solution of education problem in pakistan

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Education in Pakistan: problems, challenges and perspectives

Quaid-e-Azam Muhammad Ali Jinnah said and I quote:

“Education is a matter of life and death for Pakistan. The world is progressing so rapidly that without requisite advance in education, not only shall we lag behind others but maybe wiped out altogether.”

The education section of the executive summary of the Economic Survey of Pakistan 2021-22 notes: “Pakistan is committed to transform its education system into a high-quality global-market demand-driven system in accordance with Goal 4 of the Sustainable Development Goals (SDGs) .” However, the reality is vastly different.

The literacy rate in Pakistan in 2021 was only 62.8%. Any gains in literacy rates over the last many years have been small, slow and marginal.

In 2021-22, we spent only 1.77% of GDP on education-related expenditure at both the federal and provincial levels. Most UN agencies recommend that the minimum expenditure on education should be 4% of GDP. In recent years, the highest percentage of GDP we have spent on education was in 2017-18, when education expenditures were raised to 2.12%. The usual argument given for lack of spending on education has always been and still is that we do not have the resources.

In Pakistan, the current literacy rate is 62.3%. In Budget 1.7% of GDP has been allocated as Education Budget which is lowest in the region. The expenditure of Rs 74,609 billion has been allocated for Tertiary Education Affairs & Services in budget 2022-23; Rs 3,786 billion for pre-primary & primary education; Rs 8,863 billion for Secondary Education Affairs and Rs 2 billion for administration. Rs 44,174 billion has been earmarked for Higher Education Commission ( HEC ) under the Public Sector Development Program (PSDP) for the year 2022-23. (Business Recorder June 11, 2022).

According to data from the World Economic Forum’s Global Competitiveness Report 2017-18, the Global Competitiveness Index (GCI) shows Pakistan’s slow performance being ranked 129th of the 137 countries, on the Health and Primary Education related elements of competitiveness, when compared with other countries in the region like India, China, Bangladesh, Sri Lanka and Malaysia. The structure of school education system in the public sector is depicted in Fig. below.

Figure Above: The structure of school education system in Pakistan (Pre-Primary to Higher Secondary)

Education system creates sense of responsibility among people and they come to know the methods to achieve their national, societal and personal rights and it also enhances their general consciousness needed to deliver their duties as citizens towards their Nation. Once the realization originates, people start working for the development and prosperity of their motherland in the atmosphere of trust and co-operation.

The polarization and non – unified education system has resulted into outraged political turmoil, deadly terrorism, incessant sectorial violence, social disruption, economic instability and degeneration of government system. Whether it is poverty, non-availability of jobs, security uncertainty, sectarianism or terrorism, lack of tolerance, lack of general awareness, illiteracy, all are off shoots of the poor, inefficient and ineffective education system. The lowest budget allocation, a realm of large number of ineffective education policies has badly failed to take country out of economic, social, political and development quagmire.

Education has fundamental role in the economic, social, political and structural development of any nation. Many of the economic issues like poverty , overpopulation, unemployment , resource mobilization, inflation, exchange rate drastic fluctuation, housing, infrastructure, and health can be reduced and handled by improving education system in Pakistan. Education can also solve social issues like Baradari system, Wadera Culture, Chaudary regime and slave mentality. The political issues like battle for power by different politicians, lawlessness, fraud, corruption, religious riots, extremism, processions to gain popularity, use of indecent remarks, no public service, no human investment to save the lives of ignorant and deprived humans. Structural Development like transition from primitive methodologies to modern strategies; Shifts from Agriculture to Industry, hand made tools to mechanization, from physical conventional education system to Online Education and adoption of highly sophisticated and up to the mark technology can only happen with the strong Education Policy and implementation of country’s education system.

Pakistan, since its inception has failed to establish an education system which can fulfill the aspirations of the general public. Being a developing country, Pakistan is facing multifaceted problems and issues in the education sector. There are many issues prevalent and practiced in Pakistan’s Education System at all levels of Education – primary, secondary – colleges or universities.

The educational institutions within the country are divided into following categories: (1) Pre-primary School (2) Primary School (3) Middle School (4) High School (5) Higher Secondary (6) Inter-colleges (7) Degree Colleges (8) Universities (9) Non-formal Basic Education (10) Education foundations (11) Technical & Vocational Institutions (12) Teacher Training Institutions (13) Deeni Madaris

Pakistan’s schooling system consists of three main school types namely public sector schools, private sector schools and Deeni Madaris. These are further divided as public and private mainly due to curriculum and examination systems used in the schools and the language of instructions used by teachers.

The Broad Categories on education level are:

School Education (Pre-primary – Class 12) College Education (Degree Colleges Class 13-14) University Education

The education system of Pakistan is comprised of 305,763 institutions accommodating 51,186,560 9 students and 2,073,433 teachers. The system is composed of 189,748 (62%) public institutions and 116,015 (38%) private institutions, which also include 31,115 Deeni Madaris. The public sector is serving 28.49 million (56%) students to complete their education while the remaining 22.70 million (44%) are enrolled in the private sector of education. About 38 percent private educational institutions are facilitating 44 percent of students showing a slightly higher per-institution enrolment ratio in the private sector compared to the public sector.

There are a total of 186 universities & degree awarding institutions catering to the needs of higher degree students in both public and private sectors of education. Out of these universities, 111 (60%) are working under umbrella of public sector, whereas 75 (40%) are working in the private sector.

The total enrolment in the universities and degree awarding institutions is 1.576 million. Out of these 1.266 million (80%) students are enrolled in public sector whereas, 0.309 million (20%) students are studying in private universities and degree awarding institutions. In the overall national scenario only four percent students have access to university education. The total male enrolment in the universities is 0.881 million (56%), whereas, the female enrolment is 0.695 million (44%) . There are 56,885 teachers imparting higher education to the students in these universities. Universities in the public sector employ 38,011 (67%) teachers while those in the private sector have 18,874 (33%) teachers.

The significant issues of Education system are lack of Budget Allocation, lack of Policy Implementation, Faulty examination System, Poor Infra Structure of Educational Institutions, Lack of Teacher’s quality, low enrolment, Wayward and Directionless Education system, High scale drop outs, Increasing Political Interference, Out dated curriculum, corruption, Poor Management and Supervision, lack of Uniformity, lack of research, lack of faculty training and Development, Cost of Education, Terrorist Attacks, Cultural Constraints, lack of Parent input, Widening gap between Educational Institutions and Community, lack of Academia Industry Linkage program and Learning Crisis etc.

Education is the nurturing and nourishing force for the construction of strong and impressive societal set up, prominent development and significant growth of the country. Education explores new dimensions and polishes the hidden talent, potential, capabilities and strengths of individuals and redirect these forces towards the rise of Pakistan as a powerful nation on the global horizon.

Quaid-e-Azam Muhammad Ali Jinnah envisioned Education System of Pakistan as the driving force behind all the national goals. In the first National Education Conference held at Karachi. It was decided that Education System will work according to the National aspirations of Pakistan and it will be truly related to the needs of the people of Pakistan. The father of Nation said, “The magnificent goal of Education sector will be to develop character of Pakistan, high sense of responsibility, social integrity, selfless service to the Nation and morality on the part of the people of Pakistan.

Critical analysis of the problems and issues of education system in Pakistan.

These are the most dominant issues and problems of our Education System which needs to be addressed and to find remedial solutions for these issues and put forward recommendations for the positive change in our prevalent Education System.

1- Lack of uniformity

The Education System is not Uniform and is based on differentiated Education System like Public Institutions, Private Institutions and Deeni Madaris. There has been accelerated polarization in the Education System due to divisive Pakistani Education System. This has penetrated into cultural veins of the Nation. The recent waves of Sectarianism and Terrorism are the consequences of this divisible system. Polarized Education System has further divided society on political, economic and social grounds instead of uniting people. This division is leading towards further segregation on linguistic and religious levels and cutting knee deep the ideological foundation of the Nation.

2- Education without direction

A sound Education System is essential for every nation of the world. All nations develop their people or human resources on the basis of rigorous focus on Education and Training . We have poor and direction less education system with lack of cohesion and more prone towards general education without creation of Skillful man power resulting into massive unemployment. It also results into massive political, social, economic and cultural distress among people. There is no use of science and technology in the education system. Students are unable to develop critical thinking, creativity, imagination, reasoning, experimentation, innovation and invention

3- Outdated curriculum

We are still following the old fashioned and outdated Education System of rote memorization, cramming the facts and figures without realizing the holistic development of individuals. The objective of Education should be development of psychological, philosophical and sociological foundations of Education. The present curriculum is not motivating learners for practical research and development, scientific knowledge and reflective observation.

4- Lack of professional development of teachers

There are few training institutes but have lack of funds, lack of resourceful and trained trainers and administers. There are no defined standards of training and development. The courses and trainings are outdated, traditional without exposure to modern technology, motivation, quality of teachers and enhancement of skills .

5- Lack of quality teacher

According to UNESCO report, the quality of educational institutions and teacher is low. The situation is grimmer in remote parts of Punjab, Sindh, Balochistan where there is non availability of teachers. Teachers are not using new methods of teaching and learning, no lesson planning, old method of cramming, no research, no use of libraries or internet, no book reading. Students are promoted to next class on the basis of cramming and memorization of facts and figures without knowledge in depth, no conceptualization, no understanding of topics in the books without relevance in schools.

6- Alarming dropouts

Lack of management and discipline in schools leads many students to drop out from school. This trend is due to punishment in schools, poor parenting, lack of motivation, unattractive school environment, child labor & poverty are also very significant reasons of huge drop out from schools, colleges and universities. It shows that almost 30% of children enrolled in primary education. This trend has added to low literacy rate in Pakistan.

7- Examination system

Students are evaluated on the basis of annual exams, semester wise assessments. Both quantitative and qualitative exams should be introduced to judge the performance of students on comprehensive level and exams should evaluate the student’s ability through various types of reliable assessments like case studies, research papers, MCQs, Comprehensive subjective questions, Analytical questions to check the conceptual understanding of students especially in higher classes (Rehman, 2011).

In Pakistan examination system is faulty and it tests only the memory of students, there is use of unfair means, bribery, cheating, issuance of duplicate marks sheets, changes of marks, change of answer sheets, impersonation. This present examination system has promoted rote memorization and cramming. It has badly failed in producing critical thinking, analytical skills, learning, intellectual power and visionary reflection in the students at all levels of education. It does not measure the strength, achievements and performance of students (Quereshi, 1975).

Modular system of examination in Medical Universities is producing incompetent students with insufficient knowledge of Anatomy which is the backbone of medicine studies. In modular system a single paper for three subjects is given to students. Students prepare easy subjects to pass the exam and leave the difficult and important subject of Anatomy for choice. Therefore, this method has tarnished the strong foundations of learning and performing badly. Doctors produced with such type of examination with lack of proper understanding of subject will not be able to serve the humanity honestly and do the justice with their profession.

In our education system educational institutions are used as breeding grounds for political parties and in colleges and universities these groups nurture. Students get benefits by being part of any political party during exams. A list of students is provided to the teacher by the student leader to pass them in the exam, admissions are given on the party basis, exams are marked and checked on party basis because mostly teachers are also working for parties while sitting in educational institutions. During Board or University exam by giving money to the invigilator, students are allowed to cheat in the exam, Students throw question paper outside the window and one of the party rep climbs up the tree near the window with Megaphone and starts dictating answers by calling up question numbers. Honest Teachers are threatened and sometimes gunned and killed in case they are not willing to listen to the unfair demands of the students of different parties.

Some of the teachers are also involved in malpractices. They leak the paper by charging handsome amounts or solve the papers for students or allow students to solve the papers by cheating from books, material or from some good student. In board exams, before submission of sheets to the board office representative student is asked to write down correct answers. Teachers are themselves involved in such political activities and award “F” grade to students who are not in their party.

In Russia there is no exam system like ours. Students study through out the year and at the end of year teacher can ask any question from the book to pass the candidate and check his understanding & knowledge of the subject.

8- Poor supervision standards

To monitor teaching and learning, poor and harsh standards of evaluation and punishment are used which in some case leads to termination of jobs . At primary school level teacher’s evaluation is not possible. Secondary Schools/Cambridge Schools are evaluated through Board exam results/CAIE results. In college, again Board or University exam results are the criteria to judge the academic performance of Student and Teacher’s teaching. Whereas, actually there is an increase in tuitions instead of relying on School or College teaching. Students and their parents are compelled to go for tuitions due pressure of good grades and admissions in good educational institutions. There are many tuition centres, coaching centres, academies where the same teachers who were unable to impart quality education give quality tuitions by charging heavy amounts and prepare students well to score good grades. The low salaries demotivate them in their institutions to impart good education. In Universities students are given power to evaluate teaching and their grading becomes part of an Annual Evaluation Report which is essential for promotion or benefit of the faculty. This system is again polluted by involvement of computer department staff, Student coordinators and by bribing students to give bad remarks about any teacher. Some insincere and corrupt teachers mark students’ attendance and give them good marks, tell them questions of exams and do immoral activities to get good evaluation from students. Teachers who are honest and hard working are ranked low by students. Even at higher education institutions there is lobbying and politics through which false evaluation against any faculty can be prepared to get rid of the unwanted faculty by the management. So, in short, supervision system is more prone to harassment and control over the teaching staff rather than providing proper guideline and training for the improvement of teaching methodologies & strategies. (Rehman, 2011).

9- Internal and external influence

In Education sector external factors are coming outside the system through politicians and they bring changes in the system to give favor to their families, relatives, friends etc. Internal factors are bureaucratic manipulations (Mazhar, 2011).

There is great favoritism and Nepotism in cases of transfers, Appointments, Promotions, Salaries, Grades & Work Stations. Due to this the basic Infrastructure of the Education System in Pakistan has been badly affected (LOUIS, 1987).

10- Lack of resources

There are not proper Libraries with physical space for Students to Study. Books are not available, No digital libraries, no computer Facility in the library especially in public sector colleges & universities. No proper lighting, no AC, no Generators in case of power break down are available to make studies more comfortable for the desirous and ambitious students. Class rooms are over-crowded, corridors are flooded with students, Inadequate and Inefficient teachers, Laboratories without required apparatus & equipment of practical learning have resulted into a situation of despair and low standard of Education (Louis, 1987).

11- Lack of policy implementation

Frequent political turmoil and change of governments have made policy implementation in its true letter and spirit impossible. Corruption, Lack of Resources, Lack of teacher’s involvement in policies and inconsistency in successive planning on the part of various political regimes in Pakistan. Teachers are ignored while designing Education policies which has led to alienation between teachers and the system of Education (Zaki, 1989).

12- Low budgetary allocation for education

Education system in Pakistan has been crippled mainly due allocation of scarce financial resources in budget. The Education Budget which is definitely not sufficient to fulfill the growing needs of population and involvement of modern technology in the education system, low salaries, high taxation are also hindering the growth of this sector. Taxes are even imposed on the hourly payment of visiting faculty at the rate of ten percent from filers and twenty percent from non-filers which is really unjustified and reduces the meagre earning.

In many countries like Bangladesh & Sri Lanka the Education share in total budget of the country is increasing but in Pakistan it is continuously declining (Sayan, 2012).

13- Corruption

Corruption is another factor responsible for deterioration of the Education System, use of unfair means, nepotism, favors in transfer, promotion and appointments and decision making, misuse of funds, use of illegal authority by the school management, Gender based exploitation and harassment are the subsidiaries of corruption .

14- Lack of faculty training and development

Educational institutions do not spend available funds on the training and development of teachers. They are neither sent to attend the workshops, courses, seminars or conferences to groom themselves and learn the modern techniques and methodologies of teaching. Here again only few favorite teachers are selected for these trainings and most of the teachers remain deprived of any opportunity to groom their teaching skills.

15- Non- availability of public transport/ parking/traffic congestion

Most of the private schools are located in residential areas usually in bungalows to avoid taxes. Here the big issue is non-availability of public transport, parking and traffic congestion on daily basis. This makes both students and teachers tired and stressed because of wastage of lots of time of travelling to and from school to home. This unnecessary delay in timings also affects the quality of education. Mostly schools do not provide their conveyance to students, teachers and staff but ask them to avail transport of the companies with which the senior management set commission.

16- Opening up of large nuber of private schools

There is opening up of various private schools with a shift from Matric system to O & A level with Up-to-date modern technologies. They have comparatively better infrastructure, spacious class rooms, low strengths of class, more trained teachers, with proper sanitary conditions, counselors, doctors, psychologist, its teachers, sports teacher, swimming pools, etc. Creativity of students is enhanced through various activities. These facilities are missing in public schools so parents prefer to send their children to nearby private schools.

17- Politics in education

Different political parties prepare their representatives amongst students. Different teachers also involve them in this exercise as party members. These teacher in exchange of this get favors and benefits from parties by helping their students in getting admissions, provision of question papers, awarding of good grades as per list provided by the party.

18- Compulsion to purchase stationery, syllabus, uniforms and other items from school shop

School management compels parents to purchase the required stationery, syllabus, uniforms and all other required study material from their own school’s shop where the rates are too high as compared to the open market. This puts burden on the finances of the family and parents have to change the school or leave the school. The school charge fess for 3 moths and invest this amount in different profit schemes to earn interest on it.

During COVID-19 pandemic when due lock down schools were closed and even online classes were not in practice, school charged full fee from the students and parents had no option except listening to the management and doing as they demand to keep admission of their child locked and secured.

19- Entry tests, coaching and paper out

All the admissions have been linked with admission test in more or less all institutions making the credibility of different schools, boards, colleges and universities doubtful just to give benefits to the students who are non-deserving and not coming on merit with their results. Every year we hear about MCAT test, usually tests are postponed or test paper is out and re-exam is arranged and many of the students with good grades are pushed out of the admission list. The private colleges have their own test criteria and select students as per their own policies and even charge fees as per their own policies. Most of the deserving, hard working students due to the demand of heavy fees are forced to move towards some other institution. Every year PMDC is dissolved. For these entry tests students join academies, tuition centres and coaching centre and pay high charges to prepare for admission in all these high ranked Engineering and Medical institutes.

These admission tests are introduced to favor their own families, relatives, friends or workers of the political parties to strengthen their vote bank in their constituency.

These tests are fake, their results are fake, the merit lists displayed are fake. In this way many deserving students do not get chance to pursue education of their own choice.

20- Theoretical knowledge inplace of practical learning

Students are given only bookish theoretical knowledge instead of practical knowledge. Most of the students even after getting degrees do not meet the requirement of jobs and are unable to be absorbed in the working population. Students should be sent at least for one semester in organizations before their graduation so that they may become acquainted with the office environment and familiar with the working of different reputable organizations. Activities, Role plays, Case Studies, Worksheets, Research Projects, Seminars, Symposiums, Lecture Series, Events should be organized for the students with their hundred percent involvement so the students not only own the activity but get an opportunity to meet influential people from big companies of reputable brands.

21- Lack of liaison between industry and educational institutions

Mostly universities have no liaison with industries and therefore their students face problems at the time of induction. Universities should invite industrialists to teach courses especially in the last two semester of their studies so that students can learn about the ins and outs of the industrial workings and may get a chance of absorption in the industry as employees.

22- Non-participatory in nation building

Education Sector is not playing any role in Nation Building. Our Education System is producing students with mindset that only foreign countries are providing good education and to get good job it is necessary to become foreign graduates. Mostly Students lack patriotism, civic sense, loyalty and love for their homeland and people living here and treat them as inferior to the foreign world. So being Status conscious and due ostentatious effect our crème has moved abroad for higher education. On the other hand, students who get them enrolled here in Pakistan after getting degrees and job search find it best to move abroad for higher studies, job and career growth. Once they get job, they prefer to stay there on permanent basis and become citizens of that country with dual nationality status. Our best youth has settled in European Countries, USA, UK, Canada, Germany, Spain, Italy, Australia, Malaysia, South Africa and Gulf Region and rendering their best services and earning handsome salaries and maintaining luxury life styles in those countries without any fear of security, terrorist attacks, bomb blasts, sectarian riots, traffic congestions, pollution, Smog, energy Shortage etc. By being there they feel satisfied and happy. They do not send any remittances here instead they are calling up their families, relatives and friends to come and transfer their assets to those countries making Pakistan’s economy weaker with this outflow of resources. Our Doctors, Engineers, Architects, Retired Army Officers, Bankers, health workers paramedical staff, skilled labor, business graduates, pilots, Air men, Air Technicians, Aircraft Engineers, Educationists, Insurance Agents, Scientists and Researcher have moved to Western countries and are not willing to come back or serve the Nation.

23- Pupil teacher, pupil school and teacher school ratio

These ratios are very important. If there are more peoples in one class then teacher cannot give individual attention to students. Weak students are neglected and gap between strong and weak students widens. If pupil school ratio increases then infrastructure does not accommodate the increased number of students and in place of two students, three or four students are asked to sit. Other facilities like availability of labs, computers, access to canteens, sports items, playgrounds, washrooms etc. become less for the large number of people. If schools have low number of teachers hirings then work load for one teacher is overburdened and individual attention, mood, behavior, marking of copies/assignments or imparting of quality education is disturbed. The ideal class size is 30 students at most for one teacher but in our universities sometimes more than 100 students are accommodated in one class.

24- Non-availability of electricity

Load shedding and energy crisis in the country has devastatingly ruined the quality of education. In summer when the weather is hot and humid, then in the class of 68-70 students when teacher has very limited space to move, then there is suffocation, lack of oxygen, smell of sweat and loss of student’s attention in studies. This is a source of big demotivation for students and teachers and they want to leave.

25- Non-availability of drinking and washing water in toilets

In most of the schools clean drinking water is not available. Mostly the washrooms are not cleaned on regular basis so health hazards are faced by the students and teachers especially female students suffer a lot because of this. Mostly, schools’ students suffer from cholera, diarrhea, typhoid etc.

26- Non-availability of boundary wall

There are many schools in villages, towns and even cities where schools are working without boundary walls, which has become a security hazard.

27- Terrorist attacks and child killing

Terrorist attacks in schools like APS, Peshawar where a large number of students were killed. Schools are force to provide security to students. Attacks on students, teachers, on school buses, entrance of school buildings have decreased enrollment in schools.

28- Female students and female teachers’ harassment

Female students and female teachers are sexually harassed by male teachers. Many students are threatened not to speak against the culprit. In universities many male teachers award good grades to female students after their sexual assault. In jobs, females involved in such type of illicit activities and involved with the management get all kind of benefits of increments; increase in salaries, courses abroad, promotions and in some cases female faculty was awarded PhD degrees even when their research work was not up to the mark and rejected by external supervisors.

29- Parent’s input for improvement of education system at all levels

Parents should be involved at all education levels to maintain the high standards of education and learning.

30- Cost of education

The economic cost is higher in private schools and they are located in rich localities only though they provide better quality of education. Public schools ensure equitable access but low-quality education.

31- Cultural constraints and traditional taboos

Due to cultural constraints and traditional taboos parents prefer early marriages of their girls instead of sending them to schools. Similarly, mothers feel comfortable when girls stay home and help mothers in baby sitting and finishing household chores. In some of the areas only boys are sent to schools considering them as head of the future families and girls are asked to learn some family skills like embroidery, weaving, pottery or for cattle care.

32- Illiteracy of parents and parental concerns

Due to non – availability of Education and lack of awareness poor parents have number of children in the hope that they will become their earning hands and instead of sending them to school their mothers working in different houses as domestic help take them along for the baby sitting of the children of theses houses and demand money for that. They think that investing girls will be of benefit to the in laws or her husband since they will not get any return from it so its better as long as girls are staying in their homes they should earn and bring money for the family.

33- Learning crisis:

The education system is not producing students who are learning from education as per the requirement of the standard in which they are studying. Maybe a student studying in class five does have the knowledge of class two or three only. This Learning Crisis has become the biggest issue of our current education system. It means there is wide gap between school input and school output.

34- Distance:

There are many schools which are far from some of villages and there are no means of transportation and children have to walk on foot to reach schools miles away from their homes which is not possible for girl students to do as parents do not want to send their girls unattended and do not accompany them since they have to work to meet both ends.

Recommendations:

• Budget allocation should be increased as per international standards of education.
• Schools should be shifted on solar system to handle the issue of load shedding.
• Pupil teacher, pupil school and teacher school ratios should be balanced and class strength, teacher’s number and number of classrooms should be in accordance to the international education standards.
• Boundary walls should be made. Security staff should be hired, CCTV cameras should be installed, student teacher and staff should be issued identity cards.
• For teacher training and development quality professional institutes with sufficient funds should be set up.
• Political and bureaucratic influence should be minimized at all educational levels.
• The system of accountability should be strengthened and all associated in education system are trained to own responsibilities both at individual and collective basis.
• Curriculum should be revised on annual basis and new strategies and methods should be incorporated to align our education system with other countries.
• Examination system should be made free of unfair means, Mafia culture and illegal gratification. Supervision and monitoring should be strong to subside this element.
• Policies should be implemented with delay and in continuity to get their outcomes.
• The culture of research should be promoted in the educational institutions.
• There should be Academia industrial linkage programs to make our education practical and our students capable of absorption in the job market.
• Introduction of technical and vocational trainings at secondary schools.
• Increasing public expenditure on education and skill generation from 2.7% of GDP to 5% of GDP and then to 7% of GDP.
• Reduce polarization and try to introduce uniform standards at all types of schools.
• Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular.

Conclusion:

Sense education is developing not only mind but it also cleans and grooms our body and soul. We not only get education for economic reason but to handle social, political, psychological, ethical, legal and spiritual issues of our life. Education turns a raw human into a polished human being which becomes human capital of any nation and key to the development of that country. With education many countries are ruling the world and have become leaders in the comity of nations. The current system has made our younger generation direction directionless and uncertain about their future so they are leaving Pakistan and settling down in developed countries. The lawlessness, fear of loss of life, terrorist attacks, unemployment, inflation, exchange rate fluctuation, overpopulation, poverty, taxes and IMF loans are producing forces of degree holders without any vision, mission, critical thinking, reflection, analysis, research and creativity. Our outdated curriculum is pushing our youth towards stone age instead of directing them towards the fast-changing technology driven world. Traditional teaching is giving theoretical knowledge to students but practical learning is missing.

Finally, education reforms are the only solution to change the existing education system so following recommendations are suggested for the policy makers, thinkers, researchers, educationists and common people. Hope it will add value in the research and development of both student and teachers.

References:

• http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf
• https://files.eric.ed.gov/fulltext/ED570671.pdf
• https://contentgenerate.com/problems-of-education-sector-solutions-pakistan-content-generate/
• https://www.finance.gov.pk/survey/chapter_22/PES10-EDUCATION.pdf
• https://ipripak.org/education-system-of-pakistan-issues-problems-and-solutions/
• https://www.morenews.pk/real-issues-education-system-pakistan/
• Zaki W. M., “Evaluation of Education Plans and Projects”, Islamabad, National Book Foundation, 1989.
• Save the Children & UNICEF “Disciplining The Child Practices and Impacts”, NWFP: School & Lietarcy Department, 2005.
• Rehman H. and Khan N., “The flaws in Pakistan’s Education System”, Abasyn Journal of Social Sciences, vol/issue: 4(1), 2011.
• Louis D. H., “The crises of Education in Pakistan”, Lahore, Vanguard Book Ltd., 1987.
• Iqbal M., “Education in Pakistan”, Lahore, Aziz publishers, 1981.
• Qurashi I. H., “Education in Pakistan”, Karachi, Ma,aref LTD, 1975.
• Sayan, Fida, and Hussain, “Pakistan existing education system”, 2008. Retrieved from Retrieved from www.eric.articles/pak/edu on dated 2012, July 18.
• Naseem J. Q., “Problem of Education in Pakistan”, Karachi, Royal Book Company, 1990.
• Government of Pakistan, Ministry of Education. “National Assessment Findings”, Islamabad, National Education System, 2006.
• Ahmed, Iqbal.,” Critical Analysis of the Problems of Education in Pakistan: Possible Solutions”, . International Journal of Evaluation and Research in Education (IJERE) Vol.3, No.2, June 2014, pp. 79~84 ISSN: 2252-8822.

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Education System of Pakistan: Issues, Problems and Solutions

Introduction

It is mandated in the Constitution of Pakistan to provide free and compulsory education to all children between the ages of 5-16 years and enhance adult literacy. With the 18th constitutional amendment the concurrent list which comprised of 47 subjects was abolished and these subjects, including education, were transferred to federating units as a move towards provincial autonomy.

The year 2015 is important in the context that it marks the deadline for the participants of Dakar declaration (Education For All [EFA] commitment) including Pakistan. Education related statistics coupled with Pakistan’s progress regarding education targets set in Vision 2030 and Pakistan’s lagging behind in achieving EFA targets and its Millennium Development Goals(MDGs) for education call for an analysis of the education system of Pakistan and to look into the issues and problems it is facing so that workable solutions could be recommended.

What is Education System?

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. In a broader definition the system also includes the institutions that are directly involved in financing, managing, operating or regulating such institutions (like government ministries and regulatory bodies, central testing organizations, textbook boards and accreditation boards). The rules and regulations that guide the individual and institutional interactions within the set up are also part of the education system.

Education system of Pakistan:

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.

Analysis of education system in Pakistan

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 and EFA programmes are global commitments of Pakistan for the promotion of literacy.

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.

A)    MDGs and Pakistan

Due to the problems in education system of Pakistan, the country is lagging behind in achieving its MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2 : The goal 2 of MDGs is 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%.

Goal 3: The goal 3 of MDGs is 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%.

B)    Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling, universal primary education and secondary education to youth, adult literacy with gender parity and quality of education as crosscutting thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy commitments, primary education in Pakistan is lagging behind in achieving its target of universal primary education. Currently the primary gross enrolment rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-16 to fulfil EFA goals.  Of the estimated total primary school going 21.4 million children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or 56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan confirms that during the year 2013-14 literacy remained much higher in urban areas than in rural areas and higher among males.

C)    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% by 2010 and 7% by 2015.

(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 by 2015 and 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.

Problems: The issues lead to the comprehension of the problems which are faced in the development of education system and promotion of literacy. The study outlines seven major problems such as:

1)      Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA goals. However it seems that it will not be able to achieve these international commitments because of financial management issues and constraints to achieve the MDGs and EFA goals.

2)      Social constraints: It is important to realize that the problems which hinder the provision of education are not just due to issues of management by government but some of them are deeply rooted in the social and cultural orientation of the people. Overcoming the latter is difficult and would require a change in attitude of the people, until then universal primary education is difficult to achieve.

3)      Gender gap: Major factors that hinder enrolment rates of girls include poverty, cultural constraints, illiteracy of parents and parental concerns about safety and mobility of their daughters. Society’s emphasis on girl’s modesty, protection and early marriages may limit family’s willingness to send them to school. Enrolment of rural girls is 45% lower than that of urban girls; while for boys the difference is 10% only, showing that gender gap is an important factor.

4)      Cost of education: The economic cost is higher in private schools, but these are located in richer settlements only. The paradox is that private schools are better but not everywhere and government schools ensure equitable access but do not provide quality education.

5)      War on Terror: Pakistan’s engagement in war against terrorism also affected the promotion of literacy campaign. The militants targeted schools and students; several educational institutions were blown up, teachers and students were killed in Balochistan, KPK and FATA. This may have to contribute not as much as other factors, but this remains an important factor.

6)      Funds for Education: Pakistan spends 2.4% GDP on education. At national level, 89% education expenditure comprises of current expenses such as teachers’ salaries, while only 11% comprises of development expenditure which is not sufficient to raise quality of education.

7)      Technical Education: Sufficient attention has not been paid to the technical and vocational education in Pakistan. The number of technical and vocational training institutes is not sufficient and many are deprived of infrastructure, teachers and tools for training. The population of a state is one of the main elements of its national power. It can become an asset once it is skilled. Unskilled population means more jobless people in the country, which affects the national development negatively. Therefore, technical education needs priority handling by the government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor quality, equity, and governance have also contributed in less enrolments.

An analysis of the issues and problems suggest that:

The official data shows the allocation of funds for educational projects but there is no mechanism which ensures the proper expenditure of those funds on education.

• The existing infrastructure is not being properly utilized in several parts of the country.
• There are various challenges that include expertise, institutional and capacity issues, forging national cohesion, uniform standards for textbook development, and quality assurance.
• The faculty hiring process is historically known to be politicized. It is because of this that the quality of teaching suffers and even more so when low investments are made in teachers’ training. As a result teachers are not regular and their time at school is not as productive as it would be with a well-trained teacher.
• Inside schools there are challenges which include shortage of teachers, teacher absenteeism, missing basic facilities and lack of friendly environment.
• Out of school challenges include shortage of schools, distance – especially for females, insecurity, poverty, cultural norms, parents are reluctant or parents lack awareness.

There is a need for implementation of national education policy and vision 2030 education goals. An analysis of education policy suggests that at the policy level there are several admirable ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education system in the country, but a uniform curriculum can be introduced in educational institutes of the country. This will provide equal opportunity to the students of rural areas to compete with students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a major problem for them, it seems feasible that a balanced approach for formal and informal education be adopted. Government as well as non-government sector should work together to promote education in rural areas.

The government should take measures to get school buildings vacated which are occupied by feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to ensure that proper education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is important to make the already existing vocational and technical training centres more efficient so that skilled youth could be produced.

Since education is a provincial subject, the provincial education secretariats need to be strengthened. Special policy planning units should be established in provinces’ education departments for implementation of educational policies and formulation of new policies whenever needed. The provincial education departments need to work out financial resources required for realising the compliance of Article 25-A.

Federal Government should play a supportive role vis-à-vis the provinces for the early compliance of the constitutional obligation laid down in Article 25-A. Special grants can be provided to the provinces where the literacy rate is low.

Pakistan is not the only country which is facing challenges regarding promotion of literacy and meeting EFA and MDGs 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.

Recommendations

• Technical education should be made a part of secondary education. Classes for carpentry, electrical, and other technical education must be included in the curriculum.
• Providing economic incentives to the students may encourage the parents to send their children to school and may help in reducing the dropout ratio.
• Local government system is helpful in promoting education and literacy in the country. In local government system the funds for education would be spent on a need basis by the locality.
• Corruption in education departments is one of the factors for the poor literacy in the country. An effective monitoring system is needed in education departments.
• For any system to work it is imperative that relevant structures are developed. Legislation and structure should be framed to plan for the promotion of education in the country. After the 18 th amendment the education has become a provincial subject, therefore, the provinces should form legislations and design educational policies which ensure quality education.
• Unemployment of educated men and women is a major concern for Pakistan. There should be career counselling of the pupils in schools so that they have an understanding of job market and they can develop their skills accordingly.
• Counselling of parents is required, so that they can choose a career for their child which is market friendly.
• There are two approaches to acquiring education: First, which is being followed by many in Pakistan is to get education to earn bread and butter. The second approach is to get education for the sake of personal development and learning. This approach is followed by affluent and economically stable people who send their children to private schools and abroad for education. The problem arises when non-affluent families send their children to private schools, and universities. This aspiration for sending children for higher education is wrong, because the country does not need managers and officers only. There are several other jobs where people are needed. Hence the mind-set of sending one’s children to university only for becoming officers and managers needs to be changed.

Conclusion:                                                        

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.

References:

Human Development Report 2014 “Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience,” United Nations Development Programme (UNDP) (New York: UNDP, 2014).

Mehnaz Aziz et al, “Education System Reform in Pakistan: Why, When, and How?” IZA Policy Paper No. 76, January 2014 (Institute for the Study of Labor, 2014), P 4.

Annual Report: Pakistan Education Statistics 2011-12, National Education Management Information System Academy of Educational Planning and Management, Ministry of Education, Trainings & Standards in Higher Education, Government of Pakistan, (Islamabad, AEPAM, 2013).

Economic Survey of Pakistan 2014, Ministry of Finance, Government of Pakistan.

Pakistan: Education for All 2015 National Review , Ministry of Education, Trainings and Standards in Higher Education Academy of Educational Planning and Management Islamabad, Pakistan June, 2014 (available at : http://unesdoc.unesco.org/images/0022/002297/229718E.pdf).

Maliha Naveed, Reasons of Low Levels of Education in Pakistan, Pakistan Herald, January 03, 2013 (available at: http://www.pakistanherald.com/articles/reasons-of-low-levels-of-education-in-pakistan-3065 ).

“Pakistan may miss EFA goals by 2015-16: Report,” Daily Nation , October, 3, 2014.

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Girls’ education is smart economics , and Pakistan has committed to guaranteeing the right of both girls and boys to access quality education ( SDG 4 ).

In fact, Pakistan has dramatically expanded enrollment for girls and boys in the last 14 years. Net enrollment for both has increased by roughly 10 percentage points (Figure 1). With a school-aged population of around 50 million children, there have been substantial gains in the number of children enrolled in school. However, the country faces a number of challenges in ensuring a quality education for all children: 75 percent of 10-year-olds in Pakistan cannot read a simple text, and that rate may have increased to 79 percent due to COVID-19 and the 2022 floods .

Despite progress, girls in Pakistan face more challenges in accessing quality education and their education outcomes lag boys. Bringing more girls and boys to school will require using data to target interventions to specific challenges. At the current pace (which already incorporates strong assumptions on progress), it will take Pakistan at least 50 years to enroll all girls and 31 years to enroll all boys. Below, we present potential solutions to challenges facing girls access to education.

Figure 1. Net enrollment rates by sex (%)

Challenge 1: 12 million girls out of school

About 2 million more girls than boys are out of school in Pakistan–or about 12 million girls in total—and account for most of the out-of-school population in Pakistan. Estimates of the number of out-of-school children in Pakistan range from 20.3 to 22.1 million children.

Solutions. One solution includes using available data and targeting specific programs to specific types of out-of-school children. For example, bringing back young kids who may have dropped out of primary school is a targeted intervention for young kids who were in school, but not for teenage children who may have left the system years ago. A literacy, numeracy, and life skill programs would be a more targeted approach for this group.

Another solution is increasing school supply: Punjab has done it successfully in primary education with public-private partnerships (PPPs). Expanding PPPs to other levels of education and enhancing regulations can deliver big returns. Expanding and better managing public schools in rural areas is another solution, like the SELECT project in the Sindh Province.

Challenge 2: Girls are more likely to have never been to school

In 2018, 26 percent of girls and 19 percent of boys had never been to school, a 7-percentage point difference (Figure 2). Pakistan has made progress compared to 2004, when the difference was 13 percentage points. The effort, however, has left girls in the same position as before relative to boys. Figure 2 shows that in 2018, the number of girls who have never attended school was the same as the number of boys who never attended school in 2004 (14 years earlier).

Solutions . Expanding conditional cash transfers to incentivize parents to send children to school, with a premium on girls, could be effective to enhance early enrollment and reduce gender gaps. Enrollment drives focused on first grades and pre-K enrollment can also be effective.

Figure 2. Children who have never attended school by sex (%)

Challenge 3: Girls in poor families are less likely to attend school

Poverty is a major challenge for girls’ education. Girls in poor families are 22 percentage points less likely to attend school than boys (Figure 3). This gender gap gets narrower with better-off families, ending with no gap for families in the wealthiest quintile, where enrollment is around 87 percent, for both sexes.

Figure 3. School enrollment by sex and household wealth (%)

Moreover, girls in poor families are 52 percentage points less likely to attend school than girls in well-off households (Figure 3). This highlights what families express as the biggest constraint to sending girls to primary school: the cost of education. Girls in rural areas, who are more likely to be in poor households, are also less likely to be enrolled than any other group, including girls in urban areas and boys in both rural and urban areas (Figure 4). Girls in rural areas are the most disadvantaged group.

Solutions. Pakistan has recently expanded the conditional cash transfer program to all districts in the country and has had girls’ stipend programs with positive outcomes. Expanding and consolidating this financial support to families—differentiating by gender and rural areas—could help in closing these gaps. These financial conditionalities will only work if there are enough schools available, which is not the case in many rural areas of Pakistan. For example, there are nearly 130,000 primary schools in rural Pakistan, but only 33,000 middle schools, leaving many middle school-aged students in rural areas without education options after primary school.

Figure 4. In all provinces, girls of all ages in rural areas are less likely to be in school than boys

Challenge 4: Security of girls and women at school

Girls face harassment in school and on the way to school. They face challenges to their security in public spaces, transportation, and near schools. Girls express anguish at all types of harassment in these spaces, the Center for Gender and Policy Studies reports. Given this, parents in Pakistan either delay girls’ education or prevent them from attending school altogether. The second most important reason parents give for not sending girls to school is the distance to schools, which is a factor that exacerbates parents’ security concerns: the more distant the school, the more risk for girls.

Solutions . Improving transport services for girls and female teachers, as has been done in KP Province , and making school safe for students (for example, building boundary walls in schools).

What’s next?

Pakistan has shown that increased enrollment for girls is possible even in a context of high population growth. To accelerate progress, programs could be based on cost-effectiveness, potential for scale, and new research. For example, countries can advance girls’ education through un-targeted programs as effectively as targeted programs, as outlined in research by Evans & Yuan . This is true in some domains, but targeted interventions would work best for specific constraints faced by girls. The above potential solutions reflect both.

Solutions, however, require adequate and well-executed funding. Pakistan spends 2.5 percent of its GDP on education, far from the 4 percent international average. Reducing gaps and ensuring that all children, in particular girls, have access to quality education would require at least 4.5 percent of GDP, the World Bank estimates.

Senior Economist, Education Global Practice, World Bank Group

Senior Consultant

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Paving the Way to Education and Opportunity in Pakistan

Transport in Khyber Pakhtunkhwa, Pakistan.

• The World Bank is helping upgrade some 650 kilometers of rural roads in Khyber Pakhtunkhwa, a mountainous province in northwestern Pakistan
• The project will boost development across the province by providing a reliable year-round accessibility to schools, healthcare centers, markets, and other key opportunities
• The project team conducted extensive data analysis to identify accessibility gaps combined with field work to identify the major transport barriers that deters access to education for girls and its development benefits

Bitumen. Asphalt. Concrete. Gravel. These are the components of a road, but they aren’t the parts that matter for the people who use them. What matters is access to schools, health care services, and markets. In Pakistan’s Khyber Pakhtunkhwa Province, or KP for short, safe roads can mean for girls the difference between going to school or staying home, between seeing a healthcare provider or getting sicker, between selling wheat or vegetables for a healthy profit at market or selling too cheaply to neighbors.

Accessibility is the premise behind the World Bank’s Khyber Pakhtunkhwa Rural Accessibility Project, or KPRAP, which aims to better link 1.7 million people in a remote, mountainous region of Pakistan to the services and opportunities in towns and cities nearby. Specifically, the $300-million program will finance the upgrading of 45 road sections with a total length of approximately 650kilometers.

“In KP, all-weather rural roads play a key role in accessibility to basic services and connecting districts to provincial centers, but almost 41 percent of the road network is in poor condition and almost 20 percent is not paved,” said Lincoln Flor , one of the Word Bank Senior Transport Specialists supervising the project. “By providing better and more reliable road access, the KPRAP project will make a significant difference in the daily lives of residents, especially for girls in the poorest and most remote parts of KP.”

One major focus of the project is getting girls and boys to school. The project’s new and improved roads will benefit 65,000 girls in five districts, allowing them to get to school faster, on better and safer roads. Long home-to-school commutes and difficult road conditions disproportionately keep girls out of the classroom . In some districts in KP, more than 70 percent of girls are out of school, as compared to 30 percent of boys . Pakistan Communication and Works Department of KP data shows that for nearly half of the province’s rural population, school is far-- more than a 30-minute drive away.  Ten percent of people in KP live more than a two-hour drive from an urban center.

Getting girls to school is a priority in Pakistan, which has the second largest out-of-school population of any country.  Nearly 23 million Pakistani children aged 5 to 16 do not attend school.  Aside from teacher shortages, distance to school and safety are the largest barriers to accessing education in rural areas, with 29 percent of parents saying that schools are simply too far away. Girls are twice as likely to skip school in rural areas as compared to their urban peers, from 43 percent in the countryside versus 21 percent in cities and towns. This gap is even more pronounced in middle and higher education.

Accessibility is the premise behind the World Bank’s Khyber Pakhtunkhwa Rural Accessibility Project.

Shutterstock

Source: World Bank

Better access to education is just one of many potential benefits. “The team worked closely with the government to carry out a comprehensive geospatial analysis which identified locations with the lowest accessibility and highest gender disparities,” said Hasan Afzal Zaidi , a World Bank Senior Transport Specialist who is co-leading the project. “Our analysis showed that Districts in North, South and in erstwhile FATA in KP were the locations where improved rural access could have the biggest impact.”

Many factors play a role in improving accessibility, of course. Compared to the rest of Pakistan, KP is especially vulnerable to climate change because of its terrain and topography, so building roads with climate resilience is a key part of the project. In winter, snow and ice block roads, while during the monsoon season travelers face the risk of floods and landslides. More resilient roads will help local communities navigate these conditions and will provide all-weather access to crucial services, like schools, health care, and markets. When disaster strikes, resilient roads will also ensure continued access for emergency services and will reduce reconstruction costs.

Geospatial analysis by the WB team showed that almost 40 percent of the rural population in KP has to travel more than an hour to get to a health center. Barriers like travel time and distance are linked to higher numbers of deaths and disease from conditions that are treatable. Household data shows that lack of transport and long distances deter people, especially women of childbearing age, from getting the care they need.

Providing farmers and merchants with better access to markets is also an important part of the project. Eighty five percent of KP’s population relies on agriculture for their livelihoods, and bad roads, which make for time-consuming and expensive transport, hurt small farmers.  This, combined with lack of adequate storage, can lead to expensive postharvest losses for farmers.

This focus on KP is part of an overall WB push to use data to better inform its investment decisions, like locations for new schools and transport upgrades.  It builds on earlier, and similar, accessibility projects in Afghanistan, Nepal, Sri Lanka, Bhutan, and Bangladesh. For both the World Bank and for governments around the globe, accessibility analyses like those used in KP are fast becoming core inputs into transport infrastructure planning and policies.

Last Updated: Sep 08, 2022

World Bank Transport

World Bank Pakistan

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Education in Pakistan: problems, challenges and their solution

| pakistan has one of the world’s lowest literacy rates, with just around 58pc of adults able to read and write.

Pakistan has one of the world’s lowest literacy rates, with an estimated 22.6 million children not attending school and a literacy rate of only 58 percent. The situation is significantly worse for disadvantaged youngsters, who face considerable difficulties in getting school. This article looks at the obstacles that disadvantaged children face in Pakistan, as well as the chances to improve their access to school. Pakistan confronts various obstacles in delivering excellent education to its population, especially to the disadvantaged children. According to the World Bank, Pakistan has one of the world’s lowest literacy rates, with just around 58 percent of adults able to read and write. Furthermore, due to poverty, a lack of facilities, and social concerns, many children, particularly those from low-income households, are unable to attend school. Gender inequality is another major issue. Girls are particularly disadvantaged in Pakistan, with significantly lower enrolment rates and higher dropout rates than boys. This is due to a variety of causes, including cultural norms favouring boys’ education over girls’ education, early marriage and childbearing, and a lack of safe and secure schools for females. As a result, females account for just 44 percent of overall primary school enrolment, resulting in a large gender gap in education. Further to this, one of the major issues confronting Pakistan’s education industry is a lack of proper resources. According to UNICEF, the country has one of the world’s lowest education expenditures, with only 2.8 percent of GDP dedicated to education in 2022. Due to a lack of financing, poor facilities, obsolete curricula, and insufficient teacher training have resulted. Many rural schools lack essential amenities such as safe drinking water, electricity, and sufficient sanitation. Teachers struggle to provide quality education to their pupils due to a lack of facilities and resources in schools. The lack of infrastructure and resources in schools makes it difficult for instructors to provide quality education to their students. Despite these confines, there is potential in Pakistan to improve education. One of the most significant prospects is the expanding use of technology in education. With the proliferation of internet connectivity and mobile devices, e-learning has emerged as a feasible option for students who are unable to attend school due to financial or social constraints. Furthermore, the usage of technology can aid to improve educational quality by offering access to current knowledge and interactive learning tools. There is also the possibility of improving teacher training and growth. Pakistan has a high proportion of inexperienced or undertrained instructors, which has an impact on the quality of education provided. Pakistan may enhance education quality and student achievement by investing in teacher training programmes and providing greater incentives for instructors. Another possibility is the expanding number of non-governmental organisations (NGOs) working in Pakistan to enhance education. NGOs like The Citizens Foundation and the Zindagi Trust and self-built initiatives like Street to School are trying to build high-quality schools in underserved regions, give scholarships to students from low-income families, and improve teacher training and support. Finally, there is a chance to raise awareness and advocate for the necessity of education for all Pakistani children. Parents, teachers, and community leaders may all play a vital part in promoting education and pushing for impoverished children’s right to a decent education. Additionally, the Pakistani government has initiated a number of attempts to strengthen the country’s education system, such as the National Education Policy 2021. This strategy attempts to address the issues encountered by the education system in Pakistan and offer a framework for enhancing the quality of education for all students, especially the impoverished.

PTI urges CJP to take action against those responsible for Faizabad sit-in

The writer is a Lecturer for Governance and Public Policy at NUML Islamabad and founder Street to Schools by Amnah Umair

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The digital transformation of public education in pakistan, unicef's learning passport programme empowers students.

Karachi, Sindh: In a country like Pakistan, where a significant gap exists between technology's potential to revolutionise the education system and its current state, UNICEF introduced the Learning Passport (LP) programme. The objective was to address considerable equity challenges, especially for marginalised children, particularly girls, through access to digital learning.

The LP programme, a solution designed by UNICEF with Microsoft to close the learning poverty gap, is a digital platform enabling high-quality, flexible learning. In Sindh, this was piloted as an 'education model' for middle school girls and boys (in grades 6-8), making digital content aligned to the Sindh Government curriculum available through the platform to ensure their education meets specific learning standards. The LP stores each student’s unique learning history allowing targeted support to improve their learning experiences.

At the Government Girls Comprehensive High School (GGHS) in North Nazimabad, Karachi, the LP programme demonstrated its effectiveness. “We have found it to be very effective for our girls,” expresses Dr. Shazia Syed, GGHS Principal, enthusiastically, noting its high impact on students' eagerness to attend LP classes.

The programme enables students to strengthen their academic experience by helping to bridge the digital learning divide. In Pakistan, inequitable access to EdTech (educational technology) for learners is influenced by geographic location, the educational institution they attend, and the grade level they are in. With only 33% of households having internet access, many students encounter challenges using learning solutions, especially girls.

Its unique interoperability feature enables access to educational applications in local languages, ensuring inclusivity and catering to the diverse linguistic needs of students. By using digital tablets, the programme introduces a system of learning that is not bound by traditional classroom constraints. With 90% of its current users being girls, the LP prioritizes narrowing the digital gender divide while enhancing learning outcomes.

The pilot initially focused on three pivotal subjects where most students were seen struggling: Science, Social Studies, and Mathematics, with digital content developed based on the Sindh Education Curriculum and endorsed by the Sindh Education & Learning Department.

Since its inception in September 2022, the LP pilot programme has made significant strides, engaging over 4,000 students across 28 schools in Karachi, Hyderabad, Jamshoro, and Sukkur. With 970 tablets distributed among participating schools and designated classrooms dedicated to Learning Passport sessions, the infrastructure is well-equipped to support the programme's objectives. This becomes particularly important for schools without conventional computer labs due to cost constraints or inadequate internet access, or those with obsolete computer equipment.

In supervised sessions, students access digital content aligned with their subject curriculum using tablets. Scheduled Learning Passport classes cover each subject weekly. Guided by teachers, students navigate through instructional videos, interactive games, and assessments upon completing modules. These built-in tools, like online questionnaires and quizzes, help evaluate student performance, aiding teachers in tracking progress and finding ways to support students’ academic growth.

Muniba Khan, a dedicated math teacher at GGHS, emphasizes the programme's positive impact. "It's easier for me to teach because the girls’ concepts are now clearer. They can watch the video at their own pace and rewatch or ask if something is unclear," she says.

Beyond its structured curriculum, the Learning Passport programme excels in breaking down complex learning objectives into comprehensible components through its diverse range of multimedia resources. The LP’s approach not only encourages peer-to-peer learning but also empowers students to learn at their own pace, promoting a sense of autonomy and self-directed learning.

Students like Kashaf, aged 13, exemplify the programme's success stories. Kashaf speaks of her experience, stating, "Tablets teach us through multimedia presentations. We enjoy the videos and the games, and it helps make concepts clearer for us."

She appreciates the program's flexibility, finding it more engaging than traditional chalkboard lessons. Pausing videos and seeking immediate clarification has enhanced her learning.

The Learning Passport programme extends beyond classroom boundaries, enabling students with internet connectivity to access learning materials at home. This not only fosters independent study but also aids UNICEF in measuring learning outcomes through assessment records.

GGHS teachers are thrilled with the pilot program's integration into the curriculum, witnessing its positive impact on student learning. They are eager for its continuity and propose adding English, aligning with student and parent desires for expanded opportunities and an enriched educational experience.

Lessons learnt from the Learning Passport pilot include the creation of a training programme for lead trainers who can offer continuous support to public school teachers, including a digital certification for deploying the LP and the provision of support channels for teachers using WhatsApp or email.

It is evident that this initiative serves as a beacon of hope in narrowing the digital gender divide. Its success calls for broader adoption and increased funding to expand its reach beyond Sindh, envisioning a future where such innovative educational programmes uplift public schools across Pakistan.

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Overcoming the challenges to improving education in pakistan.

Aug 10, 2016 | Updates | 1 comment

Consultation Findings: Pakistan Coalition for Education

In April, the Pakistan Coalition for Education (PCE) hosted a consultation to discuss the challenges of education financing. This specific issue was selected as the topic of discussion for the consultation given government funding to education is extremely low in Pakistan at around 2 percent of the country’s GDP.  With the release of the country’s national budget just around the corner, education financing was a pertinent issue to discuss with representatives from civil society, legislators, government officials and representatives from the Ministry of Education.

There are several challenges facing Pakistan’s education sector starting with the fact that there is not enough investment in education. The answer to why education is not a funding priority in Pakistan lies in the simple reality that most people in our country are not aware of all the long-term benefits of receiving a quality education. The lack of quality education in Pakistan has left citizens deprived of knowledge and understanding. This has become a compounding problem in the country as parents that are uneducated don’t see how education leads to enormous positive psychological impacts, social growth and economic empowerment.

Education in developing countries is one of the most neglected sectors. Many developing national governments, including Pakistan’s, fail to realize that ensuring all youth and children receive a quality education is critical to a country’s socioeconomic development and economic growth. As a result, the lack of funding for education creates major problems in Pakistan, such as poor quality teaching and learning, unequal access to education, and low levels of school enrollment and attendance.

Aside from budgetary constraints, one of the biggest obstacles inhibiting Pakistan from achieving quality education for all is the lack of trained and competent teachers. In government schools across Pakistan, it is common practice that teachers are not hired through meritocratic standards, but rather are elected through political appointments or hired through nepotism.

When it comes to improving the quality of education in developing countries, political will is the most important factor–even more so than budgetary constraints. Political will lies at the heart of the issue and if motivation is needed to change the status quo, it must come from the highest levels. Historically, the Pakistani government has not had the political will to focus on assessing education indicators and outcomes. Instead, it has focused most of its attention on keeping the country safe from internal and external threats. From border skirmishes and nuclear threats, most of the political will in Pakistan is geared towards building up the country’s military and defense system, which explains the large budgetary allocations to defense in contrast to funding for education. Since the inception of Pakistan, each government has pushed their own respective agendas forward, each more aggressive than the last. However, no government has reformed education to make it more accessible. Unfortunately, the lack of political will to prioritize education at the highest levels of government in Pakistan flows to lower provincial and district levels. As a consequence, schools in Pakistan often have low levels of learning, and poor academic performance and educational outcomes. Other obstacles that schools often face are the lack of security systems and basic facilities.

In order to address these problems, there needs to be a focus on transparency, accountability and monitoring systems. There also is a need to engage the general public in the budget-making processes so that the demands of the community and civil society are listened to by policymakers. The government cannot work in silos and it is essential that linkages with the relevant departments are established to initiate greater policy change.

As a nation, we have not prioritized education as a catalyst for growth, instead it has often been sidelined by other national priorities. During the consultation, participants agreed that improving education in Pakistan will require the following strategies:

• Implementation of the right to education across Pakistan.
• Government must increase the education budget to 4 percent of GDP and education reforms must be aligned with the United Nations Sustainable Development Goals.
• Equity in education must be ensured by making provincial and national governments accountable for providing minimum standards in public schools for disadvantaged groups.
• Education should be linked with other development sectors such as climate change, poverty reduction and economic growth to have a holistic approach to sustainable growth and development in Pakistan.

Nashwa Shaklee is a Program Coordinator at the Pakistan Coalition for Education. 

An emphasis needs to be given to gender governance issues and outcomes for girls and women in education in Pakistan.

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Education in Pakistan: problems, challenges and their solution

Pakistan has one of the world’s lowest literacy rates, with an estimated 22.6 million children not attending school and a literacy rate of only 58 percent. The situation is significantly worse for disadvantaged youngsters, who face considerable difficulties in getting school. This article looks at the obstacles that disadvantaged children face in Pakistan, as well as the chances to improve their access to school. Pakistan confronts various obstacles in delivering excellent education to its population, especially to the disadvantaged children.

According to the World Bank, Pakistan has one of the world’s lowest literacy rates, with just around 58 percent of adults able to read and write. Furthermore, due to poverty, a lack of facilities, and social concerns, many children, particularly those from low-income households, are unable to attend school. Gender inequality is another major issue. Girls are particularly disadvantaged in Pakistan, with significantly lower enrolment rates and higher dropout rates than boys. This is due to a variety of causes, including cultural norms favouring boys’ education over girls’ education, early marriage and childbearing, and a lack of safe and secure schools for females.

As a result, females account for just 44 percent of overall primary school enrolment, resulting in a large gender gap in education.

Further to this, one of the major issues confronting Pakistan’s education industry is a lack of proper resources. According to UNICEF, the country has one of the world’s lowest education expenditures, with only 2.8 percent of GDP dedicated to education in 2022. Due to a lack of financing, poor facilities, obsolete curricula, and insufficient teacher training have resulted.

Many rural schools lack essential amenities such as safe drinking water, electricity, and sufficient sanitation. Teachers struggle to provide quality education to their pupils due to a lack of facilities and resources in schools. The lack of infrastructure and resources in schools makes it difficult for instructors to provide quality education to their students.

Despite these confines, there is potential in Pakistan to improve education. One of the most significant prospects is the expanding use of technology in education. With the proliferation of internet connectivity and mobile devices, e-learning has emerged as a feasible option for students who are unable to attend school due to financial or social constraints.

Furthermore, the usage of technology can aid to improve educational quality by offering access to current knowledge and interactive learning tools. There is also the possibility of improving teacher training and growth. Pakistan has a high proportion of inexperienced or undertrained instructors, which has an impact on the quality of education provided. Pakistan may enhance education quality and student achievement by investing in teacher training programmes and providing greater incentives for instructors.

Another possibility is the expanding number of non-governmental organisations (NGOs) working in Pakistan to enhance education. NGOs like The Citizens Foundation and the Zindagi Trust and self-built initiatives like Street to School are trying to build high-quality schools in underserved regions, give scholarships to students from low-income families, and improve teacher training and support.

Finally, there is a chance to raise awareness and advocate for the necessity of education for all Pakistani children. Parents, teachers, and community leaders may all play a vital part in promoting education and pushing for impoverished children’s right to a decent education.

Additionally, the Pakistani government has initiated a number of attempts to strengthen the country’s education system, such as the National Education Policy 2021. This strategy attempts to address the issues encountered by the education system in Pakistan and offer a framework for enhancing the quality of education for all students, especially the impoverished.

Courtesy: Published at The Nation on April 13, 2023

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Education System Problems in Pakistan

Education is often considered the cornerstone of a nation’s progress and development. In the case of Pakistan, however, there are numerous challenges that hinder its education system from realizing its full potential. In this article, we will delve into the multifaceted education problems in Pakistan , examining issues related to access, quality, socio-economic factors, government initiatives, and the challenges that persist.

Understanding the Education Problems in Pakistan

Introduction to the state of education.

Pakistan, a nation with a rich cultural heritage and a diverse population, grapples with significant challenges in its education sector. While strides have been made over the years, there are still pressing issues that need to be addressed.

The education system in Pakistan faces immense hurdles, hindering its ability to provide quality education to all. In this article, we will explore the various aspects of these challenges and discuss potential solutions.

Historical Perspective on Education

To understand the current state of education in Pakistan, it’s essential to look at the historical context. The evolution of the education system and its challenges provide valuable insights.

Throughout its history, Pakistan has encountered a range of educational challenges, from colonial-era policies that neglected the local population’s needs to the ongoing struggle for educational equity. Examining this history can shed light on the root causes of the current issues.

Key Statistics Highlighting the Issues

Before delving into the specific problems, let’s take a moment to examine some key statistics that underscore the urgency of addressing education problems in Pakistan .

• Approximately 22.8 million children in Pakistan are out of school, according to a recent report by the Pakistan Education Statistics. This staggering number highlights the massive gap in access to education.
• The literacy rate in Pakistan is below the global average, with a significant gender disparity. While the male literacy rate stands at 70%, the female literacy rate lags behind at just 49%.
• Pakistan allocates a relatively low percentage of its GDP to education, leading to underfunded schools and inadequate resources.

Access to Education in Pakistan

Lack of infrastructure and facilities.

One of the most glaring issues in Pakistan’s education system is the lack of adequate infrastructure and facilities in many regions. This impedes students’ access to quality education.

In rural areas, many schools lack proper buildings, electricity, and clean drinking water. The absence of these basic amenities makes it challenging for children, especially girls, to attend school regularly. Additionally, long commutes to distant schools can discourage parents from sending their children to get an education.

Gender Disparity in Access

Gender disparity in access to education remains a significant concern. Girls often face barriers to attending school, which perpetuates inequality.

Deep-rooted cultural norms and traditions sometimes discourage families from sending their daughters to school. Early marriages and societal expectations limit girls’ opportunities to pursue an education. Addressing gender disparity is crucial for achieving universal education in Pakistan.

Rural vs. Urban Education Divide

The divide between rural and urban areas when it comes to education is stark. Urban centers tend to have better educational resources and opportunities, leaving rural areas disadvantaged.

In cities, there is generally better access to schools with trained teachers, libraries, and extracurricular activities. In contrast, rural areas often lack these educational amenities, making it challenging for students in these regions to compete on an equal footing.

Quality of Education in Pakistan

Outdated curriculum and teaching methods.

The curriculum and teaching methods in Pakistan have been criticized for being outdated and failing to prepare students for the modern world.

The curriculum in many Pakistani schools is heavily focused on rote memorization, which hampers critical thinking and problem-solving skills. Modernizing the curriculum to emphasize practical skills and critical thinking is essential for preparing students for the challenges of the 21st century.

Teacher Quality and Training

The quality of teachers and their training play a pivotal role in the education system. In Pakistan, there are concerns about the competency of educators.

Many teachers in Pakistan lack proper training and are not adequately equipped to engage students and deliver quality education. Addressing teacher training and professional development is crucial for improving the overall quality of education.

Examination System Flaws

The examination system in Pakistan has its flaws, including a heavy focus on rote learning and memorization, which may not foster critical thinking and problem-solving skills.

Exams in Pakistan often prioritize rote memorization over a deep understanding of the subject matter. This approach discourages creative thinking and innovation. A reformed examination system that evaluates students’ analytical and problem-solving abilities is needed.

Socio-Economic Factors of Pakistan

Poverty’s impact on education.

Poverty is a significant impediment to education in Pakistan. Families struggling to make ends meet often cannot afford to send their children to school.

Many families in Pakistan prioritize putting food on the table over sending their children to school. This economic pressure forces many children into child labor to contribute to their family’s income. Breaking this cycle of poverty and education deprivation is a complex challenge.

Child Labor and Dropout Rates

Child labor remains a prevalent issue in Pakistan, leading to high dropout rates as children are forced to work instead of attending school.

Child labor perpetuates a vicious cycle of illiteracy and poverty. Many children are forced to work in hazardous conditions, sacrificing their education and future prospects. Eradicating child labor is essential for improving access to education.

Cultural Barriers to Education

Cultural norms and traditions in some parts of Pakistan can hinder girls’ education, perpetuating gender disparities.

In certain regions, traditional beliefs and customs limit girls’ opportunities for education. Challenging these cultural barriers and promoting the importance of girls’ education is crucial for achieving gender equality in the education system.

Government Initiatives and Challenges in Education

Government policies and reforms.

The Pakistani government has launched various policies and reforms to address education problems , but challenges in implementation persist.

Over the years, the government has introduced policies such as the National Education Policy and initiatives aimed at increasing access to education. However, translating these policies into tangible improvements on the ground has proven to be a significant challenge.

Challenges in Implementation

Implementing reforms in a diverse and resource-constrained country like Pakistan is no small task. There are logistical and bureaucratic challenges to overcome.

Efforts to improve education are often hindered by bureaucratic red tape, corruption, and a lack of accountability. Addressing these implementation challenges is essential for ensuring that government policies translate into meaningful changes in the education system.

The Role of Non-Governmental Organizations (NGOs)

Non-governmental organizations have played a vital role in supplementing government efforts and improving access to education, especially in underserved areas.

NGOs like The Citizens Foundation (TCF) and Teach for Pakistan have made significant contributions to education in Pakistan. They establish schools in remote areas, provide educational resources, and address specific educational needs of disadvantaged communities.

The education problems in Pakistan are complex and multifaceted, encompassing issues of access, quality, socio-economic factors, and governance. While there have been positive developments and government initiatives, there is still much work to be done to ensure that every child in Pakistan has access to quality education.

FAQs (Frequently Asked Questions) about Education System Problems in Pakistan

Why is gender disparity in education such a significant issue in pakistan.

Gender disparity in Pakistan’s education system is a complex issue influenced by cultural norms, poverty, and limited access to resources. These factors often restrict girls’ opportunities to attend school and receive a quality education.

What are some successful government initiatives aimed at improving education in Pakistan?

The Pakistani government has introduced initiatives like the National Education Policy and various education reforms. While these policies aim to enhance education, implementation challenges persist.

How can non-governmental organizations contribute to improving education in Pakistan?

NGOs play a crucial role in supplementing government efforts by establishing schools in remote areas, providing educational resources, and addressing specific educational needs of disadvantaged communities.

What steps can be taken to modernize Pakistan’s education curriculum?

To modernize the curriculum, educational authorities can focus on updating content to reflect current knowledge and global trends , promoting critical thinking and problem-solving, and incorporating digital learning resources.

What can individuals do to support education in Pakistan?

Individuals can contribute by volunteering with educational NGOs, donating to causes supporting education, and advocating for policies that prioritize quality and accessible education for all children in Pakistan.

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Parom, which is located in the Panjgur district of Balochistan, has a population of approxi- mately 50,000. Regrettably, the state of education in Parom is deplorable. Among the 26 schools in the area, only two are functional, but not on a consistent basis. While education is the funda- mental right of all citizens regardless of gender, educational opportunities for girls in Parom are limited. The government should improve the system.

SIDDIQUE M.B.

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Critical Analysis of the Problems of Education in Pakistan Possible Solutions

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Bilal Yousaf

This study was meant to explore and report the problems being confronted by the education in Pakistan and suggest for the resolution of these problems. Education plays the role of leadership in the society. The functions of the educational institutions are to develop the people physically, mentally, psychologically, socially and spiritually. It improves and promotes the economic, social, political and cultural life of the nation. There is no doubt in accepting the fact that education brings about a change in the social, political and cultural scenario of the country; though the change remains slow but it does have an impact on the society at large. Until now the role of secondary and college education in Pakistan has been simply preparation for tertiary education, which in the minds of most people means strictly a university education. All over the world universities are guiding and co-operating with the industrial and agricultural development organizations and they are developing their economics rapidly and meaningfully. There is a close link between education and development. In Pakistan, after more than five decades, the developmental indicators are not showing positive results. The participation rate at higher education is low comparatively to other countries of the region. There are problems of quality of staff, students, library and laboratory. Considering the gigantic problems of education in Pakistan, I select this topic for research.

This paper reviews the current key issues and problems in the education system of Pakistan that pose a challenge for the future growth of the country. The paper uses documentary analysis as the research methodology for data collection. The paper attempts to understand which factors have contributed to the downfall of Pakistani education system. The first part of the paper explains how the system is operated by the government. Moving on, the problems be them external or internal in nature are highlighted and it is delineated how these problems have contributed to greater social demise. The paper further looks into some solutions to the problems aforementioned and urges the government to contribute in due diligence what is required to the education system.

Journal of Management and Social …

ashiq hussain dogar , intzar butt , Tahir Mahmood Butt

Pakistan Education System is not according to the Constitution of Pakistan 1973. It is moulding youth in divergent matrixes that cause injustice and disappointment in society. Therefore, it a barrier in achieving the goal of national harmony and social cohesion; and also, it is one of the contributory factors in dispersing the nation from its ideals. This paper discusses the key flaw in the educational structure of Pakistan, and suggests the ways to achieve the goal of " uniform, equitable and effective system of education " through a " national education system " as ensured in the Constitution of Pakistan.

Eresearch Journal ISSN: 2706-8242 , Shamaila Hasan

This paper aimed to look at present education system of Pakistan. There exists an inherent promise and intensive potential in educational policies of Pakistan for revolutionizing socioeconomic change in the country through education. Pakistan since its independence in 1947 has faced the insufficient educational institutions and lack of qualified teachers which resulted in challenges of access and quality. To deal with educational problems, a number of educational policies were released. The policies came at different times, during different regimes, in with diverse policy document. They varied in their size, intention and seriousness. The existing education system in Pakistan is considered not being adequately responsive to the demand of quality education. There is a wide range of issues and concerns related to the teaching and learning setup. To improve the existing education system of Pakistan development of any strategy should give due consideration to these issues and concerns. Introduction:

The Pakistan Development Review

Nadia Tahir

After six decades of its existence, Pakistan finds itself in an educational quagmire. There is not much to show in terms of national, provincial and local indicators of a standard variety. At the international level, the country has earned the notoriety of being regularly lower down on all known indices and league tables on human development, competitiveness and governance. Neglect of education lies at the heart of the problem. This is surprising because the thinking on the nature of the educational system required for the newly emerging country had started quite early. An All Pakistan Educational Conference was held on November 27, 1947 in Karachi. Education thus was the subject of the very first professional conference held in the country, bringing together all the stakeholders. The Father of the Nation set the guidelines in his detailed message: “Under foreign rule for over a century, in the very nature of things, I regret, sufficient attention has not been paid to the education ...

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Saadat Rana

Pakistan is a rapidly growing economy, with a strategy of reducing poverty and generating prosperity for all through industrial development by technology up-gradation and greater export orientation. Such circumstances define the relevance of a robust education sector in Pakistan, which would allow it to meet its human resource requirements. Pakistan needs to produce more workers, technicians, supervisors, managers, and researchers. It needs to expand its education base by improving the retention rate of students at primary, secondary and tertiary levels and by establishing more educational institutions across the country. Further, the quality of education needs considerable improvement by inducting better qualified teachers, adopting better education techniques and implementing effective examination mechanisms.

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This paper aimed to look at past educational developments in Pakistan through case study and its analysis with the present world. It primarily addressed the causes of illiteracy in Pakistan, and overcame the flaws of earlier works. Pakistani government claims that they have accomplished significantly in the educational development. Pakistani law requests government to provide free basic education system to every citizen of Pakistan. However, the enrollment rate has remained below 60%. Similarly, literacy rate has also remained below 60%. Therefore, the government and other stakeholders in education sector could not perform well enough to provide the impressive results so far.

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Education is a key to political stability and socio-economic development of a nation. Unfortunately, there are diverse systems of education providing different types of education leading to stratified education system. The researchers investigated education system of Pakistan, its functioning and problems and used mixed method approach. In quantitative section researchers adopted survey method and questionnaire as tool for a sample of 210 respondents through multi-stage systematic sampling and SPSS for analysis. In qualitative part researchers used interview guide as a tool for 35 respondents (university level teaching faculty and students) and adopted Domain Analysis technique for qualitative data analysis. The results of present study indicate that education brings political stability by realizing the people their national rights and duties and thus through such awareness leads to harmony, participation and cooperation. Education shapes the personality of the people to play part i...

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