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Secondary Education in Pakistan:

Secondary Education in Pakistan:

The Key Issues, Challenges and The Key Issues, Challenges and

Reform Framework Reform Framework

Tahseen Sayed, Lead Education Specialist, SASHD Tahseen Sayed, Lead Education Specialist, SASHD Regional Conference on Education, Training, and Regional Conference on Education, Training, and Knowledge Economy in South Asia

Knowledge Economy in South Asia New Delhi September 14

New Delhi September 14-15, 2006-15, 2006

(2)

Overview & Key Challenges in Overview & Key Challenges in Secondary Education in Pakistan Secondary Education in Pakistan

ƒ ƒ Access (enrollment, institutions) Access (enrollment, institutions)

ƒ ƒ Regional differences Regional differences

ƒ ƒ Financing (share of budget) Financing (share of budget)

ƒ ƒ Quality (content of curriculum, choice Quality (content of curriculum, choice of subjects, teachers, pass rates)

of subjects, teachers, pass rates)

ƒ ƒ Ongoing reforms and future reform Ongoing reforms and future reform areas

areas

(3)

Participation Rates by Levels of Education Participation Rates by Levels of Education

Net Enrollment Rates by Level

0 10 20 30 40 50 60

Pr imar y Middle Mat r ic ( High School)

Higher Secondar y

Degr ee Colleges Univer sit y

ƒ ƒ The bigger decline is between primary and middle, where The bigger decline is between primary and middle, where most enrollment is lost

most enrollment is lost

ƒ ƒ About 25% of enrolled primary school students enter About 25% of enrolled primary school students enter

middle schools, whereas about 40% of the middle schools middle schools, whereas about 40% of the middle schools

students enter high/higher secondary level students enter high/higher secondary level

*Source: PSLSM Survey 2004/05

*Source: PSLSM Survey 2004/05

(4)

The Urban

The Urban - - Rural Divide in Rural Divide in Participation Rates

Participation Rates

Net Enrollment Rates by Level

0 10 20 30 40 50 60 70

Primary Middle Matric (High School)

Urban Rural

(5)

Share of Institutions and Enrollments Share of Institutions and Enrollments

by Level (public and private) by Level (public and private)

*Source: MOE Data 2004/05

*Source: MOE Data 2004/05

Share of Institutions by Level

76%

15%

8% 1%

Primary Middle Secondary & High Colleges

Share of Enrollment by Level

74%

16%

7% 3%

Primary Middle Secondary & High Colleges

(6)

Gender gap highest at secondary level Gender gap highest at secondary level

*Source: MOE, 2004/05

*Source: MOE, 2004/05

Female Enrollment as % of Total Enrollment

43% 41% 40%

49%

10%

20%

30%

40%

50%

60%

Primary Middle Secondary &

High

Colleges

(7)

Share of Private Sector by Level Share of Private Sector by Level

Private Sector Enrollment as % of Total Enrollment by Level

36%

29%

25%

10%

Primary Middle Secondary & High Higher Secondary/colleges

ƒƒ Although the above is based on administrative data of 2004/05, sAlthough the above is based on administrative data of 2004/05, some ome emerging data shows that private sector accounts for about 34% o emerging data shows that private sector accounts for about 34% of f total enrolment at the primary to secondary level

total enrolment at the primary to secondary level

(8)

Gross Enrollment Rates across education Gross Enrollment Rates across education

levels

levels – – International Comparisons International Comparisons

Gross Enrollment Rate

0 20 40 60 80 100 120

Primary Secondary Tertiary

Bangladesh India Indonesia

Pakistan Thailand Turkey

(9)

Funding Issues Funding Issues

ƒ ƒ Distribution of education expenditure at levels of Distribution of education expenditure at levels of education is highly skewed

education is highly skewed

Percentage Distribution of Education Expenditures by Level 2004/05

42%

24%

12%

11% 2% 9%

Primary education Elementary & secondary education General university/college education Professional/technical universities Teacher and vocational training Other educational institutions

(10)

Quality Issues Quality Issues

ƒ ƒ Content of curriculum is weak Content of curriculum is weak

National Curriculum Review findings:

National Curriculum Review findings:

– – Curriculum, especially science, set up for very high Curriculum, especially science, set up for very high standards

standards

– – strong in theoretical content, but knowledge base is strong in theoretical content, but knowledge base is without skills (e.g., low practical application in absence without skills (e.g., low practical application in absence

of labs, etc.) of labs, etc.)

– – Current curriculum does not address systematic Current curriculum does not address systematic progression from easy to difficult, and absence of progression from easy to difficult, and absence of

vertical and horizontal linkages in subjects vertical and horizontal linkages in subjects

ƒ ƒ Shortage of Language and Science teachers, with Shortage of Language and Science teachers, with variation between institutions

variation between institutions

(11)

Quality Issues Quality Issues

ƒ ƒ Choice of subjects not responding to market Choice of subjects not responding to market / economy needs

/ economy needs

ƒ ƒ Disparities between urban/rural institutions, Disparities between urban/rural institutions, including gaps in facilities, teaching

including gaps in facilities, teaching

ƒ ƒ Multiple examination boards of varying Multiple examination boards of varying quality

quality

ƒ ƒ Low pass rates: SSC (Grade 10) 55%; HSC Low pass rates: SSC (Grade 10) 55%; HSC (Grade 12) 50% pass out of those who

(Grade 12) 50% pass out of those who appear in exams

appear in exams

(12)

Employability of graduates Employability of graduates

ƒ ƒ Unemployment rate for matriculate Unemployment rate for matriculate

graduates is 8.8% (steadily rising over the graduates is 8.8% (steadily rising over the

years) years)

ƒ ƒ Unemployment rate for primary level Unemployment rate for primary level attainment is much lower (under 4%) attainment is much lower (under 4%)

ƒ ƒ Stringent labor regulations and skill gaps are Stringent labor regulations and skill gaps are two major bottlenecks identified by

two major bottlenecks identified by employers

employers

(13)

Reforms in Secondary Education Reforms in Secondary Education

ƒ ƒ Because of prominent issues with access at Because of prominent issues with access at

primary/basic levels, and large drop out between primary/basic levels, and large drop out between

primary and middle/secondary, focus has not been primary and middle/secondary, focus has not been

on secondary education reform on secondary education reform

ƒ ƒ Some initiatives have been started recently as part Some initiatives have been started recently as part of Ministry of Education

of Ministry of Education ’ ’ s overall reform efforts, s overall reform efforts, and provincial reform programs

and provincial reform programs

ƒ ƒ With better data analysis, focus also moving to With better data analysis, focus also moving to secondary and college education

secondary and college education

ƒ ƒ Higher Education reforms already underway Higher Education reforms already underway

(14)

National Level Reforms National Level Reforms

ƒ ƒ National Curriculum Review: undertaken after 20 National Curriculum Review: undertaken after 20 years (last review was in 1985, with

years (last review was in 1985, with “ “ insufficient, insufficient, partial and superficial

partial and superficial ” ” revisions in 2000 revisions in 2000 - - 02 02

ƒ ƒ Curriculum being made responsive to job market Curriculum being made responsive to job market

ƒ ƒ Options of vocational education being explored Options of vocational education being explored

ƒ ƒ A formidable task as curriculum review in isolation A formidable task as curriculum review in isolation will not yield change

will not yield change – – and requires linkages with and requires linkages with better textbooks, teaching practices, and

better textbooks, teaching practices, and examinations

examinations

(15)

Some national reform initiatives Some national reform initiatives

ƒ ƒ National Curriculum Review to strengthen content and quality of National Curriculum Review to strengthen content and quality of secondary education

secondary education

ƒ ƒ Composite examinations for Grades 9 & 10 Composite examinations for Grades 9 & 10

ƒ ƒ Reducing the number of examination boards (BISE) to one in Reducing the number of examination boards (BISE) to one in each province to bring in uniformity of quality and reduce

each province to bring in uniformity of quality and reduce regional disparities

regional disparities

ƒ ƒ Colleges (higher secondary) handed to provincial management Colleges (higher secondary) handed to provincial management (from district)

(from district)

ƒ ƒ Teacher accreditation Teacher accreditation - - as part of wider teacher professional as part of wider teacher professional development framework

development framework

ƒ ƒ Reforms in the Higher Education Sector Reforms in the Higher Education Sector

ƒ ƒ Establishment of National Vocational Education Commission Establishment of National Vocational Education Commission

(16)

Provincial Level Provincial Level

ƒ ƒ Focus has been on demand Focus has been on demand - - side side

interventions at the middle school and high interventions at the middle school and high

school level (e.g., stipends for female school level (e.g., stipends for female

elementary and secondary stipends;

elementary and secondary stipends;

textbooks for all through Grade 10 textbooks for all through Grade 10

ƒ ƒ Expanding access at the middle and Expanding access at the middle and secondary levels

secondary levels

ƒ ƒ Filling teaching gaps at secondary level, Filling teaching gaps at secondary level, especially subject teachers

especially subject teachers

(17)

Future Agenda Future Agenda

ƒ ƒ Demand Demand - - side interventions such as stipends side interventions such as stipends to increase the number of children

to increase the number of children

completing primary and proceeding to completing primary and proceeding to

middle/secondary level middle/secondary level

ƒ ƒ Strengthen the content of education, by Strengthen the content of education, by

ensuring linkages between revised content ensuring linkages between revised content

and textbooks, teaching, examination

and textbooks, teaching, examination

(18)

Future Agenda Future Agenda

ƒ ƒ Strong focus on teacher education Strong focus on teacher education

ƒ ƒ Quality of secondary and higher secondary Quality of secondary and higher secondary graduates, including focus on marketable graduates, including focus on marketable

skills skills

ƒ ƒ Subject revisions at secondary and higher Subject revisions at secondary and higher secondary

secondary

ƒ ƒ A clearer partnership with private sector A clearer partnership with private sector

References

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