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Pakistan is situated in the western part of the Indian subcontinent, with Afghanistan and Iran on the west, India on the east, and the Arabian Sea on the south. The name Pakistan is derived from the Urdu words Pak (meaning pure) and stan (meaning country). What is now Pakistan was in prehistoric times the Indus Valley civilization (c. 2500-1700 B.C.). A series of invaders-Aryans, Persians, Greeks, Arabs, Turks, and others-controlled the region for the next several thousand years. Islam, the principal religion, was introduced in 711. In 1526, the land became part of the Mogul Empire, which ruled most of the Indian subcontinent from the 16th to the mid-18th century. By 1857, the British became the dominant power in the region. Pakistan gained independence in August 1947. Pakistan has 796,095 sq km area with population of 162.508 million population. Pakistan has the world's sixth largest population
Pakistan is a federation of four provinces, a capital territory and federally administered tribal areas. Pakistan is an active member of the United Nations (UN) , Organisation of the Islamic Conference (OIC), South Asian Association for Regional Cooperation (SAARC) and the Economic Cooperation Organisation (ECO)
The structure of the Pakistani economy has changed from a mainly agricultural base to a strong service base. Agriculture now only accounts for roughly 20% of the GDP, while the service sector accounts for 53% of the GDP with wholesale and retail trade forming 30% of this sector. Other major industries include software, automotives, textiles, cement, fertilizer, steel, ship building, aerospace and arms manufacturing.
Pakistan has a rich and unique culture that has preserved established traditions throughout history. Many cultural practices, foods, monuments, and shrines were inherited from the rule of Muslim Mughal and Afghan emperors. The national dress of shalwar qamiz is originally of Central Asian origin derived from Turko-Iranian nomadic invaders and is today worn in all parts of Pakistan. Women wear brightly coloured shalwar qamiz, while men often wear solid-coloured ones. In cities western dress is also popular among the youth and the business sector.
Pakistani society is largely multilingual and predominantly Muslim, with high regard for traditional family values, although urban families have grown into a nuclear family system due to the socio-economic constraints imposed by the traditional joint family system. Recent decades have seen the emergence of a middle class in cities like Karachi, Lahore, Rawalpindi, Hyderabad, Faisalabad, and Peshawar that wish to move in a more liberal direction, as opposed to the northwestern regions bordering Afghanistan that remain highly conservative and dominated by centuries-old regional tribal customs. Increasing globalization has increased the influence of "Western culture" with Pakistan ranking 46th on the A.T. Kearney/FP Globalization Index. There are an approximated four million Pakistanis living abroad, with close to a half-million expatriates living in the United Statesand around a million living in Saudi Arabia. As well as nearly one million people of Pakistani descent in the United Kingdom, there are burgeoning cultural connections.
. A large segment of the population lives in poverty. According to the rebased GDP numbers, the per capita income comes to US$720. Poverty rates, which had fallen substantially in the 1980s and early 1990s, started to rise again toward the end of the decade. More importantly, differences in income per capita across regions have persisted or widened. Poverty varies significantly among rural and urban areas and from province to province, from a low of 14% in urban Sindh to 41% in rural NWFP.
Pakistan has grown much more than other low-income countries, but has failed to achieve social progress commensurate with its economic growth. The educated and well-off urban population lives not so differently from their counterparts in other countries of similar income range. However, the poor and rural inhabitants of Pakistan are being left behind. For example, access to sanitation in Pakistan in rural areas is 30% lower than in other countries with similar income
The caste-wise division of students provides the more interesting and historically more relevant information. This is true not only as regards boys, but also with respect to the rather small number of girls who, according to the survey, were receiving education in schools. Furthermore, the information becomes all the more curious and pertinent when the data is grouped into the five main language areas -- Oriya, Telugu, Kannada. Malayalam and Tamil. These constituted the Presidency of Madras at this period, and throughout the nineteenth century
British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society. But scholars have questioned the validity of such an argument. They argue that proponents of indigenous education fail to recognize the importance of the widespread use of printed books in the West since the sixteenth century, which led to a remarkable advancement of knowledge. Printed books were not used in Indian schools till the 1820s or even later. There were institutions such as Gresham's college in London that encouraged scientific learning. In fact, there were a number of such academic and scientific societies in England, often supported by Puritan and non-Conformist merchants, the like of which probably did not exist in India. The entire claim of indigenous education proponents is based on the thesis advocated by Dharampal which says that there was a general decline in Indian society and economy with the coming of British rule. In the process, indigenous education suffered. This, however, is too broad a generalization, and the exact impact of British rule on different regions at different times has to be studied more carefully before we conclude that the curve everywhere steadily declined. He argues that pre-British schools and colleges were maintained by grants of revenue-free land. The East India Company, with its policy of maximizing land revenue, stopped this and thus starved the Indian education system of its financial resources. Again, we need more detailed evidence to show how far inam lands were taken over by the government. More often, military officers, zamindar.~,and talukdars were deprived of revenue-free land rather than temples, mosques, madrasas. Recent research has revealed that inam lands continued to exist well into the nineteenth century, much more than was previously suspected.
The current system of education, with its western style and content, was introduced & funded by the British in the 19th century, following recommendations by Macaulay. Traditional structures were not recognized by the British government and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during British rule. He was very disappointed at the condition of Indian education during the British period. Gandhiji observed two main points in Indian education: (1) Today India is more illiterate than it was fifty or hundred years ago; and (2) the British administrators instead of looking after education and other matters which had existed, began to root them out.
Education in Pakistan is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees
Pakistan also has a parallel secondary school education system in private schools, which is based upon the curriculum set by the University of Cambridge. Some students choose to take the O level and A level exams, which are administered by the British Council,in place of government exams.
There are currently 730 technical & vocational institutions in Pakistan.The minimum qualifications to enter male vocational institutions, is the completion of grade 8. The programmes are generally two to three years in length. The minimum qualifications to enter female vocational institutions, is the completion of grade 5.
All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.
English medium education is to be introduced on a phased basis to all schools across the country. Through various educational reforms, by the year 2015, the ministry of education expects to attain 100% enrolment levels amongst primary school aged children, and a literacy rate of 86% amongst people aged over 10
At independence, Pakistan had a poorly educated population and few schools or universities. Although the education system has expanded greatly since then, debate continues about the curriculum, and, except in a few elite institutions, quality remained a crucial concern of educators in the early 1990s.
Adult literacy is low, but improving. In 1992 more than 36 percent of adults over fifteen were literate, compared with 21 percent in 1970. The rate of improvement is highlighted by the 50 percent literacy achieved among those aged fifteen to nineteen in 1990. School enrollment also increased, from 19 percent of those aged six to twenty-three in 1980 to 24 percent in 1990. However, by 1992 the population over twenty-five had a mean of only 1.9 years of schooling. This fact explains the minimal criteria for being considered literate: having the ability to both read and write (with understanding) a short, simple statement on everyday life.
Relatively limited resources have been allocated to education, although there has been improvement in recent decades. In 1960 public expenditure on education was only 1.1 percent of the gross national product (GNP); by 1990 the figure had risen to 3.4 percent. This amount compared poorly with the 33.9 percent being spent on defense in 1993. In 1990 Pakistan was tied for fourth place in the world in its ratio of military expenditures to health and education expenditures. Although the government enlisted the assistance of various international donors in the education efforts outlined in its Seventh Five-Year Plan (1988-93), the results did not measure up to expectations.
Structure of the System
Education is organized into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, culminating in matriculation); intermediate (grades eleven and twelve, leading to an F.A. diploma in arts or F.S. science; and university programs leading to undergraduate and advanced degrees. Preparatory classes (kachi, or nursery) were formally incorporated into the system in 1988 with the Seventh Five-Year Plan.
Academic and technical education institutions are the responsibility of the federal Ministry of Education, which coordinates instruction through the intermediate level. Above that level, a designated university in each province is responsible for coordination of instruction and examinations. In certain cases, a different ministry may oversee specialized programs. Universities enjoy limited autonomy; their finances are overseen by a University Grants Commission, as in Britain.
Teacher-training workshops are overseen by the respective provincial education ministries in order to improve teaching skills. However, incentives are severely lacking, and, perhaps because of the shortage of financial support to education, few teachers participate. Rates of absenteeism among teachers are high in general, inducing support for community-coordinated efforts promoted in the Eighth Five-Year Plan (1993-98).
In 1991 there were 87,545 primary schools, 189,200 primary school teachers, and 7,768,000 students enrolled at the primary level, with a student-to-teacher ratio of forty-one to one. Just over one-third of all children of primary school age were enrolled in a school in 1989. There were 11,978 secondary schools, 154,802 secondary school teachers, and 2,995,000 students enrolled at the secondary level, with a student-to- teacher ratio of nineteen to one.
Primary school dropout rates remained fairly consistent in the 1970s and 1980s, at just over 50 percent for boys and 60 percent for girls. The middle school dropout rates for boys and girls rose from 22 percent in 1976 to about 33 percent in 1983. However, a noticeable shift occurred in the beginning of the 1980s regarding the post primary dropout rate: whereas boys and girls had relatively equal rates (14 percent) in 1975, by 1979-- just as Zia initiated his government's Islamization program--the dropout rate for boys was 25 percent while for girls it was only 16 percent. By 1993 this trend had dramatically reversed, and boys had a dropout rate of only 7 percent compared with the girls' rate of 15 percent.
The Seventh Five-Year Plan envisioned that every child five years and above would have access to either a primary school or a comparable, but less comprehensive, mosque school. However, because of financial constraints, this goal was not achieved.
In drafting the Eighth Five-Year Plan in 1992, the government therefore reiterated the need to mobilize a large share of national resources to finance education. To improve access to schools, especially at the primary level, the government sought to decentralize and democratize the design and implementation of its education strategy. To give parents a greater voice in running schools, it planned to transfer control of primary and secondary schools to NGOs. The government also intended to gradually make all high schools, colleges, and universities autonomous, although no schedule was specified for achieving this ambitious goal.
Main thirst of education after independence from book EDUCATION
a rethinking on the educational system started after independence and policies were formulated from time to time. These policies have tried to present solutions to the following major concern:
1. Achieving universal primary education
2. Giving a professional bias to secondary education
3. Developing a scientific attitude
4. Expansion of scientific technical education
5. Raising the standard of higher education as well as making it worthwhile for the nation in terms of demands of the modern world.
6. Continuation of English as medium of instruction
7. Acceleration of women's education
8. Forming the character of the nation particularly with a view to inculcation national ism among the people.
9. Benefiting from the nation's historical, religious and cultural traditions in formulating educational objectives and co-relation them to the demands of modern times
Result
Pakistan is a federation of four provinces, a capital territory and federally administered tribal areas. Pakistan is an active member of the United Nations (UN) , Organisation of the Islamic Conference (OIC), South Asian Association for Regional Cooperation (SAARC) and the Economic Cooperation Organisation (ECO)
The structure of the Pakistani economy has changed from a mainly agricultural base to a strong service base. Agriculture now only accounts for roughly 20% of the GDP, while the service sector accounts for 53% of the GDP with wholesale and retail trade forming 30% of this sector. Other major industries include software, automotives, textiles, cement, fertilizer, steel, ship building, aerospace and arms manufacturing.
Pakistan has a rich and unique culture that has preserved established traditions throughout history. Many cultural practices, foods, monuments, and shrines were inherited from the rule of Muslim Mughal and Afghan emperors. The national dress of shalwar qamiz is originally of Central Asian origin derived from Turko-Iranian nomadic invaders and is today worn in all parts of Pakistan. Women wear brightly coloured shalwar qamiz, while men often wear solid-coloured ones. In cities western dress is also popular among the youth and the business sector.
Pakistani society is largely multilingual and predominantly Muslim, with high regard for traditional family values, although urban families have grown into a nuclear family system due to the socio-economic constraints imposed by the traditional joint family system. Recent decades have seen the emergence of a middle class in cities like Karachi, Lahore, Rawalpindi, Hyderabad, Faisalabad, and Peshawar that wish to move in a more liberal direction, as opposed to the northwestern regions bordering Afghanistan that remain highly conservative and dominated by centuries-old regional tribal customs. Increasing globalization has increased the influence of "Western culture" with Pakistan ranking 46th on the A.T. Kearney/FP Globalization Index. There are an approximated four million Pakistanis living abroad, with close to a half-million expatriates living in the United Statesand around a million living in Saudi Arabia. As well as nearly one million people of Pakistani descent in the United Kingdom, there are burgeoning cultural connections.
. A large segment of the population lives in poverty. According to the rebased GDP numbers, the per capita income comes to US$720. Poverty rates, which had fallen substantially in the 1980s and early 1990s, started to rise again toward the end of the decade. More importantly, differences in income per capita across regions have persisted or widened. Poverty varies significantly among rural and urban areas and from province to province, from a low of 14% in urban Sindh to 41% in rural NWFP.
Pakistan has grown much more than other low-income countries, but has failed to achieve social progress commensurate with its economic growth. The educated and well-off urban population lives not so differently from their counterparts in other countries of similar income range. However, the poor and rural inhabitants of Pakistan are being left behind. For example, access to sanitation in Pakistan in rural areas is 30% lower than in other countries with similar income
The caste-wise division of students provides the more interesting and historically more relevant information. This is true not only as regards boys, but also with respect to the rather small number of girls who, according to the survey, were receiving education in schools. Furthermore, the information becomes all the more curious and pertinent when the data is grouped into the five main language areas -- Oriya, Telugu, Kannada. Malayalam and Tamil. These constituted the Presidency of Madras at this period, and throughout the nineteenth century
British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students representative of all classes of society. But scholars have questioned the validity of such an argument. They argue that proponents of indigenous education fail to recognize the importance of the widespread use of printed books in the West since the sixteenth century, which led to a remarkable advancement of knowledge. Printed books were not used in Indian schools till the 1820s or even later. There were institutions such as Gresham's college in London that encouraged scientific learning. In fact, there were a number of such academic and scientific societies in England, often supported by Puritan and non-Conformist merchants, the like of which probably did not exist in India. The entire claim of indigenous education proponents is based on the thesis advocated by Dharampal which says that there was a general decline in Indian society and economy with the coming of British rule. In the process, indigenous education suffered. This, however, is too broad a generalization, and the exact impact of British rule on different regions at different times has to be studied more carefully before we conclude that the curve everywhere steadily declined. He argues that pre-British schools and colleges were maintained by grants of revenue-free land. The East India Company, with its policy of maximizing land revenue, stopped this and thus starved the Indian education system of its financial resources. Again, we need more detailed evidence to show how far inam lands were taken over by the government. More often, military officers, zamindar.~,and talukdars were deprived of revenue-free land rather than temples, mosques, madrasas. Recent research has revealed that inam lands continued to exist well into the nineteenth century, much more than was previously suspected.
The current system of education, with its western style and content, was introduced & funded by the British in the 19th century, following recommendations by Macaulay. Traditional structures were not recognized by the British government and have been on the decline since. Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during British rule. He was very disappointed at the condition of Indian education during the British period. Gandhiji observed two main points in Indian education: (1) Today India is more illiterate than it was fifty or hundred years ago; and (2) the British administrators instead of looking after education and other matters which had existed, began to root them out.
Education in Pakistan is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees
Pakistan also has a parallel secondary school education system in private schools, which is based upon the curriculum set by the University of Cambridge. Some students choose to take the O level and A level exams, which are administered by the British Council,in place of government exams.
There are currently 730 technical & vocational institutions in Pakistan.The minimum qualifications to enter male vocational institutions, is the completion of grade 8. The programmes are generally two to three years in length. The minimum qualifications to enter female vocational institutions, is the completion of grade 5.
All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.
English medium education is to be introduced on a phased basis to all schools across the country. Through various educational reforms, by the year 2015, the ministry of education expects to attain 100% enrolment levels amongst primary school aged children, and a literacy rate of 86% amongst people aged over 10
At independence, Pakistan had a poorly educated population and few schools or universities. Although the education system has expanded greatly since then, debate continues about the curriculum, and, except in a few elite institutions, quality remained a crucial concern of educators in the early 1990s.
Adult literacy is low, but improving. In 1992 more than 36 percent of adults over fifteen were literate, compared with 21 percent in 1970. The rate of improvement is highlighted by the 50 percent literacy achieved among those aged fifteen to nineteen in 1990. School enrollment also increased, from 19 percent of those aged six to twenty-three in 1980 to 24 percent in 1990. However, by 1992 the population over twenty-five had a mean of only 1.9 years of schooling. This fact explains the minimal criteria for being considered literate: having the ability to both read and write (with understanding) a short, simple statement on everyday life.
Relatively limited resources have been allocated to education, although there has been improvement in recent decades. In 1960 public expenditure on education was only 1.1 percent of the gross national product (GNP); by 1990 the figure had risen to 3.4 percent. This amount compared poorly with the 33.9 percent being spent on defense in 1993. In 1990 Pakistan was tied for fourth place in the world in its ratio of military expenditures to health and education expenditures. Although the government enlisted the assistance of various international donors in the education efforts outlined in its Seventh Five-Year Plan (1988-93), the results did not measure up to expectations.
Structure of the System
Education is organized into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, culminating in matriculation); intermediate (grades eleven and twelve, leading to an F.A. diploma in arts or F.S. science; and university programs leading to undergraduate and advanced degrees. Preparatory classes (kachi, or nursery) were formally incorporated into the system in 1988 with the Seventh Five-Year Plan.
Academic and technical education institutions are the responsibility of the federal Ministry of Education, which coordinates instruction through the intermediate level. Above that level, a designated university in each province is responsible for coordination of instruction and examinations. In certain cases, a different ministry may oversee specialized programs. Universities enjoy limited autonomy; their finances are overseen by a University Grants Commission, as in Britain.
Teacher-training workshops are overseen by the respective provincial education ministries in order to improve teaching skills. However, incentives are severely lacking, and, perhaps because of the shortage of financial support to education, few teachers participate. Rates of absenteeism among teachers are high in general, inducing support for community-coordinated efforts promoted in the Eighth Five-Year Plan (1993-98).
In 1991 there were 87,545 primary schools, 189,200 primary school teachers, and 7,768,000 students enrolled at the primary level, with a student-to-teacher ratio of forty-one to one. Just over one-third of all children of primary school age were enrolled in a school in 1989. There were 11,978 secondary schools, 154,802 secondary school teachers, and 2,995,000 students enrolled at the secondary level, with a student-to- teacher ratio of nineteen to one.
Primary school dropout rates remained fairly consistent in the 1970s and 1980s, at just over 50 percent for boys and 60 percent for girls. The middle school dropout rates for boys and girls rose from 22 percent in 1976 to about 33 percent in 1983. However, a noticeable shift occurred in the beginning of the 1980s regarding the post primary dropout rate: whereas boys and girls had relatively equal rates (14 percent) in 1975, by 1979-- just as Zia initiated his government's Islamization program--the dropout rate for boys was 25 percent while for girls it was only 16 percent. By 1993 this trend had dramatically reversed, and boys had a dropout rate of only 7 percent compared with the girls' rate of 15 percent.
The Seventh Five-Year Plan envisioned that every child five years and above would have access to either a primary school or a comparable, but less comprehensive, mosque school. However, because of financial constraints, this goal was not achieved.
In drafting the Eighth Five-Year Plan in 1992, the government therefore reiterated the need to mobilize a large share of national resources to finance education. To improve access to schools, especially at the primary level, the government sought to decentralize and democratize the design and implementation of its education strategy. To give parents a greater voice in running schools, it planned to transfer control of primary and secondary schools to NGOs. The government also intended to gradually make all high schools, colleges, and universities autonomous, although no schedule was specified for achieving this ambitious goal.
Main thirst of education after independence from book EDUCATION
a rethinking on the educational system started after independence and policies were formulated from time to time. These policies have tried to present solutions to the following major concern:
1. Achieving universal primary education
2. Giving a professional bias to secondary education
3. Developing a scientific attitude
4. Expansion of scientific technical education
5. Raising the standard of higher education as well as making it worthwhile for the nation in terms of demands of the modern world.
6. Continuation of English as medium of instruction
7. Acceleration of women's education
8. Forming the character of the nation particularly with a view to inculcation national ism among the people.
9. Benefiting from the nation's historical, religious and cultural traditions in formulating educational objectives and co-relation them to the demands of modern times
Result
