Secondary Education (Book).docx

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Secondary Education

Dr. Arbab Khan Afridi

Former-Director IER University of Peshawar

In Collaboration With

MASTER COACHING ACADEMY (MCA)

(IER) UNIVERSITY OF PESHAWAR

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Authors: Dr. Arbab Khan Afridi

Book: Secondary Education 2nd_Edition: _{January, 2015} Printers: Ijaz Printers, Peshawar

0332-9066350 Composer: M. Nawaz Khan Abbasi

0333-9352585 Quantity: 1000

Price:

150/-Available at MCA Academy and leading book shops Master_ca2013@yahoo.com

Contact: 091-5843361 Cell: 0300-5930899

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TABLE OF CONTENTS...I

UNIT-1: HISTORICAL BACKGROUND OF THE DEVELOPMENT OF

SECONDARY EDUCATION IN PAKISTAN...1

1.1 Secondary Education during British Rule...1

1.2 Salient Features and Changes Brought about Secondary Education

from 1947 to 1998...2

UNIT-2: ADMINISTRATIVE STRATEGIES AND DEVELOPMENT OF

SECONDARY EDUCATION AFTER INDEPENDENCE...3

2.1 Enrolment and Facilities...3

2.2 Curricular Development...3

2.2.1 Characteristics of a Good Curriculum:...3

2.2.3 Curriculum Development Process...3

2.3 Vocational Training...3

2.4 Science Education...3

2.5 Women Education...3

UNIT-3: CURRICULAR DEVELOPMENT OF SECONDARY

EDUCATION...3

3.1 Curricular Recommendations in 1947, 1959, 1969, 1972, 1978 and

1992...3

3.2 Introducing Guidance and Counseling...3

3.3 Measures and Recommendations to Overcome the Constraints...3

UNIT-4: TEACHER TRAINING IN PAKISTAN...3

4.1 Objectives & Nature of Pre – Service Teacher Education...3

4.2 Objectives and Nature of In-Service Teacher Education...3

UNIT-5: CHALLENGES OF THE FUTURE WITH REFERENCE TO

SECONDARY EDUCATION...3

5.1 Quantitative Projection...3

5.2 Qualitative Challenges...3

5.3 Related Issues (Social and Vocational)...3

UNIT-6: INNOVATIVE APPROACHES TO IMPROVE SECONDARY

EDUCATION IN PAKISTAN...3

6.1 Innovative Approaches to Improve Secondary Education in

Pakistan...3

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UNIT-1:

HISTORICAL BACKGROUND OF THE DEVELOPMENT OF

SECONDARY EDUCATION IN PAKISTAN

1.1 Secondary Education during British Rule

1.2 Salient Features and Changes Brought about Secondary Education from 1947 to 1998

1.1 SECONDARY EDUCATION DURING BRITISH RULE

Introduction

The caste-wise division of students provides the more interesting and historically more relevant information. This is true not only as regards boys, but also with respect to the rather small number of girls who, according to the survey, were receiving education in schools. Furthermore, the information becomes all the more curious and pertinent when the data is grouped into the five main language areas -- Oriya, Telugu, Kannada. Malayalam and Tamil. These constituted the Presidency of Madras at this period, and throughout the nineteenth century.

System of Secondary education during the British Rule

British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion. The schools were attended by students’ representative of all classes of society. But scholars have questioned the validity of such an argument. They argue that proponents of indigenous education fail to recognize the importance of the widespread use of printed books in the West since the sixteenth century, which led to a remarkable advancement of knowledge. Printed books were not used in Indian schools till the 1820s or even later. There were institutions such as Gresham's college in London that encouraged scientific learning. In fact, there were a number of such academic and scientific societies in England, often supported by Puritan and non-Conformist merchants, the like of which probably did not exist in India. The entire claim of indigenous education proponents is based on the thesis advocated by Dharampal which says that there was a general decline in Indian society and economy with the coming of British rule. In the process, indigenous education suffered. This, however, is too broad a generalization, and the exact impact of British rule on different regions at different times has to be studied more carefully before we conclude that the curve everywhere steadily declined. He argues that pre-British schools and colleges were maintained by grants of revenue-free land. The East India Company, with its policy of maximizing land revenue, stopped this and thus starved the Indian education system of its financial resources. Again, we need more detailed evidence to show how far inam lands were taken over by the

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Secondary Education

government. More often, military officers, zamindar, and talukdars were deprived of revenue-free land rather than temples, mosques, madrasas. Recent research has revealed that inam lands continued to exist well into the nineteenth century, much more than was previously suspected.

The current system of education, with its western style and content, was introduced & funded by the British in the 19th century, following recommendations by Macaulay. Traditional structures were not recognized by the British government and have been on the decline since.

Gandhi Observation

Gandhi is said to have described the traditional educational system as a beautiful tree that was destroyed during British rule. He was very disappointed at the condition of Indian education during the British period. Gandhi observed two main points in Indian education 1) Today India is more illiterate than it was fifty or hundred years ago; and

2) The British administrators instead of looking after education and other matters which had existed began to root them out.

1.2 SALIENT FEATURES AND CHANGES BROUGHT ABOUT

SECONDARY EDUCATION FROM 1947 TO 1998

Education in Pakistan is divided into five levels: a) Primary (grades one through five) b) Middle (grades six through eight)

c) High (grades nine and ten, leading to the Secondary School Certificate)

d) Intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate) and

e) University programs leading to graduate and advanced degrees

Pakistan also has a parallel secondary school education system in private schools, which is based upon the curriculum set by the University of Cambridge. Some students choose to take the O level and A level exams, which are administered by the British Council, in place of government exams.

There are currently 730 technical & vocational institutions in Pakistan. The minimum qualifications to enter male vocational institutions, is the completion of grade 10. The programs are generally two to three years in length. The minimum qualifications to enter female vocational institutions, is the completion of grade 9.

All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some

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English medium education is to be introduced on a phased basis to all schools across the country. Through various educational reforms, by the year 2015, the ministry of education expects to attain 100% enrolment levels amongst primary school aged children, and a literacy rate of 86% amongst people aged over 10.

Education Status at Independence

At independence, Pakistan had a poorly educated population and few schools or universities. Although the education system has expanded greatly since then, debate continues about the curriculum, and, except in a few elite institutions, quality remained a crucial concern of educators in the early 1990s.

Adult literacy is low, but improving. In 1992 more than 36 percent of adults over fifteen were literate, compared with 21 percent in 1970. The rate of improvement is highlighted by the 50 percent literacy achieved among those aged fifteen to nineteen in 1990. School enrollment also increased, from 19 percent of those aged six to twenty-three in 1980 to 24 percent in 1990. However, by 1992 the population over twenty-five had a mean of only 1.9 years of schooling. This fact explains the minimal criteria for being considered literate: having the ability to both read and write (with understanding) a short, simple statement on everyday life.

Resource Allocation

Relatively limited resources have been allocated to education, although there has been improvement in recent decades. In 1960 public expenditure on education was only 1.1 percent of the gross national product (GNP); by 1990 the figure had risen to 3.4 percent. This amount compared poorly with the 33.9 percent being spent on defense in 1993. In 1990 Pakistan was tied for fourth place in the world in its ratio of military expenditures to health and education expenditures. Although the government enlisted the assistance of various international donors in the education efforts outlined in its Seventh Five-Year Plan (1988-93), the results did not measure up to expectations.

Structure of the System

Education is organized into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, culminating in matriculation); intermediate (grades eleven and twelve, leading to an F.A. diploma in arts or F.S. science; and university programs leading to undergraduate and advanced degrees. Preparatory classes (kachi, or nursery) were formally incorporated into the system in 1988 with the Seventh Five-Year Plan.

Academic and technical education institutions are the responsibility of the federal Ministry of Education, which coordinates instruction through the intermediate level. Above that level, a designated university in each province is responsible for coordination of instruction and examinations. In certain cases, a different ministry may oversee specialized programs.

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Universities enjoy limited autonomy; their finances are overseen by a University Grants Commission, as in Britain.

Teacher training: a foundation stone in the improvement of secondary education

Teacher-training workshops are overseen by the respective provincial education ministries in order to improve teaching skills. However, incentives are severely lacking, and, perhaps because of the shortage of financial support to education, few teachers participate. Rates of absenteeism among teachers are high in general, inducing support for community-coordinated efforts promoted in the Eighth Five-Year Plan (1993-98).

Teacher Student Ratio

In 1991 there were 87,545 primary schools, 189,200 primary school teachers, and 7,768,000 students enrolled at the primary level, with a student-to-teacher ratio of forty-one to one. Just over one-third of all children of primary school age were enrolled in a school in 1989. There were 11,978 secondary schools, 154,802 secondary school teachers, and 2,995,000 students enrolled at the secondary level, with a student-to- teacher ratio of nineteen to one.

Primary school dropout rates remained fairly consistent in the 1970s and 1980s, at just over 50 percent for boys and 60 percent for girls. The middle school dropout rates for boys and girls rose from 22 percent in 1976 to about 33 percent in 1983. However, a noticeable shift occurred in the beginning of the 1980s regarding the post primary dropout rate: whereas boys and girls had relatively equal rates (14 percent) in 1975, by 1979-- just as Zia initiated his government's Islamization program--the dropout rate for boys was 25 percent while for girls it was only 16 percent. By 1993 this trend had dramatically reversed, and boys had a dropout rate of only 7 percent compared with the girls' rate of 15 percent.

The Seventh Five-Year Plan envisioned that every child five years and above would have access to either a primary school or a comparable, but less comprehensive, mosque school. However, because of financial constraints, this goal was not achieved.

In drafting the Eighth Five-Year Plan in 1992, the government therefore reiterated the need to mobilize a large share of national resources to finance education. To improve access to schools, especially at the primary level, the government sought to decentralize and democratize the design and implementation of its education strategy. To give parents a greater voice in running schools, it planned to transfer control of primary and secondary schools to NGOs. The government also intended to gradually make all high schools, colleges, and universities autonomous, although no schedule was specified for achieving this ambitious goal.

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A rethinking on the educational system started after independence and policies were formulated from time to time. These policies have tried to present solutions to the following major concern:

1. Achieving universal primary education

2. Giving a professional bias to secondary education 3. Developing a scientific attitude

4. Expansion of scientific technical education

5. Raising the standard of higher education as well as making it worthwhile for the nation in terms of demands of the modern world.

6. Continuation of English as medium of instruction 7. Acceleration of women's education

8. Forming the character of the nation particularly with a view to inculcation national ism among the people.

9. Benefiting from the nation's historical, religious and cultural traditions in formulating educational objectives and co-relation them to the demands of modern times.

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UNIT-2:

ADMINISTRATIVE STRATEGIES AND DEVELOPMENT OF

SECONDARY EDUCATION AFTER INDEPENDENCE

2.1 Enrolment and facilities 2.2 Curricular development 2.3 Vocational training 2.4 Science education 2.5 Women education

2.1 ENROLMENT AND FACILITIES

National Education Council (NEC) shows that over 36 million students were attending an educational institution in 2005/06. Just under 50% of those students (17.8 million) were studying at the primary level, 20.9% (7.5 million) in pre-primary, 15.4% (5.6 million) in middle elementary, 6.9% (2.5 million) in secondary, 2.5% (.9 million) in higher secondary and 4.9% (1.8 million) at the postsecondary level. It is clear that Pakistan is still a long way from achieving universal primary enrolment. As indicated 1 by the primary Net Enrolment Rate (NER)'s estimate of 62% , over 35% of the population 5 to 9 years of age is not in school. Given a population of 5 to 9 years old of some 19.5 million, this means that about 7 million children aged 5 to 9 are out of the education system.

Furthermore, under current conditions, the education system does not provide for a substantial percentage of students to move beyond the primary level. At present, the average enrolment per grade at the middle elementary level is less than one-half the average enrolment per grade at the primary level. This is considerably less than that of most other countries, and it is clear that the delivery system needs to significantly increase the proportion of students capable of studying beyond the primary level.

Pakistan has a Gross Enrolment Rate (GER) at the primary level of almost 80% - (when all primary enrolment is measured against the population 5 to 9 years of age). The difference of 80% between the Net Enrolment Rate (NER) of 62% and the GER is due to the number of primary students who are over 9 years of age or under 5 years of age. Given the number of repeaters in primary grades and the incidence of students beginning their primary school after age 5, it is likely that most of the difference is due to overage students. Numerically, this means that over 2.5 million students in primary school are over 9 years of age. Any reduction in this number, possibly by decreasing the repetition rate, may open up places in the primary system for some of children not currently in school.

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Role of Private institutions

Private education institutions enroll 31% of the students who are in basic education (pre-primary through higher secondary). In urban centers, private schools account for slightly more students (51%) than the public sector (49%). However, the situation is reversed in rural areas, where over 80% of students attend public schools. At the primary, middle elementary and secondary levels of education, almost one-third of all students attend private schools. Although most countries have less extensive private provision of basic education than in Pakistan, some experience higher percentages, such as the Netherlands and Lebanon, both of which have over 60% of their basic education provided by the private sector.

In Pakistan, there were 14 million girls studying in basic education in 2005, compared to 18.3 million boys. In other words, there were over 4 million more boys than girls in basic education, which results in a Gender Parity Index (GPI) of .76. This disparity in favor of boys was prevalent at all levels of basic education, with the exception of the higher secondary level, where there was parity between the sexes, producing a GPI of 1.0. In Pakistan, because there are more boys than girls in the relevant population, this represents a small disparity in favor of girls. This level of GPI at the higher secondary level shows that many more boys than girls discontinued their education after secondary school, with the result that their numbers matched those of the girls in the final level.

Teaching Status

Vacant teaching posts and untrained teachers both affect the quality of education provided to Pakistan's youth. In 2005/06, basic education had a vacancy rate of 6.5%, though the higher secondary level had the largest vacancy rate, with over 9% of the teaching positions remaining unfilled. Most teachers in the public school system had received professional training: (only 5% were untrained). However, by comparison, over half of the teachers in private schools had received no professional training.

Comprehensive result developed by NEC

Analysis of the NEC shows that many schools are in need of better facilities to improve the teaching environment. For example, 9% of primary schools do not have a blackboard, 24% do not have textbooks available for the children and 46% do not have desks for the students. Private primary schools are better equipped with desks and blackboards, but almost one-quarter of primary schools in both the public and private sectors do not have any textbooks. Only 36% of the public primary schools in the country have electricity, though the picture improves further up the educational ladder, with most middle elementary, secondary and higher secondary schools having access to electricity.

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2.2 CURRICULAR DEVELOPMENT

There are numerous uses of the word “curriculum”. The Concise Oxford dictionary defines it as “Course of Study” and notes that it derives from the Latin word for a chariot race-course. The curriculum as a race with series of “hurdles” to be overcome might still be a view held by a number of you today.

Curriculum is an area of vital importance to the professional teacher. Over the past two decades the study of curriculum has become an established part of teacher education programs. Therefore, teachers need to be knowledgeable about curriculum and understand the processes by which curricula may be developed. When teachers consider curriculum issues, for example, they tackle the substantive matter of schooling which may be expressed in terms of the fundamental questions of curriculum namely.

i) What to teach? ii) How to teach? iii) When to teach?

iv) What are the impacts of teaching? v) What knowledge is of most worth to learn?

vi) What activities are most effective in enabling learners to acquire this knowledge (information, facts, skills, values, attitudes etc)?

vii) What is the most appropriate way to organize these activities? viii) How do I know if learners have acquired this knowledge?

2.2.1 Characteristics of a Good Curriculum:

After a vast research, the educationists agree that good curriculum dwells on the following traits / characteristics.

a. Development of Social Understanding b. Promotion of Maximum Personal Development c. Promotion of Continuity of Experience d. Provision for Educational Goals e. Maintenance of Balance among all Goals

f. Utilization of Effective Learning Experiences and Needed Resources

2.2.3 Curriculum Development Process Situation Analysis

“A situation which is made up of a number of factors such as pupils home and background, school, its climate, its staff, facilities and equipment are termed as the situation analysis”. Analysis of those factors, together with a self analysis, followed by study of their

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implications for curriculum planning constitutes one step towards the rational approach of curriculum”. A situation analysis is an obvious commencement point for the construction of a curriculum it is an ideal opportunity for curriculum developers, aware of the curriculum presage factors affecting them, to bring a reasoned, rational approach to the development of curricula. Above all, it is an opportunity for curriculum developers to take account of local factors when developing curriculum to meet student needs. Analysis of factors which constitute the situation:

a) Cultural and social changes and expectations including parental expectations, employer requirements, community assumption and value, changing relationships (e.g. between adults and children) and ideology

b) Educational system requirements and challenges, e.g. policy statements, examinations, local authority expirations or demands or pressures, curriculum projects, education research

c) The Changing nature of the subject matter to be taught

d) The potential contribution of teacher-support system, e.g. teacher training college, research institutes

e) Flow of resources into the school

f) Pupils’ aptitudes, abilities and defined education needs

g) Teachers’ value, attitudes, skills knowledge, experience, social strengths and weaknesses, roles

h) School ethos culture and political structure: Common assumptions and expectations including power conformity to norms and dealing with deviance i) Material resources including plant, equipment, and potential for enhancing these j) Perceived and felt problems and shortcomings in existing curriculum

The need for conducting a situational analysis is fundamental precept of effective curriculum development. Developers commencing their task should ask important questions such as: What do we know about the context the students, teachers, school environment – of this curriculum and why is it need? This provided then with an information base to pose an even more fundamental question: what do our learners need? A recommended approach to conduct a situational analysis involves four steps

i. Identify problems in contents ii. Select approach factors iii. Data collection and analysis iv. Make recommendations

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Secondary Education Primary education

Primary education comprises Grades I-V. The language of instruction is either Urdu or the regional language. The curriculum includes reading, writing, arithmetic, general science, social studies, Islamic education, and physical education.

Middle level education

Middle level education lasts from Grades VI-VIII. The curriculum includes the compulsory subjects of Urdu, English, mathematics, sciences, social studies, and Islamic studies. Non – Muslims are exempt from Islamiyat-Islamic Studies. Instead they are taught Moral Education.

Secondary Education lasts from Grades IX through X. Students can specialize in science, humanities, or technical streams. Compulsory subjects for all are English, Urdu, Islamiyat, Pakistan studies and mathematics.

In addition, students study the following subjects within the different streams:

a) Science stream: Physics, chemistry and biology/computer science/technical subject

b) Humanities stream: General science and two elective subjects/one elective subject

and one technical subject

c) Technical stream: General science and two technical subjects.

However, rural areas often offer a limited choice of subjects due to lack of staff and facilities, such as science labs in science streams. Only 35% out of 9,200 secondary and higher secondary schools in Pakistan meet the minimum requirements of an equipped laboratory according to official statistics published in the Education Sector Reforms: Action Plan for 2001/2002 to 2005/2006. The government plans to construct new science labs in about 3,000 schools during 2001-2011.

The technical education stream was introduced at the beginning of this century. The aim is for the technical stream to be available in 1,200 secondary schools, 10 in each district, preferably five male and five female schools. The technical education stream addresses itself to those pupils who enter the labor market after Grade X. 34 emerging technology streams are planned for introduction along with appropriate teaching materials. Students passing the examination at the end of Grade X are awarded the Secondary School Certificate.

Higher secondary education

Higher secondary education sometimes referred to as the "intermediate stage", lasts from Grades XI to XII. It often takes place at university colleges or similar. Army public schools, divisional public schools, autonomous colleges and some private sector institutions are commonly recognized as being more prestigious than government schools. The earlier term

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faculty of arts/sciences for higher secondary education is still often used, e.g. in admission materials from higher education institutions. Regional Boards are granted some autonomy on the subjects and combinations they may offer.

The students are offered the following subjects and streams by, for example, the Federal Board of Secondary and Intermediate Education (FBISE):

a) Compulsory subjects for all groups: English, Urdu, Islamic education and

Pakistan studies

b) Pre-engineering group: Mathematics, Physics and Chemistry

c) Pre-medical group: Biology (Zoology, Botany), Physics and Chemistry d) Science general group:

i) Mathematics, physics and statistics ii) Mathematics, economics and statistics iii) Mathematics, computer studies and physics iv) Mathematics, computer studies and statistics v) Mathematics, computer studies and economics

e) Humanities group: Three subjects out of 23 elective subjects f) Commerce group:

i. Part one: Principles of accounting, principles of economics, principles of

commerce, business mathematics

ii. Part two: Principles of accounting, commercial geography, statistics,

computer studies/banking/typing

g) Medical technology group

i) Part one: Elementary chemistry and chemical pathology, elementary

anatomy and micro-techniques, micro-biology I

ii) Part two: Hematology (Heamatology) and blood banking, clinical

pathology and serology, micro-biology II.

Girls are also offered the possibility of home-economics. Dars-i-Nizami Group (Quran reading) is introduced at secondary and higher secondary levels to bridge the gap between Madrasah education and the formal education system in Pakistan.

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Ph.D

Secondary Education Class 1 to 5

Primary Education

Age (Yrs) 5 to 10 Class 1 to 5

Secondary Education

Secondary School Certificate

(SSC/Matric) Age (Yrs) 5 to 10 Class 11 & 12 Intermediat e Education HSC/FA, F.Sc, I.Com Ag e 16 to 17 Class 11 12 13

Diploma of

Associate

Engineerin

g (DAE)

Age 16 17 18 Vocational Certificate Courses VTC, TTC Class 13 to 16 Bachelor Degree BA, B.Sc., B.Com Ag e 18 to 21 Class 13 14 15 16 Bachelor of Engg. (B.E)/ B.Sc. Engg Age 18 19 20 21 Class 14 15 B-Tech_(Pass) Age 19 20 Class 15 16 Master Degree MA MSc. M.Com Ag e 20 21 Class 13 14 15 16 Medical Degree MBBS Age 18 19 20 21 22 Class 16 17 B-Tech (Hons) Age 21 22

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2.3 VOCATIONAL TRAINING

Vocational and technical education in Pakistan is a minor educational sector. The term technical education refers to post-secondary courses of study and practical training aimed at the preparation of technicians to work as supervisory staff. The term vocational training refers to the lower-level education and training for the preparation of skilled or semi-skilled workers in various trades.

Role of Technical and Vocational Education & Training (TVET)

Technical and Vocational Education & Training (TVET) is basically the skill-development of workforce working in the industry of a country. It is also defined as marketable and economically relevant education for people. Technical Education refers to post-secondary courses of study and practical training aimed at preparation of technicians to work as supervisory staff. Vocational Training, on the other hand, refers to the lower-level education and training for the preparation of skilled or semi-skilled workers in various trades, but it does not enhance their level with respect to general education.

Features and Characteristics of TVET

There is a fresh awareness among policy makers in developing countries and the international community of the critical role that TVET can play in national development. One of the most important features of TVET is:

a) Its orientation towards the world of work and the emphasis of the curriculum on the acquisition of employable skills. TVET delivery systems are therefore well placed to train the skilled and entrepreneurial workforce that the country needs to create wealth and emerge out of poverty.

b) That it can be delivered at different levels of sophistication.

This means that TVET institutions can respond to the different training needs of learners from different socio-economic and academic backgrounds, and prepare them for gainful employment and sustainable livelihoods. The youth, the poor and the vulnerable of society can therefore directly benefit from a TVET program. In a developing country like Pakistan, it is extremely important to realize that vast numbers of young people are outside the formal school system, requiring the integration of non-formal learning methodologies and literacy programs into national education programs. To revitalize, modernize and harmonize TVET in order to transform it into a mainstream activity for the youth development and human capacity building in Pakistan, it is necessary to:

1. Position TVET programs and TVET institutions as vehicles for regional cooperation and integration as well as socio-economic development as it relates to improvements in infrastructure, technological progress, energy, trade, tourism, agriculture and good governance; and

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2. Mobilize all stakeholders in a concerted effort to create synergies and share responsibilities for the renewal and harmonization of TVET policies, programs and strategies.

The rapid technological developments being witnessed in the early years of the twenty-first century, together with the forces of globalization, are already leading to radical changes in the world of work. In fact, the changing nature of work is already perceptible both in urban as well as rural communities. New technologies are being developed and applied, replacing existing technologies and processes. As the new technologies are knowledge intensive, the developing countries, being net importers of foreign technology, are obliged to upgrade and enhance the skill level of their manpower. This step is necessary in order to absorb and maintain new technologies, highlighting the critical role of TEVT.

A parallel aspect of globalization is the increased international competitiveness: firms have to compete not only on the basis of price but also on the basis of quality. The pressure of competition has prompted firms to ensure price competitiveness, greater flexibility, enhanced quality, and the capacity to introduce new products and services effectively. In 1950, 80% of the world's jobs were classified as unskilled; now 85% of the jobs are classified as "skilled".

These shifting sands of technology have put a greater premium on TEVT resources that are seen throughout the world as essential for socio-economic progress. The nature of work and demands for skills is also changing in Pakistan and employment opportunities are shifting across industries and occupations. The profile of the Pakistani work force in 2005 showed 43.1 percent engaged in agriculture, 13.8 percent in manufacturing and mining, and 43.1 in services. Since 2000, there has been a shift of 5.3 % employed labor force from agriculture sector to manufacturing /mining.

At present, there are 18 Colleges of Technology, 54 Polytechnic Institutes (11 for females) and 25 Monotechnics whereas commerce education for business sector is provided in over 200 commercial training institutes.

TABLE 1: Country - wise Detail of Government College of Technology / Polytechnics/

Monotechnics Institutes in Pakistan

Province GCT GP IB GPIW Monotechnic Total

Federal Area - - 1 - 1 Punjab 7 13 4 - 24 Sindh 4 15 4 25 48 Balochistan 1 - 1 - 2 KPK 6 15 1 - 22 Total 18 43 11 25 97

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The Monotechnics /Polytechnics Institutes and College of Technology offer 3-year Diploma Course after 10th Class (Matriculation) in over 30 Technologies. Generally, 3 to 4 technologies are offered in institute. There are 409 Vocational Institutes operating in the provinces/area, offering training in over 40 skills / trades. Province-wise break-up of vocational institutes are given in Table below. TABLE 2: Province/area- wise detail of

Vocational Institutes at Public Sector

Province / Area Boys Girls Co –

Education Total Punjab 130 134 1 265 Sindh 5 63 68 KPK 47 0 47 Balochistan 11 17 28

Islamabad Capital Territory (ICT)

1 1

Total 194 214 1 409

Administration

Technical and vocational training programs are administered by a number of Federal, Provincial and private agencies:

Federal and Provincial Departments

i) Government Vocational Institutes (GVIs), administered by the Provincial Education

Department

ii) Technical Training Centers (TTCs), Vocational Training Centers (VTCs), and Apprenticeship Training Centers (ATCs), administered by the Provincial Labor Departments

iii) In-Plant training Programs, i.e. apprenticeship training under the Apprenticeship Training Ordinance 1962, administered by the Provincial Directorates of Manpower and Training of Labor Departments in establishments employing 50 or more workers.

Private technical training institutions

i) On-the-job training within industries and training by Small Industries, Departments/Corporations and private technical and vocational institutions

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ii) Commercial training institutes under the Ministry of Education, Provincial Education Departments and Technical and Vocational Training Authority (TEVTA) in Punjab

iii) Polytechnic institutes and colleges of technology operating under the Federal Ministry of Education and Provincial Education/ Labor/ Manpower/ Industries Departments. Private technical training institutions

A technical stream exists within secondary education (Grades XI – XII). The framework for training is the National Training Ordinance 1980 with amendments and the Apprenticeship Training Ordinance from 1962 with amendments. The National Institute of Science and Technical Education (NISTE) (The Ministry of Science and Technology) provide science and technical education including training of teachers. The institute has the responsibility for the curriculum at polytechnics and colleges of technology.

At the federal level, the National Training Board works under the Ministry of Labor, Manpower and Overseas Pakistanis. The Board coordinates the work of the four provincial boards, one in each province, assesses training needs, and develops training syllabi and specifies national training standards and trade tests.

A Technical Education and Vocational Training Authority (TEVTA)were established in the Punjab in 1999 and all departments dealing with technical and vocational training have been placed under it. It also covers post-secondary education conducted at polytechnics and colleges of technology. Similar programs have also been started in the Khyber Pakhtunkhuwa (KP).

Courses offer by Vocational Institutes and their duration

Vocational Institutes offer courses between three months and two years in length, although the maximum is generally a year. Entry is based on Grade VIII. Courses for girls are often shorter than those for boys. A two-year course leads to a Grade 3 Skilled Worker Certificate. Technical Training Centers offer two-year courses for graduates of Grades VIII and X. The institutes are affiliated to the technical training boards. Courses lead to Grade 2 Skilled Worker Certificate. The certificates are awarded by a Board of Technical Education or TEVTA. Grade 2 and 3 Skilled Workers Certificates are also available via competence testing in the workplace. Post-secondary technical and vocational education takes place at polytechnics/colleges of technology. The three-year courses post-SSC (Secondary School Certificate) leads to a Diploma, in the engineering field known as the Diploma of Associate Engineer. Courses at Commercial Institutes after the SSC (Secondary School Certificate) are completed with the Certificate in Commerce after one year and the Diploma in Commerce after two years, also called the Intermediate in Commerce. Colleges of Technology offer the same diploma awards as Polytechnics, but they also award degree courses to holders of the Polytechnic Diploma.

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2.4 SCIENCE EDUCATION

Introduction

Among the factors that influence growth and development, Science Education is by far the most important. Science Education provides a sound base for education scientific research and technological development. In view of the vital role that science education plays in national development, it has been decided that a National Center for Science Education will be established to improve science teaching through research and innovations and to promote and popularize science and technology among the masses through science fairs, museums, films etc.

National Education Equipment Centre will be further strengthened in order to improve the quality and supply of equipment to school laboratories. Science equipment will be supplied to the exiting laboratories in the schools and new science laboratories will be added to schools where they do not exist.

Underlying Principle

Our national survival both in terms of economy and defense potentials depends entirely on the kind of science education we provide to our children. If all our people are more broadly educated in science, we can then hope that science will make its maximum contribution in the development of leadership, inculcated with the habits of critical thinking, tolerance and open – mindedness among all people and to their effective happy living.

In spite of several curricular reforms in science education, the quality of instruction in science education particularly at school and pre – university levels had not improved considerably. This is so because science is still being taught as a ”dogma”. Very little curiosity in scientific enquiry, initiative and involvement in understanding the scientific concepts and processes is emphasized. Many teachers lack desired knowledge, competencies, skills and scientific attitude. As such, teacher demonstrations and enquiry – directed experiences seldom find their way into classrooms and laboratories.

Effective science education program is directly linked with the establishment of an infra – structure for research in science education, training of science teachers and science educators, mobilizations of local resources for production of indigenous equipment and strengthening of the science laboratory and libraries. Therefore, a National Center for Science Education is needed. The center should not only motivate and popularize science among the masses but at the same time coordinate entire science education improvement efforts to ensure our continued growth of scientific knowledge, its applications to national development and an adequate supply of future scientists for our national security and prosperity.

Science Education Center have emerged all over the world as permanent institutions devoted entirely to the improvement and popularizations of science education not only

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among students of science but also among the teachers of science. There are more than 150 such centers in the world today. Well known science education centers includes the Science Teaching Center at the University of Maryland (USA), the Lawrence Hall of Science at Berkeley University (USA), Center for Science Education at Chelsea College of Science and Technology (England), The Institute for Promotion of Teaching Science (Thailand), Science Education Center (Philippines) ,and Science and Mathematics Center in Lebanon.

Program

i) In order to achieve a breakthrough in this direction, a National Center for Science Education will be established at the national level as an autonomous body with a Board of Governors. The center will pursue the following objectives:

a) To coordinate activities in the improvement of science education in the country for classes I – XII.

b) To encourage, stimulates and popularize science and technology among the children.

c) To act as a nerve – center for research in science education and serve as a clearing – house for exchanging latest science curriculum materials, innovative ideas, practice and strategies between Pakistan, Asian Region and the world.

In order to achieve these objectives, the center will organize the following program: a. Modify and expand up to class VIII the National Teaching Kits developed under

the supervision of the Curriculum Wing.

b. Develop enquiry – directed demonstrations and experiments for teachers and students for classes IX – XII.

c. Design and test innovative teacher education program and models for training science teachers and develop teacher guides, handbooks instructional packages / models and other related stuff.

d. Develop a mobile science laboratory to take science close to the rural population, and organize on the spot in – service training program for science teachers. e. Organize science fairs at provincial and national levels and establish Mini –

science Museums in the country.

f. Organize “Future Scientists of Pakistan” awards for outstanding students who demonstrate creativity, imagination and critical thinking.

g. Organize national seminars, symposia, workshops, working, sessions and conferences for coordination and promotion of science education in the country. ii) The National Education Equipment Center, Lahore, will be further strengthened

by increasing its present capacity and manpower for facilities the production of science teaching kits and other inexpensive equipments.

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iii) The National Education Equipments Center will be entrusted the task of designing and developing prototypes of low – cost mobile science labs, inexpensive simple teacher demonstrations, experiments, and working models in Physics, Chemistry, Biology for classes IX – XII in collaboration with the National Center for Science Education.

iv) Teaching of science will be improved and science education will facilitates, such as strengthening of new science laboratories will be expanded at all level. v) At least one room in every primary school will be converted into multipurpose

science room for conducting science activities along with other related activities of the school.

vi) At school level, about 345 new science laboratories will be constructed and 540 school will be supplied equipments. At college level (XI - XII), laboratories facilities will be improved in 60 colleges for boys and 12 colleges for girls and 57 degree colleges for men and 23 for women will also be provided with additional facilities of equipment during the Fifth Plan period.

Resource Allocation

The Fifth Five Year Plan provides about Rs. 140 million as development expenditure for improvement and expansion of the facilities for the teaching of science and promotion of science education in schools, colleges and universities. However, the development of the non – development expenditure to be incurred on the establishment of the national centers for science education will be met from within the resources allocated for the improvement of science education in the Fifth Five years Plan as well as from the Miscellaneous Program of education.

Problems and difficulties

In Science Education, a major problem area is the constant maintenance of good instruction, particularly at the school and pre-university levels. The establishments of the National Center for Science Education, along with its infrastructure for research in science education and supporting professional staff will considerably reduce this problem by staff will considerably reduce this problem by systematizing and supervising science improvement efforts.

Future Plans

a. Phase-wise Establishment of Science Clubs network in all the districts of Pakistan. Initially contacts will be established with heads of educational institutions and Science Teachers to take them on board for initiating inquiry-based learning of science and gradually science clubs will be established. b. Monthly Workshops for Science Teachers to promote inquiry-based science

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Azad Jammu and Kashmir. The target areas/districts will be remote areas having less exposure about modern educational tools.

c. Preparation printed material, especially posters on inquiry-based science learning and to motivate teachers for developing experimental materials to teach students. Such printed material will be distributed among educational institutions.

d. Science exhibitions to promote inquiry-based science learning among the students. To encourage students and teachers prizes will be awarded to them and the best educational institutions.

e. After Consultation with Teachers, Provision of Experimental Equipment to remote areas educational institution in accordance with their Syllabus.

2.5 WOMEN EDUCATION

Education plays a pivotal role in developing human capital in any society. Education has become a universal human right all around the globe. Article thirty seven of the

Constitution of Pakistan

stipulates that education is a fundamental right of every citizen, but still gender discrepancies exist in the educational sector. According to the 2011 Human Development Report of the United Nations Development Program, approximately twice as many males as females receive a secondary education in Pakistan, and public expenditures on education amount to only 2.7% of the GDP of the country.

Gender roles in Pakistan

Patriarchal values heavily govern the social structure in Pakistani society. Home has been defined as a woman's legitimate ideological and physical space where she performs her reproductive role as a mother and wife, while a man dominates the world outside the home and performs his productive role as a breadwinner. Men and women are conceptually segregated into two distinct worlds. The household resources are allocated in the favor of sons (male members of the family) due to their productive role. Education for boys is prioritized vis-a-vis girls, because it is perceived that boys must be equipped with educational skills to compete for resources in the public arena, while girls have to specialize in domestic skills to be good mothers and wives, hence, education is not perceived as being important for girls. This gender division of labor has been internalized by the society, and girls/women do not have many choices for themselves that could change these patriarchal realities of their lives. Society does not allow girls/women to develop their human capabilities by precluding them from acquiring education. Lack of emphasis on the importance of women's education is one of the cardinal features of gender inequality in Pakistan. The Human Development Report (HDR) listed Pakistan in the category of "low human development" countries with a female literacy rate of thirty percent, and Pakistan has ranked 145 in the world in terms of human development.

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Importance of Women's Education

Education has been of central significance to the development of human society. It can be the beginning, not only of individual knowledge, information and awareness, but also a holistic strategy for development and change. Education is very much connected to women's ability to form social relationships on the basis of equality with others and to achieve the important social good of self-respect. It is important, as well, to mobility (through access to jobs and the political process), to health and life (through the connection to bodily integrity). Education can allow women to participate in politics so they can ensure that their voices and concerns are heard and addressed in the public policy. It is also crucial for women's access to the legal system. Education is a critical input in human resource development and is essential for the country's economic growth. It increases the productivity and efficiency of individuals and it produces skilled labor-force that is capable of leading the economy towards the path of sustainable growth and prosperity. The progress and wellbeing of a country largely depends on the choices of education made available to its people. It can be one of the most powerful instruments of change. It can help a country to achieve its national goals via producing minds imbue with knowledge, skills and competencies to shape its future destiny. The widespread recognition of this fact has created awareness on the need to focus upon literacy and elementary education program, not simply as a matter of social justice but more to foster economic growth, social well-being and social stability. Women's education is so inextricably linked with the other facets of human development that to make it a priority is to also make change on a range of other fronts, from the health and status of women to early childhood care, from nutrition, water and sanitation to community empowerment, from the reduction of child labor and other forms of exploitation to the peaceful resolution of conflicts.

Economic benefits of women's education

Apart from the acquisition of knowledge and values conductive to social evolution, education also enables development of mind, training in logical and analytical thinking. It allows an individual to acquire organizational, managerial, and administrative skills. Moreover, enhanced self-esteem and improved social and financial status within a community is a direct outcome of education. Therefore, by promoting education among women, Pakistan can achieve social and human development, and gender equality. A large number of empirical studies have revealed that increase in women's education boosts their wages and that returns to education for women are frequently larger than that of men. Increase in the level of female education improves human development outcomes such as child survival, health and schooling. Lower female education has a negative impact on economic growth as it lowers the average level of human capital. Developmental Economists argue that in developing countries female education reduces fertility, infant mortality and increases children's education. Gender inequality in education directly and significantly affects economic growth. Empirical studies done by using regression analysis

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reveal the fact that the overall literacy rate, enrollment ratio, ratio of literate female to male have positive and significant impact on economic growth. Education has the significant inverse relationship with poverty because it provides employment opportunities and rejects poverty. The inclusion of trained and education women workforce will not only ensure women's welfare, it will also increase the overall productivity of the workforce due to more competitiveness. Hence, the developmental and feminist economists argue that it is desirable for the government to allocate more resources towards women's education, as it is going to benefit the whole society.

Gender Disparity in Education in Pakistan

According to UNDP 2010 report, Pakistan ranked 120 in 146 countries in terms of Gender-related Development Index (GDI), and in terms of Gender Empowerment Measurement

(GEM) ranking, it ranked 92 in 94 countries. Gender inequality in education can be measured in different ways. Gross and net enrollment rates and completion and drop-out rates are the ways to identify the gender inequality in education. Pakistan aims to achieve

Millennium Development Goals and also aims to eliminate gender disparity at all levels of education by the year 2015. Elimination of gender disparity at all levels of education requires higher allocation of resources on women's education. Strong gender disparities exist in literacy and educational attainment between rural and urban areas of Pakistan.

Socio-Economic Hurdles

Patriarchal values are deeply embedded in the society of Pakistan, and its different manifestations are observed in different aspects of the society. As mentioned above, gender division of labor enforces women to primarily specialize in unpaid care work as mothers and wives at home, whereas men perform paid work, and come out as breadwinners. This has led to a low level of resource investment in girls' education not only by their families but also by the state. This low investment in women's human capital, compounded by negative social biases and cultural practices, restrictions on women's mobility and the internalization of patriarchy by women themselves, becomes the basis for gender discrimination and disparities in most spheres of life. Some of the ramifications are that women are unable to develop job-market skills; hence, they have limited opportunities available to them in the wage-labor market. Moreover, social and cultural restrictions limit women's chances to compete for resources in a world outside the four walls of their homes. It translates into social and economic dependency of women on men. The nature and degree of women's oppression and subordination vary across classes, regions and the rural and urban divide in Pakistan. It has been observed that male dominant structures are relatively more marked in the rural and tribal setting where local customs and indigenous laws establish stronger male authority and power over women.

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Insurgency Hurdles

Destruction of schools and killings have harmed women's education in Pakistan. 14-year-old education activist and blogger Malala Yousafzai was shot in the head and neck by

Taliban insurgents 9 October 2012 after she had blogged about the destruction of schools and closing of all-girls schools in her town of Mingora in the Swat District. Later, the Taliban denied that it opposes education and claimed "Malala was targeted because of her pioneer role in preaching secularism and so-called enlightened moderation."

In September 2012 the Pakistani newspaper Dawn reported that 710 schools have been destroyed or damaged by militants in Khyber Pakhtunkhwa and 401 schools have been destroyed or damaged in Swat. While the Taliban's campaign extends beyond girls to secular education in general, at least one source reports the damage was related to Taliban opposition to girls' education. Another source includes the bombing of girls' schools as among the Taliban policies.

Rural vs. Urban

In year 2006, the literacy rate in urban areas was recorded 58.3% while in rural areas it was 28.3%, and only 12% among rural women. An interesting factor in this context is that female enrollment was recorded highest at the primary level, but it progressively decreases at the secondary, college and tertiary levels. It was estimated that less than 3% of the 17–23 age group of girls have access to higher education.

Statistics

The latest official statistics on enrollment that are provided by the Ministry of Education of Pakistan are of year 2005–2006. The statistics can be divided into two categories, public schools and private schools.

A) Pre-primary

i) Public Sector

According to the Government of Pakistan, total enrollment level of pre-primary in public sector was 4,391,144. Out of 4,391,144 pre-primary students, 2,440,838 are boys, and 1,950,306 are girls. It shows that 56% of enrolled students are boys, and 44% are girls. Further breakdown of these statistics into urban and rural enrollment levels reveals almost similar percentage of enrollment among boys and girls, i.e. in rural schools 57% are boys and 43% are girls.

ii) Private Sector

There is a huge sector of private education in Pakistan. According to the government of Pakistan, 2,744,303 pre-primary students are enrolled in private schools. Among them, 1,508,643 are boys, and 1,235,660 are girls. It shows that 55% of enrolled kids are boys

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and 45% are girls. Of the total number, 39% students are in rural areas, and the percentage of enrolled boys and girls in rural areas are 58% and 42% respectively.

B) Primary Education

Primary education is compulsory for every child in Pakistan, but due to poverty, and child labor, Pakistan has been unable to achieve 100% enrollment at the primary level.

The total enrollment in primary public sector is 11,840,719, and among them, 57% (6,776,536) are boys, and 43% (5,064,183) are girls. The 79%of all the primary students in Pakistan are enrolled in rural schools, and the gender enrollment ratios are 59% and 41% for boys and girls respectively in rural Pakistan.

The private schools are mostly located in urban centers, and the total enrollment in private primary schools was 4,993,698.

C) Middle School Level

The enrollment level falls dramatically from primary to middle school level in Pakistan. These statistics can be very helpful in comprehending the problems faced by Pakistan in its educational sector.

3,642,693 students are enrolled in public middle schools, and among them, 61% (2,217,851) are boys, and 39% (1,424,842) are girls. Of the total enrollment, 62% students are in rural areas, and the enrollment of girls are much lower in rural middle schools vis-à-vis urban schools. In rural schools, 66% enrolled students are boys and 34% are girls.

The enrollment in private schools declines sharply after primary level, as the cost of attendance in private schools increases and the majority of the population cannot afford private education in Pakistan. The total number of students enrolled in private schools at middle level is 1,619,630. Of the total level of enrollment in private schools, 66% students are in urban schools. Hence, the ratio of boys and girls is relatively balanced with 54% boys and 46% girls.

D) High School Level

In Pakistan grades 8 to 10 constitute high school education.

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The total number of students enrolled in private high schools is 1,500,749. The 61% of students are boys and 39% are girls. Overall enrollment decreases sharply at high school level. A very disproportionate gender ratio is observed in rural high schools, only 28% of the enrolled students are girls, and 72% are boys.

632,259 students are enrolled in private high schools. Most of them are in urban centers. The ratio of boys and girls enrollment is 53% and 47% respectively.

E) Higher Secondary

The overall ratio seems to equalize among boys and girls in higher secondary education.

There are 699,463 students enrolled in higher secondary education in public institutions. There is almost 50% boys and girls enrollment in higher secondary education. But there is a discrepancy between urban and rural enrollments. Only 16% of the students from the total number are from rural areas, and among them only 28% are female students. While in urban centers, 55% students are female students.

154,072 students are enrolled in private higher secondary institutions, with 51% boys and 49% girls.

F) Degree Level Education

Female students outnumber their male counterparts in degree level education.

There are only 296,832 students are enrolled in degree level education in public sector institutions, and 62% of them are female students while 38% are male students. Very small number (less than 1%) of students are in rural institutions.

ii) Private sector

29,161 students are enrolled in private sector institutions, among them 64% are female students, mostly in urban city centers.

Summary of Statistics

These statistics shed some interesting facts about education in Pakistan; the gender disparity in education is much lower in urban places vis-à-vis rural areas. One of the possible explanations of this pattern is relatively stronger dominance of tribal, feudal and patriarchal traditions in rural areas. Moreover, there are very few employment opportunities for women in rural areas, and thus, there is very little financial incentive for families to

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send their girls to schools. However, it is interesting to note that, despite the meager representation of females in the education sector, the level of achievement of female students is consistently far higher than that of their counterpart male students. Girls generally outclass boys in examination, and they are also higher achievers in universities. Unfortunately, the majority of the girls never get an opportunity to develop their educational capabilities.

Role of Government in Women's Education

Officially the government of Pakistan is committed to provide every citizen an access to education, but critics say that its budget allocation towards education does not correspond with its former commitment. The expenditure on education as a percentage of GDP was 1.82% in 2000–2001, while it has been raised slightly in 2006–2007 to 2.42%, and it is still relatively lower than most neighboring countries. Feminist economists argue that the government of Pakistan needs to fully address and resolve the gender concerns that exist in the educational sector. They suggest that one of the ways to improve this situation is by increasing funding for women's education, encourage and financially incentivize people in the rural areas to send their girls to schools. In the apprentice of gender studies, the gender division of labor is considered patriarchal, and feminists argue that it can be consciously neutralized by the public policies, i.e. encouraging girls to study mathematics, science, computers, and business administration etc. This way, girls will specialize in higher paying fields (jobs) instead of solely focusing on care work.

Winding Up

Statistics show that education in Pakistan can be characterized by extensive gender inequalities. Girls/women have to face socio-cultural hurdles to acquire education. International community has developed a consensus through the Millennium Development Goals to eliminate gender inequality from education. The proponents of gender equality argue that it is not only humane and ethical thing to provide everyone easy access to education without any gender bias, but it is also essential for development and progress of a society that both men and women are educated. They also point towards empirical studies that have confirmed that gender inequality in education has significant impact on rural poverty in Pakistan, and female literacy is important for poverty alleviation. Feminists like Martha Nussbaum are arguing that there is an immediate need to increase the public expenditures on female education in order to achieve gender equality at all levels.

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UNIT-3:

CURRICULAR DEVELOPMENT OF SECONDARY

EDUCATION

3.1 Curricular recommendations in 1947, 1959, 1969, 1972, 1978 and 1992. 3.2 Introducing Guidance and Counseling

3.3 Measures and recommendations to overcome the constraints

3.1 CURRICULAR RECOMMENDATIONS IN 1947, 1959, 1969, 1972,

1978 AND 1992

Introduction

Pakistan achieved independence from over a century of British colonial rule in August 1947. The colonial period did witness some progress in education. However, the progress was largely limited to what emerged as India. The regions comprising Pakistan were relatively backward in all respects, including in education. At independence, 85 percent of the population was illiterate and in the more backward regions of the country, e.g., Balochistan, the literacy rate was even lower, with the rate for rural women therein being virtually zero. It was realized then that the task of nation building would not be achieved without an educated and skilled manpower. And in recognition thereof, a National Education Conference was convened the same year, which recommended that universalization of primary education should be achieved within a period of 20 years. Since then, universal primary education has remained an important objective of all governments. And to this end, considerable resources have been expended in creating new infrastructure and facilities and various projects and schemes have been launched. Yet, the desired progress has not been achieved, either quantitatively or qualitatively.

Half a century down the road, Pakistan remains a largely illiterate country. Close to two-thirds of the population and over 80 percent of rural women are still illiterate. More than a quarter of children between the ages of five and nine do not attend school. And for those who do, the quality of education is seriously wanting. One 1994 study conducted arithmetic and Urdu language tests to grade-3 school children in Lahore and found that only 33 percent of students in government schools passed both the tests. The same test conducted in 1996 to test grade-3 students in 5 districts in Punjab found that only 22 percent of the students in government schools passed both the tests. The same test administered to the teachers did not elicit an encouraging result either.

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Secondary Education All Pakistan Education Conference 1947

After freedom in 1947, a conference was arranged to structure the education system of Pakistan. Quaid-E-Azam could not attend this due to illness, but he forwarded his message which later laid down the foundation for recommendations of education policy. His message contained four major aspect:

1) Education system should suit the genius of Pakistan. 2) It should be consonant with our history and culture. 3) It should inculcate high sense of honor and integrity. 4) It should emphasis on science and technology.

Recommendations or Salient Features

The major recommendations of the conference were: i) Education should be teamed with Islamic values. ii) Free and compulsory education in Pakistan. iii) Emphasis on science and technical education.

Implementation

This policy could not be implemented properly due to increased number of immigrants and other administrative problems of new born country. So more or less British colonial system was continued.

Report on commission on national education, 1959

The commission on national education is a beacon / inspiration for educational history of Pakistan because of its thorough study of Pakistani culture and need of the people.

Recommendations

Its recommendations were as follows: a) Character building.

b) Compulsory primary education.

c) Subject was bifurcated in core and additional subjects. d) National language as medium of instruction.

e) Focus on science and technical education.

f) Examination system should be combination of internal (25%) and external (75%) evaluation.

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g) Elimination of illiteracy.

h) Religious education should be introduced in three stages i.e. compulsory at middles level, optional at secondary level and research at university level. i) Establishment of university grants commission.

j) Three-year degree program.

Implementation

Although it was an excellent policy, but it failed due to lack of proper planning and implementation. The proposal of three-year degree program created unrest among students and parents and this was withdrawn.

Education Policy 1970

This policy has following salient features: i) Emphasis on ideological orientation.

ii) Emphasis on science and technology education. iii) Decentralization of educational administration. iv) Eradication of illiteracy.

v) Formation of national education corps.

Implementation

This policy was not implemented due to change in government.

Education policy 1972-1980

Salient features of this policy are:

i) Promotion of ideology of Pakistan ii) Personality development. iii) Equality in education. iv) Universal education.

v) Curriculum based on socioeconomic needs of the society. vi) Integrated technical and science education.

vii) Active participation of teacher, students and parents in educational affairs. viii) Nationalization of educational institutions.