Education(تعلیم 
)is the light (روشنی )of the life(زندگی ). Education
(تعلیم )proves to 1 of the most factors for the development of human (انسانی )civilization(تہذیب ).
Education enhances human status (محبت کا درجہ )&leads everyone (سب )to propriety. It is a
continuous (مسلسل )& lifelong process. It attributes (اوصاف )most (سب سے زیادہ )important, permanent
property of an individual. Education provides manpower(افرادی قوت ), strengthens national
(قومی )unity & uplifts public awareness. It invites positive (مثبت )& constructive
(تعمیری )change (تبدیل )in life. It makes our life (زندگی )really (واقعی )prosperous & meaningful(بامعنی ). Every1
wants to be well educated. Life can be successful (کامیاب )by the help (مدد )of appropriate
(مناسب )education. Educated person (انسان )can only judge (جج )what is correct (درست )& what is wrong (غلط )&
takes the appropriate (مناسب )& right decision but uneducated (ناخواندہ )person fails to do
so.
)is the light (روشنی )of the life(زندگی ). Education
(تعلیم )proves to 1 of the most factors for the development of human (انسانی )civilization(تہذیب ).
Education enhances human status (محبت کا درجہ )&leads everyone (سب )to propriety. It is a
continuous (مسلسل )& lifelong process. It attributes (اوصاف )most (سب سے زیادہ )important, permanent
property of an individual. Education provides manpower(افرادی قوت ), strengthens national
(قومی )unity & uplifts public awareness. It invites positive (مثبت )& constructive
(تعمیری )change (تبدیل )in life. It makes our life (زندگی )really (واقعی )prosperous & meaningful(بامعنی ). Every1
wants to be well educated. Life can be successful (کامیاب )by the help (مدد )of appropriate
(مناسب )education. Educated person (انسان )can only judge (جج )what is correct (درست )& what is wrong (غلط )&
takes the appropriate (مناسب )& right decision but uneducated (ناخواندہ )person fails to do
so.
Object (اعتراض )of Education:
)of Education:
Robert Maynard Hutchins describes (بیان کرتا ہے )it as “The
object of education is to prepare (تیار )the young (نوجوان )to educate themselves (خود )throughout their lives.” We should give our youth the way to educate themselves. Edward
Everett said that “Education is a better safeguard of liberty than a standing
army.”
)it as “The
object of education is to prepare (تیار )the young (نوجوان )to educate themselves (خود )throughout their lives.” We should give our youth the way to educate themselves. Edward
Everett said that “Education is a better safeguard of liberty than a standing
army.”
Importance (اہمیت )of Education:
)of Education:
We all know (معلوم )the importance of education. It is
the most important aspect (پہلو )of any nation’s survival (بقا )today. Education builds (تعمیر )the
nations; it determines (کا تعین کرتا ہے )he future (مستقبل )of a nation(قوم ). ISLAM also tells us about Education
& its importance(اہمیت ). The real essence of Education according (کے مطابق )to ISLAM is “to
know ALLAH(اللہ )” but I think in our country we truly lost. Neither our schools nor
our madrassa’s (Islamic Education Centres) are truly educating our youth in
this regard(شمار ). In schools, we are just preparing(تیاری ) them for “M1y”. We aren’t
educating (تعلیم )them we are just (صرف )preparing “Money (پیسہ )Machines”. We are only increasing (اضافہ )the
burden of the books for our children & just enrolling them in a reputed,
big school for what, just for social (سماجی )status On the other (دیگر )hand in our
madrassas we are preparing people (لوگ )who finds (پائے )very difficult (مشکل )to adjust in the
modern (جدید )society. Sometimes (کبھی کبھی )it seems that they are from another(دوسرے ) planet. A
madrassa student (طالب علم )can’t compete (مقابلہ )even in our country (ملک )then the World is so far from
him. He finds (پائے )very difficult (مشکل )to even speak to a school boy. It is crystal (کرسٹل )clear
that Islamic (اسلامی )Education is necessary (ضروری )for Muslims but it is also a fact that
without modern education no 1 can compete in this world. There are many
(بہت )examples of Muslim (مسلمان )Scholars (علماء کرام )who not only study the Holy Quran but also mastered
the other subjects like Physics, Chemistry(کیمسٹری ), Biology(حیاتیات ), Astronomy (ھگول سائنس )& many more(زیادہ ),
with the help of Holy Quran. I think with the current (موجودہ )education system (نظام )we are
narrowing (کم )the way (راستہ )for our children instead of widening it. There is no doubt
that our children (بچوں )are very talented(باصلاحیت ), both (دونوں )in schools (اسکولوں )& in madrassas, we
just need (کی ضرورت )to give (دے )them proper (مناسب )ways to groom(دولہا ), give(دے ) them the space (خلا )to become
(بن )Quaid-E-Azam Muhammad Ali Jinnah, Allama Iqbal, Sir Syed Ahmed Khan, Alberoni,
Abnalhasam, or Einstein, Newton, Thomas Edison. The education system we are
running (چل رہا )with is not working anymore(اب ). We have to find a way to bridge (پل )this gap
between (کے درمیان )school & madrassa.
)the importance of education. It is
the most important aspect (پہلو )of any nation’s survival (بقا )today. Education builds (تعمیر )the
nations; it determines (کا تعین کرتا ہے )he future (مستقبل )of a nation(قوم ). ISLAM also tells us about Education
& its importance(اہمیت ). The real essence of Education according (کے مطابق )to ISLAM is “to
know ALLAH(اللہ )” but I think in our country we truly lost. Neither our schools nor
our madrassa’s (Islamic Education Centres) are truly educating our youth in
this regard(شمار ). In schools, we are just preparing(تیاری ) them for “M1y”. We aren’t
educating (تعلیم )them we are just (صرف )preparing “Money (پیسہ )Machines”. We are only increasing (اضافہ )the
burden of the books for our children & just enrolling them in a reputed,
big school for what, just for social (سماجی )status On the other (دیگر )hand in our
madrassas we are preparing people (لوگ )who finds (پائے )very difficult (مشکل )to adjust in the
modern (جدید )society. Sometimes (کبھی کبھی )it seems that they are from another(دوسرے ) planet. A
madrassa student (طالب علم )can’t compete (مقابلہ )even in our country (ملک )then the World is so far from
him. He finds (پائے )very difficult (مشکل )to even speak to a school boy. It is crystal (کرسٹل )clear
that Islamic (اسلامی )Education is necessary (ضروری )for Muslims but it is also a fact that
without modern education no 1 can compete in this world. There are many
(بہت )examples of Muslim (مسلمان )Scholars (علماء کرام )who not only study the Holy Quran but also mastered
the other subjects like Physics, Chemistry(کیمسٹری ), Biology(حیاتیات ), Astronomy (ھگول سائنس )& many more(زیادہ ),
with the help of Holy Quran. I think with the current (موجودہ )education system (نظام )we are
narrowing (کم )the way (راستہ )for our children instead of widening it. There is no doubt
that our children (بچوں )are very talented(باصلاحیت ), both (دونوں )in schools (اسکولوں )& in madrassas, we
just need (کی ضرورت )to give (دے )them proper (مناسب )ways to groom(دولہا ), give(دے ) them the space (خلا )to become
(بن )Quaid-E-Azam Muhammad Ali Jinnah, Allama Iqbal, Sir Syed Ahmed Khan, Alberoni,
Abnalhasam, or Einstein, Newton, Thomas Edison. The education system we are
running (چل رہا )with is not working anymore(اب ). We have to find a way to bridge (پل )this gap
between (کے درمیان )school & madrassa.
Background (پس منظر )of Pakistan’s Educational System
)of Pakistan’s Educational System
Numerous international (بین الاقوامی )assessments (جائزوں )could
explore (کی )that Pakistan is lagging (رہنے )behind (پیچھے )many countries in achieving (حاصل کرنے )the
Education for All goal (مقصد )(EFA). We were the signatory (دستخط )to the treaty(معاہدہ ) under Dakar
Framework where (جہاں )it was decided (فیصلہ کیا )by all the developing countries that they will
be trying to achieve (حاصل کرنے کے لئے )the target (ہدف )of EFI in the meeting (اجلاس )held (منعقد )in Senegal in 2000.
UNESCO rates in Pakistan are at a lower (کم )EFA development (ترقی )Index (انڈیکس )(EDI) because (کیونکہ )of
low; enrolment at primary school, adult literacy, gender equity & equality,
equalities in education & quality (معیار )of education. The adult (بالغ )literacy (خواندگی )in
Pakistan, in spite (باوجود )of concerted(مشترکہ ) efforts, fail (ناکام )to go beyond (سے باہر )the border (سرحد )line of
50 percent(فیصد ). The women (خواتین )literacy (خواندگی )is much more belittling (بے عزتی )as thirty 3 percent (فیصد )of
the adult women (خواتین )cannot (نہیں کر سکتے ہیں )even read(پڑھنے ). The more (زیادہ )embracing (قبول کرنے )would be that (کہ )we would not
be catching (پکڑ )the target to achieve the adult literacy (خواندگی )by 2015. Progress (ترقی )towards
the achievement (کامیابی )of the targets (اہداف )is exceptionally (غیر معمولی )slow, while (جبکہ )gender (صنفی )parity goal
(مقصد )is at risk of not being (کیا جا رہا ہے )achieved by 2015. Moreover, more (زیادہ )than 6 million
children are out (باہر )of school.
)assessments (جائزوں )could
explore (کی )that Pakistan is lagging (رہنے )behind (پیچھے )many countries in achieving (حاصل کرنے )the
Education for All goal (مقصد )(EFA). We were the signatory (دستخط )to the treaty(معاہدہ ) under Dakar
Framework where (جہاں )it was decided (فیصلہ کیا )by all the developing countries that they will
be trying to achieve (حاصل کرنے کے لئے )the target (ہدف )of EFI in the meeting (اجلاس )held (منعقد )in Senegal in 2000.
UNESCO rates in Pakistan are at a lower (کم )EFA development (ترقی )Index (انڈیکس )(EDI) because (کیونکہ )of
low; enrolment at primary school, adult literacy, gender equity & equality,
equalities in education & quality (معیار )of education. The adult (بالغ )literacy (خواندگی )in
Pakistan, in spite (باوجود )of concerted(مشترکہ ) efforts, fail (ناکام )to go beyond (سے باہر )the border (سرحد )line of
50 percent(فیصد ). The women (خواتین )literacy (خواندگی )is much more belittling (بے عزتی )as thirty 3 percent (فیصد )of
the adult women (خواتین )cannot (نہیں کر سکتے ہیں )even read(پڑھنے ). The more (زیادہ )embracing (قبول کرنے )would be that (کہ )we would not
be catching (پکڑ )the target to achieve the adult literacy (خواندگی )by 2015. Progress (ترقی )towards
the achievement (کامیابی )of the targets (اہداف )is exceptionally (غیر معمولی )slow, while (جبکہ )gender (صنفی )parity goal
(مقصد )is at risk of not being (کیا جا رہا ہے )achieved by 2015. Moreover, more (زیادہ )than 6 million
children are out (باہر )of school.
Educational System in Pakistan:
Education system in Pakistan is really (واقعی )having a
bad configuration (ترتیب )at the moment(لمحے ). There is no doubt in accepting (قبول )the fact that
education (تعلیم )st&s the backb1 for the development (ترقی )of nations(اقوام ). Looking (تلاش )at the
history (تاریخ )of nations, we may safely (محفوظ طریقے سے )reach the conclusion (اختتام )that the advanced
(اعلی درجے کی )nations of the world could (سکتا ہے )reach (تک پہنچنے )the zenith of prestige & power taking
support from education. The allocations (آونٹن )for education are too meager, & in
spite of allocation, the amount (رقم )is not spent (خرچ )for what (کیا )it was meant for as the
corruption (کرپشن )is found in all the tiers of education (تعلیم )& also because of the
same delivery (ترسیل )from the government institutions (اداروں )that is much below the desired (مطلوبہ )&
aspired levels(سطح ). Private education (تعلیم )in Pakistan is far reaching for the poor &
the turnover of this quality education does not serve the country the way they
are supposed to. Planning for education does not go in congruence with the
needs (ضروریات )& implement (عمل درآمد )remains (رہتا ہے )ever ignored(نظر انداز ), so by this way the system (نظام )is
getting more spoiled (بگڑ )rather (بلکہ )than flourishing. Our universities have failed to
produce the planners, developers, implementers, & decision (فیصلہ )makers. Rather
(بلکہ )the turnover (کاروبار )is a mismatch with the ground (زمین )realities(حقائق ), the half backed persons
(افراد )we are producing (پیدا )are of no use to us. The students (طالب علموں کو )we come across (بھر )are degree
(ڈگری )seekers (متلاشیوں )rather than the knowledge(علم ). The increase (اضافہ )in number of colleges (کالج )&
universities does not mean that we are going by the standards rather these
are worsening, a simple (سادہ )evidence of which is that no Pakistani (پاکستانی )university (یونیورسٹی )could
find a space among the top 1000 universities of the world. The socio-economic
scenario is directly attached with the status of Education (تعلیم )in the country(ملک ). The
developed world managed to scale up their education (تعلیم )in line (لائن )with the needs (ضروریات )&
market (مارکیٹ )requirements. Despite (کے باوجود )the recent (حال ہی میں )achievements(کامیابیوں ), a lot more is needed (ضرورت )to
be done as the country still (اب بھی )faces (چہرے )numerous challenges which (جس )cause deterrence(ڈیٹرنس ). We
are under (کے تحت )obligation (ذمہ داری )to raise the education of our population (آبادی )to the level of
our (ہمارے )South Asian (ایشیائی )neighbors(پڑوسیوں ), to combat (کی روک تھام )our own social & economic (اقتصادی )wants to the
satisfactory (تسلی بخش )level(سطح ).
)having a
bad configuration (ترتیب )at the moment(لمحے ). There is no doubt in accepting (قبول )the fact that
education (تعلیم )st&s the backb1 for the development (ترقی )of nations(اقوام ). Looking (تلاش )at the
history (تاریخ )of nations, we may safely (محفوظ طریقے سے )reach the conclusion (اختتام )that the advanced
(اعلی درجے کی )nations of the world could (سکتا ہے )reach (تک پہنچنے )the zenith of prestige & power taking
support from education. The allocations (آونٹن )for education are too meager, & in
spite of allocation, the amount (رقم )is not spent (خرچ )for what (کیا )it was meant for as the
corruption (کرپشن )is found in all the tiers of education (تعلیم )& also because of the
same delivery (ترسیل )from the government institutions (اداروں )that is much below the desired (مطلوبہ )&
aspired levels(سطح ). Private education (تعلیم )in Pakistan is far reaching for the poor &
the turnover of this quality education does not serve the country the way they
are supposed to. Planning for education does not go in congruence with the
needs (ضروریات )& implement (عمل درآمد )remains (رہتا ہے )ever ignored(نظر انداز ), so by this way the system (نظام )is
getting more spoiled (بگڑ )rather (بلکہ )than flourishing. Our universities have failed to
produce the planners, developers, implementers, & decision (فیصلہ )makers. Rather
(بلکہ )the turnover (کاروبار )is a mismatch with the ground (زمین )realities(حقائق ), the half backed persons
(افراد )we are producing (پیدا )are of no use to us. The students (طالب علموں کو )we come across (بھر )are degree
(ڈگری )seekers (متلاشیوں )rather than the knowledge(علم ). The increase (اضافہ )in number of colleges (کالج )&
universities does not mean that we are going by the standards rather these
are worsening, a simple (سادہ )evidence of which is that no Pakistani (پاکستانی )university (یونیورسٹی )could
find a space among the top 1000 universities of the world. The socio-economic
scenario is directly attached with the status of Education (تعلیم )in the country(ملک ). The
developed world managed to scale up their education (تعلیم )in line (لائن )with the needs (ضروریات )&
market (مارکیٹ )requirements. Despite (کے باوجود )the recent (حال ہی میں )achievements(کامیابیوں ), a lot more is needed (ضرورت )to
be done as the country still (اب بھی )faces (چہرے )numerous challenges which (جس )cause deterrence(ڈیٹرنس ). We
are under (کے تحت )obligation (ذمہ داری )to raise the education of our population (آبادی )to the level of
our (ہمارے )South Asian (ایشیائی )neighbors(پڑوسیوں ), to combat (کی روک تھام )our own social & economic (اقتصادی )wants to the
satisfactory (تسلی بخش )level(سطح ).
The very scale (پیمانے )of Pakistan’s education sector
(سیکٹر )-- more than 150,000 public education institutions (اداروں )serving over 21 million
(لاکھ )students (طالب علموں کو )& a huge (بڑی )private sector (سیکٹر )that serves (کام کرتا ہے )another 12 million – presents
formidable challenges.
)of Pakistan’s education sector
(سیکٹر )-- more than 150,000 public education institutions (اداروں )serving over 21 million
(لاکھ )students (طالب علموں کو )& a huge (بڑی )private sector (سیکٹر )that serves (کام کرتا ہے )another 12 million – presents
formidable challenges.
Education is found to be the cheapest (سب سے سستا )&
tangible(ٹھوس ) defense mechanism (طریقہ کار )for a nation on the social, political, &
economic fronts. But the down trodden condition (شرط )of education (تعلیم )in Pakistan (پاکستان )bears
an ample (کافی )testimony (گواہی )of the fact that it is unable to defend (دفاع )its own sector. Over
(زائد )the span (مدت )of 64 years(سال ), the nation has been given (دیا )the 23 policies & action
plans but (لیکن )we could not start (شروع )the march towards (کی طرف )success & are waiting (انتظار )for a
savior (رکشک )who could (سکتا ہے )take the system (نظام )out of turmoil. There were (تھے )ample spending (خرچ )in
the government (حکومت )of Pervaiz Musharaf on education & due (کی وجہ سے )to which(جس ), we could
see the visible (نظر آتا ہے )positive (مثبت )educational(تعلیمی ) change in Pakistani society. Currently the
economic (اقتصادی )situation (صورتحال )in Pakistan (پاکستان )is under (کے تحت )severe (شدید )stress & education (تعلیم )sector
has received the highest impact in Pakistan. The Constitution of Islamic
Republic of Pakistan has led to the fact in the following words,
)&
tangible(ٹھوس ) defense mechanism (طریقہ کار )for a nation on the social, political, &
economic fronts. But the down trodden condition (شرط )of education (تعلیم )in Pakistan (پاکستان )bears
an ample (کافی )testimony (گواہی )of the fact that it is unable to defend (دفاع )its own sector. Over
(زائد )the span (مدت )of 64 years(سال ), the nation has been given (دیا )the 23 policies & action
plans but (لیکن )we could not start (شروع )the march towards (کی طرف )success & are waiting (انتظار )for a
savior (رکشک )who could (سکتا ہے )take the system (نظام )out of turmoil. There were (تھے )ample spending (خرچ )in
the government (حکومت )of Pervaiz Musharaf on education & due (کی وجہ سے )to which(جس ), we could
see the visible (نظر آتا ہے )positive (مثبت )educational(تعلیمی ) change in Pakistani society. Currently the
economic (اقتصادی )situation (صورتحال )in Pakistan (پاکستان )is under (کے تحت )severe (شدید )stress & education (تعلیم )sector
has received the highest impact in Pakistan. The Constitution of Islamic
Republic of Pakistan has led to the fact in the following words,
“The state (ریاست )of Pakistan shall remove illiteracy (ناخواندگی )&
provide free & compulsory (لازمی )secondary (پر )education within minimum possible
period.”
)of Pakistan shall remove illiteracy (ناخواندگی )&
provide free & compulsory (لازمی )secondary (پر )education within minimum possible
period.”
In Human (انسانی )development Report, Pakistan is placed
at 136th position because its 49.9% population comes under the definition (تعریف )of
education. The dropout rate is alarmingly (خطرناک طریقے سے )high at the primary level;
consequently, it is revealed by the Data Center of UNESCO, that 33.8% females &
47.18% in males could pass through (کے ذریعے )the most initial level of education(تعلیم ). We may
be conclusive about the ground(زمین ) reality that people (لوگ )in the 6th largest country
(ملک )of the world have no access to the basic education even.
)development Report, Pakistan is placed
at 136th position because its 49.9% population comes under the definition (تعریف )of
education. The dropout rate is alarmingly (خطرناک طریقے سے )high at the primary level;
consequently, it is revealed by the Data Center of UNESCO, that 33.8% females &
47.18% in males could pass through (کے ذریعے )the most initial level of education(تعلیم ). We may
be conclusive about the ground(زمین ) reality that people (لوگ )in the 6th largest country
(ملک )of the world have no access to the basic education even.
Key Performance Indicators for Education
Systems (نظام )
)
The frequently (اکثر )used indicators (اشارے )for assessing
(کا اندازہ )education & its systems are adult literacy rates, male & female
enrollment (اندراج )at different levels (سطح )of education, participation rate in the different
(مختلف )areas (علاقوں )of the country; the dropout(بھاگنے والے ) rates, the amount (رقم )of resources allocated to
education as a proportion of the GDP & some measures of the quality of
education being pursued. At the moment, the workability of these indicators
(اشارے )rests on the footing (بنیادوں )of authenticated (کی توثیق )& recent (حال ہی میں )data so that the planning
details may be worked out with confidence. Irony of fate, the indicators, their
footings & the quality (معیار )of data all (تمام )want more (زیادہ )authenticity, but
unfortunately(بدقسمتی سے ), Pakistan's record (ریکارڈ )lacks objectivity (مقصد )& rationality(سمجھداری ) on all
counts(شمار ).
)used indicators (اشارے )for assessing
(کا اندازہ )education & its systems are adult literacy rates, male & female
enrollment (اندراج )at different levels (سطح )of education, participation rate in the different
(مختلف )areas (علاقوں )of the country; the dropout(بھاگنے والے ) rates, the amount (رقم )of resources allocated to
education as a proportion of the GDP & some measures of the quality of
education being pursued. At the moment, the workability of these indicators
(اشارے )rests on the footing (بنیادوں )of authenticated (کی توثیق )& recent (حال ہی میں )data so that the planning
details may be worked out with confidence. Irony of fate, the indicators, their
footings & the quality (معیار )of data all (تمام )want more (زیادہ )authenticity, but
unfortunately(بدقسمتی سے ), Pakistan's record (ریکارڈ )lacks objectivity (مقصد )& rationality(سمجھداری ) on all
counts(شمار ).
PROBLEMS OF EDUCATION IN PAKISTAN
1. Medium of Education:
The system (نظام )of education in Pakistan is
operative (آپریٹو )in match with (کے ساتھ )the local (مقامی )needs & ground realities. It is almost a
decisive (فیصلہ کن )factor that the education in the mother tongue (زبان )surrenders (ہتھیار ڈال )more
dividends (منافع )but we have (ہے )the system more segregated & diversified (متنوع )just
contrary (اس کے برعکس )to our requirements(ضروریات ). A good (اچھا )example of it is that (کہ )we fail (ناکام )to decide
about the Medium (میڈیم )of education over the span (مدت )of 64 years. Different (مختلف )mediums are
operational in both, public (عوامی )& private (ذاتی )sector. This creates a sort (ترتیب دیں )of
disparity among (کے درمیان )people, dividing them (ان )into 2 segments(طبقات ).
)of education in Pakistan is
operative (آپریٹو )in match with (کے ساتھ )the local (مقامی )needs & ground realities. It is almost a
decisive (فیصلہ کن )factor that the education in the mother tongue (زبان )surrenders (ہتھیار ڈال )more
dividends (منافع )but we have (ہے )the system more segregated & diversified (متنوع )just
contrary (اس کے برعکس )to our requirements(ضروریات ). A good (اچھا )example of it is that (کہ )we fail (ناکام )to decide
about the Medium (میڈیم )of education over the span (مدت )of 64 years. Different (مختلف )mediums are
operational in both, public (عوامی )& private (ذاتی )sector. This creates a sort (ترتیب دیں )of
disparity among (کے درمیان )people, dividing them (ان )into 2 segments(طبقات ).
21. Disparity of System at Provincial Level::
The Regions of Pakistan in the name of
provinces (صوبوں )are not at par as regards (حوالے )the infrastructure(بنیادی ڈھانچے ), availability of staff,
their training, content mastery allocation of resources & their
utilization. This develops a disparity not only in the system but in the
turnover too. There is a need (کی ضرورت )to revisit the schools (اسکولوں )in Baluchistan (The
Largest Province (صوبہ )of Pakistan by area) because these are not that much groomed
(تیار )as that of Punjab (... )(The Largest Province of Pakistan by Population). In FATA,
the literacy rate is deplorable constituting 29.5% in males (مردوں )& 3% in
females. The conditions are to be made (بنا )more (زیادہ )congenial about teaching &
learning in all parts of the country without any discretion.
)are not at par as regards (حوالے )the infrastructure(بنیادی ڈھانچے ), availability of staff,
their training, content mastery allocation of resources & their
utilization. This develops a disparity not only in the system but in the
turnover too. There is a need (کی ضرورت )to revisit the schools (اسکولوں )in Baluchistan (The
Largest Province (صوبہ )of Pakistan by area) because these are not that much groomed
(تیار )as that of Punjab (... )(The Largest Province of Pakistan by Population). In FATA,
the literacy rate is deplorable constituting 29.5% in males (مردوں )& 3% in
females. The conditions are to be made (بنا )more (زیادہ )congenial about teaching &
learning in all parts of the country without any discretion.
22. Gender (صنفی )Discrimination:
)Discrimination:
We should have know how (کس طرح )of the population
comprising females, unfortunately their education is not attended to the way it
was deemed (تصور )fit. The gender discrimination (امتیاز )is a cause that is contributing
(کردار ادا )towards the low participation rate of girls at the basic level of education.
The male & female participation ratio is projected at the primary school in
the shape of ratio of boys (لڑکوں )& girls as 10:4 respectively. In the decade
(دہائی )passed(منظور ), government invited private sector to shoulder the responsibility of
education of the youth. The intent was also to provide the education at the
doorstep to the children especially (خاص طور پر )the female students. The private (ذاتی )sector(سیکٹر )
took up the challenge (چیلنج )& there was an increase in the growth of private
schools but this step didn’t cause the increase (اضافہ )in the students or the quality(معیار ).
The masses could not be attracted because of precious education. It created
clear cut tiers of society & created a gap among those with the haves &
have not’s.
)of the population
comprising females, unfortunately their education is not attended to the way it
was deemed (تصور )fit. The gender discrimination (امتیاز )is a cause that is contributing
(کردار ادا )towards the low participation rate of girls at the basic level of education.
The male & female participation ratio is projected at the primary school in
the shape of ratio of boys (لڑکوں )& girls as 10:4 respectively. In the decade
(دہائی )passed(منظور ), government invited private sector to shoulder the responsibility of
education of the youth. The intent was also to provide the education at the
doorstep to the children especially (خاص طور پر )the female students. The private (ذاتی )sector(سیکٹر )
took up the challenge (چیلنج )& there was an increase in the growth of private
schools but this step didn’t cause the increase (اضافہ )in the students or the quality(معیار ).
The masses could not be attracted because of precious education. It created
clear cut tiers of society & created a gap among those with the haves &
have not’s.
23. Lack of Technical Education::
There is a craze for the white collar jobs for
the same pupils. Select (منتخب )the general rut of education, though (اگرچہ )they have the
least tilt or the capacity (صلاحیت )to cope with the dem&s. China, Japan (جاپان )&
Germany (جرمنی )have the ruts (... )for those who have a taste (ذائقہ )for & do not achieve the
excellence in the general rut (لیک )of education. We have kept the opportunities open
for all to participate in general (جنرل )education at all levels especially (خاص طور پر )the
university level. We could not attract (اپنی طرف متوجہ )the general masses towards (کی طرف )technical
(تکنیکی )education making (بنانے )them to earn of their own act as the entrepreneurs (ادیمیوں کی )& make
their living (رہ )without (بغیر )being the burden on the government. Education (تعلیم )system is
needed (ضرورت )to be revamped (بہتر بنایا )making a space (خلا )for the science(سائنس ), IT, management(مینجمنٹ ), &
pupil with the excellence to go to the higher education (تعلیم )pursuing the education
(تعلیم )of their own choice. Lesser (کم )emphasis on technical education means the lesser
(کم )manpower (افرادی قوت )for industry & hence (اس وجہ سے )the lesser finance generation.
)the general rut of education, though (اگرچہ )they have the
least tilt or the capacity (صلاحیت )to cope with the dem&s. China, Japan (جاپان )&
Germany (جرمنی )have the ruts (... )for those who have a taste (ذائقہ )for & do not achieve the
excellence in the general rut (لیک )of education. We have kept the opportunities open
for all to participate in general (جنرل )education at all levels especially (خاص طور پر )the
university level. We could not attract (اپنی طرف متوجہ )the general masses towards (کی طرف )technical
(تکنیکی )education making (بنانے )them to earn of their own act as the entrepreneurs (ادیمیوں کی )& make
their living (رہ )without (بغیر )being the burden on the government. Education (تعلیم )system is
needed (ضرورت )to be revamped (بہتر بنایا )making a space (خلا )for the science(سائنس ), IT, management(مینجمنٹ ), &
pupil with the excellence to go to the higher education (تعلیم )pursuing the education
(تعلیم )of their own choice. Lesser (کم )emphasis on technical education means the lesser
(کم )manpower (افرادی قوت )for industry & hence (اس وجہ سے )the lesser finance generation.
24. Low allocation of funds:
The allocation of funds (فنڈز )for education (تعلیم )is very
low as it never (کبھی نہیں )went beyond 1.5 to 2.0 percent of the total (کل )GDP. Even this
amount was not (نہیں )utilized & had to be surrendered back to the government
because of want of expertise & the knowledge of codal formalities & in
time release of funds. There (وہاں )is a need (کی ضرورت )to increase it around 7% of the total
GDP keeping in view (دیکھنے کے )the allocations by the neighboring (ہمسایہ )countries, there is also
(بھی )a need to rationalize the share at the different (مختلف )levels not ignoring any(کوئی ).
)for education (تعلیم )is very
low as it never (کبھی نہیں )went beyond 1.5 to 2.0 percent of the total (کل )GDP. Even this
amount was not (نہیں )utilized & had to be surrendered back to the government
because of want of expertise & the knowledge of codal formalities & in
time release of funds. There (وہاں )is a need (کی ضرورت )to increase it around 7% of the total
GDP keeping in view (دیکھنے کے )the allocations by the neighboring (ہمسایہ )countries, there is also
(بھی )a need to rationalize the share at the different (مختلف )levels not ignoring any(کوئی ).
25. Inefficient Teachers:
Government (حکومت )fails to attract the potential (ممکنہ )candidates
(امیدواروں )for teaching with the zeal vigor & excellent carrier. Teaching is rated as
the lowest among the jobs for the youth, because (کیونکہ )of lesser incentives, slow
promotions & lesser fringe (موجود )benefits. The teachers (اساتذہ )in government schools are
not well groomed (تیار )& equipped (لیس )with knowledge (علم )& training(تربیت ). People who do
not get job in any other sector, they try their luck in educational (تعلیمی )system.
There is a need to reorganize pre-service & in-service trainings making
them matched (مماثل )with the requirements rather to keep them ideal(مثالی ), unique (منفرد )&
novel(ناول ).
)fails to attract the potential (ممکنہ )candidates
(امیدواروں )for teaching with the zeal vigor & excellent carrier. Teaching is rated as
the lowest among the jobs for the youth, because (کیونکہ )of lesser incentives, slow
promotions & lesser fringe (موجود )benefits. The teachers (اساتذہ )in government schools are
not well groomed (تیار )& equipped (لیس )with knowledge (علم )& training(تربیت ). People who do
not get job in any other sector, they try their luck in educational (تعلیمی )system.
There is a need to reorganize pre-service & in-service trainings making
them matched (مماثل )with the requirements rather to keep them ideal(مثالی ), unique (منفرد )&
novel(ناول ).
26. Poverty::
Poverty (غربت )is growing over (زائد )the years. The average(اوسط )
class is vanishing like anything(کچھ ). It happens to be a curse (لعنت )for the nation (قوم )that
exists without(بغیر ) having the average income (آمدنی )group. The escalation (اضافہ )of poverty has
restricted (محدود )the parents to send their children to tasks for child labor or at
least to public or private (ذاتی )schools. In these schools, the drop out is very high
because schools are not (نہیں )the attractive places, the curriculum (نصاب )is dry & the
teaching does not match the live situations(حالات ). Poor(غریب ) parents are constrained to
send their children to madressahs where the education is totally free.
)is growing over (زائد )the years. The average(اوسط )
class is vanishing like anything(کچھ ). It happens to be a curse (لعنت )for the nation (قوم )that
exists without(بغیر ) having the average income (آمدنی )group. The escalation (اضافہ )of poverty has
restricted (محدود )the parents to send their children to tasks for child labor or at
least to public or private (ذاتی )schools. In these schools, the drop out is very high
because schools are not (نہیں )the attractive places, the curriculum (نصاب )is dry & the
teaching does not match the live situations(حالات ). Poor(غریب ) parents are constrained to
send their children to madressahs where the education is totally free.
27. Corruption(کرپشن ):
):
Corruption causes (وجوہات )the educational policies,
plans & projects to fail because of being the major contributing factor.
There is no accountability (احتساب )& transparency in the system, the salaries are
low(کم ), the incentives are too less to be accounted & even (بھی )those are uneven.
An estimated Rs. 2,594 million out of a total of Rs. 7,016 million provided for
improvement (بہتری )of school facilities such (اس طرح )as buildings, electricity, drinkable
water(پانی ), etc had g1 unaccounted during the fiscal periods (ادوار )2001-06 (UNESCO Bano,
2007). Similarly, more than 70% literacy centers in Punjab remained inoperative
or exist only on paper (ADBP, 2007). The chances (امکانات )of ghost schools should (کرنا چاہیے )be
evaded by involving the community in the processes of inspection (معائنے کی )&
monitoring.
)the educational policies,
plans & projects to fail because of being the major contributing factor.
There is no accountability (احتساب )& transparency in the system, the salaries are
low(کم ), the incentives are too less to be accounted & even (بھی )those are uneven.
An estimated Rs. 2,594 million out of a total of Rs. 7,016 million provided for
improvement (بہتری )of school facilities such (اس طرح )as buildings, electricity, drinkable
water(پانی ), etc had g1 unaccounted during the fiscal periods (ادوار )2001-06 (UNESCO Bano,
2007). Similarly, more than 70% literacy centers in Punjab remained inoperative
or exist only on paper (ADBP, 2007). The chances (امکانات )of ghost schools should (کرنا چاہیے )be
evaded by involving the community in the processes of inspection (معائنے کی )&
monitoring.
28. Social imbalance:
The students from the elite class (کلاس )follow the
"O" & "A" levels curriculum instead of Pakistan's
routine orthodox & stagnant curriculum. They have little or no awareness of
their religion & culture whereas (جبکہ )those passing out from Urdu (... )medium schools
are usually destined to work in clerical & lower level (سطح )positions. Religious
madrassas churn out yet another class that is usually unaware (جاہل )of the world
outside their own perception(خیال ).
)follow the
"O" & "A" levels curriculum instead of Pakistan's
routine orthodox & stagnant curriculum. They have little or no awareness of
their religion & culture whereas (جبکہ )those passing out from Urdu (... )medium schools
are usually destined to work in clerical & lower level (سطح )positions. Religious
madrassas churn out yet another class that is usually unaware (جاہل )of the world
outside their own perception(خیال ).
Teachers’ absenteeism(غیر موجودگی ), poor (غریب )professional(پیشہ ورانہ )
training(تربیت ), sub-st&ard materials & obsolete teaching methods act as the
major contributive factors towards the low enrolment in schools. Burki (2005),
opines that most of the public schools are either mismanaged (... )or poorly managed.
They are found (ملا )imparting education of second-rate quality through substandard
(ناقص )textbooks (درسی کتابوں )& curricula (نصاب )that do not cater the needs of the 21st century. The
education should (کرنا چاہیے )be based (کی بنیاد پر )on learning outcomes(نتائج ) through suggesting (تجویز )multiple
books rather (بلکہ )than following (کے بعد )a single book as an obligation(ذمہ داری ).
), poor (غریب )professional(پیشہ ورانہ )
training(تربیت ), sub-st&ard materials & obsolete teaching methods act as the
major contributive factors towards the low enrolment in schools. Burki (2005),
opines that most of the public schools are either mismanaged (... )or poorly managed.
They are found (ملا )imparting education of second-rate quality through substandard
(ناقص )textbooks (درسی کتابوں )& curricula (نصاب )that do not cater the needs of the 21st century. The
education should (کرنا چاہیے )be based (کی بنیاد پر )on learning outcomes(نتائج ) through suggesting (تجویز )multiple
books rather (بلکہ )than following (کے بعد )a single book as an obligation(ذمہ داری ).
30. Infrastructure Problems::
The dropout (بھاگنے والے )rate of those lucky enough (کافی )to be
enrolled goes beyond 45% as has been divulged by the several reports(کی رپورٹ ). Most (سب سے زیادہ )of
the public sector (سیکٹر )educational institutions(اداروں )stay (رہنا )in a status of poor condition
lacking even basic facilities(سہولیات ), resultantly shaking the presupposed standards (معیار )of education. There are four areas (علاقوں )that snivel (... )for pressing concentration which
(جس )are curriculum(نصاب ), textbooks(درسی کتابوں ), examinations(امتحانات ), & teacher training (Hoodbhoy,
2001). The textbooks need (کی ضرورت )be made more facilitating(میں سہولت بہم پہنچانے ), student & learning
friendly(دوستانہ ).
)rate of those lucky enough (کافی )to be
enrolled goes beyond 45% as has been divulged by the several reports(کی رپورٹ ). Most (سب سے زیادہ )of
the public sector (سیکٹر )educational institutions(اداروں )stay (رہنا )in a status of poor condition
lacking even basic facilities(سہولیات ), resultantly shaking the presupposed standards (معیار )of education. There are four areas (علاقوں )that snivel (... )for pressing concentration which
(جس )are curriculum(نصاب ), textbooks(درسی کتابوں ), examinations(امتحانات ), & teacher training (Hoodbhoy,
2001). The textbooks need (کی ضرورت )be made more facilitating(میں سہولت بہم پہنچانے ), student & learning
friendly(دوستانہ ).
31. Private school system::
Private Schools in Pakistan enroll (اندراج )more
students (طالب علموں کو )than in other countries (ممالک )of the region(خطے ). They least bother (زحمت )about the
capacity (صلاحیت )& facilities available(دستیاب ), they rather (بلکہ )over burden (بوجھ )the teaching
staff. The rapid mushroom growth of private schools & academies of teaching
reflect the people's lack of trust in the public sector (سیکٹر )schools coupled with a
deficiency of sufficient (کافی )educational (تعلیمی )institutions to cater to the needs of the
fast growing population(آبادی ). However, there are certain private schools which are
slightly better (بہتر )than the public 1s. In the elite schools where the quality
education is offered, heavy fee is charged that continues to be a problem.
These private sectors (شعبوں )schools are meant (مراد )only for a special sector of the
population (آبادی )& are out of the reach of general (جنرل )masses(عوام ). The private (ذاتی )sector
schools should be brought under (کے تحت )the control (کنٹرول )of rules making these (ان )somewhat
accessible (رسائی )for the common population.
)more
students (طالب علموں کو )than in other countries (ممالک )of the region(خطے ). They least bother (زحمت )about the
capacity (صلاحیت )& facilities available(دستیاب ), they rather (بلکہ )over burden (بوجھ )the teaching
staff. The rapid mushroom growth of private schools & academies of teaching
reflect the people's lack of trust in the public sector (سیکٹر )schools coupled with a
deficiency of sufficient (کافی )educational (تعلیمی )institutions to cater to the needs of the
fast growing population(آبادی ). However, there are certain private schools which are
slightly better (بہتر )than the public 1s. In the elite schools where the quality
education is offered, heavy fee is charged that continues to be a problem.
These private sectors (شعبوں )schools are meant (مراد )only for a special sector of the
population (آبادی )& are out of the reach of general (جنرل )masses(عوام ). The private (ذاتی )sector
schools should be brought under (کے تحت )the control (کنٹرول )of rules making these (ان )somewhat
accessible (رسائی )for the common population.
32. Lack of educational policies::
The National Education Policy (1998-2010) was
developed (ترقی )prior to Dakar. It has a clear (واضح )cut (کاٹ )vision (نقطہ نظر )& direction to support
(کی حمایت )the education department. Since the 2001, the Ministry (وزارت )of Education has
developed a number (تعداد )of policy documents including that of National Education
policy (2009) but the endeavors remain focused on paper work more rather (بلکہ )than
the operationalization, though(اگرچہ ) the involvement (ملوث ہونے )of NGOs & international
development (ترقی )agencies (ایجنسیوں )is very much there(وہاں ). The simple (سادہ )reason (وجہ )is that the plans
(منصوبہ بندی )are vicious (شیطانی )& not the ground (زمین )reality based. The policies (پالیسیوں )should be
environment friendly. .
)prior to Dakar. It has a clear (واضح )cut (کاٹ )vision (نقطہ نظر )& direction to support
(کی حمایت )the education department. Since the 2001, the Ministry (وزارت )of Education has
developed a number (تعداد )of policy documents including that of National Education
policy (2009) but the endeavors remain focused on paper work more rather (بلکہ )than
the operationalization, though(اگرچہ ) the involvement (ملوث ہونے )of NGOs & international
development (ترقی )agencies (ایجنسیوں )is very much there(وہاں ). The simple (سادہ )reason (وجہ )is that the plans
(منصوبہ بندی )are vicious (شیطانی )& not the ground (زمین )reality based. The policies (پالیسیوں )should be
environment friendly. .
33. Increase in population:
Literacy in Pakistan has risen from 45 to 54
percent (فیصد )within the span of 2002 to 2006, simultaneously primary enrollment
rates have also increased (اضافہ )from 42 to 52 percent(فیصد ). The population explosion (دھماکے )could
not enable (کو چالو کرنے کے )to catch (پکڑنے )the targets. In spite (باوجود )of the increase in the certain
(بعض )parameters, the participation (شرکت )rate in Pakistan remains (رہتا ہے )the lowest (سب سے کم )in South
Asia. Alongside it, there are marked (نشان لگا دیا گیا ہے )male-female, inter-regional &
rural-urban disparities: Only 22 percent of girls, compared to 47 percent boys,
complete primary schooling. Female literacy in rural Baluchistan is only 32
percent compared (مقابلے میں )to high urban male literacy rates (& 80 percent among the
urban male in Sindh)
)within the span of 2002 to 2006, simultaneously primary enrollment
rates have also increased (اضافہ )from 42 to 52 percent(فیصد ). The population explosion (دھماکے )could
not enable (کو چالو کرنے کے )to catch (پکڑنے )the targets. In spite (باوجود )of the increase in the certain
(بعض )parameters, the participation (شرکت )rate in Pakistan remains (رہتا ہے )the lowest (سب سے کم )in South
Asia. Alongside it, there are marked (نشان لگا دیا گیا ہے )male-female, inter-regional &
rural-urban disparities: Only 22 percent of girls, compared to 47 percent boys,
complete primary schooling. Female literacy in rural Baluchistan is only 32
percent compared (مقابلے میں )to high urban male literacy rates (& 80 percent among the
urban male in Sindh)
34. Lack of attention of the authorities:
Most of the criticisms leveled against the
education procedures & practices may be rationalized (یکتسنگت )through (کے ذریعے )improving
governance & accountability(احتساب ). It would be tangible & workable if we
could (سکتا ہے )go for considering the merit, enabling capacity (صلاحیت )building, increasing
(اضافہ )investments in education as an industry & finally giving the heir &
fire powers to the administrative heads. The private (ذاتی )sector & the banks
(بینکوں )should finance the educational milieu with confidence, as at the moment, we are
spending 2.3 percent of GDP which is the lowest (سب سے کم )in South Asia.
)through (کے ذریعے )improving
governance & accountability(احتساب ). It would be tangible & workable if we
could (سکتا ہے )go for considering the merit, enabling capacity (صلاحیت )building, increasing
(اضافہ )investments in education as an industry & finally giving the heir &
fire powers to the administrative heads. The private (ذاتی )sector & the banks
(بینکوں )should finance the educational milieu with confidence, as at the moment, we are
spending 2.3 percent of GDP which is the lowest (سب سے کم )in South Asia.
35. Lack of uniform educational system:
There is a crying (رونے )need (کی ضرورت )for quality which calls
for homogeneity (... )among (کے درمیان )the procedural formalities (وپچارکتایں )like the observance of the
curriculum. Had it been uniform (وردی )the working (کام کر )for it, further extension becomes
(ہو جاتا ہے )easier & getting the intellect (عقل )skimmed out of masses becomes (ہو جاتا ہے )possible.
Currently(اس وقت ), the poor (غریب )are deprived of education (تعلیم )in the elite institutions (اداروں )which
(جس )are causing the development of a special (خصوصی )class. This class doesn’t work for the
nation; they work elsewhere (دوسری جگہوں پر )but are fed through the national resources.
36. Medium of Instruction:
We took a long period in deciding (فیصلہ )that what our
medium of instruction would (گے )be, till now we don’t have a clear picture before
us. It is good to have the National (قومی )language(زبان ) as the medium (میڈیم )of communication
(مواصلات )provided; we have a rich treasure of knowledge. In our case, we do not fail to
develop (ترقی )Urdu to cope with the intellectual needs (ضروریات )nor do we translate (ترجمہ )the
treasure (ھجانے )of knowledge (علم )available (دستیاب )for our national (قومی )use.
)that what our
medium of instruction would (گے )be, till now we don’t have a clear picture before
us. It is good to have the National (قومی )language(زبان ) as the medium (میڈیم )of communication
(مواصلات )provided; we have a rich treasure of knowledge. In our case, we do not fail to
develop (ترقی )Urdu to cope with the intellectual needs (ضروریات )nor do we translate (ترجمہ )the
treasure (ھجانے )of knowledge (علم )available (دستیاب )for our national (قومی )use.
37. Education as a business:
Education has been pursued (تعاقب )by some (کچھ )of the
people (لوگ )as an industry but because of being (کیا جا رہا ہے )illiterates, they fail to cope up
with the stipulated standards. The leader (رہنما )with vision spoils (لوٹ )the mission (مشن ))as
well as the projects undertaken. Their only intent is m1y making that has
caused the decay (کشی )in the standards, induction (شامل )of sub-standard staff(عملے ), &
depriving (محروم )the deserving to grow. They don’t want to catch with the move of
success but (لیکن )they try to be good entrepreneurs.
)by some (کچھ )of the
people (لوگ )as an industry but because of being (کیا جا رہا ہے )illiterates, they fail to cope up
with the stipulated standards. The leader (رہنما )with vision spoils (لوٹ )the mission (مشن ))as
well as the projects undertaken. Their only intent is m1y making that has
caused the decay (کشی )in the standards, induction (شامل )of sub-standard staff(عملے ), &
depriving (محروم )the deserving to grow. They don’t want to catch with the move of
success but (لیکن )they try to be good entrepreneurs.
38. Delay in renewal (تجدید )of policies &
syllabus/Political Interference:
)of policies &
syllabus/Political Interference:
There is a need to continuously (مسلسل )update (اپ ڈیٹ )the
curriculum (نصاب )because (کیونکہ )if it goes stale, it does not equip the beneficiaries (فائدہ اٹھانے والوں )with
the saleable (فروخت کے قابل )skills & expertise(مہارت ). At the first place(جگہ ), the problems (مسائل )cited
have arisen (پیدا )due to lack of commitment (عزم )& inefficient (غیر فعال )management (مینجمنٹ )on the part
of state. The policies lack long term vision & its implementation
strategies (حکمت عملی )are being affected by undue political interference. In addition to
it, the measures taken are not evidence based & geared by the vested (ذاتی )interests
(مفادات )of the authorities. Whatever (جو کچھ بھی )strategies have been applied (اطلاق )failed to promote the
rational & critical thinking skills (مہارت )amongst the students.
)update (اپ ڈیٹ )the
curriculum (نصاب )because (کیونکہ )if it goes stale, it does not equip the beneficiaries (فائدہ اٹھانے والوں )with
the saleable (فروخت کے قابل )skills & expertise(مہارت ). At the first place(جگہ ), the problems (مسائل )cited
have arisen (پیدا )due to lack of commitment (عزم )& inefficient (غیر فعال )management (مینجمنٹ )on the part
of state. The policies lack long term vision & its implementation
strategies (حکمت عملی )are being affected by undue political interference. In addition to
it, the measures taken are not evidence based & geared by the vested (ذاتی )interests
(مفادات )of the authorities. Whatever (جو کچھ بھی )strategies have been applied (اطلاق )failed to promote the
rational & critical thinking skills (مہارت )amongst the students.
At the second place, we find lack (کمی )of resource
commitment & realistic implementation alongside (کے ساتھ ساتھ )poor allocated resource
(وسائل )utilization. As relevant statistics are not available, implementation of the
education policy has not been successfully executed(پھانسی ).
)of resource
commitment & realistic implementation alongside (کے ساتھ ساتھ )poor allocated resource
(وسائل )utilization. As relevant statistics are not available, implementation of the
education policy has not been successfully executed(پھانسی ).
At the third place, we come across weak
(کمزور )budgetary planning because of staggered data & least coordination among the
data maintaining units (USAID, 2006). The coordination, match with the
assessment, project design & implementation (عمل درآمد )are not to the desired level
within the government & with the donor agencies. The harmonization (ہم آہنگی )is
missing too between the federal & provincial governments (حکومتوں )which cause
drastic problems in the policy implementation.
)budgetary planning because of staggered data & least coordination among the
data maintaining units (USAID, 2006). The coordination, match with the
assessment, project design & implementation (عمل درآمد )are not to the desired level
within the government & with the donor agencies. The harmonization (ہم آہنگی )is
missing too between the federal & provincial governments (حکومتوں )which cause
drastic problems in the policy implementation.
The policy (پالیسی )formulating, planning (منصوبہ بندی )&
implementing bodies (لاشیں )work in isolation (تنہائی )as the water tight compartments. The
government's consultation (مشاورت )is very much (بہت )restricted & does not go beyond its
specific quarters. It should have to be extended (توسیع )to non-state sectors to
initiate & mobilize (متحرک )the action. Teachers does (کرتا )not normally form the part of
policy making process, hence the process of sharing & consultation remains
missing(لاپتہ ). It leads (کی طرف جاتا ہے )to implementation of educational (تعلیمی )policies without
(بغیر )consultation(مشاورت ), thus the efforts (کوششوں )go in vain (UNESCO, 2007).
)formulating, planning (منصوبہ بندی )&
implementing bodies (لاشیں )work in isolation (تنہائی )as the water tight compartments. The
government's consultation (مشاورت )is very much (بہت )restricted & does not go beyond its
specific quarters. It should have to be extended (توسیع )to non-state sectors to
initiate & mobilize (متحرک )the action. Teachers does (کرتا )not normally form the part of
policy making process, hence the process of sharing & consultation remains
missing(لاپتہ ). It leads (کی طرف جاتا ہے )to implementation of educational (تعلیمی )policies without
(بغیر )consultation(مشاورت ), thus the efforts (کوششوں )go in vain (UNESCO, 2007).
Over the span of time, what we have learnt is
to go for dialogue, & keeping the private & public sector on board(بورڈ ). The
matter of access to education & challenges to quality remain at stake as
being unresolved (غیر حل شدہ )despite much policy deliberation.
). The
matter of access to education & challenges to quality remain at stake as
being unresolved (غیر حل شدہ )despite much policy deliberation.
Recently(حال ہی میں ), Minister of Education announced a new
Education policy for that next 10 years ignoring the fact that the previous
(گزشتہ )educational (تعلیمی )policy span still persists that was from 1998 to 2010. The policy
has projected new plans & promises (وعدہ کیا ہے )to the nation pointing (کی طرف اشارہ کرتے ہوئے )to the fact that
(کہ )all the public schools will be raised to the level of private schools within
the shortest period of time. In the absence (غیر موجودگی )of a plan of action, the suggested
(تجویز پیش کی )plan of action would not work. The schools have been put under obligation (ذمہ داری )to
use the national curriculum & encourage (حوصلہ افزائی )the students (طالب علموں کو )of 5th & 8th class
to take (لے )board exams. This has disturbed the students of private sector
also.
), Minister of Education announced a new
Education policy for that next 10 years ignoring the fact that the previous
(گزشتہ )educational (تعلیمی )policy span still persists that was from 1998 to 2010. The policy
has projected new plans & promises (وعدہ کیا ہے )to the nation pointing (کی طرف اشارہ کرتے ہوئے )to the fact that
(کہ )all the public schools will be raised to the level of private schools within
the shortest period of time. In the absence (غیر موجودگی )of a plan of action, the suggested
(تجویز پیش کی )plan of action would not work. The schools have been put under obligation (ذمہ داری )to
use the national curriculum & encourage (حوصلہ افزائی )the students (طالب علموں کو )of 5th & 8th class
to take (لے )board exams. This has disturbed the students of private sector
also.
It is urged that the Universities (یونیورسٹیوں )should be the
research centre’s & must not be allowed (کی اجازت )to act as the examining bodies for
graduate or post-graduate examinations. Allocations are supposed to be made to
the aspired (پڑھائی )levels as UNO suggests (تجویز )a country to allocate at least four percent
of its GDP towards education but here in Pakistan we are just allocating (آونٹن )less
(کم )than 2 percents of GDP. Even that is not fully utilized because of procedural
(پرکریاتمک )formalities(وپچارکتایں ).
)should be the
research centre’s & must not be allowed (کی اجازت )to act as the examining bodies for
graduate or post-graduate examinations. Allocations are supposed to be made to
the aspired (پڑھائی )levels as UNO suggests (تجویز )a country to allocate at least four percent
of its GDP towards education but here in Pakistan we are just allocating (آونٹن )less
(کم )than 2 percents of GDP. Even that is not fully utilized because of procedural
(پرکریاتمک )formalities(وپچارکتایں ).