EDUCATION SYSTEM IN PAKISTAN

Introduction
Definition
1. By Weyl, Justice Manton
2. By Jones, Justice Murrah
3. By M.J. Langeveld
History of Education
1. World
2. Pakistan
Importance of Education
1. Personal level
2. Community /society level
3. National level
Over view of Education in Pakistan
a) Literacy rate and female education
b) Budget Allocation
c) Male and female education a comparison

Education System of Pakistan

1 Government education system
2 Private education system
3 Madarsa system
Types of Education system of Pakistan
a) Primary level
b) Elementary level
c) Secondary level
d) Higher level
e) Technical
Problems in Pakistan’s education system
a) Primary level
b) Elementary level
c) Secondary level
d) Higher level
e) Technical
Causes of Failed state of Education in Pakistan
a) Gender Discrimination
b) Lack of Proper Planning
c) Social constraints
d) Cost of education
e) War on Terror
f) Funds for Education
g) Unqualified teachers
h) Political interference
i) Outdated curriculum and unfair Education system
j) Different medium of education
k) Poor quality education
l) Lack of commitment of teachers

Educational Reforms in Pakistan

1. In History
a) Increase in Budgetary allocation along with getting rid of corruption
b) Medium of Instruction
c) Assurance of merit along with eradication of political interference
d) Teacher training institution
e) Eradication of gender Discrimination

2. By Imran khan Government

a) Better infrastructure
b) Merit based recruitment of teaching staff.
c) Professional development of teachers
d) Independent Monitoring Unit
e) Free textbooks
f) Toll free number to register complaint
g) Biometric attendance
h) Uniform education
 i) Independent monitoring unit
j) Professional training to teachers
Future of Reforms in education system by new Government
Recommendation
a) Decentralization of decision making
b) Effective examination system
c) Free education
d) Enhance information and research base
e) Remove political interference
f) Coordination of school system
g) Practical and activity based teaching
h) Assurance of merit
Conclusion
Definition
Weyl, Justice Manton
Education (is) ... imparting or acquisition of knowledge; mental or moral training; cultivation of
the mind, feelings and manners.
Jones, Justice Murrah
Education means acquiring information and inspirational suggestions which cause the individual
to think and act along proper lines."
M.J. Langeveld

Education is every interaction that happens is every association that occurs between adults
with children is a field or a state where the educational work in progress.
History of Education
Western old concept
Plato was of the view, “Education is the capacity to feel pleasure and pain at the right moment.
It develops in the body and the soul of the pupil all the beauty and all the perfection, which he
is capable of.”
Aristotle held the view, “Education is the creation of a sound mind in a sound body. It develops
man’s faculty, especially his mind, so that he may be able to enjoy the contemplation of
supreme truth, goodness and beauty in which perfect happiness essentially lies.”
Western New concept
Pestalozzi has said, “Education is a natural, harmonious and progressive development of man’s
innate powers.” Froebel was of the view “Education is unfoldment of what is already enfolded
in the germ. It is the process through which child makes his internal external.”
T.P. Nunn has laid down: “Education is the complete development of the individuality of the
child so that he can make an original contribution to human life according to the best of his
capacity.”
Muslims

The history of education started to the advent of Islam and Islamic/Arabic culture to the Indian
subcontinent with the invasion of Muhammad bin Qasim in Sind in 712 A.D.. By that time, the
Arabs had already distinguished themselves not only as conquerors and administrators over
vast territories in the Middle East and North Africa but even more significantly as creators of a
culture replete with literature, art, architecture, and religious studies. With the establishment
of Muslim rule at Delhi in 1208 A.D., the Islamic culture made extensive inroads on the
subcontinent, converting a quarter of its population to Islam over the next five centuries.

The traditional school system had been the mainstay of education among Muslims of the
subcontinent from the thirteenth to the eighteenth centuries until the rise of the British power
beginning in 1757. Increasingly, some leaders of the Muslim community, notably Sir Sayed
Ahmad Khan (1817-1898), urged the Muslim youth to join the modern educational system
initiated by the British. With the adoption of English as a medium of instruction after Thomas
Babington Macaulay's infamous minute in 1835, and the rapid increase in the number of
educational institutions following Sir Charles Wood's Education Dispatch of July 1854, learning
in Sanskrit, Arabic, and Persian receded, making way for English and for the adoption of
Western education. In 1857 three universities were established in the "presidency" cities of
Calcutta, Bombay, and Madras, producing not only the subordinate bureaucrats as intended
but also hundreds of university graduates wanting to take up higher education in the social
sciences, humanities, and natural sciences.

Muslim leaders such as Sir Sayyid saw the danger that their co-religionists would fall behind the
Hindus and be kept out of the bureaucracy if they did not prefer the modern educational
system over the traditional. Under Sir Sayyid's leadership, the Anglo-Oriental College (later
upgraded to Aligarh Muslim University) was founded in 1875. It did not eliminate the traditional
system of education, but there is no doubt that it seriously undermined its standing and
standards. The Anglo-Oriental College provided higher education on the British pattern (more
particularly that of Cambridge University) and produced a remarkable leadership for the
Muslims of the subcontinent, particularly in present-day Uttar Pradesh, for educational, social,
and legal reform and promoted the Muslim nationalist movement, which eventually led to the
partition of the subcontinent and the birth of Pakistan. It also produced brilliant graduates, who
went to England for higher education, some of them serving in the Indian Civil Service, which
prided itself in being the iron framework of the British imperial edifice in India.
Pakistan

Pakistan came into being when colonial British rule on the Indian subcontinent ended in August
1947 and the two sovereign states of India and Pakistan were created. Of these, Pakistan
constituted two wings—West and East—separated by more than one thousand miles of Indian
territory. At the time of independence, Pakistan had a poorly educated population and few
schools or universities. Although the education system has expanded greatly since then, debate
continues about the curriculum, and, except in a few elite institutions, quality remained a
crucial concern of educators in the early 1990s.

Adult literacy is low, but improving. In 1992 more than 36 percent of adults over fifteen were
literate, compared with 21 percent in 1970. The rate of improvement is highlighted by the 50
percent literacy achieved among those aged fifteen to nineteen in 1990. School enrollment also
increased, from 19 percent of those aged six to twenty-three in 1980 to 24 percent in 1990.
However, by 1992 the population over twenty-five had a mean of only 1.9 years of schooling.
This fact explains the minimal criteria for being considered literate: having the ability to both
read and write (with understanding) a short, simple statement on everyday life.

Relatively limited resources have been allocated to education, although there has been
improvement in recent decades. In 1960 public expenditure on education was only 1.1 percent
of the gross national product (GNP); by 1990 the figure had risen to 3.4 percent. This amount
compared poorly with the 33.9 percent being spent on defense in 1993. In 1990 Pakistan was
tied for fourth place in the world in its ratio of military expenditures to health and education
expenditures. Although the government enlisted the assistance of various international donors
in the education efforts outlined in its Seventh Five-Year Plan (1988-93), the results did not
measure up to expectations.
Importance of Education
Firstly, one can get worldwide information and knowledge through education. That is because
education let ones able to receive information from the external humanity and receiving all
important information regarding the current. Education opens wonderful opportunities for the
knowledge of a person to grow and expand even further. An educated person has an uncanny
trait to look and learn more about new territories. Education is not only teaching people how to
answer the exam but it is teaching people how to think, how to distinguish right and wrong,
how to make decision and so on. Education fosters a positive outlook and allows one to believe
in one selves. Self-belief is the most wanted trait in a human being and education leads one
towards relying on one selves .Now a days, education becomes an eligibility criterion for
employment in any sector of the industry.
Secondly, Education is necessary for society and Education brings into focus the social aspect of
man. Therefore, education signifies man’s supreme position in society. Furthermore, Education
makes a worthy contribution to ones lives by making everyone responsible. Education opens
anyone mind and expands his horizon. Also, it enables all to understand their duties as a citizen
and encourages those to follow them. There is no denying the fact that an educated person is a
better citizen. Additionally, Education helps a lot in the improvement of the citizenry values
that a person possesses. Proper education inculcates the feeling and abilities of a person to
become better citizens of a particular area, who are completely aware about their cultural,
social, national heritage, and so on.
Thirdly, A country with a strong education system can more definitely develop in the future. In
developing a country, improving citizen’s learning is very important because their attitude
towards a question can influence on development of country. Unfortunately, the problem of
unfair treatment is happening in all country. For individuals who do not have a wealthy or
fortunate background, the provision of quality education puts them at the same footing as the
vast majority of job seekers allowing them to rise from their present level. This phenomenon
also known as distributive justice, it helps in reducing inequalities for both economic and social
in society. Interestingly, A country’s economy becomes more productive as the proportion of
educated workers increases, since educated workers are able to more efficiently carry out tasks
that require literacy and critical thinking.
Quaid E Azam Muhammad Ali Jinnah also emphasized the importance of education,
Jinnah urged the youth to focus on their education, because he said it is a prerequisite for
personal growth and nation-building. Furthermore, he said, “Do not forget that we have to
compete with the world, which is moving very fast in this direction”
Education System in Pakistan

The Constitution of Islamic Republic of Pakistan, 1973 lays down that “State shall be responsible for
eradication of illiteracy and provision of free and compulsory education up to secondary level, within
minimum possible time” (Article 37-B, 1973 Constitution of Pakistan)

The Article 25A – Right to Education – of the Constitution states that: “The State shall provide free and
compulsory education to all children of the age of five to sixteen years in such manner as may be
determined by law.”

The system of education includes all institutions that are involved in delivering formal education (public
and private, for-profit and nonprofit, madarsa) and their faculties, students, physical infrastructure,
resources and rules

Private school
Due to badly failure of government in providing the Education, the Elite Class Education System in
Pakistan got successes very quickly. Today, even poor prefer to send their child in these private schools
but because of high fee structure many aspirants are unable to part this Education System. It is generally
accepted that, the standard of Elite Class Education System is more reliable and first-rate than Public
Schools and Madarsas. There is accountability, transparency and checking system. Generally, the
students of private schools are more competent than those of public schools and Madarsas. The
government should take lessons from this Education System. These are successive models for the
government i.e. CITY SCHOOL, BEACON SCHOOLS, PAK-TURK SCHOOLS etc

Government School:
These schools are managed and financed by the government. Unfortunately, the majority of the schools
are in poor condition.

There is no any merit system; teachers and other staff are appointed by the ministers on their own
wishes.
There is no any accountability; a large number of GHOST SCHOOLS AND GHOST TEACHERS are listed in
the documents. They are receiving funds and pays, but, in reality they did not exists.
In Rural areas, the buildings of public schools are mostly held by Waderas and Feudal. They use them as
marriage halls, otaks, bethaks etc.

Madrasas
Madarsas are the largest NGOs of the world. Today in Pakistan about 8000 Madarsas are working. They
provide not only Education but also accommodation and food. They provide Islamic as well as worldly
Education. Mostly, poor parents who are unable to educate their child prefer this Education System. The
government should introduce the reforms for the Madarsas and improve their standard. This will be
helpful in two ways. Firstly, it will provide free of cost education to poor child. Secondly, it will lessen the
burden the government.
Over view of Education in Pakistan
According to the Pakistan Economic Survey, 2017-2018, the literacy rate for entire Pakistan, includes ten
years old and above is 58 percent. The national net enrollment for primary level for overall Pakistan
stood at 54 percent while Punjab leading the rest with 59 percent, followed by Khyber Pakhtunkhwa
with 53, Sindh by 48 percent and Balochistan 33 percent.

Budget Allocation:
Public expenditure on education as a percentage of gross domestic product (GDP) is estimated to be 2.2
percent in financial year 2017 as compared to 2.3 percent of GDP in financial year 2016. Likewise, the
Economic Survey says that the education-related expenditure increased by 5.4 percent to Rs699.2 billion
in financial year 2017 from Rs663.4 billion financial year 2016. It noted that the provincial governments
also are spending sizeable amount of their annual development plans on education.