The update on ESR Action Plan 2001/2-2005/6 reveals that education remains a
central and sobering challenge for Pakistan on account of short falls in access, quality and
transition. It is heartening to see that the provinces have recognized the merit of sector wide approach and are developing sector strategies strongly along those lines. This is reflected in provincial PRSPs, which will support the national PRSP targets.
We are constrained with regards to resources in spite of overall increase in allocations. The demand for quality education continues to outpace supply not just at the primary level but also at the middle, secondary and higher secondary level. For every 10 primary schools there is only 1 middle, and schools in the public sector. These gaps lead to low possibilities for completion and transition. However, there are several historical anomalies, which need to be corrected. There is not sufficient cushion in the non-salary component of the recurrent budget, repairs and maintenance, facility up-gradation remains unattended. These problems compel us to revisit how we undertake allocations, develop norms for not just establishment of schools but also norms for school based maintenance, facility improvements, utilities and quality inputs at primary, middle and secondary levels.
The space provided under devolution for community participation is yet to be fully
explored. Sindh is providing legal cover to SMCs, whilst Punjab has restructured the School Councils to give them enhanced authority for effective and responsible local governance.
These are promising trends in devolution of authority and trust.
Local level education planning is gaining momentum in Pakistan with inclusion of
CSOs in the preparation of District EFA Plans 2015 and the medium term District Education Plans. This marks the beginning of evidence based planning processes. Such initiatives are part of the capacity building processes, which are urgently required at the district level recognizing that devolution has varying interpretation patterns from province to province.
An enabling environment for private sector and public private partnerships is in place
including a robust incentive package. We seek to make the incentive regime more targeted for private sector complementarily in bridging access gaps at middle and secondary levels as a part of coherent public policy.
We stand committed to quality improvement in public sector service delivery at all
levels in which civil society and private sector are our valuable partners so that we can move towards becoming a knowledge-based society spurring human development and economic
National Plan of Action on Education for All Goals.
National Plan of Action on Education for All (2001-15) sets the following targets for Primary Education
Education for All (EFA) Plans, Progress and Prospects
Background / Introduction:
EFA National Plan of Action (NPA) has been developed through broad-based
consultations with principal actors of EFA and all stakeholders. Education Sector Reforms
(2001-02 - 2005-06) aimed at the development of education sector as a whole with a special focus on EFA goals, served as foundation of the NPA. Allocations of Rs.1.574 Billion with additional Rs. 2.00 Billion in the current financial year for ESR implementation over and above the regular budget, despite economic difficulties, is a clear expression of political will and government commitment to Education For All.
The planning framework of National Plan of Action (NPA) are the six EFA goals as
stated in the Dakar Framework For Action. The main objectives of NPA interalia are (I) to reach the disadvantaged population groups in rural and urban areas with emphasis on girls and women, (II) to promote community participation and ownership of basic education programs at the grassroots, and (III) to improve relevance and quality of basic education through enhancing learning achievements of the children, youth and adults. The sector-wide order of priorities of the plan are Primary Education, Adult Literacy and Early ChildhoodEducation.
Separate plan for each EFA sector/area is developed and integrated into a
consolidated plan. Each plan covers three main aspects/components of project cycle i.e.
planning, implementation and monitoring/ evaluation. The NPA has been developed within a sustainable and well-integrated sector framework clearly linked to poverty alleviation and development strategies. It aims at forging a link between basic education and skills development.
National EFA Plan Goals and Targets
Population projections of the National Institute of Population Studies quote the
population of primary age group (5-9) to be 17.9 million. This number may rise to 19.6
million in 2005 and remaining almost constant for few years, will decline to 17.5 million in the last year of the plan. Net participation rate will increase from the existing 66 % to 100 % by the last year of the plan. UPE target for males would be achieved by the year 2010 and in case of females by 2015. Additional year-wise enrolment target of 0.4; 0.7; 0.9; 0.9 and 0.7 million for the first 5 years of the plan have been fixed. 8250 new primary schools will be constructed to accommodate the above additional enrolment. Physical facilities of 100,000 primary schools will be upgraded along with introduction of double shifts (2006-2010) and (2011-2015) in existing primary schools and opening of new primary schools in private sector. During the 2nd and 3rd phase of the plan more schools in public sector may not be needed. However up-gradation of primary schools to middle level would be regular feature of the plan.
Population of 10 + age group is likely to increase from the existing 101 million to 146
million by the end of the plan (2015). Literacy rate is planned to increase from existing 49% to 86% in next 15 years. Around 81 million population of 10+ age group will become literate during the plan period (2000-15). The innovative approaches and programs should be initiated to meet the targets.
Early Childhood Education is the third priority of NPA. The benchmark population of
3-5 year age group is 8.1 million. It may continuously decline due to reduced population
growth rate. By the end of the Plan (2015), it may drop to 7.2 million. The plan has to
provide ECE to at least half of the said age group population raising the net participation rate
from existing 25 % to 50 % by 2015. To accommodate these children, around 2500 ECE
centers/classes in the selected primary schools in public sector and 1500 centers in private
sector will be opened during each year of the Plan (kindly reword this statement as there is no
evidence on this in the public sector and anecdotal estimates only in private sector).
Quality improvement and school effectiveness are the key elements of the Plan. The
main quality inputs interalia, include reforms in curricula (focusing on basic learning needs of child, youth, adolescent and adult) textbook development and teachers training literacy
curriculum. An improved system of examination/assessment i.e. National Education
Assessment System (NEAS) will be introduced. Besides, pre-primary education (ECE),
programs will be initiated as part of efforts to improve achievement of pupils at primary
education level. Sector-wide estimated cost will be Rs. 202 Billion for Primary Education, Rs. 180 Billion for Adult Literacy and Rs. 48 Billion for ECE. The total cost worked out to be Rs.430 Billion. Out of it Rs. 178 Billion is estimated to be provided through the country’s
own resources and the gap of Rs. 252 Billion may be provided by international development
partners, bilateral and multilateral agencies as per Dakar commitment.
4.3 EFA Planning and Capacity Building:
It was strongly felt that capacity building of provinces and districts is one of the
urgent needs for EFA planning, implementation and monitoring/evaluation particularly for
district base planning and management under the new system and structure. In order to fulfill
this need following measures have been undertaken:
EFA Planning and Capacity Building at Provincial Level:
In order build the capacity of provinces and prepare provincial EFA plans of action
following actions have been completed.
_ Orientation/awareness workshops/meetings were held in all the four provinces and
federating units in the first instance.
_ EFA communication and media campaign launched for awareness creation and
mobilization of resources.
_ A national training/capacity building workshop on Education for All was held in
Islamabad with an objective to train master trainers for training of EDO Education,
EDO Literacy, Nazims and other concerned. The said workshop was held in
Islamabad on July 2003. The participants of the workshop were drawn from the
provinces and federating units. Group of master trainers from the respective province
workshop prepared draft plan in all the three areas of EFA i.e. Primary Education,
Adult Literacy and Early Childhood Education for respective province / area. Finally
the participants were given training to write/describe the plan. Through this training
the master trainers not only learned theoretical concepts and fundamentals of planning
but also prepared draft plans and described / wrote the plans. It was termed as one of
the most successful and effective workshop on EFA Planning.
Master trainers trained in National Capacity Building Workshop were assigned the
task of training/capacity building of provincial and district planners, managers and
other concerned. Furthermore, to improve the provincial/federating unit draft plans
prepared in National Workshop in consultation with Province and districts, a series of
training workshops were held at provincial headquarters.
All the four provinces i.e. Punjab, Sindh, NWFP and Balochistan have prepared
the EFA plans in consultation with provincial EFA forums, Provincial Education
Department and other concerned.
As a next step these plans will be discussed in the respective provincial assemblies,
finalized and launched.
District EFA Plans:
Subsequently training workshops for preparation of district EFA plans were held in
the provinces to train the district officials and other concerned in EFA planning, monitoring
and evaluation. This programme was started in August 2003 and completed in October 2003.
In N.W.F.P province, two such workshops were conducted at Peshawar covering 12 districts
in first workshop and remaining 12 districts in the second workshop. In Punjab province,
three different workshops were conducted at Lahore, Rawalpindi/Islamabad and Multan
covering all the 34 districts. For Sindh province also three workshops were conducted at
Hyderabad, Karachi and Sukkur, whereas for Balochistan province only one workshop was
conducted at Quetta. The participants/trainees of these workshops were Executive District
Officers Education and Executive District Officers Literacy, nazims, NGOs representatives
and other concerned. Draft district EFA plans were prepared by the participants of the
respective districts under the guidance of training team. The participants were given the
task to finalize the plan in consultation with district EFA forums and other concerned.
At present, 20 districts of Punjab, all the 16 districts of Sindh, all the 24 districts of
NWFP, all the 5 districts of FANA, all the 7 districts of AJK and 4 districts of
Balochistan have prepared the draft EFA plans. These plans may be discussed and
approved by the district assembly and district nazim, for full-scale implementation.
Sub-district / Tehsil Level EFA Planning:
Ministry of Education adopted a different approach i.e. “bottom up EFA planning
approach” in district Chakwal (Model District). In the said district after giving orientation
and training, data/statistics and other related information on EFA were collected from the
households, educational institutions, NGOs and private sector. These statistics pertain to the
core indicators of primary education; adult literacy and early childhood education in terms of
population, enrolment, out of school children, illiterates, causes and factors of low
participation rate and dropout etc. etc. Based on the data/statistics so collected sub-district /
tehsil EFA plans of all the three tehsils of district Chakwal i.e. tehsil Chakwal, tehsil
Choasaiden Shah and Talagang have been prepared in consultation with tehsil EFA
forum, councilors, nazims and other concerned. These plans will be discussed and
approved by respective tehsil assembly before the same are launched for implementation.
4.3.4 Union Council Level EFA Planning:
As mentioned above we have successfully completed union council EFA planning
exercise, through the bottom up approach. Union council EFA Plans of all the sixty-eight
union councils of district Chakwal have been prepared in consultation with union
councilors and union nazims. These plans are based on the actual data/facts and figures
collected from the households and institutions.
These union council, tehsil and district Chakwal Model Plans will be shared with
other districts of the county to be adopted as model district planning approach
EFA Forums and EFA Units Established:
Effective Coordination in EFA planning, implementation and monitoring/evaluation
has been given vital importance almost at all levels. It emerged from the strong realization
that unless and until all principal EFA actors and stakeholders are effectively involved at each stage the achievement of EFA goals and targets may not be possible.
To achieve EFA goals and targets, EFA Forums at national, provincial, district and
local levels have been established. The EFA Forum is a representative body of the
Government, Civil Society, Private Schools, Deeni Madaris, Media, Support Organizations
and Communities. The functions of EFA Forum interalia include: Coordination, Awareness
Raising, Planning, Collection and Dissemination of Information, Monitoring, Resource
Mobilization, Political Support, Capacity Building etc.
International Development Partners EFA Forum:
EFA Partners (UNESCO, UNICEF, UNFPA, UNDP and World Bank) in Pakistan has
set up EFA International Development Partners Forum (INDPF) comprising all the
development partners including bi-lateral and multilateral agencies and international NGOs
and INGOs. Coordination and Resource Mobilization for EFA would be the main function of
INDPF.
EFA units at national, provincial and district levels will provide a platform to the
respective forum for effective coordination and monitoring/evaluation of EFA activities and
programmes at respective level.
4.4. Implementation Status:
Primary Education
In EFA Primary Education has been assigned top priority. Universalization of Primary
Education (UPE) in terms of universal enrolment/access; universal retention/completion and
universal achievement latest by 2010 in case of boys and 2015 in case of girls is the avowed goal and target of national, provincial and district EFA plans.
The target of 73% net participation rate under ESR/EFA plan of action for primary
education was set. Achievement in terms of net participation rate could not be assessed due to
non-availability of data/statistics. However, gross enrolment at primary level (I-V) is
estimated to be 83%.
Declining population growth rate; high intake rate in grade I; increased enrolment in
primary classes (I-V); reduced dropout rate (from 50% to 35%); increased allocations for
primary education (more than 50% budget of education sector is allocated for primary
education); and adequate infrastructure (around 200,000 institutions including Formal
Primary Schools, Masjid Maktab Schools, Primary Sections of Middle and Secondary
Schools. Deeni Madaris, Private Sector Schools and Non-formal Basic Education Schools
cater to the needs of primary age group children) are the achievements and strengths of
Primary Education in Pakistan. Whereas, a large number of out of school (more than 6
million) children; gender and area disparities; lack of effective community participation;
deteriorating quality of education and shortage of required funds are some of the lackings and
weaknesses of the system which need to be addressed on priority basis.
Adult Literacy:
In literacy 10,000 Adult Literacy Centers in public sector and more than 2000 in
private sector against the target of 270,000 during the period 2001-3 could be opened.
Literacy rate could be enhanced to 51.6% against the target of 56% during this period.
The shortfall was mainly due to non-availability of the required resources by the
international Development Partners, Federal, Provincial and District Governments. Secondly,
implementation of ESR was delayed for one year and started in the year 2002 instead of The above mentioned initiatives in literacy; plus declining population growth rate
(reduced from 3% in 1991 to 2.1% in 2003); and increasing participation rate at primary level
has resulted in considerable increase (2.2% against 1.1% per year average increase from 1981
– 1998) in literacy. At present (2003-4) the adult literacy rate is estimated to be 54% (male
66%: female 42%)
Consequent upon that the targets of adult literacy rate for ESR first phase (upto 2005-
06) are revised to 58% (male 69%: female 47%) against 60% previously targeted. The current projection is based on actual evidence at present and may be revised upwards if
implementation in 2004-2005 is seen to be more robust on account of government, NCHD,
US AID, and JICA funded initiatives in literacy. The backlog of 264,000 literacy centers will
be adjusted accordingly during the remaining periof of 1st, 2nd and 3rd phases of EFA Plan of
Action spread evenly across the period 2004/5 to 2014.
Early Childhood Education (ECE):
Early Childhood Education is one of the priority areas of education for all. Some of
the major Programmes on ECE launched in Pakistan are as follows:
In the public sector primary schools, especially in rural areas, children below 5 years
of age do attend the schools informally, and learn basic concepts of literacy and numeracy.
_ In private sector schools, especially schools run on commercial basis, pre-primary
education is well organized, being an essential part of primary education. Almost all
such schools arrange pre-primary education in the form of Nursery, Pre-nursery or
Kindergarten KG-I, KG-II classes.
_ Day Care Centers and Nurseries have also been opened by the Social Welfare
Department, for children of working mothers.
_ The Ministry of Education under ESR has promoted ECE as an innovative program in
the provinces. Under this initiative 450 ECE classes were set up with a view that these
may be mainstreamed by the respective provinces once their efficacy was
established. Support for ECE has been mobilized from donors such as US AID, UNICEF, and the Asian Development Bank (ADB).
Child friendly School Project has been launched by Federal Directorate of Education
in Islamabad, Chakwal and six other districts in Punjab covering 200 schools in
collaboration with UNICEF.
The Aga Khan Foundation Pakistan with the support from US-AID has initiated a
pilot programme of early childhood education (ECE) in the province of Sindh and
Balochistan. ECE programme entitled “Releasing Confidence and Creativity:
Building Sound Foundations for Early Learning in Pakistan” is being implemented in
100 government schools in Sindh and Balochistan. The Sindh Education Foundation
(SEF) has been given the role of documentation and research of the program to
capture the impact on early years on learning, parental and teachers engagement.
Children Resource International (CRI) is also implementing ECE in another 100
schools across public sector and non-elite private sector.
The Teachers Resource Center (TRC) which has developed the national ECE
curriculum has been engaged to provide support to all partners in various areas
especially in teachers’ training and classroom material development and
dissemination of ‘taleemi bastas’ of learning kits for ECE and early primary years.
EMIS data indicates that Pre-primary age group gross enrolment in public sector was
2.97 (male 1.67: female 1.30) million in 2001-02. Since, private sector ECE data is not
available therefore adding to it 50% of private sector enrolment (as is the present ratio
between public and private sector in Primary education I-V) the gross enrolment comes out to
be 4.5 million which is 57% of the ECE age group population of 7.9 million in 2002. It shows that we have achieved the NPA target of 27.5% net participation rate of ECE in 2002.
National Education Policy 1998-2010
Salient Features of National Education Policy 1998-2010
Aims and objectives of Education and Islamic Education
Education and training should enable the citizens of Pakistan to lead their lives according to the teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a true practicing Muslim. To evolve an integrated system of national education by bringing Deeni Madaris and modern schools closer to each stream in curriculum and the contents of education. Nazira Qur'an will be introduced as a compulsory component from grade I-VIII while at secondary level translation of the selected verses from the Holy Qur'an will be offered.
Literacy and Non-Formal Education
Eradication of illiteracy through formal and informal means for expansion of basic education through involvement of community. The current literacy rate of about 39% will be raised to 55% during the first five years of the policy and 70% by the year 2010 Functional literacy and income generation skills will be provided to rural women of 15 to 25 age group and basic educational facilities will be provided to working children. Functional literacy will be imparted to adolescents (10-14) who missed out the chance of primary education. The existing disparities in basic education will be reduced to half by year 2010.
Elementary Education
About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03. Gross enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory Primary Education Act will be promulgated and enforced in a phased manner. Full utilization of existing capacity at the basic level has been ensured by providing for introduction of double shift in existing school of basics education. Quality of primary education will be improved through revising curricula, imparting in-service training to the teachers, raising entry qualifications for teachers from matriculation to intermediate, revising teacher training curricula, improving management and supervision system and reforming the existing examination and assessment system.
Integration of primary and middle level education in to elementary education (I-VIII). Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level. At the elementary level, a system of continuous evaluation will be adopted to ensure attainment of minimum learning competencies for improving quality of education.
Secondary Education
One model secondary school will be set up at each district level. A definite vocation or a career will be introduced at secondary level. It would be ensured that all the boys and girls, desirous of entering secondary education, become enrolled in secondary schools. Curriculum for secondary and higher secondary will be revised and multiple textbooks will be introduced. The participation rate will be increased from 31% to 48% by 2002-03. The base for technical and vocational education shall be broadened through introduction of a stream of matriculation (Technical) on pilot basis and establishment of vocational high schools. Multiple textbooks shall be introduced at secondary school level.
Teacher Education
To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher trainers and educational administrators through school clustering and other techniques. To upgrade the quality of pre-service teacher training programmes by introducing parallel programmes of longer duration at post-secondary and post-degree levels i.e. introduction of programs of FA/FSc education and BA/BSc education . The contents and methodology parts of teacher education curricula will be revised. Both formal and non-formal means shall be used to provide increased opportunities of in-service training to the working teachers, preferably at least once in five years. A special package of incentives package shall be provided to rural females to join the teaching profession. A new cadre of teacher educators shall be created.
Technical and Vocational Education
To develop opportunities for technical and vocational education in the country for producing trained manpower, commensurate with the needs of industry and economic development goals. To improve the quality of technical education so as to enhance the chances of employment of Technical and vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system. Revision and updating of curricula shall be made a continuing activity to keep pace with changing needs of the job market and for accommodating the new developments. Development of technical competence, communication skills, safety and health measures and entrepreneurial skills etc. shall be reflected in the curricula. Institution-industry linkages shall be strengthened to enhance the relevance of training to the requirements of the job market. Emerging technologies e.g. telecommunication, computer, electronics, automation, petroleum, garments, food preservation, printing and graphics, textile, mining, sugar technology, etc. greatly in demand in the job market shall be introduced in selected polytechnics. A National Council for Technical Education shall be established to regulate technical education.
Higher Education
Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010. Merit shall be the only criterion for entry into higher education. Access to higher education, therefore, shall be based on entrance tests. Reputed degree colleges shall be given autonomy and degree awarding status. Degree colleges shall have the option to affiliate with any recognized Pakistani university or degree awarding institution for examination and award of degrees. To attract highly talented qualified teachers, the university staff will be paid at higher rates than usual grades. Local M.Phil. and Ph.D programs shall be launched and laboratory and library facilities will be strengthened. Split Ph.D programs shall be launched in collaboration with reputed foreign universities and at the minimum, 100 scholars shall be annually trained under this arrangement. All quota/reserve seats shall be eliminated. Students from backward areas, who clear entry tests, would compete amongst themselves. In order to eliminate violence, all political activities on the campus shall be banned.
Information Technology
Computers shall be introduced in secondary schools in a phased manner. School curricula shall be revised to include recent developments in information technology, such as software development, the Information Super Highway designing Web Pages, etc
Library and Documentation Services
School, college and university libraries shall be equipped with the latest reading materials/services. Internet connection with computer shall be given to each library. Mobile library services for semi-urban and remote rural areas shall be introduced.
Private Sector in Education
Encouraging private investment in education. There shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately-managed schools and institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the setting-up of educational facilities by the private sector. Matching grants shall be provided for establishing educational institutions by the private sector in the rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the Ministry of Education. Educational institutions to be set up in the private sector shall be provided (a) plots in residential schemes on reserve prices, and (b) rebate on income tax, like industry. Schools running on non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the principles laid down in the Federal Supervision of curricula, Textbooks and Maintenance of Standards of Education Act, 1976. The fee structure of the privately managed educational institutions shall be developed in consultation with the government.
Innovative Programes
The National Education Testing Service will be established to design and administer standardized tests for admission to professional institutions. Qualifying these tests will become a compulsory requirement for entry to professional education. This mechanism is expected to check the incidence of malpractice in examinations. Likewise, standardized tests shall be introduced for admission to general education in universities.
Implementation Monitoring And Evaluation
A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest level. The District Education Authority will be established in each district to ensure public participation in monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee monitoring committees, responsible for implementation at their levels. The Prime Minister and Provincial Chief Ministers will be the Chief of National and Provincial Education Councils respectively which will ensure achievements of targets. Existing EMIS at Federal and Provincial levels shall be strengthened to make them responsive to the need of Monitoring and Evaluation System (MES).The Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the emerging demands of MES and its obligations at national and provincial levels. Data collected through Provincial EMISs and collated by AEPAM through National Education Management Information System (NEMIS) shall be recognized as one source for planning, management, monitoring, and evaluation purposes to avoid disparities and confusion. Databases of critical indicators on qualitative aspects of educational growth shall be developed and maintained by AEPAM for developing sustainable indicators of progress, based on more reliable and valid data to facilitate planning, implementation and follow-up. A School Census Day shall be fixed for collecting data from all over the country.
The total expenditure of the government on education will be raised from its present level of 2.2% to 4% of GNP by the year 2002-03 (p.132).
Aims and objectives of Education and Islamic Education
Education and training should enable the citizens of Pakistan to lead their lives according to the teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a true practicing Muslim. To evolve an integrated system of national education by bringing Deeni Madaris and modern schools closer to each stream in curriculum and the contents of education. Nazira Qur'an will be introduced as a compulsory component from grade I-VIII while at secondary level translation of the selected verses from the Holy Qur'an will be offered.
Literacy and Non-Formal Education
Eradication of illiteracy through formal and informal means for expansion of basic education through involvement of community. The current literacy rate of about 39% will be raised to 55% during the first five years of the policy and 70% by the year 2010 Functional literacy and income generation skills will be provided to rural women of 15 to 25 age group and basic educational facilities will be provided to working children. Functional literacy will be imparted to adolescents (10-14) who missed out the chance of primary education. The existing disparities in basic education will be reduced to half by year 2010.
Elementary Education
About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03. Gross enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory Primary Education Act will be promulgated and enforced in a phased manner. Full utilization of existing capacity at the basic level has been ensured by providing for introduction of double shift in existing school of basics education. Quality of primary education will be improved through revising curricula, imparting in-service training to the teachers, raising entry qualifications for teachers from matriculation to intermediate, revising teacher training curricula, improving management and supervision system and reforming the existing examination and assessment system.
Integration of primary and middle level education in to elementary education (I-VIII). Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level. At the elementary level, a system of continuous evaluation will be adopted to ensure attainment of minimum learning competencies for improving quality of education.
Secondary Education
One model secondary school will be set up at each district level. A definite vocation or a career will be introduced at secondary level. It would be ensured that all the boys and girls, desirous of entering secondary education, become enrolled in secondary schools. Curriculum for secondary and higher secondary will be revised and multiple textbooks will be introduced. The participation rate will be increased from 31% to 48% by 2002-03. The base for technical and vocational education shall be broadened through introduction of a stream of matriculation (Technical) on pilot basis and establishment of vocational high schools. Multiple textbooks shall be introduced at secondary school level.
Teacher Education
To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher trainers and educational administrators through school clustering and other techniques. To upgrade the quality of pre-service teacher training programmes by introducing parallel programmes of longer duration at post-secondary and post-degree levels i.e. introduction of programs of FA/FSc education and BA/BSc education . The contents and methodology parts of teacher education curricula will be revised. Both formal and non-formal means shall be used to provide increased opportunities of in-service training to the working teachers, preferably at least once in five years. A special package of incentives package shall be provided to rural females to join the teaching profession. A new cadre of teacher educators shall be created.
Technical and Vocational Education
To develop opportunities for technical and vocational education in the country for producing trained manpower, commensurate with the needs of industry and economic development goals. To improve the quality of technical education so as to enhance the chances of employment of Technical and vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system. Revision and updating of curricula shall be made a continuing activity to keep pace with changing needs of the job market and for accommodating the new developments. Development of technical competence, communication skills, safety and health measures and entrepreneurial skills etc. shall be reflected in the curricula. Institution-industry linkages shall be strengthened to enhance the relevance of training to the requirements of the job market. Emerging technologies e.g. telecommunication, computer, electronics, automation, petroleum, garments, food preservation, printing and graphics, textile, mining, sugar technology, etc. greatly in demand in the job market shall be introduced in selected polytechnics. A National Council for Technical Education shall be established to regulate technical education.
Higher Education
Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010. Merit shall be the only criterion for entry into higher education. Access to higher education, therefore, shall be based on entrance tests. Reputed degree colleges shall be given autonomy and degree awarding status. Degree colleges shall have the option to affiliate with any recognized Pakistani university or degree awarding institution for examination and award of degrees. To attract highly talented qualified teachers, the university staff will be paid at higher rates than usual grades. Local M.Phil. and Ph.D programs shall be launched and laboratory and library facilities will be strengthened. Split Ph.D programs shall be launched in collaboration with reputed foreign universities and at the minimum, 100 scholars shall be annually trained under this arrangement. All quota/reserve seats shall be eliminated. Students from backward areas, who clear entry tests, would compete amongst themselves. In order to eliminate violence, all political activities on the campus shall be banned.
Information Technology
Computers shall be introduced in secondary schools in a phased manner. School curricula shall be revised to include recent developments in information technology, such as software development, the Information Super Highway designing Web Pages, etc
Library and Documentation Services
School, college and university libraries shall be equipped with the latest reading materials/services. Internet connection with computer shall be given to each library. Mobile library services for semi-urban and remote rural areas shall be introduced.
Private Sector in Education
Encouraging private investment in education. There shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately-managed schools and institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the setting-up of educational facilities by the private sector. Matching grants shall be provided for establishing educational institutions by the private sector in the rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the Ministry of Education. Educational institutions to be set up in the private sector shall be provided (a) plots in residential schemes on reserve prices, and (b) rebate on income tax, like industry. Schools running on non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the principles laid down in the Federal Supervision of curricula, Textbooks and Maintenance of Standards of Education Act, 1976. The fee structure of the privately managed educational institutions shall be developed in consultation with the government.
Innovative Programes
The National Education Testing Service will be established to design and administer standardized tests for admission to professional institutions. Qualifying these tests will become a compulsory requirement for entry to professional education. This mechanism is expected to check the incidence of malpractice in examinations. Likewise, standardized tests shall be introduced for admission to general education in universities.
Implementation Monitoring And Evaluation
A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest level. The District Education Authority will be established in each district to ensure public participation in monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee monitoring committees, responsible for implementation at their levels. The Prime Minister and Provincial Chief Ministers will be the Chief of National and Provincial Education Councils respectively which will ensure achievements of targets. Existing EMIS at Federal and Provincial levels shall be strengthened to make them responsive to the need of Monitoring and Evaluation System (MES).The Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the emerging demands of MES and its obligations at national and provincial levels. Data collected through Provincial EMISs and collated by AEPAM through National Education Management Information System (NEMIS) shall be recognized as one source for planning, management, monitoring, and evaluation purposes to avoid disparities and confusion. Databases of critical indicators on qualitative aspects of educational growth shall be developed and maintained by AEPAM for developing sustainable indicators of progress, based on more reliable and valid data to facilitate planning, implementation and follow-up. A School Census Day shall be fixed for collecting data from all over the country.
The total expenditure of the government on education will be raised from its present level of 2.2% to 4% of GNP by the year 2002-03 (p.132).
