NATIONAL

EDUCATION POLICY
DEVELOPMENT
FRAMEWORK - 2024
GUIDELINES FOR FEDERAL AND
PROVINCIAL EDUCATION POLICIES

Ministry of Federal Education & Professional Training

Government of Pakistan
 NATIONAL EDUCATION POLICY DEVELOPMENT FRAMEWORK 2024

Table of Contents
Introduction 1

1. Why a National Education Policy Framework? 2

2. Scope 3

3. Assessing Problems in Education 4

4. Contextual Considerations 6

5. Educational Challenges 9

6. Out of School children (OOSC) & Access 17

7. Literacy & Non Formal Education (NFE) 20

8. Parallel Systems 23

9. Technical & Vocational Education and Training 26

10. Higher Education 29

11. Islamic Education 32

12. Governance Challenges 33

13. The Process for Policy Development 37

Guiding Principles 39

Annex I: Possible Prototype for Language Curriculum and Prototype 41

Annex II: Possible Distribution of Functions at Various Levels 43

Annex III: Suggested Strategies for Addressing Higher Education Needs 45

Annex IV: National Qualification Framework (NQF): Programs by Levels

46
and Credit Hours Requirement (New System)

Annex V: Professional Standards for Teachers in Pakistan 47

Annex VI: Professional Standards for Assessment in Pakistan 48

Bibliography 49
NATIONAL EDUCATION POLICY DEVELOPMENT FRAMEWORK 2024

List of Contributors
1. Mr. Mohyuddin Ahmad Wani, Federal Secretary for the Ministry of Federal
Education and Professional Training (MoFEPT)
2. Dr. Muhammad Shahid Soroya, Director General, Pakistan Institute of Education
(PIE)
3. Col. Jamal Saeed Malik, PD HRD&OE, SIFC.
4. Lt. General Sarfaraz Ahmad , National Coordinator, SIFC
5. Major General Luqman Hafeez , SIFC
6. Mr. Farhat Hussain Farooq, Additional Secretary (Education Reforms), School
Education Department, Punjab
7. Mr. Qaiser Alam , Secretary, Education Department, Khyber Pakhtunkhwa (KP)
8. Dr. Fauzia Khan, Additional Secretary, Education Department, Sindh
9. Mr. Abdul Khaliq, Chief Planning Officer, Education Department, Balochistan
10. Mr. Abdus Sami Khan, Technical Lead, Oxford Policy Management (OPM)
11. Dr. Muhammad Zaigham Qadeer, Director, PIE
12. Dr. Shoaiba Mansoor, Education Advisor, MoFEPT
13. Mr. Irfan Muzaffar, Lahore University of Management Sciences
(LUMS)/Consultant World Bank
14. Mr. Abid Gill, Japan International Cooperation Agency (JICA)
15. Dr. Anwar ul Hassan Gilani, Advisor Higher Education Commission (HEC)
16. Mr. Muneer Ahmed, Director, Higher Education Commission (HEC)
17. Mr. Shafqat Mehmood, Deputy Director, National Curriculum Council (NCC)
18. Mr. Fida Bazai, Chairman, National Vocational and Technical Training
Commission (NAVTTC)
19. Mr. Muhammad Asim, Deputy Director, NAVTTC
20. Mr. Muhammad Usman Khan, Director, Inter Board Coordination Commission
(IBCC)
21. Dr. Farid Panjwani, Dean IED, Agha Khan University, Karachi
22. Dr. Sajid Ali, Associate Professor Education, IED Agha Khan University
23. Dr. Javed Ahmed Malik, Head of Malala Fund Pakistan
24. Dr. Baela Raza Jameel, CEO, ITA
25. Mr. Haider Ali, Research Associate, Institute of Social and Policy Sciences (I-
SAPS)
NATIONAL EDUCATION POLICY DEVELOPMENT FRAMEWORK 2024

Acknowledgements
The development of the National Education Policy Development Framework (NEPDF
2024) is a collaborative effort, made possible by the valuable contributions, insights,
and expertise of the Federal Ministry of Education, Provincial and Area Education
Departments (Punjab, Sindh, Khyber Pakhtunkhwa, Balochistan, Azad Jammu and
Kashmir and Gilgit-Baltistan), and numerous partner organizations. Their dedication
and commitment remain instrumental in shaping a comprehensive and inclusive
policy framework that addresses the diverse educational challenges of Pakistan. This
collective effort reflects a shared vision of improving education across the country,
ensuring its relevance to regional and national needs. We would like to extend our
heartfelt gratitude to the Federal Minister for Education Mr. Khalid Maqbool
Siddiqui, Ministry of Federal Education and Professional Training (MoFEPT), for his
leadership and unwavering support throughout this initiative. His vision and
guidance provided the foundation for the development of this framework.
The provincial consultation process played a pivotal role to ensure the framework of
the inclusivity and its contextual relevance. We deeply appreciate the contributions
of Mr. Qaiser Alam, Secretary Education Department KhyberPakhtunkhwa (KPK); Mr.
Abdul Khaliq, Chief Planning Officer Education Department Balochistan; Dr. Fauzia
Khan, Additional Secretary Education Department Sindh; Mr. Khalid Nazir Watto,
Secretary School Education Department Punjab, and Mr. Abid Naeem, Deputy
Director Planning, Gilgit Baltistan. Their inputs were vital in aligning the framework
with the unique needs of their respective regions.
We appreciate the Special Investment Facilitation Council (SIFC) for its holistic
approach and unwavering commitment to fostering collaboration among federal
and provincial governments and departments. The SIFC's contribution under the
leadership of Lt. General Sarfaraz Ahmad and Major General Luqman Hafeez have
been instrumental in ensuring an integrated and unified effort in the development
of the National Education Policy Development Framework 2024. Their support has
laid the foundation for addressing critical challenges in the education system of
Pakistan. Our deepest appreciation goes to Dr. M. Shahid Soroya, Director General
Pakistan Institute of Education (PIE), Dr. Muhammad Zaigham Qadeer, Director
Policy Research Wing (PRW) of PIE for his exceptional leadership and his team
including Dr. Munir Khan Khattak (AIOU), Syeda Samana Ali, Mr. Sohail Ajmal, Ms.
Misbah Azhar and Ms. Humaira Aziz in coordinating, designing and editing this
monumental effort.
We acknowledge the contributions of Dr. Shoaiba Mansoor, Deputy Education
Advisor at MoFEPT, for her invaluable guidance and policy expertise. Her inputs have
significantly enriched the framework. Special thanks are also due to Dr. Shafqat
Mehmood, Director at the National Curriculum Council (NCC), Mr. Muneer Ahmed,
Director at the Higher Education Commission (HEC) and Dr. Riffat Jabeen, Director
Academics at Federal Directorate of Education (FDE) for their insights into
curriculum and higher education policy, which added depth to the framework.
shared her insights
NATIONAL EDUCATION POLICY DEVELOPMENT FRAMEWORK 2024

The contributions of Mr. Fida Bazai, Director General of the National Vocational
and Technical Training Commission (NAVTTC) have been instrumental in
incorporating vocational education into the policy framework. His expertise
ensured that the framework addressed skill development and technical training
comprehensively. We also thank Mr. Muhammad Usman Khan, Director of the
Inter Board Coordination Commission (IBCC) for his valuable inputs in aligning the
framework with inter-board educational standards.
The involvement of our partner organizations was pivotal to the successful
development of the NEPDF 2024. We extend our heartfelt gratitude to Oxford
Policy Management (OPM). Our special recognition goes Mr. Abdus Sami Khan
from OPM for his instrumental role in providing technical assistance throughout
the development process, Mr. Abid Gill from the Japan International Cooperation
Agency (JICA), Mr. Haider Ali from the Institute of Social and Policy Sciences (ISAPS),
Mr. Javed Malik from Malala Fund Pakistan and Ms. Fajar Rabia Pasha from
Pakistan Alliance for Girl Education (PAGE). World Bank, and the Foreign,
Commonwealth & Development Office (FCDO) for their invaluable support as
development partners. Along with the invaluable contributions of Dr. Sajid Ali from
the Aga Khan University (AKU) and Dr. Baela Raza Jamil from Idara-e-Taleem-
oAgahi (ITA), provided essential technical expertise and insights. Their collective
efforts ensured the development of a comprehensive and inclusive framework that
effectively addresses the educational challenges of Pakistan.
The NEPDF 2024 was developed in response to the education emergency declared
by the Prime Minister to address critical challenges like Out-of-School Children
(OOSC). The Special Investment Facilitation Council (SIFC) collaborated with the
Ministry of Federal Education and Professional Training (MoFEPT) for the
development of a comprehensive framework, with the Pakistan Institute of
Education (PIE) assigned to lead its formulation.
The Policy Research Wing (PRW) of PIE developed the initial draft through
consultations with academia, development partners, and provincial stakeholders,
focusing on access, quality and Technical & Vocational Education and Training
(TVET). Feedback was integrated following reviews with entities like HEC, NAVTTC,
and National Curriculum Council (NCC). The extensive provincial consultations
ensured adaptability to regional needs. A National Technical Working Group
(NTWG) was formed to refine the draft for submission to MoFEPT.
The NEP 2024 Framework is a unified effort to create a cohesive and
transformative roadmap for Pakistan’s education system. It has been agreed that
the federal, provincial, and area education departments will develop their policies
in three months’ time.
I sincerely thank all our partners and contributors for their unwavering support
and invaluable contributions to the development of the NEP 2024 Framework.

Mr. Mohyuddin Ahmad Wani

Federal Education Secretary
 National Education Policy Development Framework 2024

INTRODUCTION
This document has been prepared in view of the Already all provinces face shortages of teachers
‘Education Emergency’ declared by the Prime and are adjusting policies to maximise
Minister of Pakistan. It provides a set of guidelines recruitment. It will not be easy as the education
for all governments (Federal, provincial and sector competes for scarce quality human
regional) to review their policies on education – resource in the market. Further, the economic
including approaches to improve implementation. situation in the country after the COVID years and
The ‘Framework’ outlines the scope of educational the global environment will limit availability of
challenges that need to be addressed for our financial resources available.
children to have a bright future in an everchanging
world. Areas covered include early childhood Pakistan has not met its promise. Low education
education, school years up to higher secondary, achievements continue to suppress progress in all
non-formal education and literacy, higher fields. Improvements in the education sector have
education and technical & vocational education. been small and painfully slow. The country is still
struggling to meet the international commitment
The document outlines the scope of issues, on Sustainable Development Goals (SDGs)
identifies some of the core factors in each area specifically SDG 4 that calls for quality education
identified that justify its inclusion in policies and for all. Primarily, the inability has not necessarily
poses a set of questions for consideration of policy been due to lack of policies. The failure, arguably,
makers. The list of issues discussed is not and primarily, lies in implementation. However,
exhaustive and the details of each problem have policies remain imperative to set the right
been confined to the basics. Policy developers can direction by including approaches that will
use the document to expand on the issues, add improve implementation. National Education
the required (contextual) details and also expand Policy 2009 was the last approved policy
the set of questions for problem identification and document. Drastic changes occurred in the last
development of recommendations. fifteen years as lessons have emerged from
The Framework highlights the range of challenges initiatives of the provinces and the Federal
faced in designing education policies in Pakistan. government. Improved understanding of
We are struggling with fundamentals like education processes has developed through
foundational literacy and numeracy, an overall international and domestic research, economic
low literacy rate and continued exclusion of the drivers of economy have begun to transform in the
girl child and children with special needs. At the light of the exponential shifts in the digital world,
same time, we need to prepare our children, as losses in schooling have been witnessed in the
they enter higher levels of education, for the years of the COVID pandemic and the risks of a
challenges of modern times: digital literacy and deteriorating global climate become starker.
the ability to engage with the emerging areas of Pakistan has already witnessed the impact in the
artificial intelligence and adaptation to climate form of floods and droughts and their
change. Policies will have to capture these consequences for schooling. New policies, after
variegated sets. Each requires different reassessing the situation, are overdue.
perspectives and approaches.
At a systemic level the diversity across each
province and scale of education delivery are
important variables, often, inadequately
accommodated in policies and plans. This
excludes children whose context, including the
language endowments, do not match the
expectations of the curriculum. The Framework
recognises the need to review all inputs as per the
context of the child, which would require
recognition of diversity.
The Framework also flags the implications of scale
on ambitions of policies. As systems expand
further the quality and number of teachers
required may not be available in the market.

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 National Education Policy Development Framework 2024

1. WHY A NATIONAL EDUCATION POLICY FRAMEWORK?

Today Pakistan faces a national education crisis, Capital Territory (ICT). The Amendment shifted
declared as an “Education Emergency” by the complete responsibility to the provincial
Government of Pakistan. There are 26 million governments who can now develop and
children of school age who are out of schools and implement policies suited to their contexts.
a majority of those in schools are not learning. However, the need for national coordination and
Roughly, as per practicians consulted, not more cross learning continued to be recognised and in
than 5% of children are receiving good quality the last few years provinces have cooperated on
education. No province can claim to be free of learning from each other. At times national
these educational crises. Given the centrality of an dialogues have been necessitated on issues where
educated workforce in economic and social provinces wanted to build better consensus and
development, it can be claimed that these cohesion. The Federal government functioned as
shortcomings contribute to the overall low a facilitator in some of these processes.
ranking in the human development index (HDI). Additionally, our obligations of reporting on
Pakistan ranks at 154 out of 193 countries. The developments of global targets, specifically the
position has remained unchanged since 1990, the Sustainable Development Goals (SDGs) also
year when the Index started, and the improvement require coordination across the federating units
in HDI between 1990 and 2022 has been of 1 and the Federal government.
percentage point only. The need to sharply As a federation, the country needs a balance
improve the quality of human resource through between autonomous policy development within
quality education has never been more urgent. each province and nationally agreed standardised
This will require a national effort through frameworks. This need has been raised on
participation of all provincial governments and multiple occasions by both the Federal and
the Federal government as per their respective provincial governments. It is realised that some
mandates. problems are too massive to be addressed
separately by an individual provincial government
Human Development Index despite the mandate. For example, the need for
The composite human development index of UNDP minimal national standards has been recognised
consists of four indices: life expectancy at birth in the Minimum National Quality Standards for
(SDG 3); expected years of schooling (SDG 4.3), Education developed, by all provincial
mean years of schooling (SDG 4.4); and Gross governments and the Federal government, in 2018
National Income (GNI) per capita. The numbers for and similar other documents (Annex-V & VI).
Pakistan are as follows:
Therefore, the Federal government has developed
this National Education Policy Development
Life Expectancy at Birth 66.4 years Framework (NEPDF) 2024 in partnership with the
provincial governments as a document that can
Expected Years of 7.9 years contribute to the preparation of provincial
Schooling education policies. The guidelines provided can
Mean Years of Schooling 4.4 years both, respond to particular needs of the provinces
and ensure a degree of cohesiveness in terms of
5,374 (in US $ at quality, standards and outcomes of education.
GNI per capita Purchasing Power The Framework identifies key components that
Parity (2017)) are important to consider in development of
provincial policies. It also indicates the reasons for
If GNI per capita is the only indicator used inclusion of these components. The areas
then the ranking rises from 164 to 137. The highlighted are not exhaustive but provide a
weight of poor schooling outcomes in useful departure point for discussions. A set of
pushing down the HDI is clearly greater than questions critical to each area has also been
other indicators. raised at relevant places. The document also
suggests a process for preparation of education
policies that are child centred and grounded in
The 18th Constitutional Amendment shifted the the contextual reality of each province. It also
responsibility of educational design and delivery to outlines a set of guidelines for inclusion of some
the provinces, making them responsible for policy, fundamental structures in policies.
planning, curriculum and every other aspect of
education. The Federal government has the
responsibility for service delivery in Islamabad
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2. SCOPE
Formal education in Pakistan starts with pre- In addition, the formal schooling, non-formal
primary early childhood education and schooling systems have been set up over the last
development and continues into higher education many decades as a second chance opportunity for
and technical and vocational education training. children who either never went to school or
The Framework covers all three with the limitation dropped out before completion. The non-formal
that the primary focus is on school education. education sector is getting renewed attention at
School education constitutes 14 years from pre- the policy level, especially, given the high number
primary ECE (1 years) to the end of higher (26 million) of out of school children. The sector
secondary school, as per the scope given in has been included in the Framework. Other
Pakistan National Curriculum (PNC). Formal important streams discussed are private schools
schooling is provided by public and private and madrassas. Separate sections have been
schools. Both systems are internally varied, the included on technical and vocational education
latter more than the former[1]. and training (TVET) and higher education which
will be translated into policies for these areas
Governments, in addition to having schools fully in
respectively.
their ambit, also deliver education through public
private partnerships with the largest set of In the framework, all of the above streams have
institutions managed under the model by the been discussed within the four standard
Punjab Education Foundation (PEF), followed by components of education systems: quality,
Sindh Education Foundation (SEF). Private schools participation, equity, and governance &
range from low cost to expensive, elite institutions. management. This Framework is not limited to
The latter enrol less than half a percent of total schools structures or institutions but also covers
number of children in schools in Pakistan. The curriculum, textbooks, teachers and teacher
Framework caters to all children, including those training, assessments and supervision or
enrolled in elite private schools, with the vision governance.
that the scope and approach recognises the
differences across these school systems that
require flexibility in policy responses.

Technical &
Vocational
Education
Higher Non Formal
Education Basic Education
(NFBE)

Quality Equity
Early Childhood Islamic
Education (ECE) Education

Governance &
Participation Management
Fig 1: Standard Components of Education System and Coverage of Educational Streams
[1] Government run institutions include the schools run by the respective education departments (in the case of Islamabad by the Federal Directorate of
Education) and other government entities.

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3. ASSESSING PROBLEMS IN EDUCATION

The challenges of Pakistan’s education system are as per the time and comprehension of the
not limited to a single level or issue. Our specialists and experts involved. There has been
performance lags in all four major domains: no analysis of the reasons for failure of these
learning or quality, relevance, access and equity. A policies to help Pakistan improve its performance
majority of our children are left out or left behind in education.
as the gap between Pakistan’s achievements in After 77 years of independence, Pakistan has a
education and a vast majority of the world literacy rate of 62.8% (Pakistan Economic Survey,
continues to widen. The country cannot expect to 2023-24), a secondary net enrolment rate of 30 on
meet the aspirations of its founding fathers, and average (approximately 70 to 80 percent children,
its current and future citizens with weak education depending on the province, do not enter secondary
outcomes. We are a long distance from the rights education) and more than 50% children who do
promised to our children in the Constitution of the not develop foundational literacy skills as late as
Islamic Republic of Pakistan. class 5[2]. A new policy will have to begin with
recognition of these challenges. To address them,
Under Article 25-A of the Constitution, it is the
policies will have to recognise some fundamentals
fundamental right of all children aged 5 to 16 to be
that may help unpack complexities of the
admitted in schools and receive quality education.
respective education systems:
The Constitution, under its Chapter of Principles of
Policy also aspires for universal literacy and 1. Education operates in an open system where
expansion of opportunities of higher education. contextual realities of society, governance,
Our commitment to sustainable development culture, politics, language and economy,
goals echoes the Constitutional requirements. We among others, have implications for its design,
have a massive difference between the aspirations expectations and success.
and results as 26 million children are out of 2. Education is about the child. The design and
schools and the learning poverty is at 77% (World expectations of education has to be, in early
Bank, Pakistan Learning Poverty Brief, 2022). years, based on the context and realities of the
Among those who stay in schools, learning child. The adage of “meet the child where the
achievements are below the requirements of the child is” has maximum relevance in the early
curriculum. A large percentage fail to develop years of education.
foundational literacy and numeracy skills. 3. Success of an education system cannot be in
isolation of important support systems like
The two challenges of out of school children and health, child protection and social welfare and
poor learning are correlated. Global research household endowments like literacy rates of
shows that low quality of learning influences parents, poverty and cultural norms.
parental decision to discontinue education (World 4. Education processes are a continuum where
Bank 2018). The correlation does not explain all the formal school education constitutes 12 years,
Ireasons for such large number of children not if pre-primary early childhood education is not
being in school but constitutes a central issue that included. If the latter is added then a child
needs more policy focus. goes through 14 years of education. Each level
In the case of both quality of learning and access, has its own requirements and challenges and
inclusion is not universal. There are differences at the same time feeds into the next stage of
across children based on gender, socio-economic education. It is important to clearly recognise
profile of their families and location. Children with the child’ developmental stages at each level,
disabilities are the largest set, as a percentage, in addition to the contextual realities above, to
who are excluded from education opportunities. prepare curricula, textbooks and pedagogies.
The weak outcomes continue to be evidenced Each stage should then have a connect on the
despite multiple education reforms over the years next level. While each stage has its own
in all provinces. The net result leaves Pakistan requirements, and value, isolated focus on
vulnerable to continued under-development, specific sub-sectors does not resolve issue of
social disquiet and marginalisation in the global education reform.
order. Where is the problem? Finding answers has 5. With 26 million students not in school, and a
not been easy. continued stream of dropouts, formal school
Pakistan has developed 12 documents, since systems will not suffice. Non-formal education
independence, that can either directly be referred systems, and second chance opportunities,
to as national policies or has the status of one. need a higher priority than the marginal
Each policy attempted to address education issues treatment accorded over the years.

[2] Source: Various iterations of the Annual Status of Education Report (ASER)
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 National Education Policy Development Framework 2024

6. Governance systems of education require

The above factors require to be part of all ongoing
massive overhauls. The structures have not grown
work on education and not limited to a one time
in proportion to the increase in schools and
effort at the time of development of a policy or a
enrolment, since independence, while the quality
plan. Education is a living system and requires
of the technical bureaucracy of education has
vigilant learning from within and awareness of
declined.
global trends and practices. Research and review
7. Measurement is important. Systems that do
are ongoing requirements.
not have measurable targets do not find a
direction and cannot develop a continuous
adjustment and improvement process vital to
successful educational reform. While data
availability has improved utilisation of data has
been a weaker link in Pakistan.

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4. CONTEXTUAL CONSIDERATIONS
Education policies cannot be developed in a 4.1.1 Urbanisation
vacuum. It can serve as an instrument for moving Urbanisation is common across all provinces in
forward only when it is grounded in the contextual Pakistan, as the country, similar, to the global
realities in which it is prepared and implemented. trend has urbanised rapidly in the last three
The greater its congruence to these realities the decades. As per the National Population Census
better chance it will have of being successful. It nearly 36% of the population and estimates predict
means the policy’s design should be targeted at that by 2025 the share will rise to 50%.
the problems as per the needs on ground and not
unthinkingly copied from realities of other Populations in towns and cities are receiving
jurisdictions. Further, it should be structured in line migration from rural areas. In some cities this
to begin the processes through the resources and growth rate exceeds 5% per annum (Islamabad
systems available. It cannot assume presence of and Quetta). Urbanisation, especially when
resources that are not available and cannot be unplanned, creates its unique challenges of social
provided in the short term. Although policy can service delivery as informal settlements, urban
aspire to develop these resources, but its ambition poverty and sprawl grow. Slums as habitats of
cannot overshoot the speed of their development urban poverty continue to grow and their
and the consequent capacity enhancement to problems including provision of basic civic and
move to the next stage. social services are unattended. Practically, the
bulk of education delivery in urban areas has been
At a national level, some of the key contextual taken up by small, low cost, private schools. As all
issues to consider for any education policy are: governments find it prohibitively expensive to
acquire urban land. Most old government schools,
Population Size and available in the larger cities, are away from many
Demographic Structures population pockets of the poor. As a result, it is less
expensive to admit children in a nearby, fee
Socio-Economic and Socio charging, private school than paying the transport
Linguistic Diversity costs for the distances needed to reach public
institutions. Safety factors, due to distances, also
Climate Change and
dis-incentivize travel for children, especially, girls.
Resilience The problem of delivery to the poorest in urban
areas is a different challenge than in rural settings.
Poverty in urban areas is located spatially,
Financial Resources normally, pockets around affluent areas. Quality of
services in these areas is poor, social structures are
weaker as even the family support systems are less
Human Resource stable than in rural areas. This weakens
Development community involvement, among other social
delivery issues, in schools. Despite the
requirements and the risks, there are no separate
Global Challenges statistics available for school dropouts and
learning challenges in poor dwellings in urban
centres as data clubs all urban numbers. This hides
4.1 Population Size & Demography issues of education of the urban poor.
The population of Pakistan is more than 220
4.1.2 Population Density
million. Provision of quality education to all
children is a massive undertaking in every province Population density is an important dynamic. In the
and district. Each year about 600,000 children three larger provinces of Punjab, Sindh and Khyber
enter the population. The first and most alarming Pakhtunkhwa population densities are high. In
situation is the overall, high, population growth Balochistan and parts of Gilgit-Baltistan
rate that continues to increase pressure on population densities are low. The criterion for
resources and social development. Other three establishment of schools in these areas has to
dimensions of demography that are relevant to the differ from the high-density provinces and districts.
analysis are: Similarly, per unit cost will also be higher.
Management and delivery model, similar to the
i. Urbanisation design of delivery, need to consider diversity in
ii. Population densities population density for effective delivery to the last
iii. Internally displaced populations and refugees. mile and every child.
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4.1.3 Internally Displaced Persons

Internally displaced persons have increased in floods and droughts. In case of floods, schools
Pakistan, especially, in the western part of the were closed, even damaged and destroyed and in
country. Violence and natural disasters have been many cases used as shelters for displaced persons.
the key causes of displacements. While some Education was discontinued for children. School
displacements have been temporary, others have closure was not the only reason for children to miss
been prolonged. Services for these populations, out on school days. Economic hardships faced by
including education, have been massive families meant older children had to stay back to
challenges. Systems need to develop flexibility and support income earning activities. Droughts have
the capacity to adapt to meet the requirements of meant displacement of entire populations and
these populations. At present such flexibility is not schooling is a major casualty as families move into
found, and most education and other services are unfamiliar places and struggle to earn livelihood in
provided by civil society organizations and local new areas. The day to day toll of smog in urban
voluntary efforts. These are inadequate to meet areas and continued increase in temperatures are
the needs. other areas that impact health and learning.
4.2 Diversity
Pakistan has multiple layers of diversity: linguistic, Climate change is a reality. The education system
socio-economic, demographic, geographic, has to prepare for its implications to delivery by
climatic and cultural (and also rural-urban). Each building schools that can withstand weather
of these have relevance for education design and events and have school communities that are
delivery mechanisms. Education in early years is prepared to deal with disaster to reduce risk of
best provided in the context of the child. Children damage. Education also has to be a medium to
in early years learn from the familiar and then improve climate knowledge, movement towards
move to the non-familiar. Slowly, as they develop green thinking and preparing children for green
strong foundational skills the education delivery jobs of the future.
design (especially the curriculum) can direct them 4.4 Financial Situation
towards a more common learning set that can help Pakistan is passing through, its most difficult
them meet national standards in linguistic economic period. It has yet to recover from the
proficiency and the overall learning achievement. shocks of the pandemic and global inflation
Language is at the centre of the child’s context, but continues to suppress its ability to grow in real
other influences and environmental conditions terms. The revenue numbers have increased but a
also need to be considered. Visuals of early age are high debt to GDP ratio divert these funds into debt
different for rural and urban children. Social servicing. Slow economic growth and high debt
experiences are not similar. This dissimilarity is not servicing needs have reduced the fiscal space for
limited to the rural-urban divide but also across expenditure on all developmental work, including,
rural areas e.g. rural experience in a pastoral education service delivery.
village of Balochistan will be different than that of
an agrarian setting in Sindh. 4.5 Human Resources Situation
Moreover, socio-economic development, weather UNDP’s Human Development Report for 2023-24
conditions, terrain, social amenities, degree of ranks Pakistan at 154 out of 193 countries included
development in a locality and means of in the ranking. This is not only an alarming statistic
communications, among others, impact the details on its own but also becomes an impediment to the
of delivery. As seen above poverty is not a speed and expectations of education reforms. Low
phenomenon limited to rural areas, there is rising HRD has maximum implications for education
and poorly attended urban poverty. It is difficult to because it requires the highest number of qualified
find and retain qualified teachers in more remote personnel. With the current situation finding
areas, construction and maintenance of buildings quality human resource, especially, teachers will
has to consider the climatic needs and provision of be a challenge in the short to medium term. It will
support and mentoring and supervision is diluted be equally difficult to find quality specialists in
with distance and the quality of transport and other critical areas of education. There has been a
communications networks. All of these facts, and decline in the technical capacities in education.
others not listed, point towards the need to This has been filled in by technical support from
consider diversity in education design and delivery development partners, but the latter cannot be an
to improve effectiveness of implementation. alternate to good internal capacity. In fact, many
policies introduced by development partners do
4.3 Climate Change & Resilience not sustain in the absence of strong internal
Pakistan is listed among the top ten countries that support. This has practically led to longer
are, and will continue to be, impacted the most by programmes or continuous programmes that try
climate change. In the last decade and a half, the and hold up reforms and even then sustainability
country has seen education disrupted by flash remains hard to maintain.

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4.6 Global Challenges

While immediate challenges faced by the country to ensure learning of current and future children
are extremely important, one also needs to take to live alongside AI? How to adapt teaching,
account of the global challenges that will sooner or learning and assessment systems in the world of
later affect a country and its education system. AI? What will be the jobs for which we have to
Policies must take note of at least two such prepare our young ones in next 10-15 years? These
challenges – 1) rise of Artificial Intelligence (AI) and and some other concerns emanating from it
2) the shifting global order. The prominence of AI should be thought through now.
since the launch of the ChatGPT in 2022 has
ushered in a new era in the technological The other shift in the global space is the changing
advancement that we have witnessed so far. The global order. The hope of a single-globalised world
new AI powered software are quite capable of seems distant now. There are more conflicts inside
producing excellent texts and digital images that and across nations triggering regionalisation and
look very similar to human products. These intolerance. The global organisations are
technologies have also given rise to disinformation becoming less and less relevant in dealing with
and hyper-engagement of young children and local challenges. These may have direct and
youth with the digital world. With this changing indirect bearings on our education system too.
technological landscape, it is important to take
note of its implications for education sector. How

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5. EDUCATIONAL CHALLENGES
The education challenge, already summarised rate at primary. Many who continue also never
above, can be broken into four different sub-heads: attain the reading and writing skills, essential to
development of a self-learner, as late as secondary
school. The result is a high number of failures in
Access & secondary and higher secondary examinations and
Learning
Participation even complaints of poor quality of reading and
writing ability of university graduates.
Where does the problem lie?
Poor learning is an outcome often blamed on the
teacher. It is natural to reach this conclusion based
on observation of teaching in the classrooms
where teachers can be seen as covering syllabi
without attempting to improve students’ learning.
As a result, many interventions in the past have
Relevance Equity been focused on increasing the quality of the
teacher through merit-based recruitments, strong
professional development programmes and even
When education reforms received a new impetus in rigorous monitoring in some of the provinces.
the early years of this century, there was a None of these have produced adequate results.
misplaced understanding that access can be Clearly the singular focus on teacher as the sole
prioritised over learning. Pakistan, and the world, cause of poor learning has not worked. The failure
have since learnt that the learning challenge drags probably lies in the inability to view poor teaching
down all achievements in access. Policies cannot to be the result of multiple inputs, including, the
sequence the four areas. All have to be addressed teacher.
simultaneously with learning as the most central At the core of the learning challenge is a failure to
component to ensure irreversible progress. understand the child, their context and the need to
be child centred in policies and processes. All
5.1 The Learning Challenge policies focused on learning have to consider the
The first national diagnostic assessment in following:
Pakistan was conducted by the Ministry of All inputs matter
Education in 2004. The National Education Early years are most important
Assessment System (NEAS) highlighted alarmingly The child matters the most
low levels of learning. Repeated, periodic,
iterations of NEAS and its successors (the most
5.2 All Inputs Matter
recent being the National Achievement Test 2023), As mentioned above ‘Teaching’ in the average
continue to show a nearly flat line of learning. classroom in Pakistan is focused on coverage of
Other assessments like the Annual Status of the syllabus and not learning of the child. Children
Education Report (ASER) and exercises conducted try to succeed in the system through rote learning
by provincial bodies reinforce the findings of poor as neither the teaching approach nor the
learning[3]. A recent review by the Planning examinations systems encourage critical-analytical
Commission of Pakistan on various indicators of thinking. Those who can manage this (often with
education across provinces showed that while household help) succeed in varying degrees while
there are gaps in areas like governance and others drop out.
infrastructure when it comes to learning all The teaching process described above cannot be
provinces share a similar situation: differences attributed to teacher competence alone. There are
exist but are minimal as compared to other areas. other important inputs, which arguably, have a
The problem has also been repeatedly highlighted heavier influence on the teaching-learning method
in the various provincial education sector plans than intrinsic teacher competence. These include
developed in the last decade and a half. the curriculum, textbooks, assessment and
examinations and the accountability structures.
The most alarming statistic of the learning
Policies must review all inputs, including
situation is inability of children to develop teachers, curriculum, examinations,
foundational literacy and numeracy as late as accountability mechanisms and their combined
grade 5. This, probably, causes the high dropout impact on learning and not be limited to a
singular variable for improvement of quality.
[3] The situation of low quality of learning has also been highlighted in a nationwide study conducted by Aga Khan University’s
Institute of Education Development (AKU-IED); expenditure on all developmental work, including, education service delivery.
accessed on 20th November 2024.
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5.2.1 Teacher Shortages

All provinces need large numbers of teachers of will increase if policies target reduction, and
quality to meet the requirements in schools. There eventual elimination, of single teacher primary
is a shortage of teachers. What exactly does it schools even if multigrade teaching is not
mean? The easiest answer lies in looking at the completely abolished.
number of posts approved and vacant due to non- 5.2.2 Teacher Competence
recruitment. Punjab alone, as per the
government’s calculations has a shortage of Quality or competency of teachers is an even more
160,000 teachers. The definition of shortage also complex area to address. As the largest
needs to be considered as per the requirements of employment sector, teacher quality, becomes a
the curriculum. At the secondary level a student is casualty of poor schooling itself. Beyond
expected to study 8 subjects, five of which are schooling, the quality of pre-service teacher
compulsory. The number of subjects is 8 at middle education, recruitment systems and in service
level also and at the primary level there are 5 (in professional development are the processes
some cases 6) subjects in grade 1 and these that would add to teacher competency. Each of
increase to 7 by grade 4. As the level increases the these areas require a discussion in policy
requirement of specialisation increases. documents.
The numbers that demonstrate shortages as per There have been reforms to raise the quality of
posts hide many details like shortfalls in specific pre-service teacher education through 4-years
subjects, especially, at the middle, secondary and B.Ed programmes. These new programmes,
higher secondary levels. The further disaggregation where they have been implemented with
of shortages, particularly of subject specialists, required pre-requisites, have showed some
across schools for boys and girls and rural and success. However, they are not sufficient to
urban areas show that in particular girls and complete the massive requirements of teachers.
children in rural areas have lower access to Additionally, ensuring reasonable quality at all
specialist teachers. providers seems a challenge for the National
Accreditation Council for Teacher Education
Current calculations of teacher shortages do not (NACTE). Nevertheless, we need to bolster this
accommodate needs for growth as more children pre-service system, alongside systems for in-
enter the system and when dropouts will reduce. service professional development linked to
Approximately, 600,000 children enter the certificates/degrees. Teaching license can also be
population every year, but not all join schools a means to improve the availability of quality
when they reach the relevant age. teachers. Sindh has introduced teaching
Calculations used by the provinces to identify licensing in 2024 and the results can be seen to
teacher shortages use student teacher ratios that enhance this system in other provinces.
are administratively convenient (and these vary for
each province) and not the requirements of the Pre-service teacher education has been an
curriculum. If the number of subjects and degree of especially difficult area. There have been issues
specialisation is fully considered the requirement raised in the past on the quality of pre-service
will increase at all levels and the most at the programs. While the National Council for Teacher
secondary and higher secondary levels. Education (NACTE) has been operational since the
last fifteen years, the impact of their work on
At the primary level multigrade teaching is teacher education remains unclear. Equally
common. In Balochistan nearly 82% primary important the pre-service teacher education
schools have either one or two teachers. These are systems alone cannot be relied on as the
inadequate to meet the demands of the requirements are much greater than the capacity
curriculum. The requirements in terms of numbers of pre-service institutions to produce graduates.
Quality Versus Quantity in Teacher
Recruitment
Education systems require recruitment of teachers
in large numbers. The trade-off between the
numbers and quality is often an inevitable
compromise for underdeveloped systems. The
market may not have enough qualified personnel if
the level is raised – the higher the requirement the
fewer the number available. To get the requisite
numbers, higher pays may be needed. These are
constrained by limited financial resources.
Reduction of requirements of qualifications may
make it difficult to implement the curriculum as
designed and implement standards of learning
expected. While the dilemma is universal it becomes Source: Balochistan Education Sector Analysis 2018: PPIU, Department of Education,
Government of Balochistan
more acute in rural areas and, especially, for girls in
areas with large gender disparity in female to male
education attainments.
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In the last few years there have been experiments, Key Questions:
and reforms, in recruitment and professional
Policy on teachers also need to address the
development across all provinces. Anecdotal
evidence suggests that the competence of teachers following questions:
recruited through these processes is qualitatively 1. What are the main welfare issues faced by
better than the past when political interference in teachers? Has there been any assessment?
recruitments were high. However, one trend has 2. What are systems available to teachers for
been a slowing down of recruitments due to lower redressal of grievances?
political interest (in some but not all provinces) 3. Do teachers need counselling support? If yes,
which contributes to a continued increase in the is there any system in place?
gap between demand and supply of teachers. An 4. Why is teacher inclusion limited in policy,
important cause of shortages is loss of quality curriculum and textbooks development?
teachers to other employment opportunities. 5. How can teacher inclusion in the above
processes be enhanced?
Key Questions: 6. How can welfare concerns (including mental
Policy on teachers need to address the following stress and health issues) of teachers be
addressed?
questions:
1. What should be the requirement of number
of teachers for each grade in view of the 5.2.4 Curriculum
demands of the curriculum and student Curriculum prescribes the learning path, and
teacher ratios? process, over the entire school period. Ideally, they
2. How do provinces plan for teacher should adjust as per the stages of development
recruitment? Are these adequate to meet the and learning contexts of children. The latter,
requirements? Where are the flaws? especially, is vital in early years of education.
3. How can provinces meet the huge shortfall Children learn along a path. If they cannot fully
(even the numbers admitted by each learn the curriculum of the lower classes they
government)? cannot learn in the higher levels. The learning gap
4. What are the key issues in teacher continues to grow and is considered irredeemable
competency? through business as usual, especially, after year 2.
5. What are the causes for competency Once a child falls behind it is very difficult, if not
shortcomings? impossible, for teachers to remedy the situation.
6. What are the solutions to improve teacher
quality while meeting the demands of scale? Curricula are the least researched component of
the education value chain in Pakistan, despite
being the most important contributors to the
teaching learning process in the classroom. Once
5.2.3 Teacher Welfare and Inclusion developed, these are seen as immutable
Teachers are employees of the departments of documents. Multiple problems were identified in
education and not, as often perceived, the curricula by the specialists consulted.
independent actors. This means that their welfare Curricula are overcrowded, ambitious and rigid.
and inclusion in decision making is the They do not accommodate the context of the child
responsibility of the employer. There are no which violates a fundamental principle of
systems to assess distress factors of teachers, curriculum development. This impacts the early
especially but not limited to, the mental toll of learning years the most, as children arrive from
teaching multigrade classroom and adolescents different backgrounds and endowments,
and a curriculum not suited to the endowments of especially, language development. A rigid
the children (discussed in more detail below). curriculum will exclude all children whose natural,
Teachers are also, often, assigned duties beyond home based endowments, do not fall within the
their terms of reference. This also impacts the assumptions on which the learning process has
teaching and learning process. Teachers’ inclusion been designed. These children begin to lag very
in policies for their welfare and education in early in the education process.
general is minimal. This has multiple implications There is an elite bias in all subjects. Children are
for the overall wellness of teachers and expected to begin learning all four skills of English
consequently, learning in the classroom. language (listening, speaking, reading and writing)
from grade 1 with rapid advancement over the next
three years. One of the SLO for Grade 3 English
reads as follows:

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Key Questions
“Write opinion pieces in
which they introduce the Policies should cover curricula and methods of
topic or name the book their review to ensure that they are aligned to
they are writing about, learning needs and context of children. Key
state an opinion, supply questions to be asked are:
a reason for the opinion, 1. Do curricula meet the learning requirements
and provide some sense
of children with different language and home
of closure.”
endowments?
2. Have reviewers based their approach on
The above expectation does not consider the research of the local context?
language endowments of the child, teacher 3. Do provinces have an ongoing process to
capacity, the overall load of the curriculum and
review implementation of the curriculum in
home support available. A detailed note on
language policy has been added below to classrooms?
elaborate this critical issue. 4. What should be the standards for review of
Unrealistic difficulty level is not limited to English. curriculum? Do any exist at present? If yes,
In Mathematics the topics required to be covered do they meet the requirement of education
in grade 1 are: in Pakistan (or the relevant province)?
1. Numbers and Operations
2. Algebra Language in School Education
3. Measurement The multilingual nature of society in Pakistan adds
4. Geometry to the complexity of curriculum preparation. The
5. Statistics and Probability language policy in school instruction faces the
Advanced school systems in jurisdictions with challenge of helping the child acquire literacy and
strong home support may be able to cover the develop proficiency in more than one language. A
above topics in Years 1 to 3 but not the average balance has not been reached between the
government school or low-cost private schools in national policy (and aspirations) on languages and
developing countries. In Pakistan, given the basic the natural language endowments of children that
endowments of teachers, parents and students it is should be harnessed for literacy development.
difficult to see these being effectively taught in Language expectations in curricula, and the
classrooms. In fact, these have the potential to textbooks, are built on assumptions about the
impede learning. The only exception may be the child’s language endowments which may not hold
elite private schools where the above conditions true for a large percentage of children.
are probably fulfilled. The two systems cannot Pakistan’s national language policy is not compiled
begin at the same point. in a single document. It can be constructed through
In a country where children struggle with a review of the Constitution, the national
foundational numeracy, the value addition of curriculum and more recently a decision of the
topics like geometry, algebra and statistics and Honourable Supreme Court of Pakistan.
probability is difficult to comprehend. Increased The national policy on language, specifically
difficulty levels in early years, given the context of a enshrined in the Constitution, gives Urdu the status
child, are counterproductive to the learning of our “National Language”. It has, since
process. They only add to the cognitive load. independence, also attained the status of the
The unrealistic expectations of the curriculum lingua franca for communication across the
contribute to weak learning outcomes and as a country.
result, in post primary classes teachers mostly English as a medium for social mobility has to be
focus on children who have learnt and can learnt by children to eliminate the current
continue to cope with the requirements of the inequities as greater opportunities are available for
curriculum at the given level. All other children are children with high proficiency in the language.
assumed as ‘unteachable’. The demand for learning of Arabic as the language
Given the diversity in Pakistan, curricula need to of the Holy Quran, and other important sources of
have options of alternate paths. These are critical Islamic scholarship, has also increased in recent
in early years. The paths can begin to converge in years. Arabic is one of the languages included in the
middle school, and by secondary, all children can national curriculum.
learn at the minimum standards prescribed. Rigid
curricula are counterproductive to learning. The
effort to introduce uniformity from year 1 disrupt
possibilities of reaching equity and equality in
learning.

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Finally, the issue of the mother tongue. The While research supports the above approach,
Constitution, under Article 251(3), recognises the certain myths about language learning confound
mother tongue and allows provinces to ‘prescribe the debate in Pakistan. The first issue raised is that
by law’ the use and teaching of provincial children can learn multiple languages
languages in addition to the national language. simultaneously. This is true if these languages are
The above mix poses a difficult problem for spoken in the environment of the child and the
education policy makers. process pertains primarily to oral language
How can the policy aspirations be converted into learning. Children, in early years when they have
an education design (or curriculum) that helps the just begun schooling, cannot learn new languages
child become a self-learner and also develop the in the pressure situation of classrooms. More
requisite proficiencies in each of the above importantly, literacy acquisition in an unfamiliar
languages? language is almost impossible. The second myth
Education research has established the following on language learning is that early introduction
principles on language and literacy acquisition. allows better learning. Again, there is a difference
between learning from the social environment and
1. Language consists of four skills listening, in a school. Early introduction of an unfamiliar
speaking, reading and writing. The first two are language in a school can actually be
also referred to as ‘oracy’ and the latter two as counterproductive to learning i.e. literacy
‘literacy’. The first principle recognised by all development and long term success in schools.
research is the literacy is built on proficient oracy. Children who have acquired strong literacy and
This is why the mother tongue learnt by the child oracy skills in one language can learn another
at home is recognised as the best medium for language well even in a shorter time period. The
literacy acquisition in early years of education. only difference will be that the child who was
2. Literacy is recognition of the print concept, which introduced to a language early, primarily due to
does not come as naturally, as oral language social circumstances, will be able to pronounce
learning that a child acquires from the words better and have a more ‘acceptable’ accent.
environment as a social need. Both these factors have no impact on long term
Literacy requires recognition of letters and their academic success. (See Annex I for a possible
connection with sounds. Modern letters are approach to sequencing of languages introduced
abstract shapes as there is no correlation for learning in schools).
between the symbols that represent the sounds Promotion of Regional Languages
of a language. Transition from oracy to literacy is The use of mother tongues for early literacy
a complex process for any school system. acquisition is based on education research.
It is the ability to connect letters to form words, Inclusion of multiple local languages, even beyond
string words to create sentences, collect the mother tongue argument for early learning, is
sentences to form a paragraph and develop a imperative for promotion of the multiple
story or a narrative with the help of paragraphs. languages in Pakistan. Depending on the decisions
3. Languages should be taught as skills and cannot of individual provinces and regions, it will be
have the same treatment as other subjects. Skills useful to include regional languages as
(unlike concepts) require longer periods, and compulsory subjects through middle schooling
repetitions to acquire fundamentals before and as elective ones in secondary and higher
moving to complex usages. Language is not an secondary levels (this option already exists in case
exception. of many languages but needs review for scope,
4. A child who enters school has a reasonable encouragement of electing them as a subject and
mastery over oracy of at least one language. If ensuring implementation arrangements.
curricula do not recognise the availability of this Key Questions
skill platform to develop literacy then they will The situation described does not exhaust all
either need much longer periods to help children arguments on the language debate but summarise
first develop oracy in a new language and the key issues. The situation leaves the curriculum
subsequently shift to literacy or place pressure on developer with a set of dilemmas:
the child of learning a skill for which no platform
1. How does the curriculum cater to the learning
exists in his or her repertoire. The consequence of
needs of the child in early years and balance it
the latter are that the child does not learn the
targeted language, develops a fear of learning, with the need of national aspirations and socio-
loses on cognitive development due to the economic needs of other languages?
pressure and often drops out of school. This is the 2. What should be the right sequence?
reason that research advocates use of mother 3. How will resources be realigned for a different
tongue for literacy development. language formula?
5. Research also informs that the better a child 4. How to influence the social mindset on
develops the four skills in one language, the more languages that has ossified into an elitist bias
easily can they transfer it to another. on the methods for language learning (as a
continuity of the colonial mindset)?
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5.2.5 Textbooks
Textbooks are the highest value, mostly the , testing student knowledge, assessing systemic
learning material available to the teacher and the weaknesses etc. Pakistan have all types available
child. Textbook quality has never been assessed in the system. The problem lies in the quality and
from a learners, and learning perspective: the effectiveness of these examinations in
linguistic appropriateness, contextual alignment, improvement of learning.
illustrations examples etc. An example is the Internal assessments in schools (formative and
illustration on the right, from Grade 1 English summative) are important components of the
textbook at the federal level, show an elitist bias to teaching and learning processes. Over the years,
which many rural and urban poor cannot relate. various sector analysis of provinces have
Books from provinces are also replete with such highlighted these as a weak link. Teacher capacity
non contextual representations. to develop formative assessments is poor. All
While textbooks are examinations, including those conducted by
essentially products of boards of examinations, test rote memory and
curricula, poor consequently drive the teaching processes in the
authorship and review same direction. Use of examinations to improve
processes can add to teaching and learning, whether at the micro level
the negative impact in the classroom or systemic level is nearly non-
on weak learning existent.
beyond the limitations
Professional development exercises have been
of the curriculum.
conducted in all provinces to improve formative
Although review
assessments. Reforms of examinations held by
processes are used,
boards of examinations have been more
these are normally
piecemeal and the lack of standardisation across
dominated by
boards and quality of examinations continue to
hierarchy (for example the university professor in be a concern. Marks obtained in the examinations
the group) at the cost of the more relevant opinions do not necessarily reflect the ability of the child to
of the practising teachers. In all provinces perform in higher education, especially, where
textbooks are prepared by textbook boards through children of different boards are compared.
private publishers. There is no method available, or
To reduce the differences in standards across
used, for testing for age appropriate vocabulary,
boards, an additional layer of testing, the
learner friendliness and even horizontal and
‘entrance tests’ is carried out by higher
vertical alignments. There is a need to prioritise the
educational institutions. There have been
importance of textbooks in education processes,
allegations of serious irregularities at the
review their quality objectively and revise the
conduct, validity and reliability of these entrance
methods through which these are prepared.
tests, particularly for high-priced fields like
Key Questions medicine and engineering. These need more
Key Questions for policy are: focus and review.
1. Are textbook standards defined from a child Overall, standardisation of the quality of
centred perspective? examinations across the various boards of
2. Are the current standards of textbooks examinations continues to be raised at policy
robust enough to produce quality textbooks? levels. The answers have remained elusive
3. Are textbooks field tested before approval despite improvements brought in through the
and introduction in schools? efforts of the Inter Board Coordination
4. Are children’s vocabulary limitations Commission (IBCC). IBCC also has the role of
assessed prior to their joining schools? providing equivalence scores to children who
5. Is there a process of ongoing review of appear in international examinations. There has
textbook based on teacher and parental been ongoing review of the process but there are
feedback available? Is it organised into a still complaints about the system. This is a
regular process? If yes, what are the challenging area as IBCC deals with over 1000
outcomes? certifications of 130 countries, in addition to
providing the same services for internal
5.2.6 Assessment and Examinations
Weaknesses in examinations, especially classroom qualifications like those for the madrassas. There
based assessments, cannot be delinked from the will always be an ongoing need to review and
issues of curriculum as discussed above. However, improve the equity of the system. Some
these need review and improvements irrespective of important policy decisions will be needed,
the problems caused by ambitious and rigid especially, in the case of international
curricula. examinations syndicates that, apparently, play to
Assessments have multiple purposes: improvement the market and have differentiated requirements
of the teaching learning process for home and overseas students.
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5.3 Early Years Are the Most Important

No province has succeeded in developing quality
Mission Statement of IBCC
early childhood education programmes on a
To bring utmost perfection
scale. Pre-primary ECE is an essential intervention
through coordination among the
to lay the basis for quality learning and, equally
member Educational Boards for
importantly, minimise the learning disadvantage
uniformity in evaluation /
of children based on households and socio-
assessment standards up-to
economic conditions. It prepares all children for
Higher Secondary level including
school at a comparable level, if not equally.
educational documents thereof.
Policy intervention in early years need to
follow the relevant targets of Sustainable
Development Goals (SDG), specifically target
4.2 and its indicators given below.
Key Questions Target 4.2
At the policy level, both, practice and use of By 2030, ensure that all girls and boys have
examinations need to be reviewed for access to quality early childhood
improvement. Key questions are: development, care and pre-primary education
1. Do schools regularly conduct formative and so that they are ready for primary education
summative assessments? If yes, how are they
utilised to improve the teaching process? Indicators
2. Has the quality of internal assessments and Indicator: 4.2.1
examinations in schools been assessed? If Proportion of children aged 24–59 months
yes, what are the findings? who are developmentally on track in health,
3. Are paper development and review processes learning and psychosocial well-being, by sex
in Boards standardised to test children as per Indicator: 4.2.2
the curriculum? Or are validity and reliability Participation rate in organized learning (one
of papers tested?
4. How do boards select paper setters and year before the official primary entry age), by
examiners? sex
5. Are paper developers and examiners trained
on fundamentals of assessments?
6. How can examinations across various boards ECE requires quality teachers, a curriculum within
be standardised? the context of the child and space. There have
7. What are the current issues in equivalence been issues in all three. The policy needs to find
provision of international examinations? and address the reasons for all three problems.
What are the possible reforms to improve the One part of the reasons is low resource allocation
situation further?
8. What are the key reforms required? to ECE. The question of continuity and
connectivity between pre-primary and primary
ECE is also not clear. There is a need for a detailed
5.2.7 Supervision and Support to Quality situation analysis of child development in pre-
school years and organized pre-primary learning,
Teaching processes need supervision and support. followed by a set of implementable policies that
In stronger systems heads of schools have this vital are timebound. As we plan for the incoming
role of academic supervision. Most of the primary generation of children ECE, and early childhood
schools do not have head teachers. The only development (ECD) need to be prioritised as
exceptions are sections of primary included in a important starting points.
middle or a high or a higher secondary school.
Many primary schools consist of single teachers. The pre-primary ECE should transfer into an
This increases the importance of district and tehsil effective primary ECE (starting with a one year
level education officers. They are in routine, more intervention as required in the SDGs) where
involved in administrative issues, and not children’s foundational literacy and numeracy
academic support or supervision. Specific should be the main focus, and curricular load
interventions have been introduced in some should be assessed with achievement of these
provinces but again the impact (and adequacy) of foundational skills as the central objectives. One
these experiences remain unclear. In general, of the concerns has been procurement of human
supervision expects coverage of syllabi and and financial resources. Under the circumstances
supervisors have neither the capacity nor the time the more practical approach calls for planning a
to assess learning and support teachers in one year pre-primary education programme. Any
improving classroom teaching and learning. As transition can come much later.
long as supervision expects syllabus coverage,
learning will not be focused.

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Key Questions 5.5 Digital Skills a Must

Key questions for policy are: Digital skills have attained a status equivalent to
1. Why have education systems failed to scale literacy in the modern world. No individual,
up quality ECE? education system and country can progress
2. What are the key impediments? without digital skills. Computer availability has
3. What is the best way forward to scale up increased to an extent in schools and the pandemic
quality ECE? enhanced digital skills for many teachers and
students. These may not be adequate. There is a
5.4 The Child Matters the Most need to review digital skills, develop
The child has been the most invisible input when benchmarks for each education level, assess the
considering education policies, especially, those current situation and develop a resourced plan
targeted at learning. Children do not enter the for its enhancements. In fact, digital skills
classroom equally prepared and healthy. About should be used as one of the markers in all
40% children in Pakistan become irreversibly learning data.
stunted by age 2 (UNICEF, 2019). It means among
other issues, the ceiling of their cognitive
development will always be low and an additional
challenge for inclusion in mainstream education.
The country also has high levels of infant and child
mortality rates and disease prevalence. These have
an influence on the child’s ability to perform in the
classroom. Poverty and nutrition issues are not
accounted for in education policies. Many children
arrive in the classroom without food. It means even
if the curriculum was properly designed and
teacher of high quality available many children
would not be in a position to learn even before
they enter the classroom. Stunting, disease and
poor nutrition all contribute. A realistic and
effective education policy cannot be developed
without a study of the situation of the child and
a consequent multidisciplinary approach to
address the issues. Without the child prepared
for learning the education effort will result in
low value addition.

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6. OUT OF SCHOOL CHILDREN (OOSC) & ACCESS

The trigger for declaration of the emergency has Table 1 below shows the ratio of primary to middle
been the 26 million out of school children. These schools in all provinces. Number of primary
include children who never join schools and others schools is a multiple of middle with the worst ratio
who dropout after joining education. The problem in Sindh where only 5.9 percent of the total schools
is ongoing and cannot be simply seen as a return are at the middle level as against 89% primary.
of these 26 million back into education processes. Even if it is assumed that high schools include
Any sustainable solution will require assessment middle levels, the gap remains wide. Higher
and redress of all causes that lead children to secondary schools and inter-colleges forming
either not join or dropout. Till these problems classes 11 and 12 have the lowest share.
have been addressed permanently the problem In addition to the bottleneck discussed above the
will continue. However, the children who dropout methods to identify schooling needs have to be
remain the responsibility of the state. They need based on data and technical feasibility.
to be brought back into the education process.
The option of non-formal education as a second
chance opportunity to return children to schools
The current system of school
or education will require a high policy priority to
development and establishment (with
achieve this objective. At present, despite
variations within provinces) is not based
increased focus, the sector remains on the outer
on a mapping of needs and projections
margins of policy priorities.
for the future. There is a need to
Therefore, the access and participation policy conduct a study to identify parts of the
approach, needs to be two pronged: eliminate country where children, even today, do
causes of dropout and provide second chance not have access to any school in their
education through relevant non-formal education. geographical location.
6.1 Addressing Causes of Dropouts
As mentioned earlier, one part of enhancement of
access is through improvement of quality of Policies cannot be limited to increase in schooling
learning. There are other important areas to opportunities and expansion of non-formal
address as well, mostly on the supply side. education. Children who fall behind are at risk of
dropping out. What interventions can be
Table 1: Share of Each Level of Schools
developed to help children who are in school and

Non-availability of schools or in some cases a at risk of dropping out? The recent emphasis on
functional school means children do not have remedial learning show increased focus on the
opportunities to join any institution even if the need to support children who lag in learning. If
parents desire for them to be educated. While effective, these remedial options can reduce
there has been an increase in demand for dropouts.
education, in many places, cultural reasons still
hold for children being out of school. This would Remedial learnings are not possible in school
apply, in many cases, to the female child. There routines. At the primary level, teachers are already
has been an increased trend of female education overloaded with on overcrowded curriculum and
in the entire country, but large pockets of cultural multigrade teaching. In middle and secondary
resistance still exist. Part of the resistance comes levels, the requirements of the curriculum rise
from genuine safety concerns where girls may be along a steeper curve and teachers do not have
vulnerable to risks when travelling to schools. time to remedy learning losses inherited from
lower classes. As mentioned above, in recent years
Access to school and expansion of schooling
some provinces have introduced remedial learning
opportunities continue to be within the limited,
options for foundational learning through Teach at
traditional, set of primary, middle and secondary.
the Right Level Approach (TaRL). Supported by
In the public sector the primary to middle
development partners these programmes target
bottleneck also reduces the ability of children to
foundational learning.
progress in schools.
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6.2 Girls’ Education

Female Inclusion is an important area of policy
There is a need to study the concern in Pakistan. While some provinces have
success and scalability of remedial performed better than others, and there are
programmes and specialised individual districts where female participation
remedial learning has to be exceeds that of male. Overall girls lack education
designed for post primary levels opportunities as compared to boys. Increased
also. This will reduce the chances female inclusion in education requires more
of dropouts and more meaningful interventions. The issue of gender equity is
learning. important for social development and districts
with higher female participation than boys cannot
be seen as success stories but as areas where
The set of exact causes for children not being in balance has to be redressed through increased
school will vary according to the local context but continued inclusion of males while improving
the above correlation of quality of learning and overall participation for both males and females.
dropouts will be valid for most with varying Even with the apparent success stories details
degrees. School availability and the primary to reveal that female schools often lack specialist
middle bottleneck also continue to impact access. teachers in sciences and mathematics, which
An important aspect, often, lost in the discussion reduces their career choices.
on participation is student absenteeism. There are Female inclusion is not limited to school
high levels of absenteeism, again related to various enrollment. There are additional specific issues
reasons. that need to be considered for female children.
However, policies need to identify the causes for Awareness and provision of facilities on menstrual
dropouts and absenteeism and develop responses health and hygiene are critical. Only small project
according to the situation in each province and based interventions have been made. Nothing on
regions within them. The better education delivery scale. Anecdotal evidence suggests that lack of
can identify and address these issues, the more awareness in the households on MHH leads to high
effective will be the policy options to change the absenteeism of the female child. Other issues
state of affairs. Among others there is a need to include safety in travel to school.
develop database systems to take advantage of There is a need to collate issues specific to the girl
new technologies to track children throughout child’s welfare, in addition to those mentioned
their schooling age. If the systems do not know above and then prepare a policy response
who is out of school and why, they cannot provide accordingly.
appropriate solutions – formal and informal.

Key Policy Questions

Key Policy Questions 1. What are the key gender related issues in
the province? What are the issues in each
district with reference to:
1. What are the main causes of children dropping
Enrolments
out of school? To what extent are the following
responsible and how: Continued education
Lack of schooling options Absenteeism
Lack of teachers Career choice
Dysfunctional schools Welfare and safety
Low quality of learning Any other
Demand side obstacles 2. What are the current strategies employed
2. What strategies have been adopted to reduce to redress the above? What are the key
dropouts? Which ones have been more gaps?
successful? Why have other options failed? 3. What are the causes for the above issues?
3. Do schools have systems of identifying children
at risk of dropping out? If yes, what are the policy
options available to address these risks? 6.3 Inclusive Education and Children
4. What are most optimal policy options to remedy with Special Needs
supply side problems in stemming school
dropouts and inclusion of more children in Children with special needs are the most excluded
education? (specifically, the removal of the from education. Options of special schools are few
primary to middle bottleneck). and the efforts for inclusive education have not
5. What gender specific issues need to be been successful beyond a few that can be
addressed for both demand and supply side? showcased. Preparation for inclusion requires
(also relevant to section 7.2) training of teachers on identification of functional

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and low to moderate disabilities. Children who can awareness and extension of law to households as
be included in mainstream schools though some the acceptance for the practice is widespread.
may require additional support for learning and Bullying is another unattended area.
pycho-social disabilities. Beyond this bandwidth Children at school are at high risk of sexual abuse.
special schools are needed. The data collected every year by ‘Sahil’ exposes the
Special and inclusive education has not been vulnerability of children in school promises. A more
organised in a systemic approach. Data is lacking, recent awareness, needed for schools and
needs identification on scale has never been households, is protection of children in the cyber
undertaken of human resource capacity within and space. There are no systems in schools to help with
outside the government sectors. Governance child, teacher and parental awareness and
models also differ for each province with some development of consequent safeguards. With
having a separate department. Ideally, it should be widespread use of internet and unchecked
part of the main education department with accessibility this is a high risk area requiring
support functions at the decentralised levels. increased focus and policy response.
Like many other areas special and inclusive The counselling services is an important
education requires a multi-sectoral approach. component, for management of the above
Given the complexity of the types of disabilities situations and other issues that impact a child’s
specialist diagnosis and interventions are mental well-being. These are currently, nearly
necessary. Intuitively, there will be lack of such absent for both students and teachers.
specialists beyond the developed urban areas. Finally, regular health check-ups are extremely
Even the numbers may be inadequate to meet the important. These are provided in limited
requirements. Policies on special and inclusive jurisdictions based on initiative of local leadership.
education may require an even more deliberate Some of the good initiatives in the past have
assessment, and growth expectation, than routine receded into disuse. Health check-ups and support
education. It is important to prioritise it at the on a scale need to be considered by education
earliest for the process to grow at a faster rate. policies.
All of the above require a multisectoral approach
that would include, the Department of Health,
Key Policy Questions Social Welfare and even in some cases the Police.
The understanding of each of these (and others
1. Does the province have disaggregated data identified) in dealing with school children and
on children with special needs? issues also needs to be improved.
(disaggregation means according to gender,
geographic location and disability type)
2. If no, to the above then does the province
have the capacity to collect and include the Key Policy Questions
above data?
3. Does the province have an inclusive 1. Are there any markers of child welfare in the
education policy? If yes, what have been the education system? If yes, what are these?
key reasons for inability to develop scaled up 2. What is the current situation on bullying and
for implementation? How can these corporal punishment? What are the causes for
problems be rectified? continued incidence? What are the best ways
4. Are there linkages with the health systems to eradicate them?
and other relevant professionals to support 3. Are systems cognizant of incidents of child
children with special needs (on a scale)? If abuse in school? Have any policies and
no, what are the reasons for the lack of safeguards been developed? If yes, what has
linkages? If yes, what are the shortcomings been the impact? If the impact has been low
in the process? How can this area be then what are the causes?
strengthened? 4. Are systems cognizant of incidents of cyber
abuse vulnerability of children? Have any
6.4 Child Welfare in Schools policies and safeguards been developed? If
yes, what has been the impact? If the impact
Child welfare in schools has received low attention. has been low then what are the causes?
Corporal punishment has been banned in a 5. Are counselling services available? If no, what
number of provinces and in Islamabad Capital are the obstacle?
Territory Children (ICT). Despite the ban, anecdotal 6. Does the school system have linkages with
evidence clearly suggests continuation of the other critical organizations to help with child
practice. Measures for better implementation of protection and overall child welfare?
statutes and policy options beyond law will also
need to be explored. These may include social
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7. LITERACY & NON-FORMAL EDUCATION (NFE)

A challenge of 26 million out of school children qualification, bottlenecks in implementation/
cannot be met with formal schooling alone. The delivery, system related weak areas and low
number constitutes 36% of the total children of financing along with low level of political will. Such
this age cohort. It is important to note that 60% of challenges have been exacerbated by COVID-19
OOSC in Pakistan are between the ages of 10 and and floods that hit the country during year 2022-23.
16, which is the largest cohort and requires
attention[4]. It has also been observed that this age
7.1 Issues & Challenges
cohort is quite complex, and it is somehow difficult Policy challenges and issues are described below in
to bring them back to schools as most of them are three basic pillars:
overage, involved in some work, have learning Access &
challenges or are slow learners and remain Participation
excluded of the education/ school system for other
reasons. Therefore, the OOSC continue to pose a Basic Pillars of Quality &
serious challenge for education policy makers and Education Relevance
practitioners.
At the same time, illiteracy in Pakistan has been Governance &
among the consistent threats that continue to Financing
negatively impact the human development and
human capital indicators. According to Pakistan 7.1.1 Access & Participation
Housing & Population Census 2023, literacy rate of Following are some major policy issues that restrict
10 years and older population in Pakistan is accessibility:
60.65%. Literacy rate of women is 52.8% as 1. The largest cohort of OOSC is between the ages
compared to 68% for men, while literacy rate of of 10 and 16 years that constitute 60% of the
rural women in Pakistan is 41.7%, while the same total OOSC. This age cohort includes a complex
(rural women) in Balochistan are only 26.6% range of children who have difficulty in
literate, lowest in the country. Data also narrate continuing their education in formal setting as
number of illiterate populations, which is 67.56 most of them have become overage, involved in
million. labour, have learning difficulties, and belong to
Literacy and Non-formal education have received low socio-economic strata owing to be in ethnic
increased recognition over the last few years, but and religious minorities.
policies need to prioritise NFE further and build on 2. Girls, being more in the out-of-school children’s
existing work and models. NFE as a learning system cohort require focused attention for inclusion in
includes all the components of formal education: an educational setting that provides easy and
quality, relevance, participation and equity. It also safe access. Among others, cultural barriers, long
requires a robust governance system. Policy distances and safety and security issues cause
makers will need to recognise that the complexity the girls to remain out of schools.
and difficulty factor of NFE is greater than formal 3. It has been noted that majority of the girls who
education due to the nature of the classrooms have completed primary education find it
where children of different ages and varying life difficult to participate in post primary education
and learning experiences sit together. Teaching, programmes owing to limited options of
curriculum and material development and elementary/ middle and secondary schools,
assessments all pose their own specific challenges. which are generally not available in all the
Data collection of out of school children, villages and areas. In such situations, NFBE can
especially, at the local level is an important provide post primary learning models for girls at
challenge. Other issues include resource their doorsteps as a useful strategy to address
implications that drive the delivery approach, the OOSC crises.
systemic capacity and ensuring meaningful 4. In addition to girls, a large number of boys do
outcomes for students in NFE. not continue their learning beyond the primary
Key problems, challenges in NFE in Pakistan (to be level because they cannot find any economic
narrated under three main pillars of 1) access and relevance in post primary education. Therefore,
participation, 2) quality and relevance and 3) Accelerated Learning Programme (ALP) offering
governance & financing. The policy issues/ a blend with vocational skill course can generate
challenges include issues in NFE service delivery, interest among the those who have completed
supply side limitations, access and equity issues, primary cycle or have equivalent competence.
cultural barriers for girls in particular, relevance, Such programmes should also be delivered
quality issues owing particularly to low teacher through digital, hybrid and distance learning
[4] Data source: Pakistan population and housing census 2023
modes.
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7.1.2 Quality & Relevance

Policy issues of quality and relevance are given
under:
1. Though standards based NFE programmes have
been initiated, yet it is highly demanded that all 7.1.3 Governance & Financing
NFE programmes should follow standards that Major policy issues that comes under the
should be translated equally at all levels of NFE governance & financing pillar are given under:
programming including curricula, learning
materials, training and assessment systems. 1. Inadequate funding for NFE has been the
2. A few provinces have started developing central problem that restricted growth of NFE
integrated curricula and learning materials for as a major sub-sector of education. Less than
NFE programmes, yet many NFE programmes are one percent of the total education funds were
still following the conventional formal education being supplied to NFE, which needs to be
curricula that somehow doesn’t fulfil the learning substantially increased to address the OOSC
needs of the complex and diverse group of OOSC. and illiteracy issues.
In order to strategically address the OOSC issues, 2. Although NFE directorates/ departments have
and illiteracy crises, the NFE programmes should witnessed some developments in institutional
be research based and offer an integrated strengthening, yet NFE institutional structures
curriculum that is equivalent, flexible and fast need restructuring with relevant positions,
track/ accelerated and suits to the needs of the adequate staffing and creation of functional
OOSC and illiterate youth and adults. organizational layout.
3. ICT/ tech-based learning models have limited 3. It has been found that functional capacity of the
scale, which should be promoted. NFE directorates/ organizations has remained
4. Professional capacity of teachers has remained a weak in past owing to scarcity of funds and lack
neglected area in NFE. Standards and curricula of functional staff capacity. This situation has
based, well designed teachers’ training generated a need to induct staff in NFE with
programmes, followed by a structured follow up relevant capacity and continue to build their
and continuing professional development (CPD) capacity regularly.
mechanism is highly needed. 4. Limited capacity of NFE directorates/
5. Limited options for NFE teachers to join digital departments to design and offer distance
learning systems for professional development learning, tech-based and hybrid learning
continue to cause quality issues in NFE. models for expansion of NFE.

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to provide NFE/ ALP for all age groups and for

both boys and girls in selected Masajids and
Madaris.

Key Policy Questions

1. What is the scale and outreach of the

current NFE delivery in the
province/area?
2. Which levels are covered in the NFE
programme?
3. What are the outcome paths for
students in NFE programmes?
4. What are the key challenges in NFE
. delivery in terms of:
a. Resource availability
b. Governance
c. System capacity
d. Data
e. Any other?
5. What approaches are needed to create
more robust responses to make NFE more
.
effective for reduction of illiteracy and non-
formal education in Pakistan?

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8. PARALLEL SYSTEMS
Education is increasingly delivered by private Expansion of private schools is often seen to be a
schools. The trend started from urban areas and result of the faith of parents in the better quality
has now penetrated rural areas on a large scale. of education when compared to public schools.
Madrassas constitute another important set of This does not fully explain the causes. In urban
educational institutions. Both these systems areas growth of private schools were, and
have different roots and approaches and each, continue to be, precipitated by access related
within have multiple parallel streams within challenges. As cities and towns grew the number
them. of government schools remained unchanged.
8.1 Private Schools High costs of land, among other problems like
There has been an exponential increase in the poor coherent urban planning, meant that the
number of private schools in Pakistan in the last last government schools established dated from
40 years. It is difficult to typify private schools 40 to 50 years ago (in some cases even older).
into a clear set of categories. As the tuition fees Distances from dwellings increased as the latter
increase, so do the household characteristics of sprawled farther from these schools. This added
children enrolled in the school. At the top of the to costs of travel to schools and also increased
rung are ‘elite’ private school institutions. The safety issues of young children (especially girls)
institutions mostly following an international expected to commute through the city’s roads
examination system, have highly automated and streets. It is more convenient for parents to
classrooms and learning systems, internal pay a small fees for their children enrolled in the
teacher training mechanism and teachers with a small neighbourhood private school.
high proficiency in English and subject contents
(a majority being products of similar schools).
These ingredients do not exhaustively describe
the possibilities in an elite private school. Even
within this particular categorisation, there are
different sub-categories. The common singular
feature is that fees are within the reach of a
minuscule proportion of the society. Total
enrollment in these institutions is estimated to
be less than 0.5 percent of the total number of
children. Their share reduces even further when
placed within the total number of school age
children, many of whom are not enrolled.

The bulk of private schools are low cost

institutions that charge a few hundred rupees,
with classrooms, often, cramped into small The distinction between the two broad
buildings. Teachers are normally from the categories above is important as the term
community and do not possess qualifications private school, as used in common parlance,
required by government run schools. These also even among policy makers often blurs the
exist, within the bandwidth of low cost private massive difference between the elite and non-
schools, sub-subsets based on ability of elite institutions. More details and policy
households to afford the fees. No regulation or implications have been discussed in more detail
structured method exists. in section 10.9.

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8.2 Madrassas
Madrassas were the main institutions for
education in the pre-colonial period and
prepared the scholars and bureaucrats for the
governments, well versed in religious education
and temporal subjects. Transformation of the
education system through use of the English
language, among others, reduced the
employability or relevance of the madrassas to
the market. While the madrassas of the various
schools of thought continued to expand
provision of employment to most pass outs of
these institutions remained a challenge. In the
first ever National Education Conference held in
December 1947, the issue was included in the
recommendations with the objective of
mainstreaming madrassa students. There have
been multiple efforts since then with mixed
results. Some of the higher education degrees
awarded by various madrassas systems are
recognised by the Higher Education Commission
and options for secondary certification have also
been provided but when assessed on a scale, it
remains an area of concern for policy.

Recognizing the significance of religious

education for Muslims and their mainstreaming
our system must ensure that madrassas are
included within the formal education framework.
This integration should aim for standardization,
ensuring that students receive a comprehensive
education that combines religious teachings with
modern academic disciplines.

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8.3 Equity & Parallel Systems

Equity of life opportunities across these multiple Key Policy Questions are:
parallel education systems has been an
important policy debate in Pakistan. The answers 1. Does the province have data and a system
are not easy but as already seen in Section, a to periodically collect data on all
single rigid curriculum will not provide any education institutions? If not, what are the
solution. On the contrary, disregard for diverse key challenges? If yes, what are the gaps
needs exacerbates the gaps. However, left?
irrespective of the scheme of curriculum and 2. What are the regulatory challenges to
learning the capacity of the government to improve quality and relevance of various
influence and regulate learning in these education streams? What have been the
institutions to enhance the opportunities for lessons learnt from policies currently
children will need to be reviewed. It requires a employed and also past experiences?
different approach than the traditional structures 3. What has been the output of madrassa
of the government apply. In some jurisdictions mainstreaming policies in the past? How
separate authorities have been set up for can these be improved to provide equal
regulation of private schools. Their outreach and opportunities in life to children enrolled in
effectiveness need to be assessed. madrassas?

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9. TECHNICAL & VOCATIONAL EDUCATION &TRAINING

Manpower trained with IR4.0 relevant kills is
necessary for steering the economic growth of any
country. The present day rapid socio-economic
growth demands a mixture of trained manpower,
comprising of skilled workers, tradesmen,
technicians, technologists, engineers, and research
& development scientists. The composition of the
required workforce would depend upon skills
needed by the local industry, international market
and the emerging Gig economy.
An increased demand for the skilled workers in all
sectors, both domestically and internationally, is
expected in the coming years. For steering growth
of Pakistan economy, the Government of Pakistan
has earmarked Construction, Hospitality, IT, Allied
Health Services and Agriculture & Livestock as the
prime sectors and agents of change. For catering to
the need of shortage of manpower in GCC and
aging economies of Europe and Far-east special
focus on skilling manpower is needed.
The Technical & Vocational Education and Training
(TVET) system in Pakistan is undergoing a
structured transformation towards a well-defined
formal setup. The National Vocational and
Technical Training Commission (NAVTTC) serves as
the sector regulator, overseeing entities such as Pakistan’s first National Vocational Qualification
Provincial Technical Education & Vocational Framework (NVQF) was developed in 2015 in light of
Training Authorities (TEVTAs), Trade Testing Boards the recommendations of the National Skills
(TTBs), Boards of Technical Education (BTEs), Strategy (2009-2013). NVQF provides a national
Punjab Skills Development Authority (PSDA), framework for TVET sector. Its objective was
Punjab Skills Development Fund (PSDF) and standardisation & recognition of qualification,
Benazir Bhutto Shaheed Human Resource Research implementation of Competency Based Training,
and Development Board (BBSHRRDB). While Punjab and facilitation for Recognition of Prior Learning
and Sindh have successfully integrated TVET (RPL). Pakistan’s NVQF is based on the European
institutions under their respective TEVTAs, Qualification Framework (EQF).
fragmentation persists in KPK, Balochistan, and The 9 years of implementation experience
AJK. Assessment and certification functions are provided valuable insights and lessons, that led to
managed by provincial BTEs and TTBs, with the revisions in the NVQF to align it with qualification
involvement of Provincial Ministries of Social frameworks of countries of destinations of
Welfare through their dedicated institutes, migrating workers in order to facilitate export of
reflecting a concerted effort to align the TVET skilled workforce and meet the requirement of
system with global standards and industry needs. local industry.
A more practical and hands on oriented approach
Provincial ministries of social welfare also work in of teaching and assessment “Competency Based
the TVET sector through their Institutes. There are Training and Assessment (CBT&A)” has been
more than 4000 Public and Private TVET institutions introduced. The curricula developed on CBT&A
across the country. Pakistan hosts a considerable approach reviewed continuously. However,
number of uncertified skilled and semi-skilled implementation of CBT&A remains a challenge due
workers in the informal sector. Efforts are being to lack of infrastructure, teacher training etc.
made to bring this informal workforce in the realm TVET graduates typically have higher employability
of formal sector through Recognition of Prior than those from general education, based on their
Learning (RPL). The uncertified skill and semi- practical, industry-relevant skills. Reports from
skilled worker is tested and certified through RPL. UNESCO and the World Bank confirm that TVET
This is highly important as it is estimated that it graduates often secure jobs faster and earn better
trains twice as many people as formal TVET. wages, as they are better prepared for immediate
entry into the workforce.

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1. Public Financing: dispensed on the assumption

that ultimate responsibility for development of
human resource for national development lies
with the government;
2. Enterprise Financing: e.g., single employer
financing, pay roll tax, tax rebates & credit
schemes and vocational training fund, etc.;
3. Private and Public Sponsored Financing: which
may involve training fee; fellowship; grants and
loan; sale of training/non-training service; co-
Procure jobs faster and earn better wages, as they financing agreement; production for profit and
are better prepared for immediate entry into the apprenticeship;
workforce. This makes TVET a valuable pathway for 4. International Donor Assistance: which plays a
achieving job readiness and career success. It is very important role in setting up TVET system
important to note that most students in Pakistan in developing countries by meeting high
are enrolled in general education. Many students capital costs and recurring cost for some
spend 10 to 12 years in general education, and period; and
those who drop out afterward often lack 5. Innovative Financing: refers to creative and
marketable skills. Recognizing this, the Ministry of unconventional methods of generating funds
Education has introduced the integration of TVET to support and enhance TVET programs by
into general education through Middle Tech, Matric incorporating social impact bonds, asset
Tech, and Inter-Tech. This is a successful model leasing etc.
that can target dropout students, providing them Finding and funding trainers with the latest market
with skill training under NVQF levels L1-2 in Middle knowledge is crucial, as is upgrading equipment,
Tech, L2-4 in Matric Tech, and L5 in Inter-tech. particularly in technology-intensive fields.
Thus, students who leave at any level will have a Enhanced partnerships with industries can help
skill qualification, helping them secure address these challenges by facilitating access to
employment. While this model is currently updated equipment and expertise through
practiced in the federal board, it should be made apprenticeships, internships and work-integrated
mandatory in general education as a TVET subject learning. Industry-led training is essential, and
from primary through HSSC. partnerships between TVET institutes and
The TVET system is confronted with a plethora of industries are needed to ensure that training
problems and issues relating to quality and programs remain relevant and effective. These
relevance; articulation between different streams hinder implementation of competency-based
of TVET, inadequately trained instructors; trainings and along with an information gap,
mismatch between supply and demand; lack of creates the mismatch between industry
private sector’s involvement, lack of institution- requirements and programmes. Other reasons for
industry linkages & workplace experience during low performance of the sector are as follows:
training; gender disparity, access and equity and a 1. There is lack of consultation with key
poor social image of TVET, etc. Teachers training is stakeholders like chambers of commerce and
the weakest area of TVET delivery systems. industry associations, resulting in training
The test of effectiveness of a TVET system can be programs that are not aligned with current
seen in relevant employment of its graduates. market needs. As a result, the linkages between
These require tracking and tracer studies. Pakistan vocational institutes and industries are weak,
does not have any such system on scale. However, limiting opportunities for trainees to gain
feedback of those involved in the sector is that employment in relevant sectors. A National TVET
programmes run by the government lag the Coordination Committee NTCC comprising of all
requirements of the industry. The reasons are often TVET stakeholders including chambers, CCIs,
a mismatch between the training provided and the trade associations have been constituted to fill
actual demand in the job market. Training the gap between TVET training delivery and
programmes fail to equip individuals with the skills industry demand.
that industries require, leading to unemployment. 2. National Accreditation Council (NAC) accredits
Technical and vocational education is expensive. It institutions for quality control, but it is not
needs to continuously adjust to an everchanging mandatory for TVET service providers to be
market as new technologies emerge. TVET in the accredited. Mandatory accreditation across all
public sector institutions is highly subsidized and TVET providers can ensure standardization and
only a fraction of expenditure is defrayed through improve the marketability of graduates.
small fee charged from the trainees. In many 3. The need to introduce skill development early in
countries, different approaches are employed to the education, at the school level and the revival
finance TVET. The important ones are: of the metric tech scheme on a scale.
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The test of effectiveness of a TVET system can be

seen in relevant employment of its graduates.
These require tracking and tracer studies. Pakistan
does not have any such system on scale. However, Questions for TVET
feedback of those involved in the sector is that
programmes run by the government lag the
requirements of the industry. The reasons are often 1. What are the key problems in delivery of
a mismatch between the training provided and the quality TVET? How can these be resolved?
actual demand in the job market. Training 2. What are the impediments in development
programmes fail to equip individuals with the skills of strong industry-institution linkages? How
that industries require, leading to unemployment. can they be eliminated?
3. What is the best approach to address
1. Soft Skills equipping students with funding issues in TVET? Could public-private
communication skills, behavioural skills, social partnerships help share costs and improve
responsibility, teamwork etc. should be access to resources?
introduced in general education to target 4. How can decisions and information systems
potential trainees entering in top TVET sector. be improved in the market? Would a
In order to improve employability of the nationwide graduate tracking system help
Pakistani workforce, NAVTTC has incorporated measure employment outcomes and
soft skills and entrepreneurship module in all improve program responsiveness?
training courses 5. What are the reasons for gender gap in the
2. The second set of skills (after transversal) labour market.? Could flexible training
necessary for the market are digital skills. options and awareness campaigns improve
Digital literacy should be a foundational skill in female participation in TVET programs?
all TVET programs. Emphasizing digital 6. What innovative approaches can be adopted
transformation, including virtual training and to improve accessibility and inclusivity in
simulation technology, can help address gaps TVET programs, especially for marginalized
in both training accessibility and quality. communities?
Digital learning should be an important marker 7. How can digital transformation in TVET be
of non-formal education and skills accelerated to align with emerging
programmes as well. At present schools (with technologies and global standards?
some exceptions) do not have the capacity to 8. What strategies can be adopted for
develop these skills. improving the Image of TVET in society in
Another area of concern in TVET is low female general making it a choice of career?
participation in the labour force. It is the lowest in 9. What are the key issues in implementation of
South Asia. Dedicated initiatives to promote female the National Qualifications Framework
participation, such as scholarships, gender-sensitive (NQF)? How can these be rectified? (Will the
infrastructure, and targeted campaigns, are NQF allow lifelong skill improvement and
necessary to address this gap. improvement of qualifications?)
In addition to the intrinsic issues of TVET discussed 10. What are the key challenges of introduction
above, problems arising from low quality school of skill based training in schools?
education also impact marketability of TVET 11. What are the challenges in introduction of
trainees. The following issues which originate in metric tech scheme on a scale? What are the
schools impede the quality and employability of best approaches to introduce the scheme as
TVET graduates. per the needs of each province?

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10. HIGHER EDUCATION

The higher education sector in Pakistan has
experienced significant growth in the last two
decades, largely driven by major investments in
infrastructure, faculty development, and access to
education (2.5% to 12%). However, despite this
expansion, the sector continues to face several
challenges that hinder its ability to deliver high-
quality education, perform cutting-edge research,
and contribute effectively to the socio-economic
development of the country.
Effective governance reforms, increased
investment in research and innovation, and the use
of technology will be crucial to achieving these
goals. With the right implementation, Pakistan’s
higher education sector can become a key driver of
socio-economic development and national
progress.
This chapter provides current needs, challenges,
objectives, and strategies for improving the higher
education sector in Pakistan. The aim is to ensure
that the education system is aligned with global
standards and be responsive to the demands of
modern industries, ultimately transforming
Pakistan’s higher education into a globally
competitive and innovative sector. In addition to access and quality, enhanced
10.1 Challenges in Higher Education research capacity is crucial for national
development. Pakistan's research output,
In recent years, the higher education sector in particularly in critical areas such as science,
Pakistan has seen rapid expansion, but the technology, engineering, and mathematics (STEM),
changing global landscape and national remains below global standards. There is an urgent
requirements demand a deeper evaluation of its need to invest in research facilities, foster
needs. The primary need is to improve the quality collaboration between academia and industry, and
of education. Many universities struggle to provide promote innovation. Economic relevance is
education that is relevant to modern industries another vital need. Higher education institutions
and global standards. There is a critical need to must align their curricula with the needs of the
enhance the quality of teaching, improve learning economy, producing graduates equipped with the
outcomes, and ensure that research outputs meet skills required by modern industries. This is
global benchmarks. especially important in fields such as agriculture,
Another key need is increased access to higher health, ICT, and business, where there is high
education. Despite the expansion of educational demand for skilled professionals.
institutions, only 12% of the eligible age group Finally, gender equity remains a significant
currently has access to higher education, leaving a challenge in higher education. While a significant
significant gap in participation. This gap is progress has been made in improving the gender
particularly evident in rural and underserved areas, balance in university students, with the current
where socioeconomic disparities limit access to female to –male ratio of 48:52 and still reflects
educational opportunities. To address this, there is significant inequality amongst university teachers
a pressing need for the development of digital (i.e. less than 40 % female population). Achieving a
learning platforms and the promotion of distance 50:50 gender ratio in students will require targeted
learning to reach students in remote areas. interventions, including scholarships and support
To address quality issues in higher education, the programs for female students, but major efforts are
Quality Assurance Framework recently developed required to address the gap of inequality in
by HEC in collaboration with Quality Assurance teachers and other staff, which includes
Agency of UK, needs to be streamlined based on improvement in gender-sensitive working
ground realities and implemented effectively. environment including daycare facilities for
infants/nursing mothers amongst others.

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The higher education sector in Pakistan faces 10.2 Objectives of Higher Education
several challenges that hinder its growth and Reforms
effectiveness. One of the most pressing issues is
limited funding. Despite the substantial expansion
of higher education over the past two decades,
funding has not kept pace with the sector's needs.
It is proposed that allocating 1.5% of the GDP to
the higher education sector, but this remains
insufficient for supporting the necessary
infrastructure, faculty development, and research
activities.
Another challenge is the compromised autonomy
faced by public universities. Bureaucratic
The first objective is to expand affordable access
interference often prevents universities from
to higher education using open and distance
making critical decisions related to resource
learning platforms. By leveraging technology, we
management, interaction with industry, faculty
can reach students in remote and underserved
recruitment/retention, and curriculum
areas, ensuring that educational opportunities are
development. This compromised autonomy limits
available to all, regardless of geographic location
their ability to innovate and respond to changing
or socio-economic status. The second objective is
educational and economic demands. The issue of
to enhance research capacity in universities. This
quality assurance also poses a significant
will be achieved by increasing investment in
challenge. There is considerable variation in the
applied research, particularly in STEM fields,
quality of education across universities, and the
agriculture, healthcare, and business. The public-
absence of a standardized accreditation system
private partnerships is encouraged to promote the
has resulted in inconsistent standards. Ensuring
commercialization of research and innovation,
that all institutions adhere to high-quality
ensuring that academic research contributes to
benchmarks is essential for improving Pakistan's
national development goals.
standing in global education rankings. The Faculty
Development is an important pillar of quality Improving the international ranking of
education, which needs immediate attention universities as well as subject-wise global ranking
including provision and proper implementation of (more important for students/parents) is another
sabbatical leave and ease of availing leave. major objective. In this regard it is proposed to re-
visit national university ranking based on the
Inadequate research and innovation output is
recently developed quality assurance framework,
another area of concern. Weak linkages between
thus to help support in rightly choosing
universities and industries have limited the
University/Department/Institute for admission and
commercialization of research, while the patenting
to achieve global recognition through greater
of intellectual property remains underdeveloped.
academic autonomy, enhanced financial support,
Universities must focus on producing research that
and faculty development programs. Another key
addresses national priorities and contributes to
objective is to achieve gender equity in higher
technological advancement. To promote
education both in students and teachers/staff
Academia-Industry interaction, role of the 3rd pillar
through appropriate measures as mentioned
(Government through Ministry of Science &
above.
Technology) of the Tripple-Helix is somehow
completely ignored in the past. The last meeting of Finally, the reforms governance structures within
the National Commission of Science & Technology universities are important. This includes
(NCST), headed by Prime Minister was held in 2002, decentralizing decision-making powers, improving
which resulted in the revolution of IT and transparency and accountability, and promoting a
emergence of Higher Education Commission (HEC). performance-based culture in higher education
Activation of NCST will help promote academia- institutions. Universities will be encouraged to
industry interaction, essential for knowledge- innovate and manage their resources more
based economic growth of the country. effectively, ensuring long-term sustainability.
Finally, inequitable access to higher education is a 10.3 Multiple Learning Paths
persistent challenge. Students from rural areas and HEC developed the National Qualification
disadvantaged socio-economic backgrounds are Framework (NQF) in 2015. It provides multiple
underrepresented in universities. Addressing this paths for students in various streams for transition
issue requires targeted policies that provide to higher education while the NQF also
financial support and educational opportunities for standardises the placement of a qualification.
marginalized communities. There are 8 levels provided in the Framework: the
PhD being the highest at level 8 (NQF, annex-IV).
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Key Questions for Higher Education

National Qualifications Framework provides clearly
defined levels of Knowledge, Skills and Competencies
to be acquired by each graduate that are easy to
comprehend by students, employers and human 1. What are the main obstacles to achieving
resource development policy makers. quality, equity and higher participation in
NQF 2015: Higher Education Commission, Government of higher education?
Pakistan 2. What are the main reasons for high
unemployment and under-employment
among educated youth?
A similar document of NAVTTC is aligned to HEC’s NQF.
There are two issues that were highlighted. The first one 3. What are the reasons for the mismatch of
is that the National Curriculum Council (NCC) has to demand and supply of skills and
develop competencies for levels 1 to 4. These are qualification between market and
pending. The second, more significant issue is that the academia?
admission policies of universities do not conform to the 4. What are the reasons for the leadership
spirit (and objective) of NQF. Most universities, and governance challenges?
especially in the public sector, have quotas for children 5. What should be the long term vision for
who qualify from the technical stream. Also the entry
tests do not accommodate the practical, hands on, skills Pakistan’s higher education sector?
and knowledge of the TVET graduate. This negates the 6. What are the key issues in the National
principle of the NQF. Universities are autonomous Qualifications Framework 2015, that
organisations, and HEC cannot regulate the admission require a review?
policies beyond the large guidelines provided. The 7. How can the implementation of NQF be
differentiation will have to be resolved through improved?
engagement with universities.

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11. ISLAMIC EDUCATION

The state of Islamic Republic of Pakistan was
created with a great purpose i.e. its ideology
derived from two-nation theory. Central to this
ideology are the concepts of Islamic universal
teachings aligned to human nature. Therefore, this
education policy framework of Pakistan must be
lined up with the foundational principles that
shape the national identity, including the Two-
Nation Theory, Islamic values and ethics, and the
provision of religious education for minorities
living in Pakistan. It is imperative that Pakistan’s
education system should reflect this historical
context while fostering a sense of unity among all
citizens. Educational curricula should include
comprehensive studies of Pakistan’s history,
emphasizing the journey towards nationhood and
the key figures instrumental in the struggle for
independence. This framework aims to promote a
cohesive, inclusive, and progressive educational
environment that respects Pakistan's diverse
cultural and religious landscapes.
The vision of this framework is that education
system of Pakistan must be built around the words
of its name i.e. Islamic Republic of Pakistan to
develop the ethical ethos including peaceful
coexistence in generations in line with the
teachings of Islam. Our education system must
incorporate Islamic values and ethics into its all and often non-availability of teachers means that
endeavours. These values, rooted in justice, the requirement of the curriculum is not
equality, equal economic opportunities, empathy implemented in schools.
and compassion, should guide the moral and
ethical development of students. Educational Key Questions
institutions should serve not only as centres for
academic knowledge but also as spaces for
character building and ethical development.
In line with the Constitution and the requirements 1. What are strengths and weakness of
of the people of Pakistan Islamic education has the current official curriculum for
been a part of every curriculum. In recent years transmission of Islamic education?
these have been prepared and reviewed under the 2. What have been the challenges in
guidance of senior scholars of Islam or the Ulema. implementation of the curriculum
The practice needs to be continued. However, on Islamic Education in schools?
efforts are needed beyond the curriculum. Teacher 3. What is the best approach to review
training on teaching Islamic education and values of the curriculum for Islamic
needs more focus than in the past years. Education in schools?
4. How can these be remedied?
Additionally, Pakistan’s commitment to religious
5. How can it be ensured that the
necessities of the students belonging to minorities
separate provisions for minorities
as enshrined in the constitution of Pakistan vide
in terms of textbooks and teachers
article No. 22 requires paving educational pathways
are met in schools?
that adequately represent the beliefs and traditions
of religious minorities. Recognizing and valuing
diversity within educational institutions will
contribute to a more inclusive society for moving
towards progress, prosperity and peaceful co-
existence. The curriculum has always had
arrangements for separate subjects on ethics for
children from households of religious minorities,
non-provision of textbooks to schools
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12. GOVERNANCE CHALLENGES

A governance system combines human resource, challenges of large-scale service delivery will
management and environmental support. It is a inevitably require a review of the governance
combination of the skill sets of the human resource structures, models of management and financing.
and the organizational structures and culture Practically, governance structures have not
developed through internal management practices changed (at least not commensurately) with the
and external influences. Education is an open increase in scale since the time of independence.
system, and external influences are higher than in This has stretched its capacity to the point where
many other systems. This all impacts its ability to it has become ineffective.
deliver. A few key areas need to be considered Table 4 shows that the number of primary schools
when developing policies for governance and have increased by a multiple of 19, middle 22
management in education. times, secondary 85 times and higher secondary
1. Education departments have to work on the (including intermediate colleges) 203 times of the
largest scale in every province. numbers in 1947-48 but the structure, as
2. Education systems are living and require mentioned above, have remained unchanged in
ongoing review through quality data and its terms of numbers. More importantly, as discussed
effective usage below, the quality of the technical bureaucracy
3. Education processes require technical has also declined. Both combine to impact
understanding, and the importance of governance and management.
specialists cannot be overestimated.
4. Education focuses on the child and all laws,
regulations, policies and interventions for child
protection and welfare are relevant (and
important) for the departments of education.
5. Education is an open system that is affected by The above table does not provide growth rates
social norms and politics and thus requires (and scale) of private schools which, as
close community support. mentioned, are additions to the governance
12.1 The Scale responsibility of the education bureaucracy.
Scale is the most visible component of education. 12.2 Centralisation
The departments of education are the largest There are two implications of scale on system
employers in every provincial government. The size delivery. Firstly, the need for expanding the
and scale of the workload of Public Education education bureaucracy and secondly
Sector in each province is depicted in table 2: decentralisation of responsibilities. There has
been increased centralisation of monitoring,
management and operational decision making in
education. District offices and below primarily
work as ‘post offices’ between the main
secretariat and the schools. Education systems
are divided into multiple functions. These need to
be clearly distributed among various levels. (A
suggested approach has been shown in Annex II)
12.3 Measurement and Use of Data
The above table does not include children in private Pakistan has loads of education data. Most
schools and those who are out of school. Table 3 provincial EMIS’s started functioning in the early
shows that private schools have an enrolment of 1990s. These were preceded by statistical
16.8 million. sections. There are three decades of longitudinal
data. In 2004, the first national sample based large
scale assessment was conducted under the
National Education Assessment System (NEAS).
There have been three iterations since then, under
different names. The latest has been the National
Achievement Test (NAT) 2023 carried out by
Pakistan Institute of Education (PIE). PIE also
collates national data of the education system
provided by the provinces in its report compiled
All these children are also the responsibility of the by National Education Management Information
state. A more effective and efficient delivery will System (NEMIS). and recently, the Institute has
need to develop the capacity to manage growth in also published data on education financing.
the number of children, schools and teachers. The
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Punjab Examination Commission (PEC) has been The challenge of production of quality research can
functioning since 2007, and the examination also be attributed to the weak capacity of
boards have been sitting on loads of data produced researchers and weaker incentives for university
by a number of examinations per year. Recently, based researchers to carry out policy relevant
Balochistan Assessment and Examinations research. The challenge of use of research pertains
Commission (BAEC) has conducted diagnostic to the weak capacity of the researchers to
assessments. The multiple boards of examinations communicate research in the language of policy
conduct more than one examination every year. makers, short timespan of policy makers to take
There is also university based entrance tests taken decisions, weak government inside research wings
by all professional public and private universities in and absence of culture in the government to
different disciplines. commission research for policy.
The output data as ascertained through sample- 12.5 Decline of Specialists in Technical
based assessments or population-based Bureaucracy
examinations need to be used to diagnose As per the original design of the provincial
children’s learning challenges through a feedback secretariats, the directorates are required to take
loop, which is missing. The current system of charge of the core work of a department. In case of
assessment and examination is used only to education, this has either shifted to development
measure the achievement over expected learning partners, development partners working with a
outcomes but does not provide any support to the specialised unit and the Secretary of Education.
teachers or schools as to what needs to be It means a centralisation and shift of ownership
improved in their teaching and how? This loop from the technical unit. It is important to
needs to be strengthened. recognise this decline as a problem, assess its
All of the above learning outcomes data remains cause and find remedial options. Without quality
grossly underutilised by policy developers and educationists running the system in routine
implementers. No education reform has used this sustained improvement is not possible. The
data in its entirety. The system internally does not technical bureaucracy includes district level
have the capacity to use data for research, officials of education. Without quality technical
identification of problems and tailoring policies bureaucracy that can review education process,
accordingly as an ongoing process. The problem of plan implementation and support teachers, it is
limited use of data is not confined to information difficult to see improvement of the teaching
on assessment and examinations alone. Effective learning process in the classroom. The current
use of other data in planning, implementation and model is a top down compliance based approach
monitoring also requires a review. that results in mere coverage of syllabus, as seen
Standardised definition for coherence in reported above.
national data is important. An important area is The other important set of technical
the age cohorts for various levels. National bureaucracies are the bodies responsible for the
Education Policy 2009 called for ages 6 to 10 to development of curriculum, teacher education,
be notified as the official cohort for the primary textbooks and examinations. There have been no
level, 11 to 13 for middle and 14-15 for secondary detailed assessments of their capacities, except
education. This have never been notified and teacher education. The curriculum and textbook
confusion of indicators like NER and GER units in the provinces do not have trained
continue and even the Pakistan Social and Living specialists and it was one of the reasons National
Measurement Survey uses two sets: one for 5 to 9 Curriculum Council was formed at the federal level
and the other for 6 to 10 for primary. The parallel, despite the introduction of the 18th Constitutional
different age groups, continue into reporting of Amendment. These capacities are essential and
middle and secondary cohorts. This is an have received much lower focus as compared to
unsettled area. So is the age for pre-primary early teachers.
childhood education. While individual provincial
12.6 Legislative Framework
Multiple laws in provinces impact child welfare.
policies define these, mostly for two years of ECE, Some of these are not administered by the
a national standardized age group and years of departments of education. Issues related to child
official schooling for ECE is missing. protection, social welfare, health and other aspects
12.4 Limited Research and its Usage as catered to by other departments are often not
Evidence considered in education policies and planning.
Relevant research on education in Pakistan is Collation and analysis of these laws, and their
limited. Even this limited research is not utilised in effectiveness, will assist in obtaining a clearer
policy development. There is an absence of culture picture of the situation and the potential of the
of research based policy development and planning system to support child development and welfare.
that is more entrenched than even the data usage All relevant statutes and department have to be
issue discussed above. Policies will need to included in education governance to the extent
recognise the value of quality, contextual, research they overlap with the objectives of education.
to improve education outcomes.
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12.7 Education as an Open System 12.9 Innovative Financing for DRR and
Political support is essential to educational Management
development. However, interventions that are Pakistan’s high risk status as one of the top
driven by considerations other than needs of countries to be impacted by climate change has
education can be, and have been detrimental, to already manifested in floods in the Sindh province in
education. Recruitment processes have been 2022. About 19,500 schools were impacted, out of
shifted to merit based processes in all provinces. which 7500 were irreparably damaged. The situation
This has also, apparently, slowed down the displaced 2.3 million children from schools. The
recruitments and increased the gap between province continues to struggle with resources in
demand and availability of teachers. Politicisation reconstruction of these schools as it requires
of transfers and postings still exists, even though it financial needs beyond the routine funding.
varies depending on a number of factors with Innovative financing options will need to be
varying degree in different provinces. explored to prepare the education system for
Globally, community support has an important role Disaster Risk Reduction (DRR) and manage and
in school education. This again, despite, multiple mitigate impact of possible disasters. These may
reform efforts, remains a weak area. Parental and include partnerships with corporate partners,
community involvement in schools requires setting up of specialised funds and others. Detailed
effective school leadership but also parents who discussions and exploration of possibilities will be
are not available as poverty prioritises income required.
earning, and hierarchy makes them subdued 12.10 Inter Provincial Coordination and
audiences to teachers who have higher ‘social Standardisation
status’ due to their scales as government servants. The 18th Constitution amendment, while providing
Both these areas are important for any policy the much needed provincial autonomy in social
reform, even as community engagement will not service delivery, has also created the need for more
be resolved through efforts of the departments of forums for inter-provincial coordination. This
education alone. cooperation and coordination is necessary from
12.8 Financing Education multiple perspectives. Firstly, some basic
standardisation of education outcomes and
Total national education budget of the country learning across the country that, among others, will
compiles to 1.87% of the Gross Domestic Product allow easy transition of students migrating from
(GDP) which is lower than the generally accepted one province to another. It is also important to
benchmark of 4% of GDP. As percentage of overall ensure a balanced human resource growth across
budgets these figures are between 15 to 20% of the all provinces. The cooperation and coordination,
public sector budget (except for the federal including cross learning, has been an ongoing
government due to the larger scope of the budget feature of the work in the last decade and a half
and limited coverage of education in terms of area). since the introduction of the 18th Amendment. At
More important than the amount of money the ministerial level, the Inter-provincial Education
allocated is the value for money. System efficiency Ministerial Conference (IPEMC) has been an
as seen above is low, with almost 80% children important forum at the national level. However,
dropping out of school before entering secondary equivalent technical level forums with an
school. Improvement of internal efficiency does not institutionalised mandate have been missing. The
necessarily require high cost solutions, especially, if whole area of mutually beneficially inter-provincial
reform of curriculum, textbooks and examinations and federal cooperation needs to be reviewed.
is focused. 12.11 Public Private Partnerships (PPPs)
However, increase in participation (a key outcome
of increased internal efficiency) will require School education is a fundamental right of the
additional resources: schools, teachers, textbooks, child. Article 25-A of the Constitution,
examinations costs etc. As mentioned earlier the unambiguously, provides this right. This means it
requisite budgetary increases may not be becomes the responsibility of the State to provide
supported with the given state of the economy and quality education to every child. What does this
even with economic growth the current unit costs responsibility entail? The traditional model of
are very high (teacher salaries and construction education, recognised in society, is the government
costs). Other models will have to be considered. school building, the teacher employed by the
Public Private Partnerships (PPPs) for delivery will government and recurrent expenditure of school
need to be reviewed as an option. maintenance being paid by the official budgets.
Most countries in the world follow this model but it
is not universal.

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The model taxes state expenditure and already, in

each province, departments of education employ
the highest number of the work force. It has Key Questions
become increasingly difficult for provincial 1. What has prevented effective
governments to employ more teachers and develop decentralisation in education?
more infrastructure. At present nearly 80% children 2. Which functions can be decentralised in
drop out of school before reaching secondary the short term?
education, about 50% are lost by grade 5. As the 3. What type of capacity development work
system improves these dropouts will be reduced will be required for effective
and the pressure for accommodation of higher centralisation?
numbers in school premises will increase. What will 4. What are the gaps in data that need to be
be the financial cost of infrastructure needs of more filled?
children in the system? Also, what will be the 5. What are the reasons for these gaps?
budgetary outlays required to pay teachers and 6. What strategies should be used?
other employees? 7. What are the reasons for weak use of data
The above, potential, situation does not eliminate in implementation and planning?
the current infrastructure needs where, among 8. How can data usage be improved?
others, a ‘bottleneck’ is seen after primary as the 9. What are the reasons for weak use of
number of middle schools reduce drastically. A research in implementation and
ratio whose trend has not changed since planning?
independence even as the number of schools have 10. How can use of research as evidence in
increased. education policy and planning be
The vacuum has been, at least partially, filled by improved?
growth of low cost private schools all over the 11. What are the reasons for weakening of
country. The trend started in larger cities as the technical education bureaucracy?
state could not provide access to schools for the 12. How can technical education bureaucracy
growing population and the urban sprawl. The cost (directorates of education, textbook
of land in urban areas prevents construction of new boards, curriculum bureaus or equivalent
schools in urban areas and the last major ones were and examination boards) be
established a few decades ago. The phenomenon of strengthened?
sprouting of low cost private schools also slowly 13. Is the relatively better performance of
shifted to smaller towns and even rural areas. Part private schools true for all situations?
of the growth, at least, was based on the perception 14. Is relatively better quality a good enough
of better quality of learning in these schools. This benchmark to support the model?
view gained official recognition after Learning and 15. Does this ‘relatively better quality’ ensure
Educational Achievement in Pakistan Schools that children who complete education in
(LEAPS) study on learning achievements of public these schools are competitive in the job
and private schools in rural Punjab. The ‘relatively’ market?
better achievement of the latter became the basis 16. Does the state have the capacity to
for strong advocacy of the model and the need for regulate quality in private schools under a
scaled up public-private partnerships for education PPP model?
delivery. Punjab Education Foundation (PEF) was 17. As the model grows (if adopted) what will
revamped as an organization that now supports the be the resource implications and changes
largest public private partnership model on required in management approaches?
education delivery. Similar approaches also exist in 18. Will teacher shortage faced by public
other provinces that includes the more unique sector schools also be an issue for private
model of Sindh Education Foundation (SEF). Even schools (especially in middle and
the Federal government ran the large operations of secondary levels where specialist
the PPP model of the National Education teachers become a must)?
Foundation (NEF) and the community run schools 19. What other unintended consequences do
of the Basic Education Community Schools (BECS). we foresee in transition to this approach?
20. How effective are different PPP models in
The two systems, the government owned schools terms of access, quality and cost?
and PPPs, continue to coexist. The debate on 21. What are the challenges in financing for
arguments of quality and resources continues. emergencies in the wake of extreme
Given the resource constraints, and a growing weather threats in Pakistan? What are the
population, at least in the near future less costly possible options that can be explored?
PPP model appears to be the more practical
approach. However, it does raise some questions
that need to be answered.

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 National Education Policy Development Framework 2024

13. PROCESS FOR POLICY DEVELOPMENT

Policy for each province will be grounded in the
respective contextual realities that include
diversity across districts. The issues highlighted in
the previous section can be included, assessed and
expanded as per the situation of each province.
This does not preclude the requirement of adding
any other issue relevant to a provincial
government as per its own identification of
priorities. This identification will emerge from
review of the ground realities through review of
data, existing researches and grey literature,
engagement with stakeholders and most
importantly review of the classroom realities
through feedback from teachers, heads of schools,
students and communities. The key steps
suggested are:

1 Assessing Past Policies

2 Identification of Scope
of the Policy

3 Identification of Key
Issues
4 Diagnosis of the
Causes

5
Identification of
Priorities for Policy 6 Policy Development
and Finalisation

13.1 Assessing Past Policies

The last twenty years observed many reforms, 1. What are the result of previous
policies, plans and an increase in funds for reforms/solutions in solving same
education. The scorecard of the efforts shows problems in the past and what are the
progress in some areas, but the net result has been lessons to guide new reforms/solutions?
the declaration of an “Education Emergency”. 2. Was the emphasis of past reforms in the
The first step for development of any education right priority area?
policy will be to identify the reasons of the 3. Were diversity and other overarching
continued low achievements in all major issues considered in designing policy
indicators. Some of the key questions to consider responses and interventions?
for a policy review can be seen in the box: 4. Was there coherence across various
These questions mentioned in the Box do not reforms and recognition of
exhaust the list of issues that need to be probed for interdependence of various components?
a better comprehension of the issues and 5. To what extent has the COVID 19
development of a future policy that is more pandemic been responsible for learning
relevant to the need of the child and based on losses and erosion of gains?
classroom realities. 6. Were adequate resource generated and
provided for transformation of education?
7. What were the implementation
challenges? What are the lessons learnt?

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13.2 Scope of Education Policy

As the above questions (plus others related ones) Education service delivery, like all governance
are answered the policy has to consider that it will systems, is dependent on a set of interconnected
deal with a dynamic situation. A transformational processes and procedures. Causative structures
change to improve education sustainability will take cannot be constructed separately for each of the
time, probably a generation. Ambition may need to areas of learning, access and equity and
be adjusted to the reality as it exists (and continues governance. There can be linkages where learning
to shift) and gradually raised with progress. Reforms issues may actually be dependent on governance
will have to recognise the variations among its processes and not an immediate quality input.
target beneficiaries who are not a monolith. Similar to identification of issues, causes will be
In the broadest sense the policy will have to consider constructed through detailed discussions with all
the following set of children and youth: relevant stakeholders, especially, the officers at the
district level, teachers and head teachers.
Also, same as above, identification of issues,
Children who will join school
over the next ten to twenty through literature review (academic and non-
1 years academic) to scan the possible causes behind
education issues are an important source of
exploring causes.
Children in various stages of
13.5 Identification of Priorities for Policy
schooling at present 2 In order to work out policy options it is imperative
that a thorough account should be created of
dealing with these challenges in the past and with
Children of school age who
what effect. This should also be supplemented with
3 are out of school
scanning a global literature on available policy
solutions that can be brought to the table for
Youth who have crossed school consideration, and adapted within the local context,
age without completion of
school education
4 when working out solutions for determining policy
priorities. The final policy priorities will depend on
the following factors:
The policy, for each of its areas of priority, will need 1. Critical to early improvement of important
to address responses for these four categories with deficits in learning, access and equity.
the recognition that the responses may vary 2. Maximising opportunities for children who
according to the contextual situations of children in manage to reach the highest levels of
different provinces, districts and gender. education.
Children and youth with special needs will have to be 3. Doable in the short to medium term. This
included in each of the above categories. means causes where resources are not
available, and structures are not in place
13.3 Identification of the Issues cannot be addressed before these systems are
The broader issues of weak learning outcomes, not in place.
access and equity have been highlighted in all data The set of policies identified will be moved
sets produced for the purpose. The policy process through an iterative process with specialists and
will begin with a deeper dive into details, key stakeholders in the system. These would not
disaggregating data to the extent possible. This will be limited to those relevant to school education
be supplemented with qualitative feedback from system but also higher education, planning and
teachers and experts on issues of learning, equity, finance.
access and participation and governance that may
not be gleaned through quantitative data alone. 13.6 Policy Development and Finalisation
The other important source, often not adequately Policy should be aligned with the national
utilised in policy development, is academic and aspirations of the Constitution of the Islamic
non-academic research. It is important to carry out Republic of Pakistan. It should clearly highlight the
systematic review of available literature (academic prioritisation process above and limitations that
and non-academic) that identifies the issues. may need to be addressed in future policies. Policy
should be developed by the provincial cabinet,
13.4 Diagnosis of the Causes followed by development of an implementation
The next step is construction of a set of causes for plan.
the issues identified. This will be completed through
construction of professional opinions on the causes
of various issues identified earlier.
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 National Education Policy Development Framework 2024

GUIDING PRINCIPLES
The Framework recommends a set of guiding principles for policy development that should apply to the
national effort as well as the work of each provincial government. Many of these have already been discussed
in various parts of the document. These are summarised here as a more specific set of principles to help guide
the work of policy development. The principles combine universally accepted norms of policy development,
especially, in high population countries with diversity across multiple variables.

FLEXIBILITY WITH
SUBSIDIARITY
ACCOUNTABILITY

Decisions should be made as closely as possible Provinces should have the flexibility to innovate
to the level of implementation, with higher- and adapt their education systems to local
level intervention only when absolutely needs, provided that they meet agreed-upon
necessary. Provinces should have the authority benchmarks. The framework should emphasize
to develop localized education policies while local control over the curriculum and pedagogy
adhering to common national objectives but hold all units accountable for delivering
related to standards, teacher qualifications, and comparable educational outcomes. Flexibility is
assessments. The framework should only set encouraged in methods, but there should be
baseline standards, leaving detailed clear metrics for evaluating performance. There
implementation to the local level. should be some level of public accountability
built into the systems.

EQUITY AND QUALITY AND

INCLUSIVENESS EXCELLENCE

Ensure that every student, regardless of their Strive for the highest possible quality of
background, geographic location, or socio- education across the federation, fostering
economic status, has access to quality excellence in teaching, learning, and
education. The framework should set minimum administration. The framework should focus on
standards for equitable resource distribution, setting high standards for teacher training,
school infrastructure, and support for educational materials, and learning
disadvantaged students, while allowing environments. While the specifics of
Provinces to tailor programs to their local implementation can vary across provinces,
demographics and needs. there should be a shared commitment to
excellence.

CULTURAL AND TRANSPARENCY AND

LINGUISTIC SENSITIVITY PARTICIPATION

Recognize and respect the cultural and Educational policies and decisions should be
linguistic diversity of the Provinces. This implies made transparently and include input from all
opportunity for integration of local languages, stakeholders, including teachers, students,
traditions, and histories into curricula, while parents, and the broader community. The
ensuring that all students gain essential framework development process would be
national and global competencies. This balance participatory with mechanisms for feedback
helps preserve diversity without sacrificing core from all provinces.
educational outcomes.

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 National Education Policy Development Framework 2024

EVIDENCE-BASED COORDINATION AND

DECISION MAKING COLLABORATION

The framework and subsequent policies Promote cooperation and knowledge sharing
developed based on it would be grounded in among the provinces to strengthen the national
reliable data, research, and best practices. The education system (as a whole). The framework
framework should promote the collection of should encourage establishment of
educational data across provinces to monitor mechanisms for regular coordination between
outcomes and inform decisions. Provinces the federal level and provinces, ensuring that
should have access to and be encouraged to use the best practices are mutually shared, and
this data to inform the development and challenges are identified and addressed
implementation of their policies. The evidence- collectively.
based decision making should be treated as a
cycle to achieve continuous improvement.

SUSTAINABILITY AND
RESPECT FOR DIVERSITY
LONG-TERM VISION

Education policy should be designed with a Ensure that the diversity of provinces is
long-term perspective, focusing on sustainable respected while maintaining a level of
development of human capital and its harmonization necessary for national
integration in the 21st century workplace. As coherence. The framework should not impose
such, the framework should include provisions uniformity but seek to harmonize key aspects of
for continuous improvement and adaptation to education systems in a way that maintains
rapid technological and social changes. There educational integrity across provinces, while
should also be an emphasis on environmental still allowing local adaptation.
and social sustainability.

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 National Education Policy Development Framework 2024

ANNEX - I
Possible Prototype for Language Curriculum and Prototype
A mother tongue based multilingual education needs to be pursued in most classrooms in the
country. The diagram below suggest on possible sequencing where the mother tongue is the only
language taught from pre-primary ECE to end of Grade 3. The language continues into the remaining
two years with Urdu introduced as a subject in grade 4 and English in grade 5. The mother tongue (MT)
continues as the medium of instruction (MoI) in middle school before being made an elective subject
in secondary. This is based on the premise that the longer the mother tongue continues the stronger
will be the language skills developed and the better they can be carried into learning the other
languages.

Source: UNICEF 2023: “School Language Policy in Balochistan”

The above will not suffice if the curriculum does define the requisite standards and objectives of
language learning at each level. These have been suggested in the table below.

Expectations
Expectations at the end of Expectations at the End
at the End of Primary
Language Higher Secondary School of Middle School
Level

Ability to speak,
Ability to speak Urdu as the
even without
lingua franca in the province Ability to speak the
proficient flow,
and the national language language with clarity to
enough to
of Pakistan. communicate with Urdu
communicate the
Ability to read and speakers who do not
message to the
comprehend official use it as a mother
teacher in Urdu.
documents prepared in language.
Ability to recognise
Urdu and also modern Have the ability to read
Urdu words and read
prose. children’s literature
simple paragraphs
Ability to write documents (prose and poetry) in
and one-page stories
for official purpose and also Urdu language.
(class 1 level for a
at a proficiency level that Have the ability to write
child whose mother
matches the standards essays and short stories
language is Urdu)
across the country. in Urdu
Ability to write
sentences in Urdu.

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 National Education Policy Development Framework 2024

Expectations at the end of Expectations at the End of Expectations at the End

Language Higher Secondary School Middle School of Primary Level

Ability to speak English at a Ability to speak the Ability to identify

level that is acceptable as language with clarity to and articulate the
communication in official communicate with basic alphabets and
situations (e.g., job English speakers who sounds.
interviews). do not use it as a Ability to read the
Ability to read modern prose mother language. alphabets and words
in English language. These Have the ability to read in English through
may include short stories children’s literature recognition of the
English and novellas. (prose and poetry) in phonemic
Ability to read textbooks at English language. arrangements and
the graduate level in the Have the ability to write requirement.
university with essays and short stories
comprehension. in English.
Ability to write short stories,
essays and precis in English.

As an elective subject, have Ability to speak the Ability to speak with

the ability to speak like a mother tongue fluently fluency and addition
native speaker. with an addition of 25% of 50% to the
Ability to read prose and vocabulary from vocabulary from pre-
poetry of a high level in the primary level. school levels.
language. Ability to read and Ability to read
Mother Ability to write short stories, comprehend prose children’s books
Tongues essays, precis and critical writing in the mother with
pieces. tongue. comprehension.
Ability to write short Ability to write
stories and essays and letters and short
summarise passages. stories.

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 National Education Policy Development Framework 2024

ANNEX - II
Possible Distribution of Functions at Various Levels
Function Primary Responsibility Supplementary Involvement Details

Provincial level (Secretariat and

Directorate or equivalent) – can be
Policy coordinated by the federal
government.

Collation of district plans relevant District, sub-division and schools (can Will require capacity,
Planning provincial level planning add union council also) finances and more
autonomy.

All levels with clear demarcation but Sub-divisional and school levels (cluster Monitoring should be
Monitoring the primary responsibility should be heads where these clusters function). aligned to the planning
at the district level in routine. process and structure.

Provincial for secondary school

teachers.
Teacher Recruitment District for middle and primary
schools

Provincial level to be responsible for District level for intra-district transfers

inter-district transfers and postings,
Teacher human resource planning and and postings with autonomy for sub-
Management compensation. divisional levels in case of local
transfers.

Teacher Professional District and schools: professional Provincial levels can help identify select
Development development includes training, areas for training and support.
support and mentoring.

Standards may need to be

Standards Provincial level Monitoring and implementation at the flexible and depend on level
decentralised level
of development of a district.

Provincial government (can be Monitoring, implementation and

Curriculum Review coordinated by the Federal feedback for review at the decentralised
government) levels, especially, schools.

Textbooks Provincial government (textbook Monitoring, implementation and

Preparation boards) feedback for review at the decentralised
levels, especially, schools.

Province for
large scale high stakes and
Assessment diagnostic assessments and schools
and Examinations and districts
for ins school examinations and
assessments.

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 National Education Policy Development Framework 2024

Function Primary Supplementary Details

Responsibility Involvement

District level should identify Provincial level should review and

School Establishment need. finalise approval

Coordinated and monitored by the

School Development Plans School level district and sub-divisional levels.

Community Engagement Schools Coordinated and monitored by the

district and sub-divisional levels.

Student Welfare and Schools Coordinated and monitored by the

Protection district and sub-divisional levels.

The provincial level

Province and district with should conduct
Inspection for Quality clearly divided responsibilities. field inspections
less frequently than
the district officers.

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 National Education Policy Development Framework 2024

ANNEX - III
Suggested Strategies for Addressing Higher Education Needs
To achieve objectives of higher education, several Finally, a plan for governance and leadership
strategic approaches are outlined in this document. reforms will help to improve University leadership.
One of the key strategies is to expand market-driven The appointments of VC strictly on merit will be
enrolments in universities. This involves aligning revamped to attract visionary leaders who can
academic programs with the demands of the labour drive institutional growth particularly when the
market and international standards. Universities process of un-interrupted/continuity of university
will work closely with industries to develop leadership is in place through a Standing Search
programs that equip students with the skills needed Committee, not influenced by the change of
for modern economies, ensuring that graduates are Government. Performance-based evaluations for
employable and relevant in their fields. university staff will be introduced, linking
Another important strategy is to develop national institutional progress to key performance
research centers and Tier-1 universities in critical indicators such as research output, teaching
areas such as Science Technology Engineering & quality, and graduate employability.
Mathematics (STEM), agriculture, health and
Information Communication Technology (ICT).
These institutions will focus on cutting-edge
research and innovation, driving the development
of new technologies and solutions to national
challenges. Collaboration between universities,
government, and the private sector will be
essential to foster innovation and
commercialization of research. Improving the
quality assurance framework is also a priority. The
PSG-2023 Quality Assurance Framework will be
implemented across universities to standardize the
quality of education, research, and administration.
Strengthening Quality Enhancement Cells (QECs)
and ensuring that accreditation councils operate
with transparency and objectivity will help raise
the overall standard of higher education in
Pakistan. Financial assistance and scholarships will
be provided to students, particularly those from
disadvantaged backgrounds and in fields critical to
national development. This will help reduce
barriers to access and ensure that talented
students can pursue higher education regardless of
their socio-economic status.
The public-private partnerships in the higher
education sector will help to improve access as
Government funding is shrinking due to financial
constraints. Engaging the private sector in funding
research, developing curricula, and offering faculty
development programs will help drive innovation
and ensure that universities are responsive to the
needs of the economy. The establishment of
technology parks, incubators, and research hubs
within universities will promote entrepreneurship
and commercialization of research. Leveraging
technology for education is another key strategy.
Universities will adopt AI and digital platforms to
enhance the learning experience, implement
online learning management systems, and create
virtual labs. These technologies will help bridge
resource gaps and provide students with access to
modern educational tools.

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 National Education Policy Development Framework 2024

ANNEX - IV
National Qualification Framework (NQF): Programs by Levels and Credit
Hours Requirement (New System)

MINISTRY OF FEDERAL EDUCATION & PROFESSIONAL TRAINING | PAGE 46

 National Education Policy Development Framework 2024

ANNEX - V
Professional Standards for Teachers in Pakistan

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 National Education Policy Development Framework 2024

ANNEX - VI
Professional Standards for Assessment in Pakistan

STANDARD 1 Curriculum, SLO based Assessment &

mapping

Coverage of Bloom’s Taxonomy (Knowledge,

STANDARD 2
Attitude, Skills)

STANDARD 3 Content Coverage - Table of Specification

STANDARD 4
Question Paper Pattern (MCQs, SRQs, ERQs
ATP)

STANDARD 5 Capacity Building of Assessment Staff

STANDARD 6 Quality of Test (Validity, Reliability)

STANDARD 7 Marking Criteria/ Rubrics

STANDARD 8 Grading GPA

STANDARD 9 Result Analysis

STANDARD 10 Feedback for the Stakeholders

STANDARD 11 Digitisation

MINISTRY OF FEDERAL EDUCATION & PROFESSIONAL TRAINING | PAGE 48

 BIBLIOGRAPHY
1. Pakistan Education Statistics (PES) Reports, Pakistan Institute of Education
(PIE), MoFEPT
2. National Achievement Test (NAT), Pakistan Institute of Education (PIE), MoFEPT
3. Annual Status of Education Report (ASER), Idara-e-Taleem-o-Agahi (ITA),
Pakistan

4. National Education Policy 2009, Ministry of Education

5. National Qualification Framework of Pakistan (2015), Higher Education
Commission of Pakistan
6. National Professional Standards for Teachers in Pakistan (2009), Policy &
Planning Wing, Ministry of Education
7. National Professional Standards for Assessment in Pakistan, Inter Board

Coordination Commission (IBCC), Pakistan

8. Learning Poverty Brief (2022), World Bank

MINISTRY OF FEDERAL EDUCATION & PROFESSIONAL TRAINING | PAGE 49

www.mofept.gov.pk