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Philosophy in a general sense is conceived a person’s “sum of his fundamental beliefs and
convictions”. We have some ideas concerning physical objects, our fellow persons, the
meaning of life, death, God, right and wrong, beauty and ugliness, and the like. Of course, these
ideas are acquired in a variety of ways, and they may be vague and confused. Philosophy is a
guide for living; because the issues it addresses are basic and pervasive, determining the course
we take in life. Hence we can say that all the aspects of human life are influenced and governed
by the philosophical consideration. Philosophers always ask these questions: Who we are? Is
there a higher existence that determines our existence? What is the relationship between nature
and human beings? What is the meaning of life? Are our senses reliable in telling us about the
truth of the universe? How do we get to know about the world? What is the relationship
between the mind and the body? They further ask these questions: What is happiness? What is
virtue? What is the relationship between individuals and the collective? How can we organize
a society and an economy that promote the common good? What methods should we employ
to find out truth from false statements? Can we ever hope to find out the truth of our existence?
Philosophy is reflection of the above questions. Hence, philosophy is the study of general and
fundamental problems concerning matters such as existence, knowledge, truth, beauty, law,
justice, validity, mind, and language. Moreover, philosophy is rationally thinking, of a more or
less systematic kind about the general nature of the world – metaphysics or theory of existence,
the justification of belief - epistemology or theory of knowledge, and the conduct of life - ethics
or theory of value.

The word philosophy comes from a combination of two Greek words- “philos” meaning “love”
and “sophi” meaning “wisdom.” Etymologically, philosophy means the love of wisdom. To
love something is to desire it. So, for many Greeks, the philosopher was the one who desired
wisdom. Wisdom is not only knowledge. One may have knowledge, but he may not be wise.
Wisdom constitutes knowledge plus its implication in all circumstances. Thus philosophy gives
man that wisdom with the help of which they understand the whole universe and its implication
in relation to themselves & the people around. Hence philosopher could also be characterised
as the “friend of wisdom”. In this regard, Plato in his “Republic” stated that “He who has a
taste for every sort of knowledge and who is curious to learn and is never satisfied may be
termed philosopher”. It means a philosopher is interested in all type of knowledge where as a
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physicist in physical process of universe, an historian in the past events, a geographer in the
natural condition of the universe, a biologist in the biological process etc. But a philosopher
has a multidimensional outlook and interest. The philosopher is thoughtful, remains in a
thoughtful mood, being in search of new ideas, new knowledge with the help of his growing
wisdom. Philosophers are interested in the first principle and the final conclusion of all
branches of knowledge. Philosophers come under different philosophical school of thought
such as idealist, naturalist, pragmatist, existentialist, perennialist, realist, essentialist,
progressivist etc. according to their approach to answer the philosophical enquire. Philosophies
vary from culture to culture place to place and time to time. Thus different person having their
different ideologies, ways of life, tend to have different types of philosophies. Here, the search
of philosopher is for understanding Man, Nature and the Universe. Philosophy is a system of
beliefs about reality. It is integrated view of the world. It includes an understanding of the
nature of existence, humankind, and its role in the world. Philosophy is the foundation of
knowledge. It provides premises by which man can discover truth, and uses his mind to support
his life. In conclusion we can say that philosophy is a critical examination of reality
characterized by rational inquiry that aims at the Truth for the sake of attaining wisdom.

Philosophy is a set of views or beliefs about life and the universe, which are often held
uncritically. We refer to this meaning as the informal sense of philosophy or “having” a
philosophy. Usually when a person says “my philosophy is,” he or she is referring to an
informal personal attitude to whatever topic is being discussed.

Philosophy is a rational attempt to look at the world as a whole. Philosophy seeks to combine
the conclusions of the various sciences and human experience into some kind of consistent
world view. Philosophers wish to see life, not with the specialized slant of the scientist or the
business person or the artist, but with the overall view of someone cognizant of life as a totality.
Although there are difficulties and dangers in setting forth any world view, there also are
dangers in confining attention to fragments of human experience. Philosophy’s task is to give
a view of the whole, a life and a world view, and to integrate the knowledge of the sciences
with that of other disciplines to achieve a consistent whole. Philosophy, according to this view,
attempts to bring the results of human inquiry— religious, historical, and scientific into some
meaningful interpretation that provides knowledge and insight for our lives.

Philosophy is a group of perennial problems that interest people and for which philosophers
always have sought answers. Philosophy presses its inquiry into the deepest problems of human
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existence. Some of the philosophical questions raised in the past have been answered in a
manner satisfactory to the majority of philosophers. Many questions, however, have been
answered only tentatively, and many problems remain unsolved. What are philosophical
questions? The question “Did Ram make a false statement on his income tax return?” is merely
a question of fact. But the questions “What is truth?” and “What is the distinction between right
and wrong?” have philosophical importance. Sometimes we think seriously about fundamental
life issues: What is life and why am I here? Why is there anything at all? What is the place of
life in this great universe? Is the universe friendly or unfriendly? Do things operate by chance
or through sheer mechanism, or is there some plan or purpose or intelligence at the heart of
things? Is my life controlled by outside forces, or do I have a determining or even a partial
degree of control? Why do people struggle and strive for their rights, for justice, for better
things in the future? What do concepts like “right” and “justice” means, and what are the marks
of a good society? Often men and women have been asked to sacrifice their lives, if need be,
for certain values and ideals. What are the genuine values of life and how can it attained? Is
there really a fundamental distinction between right and wrong, or is it just a matter of one’s
own opinions? What is beauty? Should religion count in a person’s life? Is it intellectually valid
to believe in God? Is there a possibility of a “life after death?” Is there any way we can get an
answer to these and many related questions? Where does knowledge come from, and can we
have any assurances that anything is true? These questions are all philosophical. The attempt
to seek answers or solutions to them has given rise to theories and systems of thought, such as
idealism, realism, pragmatism, analytic philosophy, existentialism, phenomenology, and
process philosophy. Philosophy also means the various theories or systems of thought
developed by the great philosophers - Socrates, Plato, Aristotle, Augustine, Aquinas,
Descartes, Spinoza, Locke, Berkeley, Kant, Hegel, Nietzsche, Royce, James, Dewey,
Whitehead, and others. Without these people and their thoughts philosophy would not have the
rich content it has today. Even though we may be unconscious of the fact, we are constantly
influenced by ideas that have come down to us in the traditions of society. From the above
discussion we came to know that-

• Philosophy is systematic enquiry about the ultimate reality of the universe.

• Philosophy is study of general principles & understanding of all that comes in the range of
human experience.

• Philosophy is a living force.

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• It is a way of life.

• It is the oldest and original discipline of thought.

• It is a search for truth and reality.

• It is based on enquire about life and existence.

• It is logical in its approach.

• It is ever growing and developing.

• Philosophers try to see life as a whole.

• Philosophy is related to condition of life and society.

Reference; https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_1.pdf

Imam Ghazali wrote several books nearly 78 on many subjects like tafsir, jurisprudence, hadith,
politics and education. Some of his famous writings are Cheemai-i-Saadat, Mairajus-Salikeen
and Aqeedat-i-Misbah and Ihya-ul-Ulummidin. He is regarded as a reviver and Imam or leader
by a millions of Muslims today.

He focuses spiritual and also emphasis materialistic development of man. According to Ghazali
worldly business is important for the peace of mind and for a pleasant life. He advises the
people to get the basic necessities of life and forbid them to indulge in luxurious life. He
believes that man should work and labour because God has made this worldforthatpurpose.
Curriculum and Ghazali’s philosophy

Khalid (2005) stats before Ghazalis’s philosophy came more time was devoted to religious
education and he opined that equal attention needed to pay both to religious and secular
education and suggested to incorporate useful subjects in the curriculum. He considered logic
essential for intellectual development and thinking. He also emphasis religious and moral
education of learners. He regarded religious instructions important for the goodness of
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character. He emphasis to include religion in the curriculum. Imam Ghazali first time identified
compulsory and optional subjects for the curriculum and insited the learners to learn the
compulsory subjects.

Aim of education and Imam Ghazali:

According to Khalid (2005) character and personality development of the learner is the main
purpose of education in the point of view of Imam Ghazali. Education should promote desirable
traits and behavior of individuals. Individual is good by nature but people lead him towards the
good or bad in the society. Education should enable the learners to distinguish between true
and false, good and bad, right and wrong doings. He advocated that controversial issues should
be taken out from the curriculum and Quran and Sunna be made part of it. Imam Ghazali
advocated the need of moral education both in theory and practice. Imam Ghazali held parents
responsible for their children education at earlier education. He made education compulsory
for both man and woman.

Imam Ghazali and methods of teaching:

Khalid (2005) stats his method of education appears modern than the educationists’ of
contemporary society. He is in favour of conducting lessons in an interesting way. He made
teaching aids part of a routine lesson so that the students will be able to participate in the lesson.
The teacher should develop the lesson according to the learning level of the students. The
teacher should proceed from simple to complex and from concrete to abstract. He favoured
lecture, participation of students in the teaching and learning process, discussion and tutorials.

Khalid (2005) stats Imam Ghazali forwarded very important views about discipline. He is not
in favour of maintaining discipline on the basis of fear and intimidation. Discipline should be
maintained on the basis of love and understanding. He is in favour of developing a good
relationship between the students and the teachers. The teacher should not scold the students
and treat them with kindness and sympathy. The teacher should act as a role model for the
students. He is deadly against of using punishment in educational institutions, because it did
not bring any positive result in the learners. It does not encourage students to be creative and
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flourish their minds.

Khalid (2005) says Imam Ghazali was a great Muslim educationist and presented many fruitful
theories, aims, methods and curriculum of education. He suggested a utilitarian type of
education to enable the learner to carry a successful vocation and profession. He emphasis
personal experiences and teacher- pupils’ relationship. The same views have been presented
by the modern educationist even after lapsing of one thousand years. Whatever he had
presented many years before is implemented today. He was a great educator.

Dewey’s Methods of Teaching:

Dewey’s methods of teaching consist of three processes:

(1) Continuance of psychological order in the curriculum;

(2) Retention of problem or project method;

(3) Extension of social opportunity.

The first is natural and, therefore, essential. The second would enable the pupils to learn “not
things but the meaning of things.” The third would arouse social consciousness. Dewey’s
methods of teaching are based on his pragmatic philosophy. He is of opinion that direct
experience is the basis of all method. Knowledge takes place from concrete and meaningful
situations. Hence, knowledge should come from spontaneous activities of the children.
Dewey’s methods of teaching are based on the principles of ‘learning by doing’, activities in
connection with the life of the child. In his method, what a child does is the most important
thing. In the Project or Problem Method, which Dewey advocated, the child’s interests and
purposes are the most important things. For his Problem or Project Method, Dewey laid down
the following five steps as essential:

(1) The pupil should have a genuine situation of experiences;

(2) A genuine problem should arise from this situation and should stimulate the thinking of the
child;

(3) The child should obtain information or make observation(s) needed to deal with the
problem(s);
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(4) The suggested solution(s) should occur to him;

(5) He should have an opportunity to test his ideas by application.

Dewey’s Conception of Democracy in Education:

According to Dewey, democracy means “equality of opportunity for everyone; it means the
emancipation of the mind as an individual organism to do its own work.” It means freedom
of thought as well as action. But freedom does not mean unrestricted freedom.

It includes responsibility also. Dewey wants that education should reflect democratic rights.
They should have some say in matters of school organisation, selection of textbooks,
methodology of teaching etc. The school authorities should not dictate in these matters. The
students should also enjoy learning freedom. A democratic system of education aims at the
development of individuality without obstacles from outside. This development means self-
directed development. In a democratic system of education the children will be trained to think,
to act, to develop qualities of initiative, independence and of an intelligent citizen. As regards
methods, the children will actively participate in the learning process. They will not be passive
recipients of knowledge. In a democracy, the child’s views will be honored. Discipline in a
democratic system of education will be free and through self-government in the school.

Dewey’s Contribution to Education:

Dewey was an educational thinker and organizer par excellence. He was a great philosopher,
psychologist and educationist. His influence is far-reaching. He has contributed immensely to
every aspect of education in America as well as outside. His motto was ‘Change for the Better’.
He was more for practice than theory, more for experimentation than speculation, more for
action than thoughts.

We are grateful to Dewey for this lasting service to education. He introduced the principle of
activity in education. He intended that activity should be the basis of all teaching and learning.
He was the pioneer of the “Activity Movement” in education. Parallel thinking of Dewey is
observed in Rabindranath Tagore and Mahatma Gandhi. Being contemporaries, they each
seemed to have been influenced by the other two.
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Dewey emphasised the necessity of relating education with the practical life of the child.
Education, he believed, divorced from the real situations of life is no education at all. He
stressed the practical value point of view in education.

The fusion of psychological and sociological aspects of education is the greatest contribution
that Dewey made to education-al thought. He held that the school should foster a community
of life, a process of living where the complexities of social life are “simplified, purified and
balanced.” The teacher said Dewey, is the senior member of the school community rather than
an officer appointed to impose certain ideas.

Dewey laid stress on both individual and social aspects of education. He emphasised the
necessity of studying the innate powers (capacities, impulses, interests) of the child, for his
successful education. He reconciled interest and effort. At the same time, he did not fail to
emphasise the social sanctions that govern education.

Without social media the individuality of the child cannot be developed to the desired level.
He rightly stressed that education is intended to be a means of preserving, transmitting and
advancing the culture of the community. Thus Dewey brilliantly made fusion of these two
standpoints (individual and social) in education. The credit of emphasizing the development of
the creative powers of the educand goes to Dewey.

One of the far-reaching and notable contributions of Dewey is the Project or Problem Method.
In the Project Method the child’s interests and purposes are the most important things. Instead
of learning lessons from the teacher, the pupils are faced with some task to be accomplished,
some problem to be solved.

He laid stress on the importance of the problem to stimulate effective thinking. The Project
Method is the practical outcome of Dewey’s philosophy. It is welcomed and employed by
educationists all over the world.

Dewey has rightly stressed on the need to train the pupils in cooperative activities and
democratic living in their community. Training for productive citizenship forms an integral
part of education. Dewey considered carefully and reasonably the growing forces of
democracy, science, industrialism, evolution and pragmatism.
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He investigated almost all the aspects of human life and thought such as politics, ethics,
aesthetics, logic, religion and education. He has made notable contribution to every field of his
investigation. Dewey virtually discarded the old realm of knowledge.

He brought education more into accord with the activities of the present-day life. The
attainment of social unity was his goal. This was Dewey’s great message for school and society.
Dewey has made far-reaching contributions to the curriculum and methods of teaching. He has
successfully reconciled freedom and responsibility. His motto was an education of, by, and for,
experience.

The experiment in education developed by Dewey at Chicago in 1896 in his experimental

Laboratory School has stimulated the effort to bring the school into intimate relation to the
community life. He emphasised on the actualities of life in education.

Educationists all over the world have agreed that pupil’s activity is the best method of learning.
Experimental schools in the present day are due to John Dewey. In the words of Bertrand
Russell, Dewey has an outlook which a “is in harmony with the age of industrialism and
collective enterprise.”

Reference; https://www.yourarticlelibrary.com/education/ -view-on-education/69149#

Since the global recession, reduced public revenue and increased levels of national debt have
become part of our broader environment. At the same time, the recovery and rebuilding of
Christchurch, our second-largest city, will require an extraordinary amount of human
endeavour and financial support as the implications of the disaster work their way through the
lives of individuals, and through New Zealand's business and financial institutions.

Public debt is expected to continue to rise, reducing the net worth of the Government.
Maintaining a financial buffer over time is necessary for the Government to absorb future
shocks to the wider economy, such as those arising from the recent recession and the
Canterbury earthquakes. Demographic change is permanent and the ageing population will
place increasing pressure on government spending. This means Governments have to make
choices and trade-offs to manage the long-term fiscal challenge.
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The public sector is a significant part of the economy. Therefore, any improvement in public
sector performance would have an effect on economic growth and reduce stress on fiscal
policy. The overall level of government spending is being constrained to enable a return to
surplus as soon as possible, and to rebalance the economy through greater growth in the wider
trading economy compared to the public sector.

Attitude towards administration, staff, teachers and students Prospective teachers are usually
not aware about the discipline, rules, code of conduct and dress code of the schools. Their
mind-set is very typical of university students. Instead of behaving like teachers they prefer to
act as students but expect to be respected like teachers. Prospective teachers’ age group is
between 18-22 years and they lack maturity. They try to build a frank relationship with students
but cannot manage the required teacher-students distance for efficient teaching-learning in
class. They expect teachers to deal with them as ‘teachers’ but due to age difference school
teachers see them as students. Prospective teachers know content but needs to understand the
professional manners i.e. following school rules, timings, ‘teacher-like’ dressing, managing
respectful relation with teachers in schools, forbearances towards students and using criticism
on them constructively. Inside classroom. Head teachers and cooperative teachers viewed
prospective teachers join school for limited duration of time. The school teachers are following
a pre-planned scheme of studies while prospective teachers try to manipulate according to their
own interest. Head teachers and cooperative teachers understood the prospective teachers urge
to implement innovative teaching methods but had reservation of letting them manipulate
scheme of studies and completion of content within the constrained time. They expect
university faculty and prospective teachers to follow their plan rather than imposing their
expectations. The schools have very scarce AV aids and other support material for teaching
while prospective teachers expect facilities which are not even available to their permanent
teachers. Prospective teachers and university should bring with them teaching resources they
need to add to the school resources. Cooperating School’s Support to Prospective Teachers
This section provides analysis of related sections prospective teachers’ expectation and
experience sheet and cooperative teachers’ questionnaire to present support provided to
prospective teachers during their teaching practice. Physical and academic facilities at school
the schools have insufficient and improper buildings constructed with minimal consideration
to issues like light and space per student but otherwise schools have ample open area with
variety of plantation which was used by prospective teachers in variety of manner for
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promoting student-centered teaching. Instructional flexibility in classroom In the beginning
prospective teachers were offered a class for teaching and no specific guidelines were given
which allowed them to plan their lesson activities independently. This freedom was hampered
by the layout of the classroom in which student mobility was restrained by the type of furniture
and insufficient classroom area in comparison to number of student. The limitation of class
space and furniture made them think out of box and come up with some innovations to carry
out the lesson activities within given circumstances. The disinterest of head teachers was taken
as opportunity by some prospective teachers as they did not expect any professional help even
with their active engagement. They use the disinterest of head teachers as uninterrupted
planning of lesson and using pedagogies of their choice. Prospective teachers in the beginning
felt quite upset with the make-up duties in the classes where teacher was absent but later in
their reflection they termed it as an opportunity to teach unfamiliar subject and handling classes
without any prior preparation. They feel confident about their teaching even if they are called
for without any prior planning. Student attitude towards prospective teachers the students were
participative and motivated to learn through non-traditional teaching methods. Despite some
class management issues, it is encouraging to have student involvement and see them taking
charge of their learning. Students were generally obedient and followed the instruction.
Students had number of challenges in completing the project work given to them but still their
interest and effort kept prospective teachers enthusiastic. Mentoring by cooperating teacher and
supervisor Cooperative teachers’ behavior towards prospective teachers was the most
cherished support for prospective teachers. Meaningful liaison with cooperating teachers
helped prospective teachers in understanding student needs and getting feedback about
shortcomings in their teaching beyond what they have learned during their course work. The
hand-on support during class when prospective teachers needed support in unforeseen class
situation was a value-added learning for them which was not possible to acquire in their course
work. Cooperative teachers support worked as catalyst in establishing legitimacy of
prospective teachers in class as equivalent to their teachers. Discussion The study has generated
some very interesting findings calling for rethinking teaching practice component in teacher
education. There is evident aloofness between what prospective teachers’’ are prepared for and
what is expected of them in schools. Prospective teachers understanding of school culture,
physical provisions in schools, academic support (resource material) in schools is unrealistic
at times which causes adjustment challenges for prospective teachers. The experience of
teaching practice offered prospective teachers to learn manipulation of resources, thinking out
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of box to generate resources, utilize available resources innovatively, manage individual
differences in class and get themselves mentally ready to work beyond book to become
professionally competent teachers.

Reference; http://pu.edu.pk/images/journal/ier/PDF-FILES/9_40_2_18.pdf

Education is the road to national development. It creates sense of responsibility among the
people. On the basis of education people not only realize their duties but also know how to
achieve their national, societal and individual rights. One of the goals of education is to enable
the people by enhancing their general consciousness regarding their national and international
position as global citizens. This realization creates an atmosphere of trust and cooperation in
the society. Education promotes economic development and consequently people become
prosperous and play their respective roles in the overall national development [1]. Pakistan is
a developing country. Its economy is weak. There is lack of political stability in the country.
Besides, the country is in the deep grip of increasing political turmoil, expanding terrorism,
incessant sectarian violence, social instability, and economic degeneration. All these problems
are directly or indirectly the offshoot of a weak, polarized and non-unified education system.

THE PROBLEMS OF EDUCATION AT ELEMENTARY LEVEL

The education system of Pakistan despite of towering claims and plans faces the following
problems which are critically analyzed below;

1) Lack of uniformity

The system of education in Pakistan according to Iqbal (1981) 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. According to Zaki (1989) this is the
result of divisive Pakistani education system [1]. 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
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system of education. 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 potentially
damage the social cohesion and fabric of the society.

2) Education without direction

A sound education system is essential for every nation of the world [8]. 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 Lack of professional development of teachers

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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.

5 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.

Finally, this study concludes that the there is an urgent need to reform the system of education
of Pakistan which can eliminate the problems. For this purpose following steps should be taken.

1. There should be sufficient budgetary allocation for education in the national GDP. This will
provide the system with resources to take fresh breath of life.

2. There should be quality institutions for the professional development of teachers form
primary to higher levels. For this purpose the existing system of teacher education institutions
must be provided with funds qualified human resources to run programmes of training for
teachers on periodical basis.
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3. The system of accountability must be strengthened and all the professionals associated with
the system of education should be educated to own their responsibilities on individual and
collective basis. This help in creating a sense of ownership of the system and its functions.

4. Curriculum should be evaluated on annual basis. In this regard a vast survey could be
conducted to seek opinions of teachers, parents and community regarding their expectations
and observations. In this light of this and the expert recommendations of the educations
researchers the curriculum goals should be redefined and the curriculum should be prepared
which caters to the psyche and needs of the society and the country without any discrimination
of cast, color and creed.

5. There should be as less political interference as possible. This will allow the system to
function smoothly and without any discrimination. Frequent political intervention creates gaps
in the system which has led to corruption and other evils.

6. Polices should be implemented without any delay of time and resources. There should be a
strong political will on the part of the government to implement polices without any delay.
Poor policy implementation has led to creation of gaps and trust deficit on the part of the public
and government agencies.

7. Examination system should be made free form the mafia of unfair means, corruption and
illegal gratifications. For this purpose the system of supervision and inspection could be
improved both physically and theoretically. The government should enhance the salaries and
the education professionals so that their tendencies are not diverted towards evil means of
getting favors and support.

8. The culture of research should be promoted within educational institutions. For this purpose
the pace of research oriented programs in teaching and learning should be accelerated in
educational institutions around the country especially at higher levels. Government should
increase the volume of funding to higher education commission for this purpose.

Reference; https://files.eric.ed.gov/fulltext/EJ1091681.pdf