CURRICULUM DEVELOPMENT FOR HIGHER EDUCATION;

THEIR PROBLEMS AND SOLUTIONS

Introduction
One of the most important activities of the university is the development of curriculum or course
outlines in consonance with the national and international demands and realities. In Pakistan,
unfortunately, this activity is given the least importance since the use of popular textbooks
available in the market have guided the selection of curriculum content and the topics of a
syllabus. For the last few decades, scholars have been raising doubts and questions about the
validity of heavy reliance on a subject-centred approach to curriculum development that is
dominated by textbook contents.
Furthermore, the convergence of academic disciplines in the form of broad field and problemorientation to knowledge incorporating a variety of theoretical perspectives requires innovative
procedures for the development of curriculum. For this purpose, it is imperative that university
teachers are aware of modern trends in the development of curriculum. The key component of
any curriculum is its instructional objectives or learning outcomes. To determine the extent to
which these objectives or outcomes have been achieved, there is a need to assess students
learning. Students assessment is a very complex task. Teachers often do not have the necessary
background to meet its requirements appropriately. Hence, it is also necessary that teachers are
exposed to a variety of tools to measure students learning.
Keeping in view the above two concerns, the andragogical approach designed here to achieve
these objectives is built on the ideas of constructivists who believe that knowledge is dynamic.
Knowledge evolves and gets constructed as its seekers interact with the external content and
context. Therefore, the design of curriculum relies upon learner-centred activities divided into
following eight factors: [(1) South African Journal of Education, Volume 34, Number 3, August
2014]
1. Concept of curriculum
2. Plausible steps in curriculum development
3. Student Assessment
4. Learning Outcomes & Table of Specification
5. Objective Type Tests
6. Subjective Type Tests
7. Grading System

Concept of Curriculum

In the past, the term curriculum signified a course of studies followed by a pupil in a teaching
institution. In the English-speaking tradition it was used as equivalent to the French concept
programme dtudes. Today, it means in general terms, the contract between society, the State
and educational professionals with regard to the educational activities that learners should
undergo during a certain phase of their lives to learn something desirable.

Definitions of curriculum
Standard dictionaries define curriculum as a course of study offered by an academic
institution. [(2) Bryman A 2004. Social Research Methods (2nd ed). Oxford: OxfordUniversity
Press.Candella L, Dalley K & Benzel-Lindley J 2006. A case for learning-centered
curricula.Journal of Nursing Education]. Webster's concisely defines curriculum as, "A course
of study offered by a school" [(3)Webster's II New Riverside Dictionary, 1984 p176].
Curriculum is also often referred to as learning content, activities, and structures as experienced
by students. Ronald C. Doll, in his book, Curriculum Improvement: Decision Making and
Process, goes further, stating that:
The curriculum of a school is the formal and informal content and process by which
learners gain knowledge and understanding, develop skills, and alter attitudes,
appreciations, and values under he auspices of that school [(4) Doll, 1996 p15].
According to Ronald Doll, curriculum is the formal and informal content and process by which learners
gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the
auspices of an academic institution. In other words, curriculum can be defined as the total experience.
From this view point, Curriculum is not only the content selected and delivered, but also the planned and
unplanned activities in which individuals participate as students.

In educational literature, in short, the word curriculum has been defined in the following ways:
Curriculum is such permanent subjects as grammar, reading, logic, rhetoric,
mathematics, and the greatest books of the Western world that embody essential
knowledge.
Curriculum is those subjects that are most useful for living in contemporary society.
Curriculum is all planned learning for which the institution is responsible.
Curriculum is all the experiences learners have under the guidance of the institution.
Curriculum is the totality of learning experiences provided to students so that they can
attain general skills and knowledge at a variety of learning sites.
Curriculum is a structured series of intended learning outcomes.
Syllabus and Course
The other terms that are commonly used as synonymous to curriculum are syllabus and course. But
curriculum can refer to any level of an educational experience, from that of a particular area within a
course, to the course itself, to a broader program of study that comprises a number of different courses
around a particular content area.[(5) San Francisco, CA: Jossey-Bass.Deniz 2005. The effects of

student-centered science education onstudent's achievements. Masters thesis. Denizli: The

Instituteof Science, Pamukkale University.Diekelman N 2002. Too much content...:

Epistemologies graspand nursing education.
Journal of Nursing Education,41(11):469-470].
Curriculum is often used to refer to a focus of study, consisting of various courses all designed to
reach a particular proficiency or qualification; Syllabus refers to the content or subject matter,
instructional strategies and evaluation means of an individual course. The collective syllabus of a
program of study represents a map of the curriculum for that program. A curriculum is developed
through planning for a larger program of study and then building syllabi for courses to manifest
the curriculum design and plan. However, even developing a syllabus for a specific course can be
thought of as a form of curriculum development.

Models of Curriculum Development

Curriculum development is understood as a process implying a wide range of decisions
concerning learning experiences, taken by different actors at different levels, i.e. politicians,
experts, and teachers at the national, provincial, local, institutions and also international levels.

The Tyler Rationale

The most influential model in the field of curriculum development is Tyler's model. It is sometimes
known as the 'Tyler rationale' or the 'objectives model'. The model provides a framework of how to
construct a planned curriculum. The rationale for the model is based on four questions which were posed
in Tyler's well-known book Basic Principles of Curriculum and Instruction. The questions provide a fourstep approach which is logical, sequential and systematic. [(6) Tyler, R.W. (1949) Basic principles of
curriculum and instruction. Chicago: The University of Chicago Press].

The Tyler Model of Curriculum Development; Stages Process questions

What educational purposes should the institution seek to attain?
Setting objectives
Learning experiences and content
What educational experiences can be provided that are likely to attain these purposes?
Organizing learning experiences
How can these educational experiences be effectively organized?
How can we determine whether these purposes are being attained?
Evaluation
Another rational/objective model was developed by Hilda Taba. [(7) Taba, Hilda. Curriculum
Development.]. It was based upon the curriculum development process similar to Tyler's, but
introduced additional steps and called for more information to be provided for each of them. The
model is:
Step 1: Diagnosis of needs
Step 2: Formulation of objectives
Step 3: Selection of content
Step 4: Organization of content
Step 5: Selection of learning experiences
Step 6: Organization of learning experiences
Step 7: Determination of what to evaluate and the ways and means of doing it.

Her model was an attempt to ensure that decisions about curriculum are made on the basis of
valid criteria and not whim or fancy. She claimed that decisions should follow in the order of the
seven steps. She advocated analyzing learners' needs by considering the society and culture in
which they live and only then making decisions about the steps that follow. Therefore, she did
not neglect contextual factors. However, her model has the same drawbacks as Tyler's, even
though it is a more expansive model. On the positive side, the model was an advance on Tyler's
and it incorporated up-to-date (at that time) knowledge from educational psychology about
learning and teaching. [(8) Maclellan E & Soden R 2004. The importance of epistemiccognition
in student-centered learning. Instructional Science,32(3):253-268.Martin M 2005. Reflection in
teacher education: How can it besupported? Educational Action Research, 13(4):525-542].
Another group of models include elements of the rational/objective models, but go beyond by
viewing curriculum development as a continuing activity and adding modifications as new
information becomes available, For example, pressure from the public about new business or
social needs might result in updating curriculum.
A new element, called situational analysis, was introduced in the 1970s to Taba's diagnosis of
needs. It refers to a detailed description and analysis of context in which a particular curriculum
is to be implemented. This model comprises the following steps.
situational analysis
selection of objectives
selection and organization of content
Selection and organization of methods of teaching.
evaluation of learning [(9) Hains BJ & Smith B 2012. Student centered course
design:Empowering students to become self-directed learners. Journal of Experiential Learning ,
35(2):357-374].

Curriculum Development in Pakistan

In Pakistan the procedures for the development of curriculum at various levels of schooling are
apparently different. But the analyses of these procedures reveal that the key components of the
curriculum development process are very much the same for all levels except that at the tertiary
level of education where different kinds of stakeholders are involved in the development of
curriculum whereas at the level of higher education, the process is controlled by the subject
specialist. In the following paragraphs the in vogue curriculum development procedures for both
levels of education are outlined for the benefit of the participant.

Tertiary levels of Education

It is intended to frame or revise a curriculum, the curriculum wing of the Ministry of Education
sends the proposal to the provincial curriculum Bureau/Centres. These centres develop or revise
the curriculum in the light of the framework provided by the curriculum wing. In the provincial
centres the revision or framing of the curriculum is done by the Committees. These committees
usually comprise subject specialists and persons equipped with pedagogical skills. The draft

curriculum is sent to the curriculum wing, Ministry of Education, for their consideration and
approval.
In the Curriculum Wing, the draft curriculum on each subject received from the Provincial Centres is put
up to the concerned National Review Committee. This Committee is usually constituted for each subject
and comprises the nominees of the Provincial Governments and subject specialists considered suitable for
the purpose. The Curriculum finalized by the National Review Committee is then put up to the Education
Secretary for approval. [(10) Lea SJ, Stephenson D & Troy J 2003. Higher education

studentsattitudes to student centered learning: Beyond educational bulimia. Studies in Higher

Education, 28(3):321-334].
The approved curriculum is sent to the Provincial Textbook Boards for production of textbooks.
Various steps involved in Curriculum Development are listed below:
Curriculum Wing requests the Provincial Centres to prepare draft curriculum for each
subject taught in various classes up to Class XII.
Provincial Centres call in Committee of Experts, Teachers, and Subject Specialists on
each subject.
Provincial Curriculum Committees prepare curriculum plan.
The draft plan is sent to the Curriculum Wing.
Curriculum Wing circulates the drafts to the selected teachers, subject specialists in
schools, colleges, and other agencies concerned and invites their comments.
The comments are reviewed in the Curriculum Wing.
The National Committee of Curriculum scrutinizes the draft in the light of the comments.
The Committee submits its recommendations to the Ministry of Education.
Secretary Education accords necessary approval.
The Curriculum schemes duly approved are passed on to the provincial Textbook Boards
for preparation of textbooks.

Higher Levels of Education

The procedures for curriculum development employed at higher levels of education are somewhat
different from those of tertiary levels. However, the key components of the procedures at both levels
are very similar. Prior to the constitution of the Higher Education Commission (HEC), the
involvement of University Grants Commission (UGC) in the development of curriculum for various
discipline was limited to only directive or recommendations for the updating of curriculum, to keep
them in line with modern trends. [(11) Marzano, R.J. (1988). Dimensions of Thinking: A Framework for
Curriculum and Instruction. ASCD: Alexandria, VA.]

CENTRAL ISSUES AND PROBLEMS IN PAKISTAN EDUCATION

SYSTEM AND THEIR NEEDED REFORMS
The existing education delivery system is not meeting the needs and aspirations of the society as
such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover,

prior to devolution, the policy and planning have been undertaken by the central and provincial
governments without taking into account the ground realities and without the participation of
community. The main objectives of the devolution plan is to empower the community at the
grassroots level in planning, management, resource mobilization and utilization, implementation,
monitoring and evaluation of the education system to improve the service delivery at that level.
The main inherent issues of education systems are: teachers absenteeism, high drop out rates
particularly at primary level, high repetition rates, low completion rates, inequalities by gender,
location and social groups, low literacy rate and unsatisfactory performance of schools, these
issues have been addressed under DOP through empowerment of local communities. The present
government has initiated political and administrative devolution under its reforms agenda under
Local Government Plan 2000. [(12) Marzano, R.J. (1992). A Different Kind of Classroom. Alexandria,
VA: ASCD].The Local Government Ordinance was promulgated on 14th August 2001. Under
devolution, political power, decision-making authority, and administrative responsibilities have
been moved as closes as possible to the village, union council, tehsil and district levels, with only
the major policy-making, coordination, and special service functions being retained with the
central and provincial governments. It is believed that highly centralized system of education is
greatly hampering the efficiency and effectiveness of delivery service at the grass-root level.
Successive governments addressed this problem in their policies and plans since 1947.
The present government has envisioned with a clear commitment to reform a number of aspects
of education system framed within the 1998-2010 National Education Policy and ten year
perspective development plan 2001-2011 to increase educational opportunities for all children, to
enhance the efficiency and effectiveness of delivery service at grass root level. ESR is an Action
Plan for 2001-2005, has been fully integrated into the Interim Poverty Reduction Strategy Paper
and about 80% of the ESR packages covers adult literacy, Education for All and technical
education. Devolution plan is the mainframe for implementation of ESR. The education sector
reforms (ESRs) have been design to address the following areas of education system:

1. Comprehensive literacy and poverty reduction program.

2. Expansion of primary elementary education.
3. Introduction of technical stream at the secondary level.
4. Improving the quality of education through teacher training.
5. Higher education sector reforms.
6. Public-private partnership.

7. Innovative programs. [(13) Perkins, D.N. (September 1985). What Creative Thinking Is.
Educational Leadership. Vol. 42, No. 1, pp. 1824].

Policies and Goals of Education System in Pakistan

Since independence, attempts have been made to relate the education system to the needs and
inspirations of the country. All Education Conference was held in 1947 as per directives of the
founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He provided the basic guidelines for
the future development of education by emphasizing interalia, that the education system should
suit the genius of our people, consonant with our history, culture and instill the highest sense of
honor, integrity, responsibility, and selfless service to the nation. It should also provide scientific
and technical knowledge to build up our economic life. This was followed by the appointment of
various commissions, which submitted their reports periodically. The 1959 Report of the
Commission on National Education enjoys a peculiar position in the history of educational
reforms. There were several other commissions and policy statements up to 1973.
In 1973 the civilian democratic government came up with a 1973 constitution which provided
that the state shall:
(a) promote unity and observance of the Islamic moral standards;

(b) promote with special care the educational and economic interests of backward areas;

(c) remove illiteracy and provide free and compulsory secondary education within minimum
possible period;

(d) make technical and professional education generally available and higher education equally
accessible to all on the basis of merit;
(e) enable the people of different areas, through education , training, agriculture and industrial
development , and other methods to participate fully in all form of national activities including
employment in the services of Pakistan;
(f) ensure full participation of women in all the spheres of national life. [(14) Perkins, D.N. (1992).
Smart Schools. London: The Free Press].

The above-mentioned goals were pursued by various policy documents announced by

subsequent governments who came into power from time to time. Each policy stressed on:

(a) Islamic ideology and character building;

(b) the universalization of primary education and promotion of literacy;
(c) science education;
(d) quality of education; and
(e) reduction in inequalities of educational facilities.

Formal System of Education in Pakistan

In formal education system, there are a number of stages, which are illustrated in the diagram in
Annexure-I as described briefly below:
Pre Primary Schooling: Pre-primary education is functional and managed in schools through out
country. Public schools provide pre-primary education as part of socialization process. The
students attending pre-primary class are called Kachi. National Education EFA Action Plan
Policy, 1998-2010 provided recognition to Kachi class as proxy for early childhood education.
According to National Education Policy, 1998-2010, the Kachi class will be introduced as formal
class in the primary schools. The age group for pre-primary is <3>5.

Primary Schooling
This stage consists of five classes I-V and enrolls children of age 5-9 years. Since independence,
the policy makers pronounced to make primary education free and compulsory. According to
Pakistan Integrated Household Survey (PIHS) 1998-99, the gross participation rate was 71
percent in 1999, for male it was 80 percent and for female it was 61 percent. For urban female it
was 92 and for rural it was 50 percent. The lowest participation rate observed for rural female in
Sindh Province that was 33 percent. The net enrolment rate was 42 percent, for urban male it was
47 percent and 37 percent for rural female. [(15) Ramsden, P. (1992). Learning to Teach in Higher
Education. London: Routledge.].

Middle Schooling
The middle schooling is of three years duration and comprised of class VI, VII and VIII. The age
group is 10-12 years. The participation rate at middle school was about 34 percent during 20002001. Males were 36 percent and females were 33 percent.

High Schooling
The high school children stay for two years in classes IX and X. The Board of Intermediate and
Secondary Education conducts the examination. A certificate of secondary school is awarded to
the successful candidates. The participation rate at high school was about 22 percent in 20002001 of which, 24 percent were males and 20 percent were females. Vocational Education is

normally offered in high schooling. There are varieties of trades offered to the students and after
completion of the course they get jobs as carpenters, masons, mechanics, welders, electrician,
refrigeration and similar other trades. There are 498 vocational institutions with an enrolment of
about 88 thousand in 2001-2002. [(16) Swartz, R.J. & Parks, S. (1994). Infusing Critical and Creative
Thinking into Content Instruction. Pacific Grove, CA: Critical Thinking Press & Software.].

Higher Secondary Education

The higher secondary stage is also called the intermediate stage and is considered a part of
college education. Higher Secondary Education consists of classes XI to XII. During two years
stay in this cycle of education, a student at the age of 16 years in this stage can opt for general
education, professional education or technical education. The Board of Intermediate and
Secondary Education (BISE) conducts the examination and awards a Certificate of Higher
Secondary School Education (HSSC). According to 1979 Education Policy, all schools were to
be upgraded to higher Secondary Schools. Middle sections of high schools were to be linked
with primary schools (designating elementary education). This system has limited success and
some problems were experienced. Keeping in view the problems this system is being introduced
gradually.

Higher Education
To obtain a degree, 4 years of higher education after 10 years of primary and secondary
schooling is required. Students who pass their first-degree stage are awarded a Bachelors degree
in arts or science, typically at the age of 19 years. In order to complete an honors course at
Bachelors degree level an additional one years study is required. Further, a two years course is
required for Masters degree who have completed two years Bachelors degree. A doctoral degree
requires normally 3 years of study after the completion of a masters degree course. [(17) Taba,
Hilda. Curriculum Development.]

Professional and Technical Education

The duration of post secondary education varies in technical and professional fields. The
polytechnic diploma is a three-year course. A bachelors degree in medicine (MBBS) requires 5
years of study after intermediate stage (12 years of schooling). Similarly, a bachelors degree
course both in engineering and veterinary medicine is of 4 years duration after the intermediate
examination.

Madrassah Education:
Side by side with modern education system there is also religious education system, which
provides Islamic education. These institutions have their own management system without

interference from either the provincial or federal governments. However, grants-in-aid are
provided to these institutions by the government. During 2000 there were 6761 religious
institutions with an enrollment of 934,000, of which 132,000 were female students in 448
institutions (Khan, 2002). Efforts have been made by the present government to bring the
Madrassah in the mainstream under Education Sector Reforms. The main purpose of
mainstreaming Madrassah is to enlarge employment opportunities for their graduates. Pakistan
Madrassah Education Boards are established to regulate the Madaris activities.

Non-formal Education
There are millions of people in Pakistan who have no access to formal education system. It is not
possible for the formal system to meet educational needs of the rapidly growing population.
Non-formal Basic Education School scheme has been introduced for those who have no access to
formal education. This scheme is very cost-effective. Under this scheme primary education
course is taught in forty months. Non-formal schools are opened in those areas where formal
schools are not available. Government provides teachers salary and teaching material whereas
community provides school building/room. There are 6371 NFBE schools functioning in the
country.

Examinations
Examinations are usually held annually, which are the main criterion to promote the students to
higher classes or to retain them in the same class. However, recently a system of automatic
promotion up-to grade-III has been introduced in some schools. In the primary classes,
examinations are conducted by the respective schools. However, at the end of the fifth year of the
primary stage a public examination is held by the education department for promotion to the next
grade. Another examination is held for the outstanding students to compete for the award of
merit scholarships. Similarly, the examination in Middle Schools are held by the individual
schools but there is a public examination at the end of grade VIII conducted by the Education
Department for awarding of scholarships. The Board of Intermediate and Secondary Education
(BISE) conducts the examinations of Secondary and Higher Secondary. The degree level
examinations are conducted by the respective universities.

Teachers Training
In Pakistan, there are 90 Colleges of Elementary Education which offer teachers training
programs for Primary Teaching Certificate (PTC) and Certificate in Teaching (CT) to primary
school teachers. For secondary school teachers, there are 16 Colleges of Education, offering
graduate degrees in education and there are departments of education in 9 universities which
train teachers at the masters level. There are only 4 institutions which offer in-service teachers
training. Besides these, the Allama Iqbal Open University, Islamabad, offers a very

comprehensive teachers training program based on distance learning; its total enrolment is about
10,000 per annum of which 7,000 complete various courses every year.

Private Education Sector

Private sector involvement in education is encouraging. The Federal Bureau of Statistics survey
(1999-2000) indicates that there are 36,096 private educational institutions in Pakistan. About 61
percent of the institutions are in urban areas and 39 percent in rural areas. The percentage share
of private sector in enrollment is 18 percent at primary school level, 16 percent at middle school
level and 14 percent at high school level. It has been observed that most of the private schools
select their own curricula and textbooks, which are not in conformity with public schools.
Majority of the schools are English Medium which attracts the parents for sending their
children to these schools. Most of the schools are overcrowded and do not have adequate
physical facilities. These schools are usually charging high fees from the students. Most of the
schools are unregistered; therefore, in most cases the certificates issued by these institutions are
not recognized by public schools. Majority of these institutions are functioning in the buildings.
The National Education Policy 1998-2010 proposed that there shall be regulatory bodies at the
national and provincial levels to regulate activities and smooth functioning of privately managed
schools and institutions of higher education through proper rules and regulations. A reasonable
tax rebate shall be granted on the expenditure incurred on the setting up of educational facilities
by the private sector. Grants-in-Aid for specific purposes shall be provided to private institutions.
Setting up of private technical institutions shall be encouraged. Matching grants shall be
provided for establishing educational institutions by the private sector in the rural areas or poor
urban areas through Education Foundation. In rural areas, schools shall be established through
public-private partnership schemes. The government shall not only provide free land to build the
school but also bear a reasonable proportion of the cost of construction and management. Liberal
loan
facilities
shall
be
extended
to
private
educational
institutions.
Despite all shortcomings of private education mentioned above, PIHS survey indicates that
enrolment rates in public schools have declined since 1995-96 particularly a large decline has
been observed in rural areas. It is generally perceived by parents that quality of education in
private schools are better than the public schools, therefore, those parents who can afford prefer
to send their children to private schools.

Administrative and Supervisory Structure and Operation

According to the Constitution of Pakistan (1973), the Federal Government is entrusted the
responsibility for policy, planning, and promotion of educational facilities in the federating units.
This responsibility is in addition to the overall policymaking, coordinating and advisory
authority; otherwise, education is the provincial subject. The Federal Ministry of Education
administers the educational institutions located in the federal capital territory. Universities

located in various provinces are administered by the provincial governments, but are exclusively
funded by the federal government through the Higher Education Commission.The Federal
Ministry of Education is headed by the Minister of Education. The most senior civil servant in
the Ministry is the Education Secretary assisted by Joint Secretary and Joint Educational
Advisors of each wing. There are 6 wings in the Federal Ministry of Education and each wing is
headed by Joint Educational Advisor.
The provincial Education Departments are headed by their respective Provincial Education
Ministers. The civil servant in charge of the department is the Provincial Education Secretary.
The provinces are further divided into districts for the purpose of administration. The head of the
Education Department in a district is Executive District Officer (EDO). Literacy Department
functions separately in case of Punjab and Sindh only it is headed by Executive District Officer
(EDO) literacy. In the Provinces of NWFP and Balochistan, literacy is the part of Education
Department. The hierarchy then runs down to the District Education Officer, Sub-district
Education Officer, Supervisors or Assistant Sub-district Education Officers .
At the grass root level (the union council level), Learning Coordinators (LCs) provide academic
guidance as well as supervise the schools. The administrative structure has been decentralized
under the Devolution Plan. Village Education Committees (VECs)/ School Management
Committees (SMCs) have been set up in the provinces at grass root level.

Present Scenario of Education in Pakistan

The government of Pakistan recognized that education is the basic right of every citizen;
therefore, access to education for every citizen is crucial for economic development and for
poverty alleviation. The present government has given much importance to education sector it
has not only emphasized raising the present literacy rate but also emphasized improving the
quality of education. The over all estimated literacy rate was 50.5 percent, for male 63 percent
and for female 38 percent during 2001-2002. Urban literacy rate was 70 percent and rural
literacy rate is 30 percent during the same period. Pakistan net primary enrolment rate was 66
percent (male 82 percent, female 50 percent) and gross enrolment rate was 78 percent (male 91
percent, female 64 percent) during 2000-01. About 45 percent children who enrolled in grade-1
drop out before completing primary education cycle (male drop out 45 percent, female drop out
54 percent). There are about 4 million children of 5-9 age group who are left out of school. The
left out includes those children who never enrolled and those who drop out.
Enrolment at primary level was 16.63 million during 2000-01. The gross enrolment at middle
level was 34 percent, male 36 percent and female 33 percent in 2000-01. The gross enrolment at
secondary level was 22 percent, 20 percent for female and 24 percent for male. The total number
of Arts and Science colleges were 916 (male 536 and female 380) with the enrolment of 763,000

during 2000-01. There are 68 universities in Pakistan with the enrolment of 1.1 million. Out of
the total universities, 40 universities are managed by public sector. There are 203,439
educational institutions in Pakistan of which 36,096 institutions are run private sector and the
share of the private sector is about 18 percent.
The major issues and challenges of the education system include low literacy rate, high
drop out rate, wide spread teacher absenteeism, weak management and supervision
structure, shortage of trained and qualified teachers specially female, lack of teachers
dedication, motivation and interest in their profession and lack of physical facilities.
Moreover the curriculum is mostly outdated, irrelevant and does not fulfill the
requirements of present day.

Education For All (EFA)

Education For All refers to the global commitment to ensure that by 2015 all children would
complete primary education of good quality (Universal Primary Completion), and that gender
disparity would be eliminated in primary and secondary education preferably by 2005 and no
later than 2015. This commitment was made at the World Education Forum in Dakar, Senegal in
April 2000 and reaffirmed in the Millennium declaration in New York in September 2000. The
Government of Pakistan is attaching top priority to EFA. The country has ten year Perspective
Development Plan (2001-11) to visualize the long term macro-economic and sectoral growth
strategies, Poverty Reduction and Human Development is the priority area of the Plan. Sectorwide development approach covering all the sectors of education has been adopted under the
Perspective Plan. In order to address the EFA implications linkage plan focusing on development
of other sectors of Education has also been prepared.
Nearly 80% of the ESR covers different goals of Education for All by 2015, reducing illiteracy
by 50 percent with a focus on reducing the gender gap by 2015, life skills and learning
opportunities for youth and adults; and early childhood education. The targeted groups for EFA
goals belong to disadvantaged communities with minimal opportunities. These groups are highly
vulnerable, without access to learning facilities, or public sector facilities, which are functioning
at sub-optimal levels.[(17) www.wikipedia .com)

CRITICAL ANANLYSIS OF WHOLE DISCUSSION

The existing education delivery system is not meeting the needs and aspirations of the society as
such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover,
prior to devolution, the policy and planning have been undertaken by the central and provincial
governments without taking into account the ground realities and without the participation of
community. The main objectives of the devolution plan is to empower the community at the
grassroots level in planning, management, resource mobilization and utilization, implementation,

monitoring and evaluation of the education system to improve the service delivery at that level.
The major issues and challenges of the education system include low literacy rate, high drop out
rate, wide spread teacher absenteeism, weak management and supervision structure, shortage of
trained and qualified teachers specially female, lack of teachers dedication, motivation and
interest in their profession and lack of physical facilities. Moreover the curriculum is mostly
outdated, irrelevant and does not fulfill the requirements of present day.