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.

SWOT analysis PEF

 SWOT (strengths, weaknesses, opportunities, and threats) analysis is a framework used to evaluate a company's competitive position and to develop strategic planning. SWOT analysis assesses internal and external factors, as well as current and future potential.

A SWOT analysis is designed to facilitate a realistic, fact-based, data-driven look at the strengths and weaknesses of an organization, initiatives, or within its industry. The organization needs to keep the analysis accurate by avoiding pre-conceived beliefs or gray areas and instead focusing on real-life contexts. Companies should use it as a guide and not necessarily as a prescription

SWOT analysis (or SWOT matrix) is a strategic planning and strategic management technique used to help a person or organization identify Strengths, Weaknesses, Opportunities, and Threats related to business competition or project planning. It is sometimes called situational assessment or situational analysis. This technique is designed for use in the preliminary stages of decision-making processes and can be used as a tool for evaluation of the strategic position of organizations of many kinds (for-profit enterprises, local and national governments, NGOs, etc.). It is intended to identify the internal and external factors that are favorable and unfavorable to achieving the objectives of the venture or project. Users of a SWOT analysis often ask and answer questions to generate meaningful information for each category to make the tool useful and identify their competitive advantage. SWOT has been described as a tried-and-true tool of strategic analysis,but has also been criticized for its limitations, and alternatives have been developed.

SWOT analysis Punjab Education Foundation 

Strengths

Positive reputation 

Excellent programs 

Competent faculty and staff

Strict check and balance (accountability)

Improving literacy rate

Growth of PEF

Strong public private partnership

Motivating the poor families

 Weakness

Finance

Don’t have update system to tackle in the time of crises like covid 

Unable to get access to all remote and rural areas of Punjab 

Language 

Limitation 

Opportunities

Provide free books and uniforms 

Free education to every individual student 

Accessible for the student of rural and tribal area

Academic collaboration 

Active learning in a real context 

Threats

Shrink of government budget every year

Unable to accommodate children's 

SNC

 The Prime Minister of Pakistan Mr Imran Khan recently introduced the Single National Curriculum (SNC) with an aim to unite the children of the country under the umbrella of a single curriculum.The curriculum is to be introduced in three phases: in the first phase, it will be implemented for Grades 1-5 in the academic year 2021-22; in the second, it will be implemented for Grades 6-8 in 2022-23; and in its third phase, Grades 9-12 in 2023-24. For the first phase, the Federal government has directed all provinces except Sindh to launch the SNC by ensuring its implementation in all public and private schools as well as in religious madrasas.

Vision

One system of Education for all, in terms of curriculum, medium of instruction and a common platform of assessment so that all children have a fair and equal opportunity to receive high quality education. Single National Curriculum is a step in that direction.

Objectives

One system of Education for all, in terms of curriculum, medium of instruction and a common platform of assessment which will ensure:

All children have a fair and equal opportunity to receive high quality educationSocial Cohesion and National IntegrationAlleviation of disparities in education content across the multiple streamsEqual opportunities for upward social mobilityEquity in educationHolistic development of children in the light of emerging international trends and local aspirationsSmooth inter-provincial mobility of teachers and students

Key Considerations

The development of SNC is driven by the following key considerations:

Teachings of Quran and SunnahVision of Quaid and IqbalConstitutional frameworkNational Policies, Aspirations and National StandardsAlignment with the goals & targets of SDG-4Emerging international trends in teaching, learning & assessmentOutcomes based approachFocus on Values, Life Skills Based and Inclusive EducationRespect & appreciation for different cultures & Religions in local and global contextPromotion of intellectual, spiritual, aesthetic, emotional, social and physical development of learnersMove away from rote memorization & Focus on Project, Inquiry and Activity Based LearningDevelopment of 21st century skills including Analytical, Critical and Creative Thinking.Use of Information & Communication Technology (ICT)Alignment with Trends in International Mathematics and Science Study (TIMSS)

Educational Inequalities in Pakistan

Pakistan is marred by intricate problems which affect the education of her children. It is easier said than achieved that one curriculum can address all these complex problems. Educational inequality exists in Pakistan not just because students are studying different curricula, are enrolled in private and state schools, are elite and poor, and (those who can afford) opt for higher education abroad, compared to the local education; the reasons for educational inequality lie beyond these aspects.

Poverty is one of the main factors that impedes parents from sending their children to school. Limited income and spending capacity of parents along with unsafe transportation services puts education, particularly of female children, at stake, with girls dropping out of school more than boys. It would be interesting to know how exactly the SNC will result in more educated girls, and reduce the existing gender gap within the education system of Pakistan? The issue of girls dropping out from schools is not because of the nature of the curriculum; as such, it will not be resolved if SNC is implemented in schools. There are cultural barriers, like early marriage for girls, which again keeps them deprived of higher education. If girls continue to get married at an early age, the curriculum at schools will not matter as long as they are not the beneficiaries of it.

The SNC attempts to bring religious neutrality by promoting intra-faith harmony and catering to the needs of students from minority faiths by teaching them according to their religious beliefs. However, gaps in implementation make it a daunting task for the government as not all private and public schools in every province will be willing to opt for the SNC and hence, a strong monitoring mechanism will need to be adopted by the government to ensure the implementation. After the 18th Amendment in the Constitution of Pakistan, the Provinces were given an exclusive right to design their curriculum, syllabus and define their education standards. By introducing the SNC, the Federal Government seems to have breached this privilege of the Provinces and violated the 18th Amendment. The Education Minister of Sindh, Mr Sardar Shah, held this view while explaining why Sindh would not be introducing the SNC, clarifying that the Province has its exclusive right to design and implement its education curriculum, and the SNC of the Federal Government was an unacceptable imposition. The refusal to implement the SNC by the Sindh provincial government also deprives the curriculum from being ‘national’ any longer.

The SNC also violates the right of parents to choose the kind of education they would like to provide for their children. Article 18 of the International Covenant on Civil and Political Rights, to which Pakistan is a signatory, provides freedom to parents to choose the religious and moral education for their children in light of their own convictions. However, the introduction of the SNC leaves parents with no choice than to let their children study what the government has decided.

In Pakistan, almost 22.5 million children are out of school; to get them enrolled in schools, the capacity of existing schools needs to be increased, more schools are needed, and of course more funds should be allocated to the education sector. The government’s priority should be out-of-school children, as their enrolment in schools is essential to resolve the persisting educational disparities in Pakistan. Once children are enrolled in schools, only then would they be able to benefit from the SNC. Focusing only on renewing a curriculum is not a sound policy, especially when the teachers are not even sufficiently or properly trained to deliver quality education. Teachers’ training is another related aspect the government needs to invest in and work on before assuming that the implementation of SNC will improve the quality of education in Pakistan.

Conclusion

While a single curriculum is in principle a good step towards unifying the younger generation, it is not enough as a strategy to bridge the existing inequalities within the education system of Pakistan. There are several other important issues which need to be dealt with, and addressed by, the government first as they are crucial for the success of SNC. As discussed above, the drop-out rates of girls, out-of-school children, lack of trained teachers and unsafe transportation services need to be resolved. For all this to be taken care of, the government needs to invest more in the education sector and not rely only on a limited number of policies and strategies to overcome educational disparities.

With education becoming a provincial subject under the 18th Amendment of the Constitution of Pakistan, Provinces should be allowed to design and choose curricula of their own choice; likewise, parents should be allowed to choose what type of education their children should benefit from. Finally, reducing poverty itself is a challenge the  government needs to tackle, since many parents cannot send their children to school due to lack of finances, and their children remain deprived of education which gives rise to further educational disparities in Pakistan.

In sum, there are many hurdles which need to be overcome before assuming success of the SNC in Pakistan

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