Education sector of Pakistan and it's reforms

Education is simply the soul of a society as it passes from one generation to

another - Cesar Chavez

Education brings not just a change but a social change. People who have received an

education understand not just their responsibilities, but also how to exercise their national,

social, and individual rights. One of education's aims is to empower individuals by raising

their general awareness of their national and international status as global citizens. This

understanding fosters a culture of trust and collaboration in society.

Education tends to be one of the most important parts of one's life. It is the bedrock for any

country's political, social, and economic progress. A functional education system allows the

country to realise its national objectives. Pakistan, as a developing country, has had serious

educational issues since its beginning, and as a result, the educational system has failed to

meet the nation's objectives. This predicament is the result of a number of circumstances.

Pakistan is currently facing a number of problems whether it be political, social or

economical but the root cause or the foundation of these problems is lack of education. The

constitution of Pakistan aims to provide free and compulsory education to all children

between 5-16 years. The education system of Pakistan comprises 260,903 institutions and is

facilitating 41,018,384 students with the help of 1,535,461 teachers. The system includes

180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes

are run by the private sector while 69% are public institutes.

Reforming the education sector does not seem to be a piece of cake. The administration has

always faced a huge task in reforming the education system. If we look at Pakistan's

educational system, we can observe hundreds of modifications that numerous politicians,

leaders, and authors have implemented in our ailing educational system. Unfortunately, none

of them were successful in improving the education system.

Education Reforms in Pakistan (1947 - 2020)

National Education Conference 1947

This was the very first conference which was held at Karachi and Quaid e Azam was

heading this conference. At this occasion, Fazal-ur-Rehman, the Education Minister of the

country proposed three dimensions of education, i.e. spiritual, social and vocational. A

number of committees were also formed at this occasion such as

– Primary and Secondary Education Committee,

– Adult Education Committee,

– Technical Education Committee,

– Scientific Research Committee,

– University Education Committee,

– Women’s Education Committee,

– Cultural Relations Committee.

The major recommendations of the conference were:

1. Free and compulsory education in Pakistan

2. Education should be teamed with Islamic values

3. Emphasis on science and technical education.

This reform could not attain success and did not get implemented due to different issues of

the British Colonial System and issues of the nascent state.

National Commission on Education 1959

The Commission was addressed by the President of Pakistan, General Mohammad Ayub

Khan, on January 5, 1959. Under this commission education was made compulsory upto 10

years of age. Religious education was also made compulsory. Major recommendations of

the commission include – character building, – compulsory primary education focus on

science and technical education, – national language as medium of instruction, – three-year

degree program, – elimination of illiteracy, – establishment of university grants commission.

The Education Commission 1959 recommended the following reforms;

1. First the compulsory subjects must provide adequate information.

2. Secondly the additional subjects will be included in such a way that it could prepare the

students for a definite career.

3. The curriculum should be flexible so that it could be changed according to the social

needs and interests.

4. The curriculum should be designed according to the mental abilities and interest of the

students.

5. Religious subjects should be made compulsory throughout the primary stage.

6. Due emphasis should be placed on teaching the national language.

7. The Ministry of Education set up a text book board.

The recommendations of this commission were effective and useful both but due to lack of

resources and weak economy and instability of the country this could not be implemented

successfully.

New Education Policy 1970

Salient features of this policy were

– emphasis on ideological orientation,

– emphasis on science and technology education,

– decentralisation of educational administration,

Education Policy 1972

Zulifqar Ali Bhutto announced a National Education Policy on 29 March 1972. The salient

features of this policy were,

– promotion of ideology of Pakistan,

– universal education,

– equality in education,

– personality development,

– curriculum based on socioeconomic needs of the society,

– integrated technical and science education, – active participation of teacher, students and

parents in educational affairs,

– nationalisation of educational institutions,

– free & universal education up to Class X for both girls & boys.

This policy was a promising start toward improvement, but it has a number of flaws that

prevented it from being fully implemented, such as universal basic education and a shift

toward agro-technical education.

National Education Policy 1979

The National Educational Conference was conducted in 1979 to examine the educational

system, with the following goals:

1. promoting Islamophobia

2. establishing the notion of the Muslim Ummah

3. Science and technological education promotion

4. Opportunity for all

To meet the objectives, the following techniques were suggested:

– Curriculum reform

– Merging madrassa and conventional education

– Urdu as a medium of instruction

– Effective community engagement in literacy initiatives

– Linked scientific and technical education

– Separate setup for male and female students

Due to lack of planning and financial resources, this policy failed to be implemented.

National Education Policy 1992

In December 1992, the Policy was unveiled. The Education Minister met with the Senate and

National Assembly Education Committees to discuss the policy framework. In December

1992, the Policy was unveiled. The major aspects, goals, and objectives of the National

Education Policy are as follows:

 promotion of Islamic values through education,

– improvement in women education,

– range of general and technical education at secondary level,

– demand oriented curriculum,

– expanded span of graduation and post-graduation,

– use of AV aids promoting private sector participation in literacy enhancement.

This policy failed to be implemented due to the change in the political scenario.

Curriculum Reforms 2000-2009

■ 2000 – Review of Basic Science Subjects under Education Sector Reforms Action Plan

2001-06 and production of textbooks

■ 2002 - Review of Social Science Subjects under ESR and production of textbooks

■ 2005 - Comprehensive review of all subjects

■ 2006-7- Completion of review National Curriculum 2006-7 and its publication

■ 2007 - National Textbook and Learning Materials Policy and Plan of Action – 2007- 2010

Implementation of National Curriculum 2006-7

■ 2007-9 - Development of textbooks in phases. Phase I = Grades I, VI, IX & XI

National Education Policy 2017-2025

■ National and international developments in education have created conditions for revision

of National Education Policy 2009.

■ Global competition demands human capital that is creative, constructive and contributes to

individual and collective wellbeing.

■ Locally these new developments include devolution of social sector ministries including;

■ Ministry of Federal Education and Professional Training under 18th amendment,

■ Insertion of article 25(a) in the constitution under which free and compulsory education of

all the children aged 5-16 (up to matric) became a fundamental right and the state

responsibility,

■ Replacement of Education For All (EFA) and Millennium Development Goals (MDGs) by

the UN’s Sustainable Development Goals (SDGs) that have been adopted by Pakistan also

as its own Agenda for Development.

Single National Curriculum - 2020

The vision of this policy was different from the others. One education system for all, in terms

of curriculum, medium of instruction, and a common assessment platform, so that all

children have a fair and equal opportunity to acquire high-quality education. A common

national curriculum is a step in the right direction.

In terms of curriculum, medium of instruction, and a single assessment platform, one

education system for everyone will ensure:

■ All children have an equal and fair chance to acquire a high-quality education.

■ National Integration and Social Cohesion

■ Disparities in educational material across numerous sources are being addressed.

■ Equal opportunity for social advancement

■ Education equity

■ Children's holistic development in light of developing worldwide trends and local ambitions

■ Teachers and students can move freely between provinces.

SDGs and Education

The sustainable development goals are composed of 17 basic global goals which are aimed

to achieve a better future and quality life for all. The goal number 4 which is RIGHT TO

EDUCATION, aims to guarantee that all people have access to high-quality education and

opportunities for lifelong learning. This goal focuses on the acquisition of fundamental and

advanced skills at all stages of education and development; broader and more equitable

access to quality education at all levels, as well as technical and vocational education and

training, as well as the knowledge, skills, and values required to live in a productive society.

This SDG serves as a reminder that several factors prohibit children from attending school,

including living in rural regions, being poor, or having parents with little or no education (SDG

Report, 2016).

Where does the issue lie in our Education sector?

Pakistan's education system is highly flawed. There are multiple factors that act as a hurdle

to stabilising and improving the country's education setup. After having read multiple articles

and researches on the education system i believe following are the major ones

■ Outdated Syllabus - Our antiquated curriculum is one of our educational system's

weaknesses. For many years, the same set of literature has been taught. The goal here is to

keep the course up to date as time passes. There are a few classic teaching methods that

are used throughout Pakistan.

■Lack of training of teachers - Quality performance requires training. Teaching is a difficult

profession. In Pakistan, there is a scarcity of training possibilities for teachers. Despite the

fact that the country has several teacher training colleges. These institutes are either

under-resourced or poorly managed due to a lack of funds and qualified human resources

such as trainers and administrators. There are no suitable training standards in the country's

accessible training colleges.

■Rapid Increase in the dropouts rate - There is a lack of discipline in schools and other

educational institutions as a result of ineffective school administration, which leads to a large

number of student dropouts. This tendency has accelerated to the point that there are

currently 40 lac pupils out of school in Pakistan as a result of dropout.

■Lack of Resources - Books, libraries, and physical facilities are essential for the efficient

operation of the educational process. There are no books, libraries, or reading materials in

any of the country's educational institutions. Furthermore, there are overcrowded

classrooms, insufficient teachers, and poorly equipped laboratories. This overall bleak

condition has resulted in despair and a low-quality education system.

■Low budgetary allocation for education - Finance is regarded as the system's motor.

Pakistan's education system has been weakened mostly owing to a lack of funds. The

education sector has received less than a 2.5 percent budget allocation from consecutive

governments, which is insufficient to meet the nation's expanding educational demands in

these changing times. Budgetary allocations for education have expanded in several

emerging regional nations, including Sri Lanka and Bangladesh. However, in Pakistan, it is

steadily reducing.

Examples around the globe of quality education

Some developing countries are on the other hand setting up examples of quality education

■In Uganda, eliminating direct expenses through universal primary education increased

enrolment by more than 60% while dramatically decreasing cost-related dropouts.

■In Malawi, free elementary education boosted enrolment by 50%, mostly benefiting females

and the poor.

■In Ghana, 90,000 more pupils came through the school doors at the start of the new

academic year in September 2017, after fees for senior high (upper secondary) school were

eliminated.

■Sierra Leone's government has made elementary and secondary education free, and it is

increasing taxation on the wealthiest citizens.

Recommendations

■Secondary education should include technical education. Curriculum must include

carpentry, electrical, and other technical education classes.

■Corruption in education agencies is one of the causes of the country's low literacy rate.

Education departments require an effective monitoring mechanism.

■Unemployment among educated men and women is a major source of worry in Pakistan.

Students should receive career counselling in schools so that they understand the work

market and may improve their abilities properly.

■The national GDP should include a suitable fiscal allocation for education. This will supply

the system with resources to breathe new life into it.

■As little political meddling as possible should be allowed. This will enable the system to

– eradication of illiteracy

– formation of national education units

This policy could not be implemented due to the war with India, separation of East Pakistan,

and collapse of the military government.

operate smoothly and without discrimination. Frequent political interference leaves flaws in

the system, resulting in corruption and other ills.

Do we have any solution?

The magnitude of the problem and the underlying reasons are so complicated that no single

institution or individual can solve them alone. Ending educational injustice necessitates

addressing a wide range of issues inside the school system as well as the social, economic,

and political institutions that impact education. The government cannot improve Pakistan's

education system alone; public-private collaboration and a combination of formal and

non-formal education can lift the majority of the country's population out of illiteracy.

Similarly, vocational and technical training should be prioritised in order to make the

country's youth an asset. We as responsible citizens must come out from our comfort zones

to get rid of the typical standards of education. From writing dozens of pages and knowing

not a single meaning to getting pressurised for achieving A+ grades. It is important to switch

decisively in order to achieve quality education for all, which is required to create a creative

and active global citizenry capable of meeting the challenges of our changing world.