EDU505 Education Development in Pakistan Complete Handouts

EDU505
Educational Development in Pakistan

Lecture 1
Defining Education
Topic 1
Defining Education
Origin
The term “Education” has been derived from two Latin words: ‘Educare’ (Educere) and
‘Educatum’.
• Educare (Educere)
to train or mould - indicates the development of the latent faculties of the
child.
(moulding is a directional act – is objective oriented)
(latent: hidden, concealed, undeveloped)
‘Educare’ basically means to bring up, to lead out, to draw out, or
propulsion from inward to outward.
• Educatum
denotes the act of teaching
throws light on the principles and practices of teaching
The Education Process
• A combination of ‘Educatum’ and ‘Educere’ is what is known as “Education”

• It is the process of the educator helping the child explore and develop his or her
latent faculties.
• According to Oxford dictionary: The process of receiving or giving systematic
instruction, especially at a school or university
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Topic 2
Definitions
(Western Perspective)
• Plato: Education develops in the body and soul of the pupil all the beauty and all
the perfection he is capable of.
• Aristotle Education is the creation of sound mind in a sound body. It develops
man’s faculty specially his mind so that he may be able to enjoy the contemplation of
supreme truth, goodness and beauty.
• Rousseau Education is a child’s development from within.
• Froebel Education is enfoldment of what is already enfolded in the germ. It is the
process through which the child makes the internal-external.
• Pestalozzi Education is the harmonious and progressive development of all the innate
powers and faculties of man-physical, intellectual and moral.
It is evident in these definitions that for these Western philosophers, education is mostly about
developing one’s mental faculties.
Topic 3
Definitions
(Eastern Perspective)
Education is a contextual process, in which context and environment are very important factors.
Therefore, let us view some of the definitions of education from various eastern philosophers and
educationists in order to give a general idea of what it implies in the subcontinent.
• Swami Vivekananda Education is the manifestation of perfection already in

man. Like fire in a piece of flint, knowledge exists in the mind. Suggestion is the
friction; which brings it out.
• Mahatma Gandhi By education I mean an all-round drawing out of the best
in child and man’s body, mind and spirit.
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• Rabindranath Tagore The highest education is that which does not merely give
us information but makes our life in harmony with all existence.
• Rigveda Education is something which makes a man self-reliant
and selfless.
• Upanishada Education is that whose end product is salvation.
• Radhakrishnan Education according to Indian tradition is not merely a
means of earning a living; nor is it only a nursery of thought or a school for
citizenship. It is initiation into the life of spirit and training of human souls in the
pursuit of truth and the practice of virtue (morality, honesty, goodness).
These definitions, in comparison with the definitions of the Western philosophers, show how
education is not only about knowledge for the people of the subcontinent, but are also about
spiritual enlightenment and living a virtuous life.
Topic 4
Education in the Subcontinent
Siksha (Shiksha) In Hindi, the term “Siksha” has come from Sanskrit word “Shash” – which
means: to discipline, to control, to order, to direct, to rule, etc. (very different from Western
values which inculcate democratic beliefs and principles).
• Education, in the traditional sense, means controlling or disciplining the behaviour of an

individual.
• There is a difference between defining education in the West and in the East because of
the differing views about the aims of life.
• Philosophers like Plato and Aristotle were concerned with the education of the
aristocracy who had enough leisure and means not to be concerned with the everyday
chores (tasks, errands, responsibilities) of life.
• Gandhi, Tagore and the other Eastern philosophers on the other hand were concerned
with the education of the masses, the underprivileged.
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Topic 5
General Definition
In a real sense, education is a sort of synthesis of all the various, differing viewpoints.
Generally speaking, ‘Education’ is utilized in three senses:
• Knowledge
• Subject
• Process
Education includes the individuals, the society, the environment, the social fabric and the
prevailing traditions.
It may be purposive, conscious or unconscious, psychological, sociological, scientific and

philosophical process, which brings about individual development to the fullest extent and also
the maximum development of the society.
Education is the development of individual according to his or her needs and demands of the
society, of which he or she is an integral part.
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Topic 6
Features of Education
Following are some of the general features of education:
• Education is both unilateral as well as bipolar in nature.

• It is a continuous process
• It is knowledge of experience
• It is the development of particular aspects of human personality or a harmonious
integrated growth.
• It is conducive for the good of the individual or the welfare of the society.
• It is a liberal discipline or a vocational course.
• It is a stabilizer of social order, conservator of culture, an instrument of change and social
reconstruction.
Lecture No 2
Aims of Education
Topic 7
Needs of Aims
What is an aim? The purpose of doing something; what somebody is trying to achieve.
(Oxford Dictionary)
Educational aims These are general statements that provide direction or intent to educational
action
• Education is a purposeful activity – benefiting an individual, and/ or the society as a

whole.
• By education we intend to bring certain desirable changes in the students – at micro and
macro levels.
• Education is a conscious effort and, as such, it has definite aims and objectives.
• Education without an aim is quite meaningless.
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• Aims give direction to the activities.
• Every stage of human development has its own set of aims.
Curriculum In the light of these aims, the curriculum is determined and the academic
achievements of the student are measured.
Aims of life Aims of life determine the aims of education.
Dynamic Aims - The aims of education have changed from time to time, as life changes
over time
- Aims of education are dynamic, as aims of life are dynamic in nature.
Topic 8
Nature of Aims
In order to know the aims of education, we must know the nature of the aims.
• Aims of education are not fixed, eternal (everlasting, timeless, never-ending) and
universal (worldwide, widespread, general)
• They are changeable and relative
• They keep on changing and developing
The nature of the aims of education can properly be understood in light of two distinct
philosophies of life: idealism and pragmatism.
• Idealism stands for absolute, ultimate, eternal and universal values.

- it advocates ideals of life, which are mainly spiritual in nature.
- it pleads “knowledge for knowledge sake”
- in an idealist society, education is for the general and moral development of a
person
- according to idealism, the aims of the education are spiritual and idealistic in
nature and they are predetermined, absolute, unchangeable and universal.
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- the aim of idealist education is to realize these pre-existing, absolute and universal
values. It is “Education for complete living”.
Extra Reading
Idealism is a philosophical approach that has as its central ideology that ideas are the only true
reality, the only thing worth knowing. Plato, father of Idealism, believed that there are two
worlds. The first is the spiritual or mental world, which is eternal, permanent, orderly, regular,
and universal. The second is the world of appearance, the world experienced through sight,
touch, smell, taste, and sound that is changing, imperfect, and disorderly. This division is often
referred to as the duality of mind and body. Plato described a perfect society in which
"education to body and soul all the beauty and perfection of which they are capable" as an ideal.
In idealism, the aim of education is to discover and develop each individual's abilities and full
moral excellence in order to better serve society
Topic 9
Nature of Aims
• Pragmatism deals with life as it is and not as it should be
- it is also known as the realistic approach to life.
- it pleads “knowledge for knowledge sake”
- in realism the existing or prevailing social, political and economic conditions of
life are taken into consideration.
- the existing conditions of life determine the aims of pragmatic education.
- pragmatism does not believe in absolute and eternal values; philosophy of life is
reflected in the aims of education.
• Plato considered that the guardians of the state should have high philosophical ideals.
• Locke emphasized “the disciplined and well-ordered mind”.
• Hegel stressed on idealistic aim of education, i.e. glorification of the state and the
fulfillment of the will of the absolute.
• Marx emphasized material aim of education, i.e. the practical economic needs of man.
Extra Reading
Pragmatism (Experientialism) - For pragmatists, only those things that are experienced or
observed are real. In this late 19th century American philosophy, the focus is on the reality of
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experience. Pragmatists believe that reality is constantly changing and that we learn best
through applying our experiences and thoughts to problems, as they arise. There is no absolute
and unchanging truth, but rather, truth is what works. Pragmatism is derived from the teaching
of Charles Sanders Peirce (1839-1914), who believed that thought must produce action, rather
than linger in the mind and lead to indecisiveness.
John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He
believed that learners must adapt to each other and to their environment. Schools should
emphasize the subject matter of social experience. All learning is dependent on the context of
place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively
and contribute to a democratic society. The ultimate purpose is the creation of a new social
order. Character development is based on making group decisions in light of consequences.
For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and
projects, often having students work in groups. Curriculum should bring the disciplines together
to focus on solving problems in an interdisciplinary way. Rather than passing down organized
bodies of knowledge to new learners, Pragmatists believe that learners should apply their
knowledge to real situations through experimental inquiry. This prepares students for
citizenship, daily living, and future careers.
Topic 10
Socio-political Ideologies
The socio-political ideologies also determine the aims of education.
• A democratic government, a fascist government, a communist government – each one

formulates its own ends and means of education.
- Democratic ideals of life are flexible and change with the changing conditions of life.
- Hence, a democracy aims at the highest development of the innate (inborn,
instinctive, natural) potentialities of the individual.
- In fascism, the individual exists for the state, and education aims at glorification and
welfare of the state.
- Man is regarded to be the creature of the state.
• Social and economic issues also serve as determinants of educational aims and objectives
• Education must prepare the future generation for the economic and social system of the
country.
• In determining its educational objectives, every country has to take into consideration its
economic conditions.
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• As the political, social and economic conditions change and new problems arise, it
becomes necessary to re-examine carefully and re-state clearly the objectives which
education at definite stage should keep in view.
Topic 11
Evolution of Aims
• In ancient India, the ideal of life was spiritualistic.
• Educational aim was determined by the conception of life.
• Thus, the aim of education was self-realization, or the realization of Brahma or the
Absolute.
Degeneration of Education With the passage of time this liberal humanistic education
degenerated into an artificial and formal system.
Realistic Movement Against this artificial education the Realistic movement started
- According to it, ignorance was at the root of all evils.

- Proponents (advocates, supporters, promoters) of the
Realistic movement pleaded (defended, argued, asserted)
spread of universal and integrated knowledge.
- The child’s individuality, his powers and interests were
given supreme importance
Due to religious, social, psychological and pedagogical reasons a new theory of education,
known as theory of mental or formal discipline came into vogue (fashion, trend, style).
Locke For John Locke, the aim of education came to be to produce a sound mind in a
society.
- The aim of the education would be to discipline all the faculties, such as,
memory, imagination, perception, and thinking.
Topic 12
Evolution of Aims
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Individualistic Aim Rousseau introduced the first truly individualistic ideal of education in the
18th century.
- He revolted against the existing artificial and demoralized system of

education.
Naturalism Rousseau not only championed the cause of the common people but also
the cause of the child in the field of education
- Thus ‘naturalism’ appeared in education.
Emanuel Kant Kant was greatly influenced by the individualistic concept of education,
and defined education as the process by which man becomes man through
his voluntary efforts.
Pestalozzi Pestalozzi introduced the psychological tendency in education, and with

it the child-centric movement in education received a new momentum and
fillip (boost, stimulus, inspiration)
Froebel Froebel, the German idealist, regarded education as the spontaneous

development of a joyful, creative self-activity.
This discussion of educational ideals makes it evident that the aims and functions of education
have been variously defined in different ages by different educators.
Hence, we can conclude by saying that aims of education are not fixed and static but these are
subject to constant change, and are dynamic in nature.
Lecture 03
Different Aims of Education
Topic 13
Vocational Aims
(also known as the “utilitarian aims” or the “bread and butter aims”)
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• The above stated ideals of education are useless unless these aims enable us to procure
the primary needs of our life – food, shelter and clothing.
• Vocational education includes every form of education that aims to the acquirement of
qualifications related to a certain profession, art or employment, or that provides the
necessary training and the appropriate skills as well as technical knowledge.
• Therefore, vocational education aims to enable the students to exercise a profession, art
or activity independent of their age and their training level, even if the training
programme contains elements of general education as well.
• Education must help the child to earn his livelihood.
• Education, therefore, must prepare the child for some future profession, vocation (job,
occupation, work) or trade.
• Vocational aim is a narrow aim of education.
• Therefore, the vocational aim is not a complete aim by itself.
Topic 14
The Knowledge or Informational Aim
• Knowledge is a powerful agent for intellectual satisfaction.

• The present civilization has come to pass through the dissemination of knowledge
through the medium of education
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virtuous”
- Socrates
• Educationists who hold the knowledge or information aim of education justify their stand
with powerful arguments.
- They argue that knowledge is indispensible for all right actions, and it is the
source of all power
- These educationists believe that it is knowledge which makes a realist a visionary
success in any profession.
• Some of the merits on which knowledge is accepted as an aim of education:
- Instrument of education
- Essential for adjustment
- Essential for growth of society
- Basis of moral behaviour
- Means of human happiness
- Valuable asset
Topic 15
The Cultural Aim
The cultural aim refers to the refinement of the personality.
• Mere knowledge is not enough

• Education should lead that quality of mind which may be reflected in daily
conduct.
• Education is a medium through which the cultural traditions and values of the past
are transferred on to the next generation.
• The cultural aim of education helps in producing men of culture.
• But it is ambiguous and has too many meanings.
• It cannot serve as the major aim of education.
• The cultural aim of education has been suggested to supplement the narrow view
of knowledge aim.
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Topic 16
The Character Formation Aim
Character has fundamental worth for a society and for an individual.
• Character is the cream of life and, as such, it should be the aim of education.
• Students’ moral development is both implicit (hidden, implied, understood) and
inevitable (unavoidable, expected, certain) in standard educational practice.
“Development of character is a solution to social problems and a

worthy educational ideal” – Miller and Kim, 1988
Character Formation
There are four major questions to be addresses when focusing on character development:
1) What is good character?

2) What causes or prevents it?
3) How can it be measured so that efforts at improvement can have corrective feedback; and
4) How can it best be developed?
Campbell and Bond – 1982
• Character formation traditionally has focused on those traits (qualities, characteristics,

behaviours) and values appropriate for the industrial age such as obedience to authority,
work ethic, working in group under supervision, etc.
• However, modern education must promote character based on values appropriate for the
information age: truthfulness, honesty, integrity, individual responsibility, humility
(humbleness, modesty, simplicity) wisdom, justice, steadfastness (loyalty, persistence,
determination) dependability, etc.
“Character education has to be visualized not in a social vacuum but with reference to
contemporary (modern, present, up-to-date) socio-economic and political situation” –
The Secondary Education Commission (1951-52)
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• Therefore, we can conclude that only character building cannot be the aim of education.
Topic 17
The Spiritual Aim
Spiritual aims of education refer to those aims through which national ideology and values are
injected in the character of the present and future generations.
• The idealist thinkers have opined that the spiritual development of an individual should
be the supreme aim of education.
• They feel that all the miseries and exertions (efforts, struggles, hard work) of man are
born out of his love and preference for materialism.
• Children have to be brought face to face with the ultimate values and truths, and this is
possible if spiritual orientation is given to education.
• The idealist thinkers believe that spiritual education is essential to avoid and remedy
mental disorders born out of frustration and disappointments.
• The spiritual aim of education believes that without the realization of self (fulfillment by
oneself of the possibilities of one's character or personality), man does not rise higher
that the level of animal.
“Persistent questioning and healthy

inquisitiveness are the first requisites
for acquiring learning of any kind”.
Gandhi
Topic 18
The Social Aim
The social aim of education believes in the progress of the society.
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• It’s supporters believe that society or state is supreme or real
• Education is for the society and of the society
• The function of education is for the welfare of the state
• The state will make the individual as it desires
• It prepares the individual to play different roles in society
• Individuality has no value, and personality is meaningless apart from society
• If society will develop individual will develop automatically
• The legitimate needs, desires and interests of the individual are ignored for those of the
society
• It is a narrow aim of education as society is the focal point of this aim and it reduces an
individual to a mere non-entity
Topic 19
The Individual Aim
The individual aim of education focuses on the development of individuality.
• Individualistic focus in education has been supported by a number of educational

philosophers, such as, Rousseau, A.S. Neil, T.P. Nunn, etc.
- T.P. Nunn “Nothing good enters into the human world except in and through
the free activities of individual men and women, and that educational practice
must be shaped to accord with the truth”.
• Education in the modern times has started paying attention to the individualistic aims as it
has become very child-oriented
• Following are the factors which are influencing this approach:
- Effect of biological sciences
- Effect of psychology
- Influences of the progressives
- Effect of democratic ideas
The emphasis that is nowadays being placed on the individual aims of education does not imply
total neglect of the social aims.
o It is in fact a synthesis (mixture, fusion, blend) of the individual and social aims
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o It is impossible to conceive of one in the total absence of other.
Topic 20
The Citizenship Training Aim
Citizenship education can be defined as educating children, from early childhood, to become
clear-thinking and enlightened citizens who participate in decisions concerning society.
• A citizen has to perform multifarious civic duties and responsibilities

• Children should be so trained by education that they can successfully discharge
their various civic duties and responsibilities.
• The Secondary Education Commission in India (1951-1952) has greatly
emphasized citizenship training in schools.
Following are some of the qualities of character which this aim helps in developing:
• clear thinking
• clarity in speech and writing
• art of community living
• cooperation, toleration
• sense of patriotism, and
• sense of world citizenship
The problem posed by citizenship education is how to blend together the particular and the
universal, the national and the international, the individual and the society.
Citizenship education addresses both the individual and the citizen, and provides an avenue
(opportunity, possibility; path) for each individual citizen to acquire an understanding of the
issues of peace in the world, and the challenges of the globalization of economic, environmental
EXTRA: Citizenship refers to the relationship between the individual and the state, and among
individuals within a state.
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and cultural problems.
Topic 21
The Complete Living Aim
Some educationists have insisted upon the need for an all-comprehensive aim of education.
This viewpoint has led to the development of two aims:
1. the complete living aim, and

2. the harmonious development aim
According to the complete living aim, education should help the individual to fulfill the various
needs and necessities of life.
Following are some of the goals of complete living aim of education:
• the individual must know the art of self-preservation

• education should enable a person to earn his/ her living
• a person should know how to take care of his/ her own children.
• he/ she must have the idea how to utilize the leisure hours properly in a profiting manner
According to Herbert Spencer the complete living aim should be a comprehensive aim of
education.
• he advocates full development of individuality in all spheres rather than one or a few
dimensions.
“Education must tell us, in what way to treat

the body, in what way to manage our affairs, in
what way to behave as citizens, in what way to
utilize these sources for happiness which nature
supplies.” – Herbert Spencer
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Topic 22
The Harmonious Development Aim
It means harmonious development of a person’s personality.
• Educationists are of the opinion that all the powers and capacities inherited by a child
should be developed harmoniously and simultaneously.
- The human personality is made up of many aspects, such as physiological,
mental, etc.
- In addition to this, each individual is born with certain instincts.
- Education, according to this approach, must aim at a harmonious development of
these aspects and instincts.
- Such a development amounts to a balanced development, which precludes the
possibility of greater development of any one aspect at the expense of another.
Harmonious education aims at developing every aspect of a child’s personality in order to

prepare him/ her to face every possible situation.
Hence it leads to the creation of a balanced personality.
Topic 23
The Adjustment Aim
Adjustment is the primary rule of human life.
- Without adjustment to environment none can survive

- Life is a struggle for adjustment
• Education is a social function.

• The school assists the child in his/ her adjustment to society.
• As the society is constantly changing, the adjustment must be flexible and
progressive.
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• Education must enable the child to not only make a temporary adjustment, but he/
she must acquire capacity for re-adjustment
The materials of a curriculum should be a selection of subject-matter and experiences chosen and
arranged to stimulate the growth of the child and to assist him/ her in fitting into his/ her
environment.
“Basic education links the children,

whether of the cities or the villages, to
all that is best and lasting in India”.
- Gandhi
Topic 24
The Leisure Aim
“Free and unoccupied time” of an individual is generally known as leisure.
• In the classical tradition, lifelong learning is the occupation of leisure.

• Unlike the common use of the word today, the ancient Greeks considered leisure as more
than free time, relaxation, entertainment, or recreation.
• They associated leisure with contemplation, music, and the types of lifelong learning
embodied in their finest academies.
• These ancient Greeks seemed to know that the quality of a civilization is determined by
the quality of its leisure – and the quality of leisure is determined by the intellectual
power of the individual.
• This was true in the ancient Greece as it is today, for in leisure we ask ourselves what we
ought to do with our freedom.
• During leisure we can pursue and activity for own sake and not for earning a living,
which is dull and monotonous.
• Lifelong learning, as it concerns cultural continuity and the sustainability of life, and its
supporting systems, depends on leisure.
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Lecture No 4
Functions of Education
Topic 25
Defining Function
Definition: An action performed by a device, department, or person that produces a result
• Function remains more or less fixed, whereas the purpose (which indicates intention or
objective) generally changes.
• Example: Some teachers believe that the transmission of knowledge is the
primary purpose of education.
• Example: Whereas the transfer of knowledge from school to the real world is
something that happens naturally as a consequence of possessing that
knowledge – a function of education.
• Because a purpose is an expressed goal, more effort is put into attaining it.
• Functions are assumed to occur without directed effort.
• However, for this reason it is valuable to figure out which outcomes you consider a
fundamental purpose of education.
Topic 26
Philosophical Base of Education
In order to understand functions of education in a better manner we will be looking at philosophy

and its relationship with education.
Philosophy has been derived from two Greek words: “Philo” (love), and “Sophia” (wisdom),
meaning love of wisdom.
• Philosophy is love for the truth and a life’s necessity

• Education, in the widest sense of the term, is life itself and, in a narrow sense, it is the
preparation for complete living.
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• The interdependence of philosophy and education is evident from the fact that all great
philosophers were great educators – Socrates in Greece, Confucius in China, Buddha,
Tagore and Gandhi in India.
• Philosophy furnishes the goals of life and education gives the means to achieve those
goals.
“Philosophy is an unceasing effort to discern the general

truth that lies behind the particular facts.” - Raymont
• Education is nothing but human effort and activity.

• Philosophy, therefore, is inseparable from education.
Glossary
Discern: Distinguish, Separate, Recognize, Notice, Discover, Detect
Extra Reading
Behind every school and every teacher is a set of related beliefs--a philosophy of education--that
influences what and how students are taught. A philosophy of education represents answers to
questions about the purpose of schooling, a teacher's role, and what should be taught and by
what methods.
Philosophy of Education - McGraw-Hill Education
highered.mheducation.com/sites/0072877723/student_view0/chapter9/
Topic 27
Manifest and Latent Functions of Education
Manifest Functions
• Manifest functions are those that are intended and recognized

• These are functions which people assume and expect the institutions to fulfill
• Example: Schools are expected to educate children in knowledge and skills
that they need
• The manifest functions are obvious, admitted and generally applauded
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Latent Functions
• Latent functions are the unrecognized and unintended functions

• These are the unforeseen consequences of institutions
•- Example: Schools not only educate young they also provide mass
entertainment
• Latent functions of an institution or partial structure may support the manifest functions
• Latent functions may be irrelevant to manifest functions
• These functions may even undermine manifest functions.
The distinction between manifest and latent functions is essentially relative and not absolute
• A function may appear to be manifest for some in the social system and latent for others.
Extra Reading
The sociologist Robert Merton proposed that social institutions such as education in schools
have functions that are both manifest and latent. The manifest functions are the ones that society
intends those institutions to have. The latent functions are the ones that are not intended, but
which come about even so.
http://www.enotes.com/homework-help/want-specific-examples-1-manifest-function-school-438489
Topic 28
Functions of Education towards Individual
• Education is important for every society and individual

• It enables a person to be aware of his/ her highest self and objective(s)
• Following are some of the functions of education with regards to an individual:
- Strengthens the personality
- Develops ethical behaviour
- Helps in the transformation of an individual
- Broadens the mind of an individual
- Improves the future of a person
- Improves reasoning and thinking power
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Therefore, education plays a complementary (completing, balancing) role in the overall
development of an individual by making a person conscious of his/ her capabilities and the goals
that can be achieved with the help of those capabilities.
Topic 29
Functions of Education towards Society
• Education is a social process

• It takes place in society constituted of individuals
• Society is progressive and dynamic
• Since the child lives in a society, it is the social environment where the
personality of the child can be developed.
In order to understand the impact of education on society and vice versa, we will be looking at
sociological bases of education.
• Sociology has come from words “Societas” and “Logos”, meaning “society” and
“science” respectively.
• Hence, scientific study of society is commonly known as “sociology”.
“Education is something essentially social in character,

in its origin, and its functions. – Emile Durkheim
• Educational sociology analyses and evaluates the groups and institutions in which
learning takes place and the social process involved in learning and teaching.
- It analyses and evaluates the social trends and the ideologies, which affect
education
- It helps us to understand that education is a means of social change.
According to Payne, from the educational sociology’s viewpoint, there three main functions of
education:
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1. Transmission of social and cultural heritage
2. Development of new social patterns, and
3. Creative and constructive role.
Thus, from the sociological point of view, education can be regarded as a conservative force, a
creative force and a critical force.
Topic 30
Functions of Education towards Nation
• Education is a crucial sector in any nation

• Being a major investment in human capital development, it plays a critical role in long-
term productivity and growth at both micro and macro levels.
Following are some of the national functions of education:
• Inculcation of national and civic responsibility

• Training for leadership
• National integration
• Total national development
Therefore, on a national level education is the live wire of a nation’s industries, and also the
foundation of moral regeneration and revival of its people.
It is also the force and bulwark of any nation’s defense and it has been observed that no nation
rises above the level of its education.
Glossary
Inculcation: teaching or impressing upon the mind by frequent instruction or repetition;

ingrain; instilling.
Bulwark: fortification, barricade, barrier, safeguard
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Lecture No. 5
The Education Process
Topic 3
Defining the Education Process
A process for certain periods from schooling to colleges through fixed time, fixed curriculum,
fixed classes, and fixed subjects for degree or certificate.
• Education is a process by which knowledge or information on a subject is acquired.
A Dynamic Process
Education is not static but a dynamic (lively, forceful, energetic) process, which develops the
child according to the changing situations and times.
• Education is the process of development of the child or the individual

• It is a life-long process
Topic 32
Philosophy and the Education Process
• Since the inception of this world man has been constantly trying to know the truth
• This “knowing” is philosophy.
• Human life cannot properly be understood without philosophy as philosophy gives self-
consciousness and develops a spirit of enquiry after truth
• As life and education are inseparably connected, therefore, life has a philosophical base
and so education also has a philosophical base.
• The truths and principles established by philosophy are applied in the conduct of
education process, such as given below.
Philosophy and Aims of Education
• Every scheme of education has some aims to be attained
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• Aims of education are determined by aims of life or philosophy of life
Philosophy and Curriculum
• Philosophy determines the aims of education and curriculum determines how these aims
can be attained.
• Curriculum is to be determined by the educational objectives which are again determined
by philosophy
• Hence, the curriculum to be followed in schools has to conform to the prevailing
philosophy.
Topic 33
Philosophy and the Education Process
Philosophy and Methods of Teaching
• Method means the art of teaching, or the knowledge to which the teacher conforms to in
the communication of knowledge to the students.
• The effectiveness of this teaching-learning process depends to a great extent on the nature
or art of communication
• This art of communication or the classroom techniques are satisfactorily tackled by
philosophy
Philosophy and Educational Administration
• Educational administration is also not untouched by philosophical doctrine

• Mental tests and personality tests, which occupy a very important place in the field of
educational administration, also require a definite philosophy
Philosophy and Evaluation
• Evaluation is the continuous process of measuring the educational achievements in the

light of educational aims already determined.
• Educational aims are determined by philosophy of life
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• Hence, the first step of evaluation is the clear knowledge of educational aims.
Note
Philosophy and education are two different fields of studies but they are closely linked together,
because without any rational thinking prior to education, the whole educational process is
directionless.
Topic 34
Sociology and the Education Process
By educational sociology we mean the science which describes and explains institutions, social
groups, social processes, and social relationships in which or through which the individual gains
and organizes his/ her experiences.
• Educational Sociology is the study of interaction of the individual and his/ her cultural
environment
• Thus, social interaction is the key area of educational sociology.
“The complete development of education

takes place when an individual
participates in the social process”
- John Dewey
• The educational process is nothing but a social process

• The school is a social institution, which purifies the society, progresses it and makes the
individual conversant (familiar, up-to-date, knowledgeable) with the society.
Thus, Educational Sociology is the study of those phases of sociology that are of significance for
educative processes.
Note
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The sociology of education is mostly concerned with the public or mass schooling systems of
modern industrial societies.
Topic 35
Impact of Educational Sociology on Education
• Educational sociology has a great impact on the modern educational theories and
practices, such as:
o Aims of Education
- Educational sociology has its indirect impact on the aims and objectives of
education
- Educational sociologists think that education is a social process and it
should be directed to social welfare
o Curriculum Construction
- The impact of educational sociology on the principles of curriculum
construction cannot be ignored
- In ancient times children were not the ultimate focus of curriculum
formation.
- Whereas the curriculum is now in conformity with the general aims of
education and it must help in the total development of the child
- Modern curriculum thus emphasizes the social need of education
Extra Reading
Education takes place in society constituted of individuals. It is a social process. It has a social
function as well as social relevance. A school is created by the society and the society is shaped
and moulded by the school. Thus, education is both a cause and product of society. It originates
in the society and it must fulfill the needs and aspirations of the society. There is thus an intimate
relationship between education and society. Modern education has two-fold functions. It must
help in individual development as well as social progress. An individual can only develop in the
right direction in social environment. Education helps to solve the multifarious social problems.
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Topic 36
The School
• In modern education the school is regarded as a society in miniature

• The students learn through constant social interactions in the school
• Thus schools are an important social agency or institution, which performs various social
functions and responsibilities
The School Organization and Management
• Many schools’ administration has now been democratized

• The students are now allowed to participate in school administration and shoulder various
administrative responsibilitie
The Teacher
• In modern education the teacher is regarded as a friend, philosopher and guide

• To fulfill this responsibility the teacher must possess suitable personality.
Human Relations
• Educational sociology thinks that the work of education cannot be carried on properly
without reference to human relations
• Human relations are developed among students in the school society.
Thus, it is evident that every aspect of education such as aims, functions, materials of
instructions, and methods of teaching is greatly influenced by social factors.
Topic 37
Psychology and the Education Process
Educational psychology has developed to study scientifically the behaviour of the students and to
help the process of education.
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• Educational psychology deals with various problems of learning and teaching
• The starting point in the process of education must be related to original tendency
of the child.
• This stock of originality is conveniently classified as instinct, reflex action,
emotion and intelligence.
• Original tendencies are adaptable and incomplete.
• These may be modified and improved in acquiring acceptable behaviour –
responses through education.
• As the original tendencies are adaptive these can be channelized in more
progressive and socially desirable form of behaviour.
• There are variations in general intelligence
• Psychology measures this ability.
Education psychology discusses processes of development of the students, learning, social

adjustment of the students, individuals’ differences in physical abilities and mental traits and
powers, and various problems associated with the mental health of the students.
• The function of educational psychology is to know the child and his/ her educational
process completely.
Topic 38
Education Process in the Subcontinent
In the subcontinent, education is often viewed as a process of modernization, and cultural as well
as scientific advancement.
• It is a process that involves developing democratic citizenship, vocational efficiency,

development of personality and character, education for leadership, and increasing
national productivity.
• Inculcation of social and civic duties in the minds of the students was also regarded as an
important aim of education in those days.
• Education for occupation was another important aim.
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• Character training and moral education was also regarded as a significant aim of
education in the subcontinent.
The educational process is aimed at achieving social and national integration, the process of
modernization, and cultivating social, moral and spiritual values.
GLOSSARY
Inculcation: Teaching or impressing upon the mind by frequent instruction or repetition
Lecture 6
Education Under Colonial Rule
Topic 39
Indianisation of Christianity
The European expansion in India was, from the very beginning, accompanied by the missionary
activities.
• Preaching Christianity was in one way or the other associated with spreading
contemporary advanced knowledge.
• From the nineteenth century onwards the colonial power became the principal agent in
disseminating modern education in India.
• A large number of missionary societies contributed to it by their extensive work.
• Education, at that time, was linked to the relationship between the colonial power and the
missionary societies, and between these two were divided the diverse sections of the
Indian population.
• The change in the relationship between education and religion over the course of the
missionaries of more than a century is evident in today’s curriculum of both Indian and
Pakistani education systems.
• This process of education was accompanied by a very subtle Indianisation of Christianity.
Extra Reading
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Indianised Christianity (i.e combining Christian dogma with certain Hindu traditions)
During 16th century Roberto de Nobili an Italian Jesuit missionary to South India used a new
process to expand Christianity, accepting many local customs of India which were, in his view,
not opposing Christianity. Roberto de Nobili began to dress like a Sannyasin . De Nobili studied
Sanskrit and Tamil literature and was willing to engage in dialogue with Hindu scholars on the
truths of Christianity. He coined several tamil words to communicate the message to his
audience like “kovil” for a place of worship, “prasadam” for grace, , “Vedam” for the Bible
and embraced the customs of the three-stringed thread and the use of sandalwood paste on the
forefront to confirm his faithfulness to the Tamil-Hindu culture.
Topic 40
Religious Neutrality
Historians argue that while it is true that presence of British rule facilitated missionary activity, it
is also true that in its ‘official’ capacity, the British Indian Government resolutely (determinedly,
stubbornly, decisively) refused to champion (defend, fight for, side with) Christianity.
Lack of Religious Education
Secular education, provided by the missionary schools had no place for any religious education.
• Initially religious instructions, whether in Hinduism, Islam or any other native religion
were banned both during and after school hours in a missionary scheme of education.
• Indian Christians and foreign missionaries often found themselves in debate with the
colonial and Indian authorities centered on the problem of linkage between secular
education and religious instructions.
• From the mid-nineteenth century onwards, secular education was thought to be
instrumental in undermining prevalent native religions.
• When expectations for a transition to Christianity with the help of Western education
were not fulfilled, the British government continued the policy of religious neutrality, but
allowed religious instructions outside school hours.
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Topic 41
Religious Neutrality
Afraid of the reaction that meddling in the religious beliefs of its Indian subjects might provoke
(irritate, inflame, rouse) them, the East India Company made it clear that it was not in India to
challenge or undermine existing religious beliefs.
• The authorities were afraid of a religious mutiny (rebellion, uprising, riot) from the
natives as in 1806 the mutiny of the native troops was widely attributed (credited,
ascribed, assigned) to a reaction against overzealous (overenthusiastic, fanatical,
obsessive) and insensitive missionary activity.
Proposed Use of Bible
The Madras Council of Education proposed to permit the use of Bible in classes in the
government schools.
Court of Directors, London
The Court of Directors in London disallowed the proposal, declaring:
“We cannot consider it either expedient (convenient, useful, appropriate) or prudent (practical,
wise, farsighted) to introduce any branch of study which can in any way interfere with the
religious feelings and opinions of people”
Outlawing Religious Practices
In instances where the British Government had to outlaw certain practices, such as sati (widow
burning) ( ), authorities showed great reluctance and repeatedly and
emphatically (forcefully, insistently, categorically) declared their religious neutrality.
Topic 42
The Missionaries
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Clapham Saints
The Clapham Sect or Clapham Saints were a group of Church of England social reformed based
in Clapham, London, at the beginning of the 19th century.
• These were the missionaries who went on preaching Christianity in the subcontinent
when the East India Company established its rule in the area.
• Initially the Clapham Saints were allowed to operate only on the Company-controlled
territory with Company’s permission and with many constraints.
1813 Charter
In 1813, the Clapham Saints finally succeeded in getting the East India Company’s charter
amended, allowing them more liberty to preach Christianity and undertake further missionary
activities.
Translation of the Bible
Among other efforts of the missionaries, the most notable one is the translation of Bible in local
languages.
• The Bible was fully translated into six local languages (including Sanskrit) and was also
partly translated into additional 29 local languages.
Topic 43
Missionary Schools
Translating the Bible and preaching to the heathen (infidel, pagan, a person who does not
acknowledge your god) were accompanied by another tactic – an emphasis on schooling as an
aspect of the preaching endeavour (effort, attempt, work).
• From 1811, the missionaries began establishing a network of schools around Serampur
• The schools provided an elementary education, accompanied by religious instruction.
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The Madras System
They were modeled on the system devised (developed, formulated, set up) by Joseph Lancaster
called the “Madras” or the monitorial system.
• The Madras system was considered to be one of the three ‘powerful engines’ alongside
missionary and Bible societies to facilitate the spread of gospel over the world.
• Schools were established by other missionary bodies as well, and in 1818, the BMS
added to its growing educational infrastructure by establishing a Christian college.
• While many of the schools established in this period did not survive for long, the idea
that education might serve to prepare young minds for a conversion took deep root.
Topic 44
Praeparatio Evangelica
Praeparatio Evangelica: the term means preparation for Gospel.
• By the early decades of 19th century, conversions had been few and those too
overwhelmingly among low castes, outcastes and tribal groups.
• The ‘heartlands’ of upper-caste Hinduism remained not simply unconquered, but almost
untouched.
• In response to this, many churchmen began to promote extensive involvement in
education as an essential and even predominant aspect of the mission to win over souls.
• The importance being assigned to education here was not just the commonplace idea of
‘getting them young’.
• But the notion had taken hold that educating the young was necessary to prepare the
minds of Hindus for later receptiveness to the World of God – that education was, in a
phrase, often used at the time, a ‘praeparatio evangelica’.
• However, Western education did not prove to be as potent in spreading Christianity as
has been expected.
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• In fact it led – or some believed – to many educated Indians being deprived of the
certainties of an old word and its moral code, without any replacements for this being
found.
Lecture 7
Education and Cultural Change

Topic 45
Educational Discourse in Subcontinent
With the emergence of national education system in the 19th century Europe, the state as a
monopolistic agency began to control the definition and dissemination of knowledge.
Educational thoughts, concepts, and practices in European countries – even when part of a
repressive praxis – developed in accordance with their own dynamics and within their own
horizons.
• The situation in subcontinent was different

• As a colonized country, subcontinent and its population after the 18th century were
subject to various manifestations of power and suppression
• They not only suffered from economic exploitation but were deprived of political and
sociocultural autonomy
With the expansion of British rule and the establishment of British administrative structures, the
natives lost control over their own affairs and any effort to transform and/ or reconstruct or
develop new indigenous institutions was severely restricted.
Just as the creation of ‘citizens’ was an important step for the consolidation of European nation-
states, the British in the subcontinent made a strong effort to construct the ‘colonial citizen’ who
was to support and strengthen the colonial system.
Topic 46
Colonial Education and the Issue of Identity Crisis
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The problem of identity formation was another significant issue in the subcontinent.
Pre-colonial India
• Forms of learning in the pre-colonial India differed according to social and ritual status.
• Classical Indian learning – spiritual and intellectual rather than for practical purposes –
was confined to the upper strata of society
• The curriculum consisted of reading. writing, and arithmetic; and was adapted to the local
situation
With the expansion of Western – often Christian – education in the subcontinent, indigenous
traditions of knowledge and the texts representing them were rejected.
School-related knowledge was based on the Western curricula, often prepared by the Christian
missionaries.
The discrepancy between school and home, between modern, rational and Christian and
‘traditional’ ideas and values often led to ‘identity crisis’.
It involves acknowledging, on the one hand, that Western education questions cultural norms,
practice, behaviour and life projects, but that this new learning, on the other hand, often had a
liberating impact on the individual, including those belonging to the lower castes and deprived
sections of society and opened up new options and opportunities for them.
Topic 47
Emancipatory Potential of Education
When dealing with the role of education in the colonial context of the subcontinent, its
emancipation (liberating, releasing, setting free from servitude) potential for the oppressed is
very evident.
It was education which initially led to the formation of the ‘lower caste elite’ in the subcontinent,
who eventually took up the struggle for equality against upper caste/ class domination.
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Jyotirao Phule, one of the main leaders of the non-Brahmin movement, considered British rule
beneficial and supportive to the low castes.
These low castes drew the energy for their struggle from the important resources such as: civil
service and liberal professions (legal practices and teaching).
Jyotirao Phule further believed education to be a potent weapon in bringing about the social
change; and in 1848 he introduced the first school for the low-caste girls.
Egalitarian Movements
All these egalitarian movements taking place at the time resulted in spreading elementary
education among the oppressed in an attempt to open up new life opportunities.
The educated non-elite, like the intellectual elite, succeeded in grasping new opportunities,
developing perspectives, and acquiring a positive image.
While Western education was the primary instrument of colonial ideological domination, it was,
simultaneously, the main channel of modern liberal ideas to reach the subcontinent and also for
the struggle for emancipation from colonial rule.
Topic 48
Colonial Education and Gender Equality
The institutionalized or ‘formalized’ education had long been the privilege of (male) members of
the upper strata of society.
However, women education became a public issue under the colonial rule.
The women’s issue was first taken up by male education reformers, who linked the effort of
improving women’s status to their modernization agenda.
Focusing on what they perceived as degrading practice in Hinduism such as sati, child marriage,
purdah and widow status, they propagated education for women.
However, these male reformers beheld women as their subjects to be changed.

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Concerned with modifying relationships with their own families, they favoured the ‘limited’ and
controlled’ emancipation of their wives and female relatives, but did not recognize them as equal
partners.
• It was at a much later stage that women themselves came to the forefront
• Urban upper- and middle-class women, in the late 19th and early 20th centuries built up
large organizational networks
• These organizations engaged in campaigns against child marriage, women’s suffrage and
equal rights.
• They promoted higher education and opened up new professions for women in teaching
medicine and law.
Therefore, colonial education revealed its emancipatory potential in the promotion of self-
confidence among members of all social strata and the subsequent emergence of national
consciousness among the colonial subjects.
Topic 49
Citizenship Concept in the Subcontinent
The concept of citizenship emerged from the social philosophy of liberalism that developed in
the 18th century England.
Its vision of true citizen was based on individuality and individual rights, equality and private
property, and it was the role of the state to ensure this.
The citizen was also the representative and upholder of civil society, an arena of associational
groups, free discussion and critique – set apart from (and often opposed to) the state.
Although the educated English-speaking Indian elite enjoyed higher status and certain privileges
in the colonial state, they did not have full citizen rights and remained in a subordinate position
in the colonial frame.
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However, their social privileged position enabled them to develop elements of civil society,
constituting a critical space in which both Indian and Western traditions, structures, and politics
became the subject of reflection, debate and transformative action.
Topic 50
Self Interest in Education
Towards the end of the colonial rule, the colonized themselves became an effective force in the
field of education.
They submitted their own ideas about a future educational system while partly gaining
experience in running the existing one.
In the eyes of the natives, education was intended to play a vital role in the process of future
nation-state formation, a role it once performed successfully in Europe.
Creating of a National Culture
The natives felt that education was the path that would lead towards the creation of a national
culture, thus strengthening their control over their own lives.
In a state with a unified schooling system, education provided not only trained cadres for the
government and army, it also generated the required skills for running civil society.
They further believed that education was an integrative element in popularizing the notion of
citizenship and concepts of nationhood and national character.
Topic 51
Primary Education under Dyarchy
Dyarchy: Government in which power is vested in two rulers or authorities.
Under the Government Act of 1919 the departments of education in provinces were transferred
to the Indian ministers.
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This resulted in enormous administrative power and control coming into the hands of local
authorities.
These local bodies proved to be very incompetent in spreading education and gravely abused
their power for political and other purposes.
• There was a quantitative expansion in primary education between 1922 to 1927.

• But at the same time the rate of children withdrawal from schools before completion of
primary education also increased.
• Majority of these schools only had one teacher
• These teachers were also inadequately trained, under paid and often transferred
The curriculum being taught in these schools was also very uninspiring and uninteresting and
emphasized on books and book learning.
With poverty looming large parents preferred sending their children to small jobs rather than
schools as the former enabled them to contribute – even if very little – to their families’ budgets.
Topic 52
Wardha Scheme
• A Scheme of basic primary education known as the Wardha Scheme was implemented in
1937.
• It was made the official policy of Congress provincial governments under the label of the
national education
• According to this scheme compulsory education for boys and girls was extended from 7
to 14 years of age.
• State was held responsible for providing free of charge education.
According to the Wardha Scheme, all the children were to be admitted in same schools and given
equal educational opportunities irrespective of their caste or creed.
The Wardha Scheme tried to overcome the attitude which considered manual labour menial.
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• It aimed at eradicating the artificial distinction between physical and mental work
• The scheme emphasized on work which would be educationally productive and socially
useful.
Educating children by keeping in mind their native culture was another aim of this scheme.
For this reason education during the first few years of the school was given in the child’s mother
tongue and not in Hindi or any foreign language.
The scheme further focused on developing basic attitudes and abilities in the children which
were considered significant for establishing and strengthening a democratic society.
Topic 53
National Education with an Unresolved Issue
Education was bound to become an area of contestation in a country where people belonged to
different communities and cultures.
• For majority, education was linked to a larger Hindu religious cultural background
• However, for minorities religion was also linked to a specific culture
It further believed that loyalty and affiliation to cultural and religious features of a specific
community were the main obstacles to national unity.
• Common political and economic interests of the Hindus, Muslims and other communities
were underlined in the national approach.
• Struggle for freedom was of primary importance
“Religion recedes into the background and nationalism appears in the aggressive garbs, and
behind nationalism other isms which talk in social and economic terms” – Nehru
The Wardha Sheme was framed in the spirit of Indian nationalism.
Hence, it did not take into consideration the education of country’s major communities with
regards to their diverse cultural and religious traits.
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• However, the scheme did not discourage any form of religious observance
• Public schools’ premises were allowed to be used for religious instructions after school
hours.
The issues of religious education to be made an official part of the school curriculum or not
remained unresolved as many were in support of the idea, while there were others who believed
education needed to remain secular.
Topic 54
Muslim Opposition to Wardha Scheme
The scheme of national education based on the Wardha Scheme under the responsibility of
Congress provincial government was criticized in different ways.
The scheme was already rejected by the All India Muslim Educational Conference in October
1938.
A demand was made by the conference in 1939 for the formation of a comprehensive scheme of
education in accordance with the Muslims’ cultural and social needs.
The Vidya Mandir Scheme (VMS)
This scheme was introduced in the Central Provinces to provide basic education in villages at
nominal costs.
• From the very beginning there was opposition to the name of this scheme
• In 1939 the Vidya Mandir Bill was passed in the assembly of Central Provinces and
Berar which was opposed by entire body of Muslim members.
The CP and Berar Nationalist Muslim Conference
Disappointment was shown by the conference at the treatment being given by the CP
government to Urdu Language and script
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• It further emphasized the need for the fulfillment of fundamental rights of Muslims by the
Congress Working Committee which were initially promised to them.
• Therefore, it was the subject of education which in its own way contributed to the
deterioration of communal situation
Congress provincial government and other in charge parties underestimated the strength and
depth of religious feelings among large sections of Indian Muslims in relation to education and
culture.
Topic 55
Muslim League and Education as Campaign Issue
From 1937, the criticism and rejection of the provincial government educational policies became
one of the main agendas of All India Muslim League to get the support of Muslim electorate and
attack the policies of Indian National Congress.
In April 1938, during a session of Muslim League, M.A.Jinnah charged the Congress provincial
governments with forcing Hindu philosophy, literature and ideals upon Muslim students.
Later on Jinnah became more vocal about other problems being faced by Muslims, such as:
• Muslim representation in legislatures

• Mass contact programme
Muslim League declared the textbooks prescribed by the provincial governments to be ‘not just
offensive to the feelings of the Muslims but mainly devoted to the praise of Hindu religion and
philosophy.
Discriminatory Actions against Muslims
A lack of Urdu schools was observed even in districts which had sufficient number of Muslims
to justify the opening of such schools.
• Muslim boys were being forced to greet Hindu goddess with folded hands
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• Applications written in Urdu were ignored by municipal committees
• Assembly speeches were delivered in Urdu but reported only in Hindi
Therefore, it can be concluded that the concept and policy of Congress provincial governments
in the field of education contributed to Muslim League gaining such momentum.
This policy was portrayed by the Muslim League leadership as an attempt to undermine the
cultural distinctiveness of the Indian Muslims.
Topic 56
Laying Foundations of Muslim Education System
With opposition to the Wardha Scheme, a number of people thought of forming a distinct system
of education for the Muslims.
The idea of separation was favoured in a scheme submitted by Abdul Latif in 1939.
Aligarh Scheme
This scheme was proposed in August 1939.
• It’s aim was to launch a number of constructive programmes for social, educational and
economic improvement of Muslims.
• One of the strongest supporters of Aligarh Scheme was M. Afzal Hussain Qadri.
• In a letter written by him to Jinnah, he emphasized on the importance of ‘an educational
system for the Muslims independent of any non-Muslim control or influence’.
In January 1945, during an address Jinnah referred to a special subcommittee set up ‘to draft a
scheme for the education of Muslims in India’.
As, he believed education to be a precondition for ‘any real, speedy and substantial progress
Lecture 8
Education and National Building 1
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Topic 57
Foundations of National Education
The foundations of education were laid during the early period of first military rule imposed by
General Ayub Khan (1956-68).
Prior to Ayub Khan’s takeover, various recommendations had been put forward in meetings and
conferences regarding the national education policy.
However, a comprehensive national educational policy was not formulated.
The situation of education was reviewed in 1952 and a National Plan for Educational
Development was devised, but the implementations of this plan remained weak.
Later on, in 1957 the Educational Reforms Commission for East Pakistan made a series of
recommendations.
Ideas and suggestions regarding education in Pakistan were being given in international
conferences and seminars as well.
However, majority of these ideas and suggestions were not being implemented.
Topic 58
The Sharif Commission
The commission was constituted by Ayub Khan’s government in 1958.
It was entrusted with the task of reorganizing and reorienting the educational system of Pakistan.
The recommendations of the Sharif Commission Report of 1959 became the basis of Pakistan’s
educational system in the following decade.
Report of the Commission on National Education
It aimed to reconstruct not just the educational system but the national consciousness as well.
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This reconstruction was aimed to be done along the lines of modernity, development and
Pakistani nationalism.
Topic 59
Educational Policy in Ayub’s Era
Ayub Khan’s military government accorded high priority to the educational reform.
This was because of the centrality of education in the construction of ‘nationalism’, and its
anticipated capacity to usher in modernity.
In one of the addresses at the Curriculum Committee meetings, Ayub Khan said: “Of all the
reforms we have initiated in the last 20 months, the reconstruction of the education system is the
one closest and dearest to my heart”.
According to him, these reforms constituted the first landmark in Pakistan’s endeavour to bring
the educational system in line with the requirements and realities of modern life.
Following are two of the most important educational imperatives of Ayub Khan’s military
regime:
• National integration and homogenization

• Modernization of economy and society
In order to achieve these two aims of contemporary times, it was essential to erase or at least
diminish the pre-modern identities arising from the ethnic, caste, regional or sectarian
belongings, and simultaneously to loosen the hold of tradition, local cultures, the past, and the
alleged scientific outlook of the people.
Topic 60
Forging a National Identity
Newly independent postcolonial states have tended to rely fairly on education to create a sense of
‘common brotherhood’.
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A shared national ethos which would override the divisions and distinctions based on class,
ethnicity, tribal, and sectarian affiliations, and reduce the consciousness of regional disparities.
The move towards modernity, in case of Pakistan, meant that tribal and local loyalties are
shunned in favour of the larger collectivity represented by the centralizing bureaucratic state.
Social sciences and social studies, especially the subjects of history and civic, have been
assigned the role defined in educational policies as ‘nation-building’ and creating citizenship of
civic values.
Educational discourse in Pakistan has also centered heavily on the idea of nation building and
citizenship formation.
Topic 61
Forging a National Identity
Consistent with the premise of two-nation theory, religion was invoked for the purpose of
national integration.
Since religion seemed to be the only common thread tying the different regions together, it was
deployed as a strategy for national unification.
However, religion proved to be a weak bond when it came to the ethnic consciousness,
especially as religion is interpreted very differently across regions, sects and classes.
National Identity and Language
The Sharif Report states that language, as the repository of thought and culture of people and as a
link between the past and present, is also a part of the concept of nationhood.
National language is thus an icon which constructs the ‘nation’ as unified and homogenized.
The Sharif Report further gives importance to the script in preserving the cultural heritage.
Topic 62
Making of the Citizen
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An important task that education is expected to perform in contemporary nation-states is the
forging of modern and moral citizens.
Apart from homogenization and developing an emotional relation to the idea of the ‘one nation’,
people have to be disciplined and regimented into the requirements of modern citizenship.
The qualities of a god citizen, according to the Sharif Report, include: discipline, helpfulness,
honesty in private and public life, self-sacrifice, integrity, justice, efficiency, good character,
cooperation, etc.
Throughout the report there are references to ‘reorganizing and reorienting education to our
aspirations’.
The most central quality required in a good citizen is patriotism on which there is repeated
emphasis.
In order to become modern citizens, people must relinquish their pre-modern narrower identities
and loyalties.
Regional and communal consciousness must give way to modern consciousness rooted in the
‘rational’ idea of the enlightened citizen of the state.
While in most of Ayub Khan’s speeches and statements, religion is called upon to usher in a
modern, rational and contemporary sensibility in education, it is also expected to create a ‘moral
citizen’.
It was further argued by him in a number of his speeches that the corruption of politicians, black
marketeering, dishonesty in public dealing and other moral depravations can be avoided with the
help of education as it instills morality and good character.
Lecture 9
Education and National Building 2
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Topic 63
Construction of Citizenship
A citizen must have deep and abiding love for his/ her country.
Pride in nation’s past, an enthusiasm for its present, a firm confidence in its future, and a
conviction that every citizen must have a basic responsibility to contribute what he/ she can to
the growth and strength of Pakistan.
The essence of patriotism is a feeling of national solidarity in which the individual identifies
him/ herself with the common aspirations of all citizens and develops a consciousness of affinity
(like-mindedness, similarity, attraction) and kinship (relationship, bond, affiliation).
He/ she feels a sense of belonging to Pakistan in the same way that one belongs to his/ her family
and believes that whatever happens to Pakistan happens to him/ her.
The citizens, as a member of the state, must think in terms of territory, rather than his/ her
belongings on a common language or other shared symbolic universe.
In constructing citizens imbued (filled, instilled, saturated) with a ‘national spirit’, traditions
were held in the highest regard, and the past deemed too important to be ignored for the sake of
future.
“The cultural heritage of Pakistan is both rich and old. Each period of this heritage has its
distinct characteristics, and every race or people who came and settled here, left their
individual racial, religious and other marks” – Ayub Kahn, 26th October, 1961.
EXTRA READING: Culture may be defined as behaviour peculiar to human beings, together with material objects used. Culture
consists of language, ideas, beliefs, customs, codes, institution, tools, techniques, works of arts, ceremonies and so on. According to
Allama Iqbal:
"Culture encompasses all the mental, spiritual and physical activities of a nation. It includes the basic beliefs and faith, values and
literature, art and architecture, music and mode of dress, manners and customs prevalent in a given society."
The legacy of our predecessors at the time of our independence, on August 14, 1947, came to us as a treasure which may be called as
Pakistan’s national heritage. So rich and diversified is this heritage that Pakistani nation can be proud of its glorious past, be Islamic,
Post Islamic or pre-Islamic period as far back as pre-historic times. No other country of the world can produce the treasure of by gone
days as can be found in Pakistan. It is now incumbent upon us to treasure our national heritage and save it from further deterioration and
theft
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Topic 64
Becoming Modern
“Our present education system is a legacy form the past. It was designed and devised
to meet an entirely different set of conditions; it needs to be revised to meet the
requirements of a free nation”. – Ayub Khan, 9th December, 1958.
The Sharif Commission has been given task to suggest ‘ways in which education in Pakistan
might be given a new orientation to fit the needs and aspirations of our people’.
In order to approach this task there was a need to think of the future of this society which
education should help to shape.
It was assumed that the educational system of a nation should be consonant (in agreement with,
be consistent with) with the country’s self-image; that it should be, in form and content
consistent with hopes and aspirations the country holds for itself.
Persistent concern was shown by Ayub Khan in his speeches as well as the Sharif Report
regarding Pakistan becoming a modern nation, a progressive industrialized and economically
developed country, armed with scientific knowledge and technical know-how.
The preoccupation with becoming modern required a modern citizenry, with anew consciousness
steeped (soaked, immersed, saturated) in aspirations for the future.
Dichotomy
In this disclosure, the future takes precedence over the past.
When the overriding agenda was modernization and development, past became a hindrance, a
menace to overcome.
Memory made uncomfortable intrusions into the present and future, distributing the smooth
movement forward into a progressive and enlightened time.
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Topic 65
Technical Education and Modern Worker
A great deal of emphasis was placed on technical knowledge and skills along with occasional
defamation (insult, character assassination, abusive attack on good name) of subjects that were too
‘bookish’ or ‘literary’.
“Machine without men to handle them are a national waste” – Ayub Khan, 29th May 1961
Education was divided into two streams:
1. General education
2. Technical education
American Influence
Since the Sharif Report had a heavy input from American educationists and universities, the bias
was clearly American, with a focus on technology and its implication on the industry.
In a move clearly influenced by the American thinking of the time, history, civics and geography
were put together to form a subject called ‘social studies’.
American influence is also the reason why so called ‘literary’ subjects and ‘bookish’ knowledge
were repeatedly de-emphasized and there was constant reference to the importance of ‘applied
knowledge’.
Reliance on Private Sector
In his attempt to promote and encourage the spread of technical and scientific education, Ayub
Khan relied extensively on the private sector.
At the opening ceremony of the Habib Institute of Technology in Nawabshah in 1964, he

attempted to convince the private sector to invest heavily in technical education in order to
provide itself with a technically trained force.
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The fashionable notions of ‘activity based teaching’ and ‘child centered learning’ were also some
of the ways suggested to become modern.
Topic 66
Homemakers of the Nation
Since colonial times, the conclusive test of modernity has been the level of women’s
emancipation and education.
Women’s backwardness was the colonizers’ main argument against ‘illiterate, savage natives’.
The well-known Muslim educationist, Sir Syed Ahmed Khan was basically a progressive person
and a modernist in his thinking, but when it came to women’s education, he advocated only
religious, domestic and moral education.
• Secular, modern education was considered dangerous for women and not suitable for
their role in society.
• The same opinion was expressed by the enlightened poet Allama Iqbal.
• The Sharif’s Report of Ayub Khan’s era states the same views.
• It recommends women’s education and then restricts it to traditional, religious, and
domestic subjects designed to make women better wives, mothers and homemakers.
The belief that unless a mother is educated there will never be an educated home nor an educated
community appears in the report as well.
The subjects and professions recommended for women are extensions of their traditional roles.
Example: The policy of 1959 suggests teaching women elementary home-craft, tailoring,
needlework, cooking, weaving, home and child care.
Education was thus divided along gender lines and the low-paid professions were feminized.
Functions traditionally assigned to women were recommended but in modernized form, so that
women could become more scientific and rational wives, mothers and homemakers.
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Topic 67
Reconciling the Secular and the Sacred
Science was viewed with suspicion by a number of traditionalists and religious people, who saw
it as an instrument of the devil to take people’s minds away from faith.
Ayub Khan tried dealing with this situation by strongly advocating a liberal, modernist and
progressive interpretation of religion which would be compatible with scientific ethos.
Like Sir Syed Ahmed Khan and Allama Iqbal, Ayub Khan also insisted on the reconciliation of
science and religion. – He frequently states that there was no conflict in science and religion and
that religion itself required believers to seek knowledge.
Religion could not be discarded from national education not only because of its centrality in
national integration, but also because most people in Pakistan feel varying levels of attachment
to their faith.
He convinced Ulema to make liberal and modern interpretations of Islam, showing it to be

consonant (consistent with, in agreement with, compatible with) with the ‘requirement of the
time’. – He considered the movements against innovation and newness as disservice to ‘noble
religion’.
It was argued that science would enable Pakistan to make up for the lost time in development
and progress, and help us meet ‘the requirements of the time’.
Science and technology were made the cornerstone of national education, and Ulema were called
upon to interpret Islam in favour of such a move in state-sponsored reconciliation of the sacred
and the secular.
Extra Reading
Science and technology is a growing field in Pakistan and has played an important role in the country's development since
its founding. Pakistan has a large pool of scientists, engineers, doctors, and technicians assuming an active role in science
and technology. Liaquat Ali Khan the first Prime Minister of Pakistan, made various reforms to initiate improvement in
higher education and scientific research.
Physics (theoretical, nuclear, particle, laser, and quantum physics), material science, metallurgy (engineering), biology,
EDU505
chemistry (organic),
Educational and mathematics,
Development are some of the fields in which Pakistani scientists have contributed. From the
in Pakistan
Virtual
1960s andUniversity of Pakistan
onwards, the Pakistani government made the development and advancement of science a national priority.
Technology is most highly developed in nuclear physics and explosives engineering. Page 54

Topic 68
Early and Later Nationalisms
Early Nationalism
In the early form of nationalism, the ‘national’ was to be recast in the image of international.
National greatness and glory would lie in becoming increasingly like Western countries and
erasing or minimizing differences.
Being unlike Others, that is, backward, underdeveloped, steeped in superstition, unscientific,
irrational, and uncivilized was a matter of national shame.
Later Nationalism
The later nationalism of the era of General Zia drew heavily from the 19th century form of
religious nationalism articulated (expressed, said, pronounced) in two nation theory.
It laid a lot more emphasis on religion, tradition, and the past as sources of national pride.
The focus was on differences from Others, dissimilar traditions, and local culture.
For General Zia, being different meant being superior to or better than the Others on account of a
‘golden path’ and having inherent ‘great tradition’.
Religious tolerance and diversity of faith were among the values advocated in Ayub’s period as
part of becoming modern and secular.
Whereas, the Zia era textbooks created the Hindu, Buddhist, Christian and Jewish Others as
eternal enemies of Islam, Muslims and Pakistan.
The opposing ideas of the two marshals were designed to achieve similar effects – the
legitimization of military rule.
Modernity and Islamization, served more or less the same purpose of supporting military rule.
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Lecture 10
Education and Development
Topic 69
Religion, Education and Political Agendas
It is true that there is always diversity in the educational policies in terms of their objectives and
recommendations
However, the urge for assimilating Islam and the ideology of Pakistan in the system of education
has always been a common factor.
But, unfortunately most of these noble assertions have remained rhetoric and impliedly the issue
of Islamic orientation of education still remains unresolved
Despite the fact that every educational policy has been envisaged to assimilate Islam and the
ideology of Pakistan in the education system, the powerful rulers always used education to
propagate certain ideologies favored by them
Examples
1. During Ayub Khan’s regime, the emphasis was only on the ‘economic development’
2. In General Zia’s era, claim was made to Islamize the society by changing the character of
curriculum and educational institutions
It is clear that every ruler tried to use education to legitimize and uphold a certain ideology that
suited his government’s manifesto
Topic 70
In Search of Direction
In the light of the content which has so far been discussed it is evident that Pakistan is still in
search of direction; whether to choose between the two systems of education, or to evolve a new
system by integrating both.
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Since independence of the country, the nation has been a victim of persistent and conflicting
educational dualism.
This dichotomy has resulted in creating the different world-views.
Both the systems seem apparently incompatible.
The western education system is rooted in the assumptions of western science and is basically
oriented to serve the secular and material needs of the modern society
Whereas, the traditional Islamic education, nurtured by the religious groups, is based on the
knowledge revealed in the Quran and authoritatively applied to the new areas by analogical
extensions.
The primary aim is to preserve the ideals, values and content of the religious-cultural heritage
and produce good Muslims
What is needed is a concerted attempt to integrate the two systems of education on the lines that
have been done in the past when various Muslim thinkers, philosophers and scholars acquired
the knowledge from Greek and extended it further by their own inputs and contributions
Topic 71
The Structure of Education
Pakistan has a comprehensive, dynamic and developing system of education
Due to the continuous quantitative development, horizontal expansion and the recurring political
changes in the country, the structure of education has been a subject of change and
transformation
Every new government tried to implement its own policies and to ensure achievement of their
political objectives, these governments tried to change the structure of the system of education as
well
Example
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In 1972, all private schools and colleges were nationalized in accordance with the political
philosophy of Zulfiqar Ali Bhutto
However, in 1977 the government again allowed the private sector to establish it’s schools
But unlike before, the private sector institutions which were established after 1977 are being run
on profit making basis
The subsequent governments even took a U-turn and handed over the nationalized institutions
back to their previous owners
The subsequent governments even took a U-turn and handed over the nationalized institutions
back to their previous owners
The reason for this lack of non-stability of the educational structure and system is the lack of a
comprehensive legislation
Education both at the federal and provincial levels is managed as per the policies announced by
the government, not under the act passed by the parliament
Topic 72
Compulsory Status of Education
Education has never been compulsory at any level in Pakistan
However, various governments have time and again intended to make the primary education
compulsory and universal, at least in some parts of the country
The first policy, in this respect was announced in early 1960s, but unluckily it was not
implemented
The Education Policy 1979
This policy also envisaged the program of making primary education universal and compulsory
for the boys by 1988 and for the girls by 1992
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However, these goals couldn’t be achieved
Reasons for failure
A number of factors played a part in the failure of this policy
Amongst these factors the lack of sufficient number of schools to meet the high demands of high
population of school age children is most significant
Financial constraints also caused further setback to the plan
At present, the Government is still struggling to universalize primary education and reduce the
drop-out rate
Punjab Compulsory Education Act 1994
This Act was put into place in Punjab in December 1994
According to this act, parents were obliged to send their children to schools until they have
completed the primary education course, except, in case of plausible excuse
However, it is highly unfortunate that this act has not been implemented in letter and spirit and
resultantly enrolment rate at the primary level has not been achieved as was envisaged
Topic 73
Age of pupils
In general the age of pupils at primary level is 5-10 years
Practically, it is difficult to ensure the age of pupils entering the school
This is because majority of the parents are illiterate and they do not keep records of the dates of
births of their children
Therefore, the information that they provide to the schools is based on guess work
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In socio-economically advanced areas of the country, parents try to secure admission for their
children rather early; around 5 years of age
Whereas, in case of backward areas, a child is usually sent to school when he/she reaches the age
of 6-7 years
However, this ratio changes from place to place
It is also very common to find children of different ages in one class especially in the schools
which are located in the rural areas
There are some schools which are offering the reception class also known as ‘Katchi’ class in an
informal manner
However, it has been decided by the government that the reception class will now be formally
recognized and schools are being encouraged to admit students accordingly
Topic 74
Fee and Facilities
At primary level, education is free in the government schools
In private and public schools, the fee varies from school to school
It needs to be clarified here that public schools are run by the autonomous bodies and receive
grant-in-aid from the Government
Normally, the medium of instruction in these schools is English
There is no provision of free or subsidized meals in either kind of schools
However, in public schools, health services are provided in the form of annual check-ups
In the state-run schools, a nominal fee is charged
But in the private and public schools, the fee is much higher than that of the government schools
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In the state-run schools, a nominal fee is charged
But in the private and public schools, the fee is much higher than that of the government schools
Similarly, at the intermediate degree and the university education level, a nominal fee is charged
in the government institutes
A few years ago, there were no private or public educational institutes providing education
beyond the intermediate or higher secondary levels
However, in the last 2 decades or so a large number of educational institutions have sprung up in
the country, imparting education to the elite group of people at much higher cost which is most
of the times unaffordable for the common man
In short, the education in government schools is much cheaper compared to the private or public
schools
It is assumed that somewhat better teaching-learning facilities are available in private and
divisional public schools as compared to the government schools
Considering the heavy amount of fee that they charge, the quality, standard of education and the
facility they provide isn’t satisfactory
In addition, these schools are producing a different and privileged social class of children, which
has resulted in division of the society on different basis
Lecture 11
History of Education in Pakistan
Topic 75
Post Independence
Upon independence both India and Pakistan inherited the education system installed about a
century ago by the British Empire
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Upon independence both India and Pakistan inherited the education system installed about a
century ago by the British Empire
The education system was founded upon the social, economic, cultural and political basis which
were entirely different from those of the newly independent states
At the time of inception of Pakistan, about 90 percent of its population was illiterate
A soundly resourceful nation could educate this vast majority of people, however Pakistan, with
its meager resources and a mere handful of institutions, could not meet the demand
Thus, the nation was and, unluckily, is still confronted with multiple problems like expanding the
educational facilities to meet the needs of the ever increasing school-age population and
improving the prevailing quality of education being imparted in its schools, colleges and
universities
Solution to these Problems
These problems demanded the provision of an adequate national system of education by

amending and restructuring the existing system,..
the insufficient availability of well trained teachers, curriculum re-organization, re-orientation of

teaching methods and the organization of adult education to eradicate mass illiteracy
Topic 76
Indecisiveness about State Policies
On the political frontier, the Pakistani nation shouldered an additional problem of establishing a
state on the principles of Islam which were to be incorporated in its educational system
This was mainly because the aims and objectives of Islamic education are entirely different form
those of the secular or liberal education
Ever since its independence, efforts have been made to bring about dynamic changes and to re-
organize the education system in Pakistan
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Unfortunately, all these efforts failed and for Pakistan, there is yet to be a full agreement on how
we can precisely define an Islamic state and more importantly how education is to reflect its
requirement
Confusion amongst the Educated Elite
When Pakistan came into existence, its educated elite were indecisive about the direction of the
state policies
They were confused about choosing the western system of education or adhering to the
principles of Islam while laying the educational foundation of the newly born state
It became obvious by the way the western oriented elite was expressing their views that they
were in a state of confusion regarding the disparity between the two divergent systems of
education and also towards the need to establish a sound education system according to the
demands and aspirations of the nation.
Topic 77
First National Educational Conference
The complexity of the problem of disparity between the two educational systems was
apprehended by the founder of Pakistan, Muhammad Ali Jinnah and his government
Soon after the independence, during an informal social function, he asked the eminent
educationists and members of the Constituent Assembly to formulate an effective education
policy for the country
Jinnah said, “Now that we have got our own state, it is up to to you to establish a viable,
productive and sound system of education suited to our needs. It should reflect our history and
our national schemes.. Never hesitate to come up to the government with ideas and suggestions. I
am confident that they will receive earnest considerations.”
“Never hesitate to come up to the government with ideas and suggestions. I am confident that
they will receive earnest considerations.”
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On 27th November, 1947, Mr. Fazal ur Rahman, Minister of Education, convened the first
National Educational Conference
Prominent educationists, non-official members; representatives of the minorities and a British

educationist attached to the missionary education institutes were called to attend the conference
The delegates of the conference discussed various issues in detail
However, they were not prepared for serious issues
Due to this the deliberations of the conference regarding the curriculum matters, medium of
instruction and the role of regional and national languages in the overall policy of education did
not come out in any solid and concrete form
Consensus
There was, however, a consensus among the participants of the conference about the ideological
character of education system
Topic 78
Unresolved Issue of Islamic Orientation of Education
The first National Educational Conference was the first conference which took place just after
three months since the establishment of Pakistan
The members of this conference were given a fundamental and formidable task to perform
It was the pioneer formal effort to formulate an educational policy based on the Islamic ideology,
a long treasured desire and need of the society
If more efforts were put in by the delegates of the conference in shaping the future education
policy of the newly emancipated state, it is possible that they might have come up with more
concrete and conclusive resolutions
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If more efforts were put in by the delegates of the conference in shaping the future education
policy of the newly emancipated state, it is possible that they might have come up with more
concrete and conclusive resolutions
Topic 79
Educational Scenario in the 1950s and 1960s
First Five Year Development Plan
This plan was implanted from 1955-1960
In this five year plan the pivotal role of education was recognized for the improvement and
expansion of national development but it failed to address the Islamic character of education
In 1956, the political instability led to the first military regime of General Ayub Khan
During this period, the primary and secondary curricula was revised and Islamic studies and
religious education was given a lot of consideration
The Commission on National Education 1959 also stressed the need of re-orientation and
reorganization of the existing education system so as to evolve a national system which would
better reflect our spiritual, moral and cultural values
Character building and the pursuit of quality were highlighted as the main aims of education
Again in the Second Five Year Development Plan (1960-1965), the supreme task of education
was defined as to build the national character on strong foundations of faith
Topic 80
Bridging the Gap
The New Education Policy of 1969
Later in the late 1960s, the New Education Policy of 1969 emphasized the need of a change in
the existing educational structure and, therefore, contained the proposals for a new policy
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It aptly pointed out the necessity of restructuring the education system by minimizing the wide
gap between the traditional Madrassah system and the general system of education in the light of
national requirements
The existence of these two quite distinct systems of education was causing hindrance to promote
a national consensus
Therefore, education was failing in playing its role properly in the promotion of national
development
Taking into account this urgent and critical need of change, the main aim of the policy was to
create a literate unified society and to impart a common set of cultural values based on the
percepts of Islam
The Madrassahs were pledged to be integrated into the normal school system and it was decided
that the latter would be reorganized by bringing them in line with the ideological demands
Lecture 12
History of Reform Policies
Topic 81
Development in the First Two Decades
Education in Pakistan underwent a number of reforms and policies throughout its history
First Five Year Plan (1955-60)
In this plan the main emphasis was laid on the substantial improvement in the quality of
education, expansion of infrastructure and opening new schools, especially in the backward areas
Primary education got special focus along with the improvement in teacher training, secondary
and higher education
The education and training sector was allocated Rs. 581 million, constituting 6.2% of total plan’s
spending
% of
Sub-sector Expenditure
EDU505 Primary Education 18
Educational Development in Pakistan Secondary Education 26.7
Teacher Education 6.6
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Technical Education 8.8
College and Universities 28.1
Scholarships 0.9
Scientific and Industrial
for more handouts9.1
visit: cluesbook.com
Financial allocation for education during the 1st Five Year Plan
The Commission on National Education 1959
In October 1956, the civil government was dismissed and

Martial Law was imposed by General Muhammad Ayub
Khan
This commission was formed in 1959 with a view to completely analyze the existing system and
recommend some far reaching measures to rejuvenate it to meet the challenges of the changing
times
Some of the important recommendations made by the commission were:
Making schooling compulsory and establishing new technical and commercial institutes
Providing scholarships to capable students
Re-vitalization of the examination system so that it could access the abilities and achievements
of the students and not their memory and data retention
Duration of 1st degree was recommended to be increased from 2 to 3 years
Second Five Year Plan (1960-65)
In this plan education was viewed as a productive activity and an investment in human resources
for socio-economic development of a nation state
Certain growing points were identified at various levels of education and technical education
especially at secondary and higher levels was paid particular attention
Financial allocation for education during the 2nd Five Year Plan
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Topic 82
Development in the First Two Decades
Third Five Year Plan (1965-70)
Like the 2nd five year plan, this plan too viewed education as national investment and a major
determinant of the economic growth
This plan was prepared not only to keep pace with the progress but to also augment it
Originally, Rs. 3030 million were allocated for education but due to war of 1965 the amount was
reduced to Rs. 2674 million
Financial allocation for education during the 3rd Five Year Plan:
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In December 1966 the second Martial Law was imposed by General Yahya Khan
This Martial Law government set up a number of study groups to formulate a new education
policy
These study groups consulted with parents, teachers and other cross-sections of the society and
drafted a policy which offered various proposals
This policy aimed to use education as a force of national unification and recommended the
integration of two separate education systems, madrasahs and contemporary public schools,
which were operating side by side
Medium of Instruction
The medium of instruction was also suggested to be Bengali in the East Pakistan and Urdu in the
West Pakistan
The policy further called for:
More involvement of the students and teachers in the affairs of education
Changes in the management and functioning of private institutions
Removing the disparity between rural and urban education

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Therefore, in 1st five year plan the focus was on primary education, colleges and universities and
out of 581 million allocated to education only 400 million i.e. 69% of the proposed allocation
was spent on education
In the 2nd five year plan the focus shifted to technical education along with colleges and
universities
Only 64% of the allocated amount was spent on education
Whereas, in the 3rd five year plan importance was given to secondary education and continual
support for technical education
56% of the actual allocation was spent on education
Topic 83
Setting New Targets
Despite scarce resources and a handful of institutions that Pakistan inherited in 1947, it still
managed to make a considerable progress in terms of expanding educational opportunities at
various levels
However, satisfactory progress couldn’t be achieved due to unstable socio-political conditions,

coupled with ineffective implementation of educational policies and plans
Pakistan in 1971, was once again involved in a political turmoil; almost similar to the one it
faced in 1947
Therefore, there was an undeniable need to plan the education on realistic lines and to develop a
sense of loyalty and national unity among the new generation
The Fourth Five Year Plan (1970-75)
This plan was designed within the major framework of New Education Policy of 1969
Rs. 3,665 million were allocated to the education sector
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Main objectives of this policy were:
Creation of literate population
Improving the quality of education
Making optimum use of available resources
Removing the disparity in urban and rural education
Financial allocation for education

during the 4th Five Year Plan
The Education Policy (1972-80)
This policy analyzed the education system as a whole and restructured it from top to bottom
Recommendations of the Education Policy were also made a part of this policy
Primary and Secondary Education
Primary education was announced to be free and universal, at first up to class 10th and then to
class 12th stepwise
The secondary education was proposed to be made compulsory up to 10th class by 1980
College and University Education
Compared to primary and secondary education, college and university education made more
progress in quantitative terms
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New colleges were opened at almost each tehsil in Sindh and Punjab and comparatively fewer in
NWFP and Balochistan
Facilities at university level were also expanded
Existing universities were strengthened and new universities were established with a view to
provide the facilities of higher education to every part of the country
The number of universities in the decade of 1970 almost doubled
Nationalization
The hallmark of the policy and probably the only one that was wholly implemented was the
nationalization of private institutions
A total of 78 colleges in Punjab and about 100 in Sindh were nationalized
However, this later on resulted in a decrease of the teachers' efficiency
Topic 84
Setting New Targets
In 1977 another Martial Law was imposed by General Zia-ul-Haq
The new government was very concerned about the ‘Islamic character’ of the nation as a whole
and that of education system in particular
It was observed by the government that the current education system of the country didn’t reflect
the basic values of Islam
Therefore, a National Education Conference was convened by the government in 1977
This conference led to the formation of Education Policy in 1979
The main objectives of this policy were:
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Revision, modernization and Islamization of the curricula to bring it in conformity with the
Islamic ideals
National language would be the medium of instruction
Nearly 13000 new primary schools would be opened specially in the rural areas
About 5000 madrasahs would be opened
Public examination at secondary level was to be conducted in national language Urdu by the year
1989
The Fifth Five Year Plan (1978-83)
Most of the proposals given in the Education Policy 1979 were implemented in this plan
A budget of Rs. 8.41 million was allocated for education sector in this plan
Financial allocation for education during the 5th Five Year Plan
The Sixth Five Year Plan (1983-88)
The new plan depicted the upside down state of educational priorities, the expansion of higher
education at the cost of falling participation rates of the primary education
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Various sub-sectors of education were given priority under this plan
Financial allocation for education during the 6th Five Year Plan
The Seventh Five Year Plan (1988-93)
In this plan the strategy was to increase the literacy rate through enhancement and spreading out
of primary education as well as to encourage the private sector to play an active role
Financial allocation for education during the 7th Five Year Plan:
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Topic 85
Preparing for the New Millennium
At the turn of the century, education in Pakistan stood at crossroads when the world was
preparing to enter the new millennium
The seventh five year plan envisioned that every child aged five years would have access to
either a primary school or a comparable, but less comprehensive, mass school
Neither linear expansion nor the pace of qualitative improvement could meet the demands of
time
• In 1990, the picture of Pakistan with regards to literacy rate, gender disparity and
enrolment ratio looks very bleak
• Therefore, there was a dire need for an educational policy that would help in dealing with
these challenges
National Education Policy 1992
• This policy was another attempt to streamline the process of education
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• It was made by assessing the future needs and demands of the country especially in
primary education and adult literacy
Primary Education and Literacy
• It was recognized that in order to achieve universal primary education, reduce drop-out
rates and fulfill the basic learning needs, compulsory and free primary education had to
be ensured
• Educational foundations were established at provincial and federal levels to promote the
participation of private sector in education
• Policy pledged to achieve 50% literacy rate by 1995 and 70% by 2002
Women Education: Recognizing the difficulties regarding this vital issue, it stressed on the
increased access of females to general and vocational education through a wider spread of
educational facilities
The Eighth Five Year Plan (1993-98)
This plan was developed within the framework of Social Action Program which was initiated
with the help of donor agencies
80% of the program finances were given by the government and 20% by the donor agencies
Financial allocation for education during the 8th Five Year Plan:
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% of
Primary Education 47.3
Secondary Education 23.93
Teacher Education 4.9
College Education 3.63
Scholarships 2.03
Literacy and Mass Education 2.53
University Education 5.94
Museums 0.3
Miscellaneous 1
National Education Policy 1998-2010
• The National Education Policy 1992 was revised in the form of National Education
Policy 1998-2010
• It aimed to face the future challenges and fulfill the needs and demands of the country
• The Social Action Program Phase 1 was also extended in the form of Social Action
Program Phase 2
• The policy pledged to raise literacy rate by 55% (the then current rate was 39%) during
the first 5 years and by 70% by 2010
Topic 86
Preparing for the New Millennium
Medium Term Development Framework (MTDF) 2005-2010
From June 2004, the Planning Commission gave a new name to the Five Year Plan i.e. Medium
Term Development Framework
The MTDF initiatives included:

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• Free education up to secondary level
• Introduction of technological education as a core course at elementary level
• Up gradation of curricula
• Promotion of public-private partnerships
• An amount of 119.7 billion was embarked for the development of basic and college
education for the MTDF 2005-10
• The private sector was also expected to invest 40 billion during that period
A separate amount of 99.2 billion was proposed for higher education
Financial allocation for education under MTDF 2005-10
% of
Elementary Education 7.6
Secondary Education 5.6
College Education 6.07
University Education 37.08
Scholarships and Misc. 3.6
Literacy Programs and Madaris 7.7
Research and Development 18.2
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Teacher 3.4
Total 100
National Education Policy 2009
• The review process of National Education Policy 1998-2010 initiated in 2005
• It was believed that the previous policy failed to achieve its objectives and so the
National Education Policy 2009 came into being
The new policy pledged to reflect upon the progress made, lessons learnt and to critically
examine the setbacks which Pakistan has suffered from since the beginning and to chart a way
forward
It was also observed in this policy that education system of a country should produce responsible
and enlightened citizens to integrate Pakistan in the global framework of human-centered
economic development
Early Childhood Education (ECE)
It was for the first time in Pakistan that the education policy gave special attention to this vital
sector and recommended some measures to develop ECE on sound footings
Elementary Education
The policy hoped to focus on two critical and large problems being faced by the education sector
of Pakistan
1. Low participation rate
2. Improving the quality of education
Teacher Education
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• This policy realized the need of re-structuring the existing system by improving the
quality of teachers
• The policy intervention areas are pre-service education and in-service teacher education
programs
Education in Emergencies
• Special focus is given to introducing and enforcing provisions in the curriculum

regarding issues like crisis and disaster management
• Plausible rehabilitation and disaster management plans need to be put in place to ensure
early restoration of education services
Lecture 13
Kinds of Institutions 1
Topics 87, 88, 89
Deleted
Topic 90
Government Institutions
These schools are the major educational institutions which are available throughout the country
This is a formal and recognized school system under the supervision of provincial governments,
as the provision and administration of education is the subject of provinces in Pakistan
Each provincial government is responsible for the its schools
These schools are run by government through their employees
In more sparsely populated areas, the parents have only two choices, either to send their children
to government schools or to religious educational institutes called “madrasahs”
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In government schools education is free of coast and students are provided with textbooks
Topic 91
Government Institutions
Previously, Urdu was the medium of instruction in all of these institutions
However, in March of 2009 the Punjab government made a decision to make English the
medium of instruction in these institutes with effect from Aril 2011
According to this decision science, mathematics and computer subjects from grade 1 were
decided to be taught in English language
In order to implement this change a number of teachers’ training programs were put into place
However, this decision was met by a lot of resistance, majorly by the teachers who didn’t have
strong hold on the English language
Revision of the Decision
Later on, in February of 2014 the provincial government decided to revert its decision to
implement English as the medium of instruction in public schools from Grade 1
Amidst pressure by teachers, the Punjab government announced that after reviewing the decision
and learning outcomes, it has decided to switch the medium of instruction back to Urdu for
teaching till Grade 3
Teachers in the Punjab have welcomed this decision, but with reservations as, they believe that
the government should make Urdu the medium of instruction till Grade 5
To improve the quality of education, the government is truing to involve parents in the affairs of
schools by establishing school councils
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However, these school councils aren’t fully functional especially in the rural areas, as majority of
the parents are illiterate and cannot perform their roles effectively
Topic 92
Federal Government’s Institutions
In the federally administered areas, the provision of education is the responsibility of the federal
government
These institutions are majorly set up in the federal capital Islamabad, Northern Areas and FATA
However, these federal institutes have also been established by the Federal Government in some
other areas of the country where substantial number of federal employees are posted
Recruitment of Staff
The teachers and administrators in these institutions are recruited by the federal government
The federal Education Service has no link altogether with the Provincial Education Service
Topic 93
Garrison Institutions
As evident from the name, these institutions are set out only in the garrison areas
These institutions are under the supervision and control of armed forces
Types of Garrison Institutions
1. Army schools and colleges which are run by Pakistan Army
2. Fazaya schools and colleges which are run by Pakistan Air Force
3. 3. Navy schools and colleges which are run by Pakistan Navy
English is the medium of instruction in garrison institutions

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All these institutions work under the federal government and do not necessarily follow the
national curriculum
Topic 94
Cadet Schools and Colleges
Cadet schools and colleges are located in some cities of Pakistan such as; Hasan Abdal, Murree
and Kohat
These institutions provide education and training for military purposes
Age of Admission
The schools admit children at the age of 13+ years and prepare them for recruitment in army,
navy and air force
These schools and colleges are under the control of General Headquarter
Recently, a good number of these institutions have been established in remote areas of Khyber
Pukhtunkhwa, Balochistan and Sindh
Skepticism towards these Institutions
There are some sections of the society which are highly skeptical about these institutions as
heavy expenditure is spent in establishing these schools which cater to the needs of only few
individuals of elite class
Topic 95
Local Bodies’ Institutions
Local institutions means sub-units at the public level to which the government gives some
authorities so that they may be able to solve the local problems with the local resources
These institutions are established by the municipal corporations’ i.e. local bodies in urban areas
Normally these schools are set-up in those areas where Government institutions are not available
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Recruitment of Staff
The recruitment of staff and administration of these schools is totally under the control of local
bodies
After the implementation of Devolution Plan 2002, these schools have been shifted to district
budget however, the staff is still being treated under the local bodies’ rules and regulations
Medium of instruction in these schools is Urdu
Lecture 14
Kinds of Institutions 2
Topic 96
Daanish Schools
The government of Punjab decided in 2009 to establish Daanish Schools
This is an innovative education project
Initiative
These schools have been established on the initiative of Chief Minister of Punjab, Shehbaz
Shareef
Presently, there are about 5,216 students studying in 14 Daanish schools
Out of these 14 schools 7 are for boys and 7 for girls
These schools have been established in selected areas of the province
Purpose of Daanish Schools
These schools were decided to be built in the poor areas of the province providing quality
education on the pattern of elite schools to the poor strata of the society
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The Daanish School Act
The school administration is run on an act uniquely established for these schools called The
Daanish School Act
Standorte
Daanish schools are located at:
• Rahim Yar Khan
• Hasilpur
• Chistian
• Mianwali and
• Mankera
Topic 97
Private Institutions
Private Institutions
• Private institutions were nationalized in 1972
• This brought an end to the era of teacher’s exploitation
However, at the same time this resulted in the complete bureaucratization of the educational
process
But in 1977, the private sector was again allowed to establish its schools and to contribute in
educating the younger generation
Unfortunately, majority of these institutes today are being run only to earn profits and disregard
the need of maintaining high educational standards
Duality in the Education System

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Only the privileged sections of the society can have this superior kind of education for their
children
This ensures a place for them in the higher educational institutions, industries and businesses
Consequences
• This duality in education system has maintained and accentuated the profound social
inequalities
• It is also creating hindrances in gaining access to education and high status
Establishment of Private Universities
• Previously, private sector was educating children only up to secondary or higher

secondary level
• However, in 1983 a charter was given to the private sector to establish universities
As a result of this charter a number of private universities have been established in the country
Topic 98
Private Elite and Non-Elite Institutions
Private Elite Institutes
Private elite English medium schools are extremely expensive and fewer in number
These are providing education for the children of a small elite section of the population
• These institutes are run by private owners
• The provincial or federal governments have no control over the management, finance or
even the curricula of these institutions
• These private owners are free in choosing their curricula, selection of books, and
appointment of staff
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Private Non-Elite Institutes
• There has been a mushroom growth of non-elite private schools in the recent years
Fee Structure
• These institutes charge modest fee
• These schools also vary from place to place in the amount of fee they charge
• As compared to the government and public sector schools these institutes charge quite
high amounts of fees
• These schools claim to impart English medium education
• Both rural and urban areas are served by the government and private non-elite schools
• The staff in these non-elite private schools is usually untrained and under qualified
Topic 99
Missionary Schools
As obvious from the name these schools have been established by missionary organizations,
mostly by the European Christians
Majority of these institutions were established before partition of subcontinent under the British
rule
Agha Khan Foundation
It’s a body of Shiates Muslims and has developed its own schools especially in Karachi and in
the Northern cities of Pakistan
Christian Missionary Schools
These schools are mostly located in major cities of Pakistan

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Problem with Missionary Schools
Problem with these schools, especially European missionary schools, is that they reflect
Christian ideology which is a slight deviation from Islamic norms in the society though it
inculcates tolerance and secularism
Topic 100
Madrasahs
These are the religious institutions and continuity of a very old traditional education system of
the country, established centuries ago
• These institutions offer an Islamic oriented education, usually free of cost
• Food and accommodation is also provided to the students therefore, madrasahs appear
attractive to poor parents
• These religious institutions used to provide education in Arabic, Persian, and Islamic
theology through the medium of Urdu and Arabic
Recognition by HEC
• The Higher Education Commission has recognized degrees awarded by these institution
equal to M.A. and now these people can get jobs in the Government Services
Problems after 9/11
• These religious institutes have come under scrutiny, particularly after 9/11 during
Musharraf government
• There has been a lot of propaganda against madrasahs, that these are promoting
extremism and have grown to a number out of proportion
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• Fact of the matter is that these institutions are playing a tremendous role in providing
literacy and education to the poor strata of the society, particularly in rural areas where
government has failed to provide any educational opportunities
Madrassah Reform Act, 2002
• Under the pressure of the secular forces and western media, Musharraf government
announced the Madrassah Reform Act, 2002
Purpose of the Madrassah Reform Act
• This plan was announced to regularize, modernize and integrate madrasahs in the
mainstream education
• In response, the government is trying to include economics, everyday science and English
in the curricula of these institutions
• However, results are yet to be achieved
• The medium of instruction employed by these institutes is predominantly Urdu
Lesson No. 15
Higher Education
Topic 101
Higher Education
Higher Education is generally recognized as education beyond 12 years of schooling
Starting with a population of about 35 million in 1947, the estimated population of Pakistan in
2012 was around 180 million
Out of this 180 million, the rough estimate of the university going cohort (ages 18 to 25) is
estimated to be around 25 million
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The enrolment in the higher education sector in Pakistan is barely 6% from the above mentioned
25 million people
However, efforts are being made by the government and HEC to increase the enrollment of both
men and women in the higher education
Topic 102
Higher Education Commission
The Higher Education Commission of Pakistan is an independent, autonomous and

constitutionally established institute of primary funding
HEC was founded in 2002 when it replaced the University Grants Commissions by a
constitutional amendment
Previously, the universities were accredited by the UGC established in 1947
Responsibilities of HEC
Under new and revised reforms, the HEC is made responsible for:
• Formulating higher education policies
• Quality assurance to meet the international standards
• Providing accrediting academic degrees
• Development of new institutions, and
• Uplifting of existing institutions in Pakistan
The HEC also facilitated the development of higher educational system in the country with main
purpose of upgrading the universities and colleges in the country to be focal point of the high
learning of education, research, and development
HEC is also offering professional development courses for teachers to broaden their horizons
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Scholarship Programs
A number of scholarship programs have been launched by HEC for students
During the period of 2008-14, a total of 10,376 scholarships were awarded under different
programs of HEC
Topic 103
Degree Colleges
Undergraduate education (given at degree colleges) is an education level taken in order to gain
one's first tertiary degree (except for an associate's degree)
Undergraduate education is post-secondary education up to the level of a bachelor's degree
In Pakistan the graduation system is classified into two categories:
1. Undergraduate (UG) systems
2. Postgraduate (PG) systems
The undergraduate system takes two or four years to complete the degree
The two year undergraduate programs are mostly in the fields of arts, humanities, science etc.
Whereas, the four year programs are mostly in the fields of technology, engineering,
pharmaceutical, sciences, agriculture etc.
However, for medicine, law and architecture, the completion period is five years
Statistics about Degree Colleges
According to Pakistan Education Statistics 2011-2012:
In Pakistan there are 1,397 degree colleges in total
Out of these 1,283 are in public sector, whereas 114 are in private sector
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Total Enrolment
• Total enrolment at degree college stage i.e. in grades 13 and 14, is 0.523 million
• Out of these, 0.488 million are completing their degrees from public sector, whereas, rest
of the 0.035 million students are in private sector
Enrollment in Degree Colleges by Sector: Public sector = 93%; Private sector = 7%
Total Enrollment by Gender
The total males enrolment at degree college stage is 0.303 million, whereas, the females
enrolment is 0.220 million
Percentage Distribution of Degree Colleges' Enrolment by Gender
• Males = 58%
• Females = 42%
Topic 104
Universities
A university is an institution of higher education and research which grants academic degrees in
a variety of subjects
Traditionally, at this stage of education grades 15 and 16 are offered
However, now universities are also offering grades 13 to 16 classes for completion of a four
years bachelor’s degree and grade 17 and 18 classes for completion of MS/M.Phil degree
University education is more than the next level in the learning process; it is a critical component
of human development worldwide
It provides not only the high-level skills necessary for every labor market but also the training
essential for teachers, doctors, nurses, civil servants, engineers, humanists, entrepreneurs,
scientists, social scientists, and a myriad of other personnel
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It is these trained individuals who develop the capacity and analytical skills that drive local
economies, support civil society, teach children, lead effective governments, and make important
decisions which affect entire societies
Total Number of Universities
According to the Pakistan Education Statistics (2011-2012) there are total 139 universities
providing their services in both public and private sector of education
Out of these universities 79 are working under umbrella of public sector, whereas 60 are working
under the supervision of private sector
Distribution of Universities by Sector
Public sector = 57%; Private sector = 43%
PhD and M.Phil. Degrees
• Limited facilities for PhD studies are also available in some departments of the
universities
• These programs usually take 4-5 years to complete
• Now some universities have also started regular two year courses of M.Phil. in different
disciplines of social and natural sciences
Topic 105
Public and Private Sector Universities
Public Universities
Universities that are predominantly funded by public such as; through a national or subnational
government are known as public universities
Private Universities
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These are the universities which are not operated by governments, although many receive tax
breaks, public student loans, and grants
Total Enrollment in Universities
According to Pakistan Education Statistics (2011-2012), the total enrolment in the universities,
i.e., at post graduate stage is 1.319 million
Enrollment in Public and Private Sector
Out of this enrolment 1.130 million students are enrolled in public universities, whereas, 0.189
million students are studying in private universities
Distribution of Students’ Enrollment in Universities by Sector
Public sector = 86%; Private sector = 14%
Total Enrollment by Gender
The total male enrolment in the universities is 0.677 million, whereas, the female enrolment is
0.642 million
Distribution of Enrollment in Universities by Gender: Males = 51%; Females = 49%
Number of Teachers
• Pakistan Education Statistics (2011-2012) further showed the total number of teachers in
the universities to be 70,053
• Out of these 54,837 are in public and 15,216 are in private sector
Distribution of University Teachers by Sector
• Public sector = 78%

• Private sector = 22%
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Lecture 16
Quality of Education
Topic 106
Quality of Education
Education empowers the individuals by providing basic information, skills and cognitive abilities to
analyze the situation defend their rights and improve health status
It further enables a person to make informed decisions and choices which affect their political, social and
economic life
The reason for low quality of life of all the individuals and societies may not completely be attributed to
illiteracy and lack of basic mathematical knowledge
However, basic literacy and innumeracy are considered crucial parts of individual development and their
participation in social and economic life
Without optimum rate of education and literacy, the real potential of individuals and societies can't be
realized
At the societal level education produces skilled labor which plays an important role in putting the society
on the path of economic development in an era where economies largely depend upon the knowledge,
skill and scientific literacy of the individuals
Topic 107
Quality of Education in Pakistan
Pakistan is one of those countries of the world where the highest number of illiterates are concentrated
Democratic institutions and values can hardly flourish in a society where half of the adult population is
illiterate and most of the voters can't access information and read a newspaper
The situation is particular alarming for women and those living in the rural areas
All the educational activities revolve around the employment opportunities inside the country or abroad
The commonly held belief in Pakistan is that, notwithstanding the increase in the number of institutions
and teachers, the education system of Pakistan has completely collapsed
Reasons for Collapse of Education System
Firstly, the government isn’t investing enough resources given the increase in population and therefore, in
the demand for education
• Funds earmarked for education are not being used accordingly
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• Secondly, the teachers are not able to impart quality education
Thirdly, the society is indifferent to intellectual pursuits and is interested in education only as a screening
for the limited job opportunities
Another Dilemma in Pakistani Education System
The enrollment of students in various fields of education is not based on the manpower planning; instead
it is left to the choice of students themselves
• The majority of students at secondary and higher secondary levels opt for better and more secure
professions
• Whereas, the ones left behind go for basic sciences
Topic 108
Quality of Education: Retention/ Dropout Rate
One of the issues confronting the education system of Pakistan is a high dropout rate of children at
different levels of education along with the low enrollment rate in the early years of schooling
It has been noted that as compared to boys, the dropout rate for girls is comparatively low in schools
However, it has to be kept in mind here that overall less number of girls get enrolled at each level of
schooling as compared to boys
Reasons for High Drop-out Rate
There are a number of reasons for high drop-out rates, such as:
1. Economic conditions
2. Unavailability of schools
The rural-urban divide also creates disparity in the enrolment rates where people living in distant and poor
rural areas do not have access to educational institutions
Research shows that number of students appearing in the HSSC are almost half of those who appear in
SSC examination, showing almost 50% dropout rate between secondary and higher secondary stage
Furthermore, most students opt for science subjects at the secondary school level and from among these,
majority are boys
Rectifying the Situation
Therefore, there is a need for more equitable distribution of educational opportunities between rural and
urban areas as well as between genders
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Today, the demand for skilled and technical manpower is ever increasing but the educational bureaucracy
has failed to manage and meet the demands
Hence, there is a need for the educational system of the country to try and capitalize on the abilities of the
students to help them become more productive for themselves and for the country
Topic 109
Quality of Education: Quality of Teachers
There is a lack of evidence based policy for teacher education in a context where our commitment is to
provide Universal Primary Education (UPE) which puts high demand for training of new teachers
There is a widespread dissatisfaction regarding:
• Level of competence and achievements among newly trained teachers
• The slow pace of change in teaching methods, and
• Lack of research based insights into processes and practices of teacher education
Research Findings
Research shows that at school level a high percentage of teachers do not possess adequate qualifications,
especially at the secondary level
Current Education Requirement for Teachers’ Recruitment
Presently, a BA/BEd is required for the teachers’ to teach at secondary level
However, this requirement needs to be increased to at least MA/MSc level of education in order to ensure
better quality of teaching
In addition, it has also been observed that a large number of teachers who are teaching science subjects
and English language to students aren’t qualified enough in these courses
• In fact, some of these teachers have never studied these courses themselves at the SSC level
• This is particularly the case in middle schools where science education is a compulsory
component of the scheme of studies
Low Teacher-Student Ratio
Another significant problem in the secondary schools is the very low teacher-student ratio which is
affecting the quality of education and increasing the drop-out rate of students
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There is a need to ensure that the quantitative expansion is in line with the qualitative expansion and that
more well-trained teachers are appointed to meet the requirements of education at school, college and
university level
In all the provinces of Pakistan, there is a well established infrastructure for providing in-service
education to teachers
Education Extension Centers, Directorate of Staff Development as well as other provincial bodies and the
Federal Ministry of Education hold regular in-service training courses for teachers of various levels
But despite all these efforts, the in-service training programs are not proving effective and fruitful in
managing professional growth of the teachers
Topic 110
Quality of Education: The Nature of Curriculum
The basic purpose of curriculum is to meet the national aims and objectives of education which are based
on the ideology of Pakistan
Hence, the objective model of curriculum is followed which has four essential components in it, which
are:
1. Aims and objectives
2. Selection of content
3. Assessment and
4. Provision of learning experience
The Nature of Curriculum
For developing a balanced curriculum, all these aspects should be kept in harmony with each other
• However, this is not the case in Pakistan as, the assessment component dominates and controls
the other three aspects
• This creates an imbalance which has far-reaching implications for over all education system
The students are not driven by their need to have knowledge and learning experiences rather, their focus
is on passing their exams and getting good grades
Even teachers have become victims of this vicious cycle
Teaching methodology and approaches employed by teachers focus on preparing their students for
examination, rather than focusing on achieving aims defined by curriculum
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Problems with the Process of Curriculum Development in Pakistan
1. Lack of communication between different stakeholders such as; school teachers and college lecturers
and between university professors and college teachers
2. Second major problem arises at the time of curriculum revision as, the revision process is not carried
out with proper planning and micro-testing
The personnel involved in the revision process aren’t aware of the causes of failure or otherwise of the
existing curricula and the reasons to change it
At present, there is a two-tiered system in Pakistan where the students from elite class follow the “O” and
“A” levels curricula instead of the national curriculum
• The national curriculum is considered of low quality
• This has marginalized the government school students in the job market
Efforts are now being made to achieve compatibility between the objectives and final outcome of the
prescribed curricula but a lot of work still needs to be done
Topic 111
Quality of Education: The Examination System
The examination or assessment system and the way that it is conducted has a great impact on the nature,
implementation and success of curriculum
Assessment is the way of judging and assuring whether and to what extent the aims of national education
and objectives of a particular subject are being achieved
Assessment in education must, first and foremost, serve the purpose of learning
Education is concerned with the development of a wide range of knowledge and understanding, skills and
attitudes, and it is necessary to incorporate all of these elements into the assessment scheme
Disappointingly, in Pakistan, the examinations are conducted in totally different and opposite
philosophical perspectives
Instead of assessing that what students have attained during the learning process, attempts are made to
know what they have not gained and understood
Over-emphasis on examinations and placing students into divisions and grades has in fact over-shadowed
the objectives of education
Consequently, instead of serving as a tool, the evaluation of student’s performance and passing an
examination has become an end in itself
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Examination results have become visas for entry into professional colleges and acquisition of lucrative
jobs
Externalization of examinations has pushed students, parents and even teachers to penetrate into the
examining bodies and exercise an influence for obtaining higher marks by any means possible
There is a need to devise the content of examinations in such a way that they are curriculum led, instead
of the curriculum being led by them
Topic 112
Quality of Education: The Language Issue
Education is concerned with the personal understanding of an individual
In order to learn and use ideas, pupils need to be able to receive information and communicate ideas with
others
Obviously, the communicative skills need a competence on part of an individual to understand and use
the language
In Pakistan, English has been a compulsory component of curriculum from grade 6th onwards
However, in 2014 a decision was taken by the government to make English the medium of instruction
from 3rd grade onwards, at least for the subjects of mathematics and science
By introduction of English as a medium of instruction, the learners have two-fold demand to face:
1. To comprehend English language as a medium of instruction, and
2. Understand the content of core subjects like science and mathematics
The rationale suggested for making English the medium of instruction is that it is not easy to obtain white
collar job in either the private or public sectors without minimum level of proficiency in English
Three Major Weaknesses of Language Policy
1. The knowledge and understanding of subjects like science is not linked to any particular language as,
the understanding in such subjects develops through active participation of an individual
2. It is very difficult for a student or child to master a foreign language
This is especially true in case of students who don’t have an English language environment and who’s
teachers don’t have the required command on the language
3. The vocabulary of the language is a problem even in the English speaking societies
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In Pakistan, majority of science students come from rural backgrounds and their vocabulary is already
limited in national language which at times becomes their second language
• For such students, English is a third language
• The problems posed by a foreign language to these socio-economically low class students are
more than obvious
Since independence, the successive governments have tried to adopt a uniform education policy regarding
language
• However, disappointingly every government brings in their own policy without paying any heed
to the aspirations of the public
The ultimate result is that they fail to stick to one policy regarding education
Lecture 17
Challenges of Education in Punjab
Topic 113
Challenges of Education in Punjab: Defining the Challenge
Improving the quality of public sector education and increasing its coverage is a complex
challenge in Pakistan
This is mainly because of the very large number of schools, inherently diverse requirements of
various levels and types of education, low levels of investment and weak accountability
mechanisms
Despite significant enlargement of the school network in recent decades, Punjab continues to lag
behind national and global targets in providing quality education to its children
32% children of school-going age are currently out of school and 41% of the total
population cannot read or write (Punjab Bureau of Statistics 2011)
At the current rate of progress, Punjab is estimated to take until 2041 to provide its children their
constitutionally guaranteed right of primary education (Pakistan Education Task Force 2010)
• Poor quality of education is also a serious concern
• Numerous studies have noted that an average student in Grade 3 struggles to perform
simple tasks that students in Grade 1 are supposed to have mastered
Two Major Challenges
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Following are 2 major challenges currently being faced by Punjab:
1. Bringing the remaining 32% of its children to (public or private) schools; and
2. Addressing the learning deficiency of enrolled children
Dealing with these Challenges
Meeting these challenges will require a coherent and comprehensive strategy addressing two sets
of issues
The first includes issues like medium of instruction, curriculum, text books, assessment, capacity
building and regulation of private schools
The second includes performance management, incentives, dispute resolution, monitoring and
evaluation, resource allocation and utilization – i.e. issues that can be placed under the rubric of
governance
Topic 114
Challenges of Education in Punjab: Quality of Education
One of the most critical challenges Pakistan faces today is the need to improve and expand its
education system
With important political and demographic changes taking place, greater devolution and
strengthened democracy, this is an opportune moment to build a better system
Advanced indicators, such as the completion rate, learning outcomes and citizen satisfaction
started to figure prominently in the discourse on primary education
Findings of Surveys
National surveys like the Annual Status of Education Report (ASER) and the Learning and
Educational Achievement in Pakistan Schools (LEAPS) directly emanated from this interest and,
in turn, contributed to put spotlight on quality of education
They helped establish the inappropriateness of assuming that increased enrolment was the same
as increased education
Example
ASER report (SAFED 2012) noted through their survey that only 68% children in grade 1 were
able to read or write simple words, 49% children in grade 2 could read simple sentences and 58%
children in grade 3 could read simple stories in Urdu
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Expectedly, the situation was worse with English words and sentences, which only 53%and 46%
children could read in grades 2 and 3 respectively
Only 41% children in grade 2 could do simple subtraction and only 43% in grade 3 could do
simple division
Therefore, not only does the purpose of education have to be defined beyond what has been left
over from colonial administrative objectives, but a much greater effort has to be invested in
developing the skills and talents of the majority of the population
Topic : 115
Challenges of Education in Punjab: Insufficient Teaching Efforts
Insufficient teaching efforts are partly the reason for poor leaning outcomes of the students
Several reports have documented that absenteeism in government school teachers is higher than
in private school teachers
SAFED (2012: 2011) found 85% teachers present in government schools on the day of the
survey, as against 90% in private schools
It has further been observed that government teachers are better paid, are more qualified and are
more experienced than private school teachers, yet the latter outperform the former when it
comes to learning outcomes, which are demonstrably better in private schools
It has been argued that this is primarily due to different teaching efforts, which in turn can be
attributed to different accountability frameworks in which teachers in public and private sectors
operate
Further argument has been given that teachers in the public sector operate in a loose
accountability framework, where they are subject to oversight only by their bureaucratic and/or
political bosses
Given the unionization of teaching cadres and the active socio-political role played by the
teacher at the local level, it is virtually impossible to hold government teachers accountable for
their consistent failure in achieving learning outcomes produced by their peers in the private
sector in similar settings at a much lower cost
Student-teacher Ratio
• The student-teacher ratio is also high especially in rural areas
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• The national average is 27:1, but the ratio is suspected to be higher in rural districts, as
teachers tend to cluster in urban centers
Example
• According to a study conducted in 2008, the number of students per teacher in girls and
boys primary schools of district Lodhran was 35 and 68 respectively
• For middle schools the ratio for girls and boys was 38 and 63 respectively, and
• For high schools this ratio was 70 and 40 respectively
Topic 116
Challenges of Education in Punjab: Infrastructure Deficit
• Teacher absenteeism and poor teaching efforts are only part of the problem
• An acute infrastructure deficit must also be taken into consideration when talking about
poor quality of teaching in government schools in the province
Infrastructure
More than 25% schools do not have a toilet at all, and for the rest, the average comes to about 74
children per toilet
Since janitorial staff is not posted in most schools, toilets – when they exist – are not cleaned
regularly (or worse still are cleaned by children)
• 40% schools do not have desks, so students sit on floor or mats
• One third schools do not have electricity and 56% do not have fans
Consequently, students (and teachers) have to do without fans in temperatures that exceed 45
degree Celsius in summers in most places in Punjab
33% schools do not have a boundary wall and only 16% have a library
Computer labs have been recently set up in high schools, but most labs are non-functional due to
absence of computer teachers or because of operational reasons
Topic 117
Challenges of Education in Punjab: Enabling Role of Good Infrastructure
The usual response to a discussion that highlights the facility deficit in government schools is
cynical.
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Common Arguments in Defense of Infrastructure Deficit
1. A focus on school facilities is unwarranted, as several innovative pilots in developing

countries have improved learning outcomes without any substantial investment in
infrastructure
2. The real issue is to improve expenditure efficiency, as a significant portion of public

funds currently allocated for public sector education is stolen or wasted
3. The government does not have enough funds, so local communities and non-
governmental organizations should contribute resources to improve and maintain
infrastructure and to provide additional teachers
4. These are different shades of the same argument, which emanates from a deep-rooted
policy bias against allocating resources for the education of the poor and the voiceless
5. However, there is a dire need for the Punjab Government to allocate substantial
additional resources to improve facilities in public sector schools in the province
Some of the reasons for this emphasis are:
• Good school infrastructure and adequate number of high-quality teachers have a definite
enabling role in providing quality education
Example
• Lesson planning is considered an important component of teaching, but a teacher can

plan her lessons only if she has sufficient time during school hours to do so
• A teacher also needs a play area to use sports as a key component of curriculum delivery
• Furthermore, if students are going to be ultimately evaluated, inter alia, on their ability to
read various types of texts, either parents or the (provincial/district) government must
make variety of books available to students in sufficient numbers so that they can practice
their reading skills
• If Information Communication Technology (ICT) is to be integrated into our curriculum,

at least a few functional computers will have to be provided to every schools (and a space
to house them) so that students are familiar with basic operations from an early age
• Second, good school infrastructure and facilities contribute to making schools a fun
place, so that students come to the school willingly
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• For these reasons it is considered absolutely essential that school infrastructure is
improved and that government schools are provided with basic facilities
Topic 118
Challenges of Education in Punjab: Need for Increased Investment
Pakistan’s expenditure on education as a proportion of its Gross Domestic Product (GDP) has
been declining during the past few years and is substantially less than other countries in the
region
• In 2009-10, Pakistan’s allocation for education was 2.1% of GDP (Ministry of Finance
2010) and 9.9% of total government expenditure
• This allocation was 2.8% in 1987-88
• Only 11 other countries in the world spend 2% of their GDP or less on education
• The Pakistan Education Task Force (2010) estimated that Pakistan must spend at least
4% of its GDP on education to achieve educational Millennium Development Goals
• The total public sector budgetary allocation for education in Punjab – including for
federal educational institutions located in the province as well as for tertiary and
vocational institutes – was Rs. 160,209 million in 2009-10
• As per UNESCO (2010) estimates, approximately 78% of this allocation goes to school
education, which brings total school allocation in Punjab down to Rs. 124,963 (US$
1,382) million
• According to census estimates, the number of children in the 5-14 years cohort is
approximately 25.8 million
• The total public sector spending per child, therefore, comes to a meagre Rs. 4,843 (US$
54) per annum, which by any standard is dismally low if the objective is to provide
quality education to poor and lower middle class families whose children still enroll in a
nearby government school
• Therefore, there is a dire need for the budgetary allocations to be increased
• The size of the increase will be a function of the benchmarks that the Punjab Government
defines for its primary, middle and high schools separately
Lecture 18
State of Education
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Topic 119
State of Education: State of Education in Punjab
Compared to the other provinces, Punjab has the highest participation rates among school-age
children
There are currently about 60,000 government schools and 35,000 private schools in Punjab,
spread across 36 districts
Government schools are administered at the district level, and districts are further subdivided
into tehsils and clusters
One education district officer per district provides the main administrative link to the provincial
government and plays a key leadership role in the delivery of education
Education district officers are assisted by two or more assistant education officers
Punjab’s elaborate education administrative structure, however, has produced poor outcomes
Low enrollment rates (reflecting children who have never attended school as well as early
dropouts), low levels of learning in schools, inadequate access to schooling for girls, and poor
transition to middle and higher levels of education are of particular concern
Moreover, the poorest households and southern districts show the least numbers of children
enrolled
Topic 120
State of Education: Absence of Census Data
In case of enrollment rates of students, there is a serious lack of census data
The absence of census data makes estimating net enrollment rates (NERs) especially problematic
This is because data on the total number of school age children in the country and in the
provinces are based on projections that vary by source
Moreover, the incidence of overage and underage children as well as repeaters reduces the
accuracy of calculating NERs
The large number of children in katchi or pre-primary classes should also be taken into account
since many five- and six-year-olds attend pre-primary classes
Also, in case of rural areas the delayed entry into primary school is fairly common
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Therefore, due to all these reasons there is a general lack of census data
Topic 121
State of Education: NER Estimates
NERs measure the number of age-appropriate children in school as a proportion of school-age

children for a particular level
Age Groups for NER Calculation
• Primary and katchi (4-9 years)
• Middle School (10-13 years)
• High School 13-15 years
• According to Pakistan Bureau of Statistics (2011) substantial overlap in the data

regarding primary and katchi age groups is expected
• Data for middle and high schools shows specific age groups corresponding to grades 6–8
and grades 9 and 10, respectively
• The data indicates that children in middle and high schools tend to be in older age groups
within the categories used to calculate NERs
• A higher proportion of middle school children fall in the older age groups, so children
older than 9 years are expected to be in primary school but are not included in net
enrollment calculations
• Children older than 15 years are also enrolled at matriculation level or in high school,
although this is not reflected in the NER data
• Although net enrollments do not capture accurate levels of school participation, the data
indicate substantial differences between urban and rural and male and female enrollments
• Findings from Pakistan Bureau of Statistics (2011)
• In primary and katchi age group the total enrollment in rural areas of Punjab for males
and females was calculated to be 67 and 61 respectively while, in urban areas it was 80
and 77
• This difference increases in middle and high schools with 55 enrollments for males and
46 for females in rural areas in middle schools and 75 males and 85 females in urban
areas
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• In case of high schools the number was calculated to be 32 for males and 30 for females
in rural areas whereas, in urban areas the number for males and females was 49 and 63
respectively
• There are sharp drops in overall enrollments at the high school level, but girls who make
it beyond middle school tend to drop out less than boys at the high school level,
especially in urban areas
Topic 122
State of Education: Trends in School Participation
The following figures will help in understanding the trends in school participation from 2004-
2011, since the introduction of major education reforms in 2003 in Punjab
Figure 1: Primary school gross enrollments,

2010/11
120
100
80
60
40
20
0
2004-05 2005-06 2006-07 2007-08 2008-09 2010-11
Gross Enrollment Rate at Primary Level (age 4-9) including katchi
class Male
Gross Enrollment Rate at Primary Level (age 4-9) including katchi
class Female
It is evident from the chart given above that primary enrollments rose from 2004/05 to 2007/08,
after which they declined with only modest improvements up to 2011
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Figure 2: Middle school gross enrollments,
2010/11
80
60
40
20
0
2004-05 2005-06 2006-07 2007-08 2008-09 2010-11
Gross Enrollment Rate at the Middle Level (age 10-12)
Male
Gross Enrollment Rate at the Middle Level (age 10-12)
Female
• Boys’ middle school enrollments remained fairly stagnant over the period
• Girls’ middle school enrollments increased substantially from 2006 to 2008, but declined
the following year
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Figure 3: Secondary school gross enrollments,
2010/11
80
60
40
20
0
2004-05 2005-06 2006-07 2007-08 2008-09 2010-11
Gross Enrollment Rate at the Matric Level (age 13-14) Male
Gross Enrollment Rate at the Matric Level (age 13-14) Female
Figure 3 depicts that secondary school enrollments show greater increases in girls’ participation
rates although overall enrollment levels are higher for boys
The gap between male and female enrollments persists, although it narrows due to the rise in
girls’ middle school enrollments around the time the scholarship stipend for middle school girls
was introduced
Topic 123
State of Education: Gaps in Punjab’s Education System
There are a number of critical gaps present in Punjab’s education system.
1. Too many children are still out of school

• An estimated 7 million children belonging to the relevant age group are out of
school, and half of these children are in Punjab.
• Girls and children from the southern districts make up a higher proportion of out-
of-school children.
2. The poorest households have the least access to education.
• The proportion of out-of-school children is highest in the lowest income quintile.
• Half of 5-18 year olds (and 63 percent of females) in the lowest income quintile
had never attended school, compared to 38 percent of the same age group (and 47
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percent of females) in the highest income quintile( Pakistan Bureau of Statistics,
2010).
• The Annual Status of Education Report (ASER) (2013) also reports that the
poorest quintile has the most (46 percent) out-of-school children.
3. Girls’ participation lags persistently behind that of boys.
• Girls from poor households in rural areas are least likely to be in school.
Data from the Pakistan Living Standards Measurement Surveys for 2004-11 on male and female
enrollments show that the gender gap in enrollment has persisted over time. However, increases
in girls’ middle school enrollments in 2007, continuing on to increased secondary enrollments,
indicate the effect of policies targeted to improve girls’ enrollment.
Topic 124
State of Education: Gaps in Punjab’s Education System 2
4. Enrollments drop after the primary grades

• There is limited opportunity to obtain education beyond the primary level.
Research shows that fewer students progress onto secondary education in Pakistan compared to
India and Bangladesh
5. Inadequate learning levels

• The gauge of a good education system is the availability of high-quality education
for every child.
Results based on examinations in grade 4 introduced by the Punjab Examination Commission

(PEC) show that most students in public and private schools have basic proficiency in
mathematics, language, and social studies. ASER also carries out assessments of learning, and its
2012 report shows that only 40 percent of 6-16 year olds could read a second grade level
sentence in Urdu or their mother tongue and perform arithmetic (ASER, 2013). There was a
slight improvement in overall reading and mathematics on average compared to the figures in the
previous year’s report (ASER, 2012). However, absolute learning levels in both government and
private schools continue to be low.
Lecture 19
Educational Vision
Topics (125-131)
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Topic 125
Educational Vision
In the mid-19th century many countries that are now considered developed, launched public education to
instill a sense of national cohesion among their citizens and develop the basic skills required by newly
industrializing economies
Variations in education systems emerged from countries’ unique institutional and cultural backgrounds
Example
• Japan emphasized schools primarily for the purpose of preparing industrial workers rather than
developing individual talent
• Britain’s education system started out with the objective of promoting an elite class, and
Germany’s more centralized system promoted early streaming in primary and middle schools to
develop specialized skills
• Most developing countries with colonial backgrounds inherited the systems their rulers had
introduced
Topic 126
Lack of Educational Vision
In 1947, Pakistan and India inherited a colonial system designed to prepare government and army officers
to work for their British rulers
While the purpose of this education system for the Subcontinent was clear, Pakistan has yet to define a
clear postcolonial objective of education
A policy objective of investing in education for the purpose of developing the basic skills of all citizens
for economic and social development still has to be clearly articulated and implemented by the federal
and provincial governments
It may be that this lack of a clear vision has resulted in the government’s failure to commit steadily to
investing in education and improving outcomes
Pakistan’s enrollment rates lag behind those of its South Asian neighbors as shown in the following figure
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Gross Enrollment: Regional Comparisons
140
120
100
80
60
40
20
0
Pakistan India Bangladesh
Primary Secondary Tertiary
Such low enrollment rates have serious consequences for the country’s development objectives
Topic 127
Limited Resources
Almost half of Pakistan’s population is illiterate and a quarter of school-age children do not attend school
The problem of nonattendance is most acute in rural areas and for girls
The low priority given to education is reflected in the fact that Pakistan spends only 2 percent of its GDP
on this sector which is amongst the lowest levels in developing countries
Even these limited resources are not spent efficiently since learning achievements for the majority of
students are below standard
Since 40 percent of the population is below 15 years old, enhancing their skills and wellbeing is one of
the country’s most important challenges
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With the consolidation of democracy following the May 2013 elections, an expanded, high-quality
education system becomes even more urgent to enable the country to move forward in its social and
economic development
Topic 128
Governance Structure
Prior to the promulgation of the Punjab Local Government Ordinance of 1979, the Government directly
managed education provision in the province through the Education Department
The Department was led by its Secretary, who was assisted by a team of Additional Secretaries, Deputy
Secretaries, Under Secretaries, Section Officers and secretarial staff
The Education Department had an elaborate hierarchy at district and sub-district levels to carryout policy
directions from the provincial government and to provide oversight to working of schools in the district
Each district also had District Boards comprising of key government officials and local notables
nominated by the Government, which performed limited supervisory roles in the district
School Inspections
There existed an elaborate system of school inspections, which were carried out regularly by various
officials within their respective areas of jurisdiction
Since the number of schools was small, it was possible for the district managers, i.e. the District
Education Officers to keep them reasonably abreast of happenings within the district
There was hardly any local participation in managing schools or providing oversight at district and sub-
district levels
Local Government Ordinance of 1979
The Local Government Ordinance of 1979 created separate elected local government institutions for
urban and rural areas
Urban Unit
An urban unit elected a Town Committee, a Municipal Committee or a Municipal Corporation depending
upon its size
Rural Unit
The rural areas of each district elected a District Council
• Both urban and rural institutions of local governance were led by elected chairpersons
• One of their key functions was to actively manage primary schools placed under their jurisdiction
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Topic 129
Weak Accountability Framework
Not all primary schools in the district were placed under elected Municipal Committees/ Corporations and
District Councils
The Education Department managed schools under its jurisdiction through its district and sub-district
officials
This group of officials – District Education Officers, Assistant Education Officers, Inspectors of Schools,
etc. – were civil servants and regular employees of the Punjab Government
They were accountable to their supervisors in the Department, which operated under overall oversight of
the provincial government
This provided a weak accountability framework
During 1979 – 2001, Punjab was governed by various military dictators for about eight years and had an
elected provincial government for about 14 years
Impact of Military Rule on Education
During the military rule, education managers felt responsible only to their military bosses
However, even when the province was governed by an elected Chief Minister responsible to the Punjab
Assembly, the Education Department and its district officials operated autonomously
Reasons for the Lack of Accountability
People’s representatives – Members of the Provincial Assembly (MPAs) – could seldom hold education
managers accountable for declining quality of education for three reasons
1. The number of schools in a typical Punjab Assembly electoral constituency was too large for an
MPA to keep track of
He/she had to rely exclusively on the information and feedback provided by local notables, who
could filter the information to suit their biases and interests
2. Although the MPA enjoyed substantial informal influence over local education managers, his/her
formal channel of communication with the Education officials was a long one
He/she had to request the Chief Minister or the Minister, who would then instruct the Secretary of
the Department, who would then speak to the officials concerned to get the job done
The message was usually watered down in the process
3. There was more pressure on an MPA from his/her constituents to build roads and to lay sewerage
lines than to improve school education
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Therefore, the only educational activity that a typical MPA ever got engaged in was building new
schools, recruiting teaching and non-teaching staff, and their subsequent transfers and postings
Topic 130
Education Governance under PLGO 2001
The Punjab Local Government Ordinance 2001 was a major step forward, as it devolved the entire
ensemble of public schools to the district level
The Education Department took on a policy and supervisory role
This considerably diluted provincial government’s capacity to influence day to day management of
schools in the province
Each district receives annual grant from the provincial government as per the formula agreed under the
Provincial Finance Commission (PFC) award
This is the main source of funding for the district governments, as they have rather small local resource
generation
District governments generally have wide discretion over how PFC funds are spent subject to overall
policy conditions prescribed by the Punjab Government
Example
No new position of any rank can be created by the district government without the approval of the
provincial government
In addition, a district government may also receive tied grants from the federal and/or the provincial
government
Beyond this, the PLGO 2001 envisages a limited provincial role in everyday management of schools and
in policy implementation
Topic 131
Opportunity to Construct a Vision
Building on the initial decentralization of provincial administrative structures in 2001, the 18th
Amendment to the Constitution in 2010 has fully devolved education and health to the provinces
With the omissions of the concurrent list in the constitution, provincial governments are now responsible
for education planning, policy, curricula, and standards
Each province has to develop its own budget and action plan for education, and the provincial education
and law departments are responsible for drafting legislation to implement the new devolved structure
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Therefore, an opportunity to construct a vision for education exists in the ongoing decentralization
process in Pakistan
Lecture 20
Implementation
Topic 132-137
Topic: 132
Compulsory Status of Education
Education is compulsory by law for the first time
Article 25-A of the 18th Amendment states:
“The State shall provide free and compulsory education to all children of the age of five to sixteen years
in a manner as may be determined by law.”
The Punjab Education Department has drafted a “Right to Education” bill (2013), which is still in the
process of being passed and implemented
Provincial legislation on the implementation of Article 25-A is still pending
To implement Article 25-A, provincial governments will need to increase their educational budgets and
manage the National Finance Commission award efficiently
Topic: 133
Punjab Education Reform Initiatives
The Punjab Education Sector Reform Program (PESRP) started in 2003
It has undertaken major investments in education
It is funded by the World Bank and the UK Department for International Development (DFID)
The Punjab government meets most of the PESRP’s cost (about USD 3.5 billion) with support from
donors, mainly the World Bank (USD 350 million) and DFID (USD 200 million)
Goals of PESRP
The PESRP was introduced with three primary goals:
1. Improving access,
2. Quality, and
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3. Governance in education
A devolved administrative structure with increased targeting of educational expenditures to poorer

households was also planned
However, the program’s general impact has not been significant as, over the reform period the primary
and middle school enrollments have been stagnant with only secondary school girls’ enrollments
increasing in some years
Topic: 134
Punjab Schools Reform Roadmap
The Punjab Schools Reform Roadmap was initiated in 2010 under a broader DFID-funded program
This was formulated especially as a framework to expedite the delivery of educational results under the
PESRP
The program’s administrative structure involves keeping track of progress on the education outcomes of
schools and districts, and the results are reported directly to the chief minister of Punjab every two or
three months
Improvements
Under the roadmap program, a significant rise in the number of school visits by monitoring teams has
helped improve students’ and teachers’ attendance in the two years that it has been implemented
The urgent approach taken under the roadmap depends on the commitment of the highest-level officials
Should this commitment wane, there may be a slump in education outcomes if the system relies too
heavily on the roadmap framework
Moreover, ranking performance by districts may be misleading if there is wide variation among schools
within districts
A closer look at these variations across schools is important in explaining why some schools perform
better than others and in using these existing examples of what works as standards for improvement rather
than relying on average district-level performance
However, the roadmap has created a dataset of schools and a monitoring system to jumpstart the Punjab
school system into performing better
It provides a useful overall framework in which the details of teacher, subject, and curriculum quality can
be worked out as long as excessive political pressure is not imposed on districts to force results out of
schools and students, which is a process that normally takes time
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Topic: 135
Research in Education Reforms
Repeated emphasis is being put by the research on education reforms, on the fact that merely spending
more money on education and on building school systems does not necessarily lead to better learning and
improved worker productivity
The development impact of investments in education depends on governance structures, the extent of
demand for newly developed skills, and the quality of education imparted
Counterargument
On the other hand, in a comparative study of India and China, Dreze and Sen (2013) argue that state
investment in education and health is the key to increased productivity, growth, and development
According to the authors, majority of the population, especially the poorest groups in society gain more
from expenditures on health and education as opposed to spending on inefficient, poorly targeted
subsidies on items such as diesel fuel
Topic: 136
Low-cost Private Schooling
A unique feature of Pakistan’s education system is the rise of low-cost private schooling
• The low-cost private schools have become particularly popular in Punjab (comprising up to a
quarter of total enrollments)
• This reflects the significant demand for education
Reasons for Parents Preferring Private Schooling
1. These schools may be located closer to their homes, especially for girls at the primary level
2. Teachers attend classes more frequently
3. The quality of teaching at the middle and secondary levels—when examination preparation
becomes important—is likely to be better
The quality of education is, overall, relatively better in private schools; they also function more efficiently
since teachers’ salaries reflect their performance
Also, the cost of education is considerably lower than in public schools
Moreover, private school graduates in Pakistan are estimated to earn more than their peers who graduate
from public schools
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Therefore, these insights from the experience of private schools can help formulate policies aimed at
delivering effective schooling in the government sector
Topic : 137
Evidence in Empirical Research
One conclusion we can draw from the evidence presented in the empirical research is that an expanded
and elaborate education reform program is not necessarily a sufficient condition for higher productivity
and higher economic growth
However, without educated workers, higher productivity cannot continue
The challenge of education reforms is to efficiently implement an investment program
A program which would be able to support a high-quality education system suited to local demand and
employment opportunities
Lecture 21
Interventions
Topic 138-143
Topic 138
Interventions
The limited success in education is not for want of reforms
Several education programs and policies have been introduced since independence of Pakistan in 1947
If the history of national and provincial education policy and reform in Pakistan is looked at, it can be
seen that there have been many intended programs designed as a matter of bureaucratic routine, whose
targets and goals were seldom met
While the bulk of education funding continues to be on salaries and infrastructure, recent initiatives in
Punjab’s education policy are aimed more consciously at increasing student enrollment and learning
Current donor and government programs in education revolve around access, quality, and governance,
and several innovative schemes have been introduced for better delivery of these outcomes
Topic: 139
Framework for Assessing Interventions
Various school and household characteristics play a role in aiding or constraining educational goals
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Influences at home as well as school can have an effect on whether students enroll in the first place, how
well they learn, and if they stay in school
A child’s innate talents and his/her home and school environments—in which learning takes place—are
also important determinants of educational achievement
Factors influencing educational access and learning
Access,
Demand influences: e.g.,
household wealth, parents’ learning,
education, distance, job and
opportunities
retention
Governance, finance,
Supply influences: e.g., school
availability, infrastructure,
regulatory framework: e.g.,
teachers, curriculum language, devolution and targeted
safety expenditures
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The previously shown figure presents a broad framework for looking at supply and demand side
influences on educational outcomes identified by the education literature
Demand-side Influences
These include household income, parents’ education, distance from home, number of siblings, and job
opportunities
Supply-side Influences
These include investment in textbooks, school buildings and facilities, teacher training, availability of
jobs, and higher education opportunities
Factors Impacting Children’s School Attendance
Children’s school attendance depends, therefore, on whether:
1. Their households can afford to send them to school
2. Schools are available close by and it is safe to travel there
3. Parents value the education offered by these schools
A child is more likely to remain in school if:
1. High-quality middle and secondary schools are accessible,
2. His/her parents can continue to afford their child’s education
3. The school environment is satisfactory, and
4. Teachers are present
All these factors are influenced by the common platform of the regulatory, governance, and financial
structures in which education delivery takes place
Topic: 140
Demand and Supply Factors
Demand and supply factors are interrelated
Example
The quality and type of schooling and teacher availability will influence parents’ demand for education
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Poor parents might not consider it worthwhile to devote their children’s time and household resources to
poor-quality schooling that is not perceived to impart better skills or employment opportunities than could
be gained without the education
Student attendance and motivation to study also depends on the quality of instruction, the school
environment, and principal leadership
Research on Demand and Supply Factors
Many studies have identified various demand and supply factors explaining educational achievement
In the earlier literature, parents’ socioeconomic status was given as one of the major reasons for investing
in education
Subsequent studies have emphasized the role of school inputs such as teacher training and school
infrastructure
For Punjab’s primary schools, important demand-side factors influencing school participation and
performance include poverty and the distance to school
However, student performance varies the most across schools and not across poorer or richer districts
This implies that improving school-level factors could help overcome some of the demand-side
constraints associated with families’ lower socioeconomic levels
Supply-side initiatives that make school a pleasant experience with actual learning leading to better
opportunities and wellbeing seems to be the key to better educational outcomes
However, it is difficult to pinpoint the specific school and teacher characteristics that improve educational
outcomes
Topic: 141
Demand-Side Initiatives
On the demand side, policies being followed include :
• The girls’ stipend program,
• School vouchers, and
• Conditional cash transfers (CCTs) under the Benazir Income Support Program (BISP)
BISP is a large-scale social protection program targeting women in low-income households and currently
reaching up to 4 million households in Pakistan
Female Secondary School Stipend Program
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This program was introduced as one component of the PESRP in 2004
This program was designed to improve female enrollments by addressing the demand-side constraints of
affordability and distance
The stipend was implemented in 15 districts with low female literacy levels and girls in grades 6–8 were
awarded a cash transfer of rupees 600 every three months if they met the 80 percent school attendance
criterion
In 2006, the stipend program was extended to high school girls and the amount of the stipend has also
been increased
Education Voucher Scheme
This scheme addresses the poverty constraints faced by parents and is designed to attract out-of-school
children
Started in 2006, the voucher program was set up by the Punjab Education Foundation, it developed in
response to the success of low-cost private schooling in Pakistan, especially in Punjab
Under this scheme, students who would otherwise not be able to afford an education can use vouchers of
up to Rs 350 to attend private schools
Waseela-e-Taleem
The Waseela-e-Taleem program was launched under the BISP in 2012
The program aims to help enroll out-of-school children and encourage families to continue schooling
those who are already enrolled
A beneficiary family is eligible for a cash transfer of Rs 200 a month for up to three children on meeting
the admission requirements of a verified school and fulfilling a 70 percent minimum quarterly school
attendance criterion
• In January 2013, about 50,000 families were enrolled in the program
• A rigorous evaluation of the program has been built into the BISP’s implementation structure
Topic: 142
Supply-Side Initiatives
Past and current education policies on the supply side include:
• School infrastructure facilities,
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• Contract teachers,
• Teacher professional development,
• Student assessments,
• Provision of free textbooks, and
• Effective school councils
• Earlier education initiatives tended to focus entirely on the provision of school inputs related to
infrastructure
• These inputs were seldom linked to increased enrollments and students’ performance
• In particular, the Social Action Program (SAP)—comprising of SAP-I and SAP-II, started in
1993— made large investments in school infrastructure over a period of almost 10 years
• However, there were hardly any evaluation of results
Considered mostly unsuccessful, the SAP suffered from a complex monitoring system and weak
engagement of local leadership
A more promising supply-side initiative was the contract teacher reform introduced in Punjab in 2002
Under this initiative all new teachers were hired on a contract renewable after five years based on their
performance
There was evidence of learning gains from the use of contract teachers
However, problems of policy design and implementation, such as: frequent resignations by contract
teachers and site-specific hiring, made it difficult to sustain the positive effects of the reform
Contract teachers generally had a lower status than tenured teachers despite their higher educational levels
Contract hiring was given up in 2011, mainly due to political pressure, and all teachers were regularized
Several developing countries have had a positive experience with contract teachers
Therefore, a more beneficial approach would have been to evaluate the policy and modify its design and
implementation to correct for some of the problems encountered rather than abandoning it altogether
Topic: 143
Supply-Side Initiatives
Foundation-Assisted Schools
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This supply-side initiative is a public-private partnership initiative under the Punjab Education
Foundation
“Foundation-assisted schools” were designed to meet the increased demand for private schooling under
the Education Voucher Scheme
These schools are monitored for quality assurance and public subsidies are continued on the basis of
schools achieving a minimum pass rate after two test rounds
An impact evaluation of the initiative from 2008 to 2011 found that enrollment in foundation-assisted
schools had increased by 40 percent and that student achievement had improved by the equivalent of one
to two additional years of schooling
Report Cards and Student Learning Assessment
• The PEC has been undertaking student learning assessments for grades 5 and 8 since 2003
• These were made mandatory from 2005 in all private and public schools
Punjab is the first province to launch a large-scale assessment program
Factors associated with better student performance are:
• Lower student-teacher ratios,
• Better-educated and more experienced teachers, and
• Better school facilities such as blackboards
• The results of the PEC exams show language achievement test scores to be particularly low
• The lack of a clear language policy has probably had a detrimental effect on learning
The Punjab government announced a policy of English-medium instruction at the primary level in 2006 to
address parental demand, gauged by the increased demand for private schools offering instruction in
English
Government schools and teachers were not prepared for this drastic policy change as, teachers’
knowledge of English was limited and textbooks and curricula were not developed for teaching subjects
in English
More than 50 languages are spoken across Pakistan and a clearer language policy in schools is needed
based on a consensus of views and local demand
Curriculum Standards and Coverage
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A crucial supply-side constraint in providing better-quality education is an appropriate curriculum
An effort to raise standards by developing an improved school curriculum was undertaken in 2006 at a
national level
• Since devolution, the provinces have implemented some changes from the new curriculum
• However, problems associated with curricula, as identified in several research studies, have yet to
be addressed
• Studies on Africa and South Asia (including Pakistan) show that covering too much material too
quickly can have an adverse effect on cumulative student learning
• As a result, students do not master the basics despite several years of instruction
Therefore, it is important to not just develop a high-standard curriculum, to pace the instruction of class
materials for children to be able to master basic concepts in elementary grades
Lecture 22
Educational Outcomes
Topic 144- 149
Topic: 144
Current Educational Scenario
Although Punjab has a more advanced education system than the other provinces, most of its people
remain poorly educated despite numerous education policies and reforms
On average, about a quarter of school-age children are not enrolled in schools
Fewer girls than boys attend school, and learning outcomes are inadequate
Increased expenditures are required to meet the cost of an expanded and improved school system
However, incurring more expense in itself is not likely to yield positive results in the absence of better
governance and a clearer vision of the goals of education
Topic: 145
Devolving Education to Provinces
The process of devolving education to provincial and district governments via the 18th Amendment to the
Constitution provides an opportunity to shift governance and administrative structures in education closer
to the communities that will benefit from them
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Parents’ demand for quality education is reflected in the rapid spread of private schooling throughout the
country for families of all income levels
Devolution is expected to help articulate the purpose of education to more effectively match the supply of
education with demand for the large numbers of children in need of schooling within the array of
Pakistani ethnic and geographical contexts
Major investments in education are currently taking place under the PESRP and Punjab Schools Roadmap
The stated goals of access, quality, and retention can be assessed within a framework of household,
school, and community-level factors that affect these goals
The education literature indicates that, on the demand side, poverty remains an overwhelming constraint
to school attendance in Punjab
Schooling quality, school location, and teacher presence affect parents’ decision to send their children to
schools
Important supply issues include appropriate and high-quality curricula, the presence and effectiveness of
teachers, and efficient school management
Topic: 146
Past Initiatives
Past initiatives in education were driven by expenditure on school infrastructure with limited evaluation
of results
Recent reform programs have incorporated lessons from past failures such as the SAP, and are aiming to
build better monitoring and governance structures that include student assessments
On the other hand, a better evaluation of past policies is needed as they are implemented
Under the PESRP, the policy of contract hiring was shelved despite positive results in teachers’
attendance and students’ achievements
Rather than addressing the implementation problems and inherent contradictions in policy design that
were causing teacher dissatisfaction, political pressure led to the policy being abandoned altogether and
all contract teachers being regularized
A number of education reform initiatives are currently in progress in Punjab
Some of these, such as the girls’ secondary stipend program, have been partially successful in that
enrollments and attendance levels have improved as a result
Learning levels, however, have remained the same
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Topic: 147
Low Learning Standards
To address the issue of low learning standards, an innovative in-service teacher professional development
program has been introduced
Also, testing takes place regularly in grades 5 and 8 to monitor students’ progress
Student and teacher attendance as well as test scores have improved since 2011, mainly due to better
supervision and monitoring
However, these assessments involve high-stakes tests that link student and teacher performance to
rewards and punishments for teachers and schools
This creates incentives for teaching a narrowly focused curriculum aimed at “teaching to the test” and for
gaming the system by excluding poorly performing students
Math and language skills remain low, as gauged by independent evaluations such as ASER (2013) and the
official Punjab Education Department statistics
Topic: 148
Factors to be addressed
Research studies on Punjab’s educational system and evaluations of similar reform initiatives in other
countries point to a number of factors that need to be addressed to remedy poor learning levels
These factors could be incorporated in the several innovative approaches currently in place under the
PESRP and Punjab Schools Roadmap such as lesson plans, public private partnerships, teacher in-service
mentoring, and school councils
Following are the factors which need to be taken into consideration:
1. Existing lesson plans in earlier grades should be modified to ensure that students master basic
concepts and build a solid educational foundation
This will require considerable effort by teachers and school administrators as well as parents, to
ensure teacher presence in the classroom, teacher competence in subject knowledge, and the
ability to create a comfortable and inclusive learning environment for students
2. Classes usually have a student mix of different ages and competency levels
• Remedial programs may be required to ensure that the majority of students are receptive to
teaching at grade-appropriate standards
3. Exam results show low proficiency in students’ language competence
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Further policy debate and research is required to develop a multilingual policy incorporating
English, Urdu, as well as local languages
• This would fulfill multiple aims of education by increasing employment opportunities while
remaining integrated with national and local identity and culture
4. Less emphasis on high-stakes assessments will take pressure off district administrators and
teachers to achieve results quickly under threat of dismissal, transfer, or lack of financial rewards
Testing should be geared to raising actual learning levels
Topic: 149
Evaluation of Educational Initiatives
Few rigorous evaluations of educational initiatives have been conducted for programs implemented in
Punjab and in Pakistan
For greater accuracy in assessing program results, baseline data needs to be collected on variables of
interest and other factors that might influence outcomes
The counterfactual also needs to be built for meaningful comparison of results
Revisions in implementation and policy design can be based on these evaluations
It needs to be understood that educational investments do show results over time
Education budgets usually suffer cutbacks along with other public sector development programs during
periods of economic downturn
To prevent the early dissipation of educational benefits, investments in education have to follow overall
school, district, provincial, and national goals and continue over a period of time despite political and
economic setbacks
Lecture 23
Challenges of Education in Sindh
Topic 150- 155
Topic: 150
Sindh Province Overview
Sindh province, with its 42.4 million-strong population according to an official estimate from 2010, is
home to 23% of the total population of Pakistan
• It is the second largest and the most urbanized province in Pakistan, with more than half of its
population living in urban areas
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• The population growth rate is 2.8%
The proportion of Pakistan’s population residing in Sindh was 18% in 1951, 23% in 1998, and continues
to grow today due to migration from other parts of the country and abroad
The population growth rate has been significantly higher in urban areas, resulting in a shift in the urban-
rural demographic ratio from 40:60 in 1951 to 52:48 today
The province covers around 140,935 sq. km of land (14.09 million hectares), accounting for 18% of
Pakistan's total land area
Population Density
Population density varies from 2,794 persons per sq. km in Karachi to 64 and 46 persons per sq. km in
Thatta and Umerkot, respectively
Ethnicity
According to the 1998 census, around 60 per cent of the population living in Sindh is ethnic Sindhi,
followed by Urdu (21%)
In rural areas, the vast majority of population (over 92%) is Sindhi, whereas in urban areas the ethnic
makeup is far more diverse
Urdu-language speakers represent the largest demographic group in urban areas at 41.5%, compared to
only 25% Sindhi speakers
• Sindh's population is young and graduate unemployment is 14%, twice the national average
• Participation by women in the economy is very low in both urban and rural areas
• Sindh’s economy includes large agriculture, manufacturing and services sectors offering
numerous investment opportunities
• Nevertheless, the provincial economy is failing to create new jobs to match population growth
Poverty is more acute in the districts on the right bank of the Indus River, followed by the left bank
district and Karachi
Despite making large revenue contributions, Sindh receives less than 24% of the financial divisible
pool
Chronic under investment in human development, infrastructure and business support has reduced
Sindh’s competitive advantage and left the province struggling to catch up with other sub-national
economies
Topic: 151
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Macro-Economic Context
• Sindh’s economy is the second largest in Pakistan
• It is the most urban, industrialized and entrepreneurial province in Pakistan
The province contributes around 30% of the national economy and 90% of Pakistan's total foreign
trade
Around 40% of the country's banking, insurance and large scale manufacturing employment is in
Karachi, along with rapidly growing IT and media sectors
Events Impacting Sindh’s Economy
Several events in the past five years have had a significant impact on the Sindh economy
Firstly, the eighth National Finance Commission award in 2009-10 increased resource flows from the
federal level to provincial governments
Secondly, the 18th Amendment to the Pakistan constitution devolved many functions to provincial
level, including the responsibility for education planning and programs
The situation was further complicated by unprecedented floods in 2010 and 2011, as a result of which
Pakistan’s economy suffered a total estimated loss of more than USD 16 billion
Impact of Floods on the Education Sector
The education sector was directly affected, and in Sindh around 3,700 schools were destroyed and
another 3,800 were damaged
Topic: 152
Socio-Economic Conditions in Sindh
• The poverty rate in Sindh is about 40%
• The vibrant urban economy contrasts with a relatively stagnant rural economy
Excluding Karachi, the left bank districts contribute 92% and right bank districts only 8% to the total
value of Sindh’s commodity producing sector
• Only four districts in Sindh are among the top thirty districts in Pakistan
• Whilst just under 20% of individuals in Karachi are deprived of education services, this figure
rises to over 60% in Thatta and Tharparkar districts
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The districts showing the greatest economic disadvantage also tend to show the most significant
disadvantage in terms of education
PSLM Survey, 2011
According to Pakistan Social and Living Standards Measurement (PSLM) Survey, 2011 Karachi,
Dadu and Hyderabad have the lowest out-of-school rates, while T.M. Khan, Thatta and Badin have
the highest rates
There are 16 districts namely; Tharparkar, Sanghar, Maitiari, Mirpur Khas, Larkana, S.Benazirabad,
Jamshoro, Shikarpur, Badin, Kambbar at Shahdadkot, Ghotki, Tando Allah Yar, Jacobabad,
Kashmore, Thatta, Tando Mohd Khan where more than 50% of girls are out of school
Whereas, in comparison there are only two districts where more than 50% of boys are out of school
• The survey further showed that in all districts apart from Karachi and Hyderabad, more than 50%
of females are illiterate
• In Thatta, Jacobabad, Ghotki and Kashmore more than 80% of females are illiterate
Topic: 153
Educational Scenario
The province of Sindh is no exception as far as the poor state of education in the country is concerned
With a population of approximately 42 million people—roughly one quarter of the country’s total
population— the province has a net enrollment rate (NER) of 62%, which drops to 54% in rural areas
The proportion of uneducated youth (aged 15–19) in Sindh is 31% compared to 27% nationally,
which, in turn, is almost double the proportion of uneducated youth in any economy with a
comparable per capita income
Overall, the percentage of uneducated females in Pakistan is disproportionately larger than that of
males
Shrinking of Uneducated Population
Research shows that shrinking of uneducated population in the last decade can be attributed mainly
to higher school participation rates among females compared to males. Sindh follows similar pattern
Sindh Right of Children to Free and Compulsory Education Bill
In March 2013, the legislative assembly enacted the Sindh Right of Children to Free and Compulsory
Education Bill, which makes education mandatory for all children aged 5–16 years
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The extent to which the Sindh government will be able to translate this act into access to quality
education for all will depend on how the government addresses long-term structural challenges to the
system that could derail even well-intentioned reforms
Topic 154
Sindh’s Education System
There are 48,932 government schools in Sindh, of which 43,027 are functional and 42,620 have at
least one teacher and positive enrollments
About 38,471 are primary schools, 2,252 are middle/elementary schools, and 1,897 are
secondary/higher secondary schools
Roughly, 3.65 million
students are enrolled in these schools and are taught by a total of 147,945 working teachers
Of these 147,945 teachers, 141,718 are government teachers comprising 100,858 male teachers and
47,087 female teachers
Dense Schooling Systems
These numbers reveal that Sindh has one of the densest schooling systems in the world, with 47,000
government schools serving elementary grades in the province
There are approximately 1.8 schools for every 1000 people in the rural Sindh
Low Functional Schooling Capacity
The functional schooling capacity is low, with less than 15 percent of these schools having at least
two teachers and access to basic facilities such as toilets, drinking water, electricity, and boundary
walls
Topic: 155
Net Enrollment Rates
Sindh’s performance in education outcomes is qualitatively similar to that of the other provinces
NERs in 2011
In 2011, the NERs at the primary (ages 6–10, grades 1–5), middle (ages 11–13, grades 6–8), and high
school (ages 14–15, grades 9–10) levels in Sindh were 62, 36, and 23%, respectively
Growth in School Participation
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Growth in school participation at all three levels has been slow (i.e., single digit growth) over the
period 2005–11
The upward trajectory in NERs witnessed at all levels during 2004–07 was reversed in 2008, with
larger participation shortfalls registered for children from poor households and girls in rural areas
Students’ Achievement
Likewise, student achievement in Sindh is low, with students performing well below their grade-level
competencies in independent tests (mathematics, English, and Sindhi) administered in 2012
The tests were administered to 4,863 Grade 4 and Grade 5 students in a district representative sample
On average, students attempted 74% of the test items in mathematics and 70% of the test items in
English; they achieved a mean score of 12.01 for mathematics and 10.82 for English out of 25 tested
items in both subjects
Taking a specific question, less than 60% could answer a Grade 2-level question on adding two two-
digit numbers
These results raise the question about the quality of education being delivered to the students and the
efforts needed to improve it
Lecture 24
State of Education in Sindh 1
Topics156 to 162
Topic 156
Early Childhood Education
Pakistan Struggles with incessant poverty, lack of basic necessities and deteriorating social support
structures; and because of this reason investments in Early childhood Education (ECE) becomes more
significant than ever before
According to Sindh Management System (SEMIS) census 2011-2012, around 576, 467 children are
enrolled in katchi in government schools in Sindh.
• The Current educational policy has put significant emphasis on Early Childhood Education
• As part of the EFA goals, the government is also determined to mainstream the ECE into the
education system
The National Education Policy (2009) which is also an agreed policy by GoS, provides the following five
policy actions with reference to ECE:
Policy Action 1
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Improvements in quality of ECE shall be based on a concept of holistic development of the child that
provides a stimulating, interactive environment, including play, rather than a focus on regimes that
require rote learning and rigid achievement’s standards
Policy Action 2
• ECE age group shall be recognized as comprising of 3 to 5 years

• At least one year pre-primary education shall be provided by the state and universal access to
ECE shall be ensured within the next ten years
Policy Action 3
Provision of ECE shall be attached to primary schools which shall be provided with additional budget,
teachers and assistants for this purpose.
Policy Action 4
For ECE teachers, a two-year specialized training in dealing with young children shall be a necessary
requirement
Policy Action 5
This training shall be on the basis of the revised ECE National Curriculum
The Curriculum and support material for ECE shall take account of the cultural diversity of particular
areas
Theoretical Analysis
Educational research suggests that early experiences of a child have profound effect on their attainments
at later stages in life (both positive and negative). Therefore, it is important to invest on child’s education
to provide positive and enabling experiences right from their early age.
Adequate early childhood programs not only help in the development of brain but also contributes to the
physical, emotional and social development of child
Topic 157
Early Childhood Education
Analyzing the Current Situation
According to SEMIS Census 2011-2012, the total enrolment in Katchi class is more than half a million
This figure includes both, un-admitted and admitted children
Inspite of this large number of students, there is still ahuge shortage of professionally developed teachers
in ECE curriculum
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UNICEF has put serious efforts to develop more than 300 government teachers in ECE
Nevertheless, an educated guess for teacher-student ratio is 1:1000
this figure may be justified since the primary purpose of katchi classes has been just to acclimatize
children with the school and, therefore, no extra efforts were made to professionally develop and assign
teachers in katchi classes.
ECE, on the other hand, requires an effective teaching and learning environment which ensures proper
management of classrooms, a prescribed curriculum, avaibility of leaning resources and, above all,
provision of skilled and dedicated teachers.
The Annual Status of Education Report (ASER) 2012 indicates that around 62.4% children of ECE age
were out of school in Sindh
ASER report is based on a survey conducted in 17 districts of Sindh.
The same report further indicates that 37.6% children are attending some kind of early education.
89.9% of these are going to government schools, whereas, 9.2% are going to public schools.
Madrasah is a source of ECE/pre-schooling for 0.4% of the children
There is hardly any data providing evidence that these enrolled students are receiving age appropriate
education.
Key Issues and Challenges
Early childhood education in Sindh faces many issues and challenges in relation to policy and
implementation
Some of these issues and challenges are:
• There is no comprehensive ECE policy and minimum standards for Early Childhood Education
available in Sindh
• Generally, there is a lack of ECE materials , facilities and recources at the school level, such as
teachers, supplies and separate rooms for ECE
• Government falls short in terms of teacher development and/ or deployment strategy, as ECE
specific cadre of teachers is not available.
• Genrally, due to budgetary constyraints the government tends to prioritize primary and secondary
education for investment over ECE provision
• There is a lack of reliable statistics due to lack of clarity on the definition of various ECE
approaches and a lack of representation of ECE classes in SEMIS.
Ooportunities for Development
The willingness of the community to send their children to ECE classes, which is evident through katchi
enrolments, presents a significant opportunity.
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Secondly, there is a huge body of knowledge and experience in the civil society available to tap on and to
get insights for ECE provision.
Similarly, a good number of private schools are imparting varioius forms of ECE, such as Kindergarten,
Montessori and ECE education systems.
Topic 158
Elementary Education
• Elementary education consists of 8 years of schooling (from Class 1 to 8)
• Usually elementary education is divided in two stages-Primary (Class 1 to 5) and Middle (Class6-
8).
In Sindh there are three categories of schools (on the basis of gender) for a child to get enrolled in : girls,
boys, and mixed or co-education schools.
The mixed schools constitute 61% of schools in the province, in which primary-only schools constitute
91%. Some schools are run in two shifts – Morning and Afternoon
• The medium of instruction at the primary level is Sindhi, Urdu and English, and a majority of
schools are Sindhi medium.
• English is also taught as a subject in all schools, from Class 1 onwards.
Current Policy and Historical Roots
• It is evident from the past policy analysis that the main focus of all educational policies was to
achieve Universal Primary Education
• However, the targets tend to get revised with each policy
SSince 1998, there has been a growing realization that the government did not have the necessary
capacity to achieve the targets instantly; rather, some benchmarking needed to be done for every three or
five years.
In the light of above inconsistent policy measures and deteriorating indicators of education, the current
National Education Policy 2009 was formulated
• Like the previous policies, this policy also indicates its commitment to achieving universal
primary education
• However, it also highlighted the loopholes in the system, suggesting some action points to fill in
the gaps.
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Increase in the Education Budget
In recent years, the Government of Sindh has not only increased the overall education budget by 15%, but
has also tapped on the international funding through development partners. Some significant initiatives
and efforts have been made since the introduction of the last education policy. However, what is required
is amore holistic framework of development that not only caters to the needs of the more disadvantages
areas, but also makes an alignment within the overall education system and scenario in the province
Topic 159
Elementary Education : Theoretical Analysis
• Education is primarily about holistic development of a child

• The educational research suggests that the returns on primary education are the highest among all
educational levels.
The core of elementary education is the concept of child centrality, i.e. education system must be centered
on students aspirations, interests and its integration into broad societal perspective. Education system
must equip each student with the basic knowledge and motivation to become a life-long learner.
Education system should inculcate in the children critical thinking, universal values, civic awareness and
the ability to cope with the demands of changing world
• Given the requirements of quality provision of elementary education, serious and concerted
efforts are needed.
• The policy makers need to address the issue of quality and quantity at the same time.
In a context like Sindh’s, where the mere provision of elementary education has been a daunting task, the
provision of quality education aligned with global education standards, evidently, seems more
challenging.
Access and Equity
The current statistics show that the ratio of boys’ enrolment is significantly higher than the girls’ in
primary schools.
However, the situation does improve in the middle and elementary schools.
In fact, in elementary schools, the girls enrolment ratio is better than the boys ( but the proportion of
elementary schools in the system is only 1%).
Similarly, the percentage of male staff is much higher (triple and double ) than the female staff in primary
and middle schools respectively. Both of the indicators show that there are huge gender disparities in the
system; especially, the proportion of female staff is quite alarming.
The provision of female staff has a positive relationship with the enrolment of girls, as in the rural culture
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of Sindh, communities are generally reluctant to send their girls to the schools where male teachers are
teaching in the classes.
There are quite few girls only schools as compared to mixed schools i.e. only 16% girls’ schools exist in
the province. Although a large number of mixed schools also exist in the system, the average strength of
girls in girls-only schools is 75% as compared to 25% in the mixed schools.
According to SEMIS 2011- 2012 the trend of availability of schools in the last five years depicts that the
growth rate of schools is decreasing, i.e. instead of increase of increase in the number of schools, there is
actually a reduction of schools in the overall public elementary education system.
Efficiency
Every education system must be assessed on the basis of how efficient it is to impart consistent education
to the children.
On reviewing some basic efficiency-based statistics it is evident that the education in Sindh is lagging far
behind the desirable or acceptable level.
Example
The transition rate form primary to middle grade is about 60%. This means that more than one-third of the
children do not continue their education after primary level.
Quality
Quality of education is a determining factor for completion. The performance of Sindh in terms of the
quality of education in Sindh is perhaps lower than any other indicators.
The recent ASER survey indicated that even the basic literacy and numeracy competencies are not
imparted to the students and their test results are not more than 20%.
Topic 160
Secondary & Higher Secondary Education
The current education system in Sindh requires young students to make early choices for their future
careers into streams of Science (further divided in Biology and Computer Science), Arts, Coomerce and
Home Economics (for Girls only).
Policy Context:
Historical Roots and Current Policy
Secondary education has always been acknowledged as an important milestone in education. For instance
, the Consitution of Pakistan, in its Article 37-B, commits to provision of secondary education:
“The State shall remove illiteracy and provide free and compulsory secondary education within minimum
possible period. “
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Recently, the Government of Sindh has passed The Sindh Right of Children to free and Compulsory
Education Bill, 2013.
The historical examination of the educational policies indicate that secondary education has been an area
of neglect in the sector despite its significance in relation to providing skilled workforce and input to
tertiary education.
Shotcoming Identified by NEP 2009
• Narrow base that leaves a large number of young people out of the system
• Poor quality of skills produced by the system
Access and equity
According to SEMIS 2011-12 there exista a huge gap in terms of access to education when comparison is
made between elementary and secondary level .
• The school facilities at secondary level make only 4% of the total public schools
• This ratio needs to be improved urgently
• Moreover, there is very modest up-gradation of the secondary and higher secondary schools.
Another important aspect of physical access is the physical status of the school buildings that also do not
present a very promising picture
Enrollments
• Research shows that only 23% students are enrolled at secondary level
• More than half of the students enrolled at the primary and elementary level do not reach to the
secondary level
Furthermore, the gap between male and female enrollments is around 17% at the secondary leve;, but it
gets acute (i.e., around 24%) at the higher secondary level
Teachers
In the workforce composition, the percentage of teachers in secondary and higher secondary education is
almost the same when compared to the pattern of enrollment at elementary and secondary levels .
However the discrepancy in male and female teachers both, at secondary and higher secondary school
level, is around 20%.
Topic 161
Secondary and Higher Education
Efficiency
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According to the SEMIS Education Profile 2011-12, the dropout rate is increasing both, from elementary
to secondary education and also from secondary to higher secondary education. Around 80% students
leave the system at higher secondary level.
Quality
Research shows that only a small fraction of schools are in good shape, whereas majority of t he schools
need repair.
More than 70% secondary schools do not have library facilities, which has implications for learning
environment.
Similarly, around half of the higher secondary schools do not house a library.
As indicated in NEP 2009, there is a limited provision of secondary and higher secondary education that
has resulted in structural drop out of a large number of students from the system.
The graduates of secondary and higher secondary education do not have the relevant market skills.
This issue highlights the challenge of developing more relevant curriculum for secondary education.
With regards to access and equity the major challenges are:
• Low enrolment in existing schools

• Limited provision of secondary and higher secondary education
• Non availability of subject specialist
With regards to efficiency the major challenges are:
• Low transition rates from secondary to higher secondary

• No provision for career counseling
• Prevalent malpractices in examination system
With regards to quality the major challenges are:
• Examination promotes rote learning

• Existing curriculum does not fulfill the individual and societal needs
• Lack of professional harmony between subject specialists and teachers
Topic 162
Literacy and Non-formal Education
• Basic education is a fundamental human right, as it is a vehicle for human development

• The government of Pakistan is constitutionally committed to provide education for all
The Directorate of literacy and non-formal basic education (DL&NFBE) is responsible for programs on
literacy and non-formal education in Sindh
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• Literacy, being a key learning tool, is the first step towards basic education
• The Sindh Vision 2030 can only be realized through building an educated and literate society
According to the Pakistan Social and Living Standards Management Survey (2010-2011) the overall
literacy rate in Sindh is 59%.
Gender Disparity
In addition to the disparities between rural and urban areas, there are continued disparities between male
and female literacy rates. This gender disparity combined with rural-urban disparity becomes worse to the
extent that only 22% females are literate as compared to 60% for males in rural areas.
Given the Sindh Vision 2030 and the existing situation, improving the literacy rate of females becomes an
important priority
Lecture 25
State of Education in Sindh 2
Topic 163- 170
Topic 163
Literacy and non-formal Education
Policy Context: Historical Roots and Current Policy
Historically, commitment to the adult literacy has always been a part of international
commitments. Despite the fact that increase in literacy rate has been consistently mentioned as a
policy target in almost all educational policies, our progress with literacy has been least
encouraging.
the overall growth rate in literacy has been under 1% over the years
In absolute terms, there is a continuous increase in the number of illiterates in Sindh
Reasons for discouraging progress in adult literacy:

UNESCO’s report on ‘Literacy Trends and Statistics in Pakistan’ has noted that adult literacy is
a neglected area in terms of planned action in Pakistan. However, ‘Guidelines for Strategic
Frame of Action for United Nations Literacy Decades (2003-2012) in Pakistan’ identifies lack of
political will, weak organizational structure and inadequate finances as major contributing
factors to the current literacy scenario in Pakistan.
Current Policy Context:

The National Educational Policy 2009, identifies four key issues with the current literacy and
non-formal learning programs. These issues are
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• Variable quality of programs
• Absence of certification and accreditation regime
• Literacy programs are not well-linked to the employment opportunities
• Ineffective literacy programs
Overall, the policy analysis refers to the dire need of linking such programs to the economic
empowerment, as learners may not get attracted just for learning alphabets, especially in the
contexts of ultra- poverty. In addition to that, minimum quality standards for teachers and
learning outcomes need to be defined and guarded.
The NEP 2009 emphasizes on scaling up of NFE programs by improving quality of these
programs through more financial allocations, management development, accreditation of
institutions involved in NFE, teachers training and career laddering.
The Non-Formal Basic Education (NFBE) is, by and large, practiced as an alternative to formal
schooling for the children who either do not have access to the formal school or have passed the
admission age.
• From this perspective, the NFBE is seen as gap filler to the formal schooling
• Therefore, there is a pressure to standardize the process so that mainstreaming can be
achieved.
Similarly, there is a huge pressure from the stakeholders to make adult literacy programs more
relevant for the lives of the adults and suggestion to link it strongly to employment opportunities.
• Literacy should have a cause greater than the ability to decode symbols.
• Literacy should improve the lives of people.
Topic 164
Access and Equity
If we look at the current provision of adult literacy in the province under review of DL&NFBE,
the current curriculum was developed and approved by the Federal Ministry of Education in
2007.
• IN recent years, there has been no increase in the number of literacy centers; rather, the
figure has dropped to 100 in 2010 from 217 in 2009
• In 2011, the female enrollment dropped from 89% to 80%
There has been a similar dip in the gender composition of teachers in 2011 as compared to the
one in 2010. According to the current provision of NFBE, females make bigger group (almost
three times larger) as compared to the male students. In terms of employment of teachers, female
teachers are six times greater as compared to the male teachers.
Efficiency
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The Directorate of Literacy and NFBE was established in 2002, yet it has limited professional
and management capacity to design, develop and implement literacy and non-formal basic
education programs effectively. The DL&NFBE is staffed by regular employees both, at the
provincial and district level for school education and there does not exist any special criteria for
posting and placement except the grade seniority. Limited staffing with no professional support
raises serious questions about the management and professional capacity of the apex institutions
responsible for literacy and non-formal basic education programs.
Given the above situation, there is an urgent need to strengthen the DL&NFBE both, in technical
and administrative terms, such as enhancing expertise for training, material development,
supervision research and evaluation. It is important to note that there is no regular budget for the
regular functioning of Literacy Centers, all these centers are being financed through ADP
schemes including teacher’s salaries.
Quality
Education Policy 2009 has noted that the quality of NFE programs is quite questionable and, as
noted by the policy, the major reason is the lack of quality of teachers. Approximately 29% of
NFBE teachers possess matric qualification only.
Alternative Approaches to Non-formal Basic Education and Literacy
Literacy and non-formal basic education programs are important focus to address the critical
issue of out-of-school children and youth, particularly for girls.
• These programs can contribute towards gender equity as well
• Given dimensions and magnitude of the problem, active search for the alternate models
for the design and delivery of adult NFE is needed.
Topic 165
Teacher Education and Development
The National Education Policy 2009 identifies the quality of teacher as one of six basic pillars of
quality in education and puts in on top priority.
Teacher education and development, no doubt, is a critical factor in improving school

effectiveness and student learning outcomes
POLICY CONTEXT:
HISTORICAL ROOTS AND CURRENT POLICY
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‘Teacher Training’ came up as a topic of discussion as early as 1947 in National Education
conference. In the conference, Issues regarding teacher capacity were identified and it was
decided that to meet the needs of literacy, the first five years were to be invested in teacher
recruitment and ‘training’.
The first major breakthrough in educational reforms at national level was the Report of
Commission on National Education 1959. However, teacher shortage and quality keep recurring
as key issues in various subsequent policies, plans and development schemes.
CURRENT POLICY CONTEXT:
The NEP 2009 indicates the need for reform in ‘pre-service training and standardization of
qualifications, professional development, teacher salary, career progression and status and
governance and management of the teaching workforce’
Additionally, It highlights the ‘growth of private sector’ as adding ‘new complexities to the
teaching profession’ and, therefore, needs to be taken into account while planning any reform of
the system. There is a need to integrate all aspects of teacher education i.e. recruitment,
promotion and teacher rationalization.
To provide a comprehensive framework in response to NEP 2009, The Government of Sindh

(GoS) took an important initiative to improve Teacher Education and Development (TED) Policy
2009.
The policy guides reforms in the following three areas:
1. Initial Teacher Education (ITE) or pre-service teacher education.

2. Continuous Professional Development (CPD) of teachers or in-service teacher education.
3. The overall management of teacher quality (teacher education and development)
THEORETICAL ANALYSIS
The historical analysis of policy context indicates that the emphasis for teacher education and
development remained on the quantitative expansion in order to address teacher shortage issue.
Quality of teachers has also come up as a concern and various strategies were proposed to
address this issue. However the discourse has remained for a long time on ‘teacher training’
which is an out-dated concept, and rejected globally much earlier, as it does not reflect the
process of development and learning.
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The teacher education in Sindh needs to be viewed as a development of process of learning and
growth that is based on the principles of life-long learning, continuous development, and
constructivist philosophies.
Topic 166
ANALYZING THE CURRENT SITUATION ACCESS AND EQUITY
It is seen here in terms of teachers ‘availability, availability of resources and infrastructure for
teacher development and provision of equitable opportunities for access across gender and rural-
urban dimensions.
SIZE OF THE TEACHING WORKFORCE
The disparity between the numbers of male and female teachers is quite distinct at the primary
level. Research shows that the provisions of female teachers have been consistently low in all
sectors.
Furthermore, it has been observed that primary school teachers make up more than two-third of
the total workforce in the public schools from primary to the higher secondary level. This implies
that the most significant allocation of attention and resources needs to be to primary school
teachers across all efforts to improve the quality of education in the province.
As, female teachers are less than one-third of the total number of teachers, the provision of
qualified female teachers needs to be addressed in order to improve gender equality.
The size and composition of the teaching force, in a way, depends on number of schools for both
genders. In this regard, the current scenario presents an alarming situation in which girls’ schools
represent only 16% of the total number of functional schools.
In order to address gender inequity, a special allocation of resources needs to be diverted and/or
generated towards this predicament that has been sustained over the years.
QUALITY OF LEARNING
More than 37,000 teachers are qualified for either the intermediate level or less, a figure that falls
significantly below the National Education Policy 2009 standards.
These teachers need to be encouraged to enhance their academic and professional qualifications
through flexible programs
ISSUES AND CHALLENGES
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It is important to realise that one of the biggest challenges faced by provinces, in general, and
Sindh, more specifically, is in relation to the 18th Constitutional Amendment i.e. the scale of
management and system and management challenges posed by this provision.
Both, the abolition of Concurrent List and insertion of the Article 25-A, offer challenges (i.e.
heavy mandates and increased responsibility) as well as opportunities (i.e. empowerment and
autonomy) in relation to teacher education in the province.
Topic 167
CURRICULUM AND ASSESSMENT
Curriculum sets the course that provides a framework for the entire learning experience, and
assessment represents the outcomes of learning from these educational experiences.
In case of public sector education system, the curriculum is understood and represented through
textbook, which has implications for assessment process, as it delinks assessment from
curriculum (linking it more strongly to the textbook).
The process of assessing student learning outcomes, by and large, shapes the process of teaching
and learning. Educational research provides sufficient evidence that education system with more
advanced, highly valid and reliable assessment system produces higher levels of student learning
outcomes.
For Sindh to reach its Vision 2030, it needs more systematic and systemic efforts to enhance the
quality of student learning outcomes, particularly, in the public sector of education.
CURRENT POLICY CONTEXT
The 18th Constitutional Amendment has major implications for curriculum processes including
textbook development and assessment.
With the abolishment of the Concurrent List, the curriculum, syllabus planning (and textbook
development), policy centres of excellence and standards of education/Islamic Education, now
fall under the exclusive purview of the provinces.
This major shift in responsibility through the 18th Amendment has given rise to serious
challenges, including institutional capacity to design and deliver on the processes related to
education and its outcomes.
Currently, the assessment system in Sindh suffers from several deficiencies in relation to
promoting quality education. The one with more sinister outcomes is the practice of rote learning
which stops the mental growth of the child and blocks innovative learning.
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Efforts have to be made to address this issue and the need to inculcate critical and analytical
thinking skills for developing life-long independent learners has to be emphasized. The other is
lack of provincial policy for conducting annual exams from primary to higher secondary levels.
Assessment mechanism should be such that analytical thinking and critical reflections are tapped
and encouraged.
Recently, the Government of Sindh Education and Literacy Department has introduced annual
Standardized Achievement Testing (SAT). SAT will be used as a tool to transform input driven
reform agenda to output/outcomes.
This will be done by bringing about attitudinal changes in teachers, for instance helping them to
graduate from rote learning model to teaching mode that helps to instill problem solving and
analytical skills in pupils.
Furthermore, it will help in informing parents, education administration, civil society and
government and to gradually shift to result based on accountability system.
Topic 168
CURRICULUM AND ASSESSMENT: ANALYZING THE CURRENT SITUATION
CURRICULUM
The 18th amendment has devolved the responsibility for curriculum development to the
provinces. However, due to absence of new legislation and laws, the functioning of BOC has
been facing hindrances in terms of delivering the outputs.
The Provincial Curriculum Act is under review by the Legal Department, GoS. The National
Curriculum 2006 has been adopted by Sindh, but it has not been implemented fully so far
because of various reasons including institutional capacity, resources and expertise.
Currently, the Bureau of Curriculum is deficient in human, material and financial resources. For
instance, there are only 6 subject specialists against 21 subject areas. There are then additional
issues, such as, available competence in curriculum development and translations, especially in
Sindhi language.
TEXTBOOKS
The issue of textbook development and implementation is evidently interlinked with curriculum
plans and their implementation. Since, the Curriculum 2006 has not yet been implemented, the
process of textbook development also remains lagging to a large extent.
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Within the context of 18th Constitutional Amendment, Sindh has yet to come up with a
comprehensive provincial policy and guideline that could guide the development of textbooks
and learning materials in the province.
Non-existence of such policy and guidelines has implications for plans guiding textbook
development and implementation.
Curriculum guides on what needs to be learned and how learning can be facilitated and assessed.
• However, in practice, hardly any teacher has access to curriculum document.

• The access is further limited by language barriers and also lack of conceptual skills to
interpret the curriculum.
Furthermore, there are more than 70% schools with Sindhi as medium of instruction whereas the
2006 curriculum is in English language which should be translated into Sindhi as well as Urdu
languages to make it more user friendly.
Topic 169
EDUCATION INFRASTRUCTURE DEVELOPMENT
With the goal of ‘Education for All’, school has become second home for a child.
Therefore, better planning, designing, maintenance and repair of the school becomes the basic
requirement for quality provision of education.
Keeping in view the current situation of school infrastructure and available resources in Sindh as
discussed earlier, the need for strategic planning is strongly felt.
This planning is crucial to rationalize, consolidate, rehabilitate and construct additional

infrastructure on the basis of demographic trends, culture and socio-economic condition of
districts.
It is important to optimize the number of schools and built only those schools in the first phase
which are viable and feasible and in consonance with catchment areas’ present and future
demands.
The discussion on school infrastructure also sets out the key issues that should be considered
when choosing a school site, layout of the building and in designing appropriate buildings.
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Getting the location and design right is essential for the provision of effective spaces for teaching
and learning, ensuring access for all, reducing risks from natural disasters and achieving value
for money.
To guide the districts to rationalize, rehabilitate and construct additional infrastructure on the
basis of demographic trends, culture and socio-economic conditions of the district, the
development of District Wise School Infrastructure Development Plan is proposed in SESP.
DISTRICT WISE SHOOL INFRASTRUCTURE DEVELOPMENT PLAN (DSIDP)
The DSIDP will be a guiding document for all concerned government department districts, local
government, provincial and federal government.
The DSIDPs will guide the concerned parties in the selection of only need-based schools for
infrastructure development. These DSIDPs will assist the Government of Sindh to avoid ad hoc,
politically driven or biased (with vested interest) school schemes selection.
The plan will be prepared and endorsed through Education and Literacy Department and
Planning and Development Department to ensure that all education sector development schemes
are in conjunction with the educational infrastructure development plans.
There is a wide disparity in allocating the area of schools, some are below 100 square yard
whereas others are over 5000 square yards.
Utilities’ management is not given due attention, drinking water standpoints are rarely available,
if available, not functional, and in case they are functional, they have high quality issues.
The common construction method is load bearing/wall bearing technology that lacks against
natural or man-made hazard.
Usually, Sindh’s climate is hot and during the planning and design phase, site specific climate
conditions need to be addressed while proposing the school layouts and selection of material for
construction.
Topic 170
Education infrastructure Development
School consolidation- an innovative reform

The Government of Sindh in recent years has introduced an innovative reform program to
rationalize physical and human resources and to improve the overall management of schools.
The reform initiative is titled as school consolidation – converting two or more schools into a
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single school. The need for school system consolidation has arisen due to the past proliferation of
schools, precipitated by poor planning and arbitrariness. Many of the schools set up as a result
of these practices are two-room, one-teacher schools, which tend to have the poorest quality of
service delivery. There are nearly 49,000 schools in the GoS’s current inventory, most of which
are non-functional, poorly located, undersized (one or two-rooms), understaffed, and/or poorly
constructed.
School consolidation covers three types of school:
1. Adjoining schools;
2. Embedded /same premise schools;
3. Schools that are within a stipulated distance of each other and one strategic school among
them having the horizontal and/or vertical space for expansion to accommodate students
in merged schools.
The Government of Sindh approved the policy of School Consolidation in February 2012 as a
major move. The purpose of the policy was to enhance the provision of quality education while
ensuring the access to education at the same time. The policy has provided clear directions
related to the management of resources and powers of campus principle.
Herausforderungen
The School Consolidation policy, however, is likely to face several challenges during its
implementation.
Some of the challenges are highlighted below
1. Resistance to Change: The rationalization of schools and bringing them to one chain of
command is expected to create some resentment and resistance among the staff.
2. Tribal, clan and Religious Affiliations; There are localities in Sindh where schools are
divided on the lines of tribal and communal affiliations
Schools consolidation policy will have to be sensitive to these differences and only areas where
community shows willingness, schools should be consolidated.
Lecture 26
Policy Framework and Priorities
Topic 171- 177
Topic 171
SESP Vision
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The broad vision stated by the Government of Sindh is of : ‘A united, just, resilient, productive,
innovative, industrialized and prosperous Sindh with a disciplined, caring society comprising of
healthy, happy and educated people and built upon the enduring pillars of self-reliance, respect,
tolerance, equity and integrity.’
National Education Policy (NEP 2009)

This vision was also addressed in the National Education Policy, which calls for the education
system to ‘provide quality education to our children and youth to enable them to realize their
individual potential and contribute to development of society and nation, creating a sense of
Pakistani nationhood, the concepts of tolerance, social , justice, democracy based on the basic
ideology enunciated in the Constitution of Pakistan.’
Vision of SESP
‘Education is the fundamental right of the child, the government must provide equal
opportunities of quality education to all children to realize their full potential and contribute to
the development of society and economy creating a sense of nationhood and inculcating values
of tolerance, social justice and democracy.’
This vision can be translated in practical terms as a commitment under the SESP to focus on:
1. Delivering educational services to the most vulnerable and marginalized children.
2. Improving student learning outcomes, and
3. Supporting greater community and parental involvement in their children’s education.
SESP Policy Context

The 18th Amendment led to the abolition of the Federal Ministry of Education and gave full
authority to the provincial governments. In September 2011, National Education Conference
agreed that the National Educational Policy 2009, subject to such adaptations in view of the 18th
Amendment, would continue to guide education provision at the provincial level.
The NEP 2009 found two key deficiencies at all levels of education:
1. Low access to educational opportunities, and
2. Low quality of education
Weak performance in the Education sector is attributed to gaps in commitment and in
implementation.
Recommended Policy Actions

1. Promoting equity in education,
2. Commitment towards achieving EFA and MDGs,
3. Improving the quality of education
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4. Establishing monitoring and inspection systems,
5. Placing emphasis on research, and.
6. Creating a system that can capitalize on the opportunities presented by globalization as
well as minimizing the potential negative impacts of globalization.
Sindh Right of Children to Free and Compulsory Education Act, 2013
This act is expected to be a key vehicle for achieving the objectives of SESP. The Act contains
30 comprehensive articles and eight chapters articulating the right of ALL children aged 5-16,
including those who are out of school, disadvantaged and with special needs, to education.
Inclusive education principles will be derived from the National Policy for Persons with
Disabilities (2002) and international conventions
Topic 172
SESP Purpose and Objectives
An integrated and holistic approach to planning and development is made essential by the
extreme complexity of the process of education. Mindful of the two key deficiencies in the
education system – access to educational opportunities and low quality of education -, SESP
focuses on equity in access, quality of education, governance and service delivery, and equity in
resource allocation. The integration of these components towards development, demands a
comprehensive sector plan.
Principle objectives of Sindh Education Sector Plan (SESP) 2014-18:

1. Increasing equitable access to quality ECE, primary and secondary education, with the
aim of eliminating social exclusion.
2. Improving the quality of learning outcomes through strengthening the teaching/learning
process.
Improving the quality of teachers through merit based selection and recruitment as well
as establishing a competency-based constructivist system of educational professional
development.
3. Strengthening governance and service delivery by improving the functioning capacity
from the school community level up to district and province level.
4. Enhancing the equity of resource allocation and improving the fiscal sustainability and
effectiveness of educational expenditure, thereby fostering transparency and
accountability in the use of public resources.
Each of these objectives requires a set of policy discussions and reforms for effective
implementation.
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Topic 173
Governance and Accountability
Governance and accountability are central to promoting efficient and effective delivery of
education. Structures, roles, and responsibilities of governance should be determined and
developed in ways that maximize capacity to significantly improve quality education, which can
be measured via accessible evidence. Achieving good governance will require the sector to
follow and strengthen basic principles of transparent procedures, and provide opportunities for
capacity building and leadership. Education governance refers to the alignment of standards,
authority and decision-making within the education system to demonstrate accountability of
quality and performance. Effective governance and accountability requires the system to link
authority and responsibility at all levels. Good accountability measures should ensure that
responsibilities are effectively carried out, progress and outcomes are evaluated so that impact
can be demonstrated and corrective measures can be taken in an appropriate manner.
Topic 174
Enhanced Equity in Education Access and Participation
Equity in educational access and participation has two dimensions.

1. Fairness, which implies that one’s personal and social circumstances such as gender,
socio economic status, and ethnic origin, should not be an obstacle to participation in
education.
2. Inclusion, which implies ensuring basic minimum standards of education for all.
Equity must ensure that differences in educational outcomes are not the result of
differences in socio economic status, income, gender, geographical disparities and
parallel school systems. Equity is also important as a human rights imperative under
which the Province of Sindh is the guarantor of education for all, ensuring that it is
available, accessible, acceptable and adaptable.
SESP policies for enhanced equity in education access and participation

1. Transition from ECE to primary and from primary to middle and secondary education
will be a priority focus. Primary schools will be upgraded to include the middle level
2. Greater access to ECE will be providing to children from marginalized groups in order to
promote equity and eliminate social exclusion.
3. Targeted interventions will address disparities at all levels, including geographic (district-
wise and urban-rural), gender, socio-economic status, poverty and disabilities. This will
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be done by supporting measures like stipends for needy children and conditional cash
transfers for low income household.
4. An appropriate physical and learning environment will be guaranteed to promote
enrollments, retention and learning.
5. In recognition that the government alone cannot provide for all the children in Pakistan
through free and compulsory schooling, the Education Department will pursue a policy of
Public-Private Partnership
6. Alternative, flexible and non-formal education provision will be made available to
children excluded from formal schooling.
7. Formal and non-formal education provision will be made relevant to real life and living
needs of children beyond school.
Topic 175
Improved Quality and Student Learning Outcomes
Education quality will be defined by student learning outcomes, and the development of skills,
attitudes, and values that are judged essential for good citizenship and effective life in society.
Six elements will be given priority as a way to ensure improved quality, these are:
1. A common curriculum based on the holistic development of the child.
2. Content and process that is student-centered and non-discriminatory.
3. Teachers that are professionally qualified and performing a facilitator role.
4. A learning environment which is safe, disciplined, physically facilitating and inclusive.
5. Assessment systems that provide support to classroom level teaching using both
summative and formative approaches.
6. Measurable outcomes that provide the basic skills required for positive adaption to
society and economy.
Topic 176
Sustainable Sector Financing
The most productive investment for development is to invest in education. Funds for education
come from many sources (public, private, philanthropic and from international donor agencies).
The case for funding education is strong in view of the high social returns. The current public
outlay on education in Sindh is 17% of government expenditure. Most of this is recurrent and at
school level 90% of expenditure goes on salaries, as compared to 80% in the overall education
budget. The share of non-salary expenditure in the recurring budget is very low and insufficient
to allow for adequate provision of basic facilities and maintenance costs. Most developmental
funds come through funding by international development partners or donor agencies. The
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project mode of financing by donor agencies must give way to more coordinated and aligned
approaches that minimize duplication and lead to sustainability. Donor interventions will only be
approved where they support Sindh’s own priorities and align with SESP.
Topic 177
SESP Targets
SESP targets have been set on basis of four key indicators:

1. Gross Enrolment Ratio (GER)
2. Net Enrolment Ratio(NER)
3. Learning outcomes
4. Literacy rate
SESP Targets for 2018

1. ECE/Katchi Targets:
• Gross Enrolment Ratio (GER) from 32% to 45% for pre-primary age children (3-
5 years).
2. Primary and Middle Targets:
• Net Enrolment Ratio (NER) from 59% to 77% for primary school age children.
• NER from 34% to 50% for middle school age children.
3. Secondary & H. Sec Targets:
• From 23% to 35% for lower secondary school age children.
• From 19% to 30% for higher secondary school.
4. Literacy Targets:
• An increase in the number of adults who are literate from 59% to 70%.
District Education Plans

The Education department has planned to develop District Education plans in local languages i.e.
Urdu and Sindhi, based on the need and situation analysis of particular district. These plans will
be developed in consultation with district Local Education Groups and community participation.
In District Education Plans, school based indicators and activities will be identifies and funded
through schools specific budgets/ funding. These activities will be monitored through an
independent monitoring system under Director Monitoring and Evaluation.
Lecture 27
Topic 178- 183
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Topic 178
• Governance and accountability are critical for effective implementation of plans and
policies.
• Results are linked to the effective management of the associated functions of service
delivery.
The Government of Sindh has been suffering from the issues of planning, development and
implementation of its various policies, plans and strategies. This is one of the principal reasons
for low performance against education indicators. It is mainly due to issues of educational
governance-in Particular at the service delivery level-and weak monitoring and accountability
systems. EMIS data is only made available to Education managers around a year after the annual
school census, which does not allow for timely response or corrective measures. For SESP to
achieve its objectives the provincial government will need to effect comprehensive reforms to
governance and accountability mechanisms. These reforms need to include but not limited to
effective and professional education management geared to deliver; effective monitoring and
data management systems; availability of reliable and timely data; transparency in government
operations; involvement of the community and stakeholders in education sector decision making;
forming public private partnerships; and introducing technology to management.
Policy Context and Situation Analysis

Governance and accountability have been featured in previous national education policies in
Pakistan as a key concern (1970, 1972, 1992, and 1998-2001). The National Education Policy
(NEP) 2009 focuses on educational governance and considers gaps in commitment and
implementation as key reasons for poor performance of the education system.
The NEP identifies the following governance issues:
1. Absence of a holistic view of the Education sector.
2. Lack of policy coherence.
3. Unclear roles and fragmented governance.
4. Parallel systems of education (public-private divide).
5. Widening structural divide.
6. Weak planning and management.
7. Lack of stakeholder participation.
8. Lack of accountability, capacity to deliver and manage.
9. Weak monitoring and evaluation system.
Topic 179
Policy Context and Situation Analysis
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Key policy Actions for Education Management and Governance – NEP 2009.
1. Developing a Whole-Sector View:
A comprehensive Human Resource Development (HRD) policy shall be developed. This
HRD policy will help in integrating all types and branches of HRD institutions from
Early Childhood Education (ECE) to tertiary education.
2. Ensuring Policy Coherence:
The Ministry of Education shall be responsible for ensuring coherence with other
socioeconomic policies of the government.
3. Bridging the Public-Private Divide
Available educational resources in the private sector shall be mapped and information
will be made available to all. Transparent and clear procedures shall be initiated in the
education sector to allow utilization of private sector inputs. Provincial Governments
shall encourage private education at the school level as an additional option available to
those who can afford such education.
4. Building Management and Planning Capacity
A management cadre for education, with specific training and qualification requirements,
shall be introduced.
Education sector management shall be handled by education managers without any
intervention from politicians and generalist civil servants; only then can education
managers be held accountable for outcomes
Topic 180
Education Management Structure in Sindh
At Provincial Level:
Overall policy-making and providing leadership in curriculum, educational standards,
assessment, textbook development, program design and implementation.
• Provincial Education Departments are headed by their respective Provincial Education
Ministers.
• The provincial Education Secretary is in charge of the department.
The provinces are further divided into districts for the purposes of administration.
At District and Sub-District Level:

The Head of the Education Department in a district is the District Education Officer (DEO).
Underneath the District Education Officer is the District Officer Education (DOE) (Secondary
Education/Elementary Education), Assistant Sub-district Education Officer (ADEO) at taluka
level.
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At the grass roots level (Union Council level), Learning Coordinators (LCs) provide academic
guidance and supervisors are supposed to monitor the schools.
School-Based Leadership:
Principally responsible for the provision of learning resources and academic supervision for
improved learning outcomes.
Topic 181
Lack of Holistic Approach

Limited inter-departmental coordination (e.g. with Finance, Planning and Development, Social
Welfare, Child Welfare and Development, Health, Works and Services and Sindh PPRA).
Infrequent consultation and sharing of new ideas, programs and plans.
Weak HR Management
• Teacher absenteeism due to weak supervision and lack of accountability.
• No database and MIS for HR (teaching and non-teaching).
• No system for projecting teacher demand and supply.
Low Performance
• Absence of a comprehensive performance framework (criteria, standards, incentives)
• Input based budget, no relation to outputs or performance.
Limited Capacity for Evidence-based planning
Low skill in data management and analysis, resulting in absence of evidence based decision
making
Weak Monitoring Systems
• Monitoring by implementers only; independent mechanisms are not available.
• Monitoring data is not available when required.
Lack of Transparency in Public Expenditures
• Procurements audits are not carried out despite large procurement budget
• Public access to key financial and procurement information is almost nonexistent
School Data
• Considerable time lag between census and data availability in SEMIS.
• Basic student profiling data is not part of SEMIS, hence important data on student
retention and dropout cannot be obtained reliably.
Topic 182
SESP Objectives, Strategies, Targets & Activities
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Based on an analysis of the situation in terms of Education system governance and
accountability, and suggestions and recommendations from key stakeholders, SESP has
formulated the following objectives for Governance and Accountability over the next five years.
1. To develop a whole sector approach
2. To develop and implement standards for educational inputs, processes and outcomes.
3. To strengthen capacity for evidence-based planning and accountability.
4. To professionalize educational management
5. To develop and implement an effective school supervision/ mentoring system.
6. To promote better teacher management (appointment, deployment, performance-based
promotion).
7. To establish an effective and independent data collection and monitoring system
8. To foster public-private partnerships for improved management.
9. To establish an information and communication system.
The following steps will need to be taken in order to achieve the SESP objectives for Education
governance and accountability.
a. Create a separate management cadre
b. Design and develop an independent data collection and monitoring system.
c. Utilize ICT for improving educational governance.
d. Develop an HR Management Information System (HRMIS).
Topic 183
Financial Reporting Mechanism
The Education department receives all budgetary support either from the Government of Sindh’s
own local resources or from external sources, i.e. loans or grants through the Finance
Department. The accountability cycle starts with the Education department at Drawing and
Disbursing Office (DDO) level, where the budget is prepared for consolidation by the Finance
Department. Each DDO spends according to the budgetary grant allocated and reconciles its
expenditure with the respective Accountant General (AG)/ District Account Office/ Treasury
Office. At the end of FY the AG office, on behalf of the provincial government, prepares a
financial statement consolidating expenditures made by all departments, autonomous bodies and
centralized entities.
AUDIT
DDO offices are audited by the external auditors of the Auditor General of Pakistan (AGP).
Two types of audits are conducted by the AGP office:
1. Regularity audits (DDO level)
2. Financial Attest Audits (provincial level).
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Annual audit reports and financial attest certificates are singed by the Auditor General of
Pakistan seven months after the close of the Financial Year, and submitted to the legislature
within one month following signature. The Public Accounts Committee conducts legislature
reviews and discusses the audit reports issued by the Auditor General of Pakistan.
Lecture 28
Topics 184- 190
Topic 184
Need for Good Governance
The need to improve the state of education in Pakistan is undeniable. The question arises on what
can be done to improve educational standards to ensure that students get access to quality
education, which will benefit them, and inspire a generation that is educated, skilled, creative and
well informed. To reach these objectives, education needs radical change not just at the
classroom level, but at the highest policy level starting with governance of education; the
element of governance is crucial towards developing curriculum, syllabi, and resource materials.
It is essential towards determining teacher training and development, size of classrooms and
what and how students are taught. It helps in determining the size and structure of the
infrastructure and facilities provided to students. The overall governance system envisages a
trickle-down effect which reaches down to regulation of schools. Thus governance of education
must be viewed at macro level, as an issue which needs to be addressed at the top level for there
to be changes at the grass root level.
Topic 185
Development of links between Different Departments
Cooperation between different departments has been identified as an area requiring improvement
for better governance of education. Different departments need to work; cooperation between
works department, electricity departments and municipal units is required to provide support for
schools in their areas. Thus with the water department providing clean drinking water, electrical
department ensuring electricity provision, the health department providing free health screening
and local tehsil and district government supporting initiatives in their localities, governance of
education and its facilities could be significantly improved.
Topic 186
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Relationship between NGOs and Government
It has been notices that private organizations and donors prefer to not work with government.
Some experts blame the lengthy and complex procedures and the lack of an accountable and
transparent system for these apprehensions.
According to a survey currently out of the 49,000 schools operating in Sindh, only 7000 schools
have 4 rooms or more. It has been suggested that worst performing 7000 schools should be
selected and handed over to the private sector. The government would continue to fund the
school, but the administration would be handed over to the private sector for a certain period of
time to improve results. A vacuum of competent human resource has also been identified both at
the federal and provincial level to implement the policies. Therefore, there is also a need to
develop the required human resources by recruiting, training and engaging experts and
specialized personnel into the education sector.
NGO’s and state relationship is another complex phenomenon. State could not provide proper
rules and regulation to facilitate and control NGOs and badly failed to maintain trust. NGOs are
reluctant to proceed with govt. because state control means exploitation. Registration is the only
key in the hands of govt. but this process is available in five different departments having no
mutual harmony among them. Even state does not have any legal agreed upon definition of
NGO. NGOs make their own constitutions. Sometime a group of people develop an NGO to get
benefited from funds available for govt. and international agencies. Few governments made
support policies but obstacles like bureaucratic procedures and political instability did not allow
to proceed in right direction.
Topic 187
Involvement of Academics and Researchers
Academic scholars and researchers should be actively engaged in policy making at the provincial
levels. Research into governance of education should be given due importance with the
establishment of an academy of educational planning, research and governance. Academics
could be actively engaged at policy level through:
1. Creation of an education oversight committee.
2. Advisory services provided by education advisors could be utilized to better manage
education matters.
3. Think tanks which could advise the provincial education department on strategic and
policy matters.
Furthermore, think tanks and education experts would allow for accountability to be built
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into the system. They would also be utilized for their expertise, their innovative thinking
and their ability to resist political pressures.
Topic 188
Strengthening Current Government Initiatives
As discussed previously quality and governance of education is an issue which needs serious
attention. In order to improve the management, government of Sindh has created campuses in
Gizri where 3 or 4 schools in the same premise were brought under one headmaster. Education
Management Sindh Graduate Association is also being considered by the Government, so that
schools could be given to NGOs for smooth running.
School Management Committee (SMCs)
In order to improve the governance and management of education in the province, the
establishment of active School Management Committees also has to be taken into consideration.
The internal monitoring system is also weak, however, efforts are being made by the ministry to
get an independent internal monitoring unit which would report directly to the Chief Minister.
Topic 189
Improving Accountability and Transparent System
In order to improve accountability in schools, principal and teacher relationship needs to be

redefined especially in the public sector. One of the main reasons identified for the poor
performance of public schools was the lack of authority of the principals in managing their staff.
The principal needs to be given the authority to discipline non-performing teachers. The
Principal has to have the power to fire teachers who are not doing well, while the principal is
held accountable if the student’s performance is below par. Hence this creates an accountable
and transparent system. Furthermore, district government’s performance may also be improved if
they are held accountable for the performance of their districts. Funding could be linked to
school performance and directly proportional to the number of satisfactory schools in the
District.
Topic 190
The Way Forward
In today’s increasingly globalized and competitive economy, tackling social inequalities and
establishing a literate community which can keep pace with the world has become essential.
Sindh has so far been unable to effectively use its resources to implement a governance system
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which provides quality and sustained education for it populace. With the introduction of the 18th
Amendment to the Constitution and the further devolution of powers to the provinces, Sindh and
all other provinces in Pakistan certainly face greater challenges. However, they also have a
unique opportunity to undertake measures to improve the governance of education. Therefore, in
order to fulfill the demands of the post-constitutional amendment scenario, the province needs to
reposition itself, revisit its roles, build capacity, and put in place appropriate mechanisms.
Lecture 29
Challenges of Education in Baluchistan
Topics 191 to 196
Topic 191
Province Overview
Baluchistan is the largest province- by area- of Pakistan, constituting approximately 44% of the total area
of the country. The population density of Baluchistan is very low due to the mountains terrain and
scarcity of water.
Languages
The main languages in the province are Balochi, Brahui, Pashto, Sindhi and Urdu.
Climate
The climate in the mountains areas is very cold whereas desert areas are hot and barren with scanty
rainfall. Social development in the province has been slow, one factor being remote and difficult to
access inhabitations.
• The economy is largely dependent upon the production of natural gas, coal and minerals.
• Livestock, limited farming and fishing along the Arabian Sea Coastline are main forms of
sustenance for the local populations.
According to the 1998 census, Baluchistan had a population of approximately 6.8 million representing
approximately 5% of the Pakistani population. Based on NIPS projections, the population in 2010
increased to 9.771 million. In 2010, for every 87 females there were 100 males.
Literacy Rate
The overall literacy rate is 47.7% with marked difference in male and female literacy rates which are
61.5% and 24.2% respectively.
Topic 192
Access to education
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Access to education is a big challenge at all levels in Baluchistan. However, serious challenges are faced
by the province in the areas of access to primary education for its population. The data shows that the
highest percentages of children at primary school entry age are out of school. The Major reason for slow
growth in enrolments, low survival rate and low transition rates has been observed to be limited access to
education particularly for females in rural areas.
• The participation rate is very low.

• Overall 56% children of age 6-11 are not attending primary education.
Topic 193
Gender Gap and Girl’s Education
The second most alarming issue is Gender Parity Index (GPI) ratio at all levels of education. At secondary
level of education urban and rural ratio of in-school girls is 0.86 and 0.48, respectively. This shows much
lower participation rate of girls in the rural areas as compared to urban regions. Furthermore, it has been
noted that the participation rate of girls is much lower at the secondary level as compared to the primary
level especially in rural areas.
Gross Enrollment Rate
• Out of more than 1.195 million primary age children, GER is 78.7% and girls make up only 41%
of the total enrolment.
• Boys’ GER is 87.4% whereas girls’ GER is only 68.6%.
Net Enrollment Rate

PSLM 2008-09 reports overall NER at 44% wit males 51% and females lagging behind at only 36%.
• The gender gap in both GER and NER is huge and it will require sustained efforts and inputs to
bridge it.
• Overall NER is quite low compared to national figure of 57%.
Topic 194
Dropout Rate and Security Issue
Another major issue being faced by the province is of the high dropout rate and out of school children.
About 35% students who are enrolled in Katchi class leave school before registering in Class One. High
level of dropout rates and low transition rates are reported at each level of Education.
Security Issues
Security issues have aggravated the problems of negligible educational attainments and gender disparity
in Baluchistan. Due to security risks many teachers have been transferred from remote areas to cities. Due
to security issues, female teachers particularly in rural areas feel insecure and girl’s schools are closed due
to transfer of teachers from remote areas. Therefore, these problems associated with security are further
hindering the educational opportunities for girls.
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Topic 195
Achievements against EFA and MDGs
Millennium Development Goals

The Millennium Development Goals are an ambitious agenda for reducing poverty and
improving lives, that world leaders agreed on at the Millennium Summit in September 2000. The
Millennium Development Goals have been adopted by the Government of Pakistan and
integrated in its Poverty Reduction Strategy.
The MDG goals relevant to education are:
1. Reduction of proportion of people living on less than one dollar a day and those who
suffer from hunger.
2. Ensuring completion of primary education for both boys and girls; and
3. Elimination of gender disparities at all levels by 2015.
The EFA Plan
The EFA Plan formulated in 2003 proposed more than 40,000 Early Childhood Centers, 10,000
new primary schools and 2,500 maktab (religious) schools to achieve the EFA targets. The EFA
Plan proposed the upgrading of a large number of primary schools to middle level over three
phases.
• According to the EFA Plan, about 1.5 million adult literacy centers and over 200,000
non-formal basic education schools were to be established by 2015.
• Almost 380,000 vocational/trade schools were to be set up to provide skill development.
However, it can be seen from surveys and researches that the performance of Baluchistan, with
regards to education is very low and slow in comparison to other provinces. The education For
All Development Index (EDI) for Baluchistan is 0.37 while EDI for Punjab, Sindh and KPK is
0.47, 0.43, and 0.43, respectively. In Adult literacy Baluchistan has been able to achieve 39.7%
as compared to 57.2% by Punjab, 58.2% by Sindh and 46% by KPK (PSLM, 2008-9).
Topic 196
Post 18th Amendment Scenario
After the 18th Amendment in the Constitution, Ministry of Education has been devolved to the
provinces and education has now become a provincial subject. The changes have been made in
key areas of education sector. The Curriculum and Syllabus, Centers of Excellence, Standards of
Education up to Grade 12 and Islamic Education has been transferred to Provinces. The
amendment has positive impact on provincial attitude. In Baluchistan, there is a challenge of
ownership of quality of education and to achieve the targets in accordance with the international
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commitments. The big challenge for Government of Baluchistan is a careful understanding of the
limitations and existing capacity of the provincial education department.
Baluchistan has following major challenges to achieve the targets of EFA and MDGs:
1. Ensure access to education at all levels for all settlements in the province, particularly in
remote areas;
2. Formalization of ECE in all primary schools and provision infrastructure and learning
material for ECE;
3. Ensure Universal Primary Education;
4. Increase enrollment in middle and high schools;
5. Increase transition rates from primary to middle and middle to secondary;
6. Improve survival rates at all levels of education;
7. Reduce Gender disparities at all levels;
8. Funding for implementation of provincial literacy plan;
9. Awareness of community and;
10. Improve governance.
Lecture 30
Structure of Education System (Organization of Education in Baluchistan)
Topics 197 to 202
Topic 197
Education Sector in Baluchistan
Baluchistan has the lowest literacy rate, highest gender gaps and weakest access indicators in the country.
The quality of education also remains poor and the exponential growth of private schools in the province
indicates the low levels of confidence in public sector schooling. This is partially due to the security
situation but in case of larger donors the provincial policy of not accepting any loans has also reduced
“investment’ in all sectors from the donors. However, this policy may shrink funds for the time being but
it will reduce potential expenditure burden in future.
Development in Recent Years

In recent years the government has increased its interest and seriousness in development of the education
sector. A reform environment has been created and important reforms have been initiated in all sectors,
especially schools and higher education. Technical and vocational education has only recently begun a
review and reform process while Literacy and NFE remains the most neglected portion of the sector.
A Policy, Planning and Implementation Unit (PPIU) has been set up to coordinate the reforms. The
Department of Education developed a ‘Baluchistan Action Plan’ that serves as the interim education
policy for the province till the development of full-fledged sector plan.
• A number of other initiatives have also been undertaken.

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• Education for All (EFA) Provincial Plan and District EFA plans for all 30 districts along with
Early Childhood Education (ECE) Provincial Plans for 8 districts were prepared and launched by
the Government.
Community schools development program was expanded by the Baluchistan Education Foundation (BEF)
and private schools have been included as partners.
• While gaps remain, the province has made some strides in education also.
• Over the last twenty years enrolments have continued to increase, especially, for girls.
Baluchistan also has five public universities out of which one serves exclusively the females, one
informational technology and management sciences, one engineering university and one university at
Uthal caters to marine and live stock requirements.
• The province continues to face challenges in the sector despite the progress
• Access to all children and improved quality both remain elusive at this point.
Both these objectives will need to be pursed simultaneously though the emphasis would vary across the
province depending on the current level of facilities available.
Topic 198
The Levels
Education in the province is divided into school sector, higher education, technical and vocational
education and the literacy and non-formal sector. The school sector has the following levels:
Pre-primary
The pre-primary consists mostly of the ‘kachi’ class of unadmitted children. A few select public sector
schools run the ‘reformed kachi’ classes which run these on the basis of the new national curriculum of
ECE developed on the modern concepts of the Early Childhood Education.
Primäre
• Primary section consists of grades 1 to 5.

• The bulk of these schools are exclusively primary while 955 of the 961 of middle and 648 of the
663 high schools also have primary sections.
Middle
Middle schools consist of grades 6-8 and 660 of 663 secondary schools include middle sections.
Secondary
• Secondary schools are up to grade 10 with grades 9 and 10 forming the secondary level.
• These are important years of career choice and progression for the students.
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At this level students opt for the arts and science streams and sit for public examinations which have a
bearing on their future career options.
Higher Secondary
There is only one higher secondary school in the province run under the provincial Secondary Education
department. Although the curriculum for this level is part of the overall school curriculum (traditionally
prepared by the Federal Ministry of Education and now transferred to the provincial government) the
majority of higher secondary classes are conducted in colleges run by the Higher Education Department.
Additionally the higher secondary level also exist in the ‘elite public schools ‘ run by the Higher
Education Department. Both these set of institutions have classes from grades 6 to 12, have English as the
medium of instruction and provide residential facilities to students.
Topic 199
The Levels
Höhere Bildung
Higher Education sector consists of a number of organizations; the Higher Education Commission of the
Federal Government, the Higher Education Department with its colleges and the autonomous
Universities. Additionally there are private colleges, as well as, universities.
• Administratively, universities are autonomous bodies chartered by the provincial assembly.

• Governor Baluchistan is the chancellor for all public sector universities.
Higher Education Commission (HEC) develops policy for the sector and provides the bulk of funds to the
public sector universities. Private Universities receive the charter from Baluchistan Assembly and are
recognized by the HEC.
• Private Colleges are affiliated with the University of Baluchistan

• Colleges are administratively controlled by the Department of Higher Education of the
Government of Baluchistan.
• These include ‘Intermediate’ and ‘Degree’ colleges.
• The former only run higher secondary classes of grades 11 and 12 while the latter also teach
undergraduate students.
The department is overseen by a Minister and headed by the Secretary Higher Education.
Curriculum
Curriculum for undergraduate classes in colleges is developed and prescribed by the University of the
Baluchistan, which also conducts the external examinations. Intermediate follows the school curriculum
(hitherto developed by the Ministry of Education) and the Board of Intermediate and Secondary
Education (BISE) is the external examination body.
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Role of HEC
• Higher Education Commission (HEC) has an important role in the sector.

• Formed in 2001 the Commission has made significant contribution to university improvement in
the country, including Baluchistan.
• HEC is responsible for national standards, provides grants to the universities and also guides
policies on quality.
Technical and Vocational Education & Training

Baluchistan has the lowest labor productivity among all the provinces.
Topic 200
Organizations
The central organization for each sector is the Secretariat which oversees the work of various institutions
attached to it. Here, we will be looking at three secretariats and the organizations functioning under them,
the Department of Secondary Education, the Department for Higher Education and Department for Social
Welfare.
• In addition to these departments a number of autonomous bodies also undertake education service
delivery.
• Their mandates have also been explained here.
Secondary Education Department

This department has the responsibility for education of all school age children in the province and carries
the burden of implementation of Article 25A on behalf of the state. It administers over 10,000 schools and
48,000 teachers through its district formations under the Directorate of Secondary Education. In addition
to the Directorate the department supervises the Bureau of Curriculum and Extension Centre (BOC &
EC), Provincial Institute of Teacher Education (PITE) and the Baluchistan Textbook Board (BTBB).
Department of Higher Education

The Department of Higher Education administers public sector colleges in the province. These include
one College of Technical Education, one Polytechnic Institute, one Commerce College, three Residential
and four Cadet Colleges.
• The last two types mentioned have classes from grades 6 to 12.
• All colleges also have the intermediate level grades 11 and 12.
Overlapping
Substantive overlap exists between the secondary and higher education departments. This is because they
both depend on the services of the Baluchistan Textbook Board, Bureau of Curriculum and Extension
Services and the Board of Intermediate and Secondary Education as all of these cover grades 1 to 12.
While the former two organizations are under the Department of Secondary Education, the BISE falls
under the administrative control of the Department for Higher Education.
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• The BISE conducts examinations for grades 9 through 12.
• This forms the second overlap with Department of Secondary Education.
Additional, potential overlaps, exist in the teacher training department as the BOC controls pre-service
education and the PITE has mandate for in service training of teachers at the school level.
Topic 201
Organizations (BTEVTA)
Baluchistan Technical Educational and Vocational training Authority (BTEVTA) was established under
BTEVTA Ordinance 2006 issued on 9th September, 2006. It was formed to provide over all umbrella
management, policy planning/ guidance, technical and financial assistance to streamline, upgrade and
strengthen the TVET institutions of Baluchistan. However, it was eventually decided that Secretary Labor
and Manpower would coordinate with allied departments and ensure that the TVET institutes in
Baluchistan work in a coherent manner under a uniform set of nationally and internationally acceptable
standards, whereas, the respective Departments would continue to look after the administrative affairs/
training activities of their respective centers under intimation to Secretary BTEVTA.
Department of Social Welfare

The Department of Social Welfare has the mandate for Literacy and Non-formal Education, which it
implements through its Directorate of Literacy and Non-Formal Education.
National Commission for Human Development (NCHD)

The NCHD was formed under the last military government as a non-government organization funded by
the federal government. In Baluchistan it played a critical role in setting up satellite schools in remote
areas and literacy centers in all districts. Its monitoring processes supported the work of the Directorate of
Literacy and NFE. After the 18th Constitutional Amendment the role of the organizational has been
questioned, specifically, the continuation of federal funding. While an interim solution has been reached
through ad hoc funding by the federal government the final status remains unclear.
National Education Foundation (NEF)

Another federal government organization, the NEF, is responsible for setting up non formal schools in the
province. Schools set up under the NFE prepare out of school children for return to regular institutions
through a fast track primary program. The main problem of NEF has been an absence of linkage with
formal province running the sector and hence it has not been possible to gauge the impact of its work.
Topic 202
Baluchistan Education Foundation (BEF)
The Baluchistan Education Foundation (BEF) supports community and private schools through a ‘public
private partnership’ process. BEF has opened 197 Fellowship schools with the assistance of the private
sector and subsidizes another 500 schools that meet its criteria.
• The BEF has also developed community schools in areas with no schools.
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• At present about 632 such schools function in the province.
The Private Sector

Private sector has increased its investment in education in the province over the last decade. The number
of privately owned education institutions continues to grow, especially, in urban areas. The maximum
growth is in the school sector but private institutions have been set up at all levels including University
and vocational training. At the school level the private sector cannot be viewed as a monolith.
• Very few of the schools (4 to 5 in Quetta only) can be categorized as elite institutions.
• The bulk of the remaining schools cater to families that can only afford low fees.
Other Public Sector Schools

The Federal government, local governments and other public sector organizations also run schools in the
province, although these are very few in numbers.
Madrassas
According to data provided by Government of Baluchistan’s Home Department a total of 1095 madrassas
exist in the province with an enrolment of about 85,000 students.
• The madrassas have been further divided into sub sets based on sectarian affiliations.
• The largest number belongs to the ‘Deobandi’ School of thought.
Lecture 31
Quality and Relevance in Education
Topics 203-211
Topic 203
Quality Education
• Quality Education has been neglected for many years.

• Recently there has been an increased awareness of its importance by the Department of
Secondary Education.
It is now being considered an essential to a sustainable impact of education on socio-

economic change
Determinants of quality education taken into consideration here are:
• Curriculum
• Textbooks
• Teachers
• Assessments
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• School environment and
• School language issues
Key Findings
Research shows that quality has been at the periphery of education reforms in the past and
neither the education managers nor teachers understand quality beyond knowledge transfer
regurgitated through rote learning. All key quality inputs i.e. teaching, examinations and
textbooks induce rote learning at the cost of cognitive development. Results from the National
Education Assessment System (NEAS) tests, conducted in 2008, reveal low learning
achievement’s for students from Baluchistan.
Causes of weak Quality

these include:
• A low priority accorded to it

• Poor teaching and learning processes.
• Scarcity of education experts able to comprehend and support development of quality
inducing processes and
• Finally the lack of ability in the community to comprehend education quality issues, i.e.
ab absence of demand.
The current education programs (degrees and certificates) do not provide an understanding of
key areas like curriculum, textbooks, assessments and education planning.
Strategies to Improve Quality of Education

Make quality a factor in system accountability through developing standards and measurable
benchmarks for quality related inputs, processes and outputs.
• Develop separate but lined approaches to teaching and learning for primary, middle and
secondary education.
• Create a learner and teacher friendly school environment.
Topic 204
Curriculum
Curriculum development has been devolved to the provincial government after the 18th constitutional
amendment in 2010. Previously, it had remained an exclusively federal subject since 1976. As the
provincial education department has not had any experience in curriculum review and development,
beyond the minimal involvement in federally managed review processes, the government has decided to
adopt Curriculum 2006 prepared by Ministry of Education.
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Current Situation
Capacity to prepare a curriculum does not exist in the province at present as only under the recently
passed 18th amendment the mandate has been returned to provincial governments after 1976.
• Curriculum implementation’s over the years has been limited to preparation of textbooks only.
• Most teachers, other professionals including examiners, parents and education managers have
never seen a curriculum document.
• Therefore teaching and assessment remains dependent on the textbook alone.
• Also no feedback mechanism exists to assess the gaps between actual, taught and learned
curriculum.
Strategies to Improve the Situation.
1. Prepare and implement a comprehensive Curriculum Implementation Framework (CIF).

2. Capacity assessment of CIF related organizations and preparation and implementation of a
capacity development plan.
3. Provincial capacity development for curriculum.
4. Capacity for curriculum review and implementation will have to be enhanced at two levels.
5. Firstly, the capacity of the Board of Curriculum to undertake the task.
Secondly, to ensure sustained development of expertise in curricula and also an increase in its
understanding within the education sector.
• The pre-service teacher education programs will have to teach courses on curriculum.
• To fill in the gaps in their faculties, institutions may borrow external resources including
practitioners from the Department of Education.
Topic 205
Textbooks
Baluchistan textbook board has been responsible for development of provincial textbook since its
inception in 1977. Until the 18th Amendment to the Constitution, the federal government had the
responsibility for final approval to textbooks for reading in schools. The function has now been devolved
to the provincial government. The current reforms provide an opportunity to demarcate the processes for
review and approval, to be undertaken respectively by the BTBB and BOC, as distinct functions that
require separate terms of reference, while (more critically) improve the quality of textbooks themselves.
Current Situation
Textbooks fail to involve the child’s interest as most are written in a dull narrative and have low learning
value as per the stakeholders’ feedback. At the primary level the local context is missing and often the
language transcends realistic assumptions about the child’s age.
• In higher classes right up to the intermediate the conceptual explanations are weak and topics in
science and mathematics are not covered in required level of detail.
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• All this induces rote learning.
The consultations in the situation analysis narrowed to issues of absence of standards for textbooks and
the flawed processes for their development as causes for the poor quality textbooks. As with most
qualitative inputs, standards for textbooks have never been developed beyond rudimentary input based
issues like paper quality etc.
• At present no feedback mechanism exits to ensure quality and relevance to the child’s level.
• The current process of textbook development, review and approval will have to be revised and
standardized.
• Baluchistan has adapted the textbook Policy 2007 to outsource publishing to the private sector but
it has so far been unable to implement it.
• As implementation of the Policy is linked to Curriculum 2006 the latter also remains
unimplemented.
Topic 206
in Service Teacher Training
• Provincial Institute of Teachers Education and BOC & EC undertake in-service teacher education
in the province.
• Over the years donors, as per the requirements of individual projects, have funded these trainings.
Current Situation
The irregular and disorganized approach to teacher training has been undertaken without assessment and
documentation of the impact of interventions in improved teaching and learning in the classroom.
No benchmark (beyond limited project specific ones) has ever been developed. Additionally, quality of
the programs has been marred by nontransparent selection of trainees and a failure to maintain a database
for the trainings and hence professional development of the teaching force has mostly not been
documented. An overall continuous professional development process, based on a holistic and ongoing
assessment of the needs of the teachers and students, has never been established.
Strategies to Improve the Current Situation
1. Develop a Continuous Professional Development program through adaption of the practices in

other provinces.
2. Conduct a teacher’s baseline study as a benchmark for evaluation impact of the Continuous
Professional Development.
3. Create a CPD management committee to oversee its implementation.
4. Develop a database of teachers and their participation in the CPD trainings.
5. Capacity review and development of PITE.
Topic 207
Pre-Service Teacher Training
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Pre-service education is arguably the weakest link in the efforts to provide quality education. The
traditional certificates and degrees fail to match international standards (or even meet local needs) in
duration, content, delivery and consequently the quality of graduating teachers remains poor.
Current Situation
• Both the public and private sectors provide pre-service teacher education.
• Low quality prevails across both sectors.
Firstly, the certification (PTC and CT in 9 months) currently, and traditionally, taught at these institutions
are inadequate to prepare a quality education. Weak faculty and, in the case of private sector, malpractices
like cheating in examinations further erode the final quality. The programs have very basic courses on
pedagogy and some training but a well -rounded view on education is missing. Resultantly teachers
qualifying from the programs have very little, if any idea of curriculum textbook’s, assessments etc. or
even an understanding of the child’s learning needs.
• Even the 2 year B.Ed. program suffers from these deficits.

• The new policy on 4 year program, supported by the 2 year Associate Diploma in Education
(ADE), being introduced with the assistance of the Pre-Step Project promises improvements.
1. Adapt the current HEC developed curriculum for the 4 year program to be implemented in 2
select colleges.
2. Phase out PTC, CT and 2 year B.Ed.
3. Develop standards for pre-service teacher education
4. Strengthen the regulatory mechanism for private sector institutions
5. Enhance Capacity of BOC and Elementary Colleges.
Topic 208
Assessments
Provision for three categories of assessment exists in the education sector: internal, external and
diagnostic.
• Teachers conduct internal assessments within schools.
• The Directorate of Schools and the Board of Intermediate and Secondary Education (BISE)
conduct external examinations at the primary and secondary ( and higher secondary ) levels.
Whereas, the Provincial Education Assessment Centre (PEACE) has the mandate for system wide
diagnostic assessments.
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Current Situation
The routine assessment systems (BISE, DOS and internal assessments in schools) lack standards and are
criticized for inducing rote learning in the classrooms.
• Neither the teachers in the classroom nor examiners employed by the BISE receive training in
developing assessments tools.
• They have normally no access to curriculum and the exams are based purely on the textbooks.
Cheating in public examinations has been identified as, the second, and more debilitating perversion of
the assessment system. Prevalent across the province and societal divides, the problem needs reforms that
include all sections of government and society.
Another area of assessment is the diagnostic assessments under the Provincial Education Assessment
Centre (PEACE), which has become redundant as, the last assessment was conducted in 2008 and now no
funds are available to undertake the function. Also, no demand exists for use of the analysis generated
into systemic improvements.
Strategies to Improve the Current Situation:
1. Train current set of teachers on assessments based on curriculum under the CPD process.
2. Trainings on assessment in the pre-service teacher education program.
3. Standards for assessments developed at input, process and output levels.
4. Eradication of cheating in examinations through social awareness.
5. Enhance capacity of BISE to conduct quality examinations.
Topic 209
School Environment
Here we will be looking at the physical infrastructure, (basic facilities, additional learning options of
libraries and laboratories) and the social environment of the school.
Current Situation
The findings in the situation analysis conducted by BESP narrowed to five key factors:
1. Learner unfriendly school construction
2. Missing facilities
3. Low availability and usage of libraries and laboratories
4. Hierarchical and coercive the school culture with high incidence of corporal punishment and
5. Erosion of co-curricular activities from school programs.
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Missing facilities include water, electricity, toilets and boundary walls.
About 55% of the primary schools are single teacher schools, 26% have no rooms (34% for girls) and
11% have only a single room. Also, 14% are 2 room schools.
Teachers have not been trained in multi-grade teaching as all inputs assume ‘normal’ schools. This
impedes the teaching learning process in the classroom.
In middle and Secondary schools libraries remain unused and laboratories, dysfunctional. Laboratories
functionality depends on technical personnel as well as replenishment of consumables. There are no
separate funds for the latter and limited availability of the former.
Social settings in schools replicate the hierarchical nature of social and family life in the community.
Coercive approach to discipline discourages questions and corporal punishment is often used.
The resultant fear involved in the children compromises their ability to learn, damages their personality
development and creates risks of possible sexual abuse.
The last mentioned often remains unreported due to social pressures.
Strategies to Improve the Current Situation :
1. Child friendly school designs
2. Awareness campaign against corporal punishment
3. Missing facilities replenishment plan
4. Minimize impact of multi-grade teaching through teacher training and material development.
5. Functional Laboratories
6. Library usage should be increased.
7. Teacher training components should include a component on friendly classrooms and shift in
attitudes towards corporal punishment.
8. Revival of co-curricular activities in the province in terms of sports competitions, debates etc.
Topic 210
Relevance
The concept of relevance of school education in the province (like the rest of the country) has been
limited to (hard) technical and vocational skills. All programs initiated under the concept have been
practically shelved.
Relevance is considered a critical factor in all quality related inputs as, it is not simply a function of hard
technical skills but also the softer skills like communication.
Current Situation
At present no record of careers of drop outs or graduates of the system exist as a feedback and therefore,
the outcome of the efforts remains undocumented even if known to be poor through anecdotal evidence.
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Relevance to the market is not determined in a systematic manner during preparation of courses
(especially at the secondary levels). Traditionally the education policy makers have focused on English
language, (as the channel to white collar jobs and social mobility), and technical skills. While the
approach of English language enhancement has the right idea it does not follow a process that assists a
student in developing either cognitive ability or English language skills. Technical skills programs
introduced in schools usually have not been based on market needs and have mostly failed due to lack of
funds and expertise to sustain them. The process of curriculum and textbook development and also overall
education policy does not include a mechanism to receive feedback from the market.
Strategies to Improve the Current Scenario
The first task to be undertaken is a ‘tracer study’ to document outcomes of school education for individual
students. Secondly, the business and employer community should be included in development of key
inputs like curriculum, textbooks and assessments.
Topic 211
Language and Education
Multilingual Balochistan has not been able to develop a language policy for school education that caters
to needs of quality and relevance. Urdu and English have been used with the exception of three years
when the province adopted the mother tongue for primary schools.
• The problem lies in the manner in which language policies have been made in the past.
• These have been based on unrealistic assumptions about student learning processes, learners need
and teachers competency in public schools.
Objectives in the curricula have been set independently for each language and a policy for the whole set
of languages based on educational, social, political, cultural and economic ramifications has never been
developed.
Current Situation
English language proficiency helps acquisition of the best white-collar jobs and social mobility. As a
language of the elite it has a role in defining a social hierarchy, especially, in urban settings. Over the
years Pakistan has had debates about moving completely to Urdu or to English to remove the divide
however, neither has worked so far.
National Education Policy 2009 recognizes the importance of English in a world that continues to
globalize by introducing it as a compulsory subject from grade 1 but also calls for a more realistic school
language policy based on research.
• The second language of education in the country, and the province, has been Urdu.
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• Effectively a lingua franca in Pakistan, and also multilingual Baluchistan, the importance of Urdu
as a language of communication cannot be overestimated.
Again the language cannot be treated as the mother tongue or even a familiar language for learning for
most inhabitants of the province. This partially due to weak cognitive developments in the absence of
mother tongue as the medium of instruction in the early years.
Strategies to improve the current scenario
All three language sets (English, Urdu and the mother tongue) must be considered as per the needs of
children at primary, middle, secondary and higher secondary level within the local endowments of
settings in which children live and grow.
• At the primary level the foremost consideration is cognitive development and use of the best
language for the purpose.
• Second( and third languages) should be introduced at later stages.
• At the primary level the most familiar language provides the best medium of education.
• In most cases especially, in monolingual societies, the mother tongue provides this medium
and it must be introduced after due preparation.
English and Urdu introduced at later stages can follow a separate curricular courses as compared to
children who begin the language in early stages.
Lecture 32
Access and Equity
Topic 212-217
Topic 212
Access and Equity
Baluchistan has the weakest access indicators in the country. The performance owes to structural
problems on the supply and demand side. On the supply side schooling expansion has failed to
accommodate the demographic realities of the province, accepted the drop put structure of the province
by continued low supply beyond primary and has not focused on effective utilization across the various
schools. On the demand side economic factors combine with social barriers to prevent progress of the
children in the school system.
Current Situation
Access issues manifest in three dimensions:
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1. Overall the NER for the province has risen but remains low as compared to the rest of the
country.
2. Gender gaps are at their widest and
3. Large sets of populations have no schools as the size of their dwellings do not ‘justify’ investment
in a school.
Poor structure hampers travelling to schools, while poverty and, in many cases, social tradition
prevent schooling. The latter mostly applies to female education or at least its continuation beyond
primary level.
Gender Enrollment Gap
It has been noticed that in 82 sub divisions (known as Tehsil ) in the Province, most have less than 50%
female enrolment. The wide gender gaps depict lower school availability for females as well as attitudinal
barriers to female education. The unsatisfactory access and equity position stems from both internal
inefficiency of the system which leads to high drop outs ( or low retention) and low levels of school
availability. School availability is further limited by upward bottlenecks created by drastic reduction of
the number of schools at the middle and secondary levels leading to exclusion of many children,
especially, girls. The situation on limited availability of middle and secondary schools has to be evaluated
in conjunction with the current utilization. High drop puts rates or low retention rates have resulted in cost
inefficiencies.
Topic 213
Access and Equity 2
Improved utilization of schools requires an effective non-formal education system that provides a second
opportunity to drop out and left out students. At present the provincial government has no financial
provision for non-formal education, officially in the domain of the Social Welfare Department. The main
intervention in non-formal education has been provided by the federally run National Education
Foundation (NEF).
Key Problem of NEF
A key problem with NEF has been its in ability to link its effort to mainstream schools or the work of the
Directorate of Schools. No documentation traces the education path of students enrolled in NEF schools,
after they leave. Also the current system only targets children for primary school re-enrolment and not
higher levels. The Directorate of Education has also never proactively pursued coordination with NEF.
Strategies to improve enrolment and retention include both demand and supply side interventions. On the
supply side the focus is on:
1. Spreading schooling opportunities by horizontal expansion to dwellings without schools through

the community schools model.
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2. Improve utilization of existing schools through increased enrolment
3. Vertical expansion through up-gradation of primary and middle school to middle and high school,
respectively.
4. Retrieve and mainstream dropped out children by improving the effectiveness of non-formal
education.
On the demand side the main strategies are:
1. Reduce economic barriers to enrolment and retention of children by providing incentives to

parents and children for attending school.
2. Minimize attitudinal barriers to female education through awareness campaigns.
Topic 214
Inclusive Education
All children outside the domain of mainstream education need to be included into the education process.
Most of the interventions discussed above can be part of an inclusive education approach.
Current Situation
Inclusive education concepts have never been applied to education in schools as a handful of special
education institutions (mostly in Quetta) run the sector for handicapped children. The bulk of the
education sector considers children with disabilities or special needs as a burden in the regular school.
The main problem arises from the mindset.
As the system has remained exclusive ( and not inclusive) neither teachers nor schools have the capacity
to accommodate children with disabilities. Even the textbooks do not cater to needs of an inclusive
education regimen.
Topic 215
Inclusive Education 2
Strategies objectives to improve the current scenario
The Baluchistan Education Sector Plan recommends three interventions:
1. Changes in attitudes of teachers and administrators towards inclusive education.

2. Changes in school environment
3. Initiating a process of including children with special needs into regular schools to the maximum
extent possible.
4. Expansion of facilities for special children who cannot be accommodated into normal schools.
In order to achieve the above mentioned objectives following strategies have been suggested by the
BESP.
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1. Promote inclusive education in Baluchistan through creating awareness and expansion and
improvement of service delivery for inclusive education.
2. Train teachers and education administrators on concepts of inclusive education.
Topic 216
Disaster Risk Reduction
Disaster risk reduction issues were first identified in the National Education Policy 2009 in the aftermath
of the massive earthquake of 2005, in AJK, KP and parts of Punjab. It has since been an issue in different
education forums and despite many other disasters ( and conflict situations ) no province has streamlined
and institutionalized policy on the DRR. Current efforts are mostly reactive and undertaken with the
support of external partners.
Current Situation
Based on the history of the province, Baluchistan faces three high risk disaster situations:
• Earthquakes,
• Water related emergencies and
• Conflicts (leading to law and order break down in some parts)
In recent years the most high impact earthquake was in 2008 which shook the districts of Ziarat,
Pishin, and Bolan badly. These shocks resulted in the affected communities shifting to safer places or
residing in camps. All this impacted education of the children till the affected communities were
resettled permanently. The province has seen two extreme water related calamities. The first one was
a drought which started in the later 1990s and continued till the early 2000s. Both the floods and
droughts disturbed the population of the affected areas. They not only rendered the population
homeless and migrant but also brought disease and psycho social problems. The third critical issue
has been a conflict in some of the districts and a general law and order situation that has made
travelling less safe. The education system has sustained great loss due to frequent strikes, wheel jams
and shutouts. The teachers are scared of the shooters and kidnapers for ransom and avoid going to
schools. Their absence and irregularity adversely affects the quality of education. The children also
avoid going to schools. This situation has also affected the economy of the communities and poverty
has risen.
Topic 217
Disaster Risk Reduction 2
Strategies Objectives to Improve the Current Scenario
1. Develop and institutionalize a DRR policy for education in Baluchistan.

2. Create awareness among all the stakeholders regarding causes, events and effects of various kinds
of disasters.
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In order to achieve the above mentioned objectives following strategies have been suggested by
the BESP.
1. Assess and document the current disaster potential and its implications.
2. Prepare DRR plan for risk prevention, mitigation and preparedness.
3. Evaluate current capacity to implement a DRR plan.
4. Prepare a capacity development plan for enhancement of DRR responsiveness.
Lecture 33
Higher Education
Topic 218-223
Topic 218
Higher Education
Unlike school education, higher education cannot be claimed as a right. However, the state has to
provide equal opportunities to all citizens to obtain quality higher education. Higher education in
Baluchistan can be understood in two different ways. Firstly, the mandate of the provincial
Higher Education Department and secondly the more common understanding in education
parlance. The former includes colleges managed by Higher Education Department ( both
Intermediate and Graduate ), residential and cadet colleges which conduct classes from grades 6
to intermediate, the Board of Intermediate Secondary Education and the Baluchistan Academy
for College Teachers (BACT) . The more commonly used definition for higher education
includes universities and professional college’s right up to doctorate level.
Topic 219
Current Situation (Higher Education)
In this section the primary academic focus will be on the undergraduate programs in colleges
managed by the higher education department. The undergraduate level in the province forms the
weakest link in higher education. Curriculum taught in colleges and the general environment
does not conform to the needs of an institute of higher education. The two year programs are not
recognized internationally as adequate for recognition of the degree equivalent to a bachelor’s
degree. In addition to the limitations of the curriculum that has, among other things, remained
unchanged for years, problems of discipline also plague college campuses. Both student politics
and teacher absenteeism impact the quality of programs imparted.
Topic 220
Language Issues
Language weaknesses (specifically low proficiency in the English language) was identified by
students and teachers alike as a major impediment to the ability to pursue higher education
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courses. The latter, along with other weaknesses of the graduate courses, results in low
employability.
Teaching-learning Process
The teaching-learning process in the colleges is also impacted by:
1. The weaknesses in teachers capacity,

2. An Assessment system that promotes rote learning (similar to the BISE).
3. High levels of teacher absenteeism.
BESP has targeted a transition of the college sector into quality undergraduate programs that
prepare students for the professional world as well as further studies.
Topic 221
Strategic Objectives (Higher Education)
Reforms in higher education (under-graduate) should target transition to 4 year programs in all
faculties over a period of 10 years. During the transitional phase quality of teaching,
examinations and facilities should be improved. Curriculum revisions and other approaches to
improve relevance of studies for students should also be undertaken to bring a change in
outcomes of higher education.
The key strategic objectives are :
1. To improve quality of undergraduate programs through laying the basis for transition to a
four year program.
2. Improvements of outcomes of higher education for students.
Topic 222
Strategic Objectives (Higher Education) 2
The following strategies have been identified by BESP:
1. Introduction of the 4 year bachelor’s degree in at least two colleges during the plan
period.
2. Improve the teaching learning process in colleges.
3. Strengthen governance and management to improve internal efficiency.
4. Link courses to employability of the graduates.
In the first three years two colleges in Quetta may be picked: one male and one female. The
transition will require a number of changes, not only in the colleges concerned, but also the
examination system, curriculum and textbooks. Within colleges it will entail up graduation of
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facilities. Transitional factors will involve political resistance from current student and teachers
bodies in the college sector. The government will need to negotiate with these organizations,
involve political parties and ensure that campuses, especially of the selected colleges, are free of
political interference. The transition must be overseen by an independent body advised by
officials from universities in Quetta as well as the Higher Education Commission (HEC). These
organizations will have to be included in the process from the beginning.
Topic 223
Strategic Objectives 2
Improving the teaching learning process
Three steps will be required to improve the teaching and learning process.
Firstly, development of a program for teachers professional development based on needs

identified.
Secondly, strengthening of BACT as a teacher professional development institution.
Thirdly, revamping of the current assessment system from rote inducing to conceptual testing.
The Higher Education Department will coordinate with the University of Baluchistan’s
department of the controller of examinations to standardize the current examination process for
improvement of quality of the examination papers, conduct and marking. A special strategy will
also be developed for eradication of cheating.
Strengthen Governance and Management
Here, the two keys areas would be:
• Firstly, capacity development of the Directorate of Colleges to not only be involved in

pure administrative and financial issues but also academic oversight
• Secondly, elimination of politics linked to mainstream political parties from college
campuses.
Improve Outcomes for Students
Three set of actions have been identified:
• Firstly, a study on the market outcomes or employability of the graduates.

• Secondly, involvement of the employers, specifically the chambers of commerce and
industry in development of courses
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• Thirdly, special provisions for enhancement of the English language proficiency for
college students on the campuses and also review of the current English language courses
to shift to language learning from the current literature heavy courses.
Lecture 34
Governance and Management
Topic 224-229
Topic 224
Governance and management issues cut through all educational functions. The issues that will be
discussed in the following slides include:
• Political support to the sector,
• Managerial efficiency,
• Decision making support systems,
• Community involvement and
Inclusion of parallel education systems like private schools and madrassas into mainstream
education policy
Current Situation
Political Support
Education lacks an adequate number of champions at the political level in the province. Most
political interest in the sector stems from either a corruption opportunity or political affiliations
and links of individuals whose personal benefits undermine the department’s efficiency . This
obstructs the impact of a lot of good intentions and capacity within the department. Teachers’
associations have been the main channel for systemic political intervention in the department‘s
routine management decisions resulting into crowding out of merit and professionalism
Managerial Efficiency
Managerial efficiency is a function of individual capacity and institutional (organizational)

practices and structures. Three types of personnel work in the department:
• Firstly, the managers from elite generalist cadres of the civil services, both provincial and
federal.
• Secondly, those from the teaching cadre

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• Thirdly, from the internal specialized cadres of the department like the officials of the
BOC, BISE and the BTBB. Each of these cadres bring a different set of expertise to the
management of the sector.
Another critical organizational problem is centralization. Many of the routine managerial

decisions have been centralized at the secretariat level . With almost 50,000 employees the
department of school education cannot function with centralization of routine decisions like
transfers and postings and everyday financial transactions. It not only dis-empowers the lower
managers but adds unnecessary burden of operations at the policy level.
Topic 225
Governance and Management (Current Situation)
Decision Support Systems
Absence of a culture of data use combined with limitations of the data collected, in terms of
coverage and quality, have entrenched a culture of decision making with minimum use of data
• The low demand for data means that even for interested persons data availability on
education is very limited
• Most of the decisions (and planning) focuses on inputs only
• Output and outcomes based monitoring and evaluation process and resultant policy
development and planning does not exist
• This also reduces the demand for critical output and outcome level data
The latter are not available except for information collected by the Federal government’s
Pakistan Social Living and Measurement Survey(s) (PSLMs) over the last 10 years.
Here also more critical data like student learning outcomes or educational outcomes is not
collected. In one year (2007-8) only data on education and poverty was collected
Provincial education management information systems are expected to provide the more detailed
data for the sector. Baluchistan has the oldest Education Management Information System
(EMIS) in the country. Despite almost twenty years of existence it suffers from serious supply
and demand side gaps
Firstly, the culture of low use of data marginalizes the importance of BEMIS .
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Secondly, the quality of data provided by it was questioned by all stakeholders.
No independent third party validation has ever been conducted
Topic 226
Planning
No structured document exists to manifest the priorities of the government. Although annual
development plans are included in the budgets they simply assemble development needs
determined independently of overall sectorial needs or provincial development requirements.
Recently, the development funds allocated to legislators have further distorted the planning
process as the latter invest in infrastructure without ascertaining the need from the government.
• Resultantly, structures developed have to be funded by the department for maintenance

and operations
• Many a times poor feasibility of the investments leads to continuous wasteful hemorrhage
of state sources
Community Involvement
Community involvement efforts of the past have met with limited success. Various development
partners supported Parent Teachers School Management Committees (PTSMCs) and the
government over the past many years with mixed success. The key reasons for failure have been
weak ownership of the government, head teachers reluctance to involve community and in many
cases weak community response.
Gender Attitudes
The general marginalization of the females in the education sector also manifests in the
governance and management domain . According to a UNICEF study on gender and governance
in education the number of female managers in the sector is low and generally attitudes make it
difficult for them to assert themselves. Even within main offices in Quetta they have no separate
facilities like toilets and day care centers or equivalent systems.
• Female teachers (and other employees) continue to exclusively undertake household

work including child care
• Schools, normally (and officially), do not provide any support
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Topic 227
Current Situation (Private Sector)
Private Sector
The private sector size and spread in Baluchistan has not been documented (officially) in recent
times. Most people in the education sector agree that it continues to grow although primarily
with an urban bias.
• The new growth of private sector has made the old 1962 law on regulation of private
schools redundant.
• The law was primarily focused on issues of physical facilities and not the quality of
education imparted.
• At present, practically speaking, the sector functions in a policy vacuum
• No set of uniform standards exists across the public and private sector
Presently, the sector functions independently, although the bulk of private schools (other than
elite schools) depend on textbooks prepared by the Baluchistan Textbook Board. These schools
need to register with the local district office for operations but the latter does not collate the data
on registered schools. In the absence of information it might be difficult to develop a
comprehensive policy on involvement of private sector in the implementation of state policy.
Madrassahs
• The madrassahs form the third main tier in the parallel education structures
• It is perceived to normally admit the poorest children
Under the current security situation the domain is being management by Home Department and
the education department may not be in a position to approach these institutions for reform
without increased suspicion and potential risk
Topic 228
Governance and Management : Strategic Objectives
Strategic Objectives
1. Transform intrusive political interference in administrative matters into support for

systemic improvements
2. Improve managerial efficiency

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3. Introduce a culture of data based decision making
4. Develop efficient planning processes
5. A functional monitoring and evaluation system
6. Ensure effective community involvement in the sector
7. Gender aware and friendly work environment
8. Integrate private sector into the government’s policy framework
Strategies to Achieve these Objectives
1. Involve political leadership in oversight of the education sector’s performance and

development.
2. Increase managerial efficiency through creation of a separate cadre for managers,

provision of relevant training and decentralization of decision making.
3. Develop a decision support system through enhanced capacity of BEMIS.
4. Develop coordinated and integrated plans for development.
5. Establish a monitoring and evaluation process through the education sector plan.
6. Ensure effective community involvement in the sector through revival of PTSMCs.
7. Introduce a gender balanced managerial approach by changing attitudes and creating

gender friendly work spaces.
8. Include the private sector into mainstream education through development of a policy
framework for the sector.
9. Supportive political intervention in the education sector.
10. Increased managerial Efficiency.
11. Development of a Decision Support System.
12. Monitoring and Evaluation System.
13. Coordinated and Integrated Plans.
14. Gender Balance in Governance and Management.
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15. Mainstreaming of the Private Sector.
Topic 229
Strategies
Three key steps are needed to involve the political leadership in educational reforms and to
secure the department from intrusive non-meritocratic pressures
a. Setting up of the provincial assembly’s standing committee on education
b. Involvement of key political figures in oversight mechanism of the sector plan
c. Involvement of the teachers’ association in the reform process to improve their

professionalism
Successful implementation of education policies (including the current Sector) will require
inclusion of more political support than at present. The BESP also targets inclusion of teachers’
association in the reform process not only for their ownership but also to improve their own
approach. The Plan envisages a transition from the current politically motivated approach of
interference, which is counterproductive to efficiency, towards a professional organization with
the aim of improving the standards of teachers, improve education and enhance the respect of the
teaching profession. The associations will continue to be guardians of the teachers’ interests but
not at the cost of merit and professional standards.
Overall Targets:
To improve quality of education by enforcing good governance and put into effect well informed
management in Baluchistan to utilize educational resources efficiently and effectively. To de-
politicized and decentralized merit based management approach focused on student learning and
welfare.
Lecture 34
Challenges of Education in KPK
Topic 230-235
Topic 230
Challenges of Education in KPK
Province Overview
Pakhtunkhwa was created as Chief Commissioner Province in 1901 and given the status of Governor
Province in 1937.
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Area and Population
Khyber Pakhtunkhwa covers an area of 74521 square kilometers. In 1998 census the population was 17.7
million, while at a growth rate of 2.8% the current population is 24.7 million (2010 estimated).
• Current population density is 332 per square kilometers
• In Malakand and Hazara regions mountains are also inhabited
Most of the population lives in villages and plains. Thus population density in cultivable area comes to
870 persons per square kilometer, making it the most densely populated province.
Female Education
• Female education was viewed as against injunctions of Islam and traditions as late as 80s.
• As per 1998 Census, the overall literacy was 37% .
The province has been able to achieve 53% overall Literacy in 2010 (72% male and 35% female).
However, in 7 districts the female literacy is less than 20%.
Historical Background
Areas constituting Khyber Pakhtunkhwa and Federally Administered Tribal Areas, remained a gateway
between Central Asia, China and the Sub-Continent. It remained famous trade route connecting with
China through Silk Route and Afghanistan through famous passes of Bajaur, Chitral, Khyber, Tochi and
Gomal.
Geo-Strategic Position
Since the time of recorded history the Province has remained an important geo-strategic outpost. For the
Invaders, and Rulers, from the North it was vital land link with their power base back in Afghanistan and
Central Asia. For centuries it remained important trade route between Afghanistan, China and India.
Topic 231
Administrative Aspect
The areas which now constitute Khyber Pakhtunkhwa province remained as part of Punjab province after
annexation by the British.
• In 1901 it was created as Chief Commissioner Province and named as North-West Frontier
Province (NWFP)
• There were only 6 districts namely D.I.Khan, Bannu, Kohat, Peshawar, Mardan and Hazara.
• Malakand Agency was created as Federal Agency in 1895. While Dir, Swat, Chitral and Amb-
Darband in Hazara regions were princely states. Gadun (Swabi district) Torghar, Battagram and,
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left Bank of Indus in Kohistan remained as Tribal Areas of the NWFP. In March, 1969 all the
four princely states of NWFP were merged and declared as Provincially Administrated Tribal
Areas (PATA) of NWFP .
Under Article 246 of the Constitution these areas maintained as PATA. In 80s the numbers of districts
were 12 while in 2011 there were 25 districts and 8 civil divisions. In April, 2010 through Eighteenth
Constitutional amendment the province of NWFP was renamed as Khyber Pakhtunkhwa.
Topic 232
Socio-Economic Indicators
Apart from geographic/ climatic limitations and locational disadvantages, high population growth in the
country are some of the limiting factors affecting the economic growth. The province has the highest
incidence of poverty. Currently Khyber Pakhtunkhwa accounts for 10% of Pakistan’s GDP.
Agriculture
Cultivated land = 23%

Cultivable waste = 15%
Unfit for cultivation = 44%
Forests = 18%
Health
(Total number of union councils is 982)
• Number of dispensaries is 370
• Number of basic health units is 953
• Rural health centers are 81 in number
• Number of tehsil/ district hospitals is 162
Water and Sanitation
• Access of urban population to non-surface base source of drinking water is 91% while in case of
rural areas it is about 69%
• In rural population only 47% have access to tap water
• With regards to sanitation about 51% have access to proper sanitation facility and in case of rural
areas it falls to 44% (PSLM Survey 2008-09)
Poverty
• Eradication of extreme hunger and poverty is MDG-I
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• In 2005-06 incidence of poverty in the province was 7% higher than the national average with
29%
However, 2009-10 estimates are as high as 39%
• Labour force participation is 27.65% of the total population as per survey of 2008-2009 (43%
males while for females it was 12%).
• About 44% are employed in agriculture while 33% are employed in services
Topic 233
Social Balance Sheet of Khyber Pakhtunkhwa
• KPK society, due to geo-strategic importance, is focus of international community
• Most of the time negative picture is portrayed, however, the fact is that every society is sum total
of both negative and positive traits
Positive Societal Traits
Balance of Power
• Overall Pakhtun society is egalitarian and based on rule of gerontocracy
• Landlordism is weak
• Freedom to exercise own will is an inherited trait of the society
• Least exploitation is seen due to existence of balance of power among the families, tribes and
communities
Jirga
• In spite of dilution of societal norms and corrupt practices, jirga is still a potent forum for dispute
resolution
• Jirga is considered a powerful institution to deal with the affairs of the society
• One view is that jirga settles the disputes whereas, the courts decide a case
Hospitality
• Major outcome of modern life is erosion of social norms
• Hospitality is still the hallmark of Khyber Pakhtunkhwa
• The traditions of hospitality are still alive as an important feature of everyday life of community
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• It is a much vast concept and can be positively utilized for community mobilization
Dynamic and Extrovert
• People are generally enterprising and dynamic
• With quality education the locals can excel anywhere and in every field of life
Topic 234
Social Balance Sheet of Khyber Pakhtunkhwa 2
Positive Traits
Love for Freedom
• Since centuries, the society being nomad, has enjoyed uninterrupted freedom
• At times it even becomes a governance problem
• Local community is vibrant and vigilant
Respect for Elders and Women
• Pakhtun society has inherited culture of respect for elders and women
• Elders have great influence over the community
• Such informal control is a positive sign to ensure societal stability
Mutual Co-operation
• It is a close-knitted society
• Mosques and hujras are important social institutions ensuring coordination, cooperation and
participation of community
Attachment to Religion and Traditions
• Khyber Pakhtunkhwa is a traditional society
• It has a strong attachment with religion, traditions and values, codified under the name of
“Pakhtunwali”
• Locals are highly sensitive about their religion and traditions and react strongly to any social
transplant which is perceived contrary to their beliefs and traditions
Topic 235
Social Balance Sheet of Khyber Pakhtunkhwa 3
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Issues
Violence and enmity
Violence and enmity is one of main factors and causes of backwardness. Prolonged enmities over minor
issues and disputes take many lives and may continue for generations
• Resultantly scarce resources are diverted for non-productive activities
• Females and children are the first victims of such environment
Violence and militancy have been forcing the successive governments to allocate more resources to
maintain law and order; unfortunately at the cost of education
Rights of Women
Despite of much improvement during the last three decades low women literacy is due to gender bias.
Education is equated with the job and since certain segment of society is against job and employment of
women therefore, wrong conclusion is arrived at that they are not in need of education
Weak Compliance of Laws
For centuries the locals have been enjoying freedom under an egalitarian tribal society, engaging in free
trade and unhindered movement across the present borders . This tendency somehow persists even today .
Smuggling is equated with trade and taxes are considered as extortion
Lecture 36
Organizational Setup
Topic 236-241
Topic 236
Elementary & Secondary Education Department
Federal Ministry of education was abolished in June, 2011. International coordination and donors’
assistance has been assigned to Planning Division, Economic Affairs Division and Higher Education
Commission
Directorate of Elementary and Secondary Education (E&SE), headed by Director E&SE, Directorate of
Curriculum and Teachers Education (DCTE) and Provincial Institute for Teachers Education (PITE) are
attached departments
Directorate of Elementary & Secondary Education (DE&SE)
The Directorate of Elementary & Secondary Education is responsible for implementation of government
policies on education under the instructions and guidelines issued by the E& SED. The Director of E&SE,
a senior (BS-20) officer, is in-charge of the directorate and is assisted by two BS-19 additional Directors,
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for establishment and for planning and development, who in turn are aided in their day to day
responsibilities by a staff of 109.
• Before devolution, there used to be two directorates, one for secondary education and the other
for primary education, both with a total of 367 staff and resources
• Both directorates were merged under the devolution plan
The Directorate of Elementary & Secondary Education (DE&SE) is responsible for service matters
pertaining to the 115,714 school teachers such as recruiting, postings, promotions, retirement, disciplinary
matters, coordination with all the school staff of the districts, monitoring and reporting etc. It is also the
responsibility of the Directorate to deal with Khyber Pakhtunkhwa Governor’s directives, Chief Minister's
directives and Assembly business . As the number of schools and teachers increases year by year, the
Directorate is overloaded and under-staffed. Immediate decisions need to be taken regarding DE&SE’s
future role, organization and coordination with district government. A structural adjustment of the
DE&SE needs to be carried out on the basis of functions, personnel requirements and capacity
development needs
Topic 237
District Elementary & Secondary Education Office
Prior to the devolution of powers to district governments, the District Elementary & Secondary Education
Department, or Education Department as it was then known, comprised of four BS-19 District Education
Officers (DEO), 2 (One Male + One Female) for secondary education and 2 (One Male + One Female)
for primary education, four BS-18 Deputy District Education Officers (DDEO), four BS-17 Assistant
District Education Officers (ADEO), all with respective support staff and vehicles etc. The district office
had a larger degree of freedom and delegation of authority to make transfers, postings, appointments,
sanction leave of school teachers and staff and approve development schemes. Since the advent of the
District Government system, the district education office has been given additional responsibilities in
terms of operational and procedural mandate and reporting but subservient to the District Coordination
Officer (DCO). The Executive District Officer (EDO) for Schools does not have any of the powers
mentioned above which were exercised prior to devolution. The district school management structure has
been cut down substantially to just one BS-19 Executive District Officer (EDO), two BS-18 District
Officers (DO) male & female and two BS-17 Deputy District Officers (DDO) male and female at Tehsil
level
Topic 238
District Elementary & Secondary Education Office
This drastic administrative downsizing has affected the ability of the department to manage and supervise
the schools effectively. Its capacity was already strained due to the ever increasing number of schools.
The district offices responsible for implementing all education programs at district level are seriously
understaffed and over-worked. This has directly affected the system of supervision of schools and
teachers previously done by a large number of supervisors at Circle, Sub-division, District, Division and
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Provincial levels. This has directly affected the system of supervision of schools and teachers previously
done by a large number of supervisors at Circle, Sub-division, District, Division and Provincial levels.
There were Learning Coordinators (LCs) below the sub-divisional level to supervise the Primary and
Middle schools. These posts of LCs were abolished and as a result of devolution the present tier of
supervisors, the Assistant District Officers, was created to supervise the schools within a Circle. A Circle
is a group of schools at the level below sub-division, the span of control far bigger than that of LCs . The
number of schools is so large that it is virtually impossible for district-level officers to visit these
institutions for supervision and professional guidance of teachers. The ADO is the actual link between the
primary schools (students, teachers, PTCs and community) and the administration (district and
provincial). This tier of administration needs to be strengthened further to enhance its supervisory
function as a community trainer and teacher trainer. The performance of primary schools at the circle
level depends on the efficiency and effectiveness of the ADO. Female schools management is the worst
affected. Prior to devolution there was separate and independent District Education Officer (Female)
which has been merged with EDO office and downgraded
Topic 239
The DCTE is responsible for curriculum development and teacher education in the province. The Director
works under the Secretary to Govt. of Khyber Pakhtunkhwa, E&SED and is assisted by two Deputy
Directors. It supervises the work of the 20 Regional Institutes for Teacher Education (11 for males and 9
for females) . The Deputy Director (Training) supervises the work of subject specialists, AV (Audio
Video) aids officer, AD Training and AD Examinations. The Deputy Director (Admin.) looks after the
work of Assistant Directors Physical Education, Audit and P&D, Librarian, Budget and Administrative
Officer and Office Superintendent. In the post 18th amendment scenario DCTE has gained added
importance as curriculum has been devolved to the provinces
Topic 240
KPK Education Sector Reform Unit (ESRU)
The Khyber Pakhtunkhwa Education Sector Reforms Unit (ESRU) is an integral part of the E&SED. The
ESRU was established in 2007 on temporary basis. However, keeping in view the importance of the unit,
the Government converted to current side in July, 2010. However, keeping in view the importance of the
unit, the Government converted to current side in July, 2010. The unit has an important role in the
formulation and monitoring of reforms . Besides, it is also coordinating with major development partners
regarding their support in education
Topic 241
KPK Education Sector Reform Unit (ESRU)
Some major objectives of the ESRU are:
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• Leading the overall independent monitoring and data collection unit to be established soon both at
provincial and district levels.
• Providing support to the roadmap team and preparing reports to be used in the stocktakes at the
level of Chief Minister and Chief Secretary
• Interacting and providing support to the development partners for implementation of Education
Sector Plan
• Acting as secretariat for the education sector roadmap and ESP
• Collecting and analyzing documents regarding the reforms program
• Processing and implementing other activities under the program to be carried out at the provincial
level, e.g. teacher training, awareness campaigns, monitoring and evaluation, free textbook
distribution, stipends to female students, etc.
• Engaging the services of NGOs and local consultants for third party impact evaluations and
research studies
• Preparing periodic financial statements and accounts
• Dissemination of progress reports, interim review reports, and final evaluation reports
• Coordinating with district governments on:
• School development estimates
• Release of funds and their utilization for development works by the PTCs
• Examining the agreements between the Provincial Government and District Governments
for implementation of the program
• Obtaining periodically, physical and financial, progress reports from the districts
• Carrying out inspection and coordination activities at the district level
• Setting benchmarks and obtaining comparative data for the purposes of output and
outcome evaluations
• Up-dating the district profiles of all the districts of Khyber Pakhtunkhwa and
development of District Strategy Plan
Lecture 37
Enhancement of Enrolments
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Topic 242-247
Topic 242
KPK, like rest of the provinces of Pakistan has got low enrolment rates of students. Therefore, there is a
need for a comprehensive strategy to enhance the enrolments. It important to ensure that enrolments
aren’t viewed as merely an increase in number of learners. Decrease in dropout and retention is essential
to enhance, and sustain, the enrolments in real terms. This issue can not be tackled in isolation. Many
related factors such as improving social and physical access, quality improvement and community
mobilization have to be addressed
Topic 243
Reasons of Low Enrolments and High Dropout
Social Access
Due to cultural issues in Khyber Pakhtunkhwa social access to education has gotten badly impacted.
Some of these issues are the unwillingness of parents and gender bias especially in case of educating the
females
• Deteriorating law and order situation is a negative factor limiting social access particularly for
females
• Social and religious conservancy are some of the perception barriers
• Gender bias is a patent social factor
• Modern education is equated with “westernization” and schools for females are the targets of
militants
An environment of fear has traumatized people specially, female children
Physical Access
The climate of Khyber Pakhtunkhwa varies immensely from region to region and within the districts. Due
to climatic and geographic constraints, schools in most of the areas are not in easy reach of all the
communities. Its difficult to access them safely especially in case of girls and younger children. Also,
most of the schools aren’t adapted to the needs of the disabled. Absence of middle or primary schools for
girls also results in dropouts as locals resent co-education
Gender Access
Cultural and attitudinal barriers include traditional assumptions about gender roles, discrimination on the
basis of gender, ethnicity and other factors. These barriers further include perceptions of the “in-
educability” of certain groups (e.g. disabled children, or children of particular indigenous groups). Income
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distribution, urban-rural divide, as well as male-female differences determine the varying access to
education. There are also wide variations across genders within urban as well as rural areas with males
enjoying a higher access than females.
Topic 244
Reasons of Low Enrolments and High Dropout
Economic Access
About three quarters of the population in Khyber Pakhtunkhwa are wholly or partially dependent on
agriculture and this includes many of the poorest households. About 70% of the value of production is
crops and 30% livestock products
Devastating floods in the summer of 2010 rendered 20 million people homeless, submerged 50,000 sq.
kilometers and inflicted a massive damage of $10 billion to public and private infrastructure as well as
wiped out an estimated 2% points from the growth rate
• About one-third population lives below poverty line
• Locals cannot afford to arrange transport and accommodation due to poverty
• Investment in female education is considered as “non-profitable”
Community Participation
• For improving quality of education and retaining students in schools, community participation is
essential
• In this context, Parents-Teacher Councils (PTCs) were established in schools but most of these
bodies remained disorganized and ineffective
• Lack of effective community participation is one of the main factors in limiting enrolments and
high dropout rate
• Redressal of socio-economic problems is a long term process
• These problems are even beyond the scope and capacity of education managers
• It is through community mobilization, creating awareness and motivation that the goals can be
achieved
Topic 245
Measures to Maintain Retention
Quality Education
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The Students Classroom Ratio (SCR) is higher than the standard (i.e. 40:1), therefore, it is difficult to
maintain access to quality education in all public sector schools
• Besides the high SCR, the low quality of teaching is another hindrance in access to quality
education
• Teacher’s absenteeism and high Students Teacher Ratio (STR) also affects the quality
Poor physical environment of the public sector schools also plays part in the low quality of education .
Like most of the public sector, primary schools are two room schools with single teacher having no basic
facilities like electricity, water, boundary walls, latrines etc. Moreover, the cleanliness condition of the
buildings especially that of the class rooms and lawns is very discouraging to achieve the quality
education .
Teachers’ Availability
Availability of qualified teachers especially in the science subjects is the main problem
• In rural areas female teachers are not available even at minimum prescribed qualification criteria,
hence criteria was relaxed
• However, still shortage is being experienced in some districts
Most of the schools are without qualified Head Teachers
Teachers’ Motivation Level
• Low motivation of teachers also affects the quality of education
• Reward-punishment mechanism rarely applied which de-motivates the teachers
Teachers’ Capacity
• There is no continuous professional development and feedback system which leads to poor
quality of human resources, i.e. teachers, which affects the quality of education adversely
Topic 246
Measures to Maintain Retention
Needs based Education
• The current curriculum is merely based on literacy and numeracy
• The market oriented education is a big issue
Parents and students have less incentives to continue which leads to low retention
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Community Mobilization
• The Education Department has more than 50% workforce of province
• This department has 27,000 schools throughout the province
• The monitoring of such huge number of scattered schools is a real challenge for the government
• To improve quality in all the schools, government has decided to involve the parents in schools’
monitoring
Concept of PTCs
The concept evolved in early 90s in its raw form in Khyber Pakhtunkhwa. This concept was refined more
in 90s and early 2000s by giving PTCs the administratively controlled financial powers. In 2007 it was
decided that PTCs should be given more financial and administrative authority for improving quality of
education in the schools. It is a bigger challenge for the government to mobilize the community for
ensuring active participation by the parents in the schools’ day to day affairs. Community can play a vital
role in improving quality of education once they are mobilized and their trust is gained.
Awareness
• Awareness means educating the community regarding the importance of quality education
• Communication is one of the tools for awareness raising in the community
Topic 247
Recommendations of KPK Education Commission
The funds spent upon the construction of large buildings for colleges and schools should have a better
return through increased utilization
This can be achieved in the following ways:
• In cities where the educational standard is falling due to the pressure of new admissions, a second
shift should be started with the number of students per class limited to 40
• The first group of 40 students should be taught in the morning shift while the rest should attend
the second shift
• All those students who are unable to get education because they are working and earning income
for their families may be placed in the second shift
• These students should receive free education
• At the same time they should be taught work skills and rules of good health care
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• For those schools in rural areas where the number of students is small in comparison with the
space of the school, arrangement for the accommodation of female teachers may be made in the
unused rooms
• Promote literacy for all with specific focus on adolescents and adult literacy using the facilities in
the late afternoon and evenings or when the buildings are otherwise vacant
• In cities and rural areas where children are unable to seek admissions to public and private
schools they may be accommodated in mosque schools of the mohallah
Topic 248
Learning Achievement
Background
The quality of education provided in the public school system is not up to the mark, with little
focus on actual learning achievements of children or assessment of the core competencies of
teachers. The poor quality of teaching and learning achievements, especially in the early classes
of primary school, is one of the main reasons for the high dropout rate in primary schools.
• Efforts are being made to enhance access and meet global commitments.
• This commitment is also reflected in the government’s policy documents such as
the National Education Policy 2009.
There is an immediate need for a shift in government policy regarding the allocation of resources
to improve quality and learning achievements.
• The Government has invested heavily in short-term gains in school infrastructure.

• The lack of policy initiatives to improve the quality of education and enhance learning
achievements has seriously affected education.
One feature illustrating this lack of policy initiatives is the complete lack of school supervision
and guidance in Khyber Pakhtunkhwa. The first ever student assessment was carried out in
Khyber Pakhtunkhwa in 1998 by the Education Department.
• The exercise was repeated over the next few years and results indicated initial
improvements, presumably as the system of in-service teacher training and school
supervision had been established.
• This was followed by a fall in achievements.
One explanation for the decline is the downsizing of the district-based school support system
under devolution, which negatively affected teaching/learning processes because of the reduction
of classroom-level pedagogical assistance by Learning Coordinates (LCs). The E & SE
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Department lost 771 Learning Coordinators who were responsible for providing academic
support and training that led to improvement of teachers performance and enhancing students
learning achievements. This gap was later attempted to be filled by school-cluster based mentors
who offered support to the other teachers of the cluster. However, this approach resulted in the
loss of teaching time while the mentors were visiting neighboring schools, and was also
discontinued.
Lecture 38
Improving Quality
Topic 249-254
Topic 249
Empowering Schools to Develop Annual SIP
School Improvement Plans or SIPs are designed to chart all activities to be undertaken,
supervised or monitored by the PTCs. These activities specifically include:
Prepare and Engage
Create a planning process based on a shared vision of where the school is now, what the PTC
wants it to accomplish and a clear idea of how the SIP can help .
Inside the classroom
Set objectives for improving teaching and learning that considers standards of achievement and
pupils well-being.
Learning Potential
Reach a common understanding of the factors that affects pupils learning potential and identify
ways to help all pupils achieve their full potential.
Beyond the Classroom
Identify ways to improve the well-being of all pupils in the school and community through
extended services and other provisions.
Personalize
Assess the needs of targeted pupils or cohorts in order to develop personalized interventions and
demonstrate their impact.
Develop and Priorities Solutions
Generate and prioritize solutions of school improvement objectives and define indicators of
success.
Plan Delivery and Evaluation
Create a practical and achievable plan for implementing and evaluating the agreed school
improvement objectives.
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Topic 250
Improving quality of education: Issues
Following are some of the issues which are effecting the promotion and delivery of quality
education:
• A general sense of neglect and abandonment in children of government schools.

• The outdated approach of traditional schooling that focuses on rote memorization and
corrodes the confidence and learning potential of children, needs to be changed.
• There are numerous problems within the primary school in terms of concepts, skills ,
management and operational resources.
• In particular the Kachi and year 1 classes containing young ( early-childhood) children
tend to be over-crowded, and not child-friendly, causing high levels of drop-out.
• Priorities in the public schools have traditionally been focused on access rather than
quality.
• Poorly qualified teachers add to low achievement by students.
• Government institutes responsible for teacher quality lack capacity for understanding of
modern concepts and techniques about educational assessment.
• Regular in-service and pre-service training of teachers have been a constant feature for
many years.
• The curriculum for pre-service teacher education is however not appropriate to provide
teachers to deliver quality education.
• In-service training is not developmental but is provided ad hoc based on the priorities of
the funding agency.
• Current teacher training programs do not focus on actual teaching practices and students
achievements.
• There is no system for Training Need Assessment (TNA).
• Lack of female supervisors affecting performance of girls’ schools.
• Lack of potential awareness towards teacher or children competencies.
• Home environment generally not conducive to learning.
• Irrelevance of education to national needs.
• Proliferation and weak capacity of BISE leading to deterioration in standards of
assessment and examination.
Topic 251
Strategies
Improvement in the quality of education can only be achieved through a series of well-defined
and reinforcing strategies over a period of time. The Government of Khyber Pakhtunkhwa has
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identified a number of initiatives that will form the policy basis for development of key core
areas towards this objective. Some of these initiatives are:
• The Institutional Framework for Teacher Development (IFTD) is the notified strategy of
the government for the improvement of teacher education and teacher professional
development in the province.
• Based on IFTD, department prepared Capacity Development Strategy in 2010.
• It suggested reduction in overcrowding in Early-Childhood classes (Kachi and Class 1),
and to introduce a modified curriculum and child-friendly teaching practices, appropriate
for children of this age.
• Preparation of framework for Head Teacher development.
• Re-activation of co-curricular activities in schools.
• Budget for sports equipment.
• Improving the quality of learning in primary schools through better qualified teachers,
localization of teacher support through Local Circle Offices (LCOs) and improved
teacher management, improved quality textbooks and materials, paying greater attention
to outcomes at the school level and the involvement of communities/parents in school
supervision and management.
• Establishing a system of regular and comprehensive classroom assessments in primary
schools.
• Developing institutional capacity for test development & administration, statistical
analysis and report writing.
• Analyzing student performance with reference to variation in instructional context.
• Identifying strong and weak areas of student learning with reference to the curriculum
and target competencies.
• Providing feedback to policy makers
• Informing parents, community members, Parent teacher Councils and other stakeholders
about the quality of education.
• Reforming examinations for a more objective and cognition-based assessment system.
• Introduction of a management cadre with an appropriate share of females.
Topic 252
Textbooks and Learning Materials Development
Background
Prior to the passage of 18th constitutional amendment the curricula were prepared and endorsed
at federal level by the Ministry of Education’s Curriculum Wing. At the time the Provincial
Directorate of Curriculum and Teacher Education (DCTE) was the organization responsible in
Khyber Pakhtunkhwa for preparing provincial proposals for curriculum of different subjects at
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all levels of school education. Now, after the 18th amendment the DCTE is charged by the
Government to be the competent authority for curriculum reforms and approval of textbooks.
GIZ, EU and DFID has been supporting the Khyber Pakhtunkhwa Text Book Board in
improving textual materials and capacity building of book professionals in preparing high quality
textbooks. The Government of Khyber Pakhtunkhwa has been providing free textbooks to all the
children in the public school system since 2003-04.
New National Textbook Policy 2007
In 2007 a National Textbooks and Learning Materials Policy and Plan of Action were developed
and notified by the Federal Government in consultation with all provinces.
• The core objective of the policy was to introduce a system of competitive publishing for
provision of quality textbooks at affordable prices.
• The implementation of this policy was to begin with the implementation of the new
curriculum 2006.
Under the new National Textbook Policy, increased emphasis has been given to private sector
publishing, with the provincial textbook boards having the role of regulating, facilitating, and
monitoring the production of textbooks by private publishers.
Khyber Pakhtunkhwa has adopted this new textbook policy. The provincial government under
the articles of the new policy has the discretion to set the time frame keeping in mind the local
conditions, training programs and other influencing factors.
Topic 253
Improving Quality of Education: Assessment
• Currently assessment is mostly result-based.

• Teacher’s performance is assessed on the basis of annual school results which has its own
demerits and affecting the quality of education negatively.
Demerits of Result Based Assessments
The teachers started encouraging cheating in the examination in 80s as both the assessment and
teaching staff were teachers.
• This led to malpractices in examinations and resultantly government was compelled to

introduce ETEA to assess the quality of education
• It is the same as discrediting the entire examination system and examination institutions.
Assessing the students on the basis of annual results is flawed as timely correction is not
possible.
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Capacity Building
• There should be a proper mechanism for the capacity building and continuous feedback
system.
• Training needs assessment (TNAs) will be developed before preparing any training
manual.
There will be three types of capacity building trainings for teachers:
1. Techniques and behavioral trainings common to all.

2. Need based on the basis of teachers and learners assessment.
3. Area specific for managers and teachers for better understanding of local problems.
There will be impact assessment and continuous feedback mechanism on the teacher’s trainings.
Documentation of the Trainings
All the trainings must be properly documented in terms of the needs addressed in the training and
data of teachers who received the trainings along with recommendations for follow up and future
planning.
Internal and External Assessment
• Internal assessment system is weak and non-systematic.

• Previously there used to be formal grade 8th (middle) examination by a special Board in
the DCTE.
One indicator to measure the quality of learning assessment is rate of promotion from class 1 to
class 5th which is 87% and class 6th to class 8th which is 85%.
• In class 9th students are subjected to first formal external assessment which is done by
B.I.S.E.
• 9th class pass percentage was 54% in March, 2011.
Strategy is being developed to introduce third party assessment at grade 5 and grade 8, in phases
Topic 254
Higher Education Department in KPK: Higher Education Archives and Libraries
The Department of Education was reorganized into two separate Departments w.e.f. July 2001.
These two departments are:
1. Elementary & Secondary Education

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2. Higher Education, Archives and Libraries
Presently the following directorates are under the administrative control of the department:
• Directorate of Higher Education

• Directorate of Archives & Libraries
• Directorate of Commerce and Management
Higher Education, Archives and Libraries Department was established to provide affordable
quality education which emphasize in transferring skills and ensuring conducive learning
environment with a view to develop knowledge based economy. The department constantly
endeavors to promote higher education and ensure increased intake by upgrading learning
facilities and standards through introduction of market oriented courses, expansion of
facilities/infrastructure, provision of better trained teaching staff/faculty and managers. In
achieving these goals, the department employees 5,531 teaching staff at 189 colleges catering to
164,886 enrolled students (106,198 males and 58,775 females).
• In 2015/16, there are 75 colleges for females

• Out of 20 postgraduate colleges, 5 are female colleges
• Enrollment of female students stands for 37% in degree colleges.
Functioning through Directorate of Higher Education and Directorate of Archives and Libraries,
the department is also supported by seven autonomous/semi-autonomous bodies placed under
HED.
Lecture 39
Higher Education Department
Topic 255-261
Topic 255
Higher Education Department in KPK: Functions
Following are some of the functions of HED:
• College & university education

• Formulation of policies relating to higher education
• Improvement of quality/ standards of higher education.
• Regulation, registration and supervision of private higher education
institutions/universities in the private sector.
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• Preparation of draft acts/ ordinances as per need for the approval of Provincial Assembly/
Chief Executive of the Province.
• Financial Management (recurring/non-recurring budget) and auditing of the provincial
level releases to Higher Education Department.
• Processing of pension GP Fund and promotion cases.
• Processing of development projects.
• Monitoring and review of Annual Developmental Plan.
• Coordination with the Federal Government, other provincial departments and concerned
directorates.
• Inter provincial admissions on reciprocal basis.
• Performance evaluation reports of provincial level officers of Higher Education Archives
and Libraries Department.
• Processing disciplinary cases/inquiries.
• Processing the cases of short and long term foreign visits/training and awards of
scholarships for approval of the competent forum.
• Attending to the Provincial/National Assemblies and Senate business.
• Dealing with the matters of autonomous bodies.
• Prime Minister, President, Chief Minister’s and Governor’s Directives.
Topic 256
Higher Education Department in KPK: Achievement’s
• During 2012/13 department of Higher Education achieved several milestones.

• Sixteen new government colleges (05 male and 11 female) have been completed while,
50 colleges are under construction.
• From 96 collges in 2001/2002, the department has 189 colleges in 2015/16.
• Enrollments increased from 65,721 in 2001/02 to 164,886 students in 2015/16.
• Number of college teachers employed increased from 1,667 in 2001/02 to 5,531 in
2015/16
• Total postgraduate enrollments during 2015/16 stood at 64,975 students of which 39, 783
were male and 24,992 were female students.
HED has constructed staff/students hostels, PG, science, IT blocks, admin blocks, examination
halls, additional classrooms, bus garages =, library blocks, boundary walls and day care centers
at 44 colleges in 2015/16. An amount of Rs. 30 million was allocated for purchase of furniture,
sports gear, machinery and equipment for all government colleges in Khyber Pakhtunkhwa.
Apart from quantitative additions to the teaching facilities and staff, another significant
achievement of HED relates to capacity building of the teachers to improve the quality of
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teaching. Since its inception in 2003/04, in-service training of teaching staff has now developed
on firm foundations with total allocation of Rs. 25 million for in-service and pre-service training
in 2012/13, in which 1,303 male and 1,034 female staff members were trained.
• An allocation of Rs. 100 million is provided for faculty support development program.
• Project Management Unit for reorganization of higher education has been established.
1,278 departments of BS- 4 years program have been started in 54 government colleges in
Khyber Pakthunkhwa with 4,591 male and 930 female students enrolled.
• Construction work on public libraries in Kohat, Lakki Marwat and Chitral is underway.
• Major repair of 6 existing public libraries in Khyber Paktunkhwa is also being carried
out.
Bacha Khan University at Charsadda has been established.
• Sub-campuses of universities at Haripur, Swabi have been upgraded to full-fledged

universities for which financial support has been provided by provincial government.
• Khushal Khan University has also been established in District karak.
Topic 257
Higher Education Department in KPK: Gender Sensitive Initiatives
HED is pursing gender sensitive policies to tackle gender related issues.

Following specific measures have been taken to address gender constraints in the provision of
higher education:
• Salary benefit package to the teachers serving in the remote area colleges of 8 districts.
• Provision of buses to the female colleges in order to provide transport facility to the
female students.
• 96 buses have been provided to government girls colleges till now.
• Provision of day care centers in girls colleges in order to facilitate the teachers.
• The provincial government has set up day care centers in girls colleges.
• Forty four centers have so far been established.
• Creation of posts of Assistant Director (female) & Deputy Director (female) at
Directorate level and Section officer (female) at departmental level to deal exclusively
with female colleges and staff members.
• Similarly, non-gazette staff of female colleges is preferably selected out of female
applicants.
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Topic 258
Higher Education Department in KPK: Challenges
Following are some of the challenges being faced by HED:
• Difficulty in retaining teachers in remote/hard areas.

• Ensuring the effective participation of teachers in training.
• Inadequate residential facilities for the teaching staff
• Disseminating demand driven higher education by introduction of market oriented course
at colleges.
• Political interference in the affairs of the department ( at all levels)
• Creeping fundamentalist ideology
• Decreasing/ no support for higher education especially women education in some parts/
communities of Khyber Paktunkhwa.
• Poor security and widespread militancy in most parts of the province.
• Weak governance.
• Meeting quality assurance standards for such a large scale program with existing human
and financial resources.
• Low quality of enrollments
• Poor public image of colleges and universities.
Topic 259
Higher Education Department in KPK: Priorities and Future Plans
For the development of Higher Education in Khyber Paktunkhwa an amount of Rs. 5,000 million
has been earmarked for the year 2015-16. This money will be utilized on the completion of
following activities/schemas:
• Teachers engagement for BS-4 years degree program

• Provision of missing facilities in colleges.
• Construction of buildings for colleges established on non-developmental basis in
rented/hired buildings and major repair of existing colleges.
• Purchase of furniture and lab gears for colleges.
• Development of archives and libraries and major repair of existing public libraries.
Topic 260
Higher Education Department in KPK: Higher Education Management and Information
System
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The purpose of the cell was to automate all the manual processes and businesses of the
department for smooth flow of information among sections/offices of the department and hence
for timely decision making by the administration. The aims of the cell are to :
• Bring excellence in education by incorporating state of the art technologies for

automating functions of the department at all levels.
• Enable administration to take timely decisions by providing up to date information.
• Minimize information overload by changing larger amount of data into summarized form.
• Bring coordination by integrating specialized activities among offices/sections.
• Enable department to report information of HR and colleges for day to day activities like
transfers, postings, promotions employing staff, admissions, budget planning etc.
• To support all technology and computer related activities in the department.
In order to achieve these aims following steps have been taken:
• MIS Module which stores information regarding staff and college across the province.
• Website of Higher Education Department is live.
• Online admission system is developed and will be tested this year on pilot basis in
Peshawar.
• Web portal for all colleges has also been completed
• File paper tracking system has been completed
• Monitoring of colleges for which hiring is in progress on district level.
• College Management Information module is also under consideration for which letter has
been sent to Department of IT.
• Purchase of hardware and equipment’s for the Cell.
Topic 261
Efforts made to deal with challenges
Keeping in view these issues and challenges the first National Education Conference in
September 2011 took place where, Chief Minister of the Khyber Pakhtunkhwa along with other
provincial counterparts and the Prime Minister signed a ‘joint declaration on education’
In the declaration all participants unanimously endorsed that the “National Education Policy
2009, subject to such adaptations as are necessitated in view of the 18th constitutional
amendment, shall continue to be jointly owned national document”
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With regard to the article 25 (A), the Declaration includes an agreement on enactment of
provincial legislation for its implementation.
The declaration also envisions and calls for the establishment of a planning system, and a joint
monitoring system for follow up on progress and to take decision on how to improve the
situation vis-à-vis the national and international commitments.
The September 2011 declaration paved way for Provincial level Education Policy development
in the longer run, by augmenting the current framework for policy making.
The current framework for policy making consists of several strategic and legal documents that
provide a medium term outlook for the sector.
These include:
• A ‘living’ Education Sector Plan (ESP),

• Comprehensive Development Strategy (CDS),
• Local Government Act 2001,
• Medium-term Development and Expenditure Framework
While these documents provide the sector, financial and institutional contexts, the imperative for
a provincial Education Policy for Khyber Pakhtunkhwa in the longer run, is clear and strong
from several perspectives.
Not only is it needed to articulate a sector vision, but also to express a public commitment to
translate that vision into reality.
Lecture No. 40
Impact of 18th Amendment
Topic (262-267)
Topic 262
Need for an Education Policy
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• This Education Sector Plan highlights key policy areas
• It rightly focuses more on the implementation aspects rather than on a sector vision
• An education policy will anchor these implementation plans in the appropriate policy
framework
• It will also enable a more logical relationship between articulation and commitment of
public policy for the education sector, and the, managerial, technical and financial aspects
of implementation that the Education Sector Plan contains.
• The development of an education policy would also provide a legislative and institutional
framework for the implementation of the sector policy priorities.
• By developing an education policy for the province, Khyber Pakhtunkhwa can assume a
leadership role in this respect, since none of the other provinces have yet made any
substantial move towards developing a policy.
Topic 263
Strategies
The department has developed the following strategies for the post 18th Amendment Scenario:
• In the longer run, a Provincial Education Policy will be developed.

• A Research and Development Wing will be established in the E&SE Department.
• Capacity building of Directorate of Curriculum and Teacher’s Education (DCTE) in
terms of infrastructure, human resource, curriculum development experts etc. in order to
cope with challenges of developing curricula syllabus and education standards.
• The Textbook Board will be strengthened to take the added responsibilities of printing
textbooks in light of the new curriculum which needs to be prepared.
• For uniform curriculum standards, an Inter Provincial Coordination Review Committee
(ICRC) will be activated.
• For uniform examination system the existing inters- Board Chairman Committee will
need to be activated.
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• E&SE Department will revamp its existing set of departments to take care of added
responsibilities.
• Advocacy at all levels, political consensus building to ensure sustainability and required
allocation of resources.
• The most important strategy is to implement provision of Article 25-A through legislation
as, provision of free & compulsory education has far reaching legal, administrative and
financial implications
• The capacity of the E&SE Department at provincial level will also need to be augmented
in terms of expertise, infrastructure, technical know-how and personnel.
Topic 264
Risks
18th Amendment has posed great challenges for all provinces
• While under National Commission Finance Award (Dec, 2009) the provinces share in
divisible pool has been enhanced, the Federal funding for the Educational programs has
come to stand still.
• Provincial governments may not be able to allocate required resources as per Education
Sector Plan (ESP) and to meet the provision of Article 25-A of the constitution.
• Law and order and disasters may lead to diversion of resources.
• Federal Education Ministry abolished and function got assigned to planning and
Economic Affairs of Divisions.
• Capacity issues, donors’ coordination and delays may hamper the on-time achievements
of targets.
Topic 265
Education and Modernization Theory
Education and Development Theories
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Debates on development theories have become greatly diversified and a broad range of
theoretical perspectives are discussed concurrently.
There are two theoretical perspectives which are mainly important:
• Modernization theories in 1960

• Dependency theories in 1970
Both of these theories form an important point of reference for recent debates about education
and development.
Modernization Theories
Modernization Theories came up in 1950s and 1960s
These theories saw the root causes of “backwardness” as they termed it, found in the static
character of traditional, social and economic structures which prohibited any dynamic
development.
Modernization Theories generally follow a dualistic view on societies and postulates a

dichotomy between “traditional” and “modern” societies or respective coexisting factors within
one society.
Topic 266
Traditional Society
The traditional society is considered to be static, backward, conservative, guided by irrational

beliefs and an orientation which gives more emphasis to the past and the hereafter
Governance
It is governed by a fixed and strongly hierarchical social stratification, autocratic and often
feudal rule, with a strong patriarchal dominance.
Use of technologies
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The technologies used by a traditional society are basic and simple, lacking major innovations
over time.
Interaction between traditional societies
The ‘traditional’ sector is based on subsistence and bartering system in locally limited sphere of
interaction.
Social mobility
Social mobility is virtually nonexistent, because social position is determined by birth in a

certain fixed caste or class.
Topic 267
Modern Society
Modern society is considered to be very dynamic, exemplifying all characteristics attributed to
Modernity.
Use of technologies
This implies highly innovative and complex technological processes with utilization of
machines, automations and new materials.
This high level of technology and the extended control over nature are based on exact methods
and their use in the constantly progressing, rational and objective natural sciences
Individualized society
This society is highly differentiated and individualized, with a functional division of labor and
high grade specialization.
• The modern society is seen to be driven by independent, rational, hardworking and risk
taking entrepreneurs.
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• This society draws its dynamic from constantly criticizing the status quo in search for
further progress.
• Social stratification is fluid, and the meritocratic principle rules, where only personal
achievement and professional success determine one’s position and status in society,
irrespective of social origin and family background.
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EDU505 Education Development in Pakistan Complete Handouts

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EDU505

Educational Development in Pakistan

The Education Process

• A combination of ‘Educatum’ and ‘Educere’ is what is known as “Education”

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• Swami Vivekananda Education is the manifestation of perfection already in

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• Education, in the traditional sense, means controlling or disciplining the behaviour of an

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Generally speaking, ‘Education’ is utilized in three senses:

It may be purposive, conscious or unconscious, psychological, sociological, scientific and

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Following are some of the general features of education:

• Education is both unilateral as well as bipolar in nature.

• Education is a purposeful activity – benefiting an individual, and/ or the society as a

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Aims of life Aims of life determine the aims of education.

- Aims of education are dynamic, as aims of life are dynamic in nature.

• Idealism stands for absolute, ultimate, eternal and universal values.

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• A democratic government, a fascist government, a communist government – each one

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- According to it, ignorance was at the root of all evils.

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- He revolted against the existing artificial and demoralized system of

- Thus ‘naturalism’ appeared in education.

Pestalozzi Pestalozzi introduced the psychological tendency in education, and with

Froebel Froebel, the German idealist, regarded education as the spontaneous

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• Knowledge is a powerful agent for intellectual satisfaction.

The cultural aim refers to the refinement of the personality.

• Mere knowledge is not enough

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Character has fundamental worth for a society and for an individual.

“Development of character is a solution to social problems and a

1) What is good character?

• Character formation traditionally has focused on those traits (qualities, characteristics,

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“Persistent questioning and healthy

The social aim of education believes in the progress of the society.

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The individual aim of education focuses on the development of individuality.

• Individualistic focus in education has been supported by a number of educational

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• A citizen has to perform multifarious civic duties and responsibilities

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This viewpoint has led to the development of two aims:

1. the complete living aim, and

Following are some of the goals of complete living aim of education:

• the individual must know the art of self-preservation

“Education must tell us, in what way to treat

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It means harmonious development of a person’s personality.

Harmonious education aims at developing every aspect of a child’s personality in order to

Hence it leads to the creation of a balanced personality.

Adjustment is the primary rule of human life.

- Without adjustment to environment none can survive

• Education is a social function.

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“Basic education links the children,

“Free and unoccupied time” of an individual is generally known as leisure.

• In the classical tradition, lifelong learning is the occupation of leisure.