Analyze the education system of Pakistan (Group discussion)

 The student of numl bs 6 PA&G DEPT GPP formed an group name as IES innovative educational society the purpose was to engage the students on an single plateform to discuss the Importance of education what are the policies for education system of paksitan what reforms were required for better education in pakistan and to highlight the education quality and standards of different institutes and of different areas one of main purpose of this group to highlight the challenges of Pakistan in education sector what are required solution for it for this purpose an meeting was organised on zoom an many students from different areas of Pakistan with Different educational backgrounds has participated and share there view points on education policy and education system challenges reforms etc of paksitan

The resources of the pakistan were very less and small amount of resources we're utilize in Pakistan some how the budget Is the key point or challenge in education sector of Pakistan the less budget was spent on education sector about 2 % is the education budget of paksitan the teacher are also highlighting as the issues in education sector there performs there attendance etc are effecting the education of paksitan the other issues in paksitan education system is the performance of public schools they are not providing quality education and they are not cooperative with other educational institutions for better education system in Pakistan less Infrastructure in Pakistan on development in technology no proper system of enrollment of teacher in education institution the teachers should be selected on there specialities the special student should be provided better education by the government or private sector there should be the partner ship among the institutions for leading the quality and free education to children's of pakaitan

The Pakistan is not working on standard education system given by UN Pakistan has three different education sectors public, private and madrass the world is progressing in education sector there more focus used to on skill instead of remembering or cramming there is an great need of better education policy in Pakistan and it should be fully implemented in all over the Pakistan the North area of Pakistan also facing the education issues there was less focus by the government on education on emergency basis the government of Pakistan should introduce the policies for better education in Pakistan

In Pakistan every province have different course of education and they are different from each other as per concern of GB education every district have education system vary for other district education system in City gilgit the education sector more leading by private sector there were less education institutions of government here the issues raizes of affordability for the education of there children the parents are unable to pay the fees of private institutes and there were less government schools no space in government schools no enrollment in government schools early 20 30 year the public sector schools college are performing well and they also produce a good product in the form of good business man good public and private officials but with the time the efficiency of public school become worst and standard and quality of education falls there is no educated teachers is available there is no proper function of teacher selection and also there so a lot of nepotism and favouritism the influencing people manage the posting by this education effect badly the circle of education transfer is not working

The south Punjab is also facing educational challenges there were less schools and the

 schools which are there are not not under performance and the most effecting issue due to which the education in that area is low is that the schools are very less and the schools are in very far area the locations of schools is in very distance the children's used to walk to reach to school no transport facility is available the female teacher also suffer nd facing issues and challenges no check and balance in schools no evaluation process the biggest issue in the education system of paksitan is ghost school this required to be solved first and it required a proper policies which should be implemented 

The Punjab is facing the educational challenges and issues but not only the Punjab along with this other areas and provinces also facing such issues and challenges most of research is there on such issues and challenges but there is lack of implementation of solutions no way forward to resolve such issues and challenges, there is no infrastructure in Pakistan the literacy rate is less there should be a way forward to this solution there should a collection efforts to resolve the issues and challenges of education in Pakistan and lead the state towards development

The main reason behind the no reforms in education sector is that there is no political willingness in Pakistan the politicians in opposition or in government never took any stance on reforms as a student we should try to bring the change we should not only rely on politicians or on government every individual should perform his work rightly and create awareness and along with highlight the bad doing on different platforms may by this there will be an flame will provide lightning the women education should be focused and there should be a proper mechanism for women education the government can't alone over come this issues the private sector should be provided by the space to excel and over come the issues and challenges the public and private partnership model should be implemented in state and with the collective efforts make the education of Pakistan a successful sector civil society should be impower to bring a massive challenge in education sector 

The community education concept should be introduced the people as a whole society work collaboratively for development in education sector the education should be be provided to every individual with out discrimination nad focus on moral grooming there were many examples that peoe I Pakistan providing education and running schools to provide the education to the children free of cost and in part time the teach such initiative should be taken by every individual in Islamabad we have the example of master ayub

Legislation is required in Pakistan for the development in education sector all stakeholders should be included and collaborative efforts should be there for policy formation and should be proper implemented and audit should be there a proper evaluation programs should be there 

Post 18 amendment education policy in Pakistan

Pakistan inherited the legacy of the British education system at the time of its creation in 1947. The first National Education Conference held in November- December 1947 presented a blueprint of the education system of Pakistan. The message of the Quaid-i-Azam and first Federal Minister dealing with education elaborated the guidelines of the educational system to be established for the citizens of Pakistan. The guidelines clearly explained that education would be free for all, emphasis on technical and vocational education as well as balance in science and social sciences.

The Education Commission of 1959, National Education Policy 1970 (known as Noor Khan Policy) recommended for “ Sipah-i-Danish”, the Army of the Wise /teachers on the pattern of Iran, a separate department with ample financial resources and proper training to enhance the literacy rate in Pakistan. However, these educational policies encouraged establishment of private educational institutions to expand the educational infrastructure.

The policy of public and private educational institutions gradually created a serious issue of inequality in education. Inequality in education means the divide of the social classes of a nation. The divided mindsets always stem out from this division. From 1947 to 1972, no government paid heed to the divide and inequality spreading in the nation.

The National Education Policy 1972 presented the notion of a uniform system of education to provide access to all groups of the society and to eradicate the division of social fabric because of education institutions for the rich and poor. This policy of nationalisation was a pleasant change for the poor who then had equal access to education with equal opportunities of studies.

This policy of nationalisation was reversed in the National Education Policy 1979 by the Zia military regime. Zia also announced the denationalisation.

It again started the vice of privatisation of education in Pakistan. In 1990, the government of Nawaz Sharif allowed setting up private universities and colleges. Since then Pakistan has observed the growth of private universities and educational institutions like mushrooms. This policy of privatisation of education has entirely undermined the article 25 of 1973 constitution that provides for the free education to all Pakistanis.

The policy of privatisation of education has caused the following national issues. First, there are four different streams of educational institutions including public sector schools (with substandard facilities, lack of quality education and meant for lower middle strata of the society), second, the district public schools, cadet colleges, educational institutions established by the ministries and defence organisations are meant for upper middle class and offspring of the bureaucracy and military personals); third, the elite schools like Beacon House, City Schools, etc are considered the role model for the very rich class of the society; fourth, the madaras, the seminaries of Pakistan are deemed as hatcheries of orthodoxy where poor send their children and they get only religious education, so the output of the students of madras is nothing except becoming religious teachers are qaris.

Among these four different kinds of schools, the first three categories are following different curricula up to grade 8. According to theorists and educationists, the most important age of learning that prepares the mindset of the children for future education is producing different classes of citizens. As concerned the madaras, the curriculum which is being taught there does not meet the needs of the society in modern age.

The 18th amendment has made education a complete provincial subject and has shifted the responsibility of promotion of quality education with equal opportunities to all. However, there seems no change in the prevailing scenario. The private schools are charging very high fees on the pretext of so-called quality education, this “quality of education” is basically “inequality of education” for the destruction of social fabric and national unity.

Another issue of privatisation of education is the ignorance of investors, who invest in education only considering it a profit-oriented business. The investors are entirely business minded who ignore the fact that education is a public good.

The continually rising fees of schools, colleges and universities have made education a privilege for the rich, second the private universities have adopted the status of job guarantors in Pakistan. This situation has created a very serious issue of low ranking of public sector universities as well as increasing the loss of trust on national educational institutions.

The private educational institutions particularly schools are busy in exploiting the highly educated youth by hiring their services with low salary on three months contracts , even in the educational institutions established by the miniseries or their foundation, the exploitation of teachers is at its peak.

The federal government of Pakistan had established some teachers training institutes for the training of teachers; however, they are insufficient to meet the increasing demands of the trained teachers. There does not exist any teacher certification authority in Pakistan since to take test for the grant of certification which is essential in all developed countries for opting the profession of teacher. This is the main reason for untrained and mismatched educational personnel in Pakistan.

The facilities in the public and private schools are also very unsatisfactory because of lack of funding. It is indeed an issue due to structural adjustment program of International Monetary Fund (IMF) and its demand for cuts in budget of education and health services. This Brazilian entrap of IMF is mainly responsible for the destruction of our national education system.

What provincial governments do for the uplift of education?

This historical and need based analysis exposes the fact that the 18th amendment has entirely empowered the provincial governments to work for the development of all levels of education from primary to higher. This a blessing in disguise for the provincial government for doing exceptional for uplift of education. I would suggest the following measures for the development of education in Pakistan to provincial governments.

1-The provincial governments ought to nationalize all the private educational institutions including schools, colleges, universities and madaras.

2- A teachers Registration Authority must be set up in every province and ICT for the certification of teachers. Only certified teachers of Provincial /ICT Teachers Registration Authority should be recruited as teachers. This is a standard practice in all developed countries because teacher’s intellectual, affective, and psychomotor domains must be tested whether he/she is able to teach.

3- The salaries and medical facilities for the teachers should be equal to all public servants. The government must establish residences of the teachers in every educational institution from primary to university. The provision of accommodations, medical facilities and better salaries will attract the intelligent youth to become teachers and such provisions will increase the credibility of the teaching profession.

4- All madaras irrespective of their affiliations with Sunni or Shia’s wafaqul Madaras must be nationalised and declare higher secondary schools. Same national curriculum which is being taught in government schools must be enforced in these madaras. The religious teachers should be trained for teaching. Religious education in Madras education must commence after passing HSSC from any Board of Intermediate and Secondary Education. If the admission for opting medical, or engineering, law profession, the HSSC/A Level is compulsory, then it must be equally and strictly implemented in madaras also to opt for the profession of an Alim-e-Din. The education of young children in madaras must be banned. The children should be imparted the hifz-e-Quran in schools.

5- Uniform curriculum for all institutions including madaras is essential for creating equality and patriotic Pakistani citizens. The provincial governments must present their analysis of need based curriculum to the federal government for creating a consensus. Curriculum should be revised after every five years and able to develop critical thinking among students. Ethics should be introduced as a compulsory subject in from class 5-10. While Urdu, English, Pakistan Studies and Islamayat must be eliminated at HSSC level and more options for science and social sciences subject should be provided to broaden the vision of the students.

6- Education for all and free for all up to HSSC.

7- Technical and vocational education subject according to the needs of area must be incorporated in the curriculum to provide some skill to all students.

8- Rote based examination system must be replaced with critical thinking and problem-solving approach-based system.

9- The females constitute the 51% of the total population of Pakistan, the provincial education department must ensure them access to education.

10- The tuition academies must be strictly banned for ever in all Pakistan, their campuses must be converted into schools according to their infrastructure and accommodating students capacity without any compensation.

11- The provincial assemblies must legislate in a manner that courts could not grant any relief to private owners as they have already looted nation. If provincial government deems that court will undo the measures then go for 75% share of the government and 25% for ex owner.

How to provide funding?

1- The educational institutions from primary to university level must launch two shifts. These two shifts are already being practised successfully in public schools in Islamabad. It may meet the needs of the students, enhance the financial resources for the institutions and teachers. As far as concerned the universities the provincial and federal government must increase the budget. The universities must adopt entrepreneurial approach and university-industry collaboration along with utilizing their physical infrastructure and assets for income.

2- The provincial government must levy educational tax after nationalisation of all the educational institutions to meet the financial budget of the education department.

Conclusion

The 18th amendment and constitution of Pakistan’s article 25 provides for free education. The transfer of subject of education to provinces has shifted the responsibility of uplift of education and its access to all to provincial government. It is imperative to suggest that the minister of education must be an educationist having relevant experience and be able to chalk out plans for the uplift of education.

The governments must involve the parent’s association to seek their cooperation for nationalisation of education, as well as to enhance the performance of the teachers and students through the feedback of the parents’ association. In the nutshell, the education system of Pakistan cannot be developed and make able to meet the needs of the nation without nationalisation.

HIGHER EDUCATION AND 18th AMENDMENT

 Education has traditionally been viewed as a means of preparing for life. It is a necessary component of development and societal change in order to meet our requirements. Higher education, in particular, is thought to be critical in preparing the next generation for socio-economic transformation. Through information sharing, it provides specialists to cater to the demands of commercial and public enterprises.

The 18th Amendment Act of 2010, which was passed by the National Assembly on April 8, 2011, made a number of amendments to Pakistan's 1973 Constitution. It changed 102 articles and transferred 47 subjects to the provinces' exclusive legislative and executive powers. One of the primary issues being transferred to the provincial responsibility is education. The concurrent legislative list, which included education as a shared federal-provincial legislative jurisdiction, has been removed, which will have a negative influence on education in general and higher education in particular.

Federal and provincial roles and challenges:

The federal government is left to deal with international treaties, education in federal territories, and inter-government coordination. The federal government has to abolish inter-provincial coordination e.g., inter-board committees and inter-provincial education ministerial which were a part of the federal ministry of education. The 18th Amendment redefines the role of provinces. Since its passage in April 2011, no concrete steps are being taken by the provinces, in particular the province of Baluchistan, to deal with the HE sector.

The curriculum and standard of education must be competitive at national/international levels. This would need experts, especially at the higher education level. New wings/sections have to be established for new responsibilities and new policies have to be approved by the cabinet or assembly e.g., Baluchistan does not have the compulsory Primary Education Legislation for implementing article 25-A (Free and compulsory education for children of ages 5-16 years). The province would require specialized arrangements to respond to the challenges confronting the HE sector. It must therefore have in place a provincial HEC or council in line with the HEC Ordinance of 2002 with clear composition, power, and functions to deal with the HE sector and its standards, and it must be an autonomous body. The legislative and administrative capacity of the provinces and the provision of funds could be a serious challenge. The provinces have to project the financial resources required for HE.

Impacts on Higher Education:

• The 18th Amendment Act will have a significant impact on the HE sector nationally and provincially. At the national level, no legal and legislative protection is given to the HEC as a federal unit. As per Article 38 devolved, HEC may not justify its position as a single body on HE.

• HE at the national level will face serious challenges on access, quality, relevance, and equity that hold fundamental positions promoting national cohesion. HEC will also face international challenges from international donor agencies on adopting economic and social change essential to education innovation at the institutional level. As devolution limits the HEC’s role in the provincial HE sector, it would also limit its role in cross borders/collaboration in sharing knowledge.

• The socio-economic development plan is very much connected with the country’s HE and science and technology programs. For instance, the HR requirements such as doctors, engineers, scientists, and economists have to be determined at the national level and so is the funding that comes from the federal government. Devolution will have a negative impact on the process of national socio-economic development provincially and federally.

The provinces need legislation for devolved subjects. There should also be specialized arrangements responding to challenges confronting the HE sector e.g., administrative and resource capacity. Policy and planning wings in the provincial education secretariat also need to be established. Besides, the development of autonomous bodies such as the HEC or councils is needed at the provincial level. Heads also need to be put together to come up with financial resources for HE.

Source: Dawn Article

SWOT ANALYSIS OF IBA

 SWOT ANALYSIS:

SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. A SWOT analysis is a framework to help assess and understand the internal and external forces that may create opportunities or risks for an organization.

Strengths and weaknesses are internal factors. They are characteristics of a business that give it a relative advantage (or disadvantage, respectively) over its competition. Opportunities and threats, on the other hand, are external factors. Opportunities are elements of the external environment that management can seize upon to improve business performance. Threats are elements of the external environment that may endanger an organization's competitive advantage(s), or even its ability to operate as a going concern (think regulatory issues or technological disruption).

SWOT analysis is a proven effective tool used for planning, brainstorming, and even decision-making. The tool works more effectively if you conduct it while bearing a specific question or objective in mind such as taking advantage of a new business opportunity, responding to new trends, implementing new technology, or dealing with a competitor’s change in operations. The SWOT analysis of the Institute of Business Administration(IBA)  below points out the strength, weaknesses, opportunities, and threats. Based on this analysis, you’d recognize what strategy in the short & long term should focus on in order to achieve organizational sustainability.

 

• STRENGTHS:

1. One of the top business institutes in Pakistan
2. Acclaimed and established MBA & BBA programs
3. Diverse academic program(BS,MS,PhD)
4. A prime choice among the recruiters in the industry
5. Wide and enriched alumni network
6. Highly trained staff
7. International recognition

• WEAKNESSES:

1. Infrastructure insufficiency
2. Weak research
3. More accreditations are yet to be attained
4. High fee structure

• OPPORTUNITIES:

1. The continuing demand for BBA and MBA graduates in the job market
2. Global outreach programs for both faculties and staff
3. Local and foreign collaboration for the creation of knowledge
4. Continuous up-gradation and revision of curriculum and teaching methods
5. More focus on research and innovation

• THREATS:

1. Mushrooming of business institutes in the country
2. Legislative instability and the curriculum in the education system
3. Teachers' and student's mobility
4. Leadership instability

PEF AND SDG'S

 SDG 4

The PEF firstly working on SDG no 4 quality education 

Mission statement of SDG 4

"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"

SDG 4 has ten targets which are measured by 11 indicators.

free primary and secondary education; equal access to quality pre-primary education; affordable technical, vocational and higher education; increased number of people with relevant skills for financial success; elimination of all discrimination in education; universal literacy and numeracy; and education for sustainable development and global citizenship. The three "means of achieving targets" are: build and upgrade inclusive and safe schools; expand higher education scholarships for developing countries; and increase the supply of qualified teachers in developing countries.

SDG 4 aims to provide children and young people with quality and easily accessible education plus other learning opportunities. One of its targets is to achieve universal literacy and numeracy. A major component in acquiring knowledge and valuable skills in the learning environment. Hence, the urgent need to build more educational facilities and also upgrade the present ones to provide safe, inclusive, and effective learning environments for all.

PEF provide education in urban slum remote areas and Areas where there is no schools and schools under performance Pakistan has the second largest population of out of school children in world this population make up of 22.8 million children being out of school in Pakistan who are between 5 and 16this also mean that 44 % of pollution of Pakistan is out of school

2.6 million student get free and quality education under PEF 

Foundation Assisted School under this program 3689 schools are providing free and quality education in Pakistan 

New school program under this program 2164 schools are providing free and quality education in Pakistan 

SDG 5

Secondly PEF is working on SDG no5 gender equality 

Mission statement

"Achieve gender equality and empower all women and girls"

Through the pledge to "Leave No One Behind", countries have committed to fast-track progress for those furthest behind, SDG 5 aims to grant women and girls equal rights, opportunities to live free without discrimination including workplace discrimination or any violence. This is to achieve gender equality and empower all women and girls.

The three "means of achieving" targets are: fostering equal rights to economic resources, property ownership and financial services for women; promoting empowerment of women through technology; and adopting, strengthening policies and enforcing legislation for gender equality

12 million girls are out of schools with only 13 % of girls reaching grade nine 

PEF providing free education to girls and boys with any gender discrimination for year 2021-22 Punjab allocated 1.0% of specific scheme exclusively aimed at reducing gender disparities under scope of SDG 4,and enhancing girl access to formal education 

With a population of over 100 million, Punjab has over 22 million children between the ages of 5 and 16 years. Of these an estimated 15% are out of school – most of whom are girls.

For the first time, the number of out-of-school boys (8pc) has surpassed the girls (6pc) by two per cent in the rural areas.“About six per cent girls and eight per cent boys are out of school in the rural districts of Punjab,” says Annual Status of Education Report (ASER) Punjab Rural 2021.

SDG 17

Mission statement

"Strengthen the means of implementation and revitalize the global partnership for sustainable development"

PEF running 3689 schools under FAS program and 2164 schools under NSP this all schools are working on public private partnership model

Education of Pakistan analysis, reports, SDG'S and MDG'S

 The education system was envisioned by the founding fathers as the driving force behind all national goals. It was decided in the first national education conference 1974 held at Karachi that the education system would work according to the national aspirations of Pakistan. The education system would be truly related to the needs of the people of Pakistan. The father of the nation Quaid-e- Azam Muhammad Ali Jinnah the main goal of the education system of Pakistan was to develop national character of Pakistani generation .This national character would contain high sense of responsibility, social integrity, selfless service to the nation and morality on the part of the people of Pakistan.

Education is an important part of the constitution in Pakistan. In 2010, the Pakistan Assembly overwhelmingly approved the 18th constitutional amendment, which rephrased article 37-B to make it gender-neutral. In the 1973 constitution, "State assumes the responsibility for eradicating illiteracy and providing free and compulsory education up to secondary level, as soon as possible” (Article 37-B, 1973 Cop). According to the constitution of Pakistan in pursuance of the right to education in Article 25-A: “The State shall provide compulsory & free education to all children of the age of five to sixteen years in such comportment as may be determined by law

The system of education includes all institutions that are involved in delivering formal education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students, physical infrastructure, resources and rules. The education system of Pakistan is comprised of 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 private sector while 69% are public institutes.

Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. A review of the education system of Pakistan suggests that there has been little change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain endemic. The lowest budget has been awarded to the system of education since the establishment of Pakistan which has weakened the foundation of the quality in the education system. The education system, hence, has failed to raise the nation economically, politically and socially. After lapse of half a century years and adoption of more than 25 educational polices, still the education system has badly failed to take the nation out of the increasing economic, political and social quagmire

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. Pakistan has expressed its commitment to promote education and literacy in the country by education policies at domestic level and getting involved into international commitments on education. In this regard national education policies are the visions which suggest strategies to increase literacy rate, capacity building, and enhance facilities in the schools and educational institutes. MDGs SDGS and EFA programs are global commitments of Pakistan for the promotion of literacy.

SDGS MDGS and education of Pakistan 

Pakistan has the second largest population of out of school children in the world this population makes up of 22.8 million children being out if school in Pakistan who are between the age of 5 and 16 this also means that 44 % of the population in this age group is out of schools 

To achieve Universal Primary Education (UPE) and by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16 year while dropout rate decreased. But the need for increasing enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Promoting Gender Equality and Women Empowerment. It is aimed at eliminating gender disparity in primary and secondary education by 2005 and in all levels of education not later than 2015. There is a stark disparity between male and female literacy rates. The national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in Balochistan male 62% and female 23%.

For strengthening the role of education, various educational commissions were formed and committees were constituted. But it is ironical to see that the implementation has been very poor, Because of this the quality of education in the country has suffered badly instead of making progress. Another problem which has affected negatively the system is the widening gaps and distance between the educational institutions and community. Parental involvement in the education process is vital for ensuring the quality aspect.

 Vision 2030

Vision 2030 of Planning Commission of Pakistan looks for an academic environment which promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national examination system under state responsibility. The strategies charted out to achieve the goal included:

(i)Increasing public expenditure on education and skills generation from 2.7% of GDP to 5% and 7% 

(ii)Re-introduce the technical and vocational stream in the last two years of secondary schools.

(iii)Gradually increase vocational and technical education numbers to 25-30% of all secondary enrolment to 50 per cent by 2030.

(iv)Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular

Pakistan is not the only country which is facing challenges regarding promotion of literacy and meeting EFA and MDGs SDGs commitments. Education remains a subject which is paid least attention in the whole South Asian region. UNDP report 2014 suggests that there has been an improvement in other elements of human development such as life expectancy, per capita income and human development index value (in past 3 years); but there has been no progress in the number of schooling years. The expected average for years of schooling in 2010 was 10.6 years but the actual average of schooling remained 4.7 for all South Asian countries. In the year 2013 the expected average of number of years increased to 11.2 but the actual average of years of schooling of South Asian countries remained 4.7.  Regional cooperation mechanism can also be developed to promote literacy in South Asian region. Sharing success stories, making country-specific modifications and their implementation can generate positive results

Findings 

1. Political unstable circumstances were the main reasons due to educational policies failing. 2. Since independent educational policies were made, they were not fully implemented and failed to achieve objectives. 3. After the distribution of expenditure, it was not adequately compensated to ensure that school programs were not completely enforced. 4. in consideration with Facilities (buildings, furniture, dispensary, sporting facilities, etc.) Teaching, instructional resources. Curriculum exercises. AV supports, etc.) For secondary school education, education has not been spread uniformly throughout the country. 5. Budget allocation for education is not fulfilling the requirements of quality education. 

Recommendations

1. It is recommended that government budget allocation for education should be increased/enhanced. 2. It is recommended that educational institutes are free from political interference. 3. It is recommended that the government should implement the educational policies properly for the effective running of educational institutes. 4. It is recommended to the head of the institute that arrange the in-service training for the teachers. 5. It is recommended to curriculum developers design some social justice concepts in the curriculum of social and Pakistan studies.

The reforms required in the education system of Pakistan cannot be done by the government alone, public-private participation and a mix of formal as well as non-formal education can pull out majority of country’s population from illiteracy. Similarly, to make the youth of the country an asset, attention should also be paid to vocational and technical training.

Education policies of Pakistan

 In this era of science and technology, education is getting more significant place in the society as it is the only way to excel in global context so the planning of education should be updated and relevant to the needs of society, With the better promotion of education, the illiteracy rate and unemployment rate decline. Several reports examine Pakistan's education policy documents, such as five-year plans, reforms, programs, and programmes (Ali, 2017; Ashraf & Hafiza, 2016 Ahsan, 2003). The aims and objectives of educational policies were emphasized on the “character building‟ of the nation-state from the Islamic thoughts and viewpoint. Since Pakistan was established, both civilian and military governments have made efforts for educational policy planning. Several experiments have been undertaken to evaluate strategies, initiatives, projects, and services in order to assess educational outcomes and achievement. 

Since 1st educational conference 1947 to 2021 policies the emphasis was laid on free and compulsory education but Pakistan failed to achieve it yet because of the sincerity of the goal did not produce results, however. The literacy rate has remained constant over the first ten years of the life of the nation. At the same time Pakistan see the diversity in each policy e.g. Education policy 1970 emphasis on science and technology education, in 1972-80 nationalization of private institutions, in 1979 the main focus was on Islamic and spiritual education, Urdu as a medium of instruction, In 1992 Demand oriented curriculum was in focus, in 1998-2010 equal opportunities to higher education. Education Sector Reforms 2003 programme is built upon the long term vision of National Education Policy 1998-2010 and ten year perspective development plan 2001-11. During the 59 years since independence, efforts to increase enrolment and literacy were not rare. All policies were partially implemented due to financial and political constraints.

In the development procedure of quality of education, educational policies are plays a key element role (Schultz, 1961; Psacharopoulos & Woodhull, 1985). In the early 1960s, the World Bank has launched the program for developing countries through building human capital in order to decrease poverty & facilitate in improving the system of health, remove inequality from genders, enhance social equality, maintain peace with political stability through education. The link between education and policies are most of the time is directly connected between schools, colleges & universities

Educational Policies Education policy is at the center of the political agenda of governments. Ongoing global pressures have stressed the importance of education policy in relation to economic growth and social citizenship. Educational policy is made up of the prevailing values and government policies as well as the curriculum laws and regulations that regulate. Thus, policies on schooling will directly influence what people learn when they grow older. Training aids people in improving their potential and recognizing the opportunities and potential they have (Malik, 2015)

National Educational Policies of Pakistan Education was regarded as one of the most significant factors that led to the growth and development of the country, as evident in Congress' hosting of the first education conference in November 1947. The founder of Pakistan, Muhammad Ali Jinnah, said in his inaugural statement, which is elaborated as: "There is no doubt that the future of our state can and must depend heavily on the kind of education we provide to our children and the manner in which we make them a future people from Pakistan.” Since 1947, numerous education initiatives have been introduced to improve Pakistan's education system, but not a single program has been fully enforced and has not been accomplished; one of the significant factors is that the turbulent political condition of our country, where no single elected government has completed its term of office, has faced the challenges of martial law

Elementary Education in Pakistan  

Elementary education in any system of education occupies the pivotal position. The individual is provided training of the basic knowledge, skills and attitudes. For providing training the needs, problems, facilities and the psychological principals are kept in view for selecting the knowledge, skills and attitudes to be imparted to the students. Primary education should be co-education otherwise according to the local needs. Elementary education at the time of independence was of four years duration. In 1947 in the meeting of All Pakistan conference it was decided to make this duration from four to five years. 

Productivity of Education policies and Five year plans 

Unluckily the planning made for education policies did not become the part of our five year development plans. Periods of education policies and Five-year plan were quite different. Importance of education did not remain the same in different periods and governments. Importance of educational department varied as compared to other department. Rupees specified in budget did not motion to meet, demands and promises. After specification of money it was never fully paid, therefore the targets of educational policies and five-year plans were never achieved

The Pakistan Educational Conference 1947 

Since 1947, various educational programs have been placed in place to develop Pakistan's education system, but not a single program that has been completely adopted and not yet completed, one of the important reasons being that the volatile political situation in our region, where no single elected government has completed its term of office, has faced the challenges of martial law (Government of Pakistan,

Implementations National Education Policy 1970 

The circumstances in that period were not peaceful. In 1971, the country was divided into two, Pakistan and Bangladesh. During this, Government of Yahua Khan was dissolved. all the previous policies, financial crisis created serious obstacles in the implementation of this policy. In 1972, Zulfiqar Ali Bhutto came to rule. He rejected this policy and issued a new one so in this way this policy was not implemented

Implementations National Education policy 1972-80 

Most of the suggestions of this policy were political decision and were no based on research. Pak India war of 1971 created a serious financial crisis that was a serious obstacle in the implementation of this policy. In 1977 Zia-ul-Haq dissolved the government. Zia-ul-Haq issued another policy in 1978 and new teachers were recruited during the policy period. Professional subjects were tried to introduce. All the institutions were nationalized and equalization was promoted. Free elementary education for all did not match to the economy of the country. It is our bad luck that we simply announce the educational policy and did not plan to acquire desired results. It also happened with this policy; new schemes were introduced without feeling the economic crisis

Implementation National education policy 1978 

There is no discrimination in schooling for boys and girls. The same facilities should be provided for girls and boys around the country. Equal opportunities for all genders. The environment ensures that student’s opinions, voices, & ideas are valued and respected by their peers & instructor. Developing creative and innovative faculty through in service training. 

Funds are not enough for the implementation of policies. Government accepted the certificates of “Deeni Madaris”. Arabic teachers were appointed. Teaching of Holy Quran was made compulsory. Urdu was tried to adopt as medium instruction at elementary level 

Implementations National education Policy 1992 

1. Computer education was not introduced. 2. Targets of new elementary schools were not achieved. 3. The targets were set for 2002 but Nawaz Sharif Government was dissolved in 1998. Therefore required results were not achieved form this policy.

National Education Policy 1998-2010 

Freedom, democracy and civil rights have become the subject of attention on inequality and interpersonal causes that have diversified into inequity. Gender disparity is related to a lack of economic development. Indeed, there is a rising consensus among economists that women's education and empowerment are instrumental in achieving economic prosperity and addressing poverty.

The 21st century is referred to as the century of information technology so that technical and scientific understanding is expanding at a fast pace. Physical services, such as classrooms, labs, libraries, chairs, and appliances, are best provided in secondary schools.

National Education Policy 2009 

Equalize access to education by offering special services for girls & boys, underprivileged/marginalized communities & disadvantaged children adults alike. Promote the principles of goodwill, equality, and respect for human rights, universal brotherhood, understanding & coexistence. Standardize institutionalize teacher training arrangements, certification procedures & accreditation processes in acquiescence with the National Professional Standards for Teachers. Continuous Professional Development (CPD) programme for both non-formal and formal education teachers at secondary & all levels (NEP, 2009)

National Education Policy 2017-2025 

Ensure dignity and justice in secondary education for all girls. Pursuant to Article 25-A, it is the responsibility of the government to offer free and quality education to higher secondary schools. The government also guarantees equality & fairness in secondary education for all children with an internationally compatible curriculum, trained training tools for teachers and an appraisal framework. For the learning of pupils, instructional materials such as posters, audio-visual aids, maps, teaching kits, educational CDs, etc., have been given to schools and have ensured that they are used successfully to increase the standard of education. Establish a school atmosphere that promotes the physical, emotional and academic growth of children to become productive people able to contribute to society. A child-friendly school atmosphere was welcome for all students to study. Provide the requisite facilities, resources and infrastructure for comprehensive education at all stages of education in both public and private sector educational institutions. Continued career learning is a daily function related to the graduation and advancement of teachers

Single National Curriculum 2020-2021 

All children have a fair & equal opportunity to receive high-quality education & provide equity in education. Respecting the diversity of gender, religion, color, caste, creed & people with special needs in the local and global context. Focus on Values, Life Skills Based and Inclusive Education

Findings: 

1. Political unstable circumstances were the main reasons due to that plans and educational policies failed. 2. It is happened that five year plans and educational policies introduced without considering the economic crisis of the country as after war of 1965 and 1971, there were serious financial crisis in the country. 3. There is a need to change whole system to get maximum benefits. 4. Since independence educational policies and plans were made they were not fully implemented. 5. Govt. announced free education, which did not match the economy of the country. 6. Syllabus of elementary education did not fulfill the demands of Islam and modern world. 7. Time period of educational policies and plans was totally different. 8. Funds allocated in budget were not sufficient to meet the requirements of the plans. 9. After the allocation of expenditure it was not fully paid so that the five year plans and educational policies were not fully implemented. 10. It was promised to provide facilities in the education sector but it was merely a dream. 11. Political pressure on education sector his created a serious problem. 12. It has been observed that character building was not stressed in educational policies and five year plans. 13. Facilities (buildings, furniture, dispensary, equipment’s of sports and other teaching, learning material. Curriculum activities.) For elementary education were not equally distributed in our country. 14. Although women education was stressed but proper arrangements were not made for it. 15. Proper attention was not made seriously to raise literacy rate.