According to the constitution of Pakistan, it is the states responsibility to provide free primary

education. President Pervez Musharraf decided to make this fundamental right a reality for every
Pakistani and he did not stop at that stage and he envisioned Pakistan to have the best higher education
also. He realized that this was vital to make Pakistan a truly democratic, progressive and economically
viable State. During his time the education budget has unprecedented increase. It was because of this
strong commitment that during his tenure achievements in education development far exceeded than at
any other time in the history of Pakistan, for instance increasing education budget several thousands
percent, putting the team of best educationists to straighten up the education vehicle etc. The following
paragraphs provide some details of the progress actually made and future strategy evolved for
education.
When Pervez Musharraf pushed over the helm of affairs of Pakistan, like any other sector, education
sector was also in a dismal state. He immediately realized the gravity of the situation and put together
a team of most respected educationists in the country under the dynamic leadership of most able Dr.
AttaurRahman, in March 2000 as a Minister of Science and Technology, Minister of Education and
Chairman of Higher Education Commission.Prof. Atta-ur-Rahman was able to successfully convince the
government to enhance the budget for science and technology in Pakistan by 6000% between 2001 to
2003 and the Higher Education budget by 2400% between 2004 to2008. This could not have been
possible without the real commitment towards educating Pakistan at the highest level and ability of the
government to put the right man at the right job.After appointment of Prof. Atta-ur-Rahman in March
2000 and upon his recommendation the government enhanced the budget for science and technology
in Pakistan by 6000% between 2001 to 2003, and the Higher Education budget by 2400% between 2004
to2008.The major landmarks:
1. Established the finest Digital Library in Pakistan: Every student in every public sector university
was given the access to 45,000+ textbooks research monographs from 220 international
publishers as well as to 25,000 international research journals regarded as one of the best
digital libraries anywhere in the world.
2. Tripled University enrollment from 135,000 in the year 2003 to 400,000 in 2008.
3. Promoted research resulting in huge expansion of international research publications from
Pakistan from only 600 research papers per annum in 2003 to 4300 research papers in 2008.
4. During the 56-year period (1947-2003) not a single Pakistani university could be ranked among
the top 600 universities in the world. Presently 5 of Pakistani universities are in this category
with the National University of Science and Technology standing at a very respectable number
350.
5. Four year undergraduate program introduced so that our degrees are internationally
recognized.
6. About 4000 Ph.D. level scholarships awarded for study in technologically advanced countries
(largest program in developing world) and some 3,000 indigenous Ph.D. scholarships have been
awarded. The worlds largest Fulbright Scholarship program (US $ 150 million) launched with
joint funding (HEC/USAID).
7. Fifty one new universities and degree awarding institutes and 18 campuses of existing
universities established during (2003-2008).
8. As the head of COMSTECH (a Committee of 57 Ministers of Science and Technology/Higher
Education and Research of the 57 OIC member countries),launched hundreds of research
projects in 40 countries in the fields of agriculture, biotechnology, information technology,
health sciences and basic sciences. A Network of Libraries in OIC countries has been established,
and a training Center for imparting training in cutting edge fields has been set up.
These phenomenal developments have been described as a Silent Revolution by the World Bank in a
comprehensive report, and a number of editorials and articles have appeared in the worlds leading
science journal, Nature. In the most recent editorial (3rd September 2009) Nature has stated that what
Pakistan has done under my leadership is a lesson for other developing countries.



INTERNATIONAL COMMENTS
The opinion of neutral international experts who have carried out detailed year-long reviews of the
developments are given below:
1. Report of US-AID about HEC states that We are very impressed with the breadth, scope, and
depth of the reforms implemented by the HEC since 2002. No other developing country we
know has made such spectacular progress.
2. World Bank Report is very complimentary of many excellent programmes introduced.
3. British Council: The report states:
I have worked in many countries in South America, the Middle East, North Africa, and in Russia and
India, over the last six years. None in my view, with the exception of India, has the potential of Pakistan
for the UK university sector, largely because of the dynamic, strategic leadership of the Chairman of
HEC.
1. Nature: Several articles and editorials have appeared in the worlds leading science journal
Nature (the most recent in the issue published on 3rd September 2009) in which the very
significant progress made by Pakistan in the higher education sector has been applauded and
the need for the new government to built on the solid foundation laid has been stressed.
2. Science Watch (Thomson Reuters) has ranked Pakistan as a rising star in five disciplines, more
than in any other country of the world.(WHAT WERE THOSE 5 DISCIPLINES)
Prof. Fred Hayward (independent international educational consultant from USA) carried out a detailed
analysis of the developments and published an article entitled Higher Education Transformation in
Pakistan: Political & Economic Instability Date:_________Number 54, winter 2009
Source: International Higher Education Quarterly
Introduction.
Access to reliable Statistical data is essential for good planning and policy decisions. Keeping in view the
increasing day to day demand for reliable data by National and International Researchers, Planners and
Policy Makers about Higher Education Statistics, Statistical Unit was established at HEC in September
2004, to access the data requirements, plan, collect, compile and analyze information about Universities
and Degree Awarding Institutions (DAIs) etc, so as to make it a major source of information for the
Researchers, Planners and Policy Makers.
STATISTICS
1. Achievements:
1. Statistical Booklet on Higher Education, Pakistan was published after an interval of 14 years.
2. First ever Ranking of Pakistani Universities was done by this section in year 2006.
1.1 Number of Universities / DAIs in Pakistan
There were only two universities at the time of creation of Pakistan in 1947, namely University of The
Punjab and University of Sindh. The trend of increase in number of Public and Private sector universities
and DAI is shown in Fig. 1
Detail of number of Universities from 1947 to date is given in Table 1.
2 Enrollment
2.1 Enrollment at Higher Education Institutions.
Enrollment at Universities/Degree Awarding Institution (excluding affiliated colleges) Fig 2.
Years Students
2001-02, 276,274
2002-03, 331,745
2003-04, 423,236
2004-05, 471,964
2005-06, 521,473
2006-07, 640,061
2007-08, 741,092
Table 1: Number of Public and Private Sector Universities& Degree Awarding Institutions (DAIs) in
Pakistan.
Year Universities Degree Awarding Institutions Year Universities Degree Awarding Institutions
Public Private Public Private Public Private Public Private
Total Female Total Female Total Female Total Female Total Female Total Female Total Female Total Female
1947-
48
2 - 0 - 0 - 0 - 1985-
86
19 - 2 - 3 - 0 -
1950-
51
4 - 0 - 0 - 0 - 1986-
87
20 - 2 - 3 - 0 -
1959-
60
5 - 0 - 1 - 0 - 1987-
88
20 - 2 - 3 - 0 -
1960-
61
5 - 0 - 1 - 0 - 1988-
89
20 - 2 - 3 - 0 -
1961-
62
6 - 0 - 1 - 0 - 1989-
90
20 - 2 - 3 - 0 -
1963-
64
6 - 0 - 1 - 0 - 1990-
91
20 - 2 - 3 - 0 -
1964-
65
7 - 0 - 1 - 0 - 1991-
92
20 - 2 - 3 - 0 -
1965-
66
7 - 0 - 2 - 0 - 1992-
93
21 - 3 - 3 - 0 -
1970-
71
8 - 0 - 2 - 0 - 1993-
94
22 - 3 - 3 - 0 -
1971-
72
8 - 0 - 2 - 0 - 1994-
95
25 - 4 - 3 - 2 -
1972-
73
8 - 0 - 2 - 0 - 1995-
96
25 - 7 - 3 - 3 -
1973-
74
9 - 0 - 2 - 0 - 1996-
97
27 - 7 - 3 - 4 -
1974-
75
12 - 0 - 2 - 0 - 1997-
98
27 - 10 1 3 - 5 -
1975-
76
12 - 0 - 2 - 0 - 1998-
99
28 1 10 1 3 - 5 -
1976-
77
15 - 0 - 2 - 0 - 1999-
00
31 2 13 1 4 - 6 -
1977-
78
15 - 0 - 2 - 0 - Jan-
00
32 2 14 1 5 - 8 -
1978-
79
15 - 0 - 2 - 0 - Feb-
01
36 2 20 1 5 - 13 -
1979-
80
15 - 0 - 2 - 0 - Mar-
02
45 2 31 1 7 1 13 -
1980-
81
19 - 0 - 2 - 0 - Apr-
03
47 3 34 1 8 1 17 -
1981-
82
19 - 0 - 2 - 0 - May-
04
48 3 34 1 8 1 17 -
1982-
83
19 - 1 - 2 - 0 - 2005-
06*
50 4 39 1 11 1 17 -
1983-
84
19 - 1 - 2 - 0 - Jul-
06
52 4 39 1 12 1 17 -
1984-
85
19 - 2 - 3 - 0 - Aug-
07
54 4 40 1 13 1 17 -
* Institute of South Asia Upgraded to University in July 2005. Note: The years before 1970-71, where
there is no change in the data, is not given.
Last Update on 30.3.08

Fig. 2: Student Enrollment at University (Campus + Constituent Colleges) during Period 2001-08.
2.2 Enrollment by Gender
Enrollment by gender, ratio by gender are shown in Fig 3a, 3b. Gender wise enrollment by level of
degree is given in Table 2, by area inTable 3 and by sector in Table 4.
Fig. 3a: Gender-wise Enrollment during 2001-08.
Fig 3b: Percentage of Male and Female Student Enrollment during the period 2001-08.
Table 2: Gender wise Enrollment at Universities/DAI (including Constituent Colleges) by Level of
Degree during the Period 2001-08.
Table 3: Gender wise Enrollment at Universities/DAI (including Constituent Colleges) by Area during
the Period 2001-06.
* = Including Distance Learning
Table 4: Gender wise Enrollment at Public and Private Sector Universities/DAI (Excluding Affiliated
Colleges) during the Period 2001-06.
Number of PhDs Produced by Pakistani Universities2000 2008

Year
Public Private
Total
Produced
2000 173 5 178
2001 199 3 202
2002 260 13 273
2003 243 11 254
2004 301 7 308
2005 307 15 322
2006 393 16 409
2007 404 16 420
2008 582 31 613
1. 1. Education Most of the work was done or it was in Plan to be completed for the mission of
Sub Say Pehlay Pakistan
Basic and College Education
Introduction
Pakistan is poised at an extremely sensitive moment in time when the right choices, priorities, and
strategies in education and all its manifestations can enable it to move forward on the path of
sustainable and just development, but whose absence or poor implementation may deny this window of
opportunity. It is necessary, therefore, to accelerate greater access to quality education at all tiers of
education, and across all regions and peoples of the country. The quality of education is ultimately
gauged by deliverable only, that of the young men or women produced in the system. Apart from
economic value for its user, education is an extremely important instrument for social mobility and
cohesion within societies, and serves as a repository and defender of core national values and
memories, leading to a society, which is innovative, and at peace with itself.
Situation Analysis
Pakistan faces some major challenges in providing education in schools and beyond school for its
growing population and diversifying needs. The requirement for an educated populace and workforce is
greater than ever before, yet Pakistans record on a number of key indicators of educational
performance has been poor. Basically, the issues can be reduced to six questions of participation,
preparation, completion, affordability, benefits and alternative pathways.
1. Participation:Do children and working-age adults have access to education for a sufficient
number of years and training in school and beyond and what is the gender participation rate as
student or teacher?
2. Preparation:How well are young people in high school being prepared to both enroll and
succeed in post secondary or college-level education or for the work place?
3. Completion:Do students persist in and complete certificate and degree programs, and how
many do so at the first attempt?
4. Affordability:Considering typical family incomes, the cost of attending school or college may
deter enrolment, especially in private educational institutions.
5. Benefits:Is school and post school education sufficiently broad based and economically
relevant?
6. Alternative Pathways: Does the education system provide alternative paths for further learning
and training for dropouts or those who wish to rejoin later?
Schools
Schooling in Pakistan has reached gross enrolment ratios as high as 92% at the primary level and 44% at
the secondary level, with a total public-private sector enrolment of 25.9 million; but high dropout rates,
teacher shortages and absenteeism, and gender gaps (20% at the primary and middle years of schooling
and 14% at the secondary level), are still too high to be acceptable. This has resulted in low literacy rates
of 56% in the 10+ age group (Table 1). Participation rate at Higher Secondary / Intermediate (classes XI-
XII) is 13% of age group 15-16 years, and at Degree Colleges level (class XIII-XIV) is 7% of age group 17-18
years. There are more than 624 Technical and Vocational Education (TVE) institutions with an enrolment
of 105,000.
Table 1
Gross Enrolment / Participation Rate (percent), 2004-2005
Category Primary Middle Secondary Literacy
Rates, 10+
Adult
Literacy
Rates, 15+
Youth Literacy
Rate, 15-24
Male 102 74 50 62 60 79
Female 82 53 36 44 31 52
Total 92 63 44 56 46 66
Source: Pakistan School Statistics, 2004, Academy of Educational Planning & Management, Ministry of
Education, Islamabad; Also Labour Force Survey 2003-04, Federal Bureau of Statistics, Islamabad.
Annex I highlights various statistics regarding rural- urban and gender gaps in enrolment as well as
expenditure on education.
Other key features of the system are:
Education
1. Missing Infrastructure: According to Punjabs EMIS database and Pakistan School Statistics,
2004, (Punjab has the largest educational system in place in the country), one in 40 government
schools has no building, one in 5 either have no electricity or water, one in 4 have no furniture
or insufficient furniture (equal numbers), and one in 7 have no toilets.
2. There is an acute shortage of teachers at all levels, but it is particularly severe at secondary and
post-secondary levels and for science, technology education. Of the 355,952 sanctioned posts in
Punjab as many as 55,064 or 15 percent were vacant in 2003. This situation is repeated in the
country, with larger gaps in rural areas.
3. Gender Gaps: Although female enrolment is increasing rapidly in all regions, participation rates
are lower than optimum and gender gaps persist. Literacy gender gap is higher in the rural areas
(30 percent) compared with the urban areas where it is 14 percent. The gender enrolment gap is
fortunately almost closed in urban primary schools, and getting better in rural areas where girls
education is much sought after. Even in a conservative area such as FATA, a little social
engineering based on cultural sensitivities (having women teachers only) has greatly pushed up
girls enrolments in primary co-educational schools. However, nearly 70 percent of all public
primary schools are in the rural areas where lack of infrastructure, and teacher shortage and
absenteeism are major concerns affecting students completion rate and educational quality
4. Private Sector Participation: The private sector is quite active in Pakistans education sector.
Out of a total of 154,970 primary schools in the country in 2003-04 (total enrolment of 19.781
million), 17,621 (or 11.4 percent) were run by the private sector, with an enrolment of 5.83
million or nearly 30 percent. Its share of enrolment at the secondary level is 23.1 percent.
5. The ratio of male: female teachers is 60: 40 in all government schools (total number 642,651)
and 28: 72 in private schools (total teachers 346,852), while student: teacher ratios are 41:1 in
government schools and 64:1 in private schools at the primary levels.
6. Interesting experiments are going on in public-private partnerships in several provinces,
whereby government schools are being supplemented by private philanthropy to meet various
gaps regarding teachers, laboratory equipment and basic infrastructure.
7. Science Education: Since the MTDF 2005-10 draws upon technology driven growth as its major
theme, the state of science education is a matter of concern, with only one third of the 9,800
secondary and higher secondary schools being adequately equipped with science labs. At
present, 612 schools are being upgraded in this respect, while technical streams have been
introduced in 441 secondary schools during 2002-04.
8. V.
9. Madrassa Schools: Madrassa schools have been a major provider of social safety for the
deprived and underprivileged in the country for years. Because of serious resource constraints
(most are run on charity), they have not been able to provide economically meaningful
education to their wards. 8000 Madaris are currently being brought into mainstream of
education.
College / Post-secondary Education
Structurally, post secondary education is not able to deliver the required goals of competency, quality
and relevance of education because the state has allowed college education to drop from the radar
screen as regards reforms, which are being attempted at various tiers of school and higher education.
Devolution has placed colleges under the administrative control of district governments. While this will
help improve some efficiency and enable them to develop into community embedded institutions, it is
unlikely to be effective if issues of duality of control with the Provincial Education Departments and
source of funding are not resolved.
Colleges are also deprived financially with per capita spending on college students typically one-sixth of
those in Universities in 2002, when the universities were also badly starved. While allocation for public
universities has increased several folds, colleges have been left behind.
The Steering Committee on Higher Education (SCHE, 2002) recommended the upgrade of college degree
education to 4 years to bring it in line with international norms. Political considerations still lead colleges
to be upgraded from intermediate level (11th and 12th year) to degree level (usually through affiliation
with universities), whereas it is necessary to divest colleges of the intermediate stream, which actually
belongs properly at high school.
The current enrolment (public plus private) was over 600,000 at the intermediate level and 326,000 at
the bachelors level (does not include 80,000 students enrolled in professional colleges/ bachelors
programs). The share of the private sector at these two levels was 38percent and 11percent, while
female enrolment was 31percent and 40percent respectively.
Allocation for Education Sector
Public sector expenditure in education (Annex I) has grown steadily in the last 4 years from a total of Rs
75.9 billion in 2000-01 to Rs 132.9 billion in the base year 2004-05, which is 2.3 percent of the GDP. If
one adds the contribution from the private sector, the actual expenditure is over 3 percent of GDP. It is
planned to raise the total public allocation for education to 3.6 percent of the GDP by 2010, private
sector expenditure is expected to add another 1.5 percent. Budgets for primary education are over 45
percent of total public sector expenditure on education.The MTDF 2005-10; Policies and Strategies
MTDF plans to achieve the targets set under Millennium Development Goals (MDGs) for Universal
Primary Education (UPE), literacy, and promotion of gender equality and empowerment (Gender Parity
Index, GPI). Past experience indicates that programs must be need based, specific, implementable,
target /result oriented, measurable, and time specific. While revision and up-gradation of curricula, and
infrastructure in existing institutions will continue to be a key activity at all levels, it is planned to raise
the internal and external efficiencies of the entire educational system during MTDF 2005-10.
Millennium Development Goals (MDGs):
Benchmark 2004-
05
MTDF Targets
2010
MDG Targets 2015
Literacy Rate (Pop.10+)
Total 56 77 88
Male 62 85 89
Female 44 66 87
Youth Literacy Rate (Pop.15-24)
Total 66 80 100
Male 79 90 100
Female 52 70 100
Gender Parity Index (GPI)
Primary Education 0.8 0.94 1
Secondary Education 0.72 90 0.94
MTDF Targets: Participation Rate in percentage
Targets 2010
Primary level


Middle Level


Secondary level

Total 102

Total 95

Total 77
Male 105

Male 98

Male 79
Female 99

Female 92

Female 75

Schools and Literacy
The Government is fully committed to Universal Primary Education (UPE) by 2010, and Education for All
(EFA) up to 2015 to meet the Dakar Goals and MDGs. To achieve this end, Primary Education will be
made compulsory through enactment on the one hand and provision of free text books at primary level.
Further, Katchi classes are planned to introduced in all primary schools in rural areas to enhance
participation. The MTDF envisages 30,000 additional primary schools in the country. Other key
strategies will include free education up to matriculation (grade 10) / secondary school level, induction
of vocational / technical streams in 2000 secondary schools, and provision of science laboratories and
computer education in every school.Shifting of classes XI-XII from colleges to 2000 secondary schools,
and development of counseling system, as a pilot project in major cities, to be later implemented in all
schools, will also be initiated.Gender Disparities: Meeting MDGs
All primary schools will be converted to co-educational schools, and all primary schools will, move
towards the goal of 100 percent female teachers, as per the policy of the government, which has been
found most conducive in girls enrolment and retention in rural areas. Further reduction of gender gaps
in enrolment and retention, will be enabled through financial and nutritional incentives to girl students,
especially in rural areas.Finally, special financial incentives will be provided to attract and retain female
teachers in rural areas Technical, Vocational, and Scientific Education
A major skill based program for the potential age group 15-24 years, will be launched which will enable
alternative pathways through schools and colleges. This will be done through provision of science
laboratories and computer education in every school to help balance the ratio between Arts and Science
streams, and introduction of technology education / technical stream as a core subject at secondary
level. Finally major focus will be on teacher training for science laboratories and technical streams in
schools.
Qualifications andCapacity Building of Teachers
The minimum qualification for all schoolteachers will be raised to Bachelors degree with professional
teachers training and teacher emoluments will be increased. Teacher training institutes will be
decentralized up to district level to meet local requirements and institution based recruitment policy,
and Provincial Councils for Teachers Licensing and Accreditation to register professional teaches will be
put in place to monitor and help prepare their life long professional development.
Madrassa Education
It is proposed to mainstream 8000 Madrassas with a view to bring them in line with national standards
and accreditation, especially as regards technical and vocational skills. Several actions are proposed such
as introduction of Mathematics, Social / Pakistan Studies, Computer Science and English language in all
Madaris, and induction of teachers for these subjects. Emoluments to Madrassa teachers will be
increased, and policies for provision of alternative pathways for Madrassa students to join the
educational mainstream at the post-school levels will be adopted.
College Education
Higher education reforms will not be complete without reforms in college education, it is necessary first
to separate the Intermediate stream from degree colleges, because it reduces the efficacy of Bachelors
level education, and secondly, introduce the 4-year stream in degree colleges. Initially 300 existing
degree colleges will be upgraded by providing major inputs in the form of funds for infrastructure
enhancement, teaching tools, libraries, and capacity building of teachers.
It is proposed to establish 100 new degree colleges, with 4 year stream, and expand the programs
offered to include economically relevant courses, specially for professional courses which are of short /
medium term duration (6 12 months). Finally it is planned to provide autonomy to colleges, with Board
of Governors / Trustees drawn from local community, academia and business.
Data Collection and Analysis
Administrative data and statistics on Education Management Information System (EMIS) need to be
supplemented by data from other independent surveys such as Pakistan Integrated Household Surveys
(PIHS), to increase its credibility and validity. The issue of differing definitions, dis-aggregation and
analysis, more frequent updates and publication, and quality of collection, will be streamlined during the
period 2005-10 to bring the activity in line with international standards. Administrative entities such as
the Federal Bureau of Statistics (FBS), or EMIS at provincial and federal levels will be strengthened
through capacity enhancement.Because of devolution, the quality of data will ultimately be the
responsibility of District Governments. A concerted effort will be made to substantially expand capacity
of district governments in this regard. One important tool could be greater use of Urdu in IT at the
District level. Work is underway towards English-Urdu online translator, Urdu e-mails, and Urdu Web
pages. Meeting Human Resource Needs
Pakistan ranks at 138th position in the Human Development Index (HDI) of 175 countries due to its low
participation at levels of education. Promotion of primary education and introduction of skills based
literacy, introduction of technical stream at secondary level, strengthening colleges of technologies,
establishment of polytechnics, mono-technical, re-vamping science education, and expansion of college
education, are the priority areas to improve the HD index of the country.In the Elementary Sub-sector,
about 1,55,000 additional teachers would be required while at Secondary level 20,000 general teachers
would be required and for introducing technical stream at secondary level about 10,000 technical
teachers and 10,000 workshop attendants would be required.At Higher Secondary level 20,000
additional teaching positions would be required for introduction of additional classes (XI & XII) in the
existing secondary schools, while about 80,000 teachers would be required for Literacy Centers and
Deeni Madaris.
As a result of implementation of the MTDF 2005-10 an amount of Rs.190.0 Billion would be required as
recurring cost to meet the operating expenses of schools and colleges.
Inter Sectoral Linkages
Education has very intimate links with social welfare and development, whether it pertains to health or
the general quality of life, or the productive sectors of the economy. Education will be a major tool for
empowering women and reducing gender disparities, and an aid to recognize her basic rights and status
in society. This has an important linkage with well-being of children who are the most vulnerable
members of the society in terms of sickness, and mortality. It is proposed to launch schools based health
services (availability of medical help and counseling), which will enable a more healthy and productive
society.
The electronic & print media are expected to play an important role in the campaigns of literacy and
gender related issues.
Institutions of higher learning cannot be divorced from those, which come earlier (colleges, schools).
Each level feed into the one following it and the weakness in earlier stream reflects totally in the higher
tiers.
The goal of technology led development, based upon increased productivity, innovation and
entrepreneurial forces will flounder if the output of colleges of technologies, mono/polytechnics and
vocational and skills imparting centers is not matched with industrial needs and labour surveys and
forecasting.
Financial Allocations
A portfolio of Rs. 119.7 billion (Federal and Provincial funds) has been earmarked for development of
Basic and College education for the MTDF 2005-10, details are shown in Table 2 (and Annex III), while
the private sector is also expected to invest Rs.50.0 billion in education sector during the MTDF period.
Primary education and Literacy, together with Madaris, receive 34.5% of the proposed investment,
while technical / vocational education second at 23.5%. Colleges will receive their first major allocation
for reforms and improvement, while teacher training is also included.
University education and Research & Development are treated in the chapter on Development of a
Knowledge Economy.
Table 2
Proposed Allocations 2005-10
Sr No Sub-sector Allocation
(Rs)
Percent share of total
(Billions) Allocation
1 Literacy & Madaris 20.78 17.4
2 Elementary (including Katchi) 20.49 17.1
3 Secondary 15.06 12.6
4 College 16.26 13.6
5 Technical 28.18 23.5
6 Teacher 9.14 7.6
7 Scholarships etc. 9.79 8.2
Total: 119.7 100
Provincial and Local dimensions
As per tasks assigned to the various levels of the government, the policy formulation, development plan
formulation, international cooperation, the Federal Government deals with inter-provincial coordination
and curricula and textbooks. The implementation of policy, MTDF, and delivery of education is the sole
responsibility of Provincial and District governments. Out of the total outlay of Rs 119.7 billion, an
amount of Rs 26.6 the Federal Government would provide billion. The provinces would provide their
share of Rs.93.1 billion in their Annual Development Programs. Under the Devolution Plan the major
development role would be played by the district governments, as implementation is the responsibility
of respective District Governments. This requires major training and capacity building of personnel in
district education services to manage schools and colleges.
Public-Private partnership
The public sector is unable to fully meet the educational requirement of the whole school aged and
illiterate population of the country. In this connection, the role of philanthropists, NGOs and business
communities involved in the Education Sector has achieved encouraging results. In 2004-05 nearly
42,000 educational Institutions are delivering education in the country at all levels, which is expected to
rise to 55,000 if current trends continue.
It is necessary to look closely at the role of the private sector, which it is playing in supporting education
at all levels. Interesting work has happened in several places, where this approach has helped to fill gaps
and strengthen infrastructure, teacher shortages, and other facilities. Strong commitment by
philanthropists and civil society stakeholders, whereby they adopt institutions or groups of institutions,
has been the successful model so far.
Based on existing trends, the private sector is expected to invest that Rs.50.0 billion for the expansion
and development of education during the MTDF 2005-10. Pakistan will, however, need to balance the
investment made by the private sector against the requirements of social responsibility to provide
quality education at the lowest possible cost.
Regulation of private sector in terms of working conditions of teachers and curricula standards and
textual content, may not be left entirely at the discretion of the private sector or foreign examination
boards. Many such schools are no more than glorified tuition centres in private homes. Regulation and
monitoring of their premises and infrastructure is expected to lead to provision of necessary physical
assets such as playgrounds, and laboratories to students. Another matter which has acquired serious
dimension is the use of alternatives to practicals', which leads to avoidance of laboratory work in
schools offering foreign school examinations/certificates.
Monitoring and Evaluation of Projects and Programs
There is general consensus that, projects and programs are planned and started, but their
implementation and monitoring of outcomes is not done in a professional and systematic manner.It is
planned to use 3 percent of the educational budget for monitoring Education Sector Reforms (ESR).
Donor-Government co-ordination will be improved at Federal and Provincial levels and financial outlay is
shown in Annex II, III.Re-thinking is required about composition of monitoring teams with a view to
improving their ability to monitor outcomes and not just physical assets. Complete sets of metrics and
measurable have to be introduced for performance analysis.Apart from raising the capacity of the
Projects Wing and concerned Technical Sections in the Planning Commission, it may be necessary to
bring in outside monitors, so that the task can be carried out in conjunction with representatives of line
Ministries. Composition of counterpart monitoring teams at provincial and district level needs to be
similarly reviewed.
Conclusions
The critical issue will remain shortage of teachers, without which it would not be possible to achieve
either universal education or good quality education or skills of acceptable quality. The profession is not
able to attract or retain the talented persons, because of continually falling status, working conditions,
career perspectives and professional development.
It has been tempting for many countries to resort to non-formal education based upon poorly trained
teachers, who are either low paid or volunteers. Such programs are underway in Pakistans education
sector also, but their impact and outcomes are doubtful. Without qualified, competent, motivated and
well-paid teachers who hold themselves and the profession in high esteem, such programs will remain a
mirage. A review of outcomes and costs in all longstanding programs needs to be done with a view to
determining their continuation or otherwise.
Accurate data collection and update is necessary to prepare comprehensive education strategies. The
Provincial and district level Education Management Information Systems (EMIS) will be strengthened
and cohesion with the National Education Management Information System (NEMIS) will be improved.
Enrolments, Allocation, and Expenditure B. Global Comparison
Country Percent of GDP
South Korea 4.9
Japan 3.6
Singapore 3
Malaysia 7.9
China 2.3
India 4.2
Pakistan* 2.4
Annex II
Proposed Major Programs for Education Sector

Annex III

Financial Outlay Rs. in billion
Sr
No Sub-Sector
2005-
06 2006-07 2007-08
2008-
09
2009-
10 Total

Federal
1 Literacy 0.8 0.83 0.9 1 1.15 4.68
2 Elementary Education 0.7 0.73 0.89 1.1 1.2 4.62
3 Secondary Education 0.6 0.62 0.65 0.7 0.75 3.32
4 College Education 0.6 0.63 0.66 0.7 0.75 3.34
5 Technical Education 1 1.05 1.14 1.22 1.35 5.76
6 Teacher Education 0.4 0.42 0.48 0.54 0.6 2.44
7 Scholarships & Misc. 0.4 0.42 0.48 0.54 0.6 2.44

Federal Total 4.5 4.7 5.2 5.8 6.4 26.6

Provincial
1 Literacy 2.1 2.52 3.17 3.8 4.5 16.1
2 Elementary Education 2.1 2.52 3.11 3.75 4.4 15.87
3 Secondary Education 1.3 1.44 2 2.7 4.3 11.74
4 College Education 1.2 1.82 2.6 3.3 4 12.92
5 Technical Education 3 3.6 4.32 5.2 6.3 22.42
6 Teacher Education 1 1.1 1.3 1.5 1.8 6.7
7 Scholarships & Misc. 1 1.2 1.3 1.75 2.1 7.35

Provincial Total 11.7 14.2 17.8 22 27.4 93.1

National
1 Literacy 2.9 3.35 4.07 4.8 5.65 20.77
2 Elementary Education 2.8 3.25 4 4.85 5.6 20.5
3 Secondary Education 1.9 2.06 2.65 3.4 5.05 15.06
4 College Education 1.8 2.45 3.26 4 4.75 16.26
5 Technical Education 4 4.65 5.46 6.42 7.65 28.18
6 Teacher Education 1.4 1.52 1.78 2.04 2.4 9.14
7 Scholarships & Misc. 1.4 1.62 1.78 2.29 2.7 9.79

National Total 16.2 18.9 23 27.8 33.8 119.7
IT & TELECOM
a) Placed Pakistans first satellite in space (PakSat-1) in 2001. The educational channels of the Virtual
University and most of Pakistans commercial channels operate on it (acquired for only US$4 million
replacement satellite is in the process of being purchased for US$350 million).
b) Triggered the mobile telephony boom by introducing the Calling Party Pays (CPP Regime) resulting
in expansion of mobile telephones from 300,000 in 2000 to almost 100 million today.
c) Spread Internet from 29 cities to over 1000 cities and towns during 2000-2001