analysis of education system in pakistan

School Education System in Pakistan

Expansion, Access, and Equity

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• First Online: 31 July 2020
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• Anjum Halai 3 &
• Naureen Durrani 4  

Part of the book series: Global Education Systems ((GES))

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In Pakistan, all children between 5 and 16 years of age have the right to 12 years of school education. The public school system is the main provider of schooling. Pakistan takes explicit account of gender in the provision of schooling, especially in public schools at post-primary levels, with girls’ schools with female teachers and boys’ schools with male teachers.

While the policy context has always been supportive of universal school education, there is a significant gap in access, especially for girls at post-primary levels. The private sector has an increasingly large share in education with strong public–private partnership models to enhance access to quality education for the needy. Mostly, the medium of instruction is Urdu in public schools and English in private schools.

This chapter describes the school education system in Pakistan and provides insights into issues of access, expansion, and equity in the specific sociocultural and language context of the country.

• School education
• Universal education
• Public–private schooling
• Language of instruction
• Gender and schooling

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Halai, A., Durrani, N. (2020). School Education System in Pakistan. In: Sarangapani, P., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_17-1

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DOI : https://doi.org/10.1007/978-981-13-3309-5_17-1

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Critical Analysis of the Education System in Pakistan

• Introduction

Definition of education

Goals of education.

• Private vs Government institutes
• Lack of uniformity

Outdated curriculum

• Lack of professional/quality/trained teachers
• Examination system
• Internal influences
• External influences
• Lack of resources
• A large number of dropouts
• Implementation of policies
• Fewer budgets
• Conclusion 

Introduction 

Education plays an important role in the advancement of a nation.

“When you have got that knowledge by means of education and when you have made yourselves strong economically and industrially, then you have got to prepared yourselves for defense, defense against external aggression and to maintain internal security” Quaid-e-Azam

(presidential address at the conference of Punjab Muslim federation, 2nd March 1947) 

“Education is the process of acquiring knowledge, developing skills, training, learning of moral values, beliefs or habits, etc. Education is important for every age. It is irrespective of caste, creed, or gender.  It is necessary for a stable life, self-independence, self-confidence, etc. it brings reforms on the political, social, and economic levels.” 

The education system was first decided to form in the national educational conference held in Karachi in 1947. The decision of this conference was that the education system would work according to the national aspirations of Pakistan. The leader of the nation Quaid-e-Azam Muhamad Ali Jinnah said that the main goal of the education system is to develop the national character of the Pakistani generation. The national character, here, meant a high sense of responsibility, social integrity, and selfless service to the nation and to the country.

At that time many educational committees were formed. But the rules and policy implementation criteria were very poor. Pakistan instead of progressing suffered a lot. Parental participation is very crucial for ensuring quality aspects. Home is the first school of the child. So without parental involvement, there will be less effective implementation of policies that will remain a far cry. In Pakistan, nowadays the education system suffers a lack of budget, lack of implementation of policies, poor physical facilities, political interference, old and outdated curriculum, lack of research, lack of facilities like science labs and computer labs, dropout at a high level.

All these problems can be solved by providing adequate budget and proper policy implementation. Education is directly responsible for people’s development and growth in every sector.

Critical analysis

Pvt vs govt. sector.

The education system is divided into two sectors. PVT and Govt. sector which promotes discrimination among people. The private sector is usually attracted by the elite class who can afford to send their children to expensive schools and don’t compromise on the quality of education. On the other hand, government schools are of low quality due to lack of accountability, inadequate budget, lack of qualified and trained staff is also the main reason for the poor education system. This is the reason people always look for a good education for their children.

Lack of uniformity/poor

The most important problem is also the lack of a single uniform education system. Different education systems are working in society, e.g: Madrassas, private schools, or govt. Schools. These are not working on uniform principles. These institutes have their own curriculum. And also a different environment. So, due to these reasons, the pace of polarization is accelerated in society. And due to this polarization, there is a huge social division in the social, political, or economic ground. The purpose of education is to bring national unity but this polarized system brought differences and gaps among the nation. And the circumstances further leading the division on the linguistic and regional ground which is gradually demolishing cohesion.

The curriculum is a vital component through which goals of education can be achieved. But the curriculum of the education system in Pakistan does not meet the demands of present times. It is an outdated curriculum which only compels the learners to memorization of certain facts and figures. No further improvements are made according to the time and modern world. So this curriculum is unable to achieve the basic need for education. A curriculum should be based on research work, psychological, philosophical, and sociological foundations of education. Without practical work, research work, and adequate scientific knowledge, we cannot compete with the rest of the world. This curriculum only emphasizes memory or theory.

Lack of Professional/Quality/Trained teachers

Teacher’s important role in the education system. Without teachers, an education system cannot work. Professional/trained teachers are essential for quality performances. There are very small opportunities for training. Although there were different teacher training institutes formed now either these institutes are not well-resourced or being poor due to lack of pf funds/administrators. Thus, the consequences of their skills are not well-reformed and unskilled. According to research, teachers do not use new methods or strategies of teaching.

Teachers encourage students to cram for the subjects. They don’t teach students how to work in science labs or how to use the equipment. They do not encourage the use of the libraries, and also do not develop reading habits in students. Teachers just ze the students rely on cramming to pass the examination. Teachers are responsible for all this mess.

Dropouts at a high level

Due to the lack of effective management of the educational institutions, there is a lack of discipline which eventually results in alarming dropouts. The reasons for dropouts from the education system in Pakistan are maybe, the punishments in schools, poor motivating environment, poor infrastructure of schools, and also weak parenting plays a huge role in school dropouts. This trend adds more to illiteracy rates as well.

System of examination

The examination is the process of evaluation of a student’s learnings. An examination should evaluate the students from all aspects of learning but unfortunately, the education system of Pakistan only evaluates on the basis of memorization. There is another factor for a poor examination system which is internal/external force. These forces encourage the trend of illegal or unfair means of exams.

Lack of Resources

There are no sufficient resources in educational institutes of Pakistan. Educational resources like laboratories, libraries, books, etc. Are not available in appropriate amounts. Other than the resources like books, there is also a lack of educational institutes according to the students, ill-equipped labs, and inadequate teachers also responsible for the poor education system.

Policy implementations

Policy implementation is also another reason for the poor education system. After the independence of Pakistan, different policies were formed to be implemented but could not be implemented in true sense. The different causes of poor policy implementation, lack of funds, lack of resources, corruption, political interference, etc.

Low budgets

The main reason for every department to flourish is the proper sufficient financial resources. The successive government of Pakistan, allocating less than 2.5% of the total budget of Pakistan which is insufficient for the education system to fulfill the needs of.

In many developing countries, the budget for the education system has increased but in Pakistan, it is decreasing day by day. According to the research of the International crisis group, Pakistan is amongst those 12 countries that spent less than 2% of their GPT on the education sector. With the insufficient financial condition, it is impossible for the education system to achieve the goals of education in level.

Corruption is ruining the education system of Pakistan. There is a weak level of accountability and check/balance in the education system, which encourages many illegal practices in students, teachers, or in examination systems e.g use of authority illegally, unnecessary favors promotions, and decision making. The examination system also experiences illegal external/internal favors for students and also the members of the education system.

The education system develops nations. It is important in all domains of life such as social, spiritual, political, or economic. The reason for the development of countries is having an established education system. But in Pakistan, the education system is not playing a vital role in nation-building due to various factors. 

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Education in Pakistan: problems, challenges and perspectives

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Broad Categories on education level are:

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

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

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

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

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

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

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

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

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

1- Lack of uniformity

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

2- Education without direction

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

3- Outdated curriculum

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

4- Lack of professional development of teachers

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

5- Lack of quality teacher

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

6- Alarming dropouts

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

7- Examination system

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

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

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

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

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

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

8- Poor supervision standards

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

9- Internal and external influence

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

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

10- Lack of resources

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

11- Lack of policy implementation

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

12- Low budgetary allocation for education

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

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

13- Corruption

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

14- Lack of faculty training and development

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

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

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

16- Opening up of large nuber of private schools

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

17- Politics in education

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

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

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

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

19- Entry tests, coaching and paper out

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

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

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

20- Theoretical knowledge inplace of practical learning

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

21- Lack of liaison between industry and educational institutions

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

22- Non-participatory in nation building

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

23- Pupil teacher, pupil school and teacher school ratio

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

24- Non-availability of electricity

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

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

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

26- Non-availability of boundary wall

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

27- Terrorist attacks and child killing

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

28- Female students and female teachers’ harassment

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

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

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

30- Cost of education

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

31- Cultural constraints and traditional taboos

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

32- Illiteracy of parents and parental concerns

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

33- Learning crisis:

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

34- Distance:

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

Recommendations:

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

Conclusion:

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

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

References:

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

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Education System of Pakistan: Issues, Problems and Solutions

Introduction

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

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

What is Education System?

The system of education includes all institutions that are involved in delivering formal education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students, physical infrastructure, resources and rules. In a broader definition the system also includes the institutions that are directly involved in financing, managing, operating or regulating such institutions (like government ministries and regulatory bodies, central testing organizations, textbook boards and accreditation boards). The rules and regulations that guide the individual and institutional interactions within the set up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

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

A review of the education system of Pakistan suggests that there has been little change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain endemic.

A)    MDGs and Pakistan

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

Goal 2 : The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16 year while dropout rate decreased. But the need for increasing enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is aimed at eliminating gender disparity in primary and secondary education by 2005 and in all levels of education not later than 2015. There is a stark disparity between male and female literacy rates. The national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in Balochistan male 62% and female 23%.

B)    Education for All (EFA) Commitment

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

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

C)    Vision 2030

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

(i)                  Increasing public expenditure on education and skills generation from 2.7% of GDP to 5% by 2010 and 7% by 2015.

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

(iii)             Gradually increase vocational and technical education numbers to 25-30% of all secondary enrolment by 2015 and 50 per cent by 2030.

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

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

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

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

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

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

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

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

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

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

An analysis of the issues and problems suggest that:

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

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

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

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

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

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

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

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

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

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

Recommendations

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

Conclusion:                                                        

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

References:

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

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

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

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

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

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

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

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Education System of Pakistan: Challenges and Way Forward

• January 8, 2023
• 10 min read
• Education System of Pakistan: ...

Table of Contents

Introduction

Education takes place in diverse avenues and is intended to develop knowledge, understanding, values and behaviour. Education plays a crucial role in social and economic development. It awakes personal consciousness and enables individuals to achieve their individual and national rights. According to Social Policy and Development Centre Report, an extra year of education raises wages and employment chances by 10%; the districts where education is more have more employment and wages ratio. Pakistan’s literacy ratio is improved with time albeit, at a slow pace; the purposes of education are still at large. As per Human Development Index Pakistan ranks 161 in 192 countries; the ranking shows that the education system is failed to achieve the basic purpose which is human development.  According to PIDE in 1951 literacy ratio was 18% which is now 62% but still, the country is in a deep grip of political turmoil, financial distress, unemployment, bad governance and sectarian violence. All these social, economic and political issues are direct or indirect offshoots of the weak and non-unified education system.

Challenges to the Education System of Pakistan

Out of School Children (OOSC)

OOSC is the term abbreviated as Out of School Children is used for the children who are eligible to get enrolled in school but they are not. This is a very serious challenge and is one of the main factors of high illiteracy. Pakistan is in the E9 countries which have the world’s highest number of OOSC. According to UNDP Pakistan has the second-largest number of OOSCs in the region the number is 22.8 million of age 5-16 which makes 44% population of this age group.  The number increased at the lower secondary level. As per an estimate, the 19 million students enrolled in primary decreased to 8 million at the lower secondary level. The dropout rate of Pakistan is the third largest in the region after Bangladesh and Nepal. The dropout rate is reported 22.7%.  The distance from the school is the main cause of OOSC.

Non-unified Education System

Pakistan has a non-unified education system i.e. madrassa education system and public and private education systems. These education systems have different standards, different curricula and also vary in quality. In madrassa, importance is given to religious education which is run by a separate body Wafaq-ul-Madaris. Public and private schools focus on various subjects like sciences, languages and arithmetic. The public and private though discuss the same subject but have several differences in terms of standards. As per Economic Survey 2014, due to differences in education, all the students do not perform the same. Most students perform low than the required standards in arithmetic, language and reading. The disparities also prevail based on gender, geography and economic status. Balochistan has the most crippled education in which 78% affected are girls. In Sindh, 52% of the poorest are out of school in which 54% are girls.

Quality of Education

Quality of education carries great importance unfortunately the quality of education in Pakistan is contrary to today’s standards and is not able to achieve the due objectives. According to the report, 35% of students who reached grade 3 are not able to do single-digit subtraction. The focus is drawn to prepare the students for exams which is achieved to write everything for students in the class, making notice for students followed by surprise tests. Students are forced to learn things by heart. The objective may be achieved of securing good marks but the core objective of education which is human development and to equip the student with relevant skills lags behind. For instance, we teach students in Computer Science class: what is a computer?  What are input and output devices and then expect students to write in exams what was being taught? The practical teaching of Computer Science is negligible. The weak quality of education, later on, translates into a lack of competitiveness in various fields. As per the Global Competitiveness Report, Pakistan ranks 125 out of 140 countries.

Reasons of Weak Education System of Pakistan

Lack of capital.

There are various reasons which debilitated our education system and contribute to existing challenges. Lack of capital is one of them, this is the rule of thumb that the more you spent the better the thing will be. In Pakistan, only 2% of the GDP is spent on education which is below most of the South Asian countries in the region of the same per capita income. Every then and now the financial distress of teachers increased. Some are seen on roads protesting for allowances and pay increases which have made the profession unappealing. The funds which are allocated are not meticulously monitored and result in negligible progress. It is suggested by various organizations that if the country wants to compete the world and wants to achieve the SDG of zero illiteracy at the primary level, at least 4% of GDP should be spent on education.

The curriculum is structured without consensus

Curriculum carries great importance, it refers to the contents taught in schools. In Pakistan the quality of the curriculum is not up to the mark it is due to a lack of consensus between teachers and those who make the curriculum. In the process, students and teachers are ignored. One is the implementer of the curriculum while the other is one on whom it is implemented. For instance books for primary students are written by teachers who have not taken a class in their whole career with lower classes which result in hurdle for teachers to teach and for students to learn. Technical group meeting of ministry of education conceded the fact that without the involvement of relevant teachers, it is hard to bridge the gap. So, teachers should be involved in making of curriculum and writing textbooks.

Lack of Supervision and Evaluation

Without supervision and evaluation, it is hard to achieve the desired progress. The basic purpose of evaluation and supervision is to check whether organization is running as per expectations or not. According to Joey Black Burn, Assistant Professor of Education at Louisiana State University, evaluation is done to see the potencies and limitations of the process or organization. As per OECD evaluation is key to progress, quality and improvement.  In Pakistan though there is evaluation and supervision but not achieve the objectives of progress and accountability. The teachers who are given duties to supervise or evaluate are mostly tied by political constraints because they are mostly nominated by local political figures.

Weak Infrastructure

Education needs a feasible environment i.e. the place which is designated as a school should have basic amenities and sound infrastructure. As per the Ministry of Education 2009, the present weak state of education is because of the deficiencies of basic facilities in educational institutions. Without electricity, drinking water, bathrooms, and furniture education will also be poor. Further, today lessons are taught through audio-visual aids, and experiments are done in laboratories which are not available in most institutions, if they are available they may not be used.

Consequences of Weak Education System in Pakistan

Weak Education poses severe consequences. It results in social, political and economic problems. Corruption is in vogue and mainly the victims are illiterate because they don’t know their rights and the duties of other. Pakistan ranks 140 out of 180 countries in the transparency international corruption perception index. The country is in a deep grip of sectarianism and terrorism, the individuals involved in terrorist activities are mostly ill-informed and they can be manipulated easily. They don’t think critically and mostly rely on firsthand information.

Today it is very hard to get a good job without an education. Education gives an individual understanding and knowledge and equips an individual with skills to compete in the market. Lack of education implies a lack of employment which translates into poverty and child labour. The economic distress is because of the weak education system.

Vote is fundamental to the political system. In a democracy, every individual has the power to cast vote. Voters with good education cast votes keeping in view their national interests, on the other hand, some people sell votes for money or are being taken by religious narrative or populism. Unsuited people come in power who cannot make good decisions for the masses resulting in political instability.

Steps Taken by Government For Education in Pakistan

The government has made certain attempts to make the education system better i.e. the creation of the National Education Assessment, and National Evaluation Committee to enhance the system of evaluation and assessment. National Textbook Material Learning Policy was formed to make the textbooks and curriculum with consensus. National Commission for Human Development was formed to invite private organizations to promote education through public-private partnerships. As per national education, policy teachers’ training programs were initiated to enhance the performance of teachers. In the previous government, Prime Minister Imran Khan approved STEM projects for 400 schools across the country.

Priorities and Way Forward 

In National Education Policy 2018, the government has already set up 4 main priorities in the education system. The first is to decrease out-of-school children and to retain those who are already enrolled. Second is to eliminate disparities in education and to bring uniformity in education, third is to bring quality and standard to education and 4th is to give children relevant skills. NEP 2018 summarises the basic challenges of education and the priorities that can be achieved if the government work with full commitment and spirit. Every government should make long-term policies to work on the priorities. An active community campaign is needed to decrease OOSC and to eliminate gender-based inequalities. The regions where the distance from schools poses the problem should be tackled by district administration. The district administration may assist education offices in terms of resources i.e. arrangement of transport for distanced schools. In the region where the population is more; new schools may be constructed. To improve the quality it is needed to train the teachers with new skills so that they can transfer quality education. A good deal of budget may be allocated to improve the infrastructure and other amenities in institutions.

Education is important for social economic and political development. Unfortunately, our country since its inception is crippled by a weak education system though there are some improvements observed in the rate of literacy; the objectives of education are not achieved because of the polarized, non-unified and substandard education system. The main challenges are OOSC, quality of education and non-unified education. The main reasons which halt the progress of education and contribute to challenges are lack of capital, lack of evaluation and supervision, weak infrastructure, and inapt curriculum. Today country is in economic distress, poverty, unemployment, political turmoil and incessant sectarian violence and terrorism are direct or indirect offshoots of a weak education system. Government must ensure the availability of funds, provision of skills, decrease in OOSC and dropout rate and quality of education.

Read: Illiteracy in Pakistan; Causes, Consequences, Solutions 

The writer studies at the Department of English and Applied Linguistics University of Peshawar.

• Anas Tariq https://thepakistangazette.com/author/anastariq/ Kashmir Dispute Background and The Way Forward
• Anas Tariq https://thepakistangazette.com/author/anastariq/ Winter Vacations Cut in Khyber Pakhtunkhwa
• Anas Tariq https://thepakistangazette.com/author/anastariq/ Corruption in Pakistan; Causes, Consequences and Solutions
• Anas Tariq https://thepakistangazette.com/author/anastariq/ Child Labour in Pakistan; Causes, Consequences and Solutions

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