outcomes • Learning outcomes extremely poor in government schools. Recent surveys* show that

Poor Learning Outcomes

Poor Learning Outcomes • Learning outcomes extremely poor in government schools. Recent surveys* show that in

Learning outcomes extremely poor in government

schools. Recent surveys* show that in Grade III:

Only one child out of three can construct a simple sentence in Urdu using the word ‘school’

Only 12% children can convert simple words from singular to

plural

Less than 30% can answer the most basic questions after reading a paragraph

80% cannot correctly spell the word ‘girl’

11% and 35% cannot do single-digit addition and subtraction respectively

cannot correctly spell the word ‘girl’ – 11% and 35% cannot do single-digit addition and subtraction
Growing Role of the Private Sector • More than 35% children go to private schools

Growing Role of the Private Sector

Growing Role of the Private Sector • More than 35% children go to private schools –

More than 35% children go to private schools

more than 50% in urban areas

and 26% in rural areas

Most private schools are low-cost

Per child cost of education in private schools is 1/3 rd of that in government schools (viz. approx. Rs. 8,380 per child)

in government schools (viz. approx. Rs. 8,380 per child) • Average rural family spends 13 –
in government schools (viz. approx. Rs. 8,380 per child) • Average rural family spends 13 –

Average rural family spends 13 – 20% of its income on children’s

education

Learning outcomes significantly better in private schools as compared with government schools

Madaris • About 6.4% children (1.72 million) enrolled in madaris – About 200,000 are girls

Madaris

Madaris • About 6.4% children (1.72 million) enrolled in madaris – About 200,000 are girls •

About 6.4% children (1.72 million) enrolled in madaris

About 200,000 are girls

Most Madaris offer a 13 year teaching programme

Textbooks mostly in Arabic; teaching mostly in Urdu or local languages

All Madaris affiliated with their Boards/Wafaqs, which are degree-awarding institutions

Shahadat ul Aalmia recognised by government as equivalent to MA

Other degrees include: Shahadat ul Aaalia (BA), Sanvia Khasa

(FA), Sanvia Aama (Matric)

None of these recognised by the government for employment purposes

Technical and Vocational Training (T&VT) • Total enrolment: 281,026 • T&VT enrolment only 8% of

Technical and Vocational Training (T&VT)

Technical and Vocational Training (T&VT) • Total enrolment: 281,026 • T&VT enrolment only 8% of

Total enrolment: 281,026

T&VT enrolment only 8% of post-secondary

enrolment in general education

only 8% of post-secondary enrolment in general education • Output from T&VT institutes insufficient to meet

Output from T&VT institutes insufficient to meet

export or local requirements qualitatively and

quantitatively

T&VT not connected to university education:

In opportunities for higher education

In transfer of knowledge

T&VT budgetary allocations a small proportion of provincial allocations for education

University Education

University Education • Total Enrolment – 1.1 million – Public 948,764 (86%) – Private 158,918 (14%)

Total Enrolment 1.1 million

Public 948,764 (86%)

Private 158,918 (14%)

million – Public 948,764 (86%) – Private 158,918 (14%) • Only 6.3% are university graduates (8.9%

Only 6.3% are university graduates (8.9% male;

3.5% female)

Number of PhDs produced is very low:

Only 6,535 PhDs awarded by Pakistani universities since 1947

Substantial increase in recent years (600 PhDs awarded in 2011-12)

Quality of post-graduate research is poor

The Way Forward
The Way Forward
The Way Forward

The Way Forward

PTI’s Vision • • PTI’s Education Policy aims to PTI’s Education Policy aims to provide

PTI’s Vision

PTI’s Vision • • PTI’s Education Policy aims to PTI’s Education Policy aims to provide equal
PTI’s Vision • • PTI’s Education Policy aims to PTI’s Education Policy aims to provide equal

• •

PTI’s Education Policy aims to

PTI’s Education Policy aims to

provide equal opportunity of

provide equal opportunity of

quality education in a system

quality education in a system

which caters to every citizen and

which caters to every citizen and

removes poverty as a barrier for

removes poverty as a barrier for

children to realize their potential

children to realize their potential

realize their potential children to realize their potential • • We are guided by the concept

• •

We are guided by the concept of

We are guided by the concept of

an Islamic Welfare State following

an Islamic Welfare State following

the vision of Mohammad Ali

the vision of Mohammad Ali

Jinnah and the philosophy of

Jinnah and the philosophy of

Allama Iqbal

Allama Iqbal

Ali the vision of Mohammad Ali Jinnah and the philosophy of Jinnah and the philosophy of
PTI’s 6 Point Education Emergency Plan 1. One Education system for all: – Medium of

PTI’s 6 Point Education Emergency Plan

PTI’s 6 Point Education Emergency Plan 1. One Education system for all: – Medium of Instruction
PTI’s 6 Point Education Emergency Plan 1. One Education system for all: – Medium of Instruction

1. One Education system for all:

Medium of Instruction

Curriculum

Assessment

– Medium of Instruction – Curriculum – Assessment 2. Re-engineer Governance based on complete decentralization

2. Re-engineer Governance based on complete decentralization

3. Dramatically increase funding - from 2.1% to 5% of GDP

4. Adult education

5. Teacher Training

1. One Education System for All Medium of Instruction – Current Situation Province Medium of

1. One Education System for All

Medium of Instruction Current Situation

System for All Medium of Instruction – Current Situation Province Medium of Instruction Punjab • All
System for All Medium of Instruction – Current Situation Province Medium of Instruction Punjab • All

Province

Medium of Instruction

Punjab

All govt. schools declared English medium

Effectively most are Urdu medium

English in elite public and private schools

Sindh

Sindhi and/or Urdu till class 8

English and/or Urdu in high schools and colleges

English in elite public and private schools

Khyber Pakhtunkhwa

Urdu in primary schools

English and/or Urdu in high schools

Urdu in low cost private schools

English in elite public and private schools

Balochistan

Urdu in all government and low cost private schools

English in elite public and private schools

1. One Education System for All Medium of Instruction – Current Situation The English –

1. One Education System for All

Medium of Instruction Current Situation

System for All Medium of Instruction – Current Situation The English – Urdu medium divide •

The English Urdu medium divide

Enrolment in elite English medium private schools:

Total (approx.) 765,000

Approx. 8.0% of enrolment in private schools

Approx. 2.7% of total school enrolment

Total number of children in school

25.7 million (age cohort 5-16 yrs) 1.7 million in Madrasas

About 100,000 students appear in O Level exams

every year

About 1.6 million student appeared in matric exams in 2012

1. One Education System for All

1. One Education System for All Medium of Instruction • One system for all not possible

Medium of Instruction

1. One Education System for All Medium of Instruction • One system for all not possible

One system for all not possible unless all students in every province use one medium of instruction

At the same time, Pakistan has a legacy of British rule which cannot be ignored

All professional colleges are English medium

All government business is conducted in English

An Urdu/Regional medium curriculum underdeveloped

English is an international language of importance and gives an advantage to those who are proficient i.e. the elite

English as a medium of instruction in elite schools not only creates a class divide but also brings along a whole culture for the elite

medium of instruction in elite schools not only creates a class divide but also brings along

1. One Education System for All

1. One Education System for All Medium of Instruction – Cultural divide

Medium of Instruction Cultural divide

1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide

1. One Education System for All

1. One Education System for All Medium of Instruction – Cultural divide

Medium of Instruction Cultural divide

1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide

1. One Education System for All

1. One Education System for All Medium of Instruction – Cultural divide

Medium of Instruction Cultural divide

1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide

1. One Education System for All

1. One Education System for All Medium of Instruction – Cultural divide

Medium of Instruction Cultural divide

1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide
1. One Education System for All Medium of Instruction – Cultural divide

1. One Education System for All

1. One Education System for All Medium of Instruction - PTI’s Policy • Mother tongue and/or

Medium of Instruction - PTI’s Policy

System for All Medium of Instruction - PTI’s Policy • Mother tongue and/or Urdu to be

Mother tongue and/or Urdu to be the medium of instruction in all public and private schools up to

Class VIII

The change of medium of instruction to be phased in

Class IX to XII to be transition years

Schools shall have the option to shift to English as the medium of instruction in preparation for professional / higher studies

English to continue to be the medium of instruction for all university and professional education

As a long term goal, Urdu curriculum and syllabus to be developed for higher education and professional universities

English and Urdu to be taught as compulsory languages from Class I to XII

1. One Education System for All

1. One Education System for All Curriculum – Current Situation Weaknesses of the current Government curriculum:

Curriculum Current Situation

Education System for All Curriculum – Current Situation Weaknesses of the current Government curriculum: • Based
Education System for All Curriculum – Current Situation Weaknesses of the current Government curriculum: • Based

Weaknesses of the current Government curriculum:

Based on descriptions, not learning outcomes

Necessitates rote learning rather than encourage understanding / critical thinking

Promotes stereotypes, discourages diversity

Disconnect from the context

State-centric worldview

Economy, agriculture, civil society ignored

Creates and reinforces social hierarchies as against awareness of individual rights

1. One Education System for All Curriculum - Comparison Grade III – Curriculum Comparison Pakistan

1. One Education System for All

Curriculum - Comparison

1. One Education System for All Curriculum - Comparison Grade III – Curriculum Comparison Pakistan Government
1. One Education System for All Curriculum - Comparison Grade III – Curriculum Comparison Pakistan Government

Grade III Curriculum Comparison

Pakistan Government

Cambridge

Living Things

Biology (Humans and Animals)

Animals as living things

Know life processes common to humans and animals include nutrition (water and food), movement, growth and reproduction Describe difference between living and non-living things using knowledge of life

processes

Animals and their environment

Know that some foods can be damaging to health, e.g. very sweet and fatty foods Explore and research exercise and the adequate, varied diet needed to keep healthy

Characteristics of birds, insects and mammals

Explore human senses and the ways we use them to learn about our world Sort living things into groups, using simple features and describe rationale for groupings

Part of a plant

Biology (Plants) Know that plants have roots, leaves, stems and flowers Explain observations that plants need water and light to grow

Plant as a living thing

Know that water is taken in through the roots and transported through the stem

Classification of crops

Know that plants need healthy roots, leaves and stems to grow Know that plant growth is effected by temperature

1. One Education System for All

1. One Education System for All Curriculum - Current Situation Flawed Curriculum Substandard textbooks Dismal

Curriculum - Current Situation

One Education System for All Curriculum - Current Situation Flawed Curriculum Substandard textbooks Dismal learning
One Education System for All Curriculum - Current Situation Flawed Curriculum Substandard textbooks Dismal learning

Flawed

Curriculum

for All Curriculum - Current Situation Flawed Curriculum Substandard textbooks Dismal learning outcomes Inferior

Substandard

textbooks

- Current Situation Flawed Curriculum Substandard textbooks Dismal learning outcomes Inferior quality Teachers
Dismal learning outcomes
Dismal
learning
outcomes

Inferior

quality

Teachers

1. One Education System for All

1. One Education System for All PTI’s Policy - Curriculum • Provincial governments to set uniform

PTI’s Policy - Curriculum

1. One Education System for All PTI’s Policy - Curriculum • Provincial governments to set uniform
1. One Education System for All PTI’s Policy - Curriculum • Provincial governments to set uniform

Provincial governments to set

uniform and world standard

curricula for all government and private schools

Committees of experts to

government and private schools • Committees of experts to critically review the curricula (and syllabus and

critically review the curricula

(and syllabus and textbooks) to ensure objectivity and comparability with global standards

Aim to impart education for

Character building

Environment and Health Consciousness

Employability

1. One Education System for All

1. One Education System for All PTI’s Policy on Curriculum - Textbooks • • • •

PTI’s Policy on Curriculum - Textbooks

System for All PTI’s Policy on Curriculum - Textbooks • • • • teach in various
System for All PTI’s Policy on Curriculum - Textbooks • • • • teach in various
• • • • teach in various grades –
teach in various grades

An immediate quality upgrade of textbooks required.

Textbook Boards to be restructured as

stakeholder-led autonomous organisations

Textbook Boards and the private sector

to develop a range of textbooks and

supplementary reading material for schools to choose from

Each school to have a menu of books to

Menu to comprise of books developed by private sector and by Textbook Boards

1. One Education System for All

1. One Education System for All Mainstreaming Current Madaris • Currently, five Madrassa groups – Tanzeem-ul-Madaris

Mainstreaming Current Madaris

1. One Education System for All Mainstreaming Current Madaris • Currently, five Madrassa groups – Tanzeem-ul-Madaris
1. One Education System for All Mainstreaming Current Madaris • Currently, five Madrassa groups – Tanzeem-ul-Madaris

Currently, five Madrassa groups

Tanzeem-ul-Madaris (Barelvi)

Wafaq-ul-Madaris (Deobandi)

Wafaq-ul-Madaris (Shia)

Wafaq-ul-Madaris (Ahle Hadith)

Rabita-ul-Madaris (Jamaat-e-Islami)

(Ahle Hadith) – Rabita-ul-Madaris (Jamaat-e-Islami) • Engage with all to develop a phased mainstreaming of

Engage with all to develop a phased mainstreaming of curriculum

Mainstream by a mix of Inspiration and Incentives

Financial help for new teachers, sports facilities etc.

Health Program for Children

Work towards a time bound Integration plan

Madrassa students to also take the Class VIII national exam

Encourage integration with local communities

1. One Education System for All PTI’s Policy - Assessment • All students in public

1. One Education System for All

PTI’s Policy - Assessment

1. One Education System for All PTI’s Policy - Assessment • All students in public and
1. One Education System for All PTI’s Policy - Assessment • All students in public and

All students in public and private schools to be assessed under one standardised assessment

system

Each province to have an independent Examination Commission with Stakeholder representation

To oversee conduct of all examinations from Class VIII, X and XII

To bring standards of all Regional Boards at par

Operate with full transparency

Rank and disclose school/districts performance

Disseminate data online to promote accountability

2. Education Governance • Complete decentralization and de-politicization of the education system – Delivery of

2. Education Governance

2. Education Governance • Complete decentralization and de-politicization of the education system – Delivery of

Complete decentralization and de-politicization of the education system

Delivery of education to be District based

Federal government to oversee the National Objectives in the Education Sector

Provincial governments to provide Policy Guidelines, oversight and regulation only

Service delivery and management to be devolved to district and sub-district levels

2. Education Governance – District Level • Establish fully autonomous District Education Authorities

2. Education Governance District Level

2. Education Governance – District Level • Establish fully autonomous District Education Authorities

Establish fully autonomous District Education

Authorities (DEA)comprising key stakeholders

Management functions to be divided into two categories: Aggregate functions and school-specific functions

Aggregate functions to be performed by DEA

School-specific functions to be performed by School Councils elected by parents of current students

Teaching cadre in the District to report to DEA only

DEAs to reconstitute the entire teaching cadre in the District to make it more accountable for quality and performance

2. Education Governance • DEA to invest in ICT as a key component to improve

2. Education Governance

2. Education Governance • DEA to invest in ICT as a key component to improve education

DEA to invest in ICT as a key component to improve

education governance

DEAs to conduct periodic assessment of learning outcomes

High schools to be focal point of management of primary and middle schools

School governance to be fully devolved to

empowered School Councils

Large government schools/colleges to be managed by independent Boards of Governors

DEA to monitor standards and performance

All schools/colleges will have formula based funding available as a matter of right

Based on student numbers and performance

2. Education Governance - Increasing School Enrolment /Reducing drop out rate • Uplift all government

2. Education Governance - Increasing

School Enrolment /Reducing drop out rate

- Increasing School Enrolment /Reducing drop out rate • Uplift all government schools to – Minimum
- Increasing School Enrolment /Reducing drop out rate • Uplift all government schools to – Minimum

Uplift all government schools to

Minimum standards of Physical infrastructure, Facilities, Staffing , Teaching and learning aides

Most primary schools are 2 room buildings where as a minimum of 6 rooms are required

All middle, high schools to have science lab, computer labs, libraries etc.

Audio-visual facilities

Distance learning facilities

Encourage private sector to play its role

facilities • Encourage private sector to play its role – Voucher schemes – let the money

Voucher schemes let the money follow students

Encourage low cost private schools

Launch awareness and mobilisation campaigns

2. Education Governance - Increasing School Enrolment • Make schools a fun place – Sports

2. Education Governance - Increasing

School Enrolment

2. Education Governance - Increasing School Enrolment • Make schools a fun place – Sports and

Make schools a fun place

Sports and extra curricular activities

Student exchange programs

Field trips

activities – Student exchange programs – Field trips • Set up boarding schools for children from

Set up boarding schools for children

from poor households

At least two (one for each gender) per tehsil

Make special provisions for marginalised communities

Street children, working children, nomadic communities, mentally or physically disabled children, etc.

communities – Street children, working children, nomadic communities, mentally or physically disabled children, etc.
2. Education Governance Proactive Disclosure • Indicators for measuring performance to be clearly defined and

2. Education Governance

2. Education Governance Proactive Disclosure • Indicators for measuring performance to be clearly defined and announced

Proactive Disclosure

Indicators for measuring performance

to be clearly defined and announced

Set yearly targets for various levels

Detailed information on the following to be made available on websites, newsletters, official gazettes, etc.

Budgets; Salaries and perks; Leave/absence/disciplinary proceedings; Examination results; Scores on random tests; Ranking on various indices

results; Scores on random tests; Ranking on various indices • Third party sample-based performance audit annually

Third party sample-based performance audit annually

Such information to be compiled for individual schools,

sub-districts, districts and provinces

3. Funding Chronic Under-investment in Pakistan • Allocation for education – as a proportion of

3. Funding

3. Funding Chronic Under-investment in Pakistan • Allocation for education – as a proportion of GDP

Chronic Under-investment in Pakistan

Allocation for education

as a proportion of GDP 2.1%

was 2.8% in 1987-88

as a proportion of GDP – 2.1% – was 2.8% in 1987-88 Regional Comparison - %

Regional Comparison - % of GDP spent on

Education

6

5

4

3

2

1

0

5.3 5.2 4.7 4.5 3.5 3.3 3.2 2.6 2.1
5.3
5.2
4.7
4.5
3.5
3.3
3.2
2.6
2.1
3. Funding - PTI’s Policy • Dramatically increase funding - from 2.1%* to 5% of

3. Funding - PTI’s Policy

3. Funding - PTI’s Policy • Dramatically increase funding - from 2.1%* to 5% of GDP

Dramatically increase funding - from 2.1%*

to 5% of GDP

Funding of DEA’s, Universities etc. to be

6

5

4

3

2

1

0

Allocation (% GDP)

5 4.5 3.75 3 2.5 2.1 2.1 2012 2013 2014 2015 2016 2017 2018
5
4.5
3.75
3
2.5
2.1
2.1
2012
2013
2014
2015
2016
2017
2018

formula based

On population

Children in schools

Student performance

   

Education

Allocation (% GDP)

Budget (Rs.

Fiscal Year

Bn)

2012

2.1

435

2013

2.1

498

PTI Year 1

2.5

685

PTI Year 2

3.0

953

PTI Year 3

3.8

1373

PTI Year 4

4.5

1895

PTI Year 5

5.0

2427

4. Adult Education • Adult education needed: – As a human right – As a

4. Adult Education

4. Adult Education • Adult education needed: – As a human right – As a means

Adult education needed:

As a human right

As a means for transforming individuals and societies

Launch a nationwide campaign to educate the adult population

Providing adult literacy options to 42% (75.6 m)

population that is currently illiterate

Focus on age cohort 11 30 years (55.8 million)

Focus on workers in the formal / informal private sector

Different literacy packages for different age groups

5. Teacher Training • Currently approx. 1.46 million (public and private) teachers – 42% in

5. Teacher Training

5. Teacher Training • Currently approx. 1.46 million (public and private) teachers – 42% in the

Currently approx. 1.46 million (public and private)

teachers

42% in the private sector

With success of PTI’s education policy, an additional million + teachers will be required

All these teachers will have to be trained / re-trained

Re-think pre-service teachers’ education

‘Education’ to be offered as a subject at par with other social

sciences

Intensive foundation courses of teacher training of pedagogy, leadership, management, etc. after recruitment

Use of ICT

5. Teacher Training • Government to invest heavily in ‘in - service’ training • Support

5. Teacher Training

5. Teacher Training • Government to invest heavily in ‘in - service’ training • Support private

Government to invest heavily in ‘in-service’ training

Support private sector in establishing and expanding teachers’ training facilities

Training institutes to offer wide menu of choices such as

pedagogy, leadership, management, etc.

Special emphasis on sciences and mathematics teaching

Exposure to different teaching practices to be a core

component of Teachers’ training

Enable and support visits/attachments/internships in top- ranking schools

Skill up-gradation to be a key factor in promotion

6.Use of ICT A Paradigm Shift

PTI’s Insaf in Mass Education

ICT – A Paradigm Shift PTI’s Insaf in Mass Education Education over the past 300 years

Education over the past 300 years

Content (Knowledge in School Text Books)

Teacher as a guide

Physical Location of a school

School Time of Education

Physical Location of a school – School Time of Education Education today • Content is available

Education today

Content is available on the ‘cloud’, can be accessed by students directly

Khan Academy model

No Physical School, Teacher at home, and possibility of 24/7

self education

Mass availability of Tablet Computers to enable use of distance education facility

possibility of 24/7 self education • Mass availability of Tablet Computers to enable use of distance
Special Initiatives • Girls’ Education • Sports and Extra-curricular activities • English Language Program •

Special Initiatives

Special Initiatives • Girls’ Education • Sports and Extra-curricular activities • English Language Program •
Special Initiatives • Girls’ Education • Sports and Extra-curricular activities • English Language Program •

Girls’ Education

Sports and Extra-curricular activities

English Language Program

Skill Development

University Education

Girls’ Education • All Union Councils to progressively have a Girls High School • Upgrade

Girls’ Education

Girls’ Education • All Union Councils to progressively have a Girls High School • Upgrade all

All Union Councils to progressively have a Girls High School

Upgrade all high enrolment girls schools from

primary to middle

middle to high level

from – primary to middle – middle to high level • Girls to be preferred as

Girls to be preferred as primary teachers

Facilitate their lodging and transport where needed

Incentivise enrolment of girls in primary, middle and high schools as per the regional context

Provide scholarships

Arrange/pay for transport where needed

Sports and Extra curricular activities • Make schools a place where learning is enjoyable –

Sports and Extra curricular activities

Sports and Extra curricular activities • Make schools a place where learning is enjoyable – Encourage

Make schools a place where learning is enjoyable Encourage students to build upon their God

gifted creative abilities

Arts, crafts, writing, debating, computer skills etc.

• Arts, crafts, writing, debating, computer skills etc. • Sports training and competitions to be a

Sports training and competitions to be a regular feature and key component of education at all levels

Intra and inter District competitions

Summer and winter camps to encourage academic and co-curricular activities

Newsletters and student/teacher

activities • Newsletters and student/teacher magazines to encourage writing • Student exchange

magazines to encourage writing

Student exchange programs

Between schools and districts

Between rural and urban schools

English Language Program • Special efforts to teach English as a language – From Class

English Language Program

English Language Program • Special efforts to teach English as a language – From Class I

Special efforts to teach English as a language

From Class I onwards

At all schools

Special funding to hire and train teachers of the English language in rural / underdeveloped areas

Extensive use of ICT to enable city based English teachers to train / guide new teachers in rural areas

Develop English speaking, writing and listening skills through innovative techniques, such as

Communicative language teaching (Far East model)

Skill Development Current situation • 66% of the population under the age of 30 •

Skill Development

Skill Development Current situation • 66% of the population under the age of 30 • 1.3%

Current situation

66% of the population under the age of 30

1.3% population of age 11-17 years

are enrolled for technical and vocational education

years are enrolled for technical and vocational education PTI’s Policy • Engage 2 million + youngsters
years are enrolled for technical and vocational education PTI’s Policy • Engage 2 million + youngsters

PTI’s Policy

Engage 2 million + youngsters for technical skills enrolment

Increase vocational education spending to Rs. 140 billion per year

Ensure international certifications

Focus on skills for women

Develop employable skills for domestic and international markets

University Education – PTI’s Policy • Make the Higher Education Commission fully autonomous • Make

University Education – PTI’s Policy

University Education – PTI’s Policy • Make the Higher Education Commission fully autonomous • Make universities

Make the Higher Education Commission fully autonomous

• Make the Higher Education Commission fully autonomous • Make universities autonomous by de-linking them from

Make universities autonomous

by de-linking them from government

Make universities a hub for research

Increase university enrolment by establishing new universities

and enlarging existing capacity

Focus on university education in sciences

Encourage collaboration with foreign universities

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