CRITICAL ANALYSIS OF EDUCATION SYSTEM OF

PAKISTAN

1. CONCEPTUALIZATION OF PAKISTAN EDUCATION

SYSTEM:

Article 25-A. Right to education:

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 (Constitution of the Islamic Republic of Pakistan
1973)

Literacy rate:

 The country's literacy rate declined from 60 percent to 58 percent, revealed the Economic
Survey of Pakistan (2016-2017)

UN REPORT 2016:

 UN report released recently says Pakistan is 50+ years behind in its primary and 60+ years
behind in its secondary education targets.
 According to the report, Pakistan is struggling with its large out-of-school population
including 5.6 million children out of primary schools

Primary Education

 In Pakistan, the education system adopted from colonial authorities has been described as
one of the most underdeveloped in the world.
 Barely 60% of children complete grades 1 to 5 at primary school, despite three years of play
group, nursery and kindergarten pre-school to prepare them.

Middle Education

 Middle school follows with grades 6 to 8.

 Single-sex education is still preferred in rural areas.
 Subjects include Urdu, English, arts, Islamic studies, maths, science, social studies, and
computer science where equipment is available.

DEENI MADARIS(2015 Report)

 According to NEMIS data, at present, the total number of Deeni Madarisin Pakistan is
13,240.
 These Madaris are run by five different WAFAQS(governing bodies).
 There are 1.79 million students enrolled in Deeni Madaris at all levels;
 million of these are boys and 0.66 million are girls.
 Around 58,000 teachers are employed in these institutions including 13,000female teachers.
Secondary Education

 Senior school covers grades 9 to 12 with annual examinations.

 On completion of grade 10, pupils may qualify for a secondary school certificate. If they wish
to, they may proceed further to grade 12, following which they sit a final examination for
their higher secondary school certificate.
 During this time, they opt for one of several streams that include pre-medical, pre-
engineering, humanities / social sciences and commerce.

Vocational Education

 Vocational education is controlled by the Pakistani Technical Education and Vocational

Training Authority.
 This body strives to re-engineer the process in line with national priorities, while raising
tutoring and examination standards too.

Tertiary Education

 According to the UNESCO's 2009 Global Education Digest, 6% of Pakistanis (9% of men and
3.5% of women) were university graduates as of 2007.
 Pakistan plans to increase this figure to 10% by 2015 and subsequently to 15% by 2020
 Entry is via a higher secondary school certificate that provides access to bachelor degrees in
disciplines such as architecture, engineering, dentistry, medicine, pharmacy and nursing.
 A pass requires just 2 years of study, and an honors degree 4.
 For the initial period the curriculum is a mixture of compulsory subjects and specializations.
After that, students specialize completely.
 Pakistan produces about 445,000 university graduates and 10,000 computer science
graduates annually.
 A number of institutions of higher learning are active in the country, but the HEC recognizes
183 institutions.
 Thereafter, they may continue with more advanced study as they wish. Some institutions
like Lahore Pakistan University are ancient. Others are modern.

18th Amendment Provincial Autonomy:

 In Pakistan, education is now a provincial subject as a result of the 18 Constitutional

Amendment legislated by the parliament during April 2010. The provincial/area
governments enjoy greater autonomy in several social and economic sectors, including
education.
 The Ministry of Education and Trainings and Standards in Higher Education (MET&SHE) at
the federal level coordinates with international development partners and provides a
platform to the provincial/area departments of education for exchange of information and
creating synergy, synchronization and harmony

2016: Report:

 The 13th edition of World University Rankings issued by Times Higher Education has placed
UK’s University of Oxford the world’s top, snatching the slot from California Institute of
Technology.
 The top 980 universities on the list this year, however, have only seven institutions from
Pakistan.
PUBLISHED BY NATIONAL EDUCATION MANAGEMENT INFORMATION
SYSTEM PAKISTAN EDUCATION STATISTICS (2015-16)
CURRENT SCENARIO:
 The education system of Pakistan is comprised of 303,446 institutions and is facilitating 47,4
91,260 students with the help of 1,723,790 teachers.
 The system is composed of 191,065 public institutions and 112,381 private institutions.
 The public sector is serving 27.69 million students to complete their education while the rem
aining 19.80 million students are in private sector of education.
 37% of private educational institutions are serving or facilitating 42% of students which hints
at a slightly higher per‐institution enrollment ratio in the private sector compared to the pu
blic sector.
 If we compare these two sectors of education in terms of teaching staff, we will find
that 52% of teachers are providing their services to public institutions whilst
48% are employed by the private sector
 A number of institutions of higher learning are active in the country, but the HEC recognizes
183 institutions.
 Thereafter, they may continue with more advanced study as they wish. Some institutions
like Lahore Pakistan University are ancient. Others are modern.

2. COMPARISON OF PAKISTAN EDUCATION SYSTEM WITH

DEVELOPED COUNTRY
1. EDUCATION STRUCTURE:
Pakistan
 58 pc literacy rate
 790 billion rupees
1. three tiers of education system
2. Elementary:(1-8 class)
3. Secondary (9-12class)
4. Tertiary(12+)

UK
 99% literacy rate
 62.2 billion Euro
1. Five stages of education system
2. early years(age 3-5 age)
3. Primary(5-11 age)
4. Secondary(ages 11 to 16)
5. post-16 education (ages 16 to 18)
6. Tertiary education(18+)
 2. EXAMINATION SYSTEM:

 In Pakistan , it is handled by provincial and district govt from 1 to 12

 In UK,test are statuary in england, but Scotland , there is an discretion of teachers(depends
in teachers) from age 7 to 11.

3.COMPULSORY EDUCATION:

 No compulsory education in pakistan

 Secondary education is compulsory in Uk

4.RESPONSIBILITY AND TRAINING:

PAKISTAN:
FEDERAL AND PROVICIAL ROLE:

 In Pakistan, education is a federal as well as provincial function.

 There is a Ministry of Education at Islamabad, which formulates the policies and plans at
national level.
 It involves the provinces in the formulation of national education policies and plans.
 The provinces develop their own plans and execute according to their situations and
available resources in the light of national education policies.

RESPONSIBILITY OF DISTRICT OFFICERS:

 Since the introduction of devolution plan in education sector in 2002, most affairs of the
school education are dealt with the Executive District Officers (Education).
 For example, policy implementation, and supervision and monitoring of schools, recruitment
and transfers of teachers are the main functions of the district governments.
 EDO (Education) is supported by district education officers (DEOs) and deputy district
education officers (Dy. DEOs) and other staff.

PROVINCIAL RESPONISIBILITIES:

 The other key roles and responsibilities like policy formulation, teacher training, and budget
allocation to district governments to a large extent are still with the provincial governments.
 At provincial levels, the administrative head of the Education Department is ‘Secretary’ or in
certain cases there are two secretaries: one for schools, designated as ‘Special Secretary
 (Schools) and the other ‘Special Secretary (Higher Education)’. They are supported by a
number of additional and deputy secretaries and other staff.

United Kingdom:
SEPARATE INSTITUTION IN EVERY COUNTRY:

 In the UK, on the other hand, education is the responsibility of each country. In each
country, there is a separate institution which deals with all the affairs of education, though
the role and functions differ more or less.
 For example, in England, there is a Department for Education and Skills (DfES); in Wales,
Welsh Office; in Scotland, Scottish Executive Education Department (SEED); and in Northern
Ireland, the Department of Education.
 There are some other bodies in each state like Training and Development Agency (TDA) in
England; there is no such agency in Scotland, rather General Teaching Council (GTC)
undertakes all such functions. Each country is responsible for framing its own policies and
plans.

5.CURRICULUM: NATURE, FORMULATION,RESPONSIBLE AUTHORITY:

PAKISTAN
MINISTRY OF EDUCATION:

In Pakistan, school curricula for grades 1-12 is the responsibility of the Ministry of Education,
Curriculum Wing, Islamabad.

PROVINCIAL LEVEL(CURRICULUM BUREAU)

In each province there is a Curriculum Bureau or Curriculum Research and Development Centre
(CRDC) which provides academic support to the Ministry of Education, Islamabad.

Curriculum formulation is a lengthy process, as the ministry has to take expert opinions from all
regions of the country.

FINALIZATION

The curriculum draft is finalized by the National Curriculum Review Committee, Islamabad.

UNITED KINGDOM:
In the UK, curriculum formulation process varies across the four countries.

PRIMARY:

For instance, in England, Wales and Northern Ireland, there is a statutory subject-based national
curriculum, from the age group five;primary

SECONDARY:

At secondary education level, again the principal difference is between Scotland, where the
curriculum comprises shorter academic courses (Highers) and vocational modules, and in the rest of
the UK it comprises longer academic courses (A Levels) and vocational programmes leading to group
awards.
CENTRALIZED CORRUCULUM IN UK AND PAK:

Comparing the curriculum formulation across Pakistan and four countries of the UK, it is found that
school curricula are centralized in Pakistan, and to a large extent in three countries of the UK -
England, Wales and Northern Ireland,

SCHOOL BASED CURRICULUM IN SCOTLAND:

but not in Scotland which is more flexible and is either school or teacher-centred.

UNIVERSITIES ARE AUTONOMUS IN UK:

At higher education level, the universities are totally autonomous bodies to develop their own
curricula in the UK,

HEC MANAGES THE DEGREE PROGRAM:

but in Pakistan to a lesser extent, as HEC is fixing minimum standards for each degree programme in
terms of minimum credit hours, nature and weightage of core and other courses, and mode of
assessment.

COMPARISON OF EARLY EDUCATION WITH DEVELEOPED WORLD

In England, the pedagogical practice(to improve child memory and behaviour) of scaffolding is
followed with teachers helping students only when they need it, in a step by step manner.

In Germany, the Montessori approach is popular, which inculcates independent problem-solving

through play-based learning.

Reason: with early numeracy, a pedagogical practice might be to encourage counting the different
objects in the classroom or food ingredients in a recipe to facilitate attention and memory.

JAPAN:

A Japanese preschool experimented with garden settings and found them most congenial for
embedding concepts of time, space and mathematics.

FINLAND:

Last year, Finland stopped the use of cursive handwriting, replacing it with print writing to facilitate
learning keyboard skills as part of a global move towards digital communication.
3. PROBLEMS IN OUR EDUCATION SYSTEM:

1. SOCIAL DIVISION DUE TO EDUCATION:

 The system of education in Pakistan is not based on uniform principles Different systems of
education are simultaneously working in the country.
 The curriculum is also not uniformed which has given birth to different schools of thoughts.
 For example there is a world of difference between the attitudes of students coming out
from the public educational institutions, Deeni Madaris and the few private elite institutions.
 This trend has accelerated the pace of polarization in the society.
 This system has created a huge gap among the nation and even has deeply penetrated into
the cultural veins of the nation.
 The recent wave of terrorism and the increasing sectarian division are the logical
consequences of this divided system of education.
 The child from the elite school follows a different curriculum, has different books, talks a
different language, refers to a different culture when looking for a reference, appears for
different examinations (O- or A-levels, American high school or IB) and looks to a different
world for access to higher education and even jobs.

 RESULT:
As a result of this current polarized system of education there has occurred a great social
division in the society on political, social and economic grounds rather than unity among the
people which is cutting knee deep the ideological and social foundation of the nation leading
towards further divisions on linguistic and regional grounds which can poetentailly damage
the social cohesion and fabric of the society.

2. DIRECTIONLESS EDUCATION:

 A sound education system is essential for every nation of the world.

 Every nation develops its generation on the basis of vigorous training and education on
social, political, economic and ideological grounds.
 Pakistani education system due being directionless and weak has not been able to develop
and guide its people on sound political and social grounds. There is lack of cohesion in the
system and it is more prone towards general education which does not bring any skilled
manpower to the market.
 Resulting:
 there is increasing unemployment.
 This situation may promote sense of deprivation among the masses. Due to this there is
cultural and political unrest in the society.
 Besides, there is lack of educational opportunities for science and technology. In this way
the development of thinking, reasoning and creativity of students is not being polished.
3. Outdated curricula :

 Curriculum is the tool through which the goals of education are achieved. The curriculum of
education in Pakistan does not meet the demands of the current times.
 It is an old and traditional curriculum which compels the learners to memorize certain facts
and figures without taking into consideration the reality that education is the holistic
development of an individual.
 It places much emphasis on the psychology of the learner as well which cannot be negated
in the process of teaching and learning. The objectives of education must be developed the
psychological, philosophical and sociological foundations of education.
 The present educational curriculum of Pakistan does not meet these modern standards of
education and research.
 Hence this curriculum is not promoting the interest of the learner for practical work,
research, scientific knowledge and reflective observation, rather, it emphasizes on memory
and theory.

4. Goals unmet:

 Although Article 25-A of the Constitution holds the state responsible for provision of
education until a child turns 16, universal primary education goals remain unmet.
 With 81pc of all government schools operating as primary schools (124,070 primary schools)
and 19pc as middle, higher or highersecondary schools, according to the Pakistan District
Education Rankings 2016, the country is on track to possibly miss the SDGs (inclusive and
equitable just as it failed to meet the MDGs).

5. Lack of professional development of teachers:

 Training is essential for quality performance. Teaching is a challenging job.

 There is lack of training opportunities for teachers in Pakistan. Although there various
teacher training institutes in the country.
 These institutes are either not well resourced or being poor run due to lack of fund and
trained human resource such trainers and administrators.
 There are no proper training standards in the available training institutes around the
country.
 Most of the training institutes have been closed down due to lack of funds.
 The courses being run in the teacher education intuitions are outdated and very traditional
which does not enhance the skills, motivation and quality of teachers.
6. Lack of quality teachers :

 Teacher is the backbone of education system.

 The quality of teachers in Pakistani schools is deplorable.
 According to a UNESCO report, the quality of the teachers and instruction in schools is of low
quality This situation is grimmer in remote parts of Punjab, Sindh and Baluchistan where
even there are no teachers available in schools.
 Research has found that teachers do not use new methods and strategies of teaching and
learning.
 Majority of the teachers do not know about lesson planning which renders them incapable
of dealing with various problems in the process of teaching and learning.
 Teachers encourage cramming of the materials by students. Students do not know the use
of libraries in educational institutions.
 Private school teachers are paid $25 to $50 per month. Government school teachers are
paid $150 to $1,000 per month, according to a paper by SAHE and Alif Ailaan. Government
school teachers have more education and training than private school teachers.
 In light of the difference in teachers' salaries, private schools spend less than half of what
the government does per child. However, according to LEAPS, children who go to private
schools are one and a half to two grades ahead of those in government schools, depending
on the subject.

RESULT:

 the reading habits are decreasing among the students. Teachers are highly responsible for all
this mess.
 It is their professional responsibility to guide the students towards book reading.
 Teachers rely on lecture methods which do provide an opportunity to students to participate
in the process of education as active member.
 They only note does the information and memorize this just to pass the examination.
 Thus students are evaluated on the basis of memorization of facts and information rather
than performance.
 The 2015 report of the independent Annual Status of Education Report (ASER) finds that
only 44pc of third graders in rural schools (public and private) can read a sentence in Urdu.
 Of those who stay in school through fifth grade, only 55pc can read a story in Urdu.

7. Alarming dropouts of Students:

 Due to lack of effective management of schools there is lack of discipline in schools and
other educational institutions which leads to high scale dropouts of students.
 This trend has increased to such an extent that there are now 40 lac students out of school
due to drop out in Pakistan.
 This trend according to Hayes ,is due to partly the punishment in schools, poor motivating or
unattractive school environment and partly due to weak parenting on the part of parents.
 Child labour and poverty is also one of the reasons for dropouts form schools.
 An estimated 30 percent of children enrolled in primary education reach to the matric level.
 This trend in Pakistan has added to the low literacy rate as well.
 Nearly 24m ─ 47pc ─ of Pakistan’s estimated 51m children between the ages of five and 16
are out of school. While the dropout rate is a serious concern, enrolment remains the major
challenge

8. System of examination:

 Examination is the evaluation of student’s learning. It should be based on qualitative and

quantitative techniques to comprehensively evaluate the performance of students.
 The standards must ensure validity and reliability of the procedures used in the assessment
process. The basic aim of assessment is to evaluate the performance of students.
 The examination system of Pakistan is not only outdated but it also does not have the
quality to evaluate the performance of learners comprehensively.
 The examination system of Pakistan tests only the memory of students. It does not evaluate
them in all aspects of learning.
 Moreover, the examinations are influenced by external and internal forces which have
encouraged the trend of illegal practices such as unfair means.

As a result:

 of this the examination system promotes rote learning and cramming which negates the role
of high intellectual power of learners in the education process such as critical thinking,
reflection, analytical skills and so on. It does not measure the actual achievements and
performance of students

9. LOW BUDGET:

 the Prime Minister of Pakistan Mian Muhammad Nawaz Sharif publicly announced his
commitment to raise the education budget to 4% of the GDP by 2018.
 But, in 2017, the allocation for education in Pakistan hovers around 2.83% of GDP,
 For the year 2016-17, the total education budget (four provinces and federal combined) was
Rs.790.704 billion as opposed to Rs.579.815 billion in 2013-14 – a rise of Rs.210 billion in
four years.
 Finance is considered the engine of any system. The education system of Pakistan has been
crippled mainly due to scarce finance.
 According to International Crisis group, Pakistan is amongst the 12 countries in the world
that spent less than 2 percent of their GDP on education sector. With this insufficient
budgetary allocation, the country is hardly going to meet the targets of universalization of
primary education as a signatory to the Dakar Conference’s MDG goals by 2015 and onward.
10.MAJOR FLAW IN EDUCATION POLICY 2002:

 A major setback happened in 2002 when, in a bid to boost research and production of PhD
degrees, the Higher Education Commission hooked the promotion, pay, and perks of
university teachers to the number of research papers they published.
 Teaching became irrelevant. Your salary was the same whether you taught brilliantly or
badly, or how well you knew your subject.
 Here’s how much productivity boomed: back in 1970-1980, along with 15-20 years of
experience, one needed 12 papers to become a full professor.
 But once people became aware of a huge pot of money out there, the old system and its
ethics disappeared. No one raises an eyebrow today when a student at the same university
publishes 10-15 papers or more during the course of his PhD studies. Academic crime was
made highly lucrative by HEC’s new conditions.
 EXAMPLE:
 THESE days Pakistan’s professors are too busy to read books because they use their time
publishing what are called ‘research’ papers and procuring PhD degrees for their students.
 For example, a world record of sorts was set last month by the Faculty of Management
Sciences at the International Islamic University when five PhD degrees were awarded in
quick succession in areas ranging from finance to psychology — all under the supervision of
one person who had received a PhD from a local university (MAJU) five years ago.

11.Policy implementation
 Since the inception of Pakistan a number of education policies were created. There has been
lack of political will on the part of successive government to implement the policies
vigorously. The policies were highly ambitious but could not be implemented in true letter
and spirit.
 For example, According to 2009 policy of education: there are several factors which are not
being followed
o Sector Planning in Education shall be promoted and each Provincial/
Area Education Department shall develop its sector/ sub-sector plan,
with facilitation and coordination at federal level.
o A common curriculum framework shall be applicable to both public &
private educational institutions.
o Deeni Madaris shall be mainstreamed by introducing contemporary
studies alongside the curricula of Deeni Madaris,

 There has been problem of corruption, lack of funds and gross inconsistency in successive
planning on the part of various political regimes in Pakistan.
 Moreover, in the overall policy formulation teachers have been ignored. They are regarded
as unimportant element which has led to alienation between the teachers and the system of
education
12.Lack Of effective resources:
 Lack of resources Education resources such as books, libraries and physical facilities are
important for smooth running of educational process.
 There are despairingly no facilities of books, libraries and reading materials in all educational
institutions of the country.
 Besides, there are overcrowded classrooms, inadequate teachers and ill-equipped
laboratories. This entire grim situation has resulted in a despair and low standard education
system .

13.CORPORAL PUNIHSHMENTS IN SCHOOLS:

 The main reason behind the fall of our education system is that the teachers are not trained
which cause them to physically beat their student in primary and secondary school
 Which let students morale down and made them feel discouraged.
 The use of corporal punishment on children contributes to a perception from an early age
that violence is an appropriate response to conflict resolution and unwanted behaviour.
 It teaches them that it is acceptable for powerful persons to be violent towards the weak
and to resolve conflicts through violence.
 To residents of much of the U.S., beating schoolchildren sounds like a throwback to the
nation’s distant past.
 In New Jersey, corporal punishment has been illegal since 1867, and in many school districts
it has not been heard of for decades.
 The campaign to ban corporal punishment hit its stride in the 1980s and ’90s, when more
than 20 states — including big ones like New York and California — adopted bans.

14.SEXUAL ABUSE IN SCHOOL:

 PESHAWER:
 The principal of a private school, arrested on charges of sexually abusing several women and
making their objectionable videos, has confessed to his crime before the court of a local
magistrate.
 LARKANA:
 A 13-year-old girl in Pakistan was raped for three months by her school teacher and made
pregnant.
 The teenager, from the city of Larkana in southern Pakistan, suffered months of sexual
abuse at the hands of the teacher while her family were also threatened to remain silent.

As well as incidents also have been noticed in universities and colleges.

 NGO REPORT:
 the report that a total of 4,139 cases were registered in 2016, an increase from 3,768 in
2015.
15.LACK OF TECHNOLOGY :

 Lack of online platforms for education at where students can learn whatever they want in
their language without depending on home tutors
 Lack of online libraries at where student could read qualitative materials.

16.PROMOTION OF WESTERN CULTURE:

 Which escalates the sexual abuse as well as love affairs among students which is against of
our holy religion.
 Bundle of incidents have been noticed by press media about the increase in love affairs
which converts into sexual abuse.
 The unfortunate incident took place at a private school in Patel Para when a 16-year-old
Noorul Hadi took out a pistol during assembly in the morning and shot his paramour Saba
Bashir,
 before shooting himself on Tuesday morning.
 They both died on the spot
 The 16-year-old boy belonged to the Ismaili Community while the girl, 15, was from the
Hazara community.

17.LACK OF CAREER COUNCELLING:

 Which results in directless struggle , where students are unaware about their career and
take fields according to their parents and scope in which they fail to succeed due to lack of
interest
 Dire need of career counceling since school which let student recongnise that in which way
he has to go.

18.GENDER DISRCIMINATION:

 PAKISTAN’S consistency in being ranked the second last country in the Global Gender Gap
Index owes to one undeniable factor: we have the world’s second worst economic
participation and opportunities for women. At a mere 22pc in 2015, we have the lowest
female labour force participation rate in South Asia
 Many economical and sociological theories speculate that women’s education empower
them through involvement in a labor force (Benavot 17).
 Yet, the vast majority of women in the workforce (some 75pc) have no formal education.
Only 32pc women have education levels of intermediate and higher.
 Women face much discrimination in the labour market.
 The latest Mahbub ul Haq Human Development Report on women in Pakistan observes that
women are over-represented in work that is often hazardous.
  Additionally, women on average earn 38.6pc less than men, with the pay gap persisting even
if both sexes have the same level of education and are doing the same work. This gendered
differential is likely driven by employers’ bias rather than productivity differences

In the words of Lord John Acton,

“Power tends to corrupt, and absolute power corrupts absolutely. Great men are almost always
bad men.”

19.CORRUPTION CAUSING GHOST TEACHERS AND SCHOOLS AND

UNREGISTERED TEACHERS:

 Pakistan’s score on the Corruption Perception Index 2016 – the most popular gauge of the
Transparency International – improved five points during the past four years, depicting a
constant decline in the incidences of extortion and bribery in the South Asia’s second biggest
economy.
 The Berlin-based anti-corruption watchdog, in its latest report, gave Pakistan 32 score on its
Index as compared to 27 in 2012.
 There is a weak system of check and balances and accountability which has encouraged
many criminal elements to misappropriate funds, use of authority illegally and giving
unnecessary favors in allocation of funds, transfers, promotions and decision making.
 According to Transparency International, Pakistan is included in the list of the most corrupt
countries of the world .
 Due to low salaries, teachers in search of decent life standards and to keep their body and
soul together attempt to unfair means in the examination and matters relating to
certificates, degrees and so on.
 CORRUPTION IN SINDH:
 Pakistan improves slightly to 116 rank on global corruption index
 which keeps hundreds of thousands of talented children — both, boys and girls — out of
educational institutions
 Education Secretary Fazlullah Pechuho has said that 40 per cent of schools in his province are
closed and 40 percent of teachers are ghosts. There are 144,000 teachers in Sindh. Pechuho’s
estimate would put ghost teachers at 60,000.
 CORUPTION IN BALOCHISTAN:
 Minister for Education Abdul Rahim Ziaratwal made a startling revelation during the
Balochistan Assembly session, saying there is no record of 15,000 teachers, 900 ghost
schools with almost 300,000 fake registrations of students.

20. 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.
 the National Consortium for the Study of Terrorism and Responses to Terrorism released a
report that tabulated data from 1970 to 2013.
 Out of 3,400 attacks spread over 110 countries in the time period studied, 724 took place in
Pakistan, Ten per cent of all terrorist attacks in Pakistan targeted schools.
 EXAMPLE: APS ATTACK 141 killed 2014 by TTP
 RESULT:
 Announced holydays for schools and colleges for due time in order to tackle terrorism.
 Increase in defence budget: 920 billion in 2017-2018 to improve security

21.LACK OF PRACTICAL EDUCATION:

 Due to impractical way of teaching , the students are also not getting benefit.

 When they entered in a market , there is a new beginning for them.

 With the usage of theoretical knowledge students are also needed to do job as an internee

 With the passage of 4 years , the university only provide theoretical knowledge . thus, lack of
innovation is resulting in only the peace of degree without having practical skill of markets.

22. Involvement of religious Extremists and foreign intelligence Agencies

IN PAKISTANI UNIVERSITIES:

LUMS:(ISIS)

 According to sources, Naureen Leghari, a student of the Liaquat University of Medical and
Health Sciences, who is being interrogated by law enforcement agencies, came to Lahore
about three weeks ago and was being tracked by security personnel. She had also received
training in Syria for using weapons, the sources said.
 her husband was killed in an encounter in Lahore on Friday night had visited Syria after
leaving her home in February to join the militant Islamic State (IS) group.

IBA AND KU (TTP)

 The assertion that Saad Aziz - a BBA graduate from the reputable Institute of Business
Administration (IBA) - has confessed to masterminding the murder of rights activist Sabeen
Mahmud has been met with scepticism by former schoolmates.
 A highly placed source told Dawn that Aziz had become friends with the Karachi University
student who was also named by the chief minister as a terrorist. Shah had said Haafiz Nasir
alias Yasir, who completed MA in Islamic Studies from Karachi University is a trained
terrorist, with expertise in brainwashing and motivating people for ‘Jihadi’ activities.
 SINDH UNIVERSITY AND KARACHI UNIVERSITY:(RAW)

 2016(SINDH UNI) JSMM, The party which in banned but was operative in sindh university
and fighting for the separation of sindh from Pakistan, and also they are against of CPEC.
 Leader of this party, Shafi burfat has escaped to foreign and made himself absent from
public meetings and gathering , prefer to live in secrecy. who is supported by RAW.
 Asif panhwer,Student from sindh university was also killed by Pakistan intelligence forces
due to his contacts with RAW.

 (2016)KU : According to investigations authorities arrested suspects Zeeshan, Shamshad Alam,

Naveed Siddiqui, Rehan, and Moiz have confessed taking six to nine months training from RAW.
 The suspects are involved in various crimes including cracker and bomb blasts in the suburban
areas of the city, investigations authorities said.

According to GENERAL QAMAR JAVAID BAJWA:

“The educated youth is the prime target of the ISIS and its affiliate,”

23.POLICTICS IN UNIVERSITIES:

 The Pakistani university has become a space of institutionalised apathy, where students can
be arrested with impunity for celebrating Sindhi culture;
 where they can be attacked by rightwing vigilantes for performing Pakhtun dance or
for talking to a member of the opposite sex;
 where they can get killed for playing music; and where bright, progressive young men can be
mercilessly lynched simply for imagining a less bigoted and unequal society.
 In this historical context, Mashal Khan’s lynching represents the grisly depths to which
student political culture has regressed. Yet, there have been some glimmers of hope amid
the gloom in the past decade.
 Most of the students unions are supported by political parties , which are use the youth in
the behalf of their interests.
RAMIFICATIONS OF CURRENT EDUCATION SYSTEM
Permeate diversities in nation
Increase in unemployment
Increase in crime rate
Disaster of nation
Wrong people in wrong place
Sexual assaults
Escalation in Terrorist activities
Ruin peace of Universities
GRADUATES WITH NO PRACTICAL KNOWLEDGE:
INCAPABLE TEACHERS AND PROFESSORS:
ECONOMIC DISADVANTAGE DUE TO WOMEN:

NO FULLFILMENT OF IMPROVEMENT PROJECTS:

 The second Sindh Education Sector Reform Project (SERP-II), a five-year plan with a total
budget of $400 million, is about to complete its full cycle by the end of the current month.
 To everyone’s dismay, achievements under SERP-II are pretty much the same as they were
at the end of SERP-I. We have not only squandered money, a World Bank loan, but have also
lost time.
 Broadly, the project sets two main targets: increase school participation at the primary,
middle and secondary levels, and improve students’ learning outcomes.
 Specific targets included an increase in net enrolment at the primary level (six-10 years)
from 61.6 per cent to 67pc, at the middle level (11-13 years) from 35.7pc to 40pc, and at
matriculation (14-15 years) from 23.1pc to 26pc.
 These baselines were developed according to the Pakistan Living Standards Measurement
Survey 2010-11.
 According to the latest PSLM data for the year 2014-15, released in 2016, there is no
significant improvement in the above indicators.
 WAYFORWARD:

REFORMS OF PUBLIC SCHOOLS

 The provinces would have to focus on the public schools.

 The issues are well documented –
 absenteeism in teachers, lack of incentives for the parents to send their children to school,
lack of facilities, laboratories and most importantly the collapsed monitoring and evaluation
systems.

TRAINING OF TEACHERS:

 Perhaps the greatest priority is to ensure that there are enough teachers and that they are
well trained.
 Teacher training has faced stiff resistance in the past. Punjab tried to do it a few years ago
and met with strikes by the teachers.
 Incetivising teachers therefore would be a priority in this policy domain.

MAINTAIN STANDARDS:

 the growth of private schools also indicates that there is a robust supply of educational
facilities in the country. The World Bank led Learning and Educational Achievement in
Punjab Schools (Leaps) study shows that between 2000 and 2005, the number of private
schools increased from 32,000 to 47,000
 it has implications for policy at the provincial levels.
 Provincial governments must also become regulators now, set the standards and provide
information to the parents on the quality of schooling available.
 correction of imbalances in terms of coverage can also be handled by the state by
incentivising setting up of private schools in areas where educational facilities are lacking.

CORRECTION AND IMPROVEMENT IN CURRICULUM :

 The most critical area pertains to the textbooks and the curricula that are being used. Scores
of experts and analysts have noted the prejudiced nature of curricula as well as the
structure, approach and methodology they employ.
 Provinces have the powers to correct the historical wrongs and set up independent and
capable commissions to undertake this reform at the earliest.
 There is no point in increasing the access to schooling if learning outcomes are not
guaranteed.
 Most importantly, the 1980s insertions of jihad and Islamism need to be corrected.
 Globally, it is recognised that children cannot be made victims of ideologies that spur and
legitimise violence of any kind.
 Furthermore, children should not be ingrained with gender stereotyping, clichés on non-
Muslims and made fodder for a national security state.
  There is now great onus on the provinces. To make sure the wheel is not reinvented, the
work done earlier should be used and draft proposals for curricula reform should guide the
provinces

ACCOUNTABILITY IN EDUCATION SECTOR:

 Massive corruption in the education sector is a cause for alarm too.

 Despite the fact that billions have been invested in the system, there are massive leakages
through a culture of rent seeking(is the use of the resources of a company).
 Teachers, headmasters and education department officials collude and share the rents.
 The procurement(obtaining ya qabza) for schools is another scam that is well known to all
local stakeholders when they see shoddy building materials, ghost expenditures and sub-
standard textbooks, materials etc.
 Therefore, it is essential that provinces also strengthen their procurement regulatory
authorities and make sure that all loopholes are plugged.

REDUCE THE IMPACT OF MARGINALISZATION:

 Education must be inclusive for children from marginalised backgrounds. Marginalisation

affects learning and teaching in many ways.
 Teachers’ attitudes may be biased against poor children, girls, children with disabilities and
children from minority ethnicities or religions.
 Marginalisation also creates negative consequences outside the classroom.
 Children living in poverty, for example, may be deprived of proper nutrition and support
from their parents, both of which inflict harm on their ability to learn and decrease the self
confidence.

USE OF TECHNOLOGY FOR DEMONSTRATION:

 animation explained the basic science concepts through 2D animations.

 This will not only help students in learning faster but also increase their level of interest in
science, she said.
 Use of internet and mobile phone apps to educate children at home as well.

COOPERATION WITH TEACHERS IN THE CREATION OF POLICIES:

 Teachers’ voices should be included in designing the policies that affect them. Provincial
governments have expanded the standardisation of curriculums and pedagogies in response
to the chronically low quality of teaching.
 In Punjab, for example, lesson plans are sent from the provincial capital to classrooms in all
districts.
 Language of instruction policy is defined at the provincial level for all regions, rural and
urban.
 There is also little recognition of the fact that teacher performance is reflective of the
expectations and support provided by the systems they operate in.
  The demands of this system — such as non-teaching duties, political interference and lack of
autonomy at the school and classroom levels — reduce the capacity of teachers to respond
to the needs of their students.

DECENTRALIZATION IN ORDER TO FINANCE PROPERLY:

 There can be no meaningful progress if the mammoth provincial bureaucracies are not
trimmed and powers not further decentralised to district and sub-district levels.
 Provincial monolithic structures need to be broken down into manageable local units under
the supervision of elected officials who are directly accountable to the public.
 Despite the problems of 2001-2008 devolution, the performance of education sector at the
local level saw some improvement.
 The budgets were spent at least.
 Currently, the centralised planning and procurement makes it impossible to even spend the
existing budgetary allocations.
 This also calls for reforms in financial management and planning systems to facilitate
spending on education that is timely, transparent and outcome-focused.

MAINTAIN BALANLCE BETWEEN RELIGIOUS AND WESTERN CULTURE :

 In order to reduce the influence of western culture which indulge the generation in love
affairs and sexual abuses
 Being muslims , we should maintain balance and promote the religious education in institute
in order to mitigate the western influence which is abolishing our Islamic culture.

ASSESSMENT OF STUDENTS RATHER THAN FOCUSING ON STANDARD:

 Assessments of schools should focus more on systems than test scores.

 Focusing solely on test scores reduces the process of knowledge exchange and acquisition to
what is quantifiable
 Currently, assessments emphasise cross-school comparisons that fail to highlight how
individual student achievements have changed over time. As long as students are
performing relatively worse than other schools — regardless of whether they have improved
by their own standards — they are still made out to be the problem.
 Failing to recognise these limitations can lead to policies that merely name and shame
schools, teachers and students with low test scores rather than fix problems within the
system.
  This is not to say that there should be no assessments. If we do not assess students, we will
not know the problems they face or how to fix them. But the education policy discourse in
South Asia as a whole is missing an understanding of the limitations of assessments. By
acknowledging where standardised tests fall short, we can begin to rethink them so that
they account for disadvantage and incorporate student improvements over time into their
measure of quality.

ALLOCATE ADEQUATE AMOUNT OF BUDGET:

 Pakistan’s education budget has gone up by an average of 17.5pc every year since 2010(3.5
billion dollars to 7.5 billion dollars)
 Provinces have allocated 17pc to 24pc of their budgets for education in 2016-17.
 Unesco recommends that countries disburse 15pc to 20pc of their budgets on education.
The global average is 14pc. Compared to its total national budget, Pakistan spends 13pc.
 In Pakistan's case, this spending amounts to 2.83pc of the GDP on education. According to
Alif Ailaan, an additional Rs400 billion on education is needed this year to increase spending
to 4pc of GDP, bringing the education budget to Rs1.2 trillion.

SAME CURRLICULUM FOR WHOLE NATION TO MAKE ONE NATION:

 In order to remove diversities in thoughts of people , govt should work on creating a same
curriculum for all private, public and madrasas in order to make the nation strong on the
cover of Pakistan instead of dividing on the name of linguistic and ethnic basis.

CAREER COUNCELLING:

 Which help students to determine Strengths and Weaknesses and paved a way for selecting
the best target in order to succeed in life.
 This process can be made more pleasant by sharing the experience with a supporting career
counselor who can help you along the way with support, resources and tools to help you
achieve the training you need to be successful in your new career path.

USE FUND APPROPRIATELY:

Currently, plans are being made to get approval for SERP-III. Would this be wise after the failure of
SERP-I and II.

GEDNER RELATED IMPROVEMENTS:

 In terms of the way forward, the Criminal Law (Amendment) Act, 2010 and the Protection
against Sexual Harassment of Women at the Workplace Act, 2010 are important steps.
 However, a more systematic evaluation of the existing labour laws and their applicability to
women reveals some glaring gaps.
 It is also a reality that the ratio of women in civil services has substantially increased since
these enactments. In this regard, the Punjab government has taken the lead by increasing
women’s quota from 5pc to 15pc in their 2016-17 budget.
 CCE OF SINDH, the examination’s results reflect glaring gender disparity; for example, in the
CCE of 2008, only three women made it to the post of DDO (revenue) against 40 men, and
only three women against 61 men made it to the post of section officer.
 The most unfortunate fact is that the CCE was held after a lapse of five years,