EDUCATION IN PAKISTAN

M.A EDUCATION SECTION (A) MORNING

UNIVERSITY OF EDUCATION TOWNSHIP CAMPUS

LAHORE
 chap : Education administration and management at
provincial level in pakistan
Topics :

 Levels of education

 Essential componenets education

 Provincial secretariat of education

 Educational directorate at provincial level

 System of education at primary and elementery level

 National education policy ( 1998 - 2010 )

Introduction :
The job and administration and management of educational institutions in the provincial is the
risposibility of provincial education department. Every province has a minister of education who
is assisted bt the provincial Education secretary . The organization and functions of the
provincial Education department mainly include :

 Planning .

 Adminixtration .

 Direction .

 Co-ordination .

 Teacher Training .

 Budgeting .

 Overall supervision of educational programmes/ activities .

 Building linkage between the Federal and Provincial Governments .

To maintain effective control and supervsion aver working of the education institutions , there
are Directors of Education appoitement at provincial and divisional levels as well asa district
and Sub-divisional Education Officers at district and sub-divisional levels, respectively
Levels of education at provincial levels
As stated earlier, educational or organization and management is the responsibility of the
provincial government. There fore is control, direction and supervision covers the following
levels

Types of education
 primary education
 secondary/ higher secondary education
 College education
 Teacher education college (Pre-service and in service education)
 Technical education
 Non formal adult education
 Education extension center
 Bureau of curriculum development
 intermediate and secondary board of education
 Board of technical education
 Text book board
 Education foundation
Administaratively, universities in the provinces are under the control of provincial government
because the governor is the chancellor of the university and vice chancellor and deans of
faculties are appointed by the provincial government governor is also the chairman Senate's of
the universities. Academically universities are independent. Financially, universities are under
the control of federal government because they receive grant through university grant
commission.

 Important organs of provincial education departments

The following are the important organs, function under the provincial education department
 Directorate of primary education
 Directorate of secondary/ higher secondary education
 Directorate of colleges
 Directorate of technical education
 Bureau of curriculum development
  Board of intermediate and secondary education
 Text book boards
 Board of technical education
 Directorate of non- formal education
 Directorate of education of FATA

 Provincial education secretariat

The provincial education secretariat is responsible for the planing, organization, administaration,
control, direction and coordination of all educational programmes and activities carried out through
various bodies institutions in the province. The provincial Minstery of education is headed by a minster
off education who is assisted by a provincial secretary of education who enjoys the same powers, which
are vested in federal secretary of education. He is the executive head of the provincial education
secretariat. He is assisted by the following officers in the secretariat.
 Additional secretary/ secretaries
 Deputy secretary (Administration)
 Deputy secretary (Education 1)
 Deputy secretary (Education 2).OR chief planing offer (in case of N. W. F. P)
 The following officers are working under deputy secretaries / chief planing office :
 section officer ( Gernerl)
 section officer (policy)
 Section officer ( school)
 section officer (college)
 Section officer (universities)
 section officer (scholarship)
 Section officer (Budget and account)

The following officer are working under deputy Sectary planing or chief planing
officer.
 Planing officer (schools)
 Planing officer (collages)
 Planing officer (statistics)
 In every secretariat on educational management information system (EMIS)
Has been established which collects data compile data and retrieve it as and when it is required
A management unit for system and training (MUST) has also been astablished in NWFP, which
provides training to officer and collage teacher and principles in the strategic areas of teaching, planing
and administration.All the above officer revealed from their status and designation, are busy
collectively in development of education and implementation of education polices at provincial level and
providing direction to the sub- ordinate directorates, Board and bodies who are functioning under their
respective jurisdiction and authority.implementate of polices, Brining about integration in all
educational activities of the province come under the Prime responsibilities of the provincial secretariat .

 Directorates of Education:

The Provinces have been divided into various divisions at provincial level. There
are Directorates of Primary, Secondary Colleges and Technical Education and at
divisional level, there are Divisional Directorate of schools in large provinces of
Pakistan. In case of N.W.F.P there are separate Directorates of Primary, Secondary,
a Colleges and Technical Education. Divisional Directorates of schools, had been
established earlier, in each division, but these have been abolished now.

 The Directorate of Secondary/Higher Secondary Education:

In case of large Provinces, it is headed by Director of Public Instruction.

The Directorate of Secondary/Higher Secondary Education is assisted by the following
officers.
 Deputy Director. (Administration).
 Deputy Director. (Planning).
 Additional Directress. ( Female).
 Deputy Director. (Training).

The above officers are further assisted by officers such as:

 Assistant Director ( General).
 Assistant Director ( Science).
 Assistant Director ( Instructional Material).
 Assistant Director ( Statistics).
  Assistant Director ( Extension).
 Assistant Director ( Equipment).
 Assistant Director ( Budget & Accounts).
 Assistant Director ( Planning).
 Personal Assistance to Director.
All above officers are assisted by a large number of superintendent, senior assistants and junior
assistants.
The Directorate is responsible for organization, management and supervision of schools
in the context of implementation the police and the directions of higher authorities .

 The Directorate of Primary Education:

The structure and functions of the Directorate of Primary Education has been discussed with
setup prevailing in the country.
 Justification for the Establishment of Directorate of Primary Education. The burden on
the whole education structure had increased manifold in the Provinces which had
obviously resulted in comparative neglect for primary education sub-sector in favour of
other sub-sector of education, therefore in order to eradicate such weakness of the
Education Department. Other reasons were to isolate recourses and development
requirements of Primary level required different logistical planning and coordination as
compared to other sub-sectors.
 Expected outcomes of the Directorate of Primary Education. It was expected that a
separate. Directorate would not only focus more attention on Primary Education
problems but would foster it’s development. This would also increase efficiency and
administration of Primary Education.

 Structure of Directorate of Primary Education:

 Director of Primary Education.

 Two Additional Directors.
 Four Deputy Directors.
 Nine Assistant Directors.
  Seven Superintends.
 14 Assistants.
 4 Computer operators.
 A large number of other supporting staff were proposed to men the
Directorate of Primary Education in the Province.

 Directorate of Colleges:

There is a separate Directorate of Colleges in the Province. It is headed by a Director of Colleges

working under the control of the respective Department of Education of
the region. The structure of the Directorate is as under .
 Director of Colleges.
 Deputy Director/ Director of Colleges.
 Assistant Director( planning).
 Assistant Director ( Statistics).
 Superintends and Assistants and other supporting staff .
The Director of Colleges in close collaboration with other officers plan, administer, manage ,
organize, control , direct, and coordinate the academic and co- curricular activities of the
Colleges under his/ her jurisdiction.

 Directorate of Technical Education:

There is a separate Directorate of Technical Education in each province functions under the
headship of Director of Technical Education. He/ She is assisted by similar number. The
Directorate of Technical Education of the region performs responsibilities like planning,
organization, managing, directing, controlling and coordinating all related activities of technical
education in the Province.

❖ Educational institutions in Pakistan:

The educational institutions from lower to higher levels are run by the provincial government, local
bodies and private management. The discussion in this section will be confined to the institutions run
by provincial government. In government schools, tuition fee is not charged at primary and secondary
levels. However, fee is charged from higher secondary level to university level, which is not very high but
affordable. However, provision of scholarship, free- ship and financial support has been made for
deserving students at these levels.

❖ Primary schools
1. Nature and structure of primary schools:
Formal schooling in Pakistan begins at the age of 5 plus in the first grade of primary schools.

The curriculum for primary classes us practically same throughout the country. Instruction is given in
local / regional language and in some areas Urdu is the medium of instruction. Classes are held six hours
a day ( including a break of half an hour, at middy ) and schools are working for five and half days in a
week. Where schools are operate in double shift basis, class hours are slightly shorter. The primary
courses extend over five years. Beginning generally at the age of five, promotion from grade to grade
depends upon the result of annual examination oral and written conducted by supervisors ( ESDEO,
EASDEO, LC ).

2. Curriculum for primary schools:

The following type of curriculum is offered in primary schools

. • Language

a. First language

b. Second language

• Mathematics

• Pak/ social studies

• Health at physical education

• Islimiyat

• Manual work

( Practically arts are not taught and manual work is not done ).

Now efforts are being made to introduce integrated curriculum at primary level. Such curriculum, ( in
case of N.W.F.P ) has been prepared and two integrated books for grades 1 to 2 have been produced and
introduced at primary level. There are Mosques schools in the country which provide formal education
from grades 1 to grade 3 mostly located in the rural areas.

The schools ( in case of N.W.F.P ) are gradually merged into regular primary schools. There are ( incase of
NWFP ) a dozen Mohallah schools which provide education to women and girls who had not availed the
opportunity of enrolment in a formal primary schools. These schools have not been further expanded
since their inception.

3. The state of primary schools:

Primary schools in the country have always been found in state because priority was not given in the
past in the distribution of financial resources and to bring about qualitative improvement along with
qualitative improvement along with quantitative expansion. Therefore, paradoxically, the huge structure
or the pyramid of the education system is based on week foundation. Primary schools are best with
multifarious problems. Such as,

➢ Problems of urban primary schools:

• Urban primary schools are overcrowded

. • Children are accommodated in old and dilapidated buildings.

• Inadequate furniture.

• Inadequate basic amenities.

• Teachers students ratio is high.

➢ Problems of rural primary schools:

• In most cases, schools are single teacher.

• Poor and inadequate building.

• There are shelter less schools.

• Absence of boundary walls.

• Teachers absenteeism.

4. Obstacles in the the achievement of free and universal primary education:

• Free and universal primary education could not be achieved because of various political, social, and
economic reasons. Some of these are:

• Low priority accorded to primary sub- sector in the distribution of financial resources.

• Unrealistic plans and their targets.

• Poor implementation of innovative programs.

• Unattractive environment of schools.

• High dropouts and repetition.

• Other geographical situation and social cultural factors.

• Weak political will.

❖ Secondary schools:

➢ General nature:
The secondary education consist of three stages, middle ( grade 6 to 7 ) high / secondary ( grades 6 to 10
) and higher secondary schools ( grades 6 to 8 ). Higher secondary classes 11 to 12 are gradually linked
with selected secondary schools and are converted into Higher Secondary Schools both for male and
female. These Higher Secondary Schools are run by principals and Higher Secondary classes ( 11 to 12 )
are taught by “Specialists” a new cadre created for this purpose. Anomaly still exists in the system.
Intermediate classes ( 11 to 12 ) are still part and parcel of degree colleges. However, new intermediate
college are not established.

The medium of instruction is the language of the province concerned ( in case of Sindh ).

However, in most cases Urdu is the medium of instruction. Subjects like Urdu, English Pakistan Studies
and Islimiyat are taught as compulsory.

➢ Criticism level against secondary / Higher Secondary Schools:

One serious criticism level against secondary / Higher Secondary Schools is that they have been unable
to produce good qualities of character, balance personality and disciplined habits. This is why the
tradition of establishment of “ Public Schools” and “ Cadet College” as indicated earlier, which lay
emphasis on the development of qualities of leadership, still perpetuates. These “Special Institutions”
can not meet the needs of the people and they are very costly and only affluent people can afford them
for their children. Therefore, efforts should be maid to raise the quality of the ordinary secondary and
higher secondary Schools through improvement of their physical and material facilities and instructional
environment. Such sincere attempt has once been made through through the introduction of
“Comprehension Schools” to provide good and multipurpose education under one roof but the scheme
was later on discontinued for unknown reasons.

➢ The general state of secondary / Higher Secondary Institutions:

The general state of secondary / higher secondary School in their quality of education is not better than
what has been said about primary schools. Most of the institutions are deficient in respect of staff,
equipment, material, and buildings. The majority of the teachers are not satisfied with their job and lack
competence and enthusiasm. In large number of cases, the buildings are in advanced stage of
classrooms in the face of swelling enrolment. Equipments are scant and are of poor quality. The
secondary schools in Pakistan are often criticized for their purely academic character and their failure to
make adequate provision for individual's difference in account of age ability

and aptitude. More over, the class room work is very academic, bookish consisting largely of parroting
the least obviously with little though on the part of teacher that the work should have some relationship
with the life needs of the people.

 NATIONAL EDUCATION POLICY (1998 - 2010)

 BACK GROUND
The Prime Minister of Pakistan asked the Ministry of Education to formulate a "National
Education Policy " that would smoothly lead the nation into the next century .The Ministry
embarked upon a comprehensive process and representatives process of consultation with
scholars , administrators , leaders of public opinion and representatives of NGO's to design an
initial drafts . The main features of this policy were recieved by a cabinet on 21st january ,1998 .
The cabinet apponted a subcommittee of Ministers of various departements . Finally, the Prime
Minister , in a National Convention on Education , announced the salient features of the policy
on 21st february 1998.

 Specific objectives of policy

The following are the Specific Objectives of the Policy :-

a. Arranging for providing quality education .

b. Encouraging private investment in education .

c. Making education purposeful and job oriented.

d. Ensuring the quality of higher education .

e. Reforming the quality of higher education .

f. Raising the quality of teacher education .

g. Develop technical and vocational education in country

h. Achieving universal primary educatiion bt using formal and non-formal approaches .

i. Making curriculum a continous process .

ELEMENTRY EDUCATION :
Elementry education is the fundamental right of the people . It is bedrock and foundation of the
entire educational pyramid as compared to othersectors .Therefore the govt. had attached
greater importance in the policy to the probles of illiteracy and promoting primary education all
over Pakistan .

 Issues and Constraints in Elementry Education

some majour issues and challanges in elementry education which had been point out in the
policy were as :

a. More than 5,5 million primary schools age (5.9 years ) chlidern were left out

b. About 45 percent childern were dropping out of schools at pimary level .

c. Teachers absenteeism was a common malady in primary schools .

d. International supervision was weak .

e. Learning materials were inadequate .

f. Above one fourth primary teaches were untrained

 Programme Forwarded in Policy for Important and Development of Elementry Education

.

g. Quality of elementry education should be improved

h. Character building on islamic lines would be assigned top priority .

i. Management and supervision would be improved through decentralization and

accountibility .

j. Non-formal education system should be adopted as a complement to formal system .

k. Out of school childerns would be given high priority.

l. Teaching methods should be improved through training of teachers .

 SECONDARY EDUCATION
1. The state of Secondary education

Secondary education (IX-XII) is and important part of educational system . It provides the middle
level work force for the economy as well as a feeder for higher level education . The policy
makers had point out some weakness in secondary education ,such as :

a. physical facilities and text books were inadequate.

 b. The provision of science and mathematucs teachers had not been considered seriously .

c. Secondary endcation had not attracted attenion in terms of efforts and investment in the
past .

 Programmes laid down in policy for improvement of secondary education :

The following programmes wrer embodied in the policy for the policy for the achievement of
the objectives of secondary education in the contury

a. Education card should be provided to needy students

b. Salary structures of teachers would be based on qualification

c. Multi text books would be introduced at secondary school level .

d. Revision of curricula for secondary and highers secondary level would be inititiated

e. Teacher training programe should be launched

 HIGHER EDUCATION :
Higher education today is today recognized as a capital investment and very important in
economic and social development of country . Only higher educated manpower can handle
advanced technology . In the lights of these requirements , the policy had forwarded the
following "guid-lines" for the improvement and development of higher education in future .

 Guide lines :

a. Preservation of islamic values and cultural identity of the nation .

b. Producing highly qualified manpower for meeting the needs of the country .

c. Ensuring the access to quality higher education on merit .

d. Contribution to the advancement of knowledge and prosperity of the nation .

 Objectives of higher Education :

The following objectives were set in policy for higher education .

i. To inculcate Islamic Ideology and moral values and presentation of our religion and
ciltural heritage
 ii. To equip the individuals with the latest knowledge and technology .

iii. To provide sufficient base of scientific knowledge to every student and to anable his/her
to contribute towards nation building efforts .

iv. To provide intellectual facilities and develop capabilities of individuals so enable them
to play effective role in society .

v. To produced highly educated and technically skilled manpower in sufficient members as

required for the country .

 POLICY PROVISION / PROGRAMMES :

The following policy provisions/programmes had been laid down in the policy for the
impprovement and development of higher education in future :

a. Merit would be the only criteria for entry into higher education .

b. New discipline emerging sciences would be introduced in the public sector universities .

c. Guidence and counseling services would be provided to students in higher institutions .

d. A Teacher Service Training Academy would be established for improving in-service

training .

e. A system of assesment of teacher performance should be introduced for the

improvement of teaching learning process .

f. M.phill and Ph.D programmes would be launched on a large scale in the Centres of
Excellence and other universities departements .

g. Curricula at university level should be revised at every stages .

h. The libraries and laboratories of universities and colleges would be strengthened to

meet the international standard .