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TOPIC
INTRODUCTION TO POLICY STUDY

POLICY STUDY
M.PHILL EDUCATION(20132015)

The national education policy(NEP) 2009 (the policy) is the latest in a series of education policies dating back to the very inception of the country in 1947.

The review process for the national Education Policy 1998-2010 was initiated in 2005 and the first public document, the white paper, was finalized in March 2007. The White paper, as designed, became the basis of development of the policy document.

Four year have elapsed between beginning and finalization of the exercise, the lag is due to the number of factors
1. Including the process of consultations adopted and 2. Significant political changes that took place in the country.

Two main reasons prompted the Ministry of Education(MoE) TO LAUNCH THE REVIEW IN 2005
1. The policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities.

2. Pakistans new international commitments to Millennium Development Goals (MGDs) and Dakar Framework for Education for All(EFA).

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Most of the issues recognizes in this document were also discussed in previous policy documents. A new policy document on its own will not ameliorate the condition but all segments of society will have to contribute in this Endeavour. However, the document does not recognize two deficits of previous documents i.e. governance reform and an implementation roadmap, which if redressed, can improve the performance of the present policy.

The policy discusses issues of inter-tier responsibilities wherein the respective roles and functions of the federal-provincial-district governments continue to be unclear. For management of various sub-sector of education and, at times, within each sub-sector. Problems of management and planning have also been discussed and recommendations prepared.

The purpose of the policy is to chart out a national strategy for pursuing improvements in education. Many of the policy actions outlined have already been initiated through reforms: most notably in the domains of curriculum development, textbook/learning materials policy, provision of missing facilities.

This document includes a chapter that describes the implementation framework. The framework recognizes the centrality of the federating units in implementation of education policy measures. The role of the Federal Ministry of Education will be that of the coordinator and facilitator so as to ensure sectoral and geographic uniformity in achievements of educational goals nationally.

A shift has been made by making the National Education Policy a truly National document and not a federal recipe. For this, it has been recommended that interprovincial Education ministers Conference (IPEMC), with representation of all federating units, will be the highest body to oversee progress of education in the country.

In this respect, the federal-Provincial collaborative effort remains the key to success.

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This document is organized into nine Chapter

It has been also been proposed to make the document a dynamic document that will be Live for an indefinite period and be subjected to improvements whenever needed. IPEM will consider and approve all such improvements which can be proposed by any of the federating units.

CHAPTER 1
Describe overarching challenges, identifying two fundamental causes that lie behind the deficiencies in performance (the document gap and the implementation gap)

CHAPTER 2
Articulate the ways of filling the commitment gap (system, values, priorities and resources) Educational Vision and Performance A Reaffirmation of Educational Vision Aims and Objectives Overarching Priorities: Widening Access and Raising Quality Mobilising Resources for Education

Chapter 3
FILLING THE IMPLEMENTATION GAP: ENSURING GOOD PERFORMANCE Developing a Whole-of-Sector View Ensuring Policy Coherence Bridging the Public-Private Divide Overcoming Structural Divides Building Management and Planning Capacity Getting the Community Involved

CHAPTER4
Puts forward the provision of Islamic Education and transformation of the society on Islamic human values.

CHAPTER5
BROADENING THE BASE AND ACHIEVING ACCESS Early Childhood Education (ECE) Elementary Education Secondary Education and Higher Education Literacy and Non-Formal Education Education in Emergencies

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CHAPTER 6
RAISING THE QUALITY OF EDUCATION

CHAPTER 7

Improving Teacher Quality Curriculum Reform Quality in Textbook and Learning materials Improving Student Assessment Attaining Standard in the Learning Environment Co-curricular and Extra-curricular Activities Matching with the Employment Market

STRENTHENING SKILL DEVELOPMENT AND INNOVATION Technical Education and Vocational Training Possible Strategies

CHAPTER 8

CHAPTER 9
IMPLEMENTATION FRAMEWORK

HIGHER EDUCATION Challenges Strategic Vision

Objectives Policy as a Living Adaptable Document IPEM to Oversee Progress Provincial Autonomy and Ownership Role of Development Partners

ANNEX-1
THE STATE OF PAKISTANS EDUCATION

National Education Policy (2009)

Chapter 1:

Access to Educational Opportunities The Gender Dimension The Rural-Urban Divide Provincial and Area Disparities Quality of Provision The Resource Commitment Structure of Education: Public-Private Provision

Overarching challenges &Deficiencies: Their causes and the way forward.

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Introduction
Education is a vital investment for human and economic development and is influenced by the environment within which it exists. Changes in technology employment patterns and general global environment require policy responses.

Introduction
An education system needs to evolve with human society and vice versa cultural values of the majority of Pakistans are derived form Islam an education system reflects and strengthen social cultural and moral values.

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The demographic transaction

Due to the demographic transaction the economy of a developed country affected in the aspects of economic growth, working age. It poses an enormous challenge for the government to manage the economy in such a way that the demographic transition benefits Pakistan.

Uniformity and confidence in public education system

The constitute of Pakistan entrust the state with the responsibility on equitable & effective education system. The national education system evolve as a responsible to particular demands of distinct ethnic, social, economic, religious, political groups & communities.

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Uniformity and confidence in public education system

The emergence and continuous presence of parallel system of education in Pakistan i.e, private school & madrisas, violate the uniformity of the education system. Provision of educational services is essentially a public function.

Uniformity and confidence in public education system

The unity of objectives of our educational efforts whether in the public or private sector is spelt through the overarching principles of assess, quality, affordability and relevance. The challenge is that a child is able to carry forward the cultural assets and be, at the same time, able to compete nationally and internationaly.
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Globalization and Competitiveness

An education system cannot remain in isolation of the challenges and opportunities. The feedback into the education system to develop a desired response has been missing. Other aspects of globalization like media and culture have been ignored.

GCI Pillars and Comparators

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Globalization and Competitiveness

There has been no analysis to comprehend its potential impact on children both in the positive as well as negative aspects.

SOCIAL EXCLUSION & SOCIAL COHESION

Education is not only about the individual it has a societal role of selecting, classifying, distributing, transmitting and evaluating the educational knowledge, reflecting both the distribution of power and the principle of social contract. The educational system in Pakistan is accused of strengthening the existing inequitable.

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Setting Standards for Education

Standardization has not been part of the governance culture; relevant indicators have not been developed. only recently the National Education policy Management Information system(NEMIS) has begun the process of computing indicators.

Dovetailing Government Initiatives

New initiatives have been taken by the government aiming at providing missing facilities. Some initiatives also focus/target on improving teaching quality and learning environment, building capacity of education managers and administrators, etc

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Leveraging International development partnerships

Key words: Review the guiding national policy framework and refine it to meet the national goals.

Major deficiencies
As the Global Competitiveness Index (GCI) shows Pakistanis performance is weak on the health and education related elements of competitiveness, when compared with its major competitors like India, China, Bangladesh, Sri Lanka and Malaysia.

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Understanding System Deficiencies Key words: the commitment Gap

the implementation Gap

The Way Forward: A Paradigm Shift

Key words: student centered two categories i. System level reform ii. Set of reforms

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Educational Vision and Performance

CHAPTER 2 Filling the Commitment Gap: System Values, Priorities and Resources

Vision

Instilling moral values and of providing education to all citizens irrespective of gender, caste, creed, or race (Article 38 (d)) To remove illiteracy and provide free and compulsory secondary education within minimum possible period (Article 37(b))

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Educational Vision and Performance

Vision Steps shall be taken to ensure full participation of women in all the spheres of national life (Article 34 ) EFA Goals MDGs

Educational Vision and Performance

Performance

Bad Governance Mismanagement

Educational Vision and Performance

Public sector

A Reaffirmation of Educational Vision

Simultaneous Economic and Social Development Virtuous circle instead of Vicious circle

Madrassas

Global Challenges

Key Issues

Private Sector

Low participations

Aims and Objectives

1. To cater social, political and spiritual needs of individuals and society. 2. To play a fundamental role in the preservation of the ideology of Pakistan 3. To create a sense of unity and nationhood 4. To promote national cohesion

Aims and Objectives (continued)

5. To promote social and cultural harmony 6. To provide and ensure equal educational opportunities to all citizens of Pakistan 7. To develop a self reliant individual 8. To aim at nurturing the total personality of the individual

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Aims and Objectives (continued)

9. To raise individuals committed to democratic and moral values 10. To raise the quality of education provided in government owned institutions 11. To improve service delivery through political commitment and strengthening education governance and management.

Aims and Objectives (continued)

12. To develop a whole of sector view 13. To enable Pakistan to fulfill its commitments to achieve EFA and MDGs relating to education. 14. To widen access to education for all and to improve the quality of education

Aims and Objectives(continued)

15. To equalize access to education 16. To eradicate illiteracy within the shortest possible time 17. To enable an individual to earn his/her livelihood honestly 18. To lay emphasis on diversification from general to tertiary education

Aims and Objectives(continued)

19. To encourage research in higher education institutions 20. To organize a national process for educational development that will reduce disparities across provinces and areas and support coordination and sharing of experiences.

Policy Actions
Overarching Priorities: Widening Access and Raising Quality
Access Quality 1 The goal of achieving universal and free primary education by 2015 and up to class 10 by 2025. 2 . Provincial and Area Governments shall develop plans for achieving these targets 3 . Promoting equity in education

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Policy Actions(Continued)
4 . To achieve Education for All (EFA) and the MDGs, inclusive and child-friendly education shall be promoted. 5 . Inclusion of special persons in mainstream education 6 . Governments shall improve quality of educational provision at all levels of education.

Policy Actions(Continued)
7 . National Standards for educational inputs, processes and outputs shall be determined 8 . Provincial and district governments shall establish monitoring and inspection systems to ensure quality education service delivery in all institutions.

Policy Actions(Continued)
9 . Educational provision relevant for the employment market 10 . Universities and research institutes shall place greater emphasis on mobilizing research 11 . Educational inputs need to be designed with a comprehension of the challenges and opportunities related to globalization.

Mobilising Resources for Education

Enhancement in: Volume of Resources Quality of Resources

Policy Actions
1. Allocating 7% of GDP to education by 2015 2. The Government shall explore ways to increase the contribution of the private sector 3. A percentage of the education budget as grant in aid shall be allocated to philanthropic, non-profit educational institutions.

Policy Actions(Continued)
4. A system of checks and balances for the private sector shall be formed 5. Consensus on needs and priorities for foreign assistance in education through comprehensive sector plans of provincial/area governments. 6. A system for donor harmonization and improved coordination between development partners and government agencies shall be developed

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Policy Actions(Continued)
7. Free education, the term shall encompass all education related costs 8. Government and educational institutions shall strengthen planning and implementation capacity to improve utilization of resources.

Filling The Implementation Gap: Ensuring Good Governence

By: Hina Khalid 905 Nida sahar 907

Governence Issues
Absence Of A Whole-of-sector View Lake Of Policy Coherence Unclear Roles In Fragmented Governance Parallel System Of Education (Public-private Divide) Widening Structural Divide Weak Planning And Management Lake Of Stake Holder Participation

Developing A Whole-of-sector View

Educational Sector divide Responsibilities Into Federal Level & Between The Federal Level. At Federal Level: Hec, Navtec, Moe IN PUNJAB: Department Of Literacy And Nonformal Education Is Separated From Federal. In Baluchistan: Litracy Comes Under The Social Welfare Department

Developing A Whole-of-sector View(cont)

Policy actions: 1. A comprehensive HRD policy shall be developed integrating all type & branches of education from early childhood to tertiary education. 2. Every aspect of education should be managed by one organization. 3. All responsibilities should be co-ordinated by Ministry of Education.

Ensuring Policy Coherence

Educational policy have major intersections with other policies. Policies for early childhood are closely linked to social welfare policies; Education and skills for the labor policies linked to innovation, growth & industrial policies. A whole-sector-of-view is an essential input for achieving policy coherence.

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Ensuring Policy Coherence ( cont.)

Policy actions: 1. Ministry of Education shall be responsible for coherence. 2. Promotion of cultural harmony, mutual understanding, tolerance should be encouraged with in students and teachers of different areas. 3. Strong contributions among different entities at federal and provincial level.

Overcoming fragmented framework

It determine the abilities of the state to meets its targets & goals. It ensures educational equity (Education For All) Cant abdicated its responsibilities to any other. It require an approach that recognize the role of private sector, its linkages with the rest & responsibilities for improved outcomes.

Overcoming fragmented framework(conts)

Policy actions: 1. To remove ambiguities between federal and provincial roles the responsibilities should be mapped and clarified. 2. The federal role shall be that of a facilitator and coordinator. 3. The federal MOE shall be the focal point for the development of the national educational policies. 4. Decentralization shall be pursued at each level of governance to devolope decision making. 5. Decentralization within the framework of devolution shall focus on delegation of educational functions.

Bridging the public-private divide.

Existence of public & private education in Pakistan remains a cause of concern as it create inequitable social divides. Private sector offer high quality that only the rich can afford. Deeni Madrassas form a component of private sector. Private sector establishments with in the mainstream are not properly regulated. The curriculum & qualification structure do not give a clear idea of their ermivalence with public sector qualifications.

Bridging the public-private divide(cont)

Some of the important areas that can be improved in public-private sector which is: 1. School construction 2. Textbook development. 3. Teacher education. 4. Transportation. 5. Litracy programs. 6. ICT 7. Transportation.

Bridging the public-private divide(cont)

Policy actions: 1. Available educational resources in the private sector shall be mapped & information made available to all. 2.

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3.5 Overcoming Structural Divides

There exists a challenge of providing a uniform system of education for the children irrespective of their caste creed and, familys economic capacity and religion. Broadly there are three parallel streams in education that have created unequal opportunities for children again there exist sub-streams within each:-

The three main streams: 1) Public schools ( low quality public schools & cadet colleges) 2) private schools (elite Schools and non elite low quality schools) 3) Madrassahs

Inadequate job opportunities

A number of factors lead to the differences that allow students of the elite schools to do better. 1) management 2) resources 3) Teaching quality

Difference of opportunities with reference to location.

Differentials of quality and consequent opportunities of the children also depend on the location of the school , for example rural verses urban or large city versus small town.

Policy Actions.
1) The state shall provide greater opportunities to the citizens and the areas that have been largely excluded from main stream development and participation in national process. 2) Govt shall identify schools in less developed areas for prioritization in resource allocation and management for improving quality. 3)Ministry of education shall develop a comprehensive plan of action for implementing the English language policy in shortest possible time.

4) The curriculum from class 1 onward shall comprise of English ,Urdu one regional language and mathematics. 5) The provincial and area education departments shall have the choice to select the medium of instruction upto class V . 6) English shall be used as medium of instruction for scince and Mathematics from cllass VI onwards.

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3.6 Building Management and Planning capacity.

7) A comprehensive school language policy shall be developed in consultation with provincial and area government and other stake holders. 8) Market oriented and skill based education shall be integrated with Madrassahs education. Lack of management and planning skills is an other reasons for ineffective implementation of education policies. Many persons holding management positions in Pakistans education sectors are not trained in this function . EDOs , DEOs and DPIs are mostly appointed from amongst the teachers cadre without much management experience.

The strategies in regard to devolution require considerable strengthening of planning capacity at all levels of program development and delivery. Data limitations have been a real constraint in educational planning , insufficient use of data have been made in decision making and planning even when these have been available. This because the managers lack the required training. Information based planning is ignored because of political interference and corruption .

Policy Actions
1)A management cadre for education , with specific training and qualification requirements shall be introduced . 2)No political interference in educational planning only then the education managers can be held accountable. 3)Education planners and managers shall be trained. 4)Beside Data collection and dissemination of education statistics of public sector , its jurisdiction shall be extended to private education institution as well as non-formal schools all over Pakistan .

5) A national standards and certification Agency for EMIS ( Educational Management and Information System) shall be established to set , monitor and evaluate the quality of education, data collection and analysis. 6) A separate data base for literacy shall be developed.

3.7 Getting the community involved

Effective implementation of the policy is strengthened if the stakeholders have ownership of the policies. While in Pakistan stakeholders have no say in the policy this leads to failure or less effectiveness.

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Policy actions
1) School Management Committees shall be strengthened through involvement of students, teachers, educationists, parents and society (STEPS) 2) The tenure of the SMCs shall be enhanced , so that the members are able to make use of their experience. 3) To promote greater utilization of allocation funds, government shall move from financial audit to performance or output based audit system for SMCs.

4)Head teachers shall be trained in social mobilization to involve the community effectively. 5) Awareness campaigns shall be launched, at the district , Tehsil and Union levels to sensitise communities about their role in school education.

`ISLAMIC EDUCATION: DUTY OF THE SOCIETY AND THE STATE CHAPTER 4 Islamic Education
ISLAMIC EDUCATION: DUTY OF THE SOCIETY AND THE STATE
The following Islamic principles were included in the Objectives Resolution of 1949 as follows: 1.Sovereignty over the entire Universe belongs to Almighty Allah alone. 2.The State shall exercise its powers and authority through the chosen representatives of the people. 4.The principles of democracy, freedom, equality, tolerance and social justice, as enunciated by Islam, shall be fully observed. 5.Order their lives in the individual and collectives spheres in accordance with the teachings and requirements of Islam as set out in the Holy Quran and Sunnah

Islamic Rules in Constitution of 1973:

The following Islamic rules were included in the constitution of 1973: 1.Pakistan is a Federal Republic to be known as the Islamic Republic of Pakistan 2.Order their lives in the individual and collective sphere in accordance with the teachings and requirements of Islam as set out in the Holy Quran and the Sunnah 3. Endeavor of the state to make the teaching of the Holy Quran and Islamiyat compulsory. 4. To encourage and facilitate the learning of Arabic language. 5.To Secure correct and exact printing and publishing of the Holy Quran and to promote unity and the observance of the Islamic moral standards.

Reformation of curriculum according to the Requirement of Islam:

The process of reviewing, updating and reforming school curriculum from Early Childhood Education up to Higher Secondary School levels keeping in view: 1. The Islamic teachings and ideology of Pakistan 2.Cultural and religious sensitivities in the country 3. Modern emerging trends to make the whole education purposeful 4.To create a just civil society that respects diversity of views, beliefs and faiths 5. Advanced Islamic Studies, as an elective subject, at Grades IX-X and XI-XII.

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Policy Actions:
1. To provide opportunities to learn and apply the fundamental
principles of Islam in their lives and development of society on the principles of the Quran and Sunnah.

Policy Actions(continue)..
6. The Islamiyat Curriculum shall be divided into five main topics as
under:

2. Islamiyat

as a compulsory subject from Grade I to Grade XII extending up to graduation in all general and professional institutions. 3. Advanced Islamic Studies as an elective subject at Grades IX-X and XI-XII. 4. The subject of Ethics/Moral Education in lieu of Islamiyat to nonMuslim children and subject specific teachers
5.To grant scholarships to outstanding students to pursue higher

a. Al-Quran Al Kareem.
b. Imaniyat and Ibadat.

c. Seerat-e-Tayyiba.
d. Ethics and Good Behaviour (towards others) Haqooq-ul-Ibaad. e. Prominent Personalities of Islam.
7. Well qualified teachers for teaching of Islamiyat and Arabic and training programmers for Islamiyat and Arabic for in-service teachers

education in Islamic institutes

Policy Actions(continue)
8. Islamic teachings as a teacher training curricula and the curricula of other training institutions.

Policy Actions(continue)..
11. The Institutes of Educational Research in Universities in collaboration with Departments of Islamic Studies 12.Introduction of contemporary studies alongside the curricula of Deeni Madaris to enhance prospects of their students to pursue higher studies, research and excellence and to ensure employment, recognition and equivalence 13. Madrassah Education authority shall be established by the Federal Government with the following mandate:

9.Publishing of Islamic and their distribution amongst libraries

of schools, colleges, universities, research institutions and Deeni Madaris. 10.Learning materials do not contain anything repugnant to Islamic injunctions and controversial material against any sect or religious/ethnic minorities.

Policy Actions(continue)
: a. To enhance the services they already provide to the nation. b. Arrange funds for education and socio-economic welfare of students.

BROADENING THE BASE AND ACHIEVING ACCESS

c. Provide infrastructure and equipment for improvement of existing facilities. d. Provide further training to enhance skills of teachers. e. Provide support in vocational training to equip students to generate income. f. Provide advice and assistance in streamlining policies, objectives to give graduates a competitive edge in the job market
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Group Members
Mukhtar Ahmed 909 M Hasrat Introduction Outline of Presentation Early Childhood Education Elementary Education Secondary and Higher Secondary Literacy and Non Formal Learning

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Introduction
Broadening the base with quality is the most central strategic education policy priority. The superstructure of the knowledge society cannot be erected without a wide and high quality base that can feed quality human resources into all walks of societal endeavour, from theeconomic to the social. This chapter sets reforms for widening the base of education at the foundation level, in the areas of early childhood, primary and secondary education. Since much of non-formal and adult learning is also concerned with the foundation level learning, the chapter also presents reforms and policy actions for this sector.

Early Childhood In Education

Historically, however, ECE has not been formally recognized by the public sector in Pakistan. The traditional katchi class in some public sector schools has predominantly remained a familiarization stage towards formal schooling for un-admitted, young students. A limited part of the Grade I National Curriculum is taught to this group.
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1. A brief overview of Pakistans Primary education sector

1. A brief overview of Pakistans Primary Education Sector

Table 1: Primary Gross Enrollment Rates (%) 1995- 1996- 19981991 96 97 99 Punjab .. 73 73 76 Sindh .. 70 64 56 NWFP . 66 68 67 Balochistan .. 63 58 58 All Four Above .. 71 70 69 Azad J & K .. .. .. 101 Northern Areas .. .. .. 75 FATA .. .. .. 39 Pakistan -- Urban 81 88 87 91 Pakistan -- Rural 59 64 63 61 Pakistan Male 78 81 78 78 Pakistan -- Female 53 60 61 60 Pakistan -65 71 70 69 Aggregate

NET PRIMARY ENROLLEMENT RATE BY GENDER

60% 50% 40% 30% 20% 10% 0% 1990-91 1995-96 Overall Boys 1996-97 Girsl 1998-99

OUTCOMES FOR EDUCATION Implementation of Education Reform Strategy (ESR)

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1.

A brief overview of Pakistans Primary Education Sector Enrollment in Government and Private Schools: 2000
Boys Girls Total enrollment

Early Childhood In Education

Policy Actions: 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 standards. ECE age group shall be recognized as comprising 3 to 5 years. At least one yawper-primary education shall be provided by the State and universal access to ECE shall be ensured within the next ten years.

Government schools Private Schools

6,923,157 (72.5%) 2,623,221 (27.5%) 9,546,378 (100%)

4,411,503 (69.4%) 1,945,669 (30.6%) 6,357,172 (100%)

11,334,660 (71.3%) 4,568,890 (28.7%) 15,903,550 (100%)

All Schools

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Early Childhood In Education

ECE age group shall be recognized as comprising 3 to 5 years. At least one yawperprimary education shall be provided by the State and universal access to ECE shall be ensured within the next ten years.

Early Childhood In Education

Provision of ECE shall be attached to primary schools which shall be provided with additional budget, teachers and assistants for this purpose. For ECE teachers, a two-year specialized training in dealing with young children shall be a necessary requirement.

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Early Childhood In Education

This training shall be on the basis of ECE revised National Curriculum. The curriculum and support material for ECE shall take account of the cultural diversity of particular areas.

Elementary Education
Primary education is not a strong link in education in Pakistan. The Policy focuses attention on two large and critical problems facing the sector: (i) low participation and narrow base of the sector, and (ii) weak quality of provision

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Elementary Education
Despite some progress in recent years, access rates remain low, as noted in Annex-_ A,.NER at 66% for primary are the lowest compared to the selected reference countries. Even though these 2005 rates have improved in 2006-07, Pakistan still faces the risk of defaulting on EFA 2015 targets. The narrow base is further attenuated through high drop out rates.
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Elementary Education
Policy Actions: All children, boys and girls, shall be brought inside school by the year 2015. Official age for primary education shall be 6 to 10 years. The official age group for next levels of education shall also change accordingly. Government shall make efforts to provide the necessary financial resources to achieve the EFA goals.
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Elementary Education
Wherever feasible, primary schools shall be upgraded to middle level. International Development Partners shall be invited through a well-developed plan for expanding school facilities. High priority shall be paid to reducing the dropout rates. An important element of this effort should be to provide financial and food support to children who drop out because of poverty.
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Elementary Education
Food based incentives shall be introduced to increase enrolment and improve retention and completion rates, especially for girls. Schools shall be made more attractive for retaining the children by providing attractive learning environment, missing basic facilities and other measures.

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Elementary Education
Government shall establish at least one Apna Ghar residential school in each province to provide free high quality education facilities to poor students. Every child, on admission in Grade I, shall be allotted a unique ID that will continue to remain with the child throughout his or her academic career.
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Secondary And Higher Secondary Education

The secondary and higher secondary school system prepares young people for life. It has two important roles in this respect providing skills to the labour market, as many students leave formal schooling at this time; and providing input to the tertiary system, for those who go on to this level of learning.
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Secondary And Higher Secondary Education

The system does not provide an adequate base for both these functions. Quite apart from the quality of instruction at this level, a central question that Pakistan education policy makers confront is the level of skill development and preparation that can be achieved by twelve years of school education as a terminal qualification.
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Secondary And Higher Secondary Education

The system as it exists has shortcomings in two main respects: it has a narrow base that leaves a large number of young people outside the system and the quality of skills it produces is not well matched with the needs of the labour market.
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Secondary And Higher Secondary Education

The policy actions needed to address these concerns include several that have been outlined in section 5.2 above dealing with elementary education. The additional reform initiatives described below are specifically meant for secondary and upper secondary education.
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Secondary And Higher Secondary Education

Access and participation rates at this level of schooling in Pakistan are low in comparison to reference countries. Pakistans national average ratio of secondary to primary school is 1:6 but, in certain parts of the country, it reaches the high figure of 1:13.

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Secondary And Higher Secondary Education

There is a clear need for expanding the provision. At the same time, efforts have to be made to cut the high drop out rates and induce more out of school youths back to the school system, particularly the girls whose participation is still very low.

SECONDARY AND HIGHER SECONDARY EDUCATION

Policy Actions: Provision shall be expanded, particularly in the rural areas and of schools dedicated for girls. Priority shall be given to those locations where the ratio of secondary schools is low. Student support shall be increased to prevent students from dropping out of school for financial reasons.
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Secondary And Higher Secondary Education

Schools shall introduce more student-centred pedagogies. Counseling facilities shall be made available to students from the elementary level onwards in order to constructively utilize their energy, to deal with any displays of aggression amongst young students and to address any other psychological distress that a student may be in, by suggesting a suitable remedy
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Secondary And Higher Secondary Education

Life Skills-Based Education (LSBE) shall be promoted. Sports activities shall be organized at the Secondary and Higher Secondary Levels. Counseling at higher secondary level must also address the career concerns of young students and encourage them to take up studies as per their aptitude other than the accepted fields of study, be it technical, vocational or any other area of study
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Secondary And Higher Secondary Education

Schooling shall also be made more attractive by adding community service programmes. Grades XI and XII shall not be part of the college level and shall be merged into the school level forming part of existing secondary schools, where needed and provision of necessary human and physical resources shall be ensured. This exercise shall be undertaken after a detailed study of the failures of previous such efforts.
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Secondary And Higher Secondary Education

A system for ranking of primary and secondary educational institutions across the country shall be introduced with rankings based on result outcomes, extracurricular activities and facilities provided to the students, in order to encourage healthy competition between schools.
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Secondary And Higher Secondary Education

Chapter 6 Raising the quality of education

To create an order for excellence in the country, a National Merit Programmeshall be introduced to award bright students

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Areas Identified by NEAS 2009 for Improvement

Raising

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Improvement

Teacher quality Curriculum Pedagogy Textbooks Assessment approaches Learning environment and facilities
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Six Pillars According To Educational Policy 2009 That Contribute To Quality Improvement

Improving the quality of education

teachers curriculum

textbooks

assessments

learning environment

relevant education

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Improving Teacher Quality

Areas that are found to be problematic Mutation in governance Obsolete Pre-Service training Inadequate in-service training regime Presence of incompetence Employment of last resort(especially for males)
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Policy Actions
Teacher qualification Teacher training arrangements Teacher education curriculum A separate cadre of specialized Surety of recruitment on merit Professional development
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Continued
In-service training for the subject of Mathematics Science Teacher allocation plans shall be need based Accountability mechanism In service training initiative Training needs will be assessed on basis of research
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Continued
Standardized in-service training regime Pedagogy and content knowledge Subject content knowledge Testing and assessment practices Multi-grade teaching Reward system

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Continued
Morale of teachers Incentives for teachers Overcome low achievement scores Teacher Association Age limit

Curriculum Reforms
Curriculum is a guide and learning path of a student determines the process of learning
objectives curriculum content

methods

evaluation

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Areas identified for curriculum reforms

Curriculum only in form of textbook Does not cater to the diverse conditions Multi culture and topographies are not recognized In primary level missing element of curriculum Review 2005 phase 1 (scheme of studies) 2007 phase 2 (25 core subjects) Review remaining will be completed till 2009
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Policy Actions
Curriculum shall be objectives and outcomes based focused on learning outcomes reflecting social issues, developing the capacity for selfdirected learning, the spirit of inquiry, critical thinking, problem solving and team-work.

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Continued..
Curriculum development and development process Fundamental rights guaranteed for the citizens of Pakistan Environmental education Use of ICT in education to assist and promote the quality of teaching

Continued..
Emerging trends and concepts in education School health and safety education will be infused in curriculum Entrepreneurial studies shall be introduced Ongoing feedback and evaluation for continuous improvement

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Review and further discussion

We have already discussed two areas improving teacher quality and Curriculum reform and now we will discuss 1. Quality in Textbooks and Learning Materials 2. Improving Students Assessment 3. Attaining Standards in the Learning Environment 4. Co-curricular and Extra-curricular Activities 5. Matching with the Employment Market

Quality in Textbooks And Learning Materials Textbooks are a key input towards provision of quality education. The deficient areas of quality textbooks and learning materials are: Bland writing and presentation Problems of weak content on local context at primary level Lack of quality authors

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Quality in textbooks and learning materials (policy actions)

Quality in textbooks and learning materials (policy actions Continue)

Well regulated system of publishing textbooks Review and support the process of approval of textbooks Provincial / Area Committee Publishing market Availability of quality paper at reasonable cost

No objection certificate Increase investment in libraries, supplementary reading, teacher guides, teachers training and learning material Inter-Provincial Standing Committee on Textbook Policy Implementation of the new system Textbooks at primary level shall be developed within the context of local cultures.
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Quality in textbooks and learning material (policy actions continued)

Quality in textbooks and learning materials (policy actions Continue)

Multi-grade environment Elimination of all types of gender biases Increase library usage and improvement of library services Libraries equipped with modern facilities Create a structure that manage to attract and retain quality human resource in the profession of librarian

Librarians working in education institutions to be declared as library teachers Network of public libraries shall be extended up to the level of union councils Mobile library services National Library Foundation Provision for continuing education of library professionals

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Improving Students Assessment

Improving Students Assessment ( policy actions)

Assessment systems are quality measures that cater to a number of requirements of the education system. Assessment system currently suffers from several deficiencies in promoting quality education. The one with more sinister outcome is the practice of rote learning which stops the mental growth of the child and blocks innovative learning.

Key words: o Internationally competitive o Periodic reviews o Multiple assessment tools o Reduce the differences in quality across regions o Standardise examination system o Capacity building in paper setter and examiners o Eliminate unfair means o Provide feedback
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Attaining standards in the learning environment

Attaining standards in the learning environment (policy actions)

Learning environment has a great effect on students learning. In an average rural area of Pakistan, a five or six years old child walks to the school dreading what he or she would face. Some deficiencies that we face in our education system are: For de facto corporal punishment Around 40% of schools are without boundary walls 36% without drinking water facilities 61% without electricity 39% without sanitary facilities 6% without any buildings
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Basic standards for school facilities and teaching aid materials Necessary resources to less developed areas Concept of services to the society Student-teacher ratios Simultaneously providing training to in-service teachers on multi-grade methodologies An awareness campaign against corporal punishment Impact of modern media on children
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Co-curricular and extra-curricular Activities

Co-curricular and extra-curricular activities (policy actions) School mission Standards Sports activities System of monitoring Special cell Get affiliated with sports grounds Steering Committee Admission to educational institutions on sports basis Sports fund Participations in minimum of four sports
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Co-curricular and extra-curricular activities traditionally were a focus of most of the schools. Over the years, the emphasis on both has been reduced due to various reasons, including lack of resources and unavailability of teachers. Poor sports facilities are a major complaint against private schools as most of these are housed in small buildings. It has come out as a major area of neglect.

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Co-curricular and extra-curricular activities (policy actions continue)

Matching with the employment market (policy actions)

Sports / PT periods Summer camps in various sports disciplines Annual inter-schools, inter-colleges. Inter-universities sports competitions Annual confidential reports Incentives Code of conduct

Needs of the employment market A study shall be conducted to evaluate the impact of technical matriculation Familiarise students with the work environment Career guidance and counseling

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Higher education(Chapter 8)
Instrument for translating the dream of knowledge based economy Developing social cohesion and tolerant society Importance of higher education research to innovation process, economic growth and sustainable development .

HEC
Higher education commission serve as an apex body pertaining to policy, plans , programs ,standards ,funding and oversight higher education for the promotion of socio economic development in the country.

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CHALLANGES
Enhancing equitable access Enhancing facilities Compete with international standards Improvement in Academic and administration management

Enhancing facilities
Increasing access to higher education (Access rising from 2.2% to over 4.7% in 2008) Increasing per capita expenditure to higher education Provision of adequate resources to improve infrastructure

Compete with international standards

Mechanism for internal and external evaluation Accreditation mechanism should be compatible with international standards Complete transparency of operation

STRATIGIC VISION
Competent faculty Academic environment Addressing local issues Assisting policy making Use of pedagogical techniques Quality of services and outcomes Collaboration of public and private sector

STRATIGIC VISION (cont.)

Engineering education Preparing well educated work force Enhancing communication skill in students Response to diverse demands and work cooperatively with stakeholders Knowledge creation Use of modern information and communication technologies

STRATIGIC VISION (cont.)

Transferring knowledge effectively PhD degree signify original contribution as certified by international bodies Delivery of quality education and research Play a catalytic role in the economic development of region located Encouraging distance education Improving physical infrastructure

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POLICY ACTIONS
Aim to raise enrolment to 10% by 2015 and 15% by 2020 investment in higher education shall be increased to 20% Basic research shall focus on building the capacity to conduct and absorb cutting edge research Focus on knowledge mobilization through university-industry partnership

POLICY ACTIONS (cont.)

Availability of competitive research grants Collaboration with the world scholarly community Appointment of faculty members must be institutionalized Deliver high quality teaching and research support

POLICY ACTIONS (cont.)

Additional television channels for high quality distance education Awarding scholarships for doctoral and postdoctoral students Universities shall specialize in particular areas Teachers training Universities shall Develop quality assurance programmes

POLICY ACTIONS (cont.)

Ranking system of Universities Introducing need base scholarship programs Campuses of existing universities to establish in other cities Pay greater importance to social sciences in research function Introduce four year bachelor degree programmes

POLICY ACTIONS (cont.)

Reviewing standardization of libraries and library professionals Develop standards for affiliated colleges Social science subject in science education Research in local industry , commerce and agriculture Develop split degree programmes with foreign Establishment of technical universities

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Introduction
I.National Educational Policy (NEP) analyses problems and issues hampering the development of education in Pakistan. II.NEP outlines what is to be done.

To prevent failure of this policy an implementation framework with feedback machenism shall be developed.

An action plan will be developed by each province/area and Collated at the Federal level.

An action plan will be developed by each province/area and Collated at the Federal level.

Time frames will be determined by the implementation plans and not by policy.

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Inter-Provisional Education Ministers (IPEM) with planning wing shall be overall responsible for facilitating and monitoring the process.

The highest level of monitoring shall be through a national framework that will involve all the federating units and the federal government as partners.

The forum of the IPEM shall be the highest body to oversee and guide educational development in the country. support of technical teams.

NEP proposes to enhance the role to make highest body to oversee educational development in the country : consequently giving in the role of monitoring and review of the policy.

The role of IPEM will not hinder the role of Provisional government in monitoring. Infact these will remain fundamental to progress.

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Ownership and active participation of all stakeholders and tiers shall be essential.

It is re-emphasisedthat the policy shall be implemented and monitored within the Principles of Provisional autonomy and ownership of the process.

It will upto each province and area to develop implementation plans, procedures and priorities. Each province will develop mechanism to monitor implementation.

Once the provisional implementation plans are prepared and national one collated, the development partners will be able to use it as indicator of govt.

The provisional government will be in a better position to coordinate the work of all development partners and guide the process of educational development without issues of harmonisation.

Development partnerss will also be in co-opted into the feedback mechanism on implementation and consequent review.

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What in planning ?
Planning refers to a process of identifying selecting analyzing and implementing alternatives. It involves certain steps.

Steps in Planning
Step # 2 Securing and analyzing necessary information

Step # 2 Securing and analyzing necessary information

Before plans are prepared, the assumptions and conditions underlying them must be clearly defined these assumptions are called planning premises and they can be indentified through accurate forecasting of likely future events.

Step # 2 Securing and analyzing necessary information

They are forecast data of a factual nature. Assessment of environment helps to reveal opportunities an constraints . Analysis of internal and external force is essential for sound planning premises Are the critical factors which lay down the bounder of planning.

Step # 2 Securing and analyzing necessary information

They are vital to the success of planning they supply pertinent facts about future they need revision with changes in the situation. Contingent plans may be prepared alternate situations .

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