A critical analysis of the Education

policies of Pakistan with especial

influence to the policy of 1998-2010

and highlight the important features

of secondary education.

Prepared bySubject: - Education in Pakistan

In Partial Fulfillment of the Requirement for the Degree of M. Phil in Education

Institution of Education & Social SciencesHamdard University,

August 2009

M. Phil (Education) INTRODUCTION

Education is a social function thus it serves the society, which maintains it.

Education for an independent sovereign state is almost different from a dominated

nation. Just after independence, in 1947, an All Pakistan Education Conference

was convened. Need for the Universal Primary Education (UPE) was agreed to by

the participants of the conference. The Education Policy 1972-80 reiterated free

and universal primary education; financial constraints were the major hindrances

to its success. Benchmarks of National Education Policy and Implementation

Programme 1979 about primary education were curious, novel and innovative.

Mosque Schools, Community Schools were the off shoots of the policy but

couldn’t be a success. EDUCATION:-

Virtues are leading purposes of Education. POLICY:-

A plan or course of action, as a government political party, or business designed to

influence and determine decisions, action and other matters.

PUBLIC POLICY:-

Public +policy =public policy

Public= masses, government, people living in state

Policy= policy is a future and present way of action to follow.

Government does many things .they regulate and conflict with in society. They

organize society to carry on conflict with other societies.”

EDUCATION POLICY:-

Education policy refers to the collection of laws and rules that govern the

operation of education systems.

The Policy Process: -

The sequence of steps through conceptualization, startup and evaluation of

policy. Steps in the Policy Process:

Formulating the policy

Adopting the policy

Implementation of the policy

EDUCATIONAL POLICIES, CONFERENCES, FIVE YEAR PLANS &

COMISSIONS IN THE EDUCATION IN PAKISTAN.

Landmarks of Development in Education in Pakistan

Pakistan Education Conference, 1947:- This Educational conference was held in

1947. This conference emphasize on the following objectives: provision of free

and compulsory primary education; opening of pre-primary schools and provision

of proper training of teachers.

The First Five Year Plan (1955-60):- Govt. of Pakistan (1956) introduced the

First Five Year Plan (1955-60) in 1956. The plan noted that 50.3 percent of the

children between the ages of 6-11 were in schools. The plan stated the objectives:

the provision of universal free primary education, increase enrolment,

improvement in the quality of education, provision of need-based curriculum; and

training of teachers. Report Of The Commission On National Education 1959:-

Govt. of Pakistan (1960b) described that the National Education Commission was

appointed in December, 1958. The commission recommended: the provision of

compulsory primary education; ensure community participation; development of

curriculum; provision of in-service teacher training and two years teacher training

after matriculation.

The Second Five Year Plan (1960-65):- It emphasized: to raise the enrolment;

revise curricula; and in-service training of teachers (Govt. of Pakistan, 1960). The

target of enrolment was fully achieved, free primary stage was introduced and

programmes of in-service training of primary school teachers were started (Govt.

of Pakistan, 1965). The Third Five Year Plan (1965-70) :- It envisaged: to

increase enrolment from forty five percent in 1965 to seventy percent in 1970;

reduce dropout; and improve the quality of education. The plan realized that

examination system encouraged memorization (Govt. of Pakistan 1965). The rate

of implementation remained low (Govt. of Pakistan 1970b). The New Education

Policy 1970 :- The policy and the Fourth Five Year Plan (1970-1975) remained

unimplemented due to war with India.

The Education Policy 1972-1980 :- Govt. of Pakistan (1972) emphasized: the

nationalization of private education institutions; provision of universal and free

primary education; increase enrolment; provision of free textbooks; revision of

curricula and teacher training courses; and replacement of annual examination

with continuous evaluation. Govt. of Pakistan (1976) observed that in 1972,

private institutions were nationalized. Nationalization did not result either in the

expansion or qualitative improvement of education (Govt. of Pakistan, 1979).

Govt. of Pakistan (1977) asserted that the schemes of studies were finalized and

revised curricula were introduced. In-service teacher training was improved. The

curriculum for teachers training was changed and examination system was revised.

Govt. of Pakistan (1978b) noted that the curriculum of teachers training

programme was revised.

The plan aimed at: universal enrolment by 1986-87; increase in participation rate

from 54 percent to 68 percent by 1982-83; improvement in the quality of

instruction and curricula; provision of free textbooks; extension of in-service

training facilities; and reformation of examination system (Govt. of Pakistan,

1978a).

National Education Policy And Implementation Programme 1979:- According

to Govt. of Pakistan (1979), the policy objectives were: to attain universal primary

education by 1986-87; improve the quality of education; supply free textbooks;

review curricula; improve the quality of teacher education; train educational

administrators and supervisors; and improve the examination system. The National

Education Council was established to keep an eye on the implementation of

educational programmes. Govt. of Pakistan (1980) described that new curriculum

was introduced with emphasis on Islam and ideology of Pakistan. In-service

training was arranged. The Sixth Five Year Plan (1983-88):- It emphasized: the

universal primary education; increase in participation rate from 48 percent in

1982-83 to 75 percent in 1987-88; utilization of mosques to accommodate classes

I to III; provision of separate girls schools; and redesigning of teacher education

curricula (Govt. of Pakistan, 1983). Govt. of Pakistan (1988) noted that although

the sixth plan achievements were lower than the targets, considerable progress was

made in the education sector. Several innovative projects to improve the quality of

education were launched on an experimental basis.

The Seventh Five Year Plan (1988-1993):- It envisaged: the universalization of

primary education by 1992-93; improvement in the quality of education;

legislation for compulsory primary education; improvement in textbooks;

compulsory in-service training; and establishment of Educational Testing and

Measurement Services (Govt. of Pakistan, 1988). Govt. of Pakistan (1993a)

analyzed that some of the important policy initiatives proposed in the plan could

not be implemented. National Education Policy 1992:- Within one year of the

declaration of the policy, the political government was ousted. The Eighth Five

Year Plan (1993-1998) :- It emphasized: universal access to primary education;

enrolment of additional 5.548 million children; increase participation rate;

enactment and enforcement of compulsory primary schooling; encourage private

sector; qualitative improvement of the curricula; reformation of teacher training

curricula; enhancement of entry qualification of teachers and qualitative

improvement of the examination system (Govt. of Pakistan, 1993). Govt. of

Pakistan (1994) noted that a project was launched through distance education

programme to train untrained teachers. Govt. of Pakistan (1996) further noted that

in-service short term and log term training programmes were also conducted.

Govt. of Pakistan (1998b) observed that Non-formal Basic Education schools were

provided to achieve the target of Universal Primary Education. Social Action

Programme for education was initiated. The quality of education was improved

and private sector was encouraged. Compulsory Primary Education Act could not

be implemented. National Education Policy 1998-2010 :- Govt. of Pakistan

(1998a) stated the objectives: to integrate primary and middle level education into

elementary education; to enhance gross participation rate from existing 71 percent

to 90 percent by the year 2002-03 and 109 percent by 2010; to reduce disparities;

to introduce uniform curricula; to develop new and demanding curricula; to raise

entry qualification of teachers; to reform examination system.

The Ninth Five Year Plan (1998-2003):- It emphasized: to achieve universal

primary education by 2010; increase the participation rate for boys from 89

percent to 100 percent and for girls from 60 percent to 80 percent; expand the

involvement of private sector in education; provide free textbooks to girls; ensure

the quality of education; legislation for compulsory primary education; and

develop curricula (Govt. of Pakistan, 1998b).

THE NATIONAL EDUCATIONAL POLICY 1998-2010

Aims and objectives of Education and Islamic Education:- Education and

training should enable the citizens of Pakistan to lead their lives according to the

teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train

them as a true practicing Muslim. To evolve an integrated system of national

education by bringing Deeni Madaris and modern schools closer to each stream in

curriculum and the contents of education. Literacy and Non-Formal Education:-

Eradication of illiteracy through formal and informal means for expansion of basic

education through involvement of community. The existing disparities in basic

education will be reduced to half by year 2010.

Elementary Education :- About 90% of the children in the age group (5-9) will

be enrolled in schools by year 2002-03. Gross enrolment ratio at primary level will

be increased to 105% by year 2010 and Compulsory Primary Education Act will

be promulgated and enforced in a phased manner. Full utilization of existing

capacity at the basic level has been ensured by providing for introduction of

double shift in existing school of basics education. Quality of primary education

will be improved through revising curricula, imparting in-service training to the

teachers, raising entry qualifications for teachers from matriculation to

intermediate, revising teacher training curricula, improving management and

supervision system and reforming the existing examination and assessment

system.

Integration of primary and middle level education in to elementary education (I-

VIII). Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at

middle level. At the elementary level, a system of continuous evaluation will be

adopted to ensure attainment of minimum learning competencies for improving

quality of education.

Secondary Education:- One model secondary school will be set up at each

district level. A definite vocation or a career will be introduced at secondary level.

It would be ensured that all the boys and girls, desirous of entering secondary

education, become enrolled in secondary schools. Curriculum for secondary and

higher secondary will be revised and multiple textbooks will be introduced. The

base for technical and vocational education shall be broadened through

introduction of a stream of matriculation (Technical) on pilot basis and

establishment of vocational high schools. Multiple textbooks shall be introduced at

secondary school level.

Teacher Education:- To increase the effectiveness of the system by

institutionalizing in-service training of teachers, teacher trainers and educational

administrators through school clustering and other techniques. To upgrade the

quality of pre-service teacher training programmes by introducing parallel

programmes of longer duration at post-secondary and post-degree levels i.e.

introduction of programs of FA/FSc education and BA/BSc education . The

contents and methodology parts of teacher education curricula will be revised.

Technical and Vocational Education:- To develop opportunities for technical

and vocational education in the country for producing trained manpower,

commensurate with the needs of industry and economic development goals. To

improve the quality of technical education so as to enhance the chances of

employment of Technical and vocational Education (TVE) graduates by moving

from a static, supply-based system to a demand-driven system. A National Council

for Technical Education shall be established to regulate technical education.

Higher Education:- Access to higher education shall be expanded to at least 5%

of the age group 17-23 by the year 2010. Merit shall be the only criterion for entry

into higher education. Access to higher education, therefore, shall be based on

entrance tests. Information Technology :- Computers shall be introduced in

secondary schools in a phased manner. School curricula shall be revised to include

recent developments in information technology, such as software development, the

Information Super Highway designing Web Pages, etc

Library and Documentation Services :- School, college and university libraries

shall be equipped with the latest reading materials/services. Private Sector in

Education:- Encouraging private investment in education. 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. Matching grants shall be provided

for establishing educational institutions by the private sector in the rural areas or

poor urban areas through Education Foundations. Existing institutions of higher

learning shall be allowed to negotiate for financial assistance with donor agencies

in collaboration with the Ministry of Education. Curricula of private institutions

must conform to the principles laid down in the Federal Supervision of curricula,

Textbooks and Maintenance of Standards of Education Act, 1976. Innovative

Programmes:- The National Education Testing Service will be established to

design and administer standardized tests for admission to professional institutions.

Qualifying these tests will become a compulsory requirement for entry to

professional education. Likewise, standardized tests shall be introduced for

admission to general education in universities.

Implementation Monitoring And Evaluation:- A comprehensive monitoring

and evaluation system has been envisaged from grass-roots to the highest level.

The District Education Authority will be established in each district to ensure

public participation in monitoring and implementation. The education Ministers at

the Federal and Provincial levels will oversee monitoring committees, responsible

for implementation at their levels. The Prime Minister and Provincial Chief

Ministers will be the Chief of National and Provincial Education Councils

respectively which will ensure achievements of targets. Data collected through

Provincial EMISs and collated by AEPAM through National Education

Management Information System (NEMIS) shall be recognized as one source for

planning, management, monitoring, and evaluation purposes to avoid disparities

and confusion.

The total expenditure of the government on education will be raised from its

present level of 2.2% to 4% of GNP by the year 2002-03.

SECONDARY EDUCATION

Secondary education (IX-XII) is an important sub-sector of the entire educational

system. Higher education, which is expected to produce quality professionals in

different fields, hinges on the quality of secondary education. This level of

education, therefore, needs to be revamped in such a way that it prepares young

men and women for the pursuit of higher education as well as prepares them to

adjust to their practical lives meaningfully and productively.

Secondary education is a stage where a student enters adolescence. In the past,

secondary education could not attract attention in terms of efforts and investment.

The number of primary schools has crossed the mark of 145,000. It is, therefore,

most appropriate to address the problems of secondary education seriously. With

increased emphasis on quality of primary education and renewed efforts to check

the high dropout rate at primary level, the secondary level of education now needs

to be prepared for comparatively heavier influx of aspirants to this level.

6.1.4 Compared to primary and elementary education, the base of secondary

education is very narrow. It arises out of the present practice of designating the

posts in secondary schools. The ratio of science students at Degree and Master's

levels is also not encouraging. Even in townships and cities, the female secondary

schools do not

have teachers in science and mathematics. !

/

6.1.7 The Education Policy (1979) introduced a 3-tier system of education. Under

this system, all the schools were to be upgraded to higher secondary schools

having classes XI-XII. Middle sections of high schools were to be linked with

primary schools. This system has had limited success. The middle classes (VI-

VIII) in a large majority of schools still continue to be a part of high schools and

upgradation of schools to higher secondary levels could not take place. In

Balochistan, for example, only one secondary school was upgraded as higher

secondary school, but it had finally to be downgraded.

Consequently, agriculture education deserves high priority.

During the seventies, the concept of agro-technical education was introduced and

technical/vocational subjects were introduced as elective component at Class IX &

X level. 6.1.10 Theoretically, the demand for vocational education still persists.

With the passage of time, the concept of vocational education has undergone

changes. It is now being interpreted as a skill which prepares a student to respond

to the call of practical life, if one chooses to work after secondary level of

education. 6.1.11 The quality of schooling is linked with the qualifications of

teacher, curriculum, educational materials, teaching methodologies, equipment and

physical facilities. The performance measure of the students and teachers is based

on their examination results only. There is a need to train teachers in test

construction and evaluation.

6.1.12 Teachers at the intermediate level are subject specialists. 6.1.13 Training of

high school teachers takes place in teacher training institutions but formal training

is not required in order to appear the B.Ed examination. Though reforms in teacher

training are urgently required yet they would not succeed without concomitant

reforms in other aspects of schooling.

6.1.14 Textbooks for schools are inadequate in many respects. 39National

Education Policy 1998-2010

textbook writing skills are rare and need to be further developed through training

courses.

6.1.15 Introducing competition into the production of school textbooks in Pakistan

will be quite complicated, because of the power the Textbook Boards have

acquired, both through legislation and custom. 6.1.16 Learning programs designed

to meet the needs of growth and development, in Pakistan, in the future will

require good quality textbooks. More and better learning materials will be an

essential ingredient in improving the quality of education at these stages.

6.1.17 Physical facilities, such as, classrooms, laboratories, libraries, furniture and

equipment are better provided in the higher stages of education. Colleges are better

equipped than schools. On the whole, lack of well-designed and well-equipped

classrooms and laboratories hinder the proper delivery of the level of education

appropriate to secondary and intermediate stages.

6.1.18 The following broad conceptual framework needs to be kept in view while

launching the programs of reforms for secondary education:

ii. Adequate preparation to enter the world of work as well as pursuit of higher

education.

iii. Greater access to secondary education, specially for the female population,

meeting the requirements of students from elementary education.

Improved quality of teachers both in terms of academic and professional

accomplishment. This will also imply supply of improved teaching-learning

material and improved method of training.

vi. Removing existing discrepancies in present secondary and higher secondary

schools in terms of staff and budget.

vii. Keeping in view our own past experiences and that of other countries, the

whole question of integrating technical and vocational education with secondary

education needs to be re-examined. 6.2 Objectives

6.2.1 To prepare the students for the world of work, as well as pursuit of

professional and specialized education.

6.2.4 To design a system of recruitment, training and selection of teachers in such

a way that well-qualified and trained teachers are available for all subjects offered

at secondary level.

6.2.6 To introduce a system of evaluation which emphasizes learning of concepts

and discourages rote memorization.

6.2.7 To remove ambiguities and contradictions in the operation of 3-tier system

of education and design rules, regulations and practices that ensure smooth

functioning of the system.

6.2.8 To adopt a balanced approach towards integration of technical/vocational

education and evolve a system, which is cost-effective and practicable.

6.3 Policy Provisions

6.3.1 Setting up one model secondary school initially at each district level.

6.3.2 Introduction of a definite vocation or a career at secondary level.

6.3.3 Revision of curriculum for secondary and higher secondary levels will be

initiated.

6.3.4 Multiple textbooks shall be introduced at secondary school level.

6.3.5 The present rigidly compartmentalized scheme of studies at the Secondary

School Certificate (SSC)/Higher Secondary School Certificate (HSSC) level will

be replaced by a flexible system where a student would be free to choose any

subject from a comprehensive list of subjects required.

6.3.7 A comprehensive in-service and pre-service teacher training program shall

be launched in the area of assessment and evaluation for the improvement of

public examinations.

6.3.8 Project method of teaching shall be initiated at the secondary level of

education by emphasizing learning by doing.

6.3.9 The Education Service Commission will be established for the recruitment of

teachers.

6.3.12 Education Card shall be provided to the needy students.

iSecondary Education

6.4 Physical Targets

6.4.1 The present participation rate at secondary level is 32% which will be raised

to 48% by providing new teachers and increasing the number of schools as given

in the following table:

6.5 Implementation Strategy

To overcome this problem, the proposed District Education Authority will be

assigned complete authority for location of new schools. The District Education

Offices will prepare list of their annual demands. The authority will develop

contact with the communities and prepare feasibility for new schools.

Communities demanding schools will have to contribute land and labour for the

construction of schools. ii. In order to reduce burden on the government and to

utilize non-conventional resources, the work of Education Foundation will be

regulated through District Education Authorities. iii. Access to quality education is

the basic right of every citizen. 43National Education Policy 1998-2010

one model school at each district headquarter. The concept of model school is

based on equitable availability of educational opportunities. Based upon the

agreement of the provincial governments, 25% of the districts will be carefully

selected, in consultation with the District Education Authorities to open these

schools. iv. It is not possible to provide guidance and counselling service in each

secondary school. The government has already established National Education

Testing Service (NETS). 6.5.2 Curriculum and Learning Materials

iv. The Provincial Textbook Boards enjoy complete monopoly over production

and distribution of textbooks. 44manner. In order to perform that operation

effectively, the Ministry of Education will design models for evaluation of

textbooks in selected disciplines at secondary level and conduct a model trial. v.

The concept of competitive textbooks in science and English will be introduced,

gradually initially at the secondary level. The approved textbooks will then be

supplied to the Ministry of Education. The Ministry of Education will select at

least three best textbooks in each discipline. vi. There is a general demand for

integrating technical education into general education. In proposed model schools,

a limited number of technologies, prevalent in the country will be introduced.

Examinations

Extensive in-service training programs for teachers shall be conducted in

assessment techniques. Teachers

i. B.S.Ed. (Bachelor of Science Education) and B.A.Ed. (Bachelor of Arts

Education) programs shall be implemented throughout the country parallel to the

B.Ed program.

ii. Due to a problem in the designation of posts in the provincial budgets,

availability of science and mathematics teachers remains an issue. The Provincial

Governments will be required to undertake surveys of secondary and higher

secondary schools in areas of their jurisdiction, to determine the number of science

and mathematics teachers on the basis of operational school time-tables. The

budget book from the year 2000 will reflect separate posts for science and

mathematics teachers. iii. Anomalies existing between teachers directly recruited

by the Public Service Commission with Master degrees and the promotees of the

educational institution with Bachelor degrees will be resolved by the Provincial

governments.

v. An education code of ethics shall be developed and strictiy enforced through

legislation.

vi. The role of National Education Testing Service (NETS) shall be expanded to

cover the entire spectrum of education in a phased manner.

National Survey (Govt. of Pakistan, 1999) reported that private sector was

involved for expansion of education. The revised curriculum was based on the

needs of the society. Govt. of Pakistan (2000) observed that overall participation

rate was 89 percent (boys 99 percent and girls 79 percent). Free textbooks were

given to poor girl students of rural areas. Govt. of Pakistan (2001) further

observed that the Ministry of Education initiated Education Sector Reforms (ESR)

aimed at qualitative and quantitative improvement. National Survey (Govt. of

Pakistan, 2002) observed that an ordinance for compulsory primary education was

promulgated. The Ministry of Education had launched a project to give free

textbooks initially in Islamabad Capital Territory. Govt. of Pakistan (2003) stated

that National Education Assessment System (NEAS) was established. Govt. of

Pakistan (2005) described that free textbooks were being provided.

Govt. of Pakistan (2006) concluded that the Gross Enrollment Rate (GER) for the

primary schools (age 5-9) increased from 72 percent in 2001-02 to 86 percent in

2004-05. Two main indicators that show the changes in the primary schooling

were Gross Enrollment Rate (GER) and Net Enrollment Rate (NER). That

increase from 72 percent in 2001-02 to 86 percent in 2004-05 was a result of

targeted and resilient policies of the government.

In Pakistan, the education system is three-tiered: elementary (grade 1-8),

secondary (grade 9-12), and tertiary or higher education, after 12 years’ schooling.

The elementary education comprises of two distinct stages i.e. Primary (grade 1-5)

and middle (grade 6-8) and is offered in primary and middle schools. The

secondary education consists of two stages: the secondary and the higher

secondary. The secondary education is of two years duration and comprised of

grades 9-10 and is imparted in secondary schools. The higher secondary education

comprises of two years duration (grade 11-12) and is offered at both intermediate

colleges and higher secondary schools. The higher education in Pakistan starts

after the completion of grade 12. The universities, colleges and other such

institutions impart higher and professional education (Shami & Hussain, 2006).

Education is central to socio-economic development of a country. Secondary

education (IX-XII) is an important sub-sector of the entire education system. In the

past secondary education could not attract attention in term of efforts and

investment.

This study will compare the 1992 policy and 1998 policy. A general overview of

education policies since 1947

To understand the policy and its procedure

A general comparison of 1992 and 1998 policies

Importance of secondary education

To compare the secondary educational issues between these two policies

EDUCATIONAL POLICY

Definition of Policy: - (Policy, Plan, Program and Project)

Public policy is commonly embodied "in constitutions, legislative acts, and judicial decisions."

Education policy refers to the collection of laws and rules that govern the operation of education systems.

The Policy Process: -

Steps in the Policy Process

Formulating the policyAdopting the policyImplementation of the policy

A GENERAL COMPARISON OF 1992 AND 1998 POLICIES

IMPORTANCE OF SECONDARY EDUCATION

Secondary education (IX-XII) is an important sub-sector of the entire education

Provides the middle level work force for the economy.

Acts as a feeder for the higher level of education.

Personality development

A stage where a scheme develop

Promote technical & vocational training.

Creating a balance between middle level work and higher level education.

COMPARISON THE SECONDARY EDUCATIONAL ISSUE

1992 POLICYChapter 8: - Technical and Vocational EducationPolicy Statement Technical and Vocational Institutions will be increased and facilitatedTechnical and Vocational Institutions will be available at Tehsil levelPrivate Sector will be invitedTechnical Training Institute, one in each province and link with the National Teaching Training College at the federal levelGeneral and Secondary School in Evening ShiftOne vocational subject will be a compulsory part of general education (computer)Encouraging the private sector in educationEmphasis on higher education Vocational educationIntroduced computer educationOperating system, programming and software preparation at secondary / high secondary levelSubject of computer science introduced as an optional subject at higher secondary and degree level

1998 POLICYChapter 6: - Secondary Education

Policy ProvisionSetting up one secondary school initially at each district levelIntroduction of a Vocational or a career secondary levelRevision of curriculum for secondary and higher secondary levels will be initiated.The present rigidly compartmentalized scheme of studies at the Secondary School Certificate (SSC) / Higher Secondary School Certificates (HSSC) level will be replaced by a flexible system where a students would be free to choose any subject from a comprehensive list of subjects required.Education cards shall be provided to the needy studentsChapter 8: - Technical and Vocational Education (Secondary Education) 8.3 Policy Provision

8.3.7 In-service training shall be provided to improve quality of existing teachers and a pre-service teacher training program of B. Ed. (Technology) shall be introduced to provide trained instructors for polytechnics and vocational institutes8.3.11 Computer education shall be made a compulsory component of the curriculum of technical education and computer laboratories with related facilities shall be established in all the polytechnic institution of technology.8.3.16 Opportunity for further education shall be provided to the graduates polytechnic institutes / colleges of technology8.3.18 The base for technical and vocational education shall be broadened through introduction of a stream of Matric (Technical) on pilot basis and establishment of vocational high schools

Chapter 10: - Secondary Education (Information Technology in Education)10.3 Policy Provision10.3.2 Computers shall be introduced in secondary schools10.3.4 Educational institutions shall be provided internet facilities10.3.5 The subject of computer education shall be introduced at higher secondary and degree levels in a phased manner10.3.7 Computer education shall be made compulsory component for all training program in the education sector10.3.10 Software development competitions shall be launched at the national level for all studies10.3.15 Centers of advance computer science and information technology shall be established in all universities

Ever since societies developed into states, it has been the obligation of the independent State to recognize education as a right of the citizen. Therefore, States have always encouraged education and provided education directly, as far as possible. The National Education Policy (1998-2010) has been framed in the perspective of historical developments, modern trends in education. The State of Pakistan, soon after independence, demonstrated its commitment to education by convening the National Conference on Education in November, 1947. Substantial results could not be achieved owing to frequent changes in education policies from time to time. Within one year of the declaration of the policy, the Muslim League government was ousted. Prime Minister, Muhammad Nawaz Sharif directed the Ministry of Education to formulate a new Education Policy. Education is now universally recognized to be the prime key to moral, cultural, political and socio-economic development of a nation. It requires a realistic and pragmatic view of the entire education system. The basic objectives of universal basic education, diversified secondary education and high quality

tertiary education have been emphasized, without affecting the holistic and balanced approach, which forms the basis of this policy.

DATA SHEET SHOWING NUMBER ,ENROLMENT TEACHING STAFF AND STUDENT TEACHERS RATIO(STUDENT PER TEACHER)Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Number of Primary Schools (Thousand)Total 156.3 159.3 162.1 147.7 149.1 150.8 155.0 157.2 157.5 158.4 157.9

Female 58.1 53.1 55.0 54.3 55.3 56.1 57.6 58.7 59.8 60.9 64.4

Enrolment in Primary Schools (Thousand)Total 17063 18169 19148 17136 17529 18220 19781 21333 23970 24465 24637

Female 6997 6450 7044 6893 7167 7519 8179 9092 10474 10762 10848

Teachers in Primary Schools(Thousand)Total 397.0 422.6 402.4 408.9 413.9 433.5 432.2 450.1 444.0 445.8 438.8

Female 164.7 173.8 169.8 183.6 183.5 191.7 195.3 206.5 201.0 203.1 205.1

Student Teacher Ratio (Student per Teacher) 43.0 43.0 47.6 41.9 42.4 42.0 45.8 47.4 54.0 54.9 56.1

Teachers per School (Total) 2.5 2.7 2.5 2.8 2.8 2.9 2.8 2.9 2.8 2.8 2.8

Teachers per School (Female) 2.8 3.3 3.1 3.4 3.3 3.4 3.4 3.5 3.4 3.3 3.2

Student per School 109.2 114.1 118.1 116.0 117.6 120.8 127.6 135.7 152.2 154.5 156.0

Percentage of Female Teachers 41.5 41.1 42.2 44.9 44.3 44.2 45.2 45.9 45.3 45.5 46.7

Number of Middle Schools (Thousand)Total 17.4 18.1 18.4 25.5 26.8 28.0 28.7 30.4 39.4 40.1 40.8

Female 7.5 7.2 7.6 12.0 12.8 13.5 13.9 14.8 19.3 17.5 18.0

Enrolment in Middle Schools (Thousand)Total 4032 4098 4112 3759 3821 3918 4321 4551 5262 5368 5366

Female 1532 1586 1615 1706 1506 1551 1737 1863 2169 2241 2259

Teachers in Middle Schools (Thousand)Total 168.4 178.5 193.9 209.7 230.1 236.3 239.4 246.7 310.8 313.5 320.6

Female 101.0 108.2 117.6 127.8 139.3 145.8 146.6 151.5 201.6 203.3 208.2

Student Teacher Ratio (Student per Teacher) 23.9 23.0 21.2 17.9 16.6 16.6 18.0 18.4 16.9 17.0 16.7Teachers per School (Total) 9.7 9.9 10.5 8.2 8.6 8.4 8.3 8.1 7.9 7.8 7.9Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Teachers per School (Femalel) 13.5 15.0 15.5 10.6 10.9 10.8 10.6 10.3 10.4 11.6 11.6Student per School 231.7 226.4 223.5 147.4 142.6 139.9 150.6 149.7 133.7 133.9 131.5Percentage of Female Teachers 60.0 60.6 60.6 61.0 60.5 61.7 61.2 61.4 64.9 64.9 64.9Number of High Schools (Thousand)Total 11.1 12.4 12.6 14.8 15.1 15.6 16.1 16.6 22.9 23.6 24.0

Female 3.9 3.3 3.4 4.6 4.6 4.8 5.1 5.3 8.1 9.0 9.3

Enrolment in High Schools (Thousand)Total 1658 1703 1726 1565 1574 1589 1800 1880 2133 2315 2436

Female 605 639 653 675 644 658 709 756 882 949 1003

Teachers in High Schools (Thousand)Total 252.9 231.6 247.8 260.3 270.2 278.0 276.9 282.1 362.2 366.6 374.2

Female 112.9 107.5 115.8 125.4 126.1 132.0 134.2 138.6 197.4 200.5 207.0Student Teacher Ratio (Student per Teacher) 6.6 7.4 7.0 6.0 5.8 5.7 6.5 6.7 5.9 6.3 6.5Teachers per School (Total) 22.8 18.7 19.7 17.6 17.9 17.8 17.2 17.0 15.8 15.6 15.6Teachers per School (Female) 28.9 32.6 34.3 27.4 27.2 27.3 26.4 26.0 24.5 22.4 22.3Student per School 149.4 137.3 137.0 105.7 104.2 101.9 111.8 113.3 93.1 98.3 101.5Percentage of Female Teachers 44.6 46.4 46.8 48.2 46.7 47.5 48.5 49.0 54.5 54.7 55.3Number of Sec.Vocational InstitutionsTotal 574 580 612 630 607 585 636 643 643 652 656

Female 223 228 233 236 239 230 252 255 258 260 267

Enrolment in Secondary Vocational InstTotal 90256 75093 90829 82714 82879 93921 101106 138186 181667 171247 198430

Female 17611 17131 16798 14068 15401 18916 23469 28871 39573 30998 36490

Teachers in Secondary Vocational Inst.Total 6923 7133 9253 9441 7192 7273 8535 8668 8282 8798 9401

Female 1870 1858 1959 1959 1863 1623 1957 1884 1979 1884 2099Student Teacher Ratio (Student per Teacher) 13.0 10.5 9.8 8.8 11.5 12.9 11.8 15.9 21.9 19.5 21.1Teachers per Sec.Voc.Inst (Total) 12.1 12.3 15.1 15.0 11.8 12.4 13.4 13.5 12.9 13.5 14.3Teachers per Sec.Voc.Inst. (Female) 8.4 8.1 8.4 8.3 7.8 7.1 7.8 7.4 7.7 7.2 7.9Student per Sec.Voc.Inst. 157.2 129.5 148.4 131.3 136.5 160.5 159.0 214.9 282.5 262.6 302.5Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Percentage of Female Teachers 27.0 26.0 21.2 20.7 25.9 22.3 22.9 21.7 23.9 21.4 22.3Number of Arts & Science CollegesTotal 787 840 889 916 939 964 1066 1174 1208 1231 1283

Female 309 339 358 380 394 414 458 515 529 539 566

Enrolment in Arts& Science CollegesTotal 795816 779707 791995 762660 750583 801746 90505810092791047249 1097036 1076075

Female 334872 351166 372271 373990 369830 395546 441695495135521905 552902 546272

Teachers in Arts Science CollegesTotal 27325 26942 27662 27547 26494 27911 29730 30997 32502 33438 34410

Female 10262 10347 10553 10544 10411 11024 12238 12979 13367 13642 13472Student Teacher Ratio (Student per Teacher) 29.1 28.9 28.6 27.7 28.3 28.7 30.4 32.6 32.2 32.8 31.3Teachers per College (Total) 34.7 32.1 31.1 30.1 28.2 29.0 27.9 26.4 26.9 27.2 26.8Teachers per College (Female) 33.2 30.5 29.5 27.7 26.4 26.6 26.7 25.2 25.3 25.3 23.8Student per College 1011.2 928.2 890.9 832.6 799.3 831.7 849.0 859.7 866.9 891.2 838.7Percentage of Female Teachers 37.6 38.4 38.1 38.3 39.3 39.5 41.2 41.9 41.1 40.8 39.2

Number of Professional CollegesTotal 293 308 324 352 374 382 416 408 432 420 451

Female 19 18 15 18 20 19 20 21 23 19 23

Enrolment in Professional CollegesTotal 162239 163445 160985 158828 161349 163852 178835 186802 202716 207420 246757

Female 40659 41078 41036 39580 40540 41932 46377 48340 50323 555882 75055

Teachers in Professional CollegesTotal 7989 8861 9043 9131 9358 9841 10659 9961 11158 12377 13621Female 1639 1771 1765 1769 2015 2107 2178 2048 2706 3009 3405Student Teacher Ratio (Student per Teacher) 20.3 18.4 17.8 17.4 17.2 16.6 16.8 18.8 18.2 16.8 18.1Teachers per Prof.College (Total) 27.3 28.8 27.9 25.9 25.0 25.8 25.6 24.4 25.8 29.5 30.2Teachers per Prof.College (Female) 86.3 98.4 117.7 98.3 100.8 110.9 108.9 97.5 117.7 158.4 131.0Student per Prof.College 553.7 530.7 496.9 451.2 431.4 428.9 429.9 457.8 469.3 493.9 547.1Percentage of Female Teachers 20.5 20.0 19.5 19.4 21.5 21.4 20.4 20.6 24.3 24.3 25.0Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Number of Universities

Total 26 26 26 26 29 29 52 52 61 61 67

Female 1 1 1 1 1 1 3 3 5 5 5

Enrolment in UniversitiesTotal 93780 91637 114010 124944 117863 126870 218275 234142 227339 296812 318281

Female 24848 25469 27369 36699 39682 43668 83127 89105 93494 111473 121988

Teachers in UniversitiesTotal 5515 4911 5914 5988 5160 6180 11404 13208 13967 16245 19099

Female 976 837 1174 1302 1247 1375 3137 3642 4087 4957 5717Student Teacher Ratio (Student per Teacher) 17.0 18.7 19.3 20.9 22.8 20.5 19.1 17.7 16.3 18.3 16.7Teachers per University (Total) 212.1 188.9 227.5 230.3 177.9 213.1 219.3 254.0 229.0 266.3 285.1Teachers per University (Female) 976.0 837.0 1174.0 1302.0 1247.0 1375.0 1045.7 1214.0 817.4 991.4 1143.4Student per University 3606.9 3524.5 4385.0 4805.5 4064.2 4374.8 4197.6 4502.7 3726.9 4865.8 4750.5Percentage of Female Teachers 17.7 17.0 19.9 21.7 24.2 22.2 27.5 27.6 29.3 30.5 29.9Statistics pertaining to Education have been compiled from the data made available to this Bureau by Provincial Bureau's of Statistics and Federal Academy ofEducational Planning and Management Islamabad.Time Reference: Data presented in these tables pertain to the academic year mentioned therein. Primary Education covers 1 to 5 Classes, Middle Education includesclasses from 6 to 8. Secondary Education covers High Schools and Secondary Vocational Institutions, Whereas, professional Colleges cover Agricultural,Engineering, Medical, Commerce, Law, Home Economics, Education and other (Tibb, Fine Arts, Homeopath and Computers.)Enrolment by subject and level: Data regarding enrolment by subject, level and sex for different courses have been supplied by Allama Igbal Open University,Islamabad.

“A critical analysis of the Education policies of Pakistan with especial influence to the policy of 1998-2010 and highlighting the important features of secondary education”.

DATA SHEET SHOWING NUMBER .ENROLMENT TEACHING STAFF AND STUDENT TEACHERS RATIO(STUDENT PER TEACHER)Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Number of Primary Schools (Thousand)

Total 156.3 159.3 162.1 147.7 149.1 150.8 155.0 157.2 157.5 158.4 157.9

Female 58.1 53.1 55.0 54.3 55.3 56.1 57.6 58.7 59.8 60.9 64.4

Enrolment in Primary Schools (Thousand)

Total 17063 18169 19148 17136 17529 18220 19781 21333 23970 24465 24637

Female 6997 6450 7044 6893 7167 7519 8179 9092 10474 10762 10848

Teachers in Primary Schools(Thousand)

Total 397.0 422.6 402.4 408.9 413.9 433.5 432.2 450.1 444.0 445.8 438.8

Female 164.7 173.8 169.8 183.6 183.5 191.7 195.3 206.5 201.0 203.1 205.1

Student Teacher Ratio (Student per Teacher) 43.0 43.0 47.6 41.9 42.4 42.0 45.8 47.4 54.0 54.9 56.1Teachers per School (Total) 2.5 2.7 2.5 2.8 2.8 2.9 2.8 2.9 2.8 2.8 2.8Teachers per School (Female) 2.8 3.3 3.1 3.4 3.3 3.4 3.4 3.5 3.4 3.3 3.2Student per School 109.2 114.1 118.1 116.0 117.6 120.8 127.6 135.7 152.2 154.5 156.0Percentage of Female Teachers 41.5 41.1 42.2 44.9 44.3 44.2 45.2 45.9 45.3 45.5 46.7Number of Middle Schools (Thousand)

Total 17.4 18.1 18.4 25.5 26.8 28.0 28.7 30.4 39.4 40.1 40.8

Female 7.5 7.2 7.6 12.0 12.8 13.5 13.9 14.8 19.3 17.5 18.0

Enrolment in Middle Schools (Thousand)

Total 4032 4098 4112 3759 3821 3918 4321 4551 5262 5368 5366

Female 1532 1586 1615 1706 1506 1551 1737 1863 2169 2241 2259

Teachers in Middle Schools (Thousand)

Total 168.4 178.5 193.9 209.7 230.1 236.3 239.4 246.7 310.8 313.5 320.6

Female 101.0 108.2 117.6 127.8 139.3 145.8 146.6 151.5 201.6 203.3 208.2

Student Teacher Ratio (Student per Teacher) 23.9 23.0 21.2 17.9 16.6 16.6 18.0 18.4 16.9 17.0 16.7

Teachers per School (Total) 9.7 9.9 10.5 8.2 8.6 8.4 8.3 8.1 7.9 7.8 7.9Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08Teachers per School (Femalel) 13.5 15.0 15.5 10.6 10.9 10.8 10.6 10.3 10.4 11.6 11.6Student per School 231.7 226.4 223.5 147.4 142.6 139.9 150.6 149.7 133.7 133.9 131.5Percentage of Female Teachers 60.0 60.6 60.6 61.0 60.5 61.7 61.2 61.4 64.9 64.9 64.9Number of High Schools (Thousand)Total 11.1 12.4 12.6 14.8 15.1 15.6 16.1 16.6 22.9 23.6 24.0

Female 3.9 3.3 3.4 4.6 4.6 4.8 5.1 5.3 8.1 9.0 9.3Enrolment in High Schools (Thousand)Total 1658 1703 1726 1565 1574 1589 1800 1880 2133 2315 2436Female 605 639 653 675 644 658 709 756 882 949 1003Teachers in High Schools (Thousand)Total 252.9 231.6 247.8 260.3 270.2 278.0 276.9 282.1 362.2 366.6 374.2Female 112.9 107.5 115.8 125.4 126.1 132.0 134.2 138.6 197.4 200.5 207.0Student Teacher Ratio (Student per Teacher) 6.6 7.4 7.0 6.0 5.8 5.7 6.5 6.7 5.9 6.3 6.5Teachers per School (Total) 22.8 18.7 19.7 17.6 17.9 17.8 17.2 17.0 15.8 15.6 15.6Teachers per School (Female) 28.9 32.6 34.3 27.4 27.2 27.3 26.4 26.0 24.5 22.4 22.3Student per School 149.4 137.3 137.0 105.7 104.2 101.9 111.8 113.3 93.1 98.3 101.5Percentage of Female Teachers 44.6 46.4 46.8 48.2 46.7 47.5 48.5 49.0 54.5 54.7 55.3Number of Sec.Vocational InstitutionsTotal 574 580 612 630 607 585 636 643 643 652 656Female 223 228 233 236 239 230 252 255 258 260 267Enrolment in Secondary Vocational InstTotal 90256 75093 90829 82714 82879 93921 101106 138186 181667 171247 198430Female 17611 17131 16798 14068 15401 18916 23469 28871 39573 30998 36490Teachers in Secondary Vocational Inst.Total 6923 7133 9253 9441 7192 7273 8535 8668 8282 8798 9401Female 1870 1858 1959 1959 1863 1623 1957 1884 1979 1884 2099Student Teacher Ratio (Student per Teacher) 13.0 10.5 9.8 8.8 11.5 12.9 11.8 15.9 21.9 19.5 21.1Teachers per Sec.Voc.Inst (Total) 12.1 12.3 15.1 15.0 11.8 12.4 13.4 13.5 12.9 13.5 14.3Teachers per Sec.Voc.Inst. (Female) 8.4 8.1 8.4 8.3 7.8 7.1 7.8 7.4 7.7 7.2 7.9Student per Sec.Voc.Inst. 157.2 129.5 148.4 131.3 136.5 160.5 159.0 214.9 282.5 262.6 302.5Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08Percentage of Female Teachers 27.0 26.0 21.2 20.7 25.9 22.3 22.9 21.7 23.9 21.4 22.3Number of Arts & Science CollegesTotal 787 840 889 916 939 964 1066 1174 1208 1231 1283Female 309 339 358 380 394 414 458 515 529 539 566Enrolment in Arts& Science Colleges

Total 795816 779707 791995 762660 750583 801746 905058100927

9104724

91097036 1076075

Female 334872 351166 372271 373990 369830 395546 441695 49513 5 52190 5 552902 546272Teachers in Arts Science CollegesTotal 27325 26942 27662 27547 26494 27911 29730 30997 32502 33438 34410Female 10262 10347 10553 10544 10411 11024 12238 12979 13367 13642 13472Student Teacher Ratio (Student per Teacher) 29.1 28.9 28.6 27.7 28.3 28.7 30.4 32.6 32.2 32.8 31.3Teachers per College (Total) 34.7 32.1 31.1 30.1 28.2 29.0 27.9 26.4 26.9 27.2 26.8

Teachers per College (Female) 33.2 30.5 29.5 27.7 26.4 26.6 26.7 25.2 25.3 25.3 23.8Student per College 1011.2 928.2 890.9 832.6 799.3 831.7 849.0 859.7 866.9 891.2 838.7Percentage of Female Teachers 37.6 38.4 38.1 38.3 39.3 39.5 41.2 41.9 41.1 40.8 39.2Number of Professional CollegesTotal 293 308 324 352 374 382 416 408 432 420 451Female 19 18 15 18 20 19 20 21 23 19 23Enrolment in Professional CollegesTotal 162239 163445 160985 158828 161349 163852 178835 186802 202716 207420 246757Female 40659 41078 41036 39580 40540 41932 46377 48340 50323 555882 75055Teachers in Professional CollegesTotal 7989 8861 9043 9131 9358 9841 10659 9961 11158 12377 13621Female 1639 1771 1765 1769 2015 2107 2178 2048 2706 3009 3405Student Teacher Ratio (Student per Teacher) 20.3 18.4 17.8 17.4 17.2 16.6 16.8 18.8 18.2 16.8 18.1Teachers per Prof.College (Total) 27.3 28.8 27.9 25.9 25.0 25.8 25.6 24.4 25.8 29.5 30.2Teachers per Prof.College (Female) 86.3 98.4 117.7 98.3 100.8 110.9 108.9 97.5 117.7 158.4 131.0Student per Prof.College 553.7 530.7 496.9 451.2 431.4 428.9 429.9 457.8 469.3 493.9 547.1Percentage of Female Teachers 20.5 20.0 19.5 19.4 21.5 21.4 20.4 20.6 24.3 24.3 25.0

Type 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

Number of Universities

Total 26 26 26 26 29 29 52 52 61 61 67

Female 1 1 1 1 1 1 3 3 5 5 5

Enrolment in Universities

Total 93780 91637 114010 124944 117863 126870 218275 234142 227339 296812 318281

Female 24848 25469 27369 36699 39682 43668 83127 89105 93494 111473 121988

Teachers in Universities

Total 5515 4911 5914 5988 5160 6180 11404 13208 13967 16245 19099

Female 976 837 1174 1302 1247 1375 3137 3642 4087 4957 5717

Student Teacher Ratio (Student per Teacher) 17.0 18.7 19.3 20.9 22.8 20.5 19.1 17.7 16.3 18.3 16.7Teachers per University (Total) 212.1 188.9 227.5 230.3 177.9 213.1 219.3 254.0 229.0 266.3 285.1Teachers per University (Female) 976.0 837.0 1174.0 1302.0 1247.0 1375.0 1045.7 1214.0 817.4 991.4 1143.4Student per University 3606.9 3524.5 4385.0 4805.5 4064.2 4374.8 4197.6 4502.7 3726.9 4865.8 4750.5

Percentage of Female Teachers 17.7 17.0 19.9 21.7 24.2 22.2 27.5 27.6 29.3 30.5 29.9Statistics pertaining to Education have been compiled from the data made available to this Bureau by Provincial Bureau's of Statistics and Federal Academy of Educational Planning and Management Islamabad.Time Reference: Data presented in these tables pertain to the academic year mentioned therein. Primary Education covers 1 to 5 Classes, Middle Education includes classes from 6 to 8. Secondary Education covers High Schools and Secondary Vocational Institutions, Whereas, professional Colleges cover Agricultural, Engineering, Medical, Commerce, Law, Home Economics, Education and other (Tibb, Fine Arts, Homeopath and Computers.)Enrolment by subject and level: Data regarding enrolment by subject, level and sex for different courses have been supplied by Allama Igbal Open University, Islamabad.