Pakistan and its education: a bird eye view

Dr Arshad Javed RizviDr Arshad Javed Rizvi

Dr Arshad Javed Rizvi

Associate Professor Author, translator, and short story writer

Published Jan 18, 2016

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ABSTRACT:

This research report highlights the historical background of education system, its policy implementation
and the causes of its failure. Like other developing countries, poor implementation of education policy
has been challenge in Pakistan. Accountable issues related to education system are centralized system,
insufficient allocation of budget and resources, unclear goals, political influence, misuse of funds and
foreign aids and corrupt governance, illiteracy could not be eradicated due to above mentioned reason
and insufficient trained teachers staff, specially the primary sector education has been most neglected,
poorly managed and financed. Teachers are low paid and education policies are failed to upgrade the
education system. As education system play a leadership role in the society. In Pakistan role of secondary
and college level education focus has been on tertiary education, no guidance or Co. operation with the
agricultural and industrial development organizations to produced skillful man power, for the socio –
economic development in Pakistan. This research report reveals that due to discontinuity in government
policies, lack in human resources training. Lack of implementary vision, centralized system poor
supervisory and monitoring system, And insufficient allocation of budget are the reasons of failure
performances to be addressed.

Introduction:

Education policy are the principles and government policy making in education sphere as well as the
collection of laws and rules that govern the operation of education system . Any public policy is a process
to solve public problems through a system. And giving the ideas into practical shape or structure to bring
change in people’s life is implementation.

Pakistan population was very poorly educated at the time of independence. In this region there were
very few schools and universities. With the time education system has been expanding.Quality of
education has been a crucial matter;curriculum has been under debates since 1947.
In 1947, Pakistan became an independent state from British colonial rule. Majority of regions became a
part of Pakistan were backward, society, economically, morally and education-wise. The literacy rate of
Pakistan was only 15% and further in tribal and rural areas, literacy rate was even lower and there had
been no concept of education for women. At that time, the most important objective was the task of
nation building that seemed to be impossible without an educated and skilled manpower. By recognizing
thereof in 1947, Quaid-e-Azam convened The National Education Conference, in the field of education
and literacy. This was the first attempt at national level that within 20 years of time, target of
universalisation of primary education should be achieved. Since then, it has been the main objective of
all subsequent governments. To achieve this goal, considerable resources have been utilized for the
formation of new infrastructure. Many committees were formed for primary, secondary and adult
education. For the strong foundation of education system, it was considered essential, free and
compulsory primary education in the country. In 1951 to 1957 “National Plan of Education
Development” was planned. Report 1959 presented to the government by commission on “National
Education”, followed by Nur Khan’s report on “New Education Policy”. In 1970 Another education policy
came infront with Bhutto’s government, those were called Bhutto’s educational reforms, resulted in
further deterioration of educational standard due to corruption and mismanagement. Due to military
takeover, chief of army staff Zia-ul-Haq regime also gave an education policy in 1979. Literacy program
was launched nationwide under the 10 points program by “Literacy and Mass Education Commission” in
1981. In 1992, Nawaz Sharif regime announced another “National Education Policy” for 1998 2010.
“Education Sector Reforms” (ESRAP) has been launched by the present government. Beside all these
policies and plans, national objectives regarding education could not achieve. Pakistan has never been
short of major five year plans and yearly education policies short term or long term policies, total
number stand at 23. But unfortunately has failed to achieve their targets of objective due to frequent
change of democratic government by military regime and 2 major wars were fought between India and
Pakistan.

Education brings possible changes in the cultural political and social behavior of the society. Eliminate
poverty; upgrade standard and quality of life. Education is a key factor that determines the nations
socially, politically, culturally and economically under developed or developed.

Under the constitution of Pakistan, government accepts education is the fundamental rights for all the
citizens of Pakistan. In order to meet the challenges of globalization where high levels of competitiveness
and information technology are the main task, Pakistan must have a society where every person gets
education.

Under the constitution 1973, education is a provincial subject but federal government also play it’s
important role regarding education policy making, curriculum standard textbooks, framework of
educational institutes, levels of assessment and examination .
STATEMENT OF PROBLEM:

Pakistan education system has regularly been seen by educationists as serious impediments that
prevents the country’s population from achieving its potential goal in education, inadequately and
poorly produced and implementable education policies and ill planed policies are the hindrances’ for the
development of education sector previous education policies and plans and causes of their failure have
not been given due consideration before making and implementing the new education policies and
plans.

Right way and adequate system of implementation of education policy must be surveyed and analyzed.
Rational policies can be formulated to address these problems.

Without education especially in this technology driven world no country can survive smoothly.
Importance of education has been accepted by all the segments of the society. Whenever there was a
change of government, education sector has been treated badly by allocating minimum amount in the
budget.

Pakistan stands 2nd in the list of world ,in case of 6.8 million primary school children remain absent from
school and 3.2 million who due to non-availability of schools will not be able to see the inside of class
room. Since independence almost ten education policies have been made but none of them
implemented fully. Since 1947, Pakistan has been facing many serious problems such as illiteracy,
poverty, terrorism, insecurity, sectarianism all due to the lack of literacy, awareness and tolerance.
Education sector could not play it’s vital role due to ineffective education system. During 66 years of
time, 23 education policies and 5 year plans have been introduced. Yet the problems could not be
solved, multiple education system, inadequate funds, lack in resources, low level examination system, no
free and compulsory education has been made, out-dated curriculum, aimless education, corruption at
political and institutional level. Very low rate of enrollment, more dropouts.Political interference,
centralized system of education, lack of professional teachers, inefficient management and supervision
and lack of research.
Since 1947, despite lot of effort, education system in Pakistan has been facing problems because it’s not
according to the needs of society, free, compulsory and uniform education upto secondary level must
have been emphasized. Proper education is academic education, the formal education which is taught in
schools and colleges. The tragedy is that children in Pakistan have been deprived of proper education,
limited number of schools, colleges and universities. Most of the schools have no libraries, laboratories,
playgrounds, canteens, dispensaries, seating arrangements, community halls and workshops whole
education system has been a victim of wastage and stagnation. This is all due to improper education
policy implementation. In our education system, while making education policy, the most important
subject, areas to debate are ignored for example, decentralized system of education, while determining
the curriculum or education standards, the federal government and department of education should not
be heavily involved. School size, class and choice, privatization, pay and certification and teaching
methods, curricular contents, graduation requirements, investment on school infrastructure and the
values that schools are expected to uphold and model. Study of education policy is a scholarly analysis,
our education system has been lacked in even, purpose and objectives designed for, are not clear. No
tools and methods for attaining and measuring the success or failure.

So my hypothesis is:

OBJECTIVES:

1) To create, cultural and social harmony through educational process.

2) To revitalize the education system keeping in view the individual need of spiritual, social and political.

3) To create and ensure for all citizens of Pakistan equal opportunities of education, to eradicate
illiteracy.

4) To insure the implementation of current education policy through governmental structure, equal
opportunities for boys and girls.

5) To widen the access to education for all citizens. And improving quality education in public sector
education system.
6) To put emphasis, to achieve the global standard of education, diversification from general to tertiary
education and more opportunities for research in higher education institutes.

SIGNIFICANCE:

1) It would help to improve literacy rate in Pakistan for primary education to higher level

2) Monitoring and inspection systems would provide quality education service under the provincial
governments and at district level.

3) Opportunities shall be move to meet the global challenges ofcompetitiveness and information
technology.

4) Compulsory education up to secondary level would get positive response from this urban and rural
society setup.

5) Standard of nation would be upgraded internationally. Students from other countries would prefer to
study in Pakistan.

6) For higher research institutes and universities more facilities, funding and scholarship will be
encouraged by the government.
LITERATURE REVIEW:

Many articles related to education system in Pakistan were critically reviewed about historic background
of education system, education policies, it’s implementation , causes and gaps and hurdles’ in the way of
successful implementation of education policy in Pakistan.

Article 1: This article highlights the problems for education policy implementation causes of it’s failure
under the new cognitive sense. Put emphasis on to pay attention on cognitive factors. For the
implementation of policy. Cognitive factors play a critical role, implementers must make sense of
provisions before working on them. Under this perspective, history of education system in Pakistan and
accountable issues are explored.

Article 2: This study shows formal, religious and informal education standards in Pakistan’s education.
Also highlights the prescribed administrative and supervisory structure of hierarchy. Performance of
education system in Pakistan and chances of achievements. In present scenario, will Pakistan be able to
fulfill the requirements.

Article 3: This study specially focuses and examines the primary education system in Pakistan and
presents critical review. There is a lot of political interference, untrained teachers, uneffective
supervision system and outdated curriculum that do not meet the existing standard level due to memory
based assessment.

Article 4: This article focuses on problems and critically does analysis of education policy implementation
of it’s gaps in Pakistan. It also recommends some practical solutions regarding policy makers and
implementers and increase in budgetary allegation will bring improvement in the education system and
educational projects.

HISTORY OF EDUCATION POLICY MAKING IN PAKISTAN:

In Pakistan education policy is prepared by the ministry of education. And Pakistan planning commission
fulfills the taste of policy making and making in the development sectors including education for five
years plan. Since 1950s planning commission has produced eight five year education development
programs. From 1955 – 60 ,1960 – 65 ,1965 – 70,1970 – 75 ,1978 – 83 ,1983 – 88 ,1988 – 93 ,1993 – 98.
Education plan for 1998 could not be launched because of economic and regional instability.

1947,

In the field of education and literacy, the first attempt was “National Education Conference” in 1947.

"... the importance of education and the type of education cannot be over-emphasized ...

there is no doubt that the future of our State will and must greatly depend upon the type

of education we give to our children, and the way in which we bring them up as future citizens of
Pakistan ... we should not forget that we have to compete with the world

which is moving very fast in this direction."

(Government of Pakistan, Ministry of the Interior (Education Division), Proceedings of the Pakistan
Educational

Conference, 1947.)

The number of committees were formed for primary, secondary and adult education, it was suggested
that system must be based on strong foundation of free and compulsory education. For children,
education stages were 3-6 age group pre primary and 6-11 age group for primary education including
teacher’s training and physical education. Adult illiteracy at that time was only 85%. Committee on adult
education showed urgency to increase literacy among the masses main objective is not to make adults
literate but to keep them literate. Adult education must have permanent system to solve the problem
within 25 years, should be close linked with compulsory primary education. The committee gave due
importance to the issues of teacher’s training, teaching material required, methodologies and literature.
Stress was paid on uniform methodology and application. Literacy through vocational technical art and
commercial was suggested. In the report, for the execution of program, 5 stages were suggested during
first 5 years, work will be done on planning, teacher’s recruitment and training. In the sixth year, 5 lakhs
person were to be made literate and for every next year, 3 lakhs in the whole country including rural and
urban areas. For all university students, social service was made obligatory.

From 1951-1957

In the conference, 6 year “National Plan of Educational Development” was adopted, constraints and
problems facing the task were identified. It was acknowledged. The requirement of trained teachers and
expansion of primary education 85,000 additional teachers would be required. For quality education,
more training institutions will have to be set up, more school, scientific equipments and teaching aids. To
increase the literacy rate. Village Agriculture and Industrial Development (VAID) program was launched
during the time 1947-1957 all the educational efforts and expenditure could not produce the desired
results due to unstable administrative and organizational arrangements.

1955-1960

First Five Year Plan- In December 1957 First Five Year plan was launched

“asystem of universal primary education is imperative. Primary education is essential to prep citizens for
the

discharge of their democratic and civic responsibilities and to provide them with equal opportunities for

economic and cultural advancement. It is essential to the nation as a base for the entire structure of

secondary and higher education from which will come leadership in all walks of life and support for

technical development in agriculture and industry.”

(Government of Pakistan, National Planning Board, First Five Year Plan: 1955-60, 1957)

No new target were established but increase in the number of schools also under the village aid
program, increase in the number of trained primary teachers, primary and secondary enrollment rate. It
was claimed to achieve the goal of free universal compulsory, primary education. To improve
organizational, and management, arrangements, plan devoted special attention.

1960-1965

Second Five Year Plan

The Second Five Year Plan followed the recommendation of the 1959 policy, proclaimed:

"Upon education falls the supreme task of preserving the national ideals and building up

the national character on strong foundations of faith, unity and discipline, without which

no nation can aspire to greatness. The essential goals must be to provide an informed

leadership, a responsible citizenry, and trained manpower. It is through the advancement

of education alone that these goals can be achieved. No uneducated community has

progressed far in the modern world, and no educated community with initiative and

leadership has remained backward. An illiterate society clings to customs, traditions, and
outmoded practices; it resists the forces of change which stimulate the acquisition of new

knowledge and new skills. Training of human beings in all fields of endeavour is essential

if a breakthrough is to be effected from a state of chronic backwardness, and the country

is to move rapidly forward towards the attainment of the desired social and economic

goals.”

(Government of Pakistan, Planning Commission, Second Five Year Plan: 1960-65, 1960)

It was stated after evaluation of first plan performance had been disappointing in many aspects. In the
quality of education, no significant improvement had been seen, regarding increase in primary school
enrollment, training of teachers and only half of the number of new primary schools promised in first
plan were opened . To improve the primary education, second plan allocated RS.90 million. Enrollment
to the age between 6-11would rise to from 42% to 50% by 1965, further addition of 15000 new schools.
Also considerable emphasis was paid to improve curriculum teaching aids and training. Special attention
was given to girls education. At that time, out of 4.7 million children attending the primary school, only 1
million were girls. More opportunities were provided for girls education.

1965-1970

ThirdFiveYearPlan

In the primary education, RS 2652 million was allocated by the third five year plan. It considers education
as an investment that plays a vital role in the economic growth of the nation. Main objectives were to
develop harmony with the contemporary world by providing facilitation in the field of political,
economic, science, technology and social development.

Favourable conditions for the development of youth individual capacities and character were made. To
fulfill the nation building tasks, quality education would be ensured. Third Plan widens the base of
primary education and enrollment rate increases to 45% to 70% in 1970. Further enrollment of 2.8
million children were made in primary education, teacher’s training and pay were improved.

1972-1980

The Education Policy

It was drafted with the aim to eradicate illiteracy through universalisation of elementary education and
adult education program, special facilities for women, mentally and physically retarded children, under
privileged groups. It was declared education upto 10th class will be free and universal in the whole
country. By 1979, upto 5th class, boys education will be universal and for girls by 1984, earlier objective s
of compulsory education were discarded. Furthere addition of school classrooms, trained teachers and
their recruitments were made. Policy identified 40.5 million adult illiteracy massive literacy program will
be launched in every town, village all over the country, community places and factories farm, union
council halls.

In 1977, due to military coup, in Pakistan education policy was overtaken in the midstream.

1978-1983: 5th Five Year Plan

Again, great focus was given to primary education and negligence has shown illiteracy at high rate,
therefore fundamental priority would be given to primary education and measures will be taken to
reduce the dropout rate, improvement in the teaching quality and supervision. 33% of the development
expenditure was proposed to the primary education, RS 43 per capita and by 1983 it will be RS 88,
reduction in the dropout rate 50-40% was it’s essential feature. Rapid expansion and high priority was
given to girls education, construction and improvement of school and separate girls school will receive
priority.

1983: 10 Point Programme

At the national workshop on female literacy, the Chief Marshal Law administrator announced 10 points
education programme. Every summer, an annual drive for literacy and mass education as a national
movement and all government non government servant, guides and armed forces should participate in
the drive. Impart literacy to illiterate employees. All students upto post graduate will not be awarded
degree until they learn Quranic Qaida “Yasarnal Quran”. Illiterate prisoners and educated ones to read
and write and further will be granted remission in their sentences.

All kinds of licenses and permits will be given to literates. Community will be given incentives and
rewards. Show 100% literacy. Trophies, shields, civil award will be for those with outstanding
achievement in the field of literacy and mass education. NGOs will be given grants to do work on literacy
and adult education programs. DeeniMadaris play special role for understanding Quran and radio and tv
should provide services for education and adult education.
1983-1988: 7th Five Year Plan

Similar to the 3rd five year plan, it claimed. For every socio economic development, education has been
a vital investment, negligence can cost generations. Economic and political power cannot achieve the
heights until educated.

“thirty-five years after independence, Pakistan has a literacy rate below 25 per cent and

less than half the primary schools going age children are in schools. These indices place

Pakistan amongst the least developed nations ... At the scale at which it persists,

illiteracy is a blot on our social image and the chief impediment to our long-term

economic and technological advance."

(Government of Pakistan, Planning Commission, Sixth Five Year Plan: 1983-88, 1983)

Performance in education sector has been deficient, except for the second plan, despite heavy
investment in the 5th plan period, there was little increase in enrollment, participation rate declined and
female participation remained less. Government expenditure on education was also declined from 1.8%
to 1.5%. Again, the target was set to raise the participation of children in primary schools, 75% by 1988.
Neglected sections of rural areas and for the girls, larger increase was planned. “Mass illiteracy program”
was launched, major components were:

Utilization of mosques, provision of schools, buildings, mixed enrollment in classes 1-3. Provision of
separate girls schools, provision of 2 teachers in each mosque schools instead of 1. At federal, provincial
and subsequent levels, separate implementation agency for primary education.

Iqra Pilot Project

“The major aim of the project was to literate people through direct relationship between

the teacher and the taught at any suitable place and time of their own choice. The

teachers were given the incentive of Rs 1000/= as honorarium provided the neo-literate

could qualify a literacy test conducted by the LAMEC ... The project was introduced

between 1986-87 and the LAMEC claimed that approximately 18882 illiterates became

literate through the project.”

(Government of Pakistan, Academy of Educational Planning and Management, Evaluation of Iqra Pilot
Project,

1989)

Finding of the study showed the evidences of failure. The implementation of the project was not proper
and in it’s monitory services deficiencies were found. Under the 3 year model project, the target was to
make half a million people literate but after evaluation, only 18000 were made literate. Achievement
level was only 3.6% against the target of 100%. To make 1% literate expenditure under the national
literacy plan turned out RS 3000 instead of RS147 given under budget estimate. Due to the Iqra Pilot
Project, another 3 year literacy program was launched called “Drop- In Schools”. To achieve 100%
universal primary education in a short time within the resources available.

1986-1990

Nationwide Literacy Program: This program was launched by Junejo government. In December 1985.
Drop-In schools project was overtaken by this scheme. Objective was to increase the literacy rate
throughout in Pakistan by opening literacy centers in towns, villages, districts, seven agencies in FATA,
three agencies in FANA, and 4 districts in Azad Jammu and Kashmir. Again, this program was overtaken
by “NaiRoshni Schools” scheme.

1988-1993

7th Five Year Plan: It was launched in 1988. Stated

do not have access to education. This has perpetuated a high rate of illiteracy. Primary

education facilities are available to only 60 per cent of the children in the age group of 5

to 9 years. Primary schools lack physical facilities; about 29,000 primary schools have

no buildings and 16,000 schools have only one class room. The target of one teacher and

one room for every class, the minimum essential requirement for quality education,

appears difficult to achieve even in the next few years."

(Government of Pakistan, Planning Commission, Seventh Five Year Plan: 1988-93, Chapter 29, 1988)

It was acknowledged that enrollment of girls in rural areas are 1/3rd compared to boys. Rural schools are
short of trained qualified teachers and their absenteeism is high. Environmental conditions in the schools
are very poor, unhygienic and unattractive. Resulting in poor attendance and high dropout rate. It was
acknowledged there is no substitute of formal education, target to achieve literacy rate could not show
much progress. Estimation was, by 1993, literacy rate will get to rise 40% and by the end of this century,
80% rise. Within the radius of 1.5 KM, school will be accessible for every child between the ages of 5-9.
For the compulsory primary education, legislation was introduced, infrastructure facilities for school and
addition of classrooms for the existing schools both in urban and rural areas will be ensured.

1992: National Education Policy

The policy objective was that basic objective will be seen as integral part of human development.
Primary goal of the policy is to facilitate an effective and efficient education system, measures will bring
the education system to the respectable level of excellency in the coming 10 years. By 2002, 100%
participation of children in primary level was proposed through formal and non formal methods, free
and compulsory primary education. Major shift was seen when grants were proposed for non
governmentalorganizations for adult education programs.

1993-1998: 8th Five Year Plan

It was launched in 1993, proclaimed education as fundamental right and an essential ingredient of
economic development, literacy rate still stand at very lower level of 35%. Both for boys and girls,
universalization of primary education would be achieved within a short period of time. All required
facilities within reachable distance, concept of “Trade schools” was given by using existing school
buildings in the evening shift for imparting income generating skills. For example mechanical, vocational,
poultry, farming, carpet weaving. More mosque schools for small settlements and purchase of land and
buildings were proposed. To persuade parents to send their children to school strong motivation
campaign was launched. More stress was given to female education and opening of girls school
especially where there are boys schools but no girls schools and provision of free textbooks for grade 1.

1998-2010: National Education Policy

In the policy, it was acknowledged that during the history since 1047 has been producing excellent
documents of educational policies and five year plans but could not be implemented fully. Whereas key
of national development is based on moral, political, social and economic development.

Policy Opined that

“The 1951 census brought to light that the literacy ratio had declined to 13 percent

compared to that at the time of Independence of Pakistan. The present rate of literacy is

estimated to be 38.9 percent signifying that literacy rate is gradually increasing at the

rate of half a percent during the last fifty years. Consequently, Pakistan stands at 142nd

position among 160 countries, and among SAARC countries, its position is 6th. It is

certainly a depressing scenario.”

(Government of Pakistan, Ministry of Education, National Education Policy: 1998-2010, 1998)

After evaluating all the educational plans and policies since 1947, policy regarding to elementary
education proposed the strategies of “social action programme”, for the improvement for quality,
disadvantaged groups, out of school children, administration, supervision, resources and financial
sustainability.

Main issues were highlighted: Between the age group of 5-9 more than 5 million children are left outs,
45% are dropout of schools, in the rural areas teacher’s absenteeism is at high level in rural areas, weak
supervision, present teacher’s training infrastructure does not impart quality of instruction, teachers
harsh attitude is causing demotivation and poor inadequate learning material.

Policy proposed addition of formal primary schools 185000, non formal education centers 245000,
mosque school 550000, primary school will be upgraded, double shift in school recommended,
recruitment of teachers and from 2-5% expenditure on education will raise to 4% of GNP. Policy
expectations were primary school children by 2003 90% will be in schools and gross enrollment will be
105% by 2010. “Compulsory Primary Education Act” will be promulgated and enforced by 2005. On
emergency basis “National Literacy Movement” was launched in every tehsil, district and village for all
federal and industrial units, it was made mandatory to make their employees and dependants literate.

It is agreed that policy provisions intend to bring changes in individual practices, it is important for policy
makers to know how individuals learn and change their behavior.

Education plan for 1970 – 75 was prepared but till 1978 the work could only be managed on yearly plans
by the government. Because of trouble some political period in the history of Pakistan we lostEast
Pakistan forever this period is called non plan period.

Five year plans focus on economic growth of the country and see education as human resources for
healthy progressive economy. Whereas education policies mainly focus on education as a matter. And
consider economic growth as essential factor in the social development.

Eradication of illiteracy in Pakistan cannot be possible without making totally free and compulsory
primary education an adult literacy and non-formal basic education programmers require expanding
investments.

The key elements that drive education policy in Pakistan are to increase the literacy ratio, access of
primary education for all children. Setting up new schools and it completion, to reduce students
dropouts, provision of quality education. Unfortunately most of the plans, programs and policies have
failed to achieve their objectives because of poor policy implementation.

Complication in Pakistan’s Education Policy:

International assessments show that Pakistan is far behind to achieve international level of education
under the Dakar framework, Education For All(EFA) was formed by all the developing countries, decided
at a meeting held in Senegal in 2000.

EFA is a global commitment to make sure by 1915 Universal Primary Education Completion for all
children at the level of primary and secondary education, unfair gender treatment would be eliminated
by 2005 not later than 2015.

According toUNESCO Pakistan’s position at lower level of EFA development index. Indicates participation
of children at primary level is very low, gender disparities, inequality in quality of education adult
illiteracy, low quality of education 1/3 of woman has reading ability adult literacy rate is less them 50%
the number of children out of school are six million.

Pakistan’s education system has been facing many problems, among those major problems are
corruption, strong regional differences & gender inequalities, social imbalances insufficient budget & in
the public sector service is low grade.

I) Corruption in education Sector

In Pakistan education sector is badly damaged by corruption, almost 150,000 government public schools
have be affected, despite UNESCO Asian development bank, & world bank intervention it stands at 4th
most corrupt sector by 2010 survey report.

Number of weakness were lighted, first of all governance weak & corrupt policies. Misuse of education
fund for personal use, allocation of resources under political& favoritism, recruitment of teachers on non
merit. Corruption cases in the process of examination & assessment have been reported.

The most troublesomephenomena of ghost schools they exits on government’s schools alot, but there is
no students no services. But on the other hand administrator & teacher are continuously receiving their
salaries without providing any service. Many cases have been behind about triballeader’s and public
office holder, use of public funds in the name of teachers’ salaries, where there is no teacher and the
schools are used as a guest houses while teachers are allotted others jobs in the community, result in
loss & leakage of billions of rupees allocated under education budget. Teacher’sappointments are based
on positional favoritism bribery. The country shows downfall when it’s education sector’s performance is
not upto the level.

II) Insufficient allocation of budget &underutilization

In many, regional countries have increased the share in the national budget for education sector
expenditure starting from primary level to higher level of Pakistan, is the only state where this share has
declined. Report of international crisis group states. Pakistan spends less than 2% of it GDP on education.

Funds allocated for this ministry of education for the purpose of development expenditure at federal
level hardly 50% are utilized because the complex procedure of release system & financial allocation.

“An estimated Rs. 2.594 million out of a total of Rs.7016 million provided for improvement of school
faculties such as a building electricity drinkable water , etc. had gone unaccounted during the fiscal
periods 2001-06”

(UNESCO 2007)

iii) Inequality on the ground of gender & regional.

According to international labor organization (ILO) adult female illiteracy rate is twice then male adults.
Female illiteracy rate is 46.8% and 23.9% for male. In Baluchistan largest numbers of schools areUN
operational. And have lowest number of educational institutes, high level of illiteracy due to tribal and
terrorist influence.

iv) Multiple Education system Creating Social Imbalances:

In Pakistan different types of education system are working at the same time that create division and
conflicts in the social system. Our Pakistan education has metric system of education that has low
standard of curriculum whereas students from elite class prefer to follow “O” and “A” levels curriculum.
Another class that is religious madrassas has produced, unaware of outside world.

In Pakistan private education sector growing faster, enrolls more students, shows that people’s lack of
trust in the public government schools. Due to low level of quality education, low paid salary teachers,
insufficient educational institutions. Even Ordinary private schools are slightly better than public school,
but school network for elite class are offering quality of education with high fee structure. Inequality gap
and division in the social structure. The problem with our education system is that, it is not single,
uniform and proper due to the reason private sector dominates over public sector.
(V)Religious Seminaries (Madrassa)

Madrassa in Pakistan have been supplier of Islamicextremist in Pakistan, continuously providing Jihadi
soldiers to Kashmir and Jammu, Afghanistan and Iraq.

At the federal and provincial government level, subsequent governments have made reforms on the
madrassa system, to bring them in the mainstream of education system but could not workout.

Seminaries under Wafaq–ul–Madaris are about 8,200 institution, they strongly opposed Madrassa
Reform, including Tanzim–ul– Madaris Ahle Sunnat, and Tanzeemat Madaris Deeniya.

Religious leader on the other hand opine that Madrassa reform will restrict the madrassa sovereignty
and independence and rejected. These seminaries are funded by local, domestic and foreign religious
foundation and charity funds. Due to having full political, financial and social power totally rejected any
government education reform. They categorized madrassa reform as conspiracy to de – Islamize the
education system on behalf of America (USA).

Hurdles in Education policy Implementation in Pakistan

For every country education is considered to be a road to development. Lack of communication between
the implementers and stakeholders is the main cause of policy implementation failure. If the
administrative machinery is weak due to defective mechanism, insufficient implementer’straining,
various initiatives for successful policy implementation lead to failure. If policy is clear without any
ambiguity, accurate and precise it will be more adaptable and creative, its implementation will be
effective with enough financial resources allocation. It is must to calculate the availability of resources
before making the policy by the policy makers andimplementers. Bureaucratic structure must have
strong professional knowledge and efficient otherwise objectives of implementations would not be
achieved. Decentralization provides root level without bureaucratic hurdles’. In Pakistan success of policy
implementation largely depends on the policy makers and implementers political will, discriminating the
participation of stakeholders (school principal, teachers, and students).
ANALYSIS:

Today we see Pakistan’s education system full of flaws. Only elite class has an access to quality of
education. Schools and institution of public sector are of low quality and providing low standard of
knowledge, reason behind are insufficient budget , no accountability being government employees .
insufficient educational institutes. Misuse and wrong allocation of funds. Untrained teachers , a little
percentage of qualified people are not encouraged, mostly qualified Pakistanis look forward to go abroad
for education , jobs and better life.

Implementation of education policy is a dynamic process, due to poor communication, lack of support of
stake holders creates obstacles in the way of implementation, financial gaps and irregularities are the
major problems, no system can show or work effectively without enough monitory support and do not
produce desired educational results and performance.

CONCLUSION:

In the development of any nation education has been a backbone of a country. For the successful
implementation of educational policy, it is essential to consider policy strategies. This would help to
achieve the objectives of the system. The aim of this study is to explore and identify the hurdles’ that
come in the way of successful implementation of education policy . After analyzing the data collected
show that there is a deep corruption. Poor communication leadership lack of vision. Personal interests.
Insufficient budget allocation. Social imbalance due to multiple education systems. Insufficient school
colleges and universities and gender in equality are the main findings that lead Pakistan’s education
policy to failure.

RECOMMENDATIONS:

1) Involvement of all the shake holdersmust be ensured on policy formulation.

2) To decrease corruption in the system there must be an accountability cell.

3) Officials who involve in the process of formulation, implementation and evaluation should be trained.
To apply their theoretical skills.

4) Effective planning and utilization of resources may reduce financial constraints.

5) To decrease the delays in the implementation of policy, at the central level concept of decentralization
should be strengthened.

6) There should be a good level of coordination between schools and inspectorate to reduce distrust.