1

Bed (1.5) year Course Code EDU329

Education in Pakistan: Problems, Issues and Trends
Education in Pakistan Problems, Issues, and Trends.
Pakistan faces a range of challenges in its education system, including inadequate
funding, low enrollment rates, gender disparities, poor infrastructure, teacher shortages,
and outdated curricula. Here are some of the main issues and trends in education in
Pakistan:

1. Low Enrollment Rates: Despite the government's efforts to increase access to education,
Pakistan still has a low enrollment rate, particularly among girls. According to the
Pakistan Education Statistics Report, only 50% of girls are enrolled in primary schools,
and the number drops to just 26% in secondary schools.
2. Quality of Education: The quality of education in Pakistan is a major concern, with many
schools lacking basic facilities like clean drinking water, toilets, and electricity. Teachers
are also often poorly trained and inadequately paid, which affects the quality of
instruction.
3. Gender Disparities: Gender disparities in education persist in Pakistan, with girls often
facing cultural barriers to education, including early marriages and restrictions on
mobility. Additionally, girls' schools are often poorly resourced, and female teachers are
in short supply, which exacerbates the problem.
4. Outdated Curricula: The curricula used in Pakistani schools are often outdated and do
not prepare students for the modern workforce. This is particularly problematic in
science, technology, engineering, and mathematics (STEM) fields, where there is a
shortage of skilled workers.
5. Teacher Shortages: Pakistan faces a shortage of trained teachers, with many schools
relying on unqualified or underqualified staff. The shortage is particularly acute in rural
areas, where there are few incentives for teachers to work.
6. Lack of Funding: Despite the government's commitment to education, Pakistan's
education system is severely underfunded. The country spends just 2.8% of its GDP on
education, well below the recommended 4-6% set by UNESCO.
7. Private Education: The lack of quality education in public schools has led to the growth
of private education, which is often unregulated and unaffordable for many families.
This has led to greater inequality in education and exacerbates the problem of low
enrollment rates.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 2

8. Distance Learning: The COVID-19 pandemic has highlighted the need for distance
learning in Pakistan, where access to education is limited in many areas. The
government has launched several initiatives to promote online learning, but these have
faced challenges due to poor internet connectivity and a lack of devices for students.

Overall, Pakistan faces a range of challenges in its education system, but there are also
opportunities for improvement. The government must invest more in education,
particularly in teacher training, infrastructure, and curricular reform. Additionally, efforts
must be made to address gender disparities and promote access to education for all.

Education in Pakistan historical Perspectives.

Education in Pakistan has a rich historical background that dates back to the ancient
civilizations of the Indus Valley. The early education system in the region was primarily
focused on religious education, with the establishment of madrasas (religious schools)
that taught the Quran and Islamic theology.

During the colonial era, the British introduced a modern education system in the region,
with the establishment of schools and colleges that were modeled on the British system.
The British aimed to produce a class of educated natives who could serve as
intermediaries between the colonial administration and the local population.

After Pakistan's independence in 1947, the government began to expand and

modernize the education system. The first major step was the establishment of the
University Grants Commission in 1949, which oversaw the development of universities
and colleges across the country.

In the 1960s, the government launched a major education reform program, which aimed
to increase access to education and improve its quality. The program involved the
construction of new schools, the recruitment and training of teachers, and the
development of new curricula that emphasized science and technology.

In the 1970s, the government nationalized all private educational institutions in the
country, including universities, colleges, and schools. This move was intended to ensure
greater access to education for all, but it had some negative consequences, including a
decline in the quality of education and the erosion of academic freedom.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 3

During the 1980s and 1990s, the government began to decentralize the education
system, with the transfer of responsibilities from the federal to the provincial
governments. This led to greater diversity in the education system, with different
provinces adopting different policies and curricula.

Today, Pakistan's education system faces a range of challenges, including inadequate

funding, low enrollment rates, and gender disparities. However, there are also
opportunities for reform and improvement, particularly in the areas of teacher training,
curriculum development, and the promotion of access to education for all.

Continuations of the inherited system from the British.

Pakistan's education system is largely inherited from the British colonial era, with many
elements of the system still in place today. Some of the continuations of the inherited
system from the British include:

1. The structure of the education system: Pakistan's education system is divided into three
levels - primary, secondary, and tertiary - which is a legacy of the British education
system. The system is still largely modeled on the British system, with students taking
exams at each level and progressing to higher levels based on their results.
2. The use of English as the language of instruction: English was introduced as the
language of instruction during the colonial era, and it remains the primary medium of
instruction in Pakistan's education system today. This has led to concerns that students
are not sufficiently proficient in their mother tongue, which can affect their ability to
learn.
3. The curriculum: The curriculum used in Pakistan's schools is still heavily influenced by
the British system, with a focus on traditional subjects like mathematics, science, and
literature. There is a growing recognition that the curriculum needs to be updated to
reflect the changing needs of the country and the modern world.
4. The role of private schools: Private schools, which were established during the colonial
era to serve the British expatriate community, continue to play a significant role in
Pakistan's education system. Many of these schools are modeled on the British system
and offer a high-quality education, but they are often unaffordable for many families.
5. The role of religious education: The British colonial government established madrasas to
provide religious education to the local population, and these institutions continue to
play a significant role in Pakistan's education system. However, there are concerns that
some madrasas promote extremist ideologies and do not provide students with the
skills they need to succeed in the modern world.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 4

Overall, the inherited system from the British has had a significant influence on
Pakistan's education system, but there is a growing recognition that the system needs to
be updated to reflect the changing needs of the country and the modern world.

A substitute model of Sergeant Scheme of studies.

The Sergeant Scheme of Studies is an education model that was introduced in Pakistan
in the 1970s. The model emphasizes practical skills and aims to provide students with
the knowledge and skills they need to succeed in the real world. However, the model
has faced criticism for its lack of focus on traditional academic subjects.

A substitute model of the Sergeant Scheme of Studies could be a hybrid model that
combines elements of the Sergeant Scheme with a more traditional academic
curriculum. The model could include the following components:

1. Vocational training: The model could include vocational training programs that teach
students practical skills in fields like agriculture, carpentry, plumbing, and electrical work.
This would provide students with valuable skills that they could use to find employment
after graduation.
2. STEM education: The model could also emphasize STEM (science, technology,
engineering, and math) education, which is essential for success in the modern world.
This would ensure that students have the knowledge and skills they need to pursue
careers in fields like engineering, computer science, and medicine.
3. Soft skills training: The model could include training in soft skills like communication,
teamwork, and problem-solving. These skills are essential for success in any career, and
they would complement the vocational and academic training that students receive.
4. Traditional academic subjects: The model could also include a focus on traditional
academic subjects like language, literature, and social studies. This would ensure that
students have a well-rounded education and are prepared for higher education if they
choose to pursue it.

Overall, a substitute model of the Sergeant Scheme of Studies would aim to provide
students with a comprehensive education that prepares them for success in the real
world. The model would combine practical skills training with traditional academic
subjects, ensuring that students have the knowledge and skills they need to pursue their
goals.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 5

Overall status of education at the time of independence in 1974.

Pakistan gained independence from British rule in 1947. At the time of independence in
1947, the overall status of education in the country was poor. The literacy rate was low,
and the education system was underdeveloped.

According to the 1951 census, the literacy rate in Pakistan was only 16.4%. There were
few schools in rural areas, and most of the schools that did exist were of poor quality.
The curriculum was outdated, and the teaching methods were ineffective.

The new government of Pakistan recognized the importance of education and took
steps to improve the education system. In 1947, the government launched a program to
build new schools and improve existing ones. The government also introduced a new
curriculum that emphasized science and technology, and established new universities to
provide higher education to the people of Pakistan.

Despite these efforts, progress was slow, and the education system continued to face
many challenges. The literacy rate remained low, and there was a shortage of qualified
teachers. The education system was also affected by political instability, with frequent
changes in government leading to disruptions in education policy.

By the time of the 1974 education policy, the overall status of education in Pakistan had
improved somewhat. The literacy rate had increased to around 22%, and there were
more schools and universities than there had been at the time of independence.
However, there was still a long way to go, and the education system continued to face
many challenges, including a lack of funding, outdated teaching methods, and a
shortage of qualified teachers.

Overall, at the time of independence in 1947, the education system in Pakistan was
underdeveloped and in need of significant improvement. While progress was made in
the years that followed, the education system continued to face many challenges, and
there was still much work to be done to ensure that all children had access to a quality
education.

First Educational Conference 1974.

The first Educational Conference in Pakistan was held in 1947, soon after the country
gained independence from British rule. However, the most significant Educational
Conference in Pakistan's history took place in 1974. The conference was organized by

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 6

the government of Prime Minister Zulfikar Ali Bhutto, who had a vision of creating a
more equitable and just society through education.

The 1974 Educational Conference was held in Islamabad and was attended by
educationists, policymakers, and experts from across the country. The conference
focused on the challenges facing the education system in Pakistan and proposed a
number of reforms to address these challenges.

One of the key outcomes of the conference was the formulation of the National
Education Policy, which was adopted by the government in 1979. The policy aimed to
provide education to all children in Pakistan, regardless of their socio-economic
background, and to create a more equitable society.

The National Education Policy proposed a number of reforms to the education system in
Pakistan. These included:

1. Universal primary education: The policy aimed to provide free and compulsory
education to all children up to the age of 10.
2. Curriculum reform: The policy proposed a new curriculum that would emphasize
practical skills and prepare students for the workforce.
3. Teacher training: The policy proposed a new system of teacher training to ensure that
teachers were well-qualified and could deliver high-quality education to their students.
4. Technical and vocational education: The policy emphasized the importance of technical
and vocational education and proposed the establishment of new technical institutes
and vocational schools.

Overall, the 1974 Educational Conference was a significant event in Pakistan's history,
and the reforms proposed at the conference had a profound impact on the education
system in the country. While there have been many challenges and setbacks since the
conference, the reforms proposed at the conference continue to shape the education
system in Pakistan today.

Guidance Principles for Formulation of future System of Education - an Appraisal.

The guidance principles for the formulation of the future system of education in
Pakistan were established during the 1974 Educational Conference. These principles
were aimed at creating a more equitable and just education system that would provide
education to all children in the country, regardless of their socio-economic background.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 7

An appraisal of these guidance principles reveals that while progress has been made in
some areas, many challenges still remain. Here are some key points to consider:

1. Universal Primary Education: The guidance principles called for free and compulsory
education for all children up to the age of 10. While progress has been made in
increasing enrollment in primary schools, there is still a high dropout rate, particularly
among girls. Access to education remains a challenge in rural areas and for marginalized
communities.
2. Curriculum Reform: The guidance principles emphasized the need for a curriculum that
would prepare students for the workforce and develop practical skills. While there have
been some reforms to the curriculum, it remains heavily focused on rote learning and
memorization, rather than critical thinking and problem-solving.
3. Teacher Training: The guidance principles recognized the importance of well-trained
teachers in delivering high-quality education. While there have been efforts to improve
teacher training, the quality of teachers remains a major concern. Many teachers are not
adequately trained and lack the skills to deliver quality education.
4. Technical and Vocational Education: The guidance principles emphasized the
importance of technical and vocational education. While there has been some progress
in this area, there is still a need for more investment in vocational training and education
to prepare students for the workforce.
5. Equity and Inclusion: The guidance principles aimed to create a more equitable and just
education system that would provide education to all children, regardless of their socio-
economic background. While progress has been made in increasing access to education,
there are still significant gaps between urban and rural areas, and marginalized
communities continue to face barriers to education.

Overall, while the guidance principles for the formulation of the future system of
education in Pakistan provide a solid foundation for reform, there is still much work to
be done to ensure that all children in the country have access to a quality education. The
challenges facing the education system in Pakistan are complex, and addressing them
will require sustained investment and commitment from policymakers and stakeholders
at all levels.

Recommendation of the First Report of the Commission on National Education

1958 with Reference to Secondary and tertiary Education.
The First Report of the Commission on National Education, commonly known as the
Sharif Commission Report, was published in 1959. The report provided a comprehensive

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 8

analysis of the education system in Pakistan and made a number of recommendations

to improve the system. Here are some of the key recommendations of the report with
reference to secondary and tertiary education:

1. Secondary Education: The report recommended that secondary education be

reorganized along the lines of a comprehensive school system, where students could
choose between academic and technical/vocational streams. It also recommended that
the medium of instruction in secondary schools should be Urdu or English, depending
on the region.
2. Teacher Training: The report emphasized the importance of teacher training in
improving the quality of education. It recommended the establishment of teacher
training colleges at the district level to provide training to secondary school teachers.
3. Higher Education: The report recommended that higher education institutions should be
expanded to meet the growing demand for tertiary education. It suggested that new
universities should be established and existing ones should be upgraded to offer a
wider range of programs.
4. Technical and Vocational Education: The report highlighted the need for technical and
vocational education to provide students with practical skills that would prepare them
for the workforce. It recommended the establishment of technical institutes and
vocational schools to provide training in fields such as agriculture, engineering, and
nursing.
5. Curriculum Reform: The report recommended that the curriculum in secondary and
tertiary education be reformed to emphasize practical skills and problem-solving
abilities. It suggested that more attention should be given to science and technology
education.

Overall, the Sharif Commission Report made a number of important recommendations

to improve the education system in Pakistan, particularly in the areas of secondary and
tertiary education. While some of the recommendations have been implemented over
the years, there is still a need for further investment and reform to ensure that all
students in Pakistan have access to a quality education.

Recommendation of the Education Policy 1970.

The Education Policy of 1970 was a significant document that aimed to address the
challenges facing the education system in Pakistan. The policy made a number of
recommendations that were aimed at improving access, equity, quality, and relevance of

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 9

education in the country. Here are some of the key recommendations of the Education
Policy of 1970:

1. Universal Primary Education: The policy recommended that primary education be made
free and compulsory for all children up to the age of 10. It emphasized the need to
increase enrollment and reduce the dropout rate, particularly among girls and children
from marginalized communities.
2. Curriculum Reform: The policy called for a reform of the curriculum at all levels of
education, with a focus on promoting critical thinking and problem-solving skills. It
recommended the development of a curriculum that was relevant to the needs of the
society and the economy.
3. Teacher Training: The policy emphasized the importance of teacher training in
improving the quality of education. It recommended that all teachers receive pre-service
and in-service training, with a focus on promoting active learning, student-centered
teaching methods, and the use of technology in teaching.
4. Technical and Vocational Education: The policy recognized the importance of technical
and vocational education in preparing students for the workforce. It recommended the
establishment of technical and vocational institutions at all levels of education, and the
integration of technical and vocational education with general education.
5. Equity and Inclusion: The policy emphasized the need to promote equity and inclusion
in the education system, particularly for marginalized communities such as girls, children
with disabilities, and children from low-income families. It recommended the provision
of scholarships, stipends, and other forms of financial assistance to support the
education of these children.

Overall, the Education Policy of 1970 made a number of important recommendations to

improve the education system in Pakistan. While some of these recommendations have
been implemented over the years, there is still a need for further investment and reform
to ensure that all children in the country have access to a quality education.

Salient Features of Education Policy 1972 and Achievement of Target on university

of Primary Education and Science and Technical Education.
The Education Policy of 1972 was a significant document that aimed to address the
challenges facing the education system in Pakistan. The policy made a number of
recommendations that were aimed at improving access, equity, quality, and relevance of
education in the country. Here are some of the salient features of the Education Policy
of 1972:

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 10

1. Universal Primary Education: The policy aimed to achieve universal primary education by
providing free and compulsory education to all children aged 5-9 years. It also aimed to
reduce the dropout rate and improve the quality of education at the primary level.
2. Science and Technical Education: The policy recognized the importance of science and
technical education in promoting economic development and recommended the
establishment of new institutions to provide education and training in these fields.
3. Teacher Training: The policy emphasized the need for teacher training to improve the
quality of education. It recommended the establishment of teacher training institutes at
the district level to provide pre-service and in-service training to teachers.
4. Curriculum Reform: The policy recommended a reform of the curriculum at all levels of
education to make it more relevant to the needs of society and the economy. It
emphasized the importance of promoting critical thinking and problem-solving skills.
5. Equity and Inclusion: The policy recognized the need to promote equity and inclusion in
the education system and recommended the provision of scholarships and other forms
of financial assistance to support the education of children from marginalized
communities.

Achievement of Targets:

1. Primary Education: The policy's target of achieving universal primary education by 1977
was not achieved. However, significant progress was made in increasing enrollment and
reducing the dropout rate at the primary level.
2. Science and Technical Education: The policy's target of establishing new institutions to
provide education and training in science and technical fields was partially achieved.
Several new institutions were established, but there was still a need for further
investment in these areas.

In conclusion, the Education Policy of 1972 made a number of important

recommendations to improve the education system in Pakistan. While some of the
targets set by the policy were not fully achieved, significant progress was made in
improving access to primary education and promoting science and technical education.
However, there is still a need for further investment and reform to ensure that all
children in Pakistan have access to a quality education.

New Education Policy 1978.

The New Education Policy of 1978 was a significant document that aimed to address the
challenges facing the education system in Pakistan. The policy made a number of

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 11

recommendations that were aimed at improving access, equity, quality, and relevance of
education in the country. Here are some of the key recommendations of the New
Education Policy of 1978:

1. Universal Primary Education: The policy aimed to achieve universal primary education by
providing free and compulsory education to all children aged 5-9 years. It also aimed to
reduce the dropout rate and improve the quality of education at the primary level.
2. Curriculum Reform: The policy recommended a reform of the curriculum at all levels of
education to make it more relevant to the needs of society and the economy. It
emphasized the importance of promoting critical thinking and problem-solving skills.
3. Teacher Training: The policy emphasized the need for teacher training to improve the
quality of education. It recommended the establishment of teacher training institutes at
the district level to provide pre-service and in-service training to teachers.
4. Technical and Vocational Education: The policy recognized the importance of technical
and vocational education in preparing students for the workforce. It recommended the
establishment of technical and vocational institutions at all levels of education, and the
integration of technical and vocational education with general education.
5. Equity and Inclusion: The policy recognized the need to promote equity and inclusion in
the education system and recommended the provision of scholarships and other forms
of financial assistance to support the education of children from marginalized
communities.

Overall, the New Education Policy of 1978 made a number of important

recommendations to improve the education system in Pakistan. While some of these
recommendations have been implemented over the years, there is still a need for further
investment and reform to ensure that all children in the country have access to a quality
education.

Main Objectives of the policy and national goals, Salient features.

Assuming that you are referring to the National Education Policy of Pakistan, here are
the main objectives, national goals, and salient features of the policy:

Objectives:

1. To provide quality education to all citizens of Pakistan, regardless of their

socioeconomic background, gender, or geographic location.
2. To promote national unity, social cohesion, and harmony through education.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 12

3. To equip students with the knowledge, skills, and attitudes necessary for personal,
social, and economic development.
4. To promote research, innovation, and the development of new technologies through
education.
5. To promote equity, inclusion, and social justice in the education system.

National Goals:

1. Universal primary education by 2015.

2. Increased enrollment in secondary education.
3. Expansion and improvement of higher education.
4. Development of technical and vocational education and training.
5. Improvement in the quality of education at all levels.
6. Promotion of adult literacy and non-formal education.

Salient Features:

1. Universal Primary Education: The policy aims to provide free and compulsory education
to all children aged 5-16 years.
2. Curriculum Reform: The policy emphasizes the need for a comprehensive review of the
national curriculum to make it more relevant to the needs of society and the economy.
3. Teacher Training: The policy emphasizes the need for continuous professional
development of teachers to improve the quality of education.
4. Technical and Vocational Education: The policy recognizes the importance of technical
and vocational education and training in preparing students for the workforce and
promoting economic development.
5. Information and Communication Technology: The policy emphasizes the use of
information and communication technology in education to promote access, equity,
quality, and relevance.
6. Financing Education: The policy emphasizes the need for increased investment in
education and calls for the allocation of at least 4% of GDP to education.
7. Equity and Inclusion: The policy recognizes the need to promote equity and inclusion in
the education system and calls for special measures to support the education of children
from marginalized communities.

Overall, the National Education Policy of Pakistan aims to provide quality education to
all citizens of the country, promote national unity and social cohesion, and equip
students with the knowledge and skills necessary for personal, social, and economic

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 13

development. The policy also recognizes the need to promote equity, inclusion, and
social justice in the education system and calls for increased investment in education to
achieve these goals.

Islamization process.
The Islamization process in Pakistan refers to the efforts made by the state to promote
Islamic principles and values in all aspects of life, including education. The process
started in the late 1970s during the military regime of General Zia-ul-Haq, who
introduced a series of measures to Islamize the country.

In the field of education, the Islamization process led to the introduction of Islamic
studies as a compulsory subject at all levels of education. The government also
established a separate board for Islamic education and introduced quotas for admission
to universities and government jobs for students who had studied Islamic studies.

Another important aspect of the Islamization process was the revision of the curriculum
to incorporate Islamic values and teachings. This included the removal of material
deemed un-Islamic, such as references to Hindu and Sikh history, and the inclusion of
topics related to Islamic history, culture, and values.

The Islamization process also had an impact on the administration of educational

institutions. The government appointed religious scholars to oversee the management
of educational institutions, and teachers were required to have a certificate of religious
education in addition to their academic qualifications.

The Islamization process was controversial, with some critics arguing that it undermined
the secular nature of the state and discriminated against minorities, while others praised
it for promoting Islamic values and strengthening the identity of Pakistan as an Islamic
republic. The process had a significant impact on the education system in Pakistan, with
the introduction of Islamic studies as a compulsory subject and the revision of the
curriculum to incorporate Islamic values and teachings.

Emphasis on Science & Technical education and creativity.

Over the years, there has been an increasing emphasis on science and technical
education and creativity in Pakistan. This is due to the recognition that these areas are

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 14

critical for the country's economic and social development, as well as its competitiveness
in the global arena.

In recent years, the government has taken a number of initiatives to promote science
and technical education in the country. These initiatives include the establishment of
new universities and colleges with a focus on science and technology, the introduction
of new programs and courses in these areas, and the provision of scholarships and other
incentives to encourage students to pursue careers in science and technology.

In addition, there has been an increasing emphasis on creativity and innovation in the
education system. This has been reflected in the revised curriculum, which includes
subjects such as art, music, and drama, as well as initiatives such as science fairs and
competitions that encourage students to develop their creativity and problem-solving
skills.

The government has also encouraged public-private partnerships in science and

technology education, with industry players and research organizations working closely
with educational institutions to promote research and development in various fields.
This has led to a greater focus on applied research, with universities and colleges
working on projects and collaborations that have practical applications in industry and
society.

Overall, the emphasis on science and technical education and creativity in Pakistan is a
positive development that has the potential to contribute to the country's economic and
social development. By promoting innovation, research, and development in these
areas, Pakistan can position itself as a leader in the global arena and create new
opportunities for its citizens.

The Education Policy 1992.

The Education Policy of 1992 was formulated by the government of Pakistan with the
aim of improving the quality of education in the country and promoting access to
education for all. The policy focused on a number of key areas, including:

1. Universal access to education: The policy emphasized the need to provide access to
education for all children, regardless of their gender, socioeconomic background, or
location.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 15

2. Quality education: The policy aimed to improve the quality of education by introducing
a number of reforms, including curriculum revision, teacher training, and the
establishment of examination boards.
3. Vocational education: The policy recognized the importance of vocational education
and aimed to provide students with the necessary skills to enter the workforce and
contribute to the economy.
4. Education for women: The policy aimed to promote access to education for women and
girls, recognizing the important role that education plays in empowering women and
reducing gender disparities.
5. Education for special needs: The policy recognized the need to provide education for
children with special needs, including those with disabilities and those living in remote
areas.
6. Financing of education: The policy recognized the need to increase investment in
education and to ensure that resources were used efficiently and effectively.

The Education Policy of 1992 had a number of achievements, including the

establishment of new universities and colleges, the introduction of new programs and
courses, and the provision of scholarships and other incentives to encourage students to
pursue higher education. The policy also helped to improve the quality of education in
the country, with reforms in curriculum, teacher training, and examination systems.

However, the policy also faced a number of challenges, including the need to improve
access to education in rural and remote areas, to address gender disparities in
education, and to ensure that resources were used efficiently and effectively. Despite
these challenges, the Education Policy of 1992 played an important role in shaping the
education system in Pakistan and laid the groundwork for further reforms in the years to
come.

National Objectives.
National objectives refer to the goals and targets that a country sets for itself in various
areas of development, including education. In Pakistan, the national objectives related
to education have evolved over time, but some of the key goals that have been
emphasized include:

1. Access to education for all: One of the key objectives of the education system in
Pakistan has been to ensure that all children have access to education, regardless of
their gender, socioeconomic background, or location.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 16

2. Quality education: Another important objective has been to improve the quality of
education in the country, with a focus on curriculum development, teacher training, and
assessment systems.
3. Science and technical education: There has been an increasing emphasis on science and
technical education, with the aim of developing a skilled workforce that can contribute
to the country's economic and social development.
4. Education for women: The promotion of education for women and girls has been a key
objective, with the recognition that education plays a critical role in empowering women
and reducing gender disparities.
5. Education for special needs: There has been a growing recognition of the need to
provide education for children with special needs, including those with disabilities and
those living in remote areas.
6. Promotion of research and development: There has been an increasing emphasis on
promoting research and development in various areas, including science, technology,
and social sciences, with the aim of developing new knowledge and solutions that can
benefit society.

Overall, the national objectives related to education in Pakistan reflect the country's
aspirations for development and growth, with a focus on providing access to education
for all, improving the quality of education, and developing a skilled workforce that can
contribute to the country's economic and social development.

Salient features of the new policy.

As an AI language model, I need to know which specific education policy you are
referring to as "the new policy." If you could provide more information or context, I can
better answer your question.

Areas of National priority and suggested strategies.

In Pakistan, there are several areas of national priority that have been identified in the
field of education. These include:

1. Access to education: One of the key priorities is to increase access to education,

particularly for girls, children from marginalized communities, and those living in remote
areas.
2. Quality of education: Another priority is to improve the quality of education, through
curriculum development, teacher training, and assessment systems.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 17

3. Science, technology, and innovation: There is a growing recognition of the need to

promote science, technology, and innovation in order to develop a skilled workforce
that can contribute to the country's economic and social development.
4. Technical and vocational education: The development of technical and vocational
education is also a priority, with the aim of providing students with the necessary skills
to enter the workforce and contribute to the economy.
5. Education for special needs: Providing education for children with special needs,
including those with disabilities, is another important priority.

Some suggested strategies for achieving these priorities include:

1. Increasing investment in education: This includes both public and private investment in
education, with a focus on ensuring that resources are used efficiently and effectively.
2. Developing infrastructure: Developing infrastructure, such as schools and teacher
training centers, is crucial for improving access to education, particularly in remote
areas.
3. Curriculum development: Developing a relevant and up-to-date curriculum is important
for improving the quality of education, and should include a focus on science,
technology, and innovation.
4. Teacher training: Providing teachers with the necessary training and support is crucial
for improving the quality of education, particularly in areas such as science and
technology.
5. Partnerships and collaborations: Building partnerships and collaborations between
government, civil society, and the private sector can help to promote access to
education and improve the quality of education.

Overall, the areas of national priority and suggested strategies reflect the country's
aspirations for development and growth, with a focus on improving access to education,
promoting innovation and technical education, and developing a skilled workforce that
can contribute to the country's economic and social development.

National Education Policy 1998-2010.

The National Education Policy (NEP) of Pakistan 1998-2010 was formulated with the aim
of providing quality education to all citizens of Pakistan, and to improve access to
education for marginalized communities. The salient features of the policy are as
follows:

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 18

1. Expansion of access: The NEP 1998-2010 aimed to expand access to education at all
levels, with a particular focus on providing access to girls and children from
marginalized communities.
2. Quality improvement: The policy aimed to improve the quality of education at all levels,
through the development of a relevant and up-to-date curriculum, teacher training
programs, and assessment systems.
3. Technical and vocational education: The policy recognized the importance of technical
and vocational education in developing a skilled workforce and aimed to promote the
development of these programs.
4. Science and technology education: The policy recognized the importance of science and
technology education in the development of the country and aimed to promote the
development of these programs.
5. Special needs education: The policy recognized the importance of providing education
for children with special needs and aimed to promote the development of programs
that cater to their needs.
6. Private sector participation: The policy recognized the important role that the private
sector can play in the development of education and aimed to promote greater
participation by the private sector in the education sector.
7. Monitoring and evaluation: The policy recognized the importance of monitoring and
evaluating the progress of education programs and aimed to establish systems for
monitoring and evaluation.

Some of the key achievements of the NEP 1998-2010 include the establishment of a
National Education Assessment System, the development of a new curriculum for
primary and secondary education, and the promotion of public-private partnerships in
the education sector. However, there were also challenges in implementing the policy,
including a lack of funding, inadequate teacher training programs, and a lack of access
to education in remote areas.

A Comparative Analysis of Education Policies Since 1958 Objectives & Salient

features.
A comparative analysis of education policies in Pakistan since 1958 reveals that there
have been significant changes in the objectives and salient features of the policies over
time. The following is a summary of the objectives and salient features of the major
education policies in Pakistan:

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 19

1. Education Policy 1958: The objective of this policy was to promote national integration,
create a sense of national identity, and provide education to all citizens of Pakistan. The
salient features included the introduction of a uniform system of education, the
promotion of science and technical education, and the establishment of teacher training
institutions.
2. Education Policy 1970: The objective of this policy was to promote social justice, reduce
inequalities in education, and increase access to education for marginalized
communities. The salient features included the introduction of a 9-year compulsory
education system, the establishment of community schools in rural areas, and the
promotion of technical and vocational education.
3. Education Policy 1972: The objective of this policy was to promote social justice, reduce
inequalities in education, and increase access to education for marginalized
communities. The salient features included the establishment of a 10-year compulsory
education system, the promotion of science and technical education, and the
establishment of teacher training institutions.
4. Education Policy 1978: The objective of this policy was to promote Islamic values, create
a sense of national identity, and provide education to all citizens of Pakistan. The salient
features included the introduction of Islamic studies as a compulsory subject, the
promotion of science and technical education, and the establishment of madrassas.
5. Education Policy 1992: The objective of this policy was to promote social justice, reduce
inequalities in education, and increase access to education for marginalized
communities. The salient features included the establishment of a National Education
Assessment System, the promotion of technical and vocational education, and the
introduction of English as a medium of instruction.
6. Education Policy 1998-2010: The objective of this policy was to provide quality
education to all citizens of Pakistan, and to improve access to education for
marginalized communities. The salient features included the expansion of access to
education, the improvement of the quality of education, and the promotion of technical
and vocational education.

Overall, the objectives of education policies in Pakistan have been consistent over time,
with a focus on promoting social justice, reducing inequalities in education, and
providing education to all citizens of Pakistan. The salient features of the policies have
varied, with a greater emphasis on technical and vocational education in some policies
and on Islamic values in others. However, there has been a consistent emphasis on
promoting science education, improving teacher training, and expanding access to
education for marginalized communities in most policies.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 20

Achievement of targets Strong and weak areas.

The achievement of targets set out in various education policies in Pakistan has been
mixed, with some strong areas and some weak areas.

Strong Areas:

1. Primary Education: The focus on primary education in many policies has resulted in
increased enrollment rates and the establishment of more primary schools across the
country.
2. Technical and Vocational Education: Many policies have emphasized the importance of
technical and vocational education, resulting in the establishment of vocational training
centers and increased opportunities for vocational education.
3. Higher Education: The establishment of new universities and the expansion of higher
education opportunities has resulted in a significant increase in the number of students
enrolled in higher education institutions.

Weak Areas:

1. Quality of Education: Despite efforts to improve the quality of education, there is still a
significant disparity between the quality of education in urban and rural areas.
Additionally, many schools lack basic facilities and qualified teachers.
2. Gender Disparity: Despite efforts to promote gender equality in education, there is still a
significant gender disparity in enrollment rates and access to education, particularly in
rural areas.
3. Education Funding: Education policies have often lacked sufficient funding, resulting in a
lack of resources and infrastructure for many schools and universities.
4. Teacher Training: While policies have emphasized the importance of teacher training,
there is still a lack of qualified and trained teachers, particularly in rural areas.

Overall, while there have been some strong areas of achievement in education policies
in Pakistan, there are still significant challenges that need to be addressed to improve
the quality and access to education for all citizens of Pakistan.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 21

Comparison of Our System of Education with Japan.

There are some significant differences between the education system of Pakistan and
Japan.

1. Structure: The education system in Japan is divided into six years of elementary school,
three years of junior high school, and three years of high school, followed by universities
and vocational schools. In contrast, the education system in Pakistan is divided into five
years of primary school, three years of middle school, two years of high school, followed
by colleges and universities.
2. Curriculum: In Japan, the curriculum is standardized and emphasizes a broad range of
subjects, including social studies, science, and the arts. In Pakistan, the curriculum is not
standardized, and there is a lack of focus on practical skills and vocational education.
3. Teachers: In Japan, teaching is considered a prestigious profession, and teachers receive
extensive training and support. In contrast, in Pakistan, teaching is often not considered
a desirable profession, and there is a shortage of qualified and trained teachers.
4. Facilities and Resources: Schools in Japan are well-equipped and well-maintained, with
modern facilities and technology. In contrast, schools in Pakistan often lack basic
facilities, such as clean water, electricity, and modern technology.
5. Education System Performance: Japan has one of the highest literacy rates and the best
education systems in the world, with a strong focus on academic excellence and critical
thinking. In contrast, Pakistan has a low literacy rate, and the education system is often
criticized for its lack of quality and relevance.

In conclusion, the education system of Japan is often considered one of the best in the
world, with a strong focus on academic excellence, teacher training, and modern
facilities. In contrast, the education system of Pakistan faces many challenges, including
a lack of quality teachers, insufficient funding, and a lack of focus on practical skills and
vocational education.

Comparison of Our System of Education with Malaysia.

There are some significant differences between the education system of Pakistan and
Malaysia.

1. Structure: The education system in Malaysia is divided into six years of primary school,
three years of lower secondary school, two years of upper secondary school, followed by
colleges and universities. In contrast, the education system in Pakistan is divided into

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 22

five years of primary school, three years of middle school, two years of high school,
followed by colleges and universities.
2. Curriculum: The Malaysian education system focuses on developing critical thinking
skills and emphasizes the importance of science and technology. In contrast, the
curriculum in Pakistan is not standardized, and there is a lack of focus on practical skills
and vocational education.
3. Teachers: In Malaysia, teaching is considered a prestigious profession, and teachers
receive extensive training and support. In contrast, in Pakistan, teaching is often not
considered a desirable profession, and there is a shortage of qualified and trained
teachers.
4. Facilities and Resources: Schools in Malaysia are well-equipped and well-maintained,
with modern facilities and technology. In contrast, schools in Pakistan often lack basic
facilities, such as clean water, electricity, and modern technology.
5. Education System Performance: Malaysia has a higher literacy rate than Pakistan, and
the education system is often praised for its quality and relevance. In contrast, Pakistan
has a low literacy rate, and the education system is often criticized for its lack of quality
and relevance.

In conclusion, the education system of Malaysia is often considered one of the best in
the world, with a strong focus on critical thinking, science, and technology, as well as
well-trained teachers and modern facilities. In contrast, the education system of Pakistan
faces many challenges, including a lack of quality teachers, insufficient funding, and a
lack of focus on practical skills and vocational education.

Comparison of Our System of Education with Korea.

The education system in Korea has some significant differences compared to Pakistan:

1. Structure: The education system in Korea is divided into six years of primary school,
three years of lower secondary school, and three years of upper secondary school,
followed by colleges and universities. In contrast, the education system in Pakistan is
divided into five years of primary school, three years of middle school, two years of high
school, followed by colleges and universities.
2. Curriculum: The Korean education system places a strong emphasis on science,
technology, engineering, and mathematics (STEM) subjects. In contrast, the curriculum
in Pakistan is not standardized, and there is a lack of focus on practical skills and
vocational education.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 23

3. Teachers: Teaching is considered a prestigious profession in Korea, and teachers receive

extensive training and support. In contrast, in Pakistan, teaching is often not considered
a desirable profession, and there is a shortage of qualified and trained teachers.
4. Facilities and Resources: Schools in Korea are well-equipped and well-maintained, with
modern facilities and technology. In contrast, schools in Pakistan often lack basic
facilities, such as clean water, electricity, and modern technology.
5. Education System Performance: Korea has a higher literacy rate than Pakistan, and the
education system is often praised for its quality and relevance. In contrast, Pakistan has
a low literacy rate, and the education system is often criticized for its lack of quality and
relevance.

In conclusion, the education system of Korea is often considered one of the best in the
world, with a strong focus on STEM subjects, well-trained teachers, and modern
facilities. In contrast, the education system of Pakistan faces many challenges, including
a lack of quality teachers, insufficient funding, and a lack of focus on practical skills and
vocational education.

Comparison of Our System of Education with Bangladesh.

The education system in Bangladesh is somewhat similar to Pakistan, but there are also
some significant differences:

1. Structure: The education system in Bangladesh is divided into five years of primary
school, five years of secondary school, and two years of higher secondary education. In
contrast, the education system in Pakistan is divided into five years of primary school,
three years of middle school, two years of high school, followed by colleges and
universities.
2. Curriculum: The curriculum in Bangladesh includes a strong focus on the Bengali
language, with students required to take Bengali as a subject until they complete their
secondary education. In contrast, the curriculum in Pakistan does not have a similar
focus on any particular language.
3. Teachers: Like Pakistan, Bangladesh also faces a shortage of qualified and trained
teachers, especially in rural areas. However, the government of Bangladesh has
implemented several programs to address this issue.
4. Facilities and Resources: Schools in Bangladesh often lack basic facilities, such as clean
water, electricity, and modern technology. In contrast, Pakistan has more developed
infrastructure and better access to technology.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 24

5. Education System Performance: The literacy rate in Bangladesh is slightly higher than
Pakistan, and the education system is often praised for its progress in recent years.
However, Bangladesh still faces many challenges, including a lack of quality education
and insufficient funding for the education sector.

In conclusion, while the education system in Bangladesh shares some similarities with
Pakistan, such as a shortage of qualified teachers and a lack of funding, there are also
some notable differences, such as a stronger focus on the Bengali language and a
different structure for secondary education. Overall, both countries face significant
challenges in providing quality education to their citizens.

Comparison of Our System of Education with Sri Lanka.

The education system in Sri Lanka is quite different from that of Pakistan, with some key
differences:

1. Structure: The education system in Sri Lanka is divided into five years of primary school,
five years of secondary school, and two years of advanced level studies. In contrast,
Pakistan's education system includes five years of primary school, three years of middle
school, two years of high school, and then colleges and universities.
2. Curriculum: The curriculum in Sri Lanka is focused on teaching Sinhalese or Tamil as a
first language and English as a second language. The curriculum also includes a strong
emphasis on religion and cultural studies. Pakistan's curriculum, on the other hand, does
not have such a specific focus on language or religion.
3. Teachers: The education system in Sri Lanka is relatively well-funded and has a high
number of trained and qualified teachers, particularly in urban areas. In contrast,
Pakistan has a shortage of qualified teachers, particularly in rural areas.
4. Facilities and Resources: The education system in Sri Lanka has adequate facilities and
resources, with many schools having access to modern technology, libraries, and other
amenities. In contrast, Pakistan's education system often lacks basic facilities and
resources, particularly in rural areas.
5. Education System Performance: Sri Lanka has a higher literacy rate than Pakistan, and its
education system is generally seen as more effective, particularly in terms of access to
education and the quality of teaching. Sri Lanka's education system also benefits from a
higher level of government funding.

Overall, the education system in Sri Lanka differs significantly from that of Pakistan, with
a stronger emphasis on language and religion, more well-funded and qualified teachers,

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 25

and better access to facilities and resources. However, both countries face challenges in
providing quality education to all citizens, particularly in rural areas.

Comparison of Our System of Education with U.S.A.

There are several key differences between the education system in Pakistan and the
United States:

1. Structure: The education system in the United States is divided into 12 years of primary
and secondary education, followed by post-secondary education at colleges and
universities. In contrast, Pakistan's education system includes five years of primary
school, three years of middle school, two years of high school, and then colleges and
universities.
2. Curriculum: The curriculum in the United States is typically more varied and flexible than
in Pakistan, with students having the ability to choose elective courses in addition to
core subjects. The United States also places a strong emphasis on extracurricular
activities and developing well-rounded students. In contrast, Pakistan's curriculum tends
to be more focused on traditional academic subjects.
3. Teachers: The education system in the United States has a strong emphasis on teacher
training and certification, with many teachers holding advanced degrees and having
completed significant training before entering the classroom. In contrast, Pakistan has a
shortage of qualified teachers, particularly in rural areas.
4. Facilities and Resources: The education system in the United States benefits from
significant government funding, and many schools have access to modern technology,
libraries, and other amenities. Pakistan's education system often lacks basic facilities and
resources, particularly in rural areas.
5. Education System Performance: The United States has a higher literacy rate and better
overall education system performance compared to Pakistan, according to various
international assessments such as PISA (Program for International Student Assessment).

Overall, while there are some similarities between the education systems of Pakistan and
the United States, such as the importance of basic academic subjects like math and
science, there are also significant differences in terms of structure, curriculum, teacher
training, facilities and resources, and overall performance. The United States education
system places a stronger emphasis on individualism, creativity, and innovation, while
Pakistan's education system has been more focused on traditional academic subjects
and memorization-based learning.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 26

Comparison of Our System of Education with UK.

There are several key differences between the education system in Pakistan and the
United Kingdom:

1. Structure: The education system in the UK is divided into primary school, secondary
school, and then further education at colleges and universities. In contrast, Pakistan's
education system includes five years of primary school, three years of middle school,
two years of high school, and then colleges and universities.
2. Curriculum: The curriculum in the UK is more varied and flexible than in Pakistan, with
students having the ability to choose elective courses in addition to core subjects. The
UK also places a strong emphasis on extracurricular activities and developing well-
rounded students. In contrast, Pakistan's curriculum tends to be more focused on
traditional academic subjects.
3. Teachers: The education system in the UK has a strong emphasis on teacher training and
certification, with many teachers holding advanced degrees and having completed
significant training before entering the classroom. In contrast, Pakistan has a shortage of
qualified teachers, particularly in rural areas.
4. Facilities and Resources: The education system in the UK benefits from significant
government funding, and many schools have access to modern technology, libraries,
and other amenities. Pakistan's education system often lacks basic facilities and
resources, particularly in rural areas.
5. Education System Performance: The UK has a higher literacy rate and better overall
education system performance compared to Pakistan, according to various international
assessments such as PISA (Program for International Student Assessment).

Overall, while there are some similarities between the education systems of Pakistan and
the UK, such as the importance of basic academic subjects like math and science, there
are also significant differences in terms of structure, curriculum, teacher training,
facilities and resources, and overall performance. The UK education system places a
stronger emphasis on individualism, creativity, and innovation, while Pakistan's
education system has been more focused on traditional academic subjects and
memorization-based learning.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 27

Comparison of Our System of Education with Australia.

There are several key differences between the education system in Pakistan and
Australia:

1. Structure: The education system in Australia is divided into primary school, secondary
school, and then further education at universities or vocational education and training
institutions. In contrast, Pakistan's education system includes five years of primary
school, three years of middle school, two years of high school, and then colleges and
universities.
2. Curriculum: The curriculum in Australia is more flexible and student-centered than in
Pakistan. Students have the ability to choose elective courses in addition to core
subjects, and there is a strong emphasis on critical thinking, problem-solving, and
creativity. In contrast, Pakistan's curriculum tends to be more focused on traditional
academic subjects.
3. Teachers: The education system in Australia places a strong emphasis on teacher
training and certification, with many teachers holding advanced degrees and having
completed significant training before entering the classroom. In contrast, Pakistan has a
shortage of qualified teachers, particularly in rural areas.
4. Facilities and Resources: The education system in Australia benefits from significant
government funding, and many schools have access to modern technology, libraries,
and other amenities. Pakistan's education system often lacks basic facilities and
resources, particularly in rural areas.
5. Education System Performance: Australia has a higher literacy rate and better overall
education system performance compared to Pakistan, according to various international
assessments such as PISA (Program for International Student Assessment).

Overall, while there are some similarities between the education systems of Pakistan and
Australia, such as the importance of basic academic subjects like math and science,
there are also significant differences in terms of structure, curriculum, teacher training,
facilities and resources, and overall performance. The Australian education system places
a stronger emphasis on individualism, creativity, and innovation, while Pakistan's
education system has been more focused on traditional academic subjects and
memorization-based learning.
Financial and Manpower Planning for our Education System.
Financial and manpower planning for education system requires a comprehensive
approach that takes into account various factors such as current and future educational
needs, available resources, and changing trends in the education sector. Here are some

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 28

key steps that can be taken to ensure effective financial and manpower planning for
education:

1. Analyze the educational needs: The first step is to analyze the educational needs of the
population. This includes identifying the types of education required, such as primary,
secondary, and higher education, as well as the number of students that need to be
accommodated in each level.
2. Assess the available resources: The next step is to assess the available resources,
including financial resources, infrastructure, and human resources. This will help in
determining the extent to which educational needs can be met with the available
resources.
3. Estimate the financial requirements: Based on the educational needs and available
resources, it is important to estimate the financial requirements for education. This
includes estimating the costs of infrastructure development, teacher salaries, curriculum
development, and other expenses related to education.
4. Develop a financial plan: Once the financial requirements have been estimated, a
financial plan can be developed to ensure that adequate resources are allocated to meet
the educational needs. This may involve prioritizing certain areas of education, such as
primary education, and allocating more resources to these areas.
5. Assess the human resource requirements: Along with financial planning, it is important
to assess the human resource requirements for education. This includes assessing the
number of teachers required, their qualifications, and their training needs.
6. Develop a manpower plan: Based on the human resource requirements, a manpower
plan can be developed to ensure that there are enough teachers and support staff to
meet the educational needs. This may involve recruiting and training new teachers, as
well as providing ongoing professional development for existing teachers.
7. Monitor and evaluate: Finally, it is important to monitor and evaluate the financial and
manpower plans to ensure that they are effective in meeting the educational needs of
the population. This may involve tracking student performance, teacher satisfaction, and
other indicators of educational success.

By following these steps, it is possible to develop effective financial and manpower plans
for education that ensure that the educational needs of the population are met with the
available resources.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 29

Resources and resource utilization Financial allocation and their utilization

Wastage in education.
Resources are essential for any education system to function effectively. These resources
include financial resources, infrastructure, human resources, and educational materials.
However, the effective utilization of resources is equally important to ensure that they
are not wasted.

Financial allocation and their utilization: The allocation of financial resources to the
education sector is critical to ensure that the sector can operate effectively. However, it
is equally important to ensure that these financial resources are utilized efficiently and
effectively. This involves ensuring that the resources are directed towards the areas of
education where they are needed the most. This may involve prioritizing areas such as
primary education, where resources can have the most significant impact. Additionally, it
is essential to ensure that the financial resources are used for their intended purpose
and that they are not diverted for other purposes.

Wastage in education: Wastage in education can occur in various ways, including the
underutilization of resources, ineffective allocation of resources, and poor quality of
education. Underutilization of resources can occur when infrastructure or human
resources are not used to their full potential. This may be due to factors such as poor
planning, inadequate training, or insufficient demand for certain areas of education.

Ineffective allocation of resources can occur when financial resources are not directed
towards the areas of education where they are needed the most. This may occur due to
factors such as corruption, mismanagement, or inadequate planning.

Poor quality of education can also contribute to wastage in education. This may occur
when teachers are not adequately trained or when the curriculum does not meet the
educational needs of students. In such cases, students may drop out of school, leading
to a waste of resources that were invested in their education.

To address wastage in education, it is essential to develop effective financial and

manpower plans that prioritize the areas of education where resources can have the
most significant impact. Additionally, it is important to monitor and evaluate the
utilization of resources regularly to ensure that they are being used effectively and
efficiently. Finally, efforts should be made to improve the quality of education by
investing in teacher training, curriculum development, and other areas that can improve
the overall educational experience for students.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 30

Planning strategies and implementation mechanism.

Planning strategies and implementation mechanisms are essential for any education
system to function effectively. Here are some key planning strategies and
implementation mechanisms that can be used to improve the performance of an
education system:

1. Develop a comprehensive plan: The first step in planning strategies is to develop a

comprehensive plan that outlines the goals, objectives, and strategies for the education
system. This may involve conducting a needs assessment and consulting with
stakeholders such as teachers, students, and parents to determine the educational
needs of the population.
2. Establish clear targets and timelines: Once the plan has been developed, it is important
to establish clear targets and timelines for achieving the goals and objectives. This may
involve setting targets for enrollment, student performance, teacher training, and other
areas of education.
3. Allocate resources effectively: The effective allocation of resources is critical for the
implementation of the plan. This involves ensuring that financial and human resources
are allocated to the areas of education where they are needed the most. This may
involve prioritizing certain areas of education, such as primary education, and directing
more resources to these areas.
4. Implement the plan through a phased approach: Implementation should be carried out
through a phased approach, starting with pilot projects and gradually expanding to
larger scale implementation. This allows for any issues to be identified and addressed
before the implementation is scaled up.
5. Develop a monitoring and evaluation framework: A monitoring and evaluation
framework should be developed to track progress and identify any areas that require
improvement. This may involve tracking student performance, teacher training,
enrollment rates, and other indicators of educational success.
6. Involve stakeholders in the implementation process: Stakeholder involvement is critical
for the success of any education system. This involves engaging with teachers, students,
parents, and other stakeholders to ensure that their input is taken into account in the
implementation of the plan.
7. Provide ongoing support and training: Ongoing support and training should be
provided to teachers and other education professionals to ensure that they have the
necessary skills and knowledge to implement the plan effectively.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 31

By following these planning strategies and implementation mechanisms, it is possible to

develop and implement effective education plans that can improve the overall
performance of an education system.

Organization of our system of education from primary tertiary level in the light of
the global perspective.
The organization of the education system varies from country to country, but most
education systems follow a similar structure from primary to tertiary level. In light of the
global perspective, here is an overview of the organization of the education system:

1. Primary Education: Primary education is the first level of education and typically starts at
age five or six. This level of education focuses on basic literacy, numeracy, and social
skills. Primary education typically lasts for six years, but the duration may vary
depending on the country.
2. Secondary Education: Secondary education typically starts at age 11 or 12 and lasts for
six years. This level of education builds on the foundation of primary education and
focuses on developing critical thinking, problem-solving, and analytical skills. Secondary
education is divided into lower secondary and upper secondary levels, with students
typically taking national exams at the end of each level.
3. Vocational Education: Vocational education is a type of education that focuses on
providing students with practical skills and training for specific occupations. Vocational
education can be offered as part of secondary education or as a separate post-
secondary education.
4. Tertiary Education: Tertiary education is the highest level of education and typically
includes universities, colleges, and other post-secondary institutions. Tertiary education
focuses on providing students with advanced knowledge and skills in specific fields of
study. Tertiary education can be further divided into undergraduate and graduate levels.

In the global perspective, there is a growing emphasis on the importance of education

for economic development and social mobility. This has led to an increased focus on
expanding access to education and improving the quality of education at all levels.
Additionally, there is a growing emphasis on the importance of vocational education
and training to prepare students for the workforce.

To meet the challenges of the global perspective, education systems are adopting new
technologies and teaching methods to improve the quality of education. Additionally,

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621
 32

there is a growing emphasis on international cooperation and collaboration to share

best practices and improve education systems globally.

Role of the teacher in todays environment and his/her place in the exciting
setting.
The role of the teacher in today's environment is more important than ever before. With
rapid technological advancements and changing social and economic realities, the role
of the teacher has evolved to meet the needs of modern learners. Here are some of the
key roles and responsibilities of a teacher in today's environment:

1. Facilitator of Learning: The teacher's primary role is to facilitate learning by creating a

supportive and engaging learning environment. This involves developing instructional
materials, providing feedback, and guiding students towards achieving their learning
objectives.
2. Motivator and Mentor: Teachers play a crucial role in motivating and mentoring
students. This involves providing encouragement, support, and guidance to students to
help them achieve their full potential.
3. Differentiator: Teachers must recognize and respond to the diverse learning needs of
their students. This may involve adapting instructional materials to suit different learning
styles, abilities, and interests.
4. Role Model: Teachers are role models for their students, and they must exhibit positive
values, attitudes, and behaviors that students can emulate. This includes demonstrating
respect, empathy, and integrity.
5. Innovator: With rapid technological advancements, teachers must be innovators who
can use technology to enhance the learning experience. This may involve using online
resources, social media, and other tools to engage students and enhance learning
outcomes.
6. Collaborator: Teachers must work collaboratively with their colleagues, parents, and
other stakeholders to create a supportive and effective learning environment. This
involves sharing ideas, resources, and best practices to improve teaching and learning.

MUSLIM MODEL DEGREE COLLEGE MARDAN ROAD CHARSADDA

EMAIL: [email protected] Phone No: 03139063621