HM102 Project.pdf

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EDUCATION SECTOR

IN LIMELIGHT

Section C

Mahboob Ul Hassan (2014156)

Khawaja Muhammad Faisal Iqbal (2014150)

Moiz Ali (2014185)

Mahad Irshad (2014155)


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Foreword

Pakistan is faced with an educational challenge of unprecedented proportions. The challenge is

intrinsically linked to the way the public resources for education are allocated, managed and

monitored. Reliable and accurate education statistics are a condition for sound educational

planning and management.

Federal Ministry of Education and the Statistics Division, Federal Bureau of Statistics surveyed

245,682 institutions, including public and private schools, colleges and universities, professional

institutions, vocational and technical centers, mosque schools, and non-formal education centers.

The study examines the major issues faced by the promotion of education sector in Pakistan.

Dedicated to investigating this aspect, the present study provides an in-depth analysis on the

issues. A number of statistical tables for the national and provincial levels were published.

However, analysis of the data could go further in order to generate education indicators

describing the education situation in Pakistan, and develop analyses underpinned by findings and

technical explanations.

With a resolve to continue exploring the issues impeding the effectiveness of education we

welcome feedback and suggestions from our readers. We do hope that this study by our group

will be a valuable resource for all those working for effectively responding to the educational

challenge faced by Pakistan.


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Table of ContentsSr. Title Page

1 Executive Summary 1

2 Introduction 3

3 Problems faced by students 43.1 Poor standards of health and nutrition 43.2 Costly Text Books 43.3 Poor Motivational Level of parents to send children to schools 43.4 Corporal punishments 4

3.5 Long distance of Schools from Homes 43.6 Undue political interference 53.7 Harsh Attitude of Teachers 5

3.8 Parents poverty and Child labor 53.9 Parents lack of understanding 5

3.10 A Child with responsibilities 63.11 Difference of Mediums 6

4 Basic Facilities in Schools 74.1 Infrastructure 74.2 Building Conditions 7

4.3 Clean water in Schools 84.4 Lack of toilets 8

4.5 Lack of Electricity 84.6 Lack of playgrounds 84.7 Facilities by level of schooling 9

4.8 Rural and Urbane Division 9

5 Gender Discrimination 10

6 Public financing of Education in Pakistan 116.1 Share of education budget in provincial budgetary outlay 116.2 Difference between allocation and expenditures 116.3 Share of salary and non-salary budgets 116.4 Difference between development budget allocation and expenditures 12

7 Conclusion 13

8 References 14

9 Appendix 159.1 Annex: statistical Tables 15

10 Index 23


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Education Sector in Limelight

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1. Executive Summary

Education plays a vital role in human capital formation. It raises the productivity and efficiency of

individuals and thus produces skilled manpower that is capable of leading the economy towards the

path of sustainable economic development.

The situation in Pakistan, unlike many other developing countries, is not very encouraging. The low

enrolment rates at the primary schools, wide disparities between regions and gender, lack of trained

teachers, deficiency of proper teaching materials and poor physical infrastructure of schools indicate

the poor performance of the education sector of Pakistan.

Middle class go to a bit more affordable private institutes and the poor ones are left behind who then

join the government institutes, with poor educational faculties and facilities.

The outcome of this class difference is that English medium schoolsstudents gather a sound

knowledge of outside world.

As the medium of education offered by all institutes is not the same, it leads to conflicts among the

classes and sense of deprivation especially among the poor ones. This continues at higher education

level as well, e.g. LUMS, IBA, GIKI, NUST etc., these institutions are meant for the elite class,

developing social class differences between the students of lower class institutes who might have

better abilities and caliber than the students of these institutes, but their intelligence goes neglected,

resulting in a waste of talent that could bring Pakistan to the best of its success and development.

Moreover the examination system is not fair and just. Corruption prevails in our education system at

all levels. If you have contacts and resources you can climb up as higher a level of success as you

desire. it is the poor and middle class that suffers always, and the government seems to have turned

deaf towards the wimping of these deprived people.The education status in Pakistan is not unstable since its establishment. The biggest reason why

Pakistan is lagging far behind many other countries, that were founded somewhere near the era in

which Pakistan was formed, is its low literacy rate due to poor education system.

Literacy rate of Pakistan is almost 50% where the essentials for being termed as an educated person

are that you are able of reading and writing (34% approximately), which is not a good sign, with a

result that more than half of the literate ones are also not educated in a completely proper way.

Education teaches one the way of spending a good life, it teaches one the etiquettes, proper manners,

and civilities to live an honorable life. It changes apersonsmindset and makes him more flexible


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2. Introduction

Education is the most important building block of a nation. Progress cannot be achieved by a country

without literate public. When the people of a country will be properly educated, they will understand

their responsibilities in a more intelligent manner, and hence will perform all their duties responsibly

and in a better manner.

In a country like Pakistan where there are already so many problems on governmental and all types

of administrative levels, the biggest problem, or which we may say the root problem of all other

problems is low literacy rate. Low literacy rate is caused by hurdles faced by the educational system

of the country. The absence of proper educational environment produced in the country due to

various factors is the biggest challenge and hurdle to the countrys educational sector.

From primary level till the university level underachieving is persisting. Firstly there are less than

enough institutions for the people of the country. Those present are not performing up to the mark

due to variety of factors in the society. Somewhere public is responsible, whereas somewhere

government and politics is. In a country like Pakistan where there is unrest political conditions,

corruption in each type of private and public sectors, poverty, injustice and many more problems

present, problems with educational sector adds no good factors and hurdles in the progress and

prosperity of the country.


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3. Problems faced by students

3.1 Poor standards of health and nutrition:

In a country like Pakistan where cases of child diseases such as polio are very high, children

with poor health or some disease in their age of going to school, feel inferiority and hesitate

to go to school. This is one of the biggest problem faced by children in Pakistan. Teasing

attitude of the society creates more hurdles for them.

3.2 Costly text-books/exercise books:

Expensiveness of text books is a major problem to the students. Prices of text books of local

boards of country, as well as of otherprivate and international universities boards are too

(Lynd, 2007) much expensive for most of the population of the country.

3.3 Poor motivational level of parents to send children to schools:

Parents, mostly who themselves are not literate, most of the time dont motivate their children

to study or to get education. This negativity is more in rural areas of the country as compared

to the urban societies. Also families having big businesses or living as feudal, often degrade

getting education and dont motivate their children or any other student around to geteducation.

3.4 Corporal punishment:

In Pakistan there exists a bitter culture of corporal punishments. Teachers beat students on

minor mistakes instead of teaching them with a kind behavior. This results in students

running away from schools and also loosing of self-respect by teacher due on their students.

In the previous decade, Punjab Government announced no corporal punishment Maar nahi,

pyar". Also it was announced that strict action will be taken against the teachers violating this

rule.

3.5 Long distances of schools from homes:

In rural areas, where there is a lack of schools, longer distances from schools also imposes

negative impacts on childrens live and most of the time due to out of reach from the school

many children of school going age lose their primary right of getting education (Lynd, 2007).


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3.6 Undue political interference:

Political interference in educational institutions is due nowhere, but in Pakistan in most of the

educational institutions the stigma of political interference is present. From employees to

students, politics is involved in their choice everywhere. Due to this the right people dont get

a chance to serve and ultimately students are the one who face problems due to this as their

merit is killed and there are not qualified people to teach and look after them in the

institutions. The political environment also creates hurdles, as the right measures are not

taken due to political interference. Progress cant be achieved due to the the present unrest

political conditions in the institutions.

3.7 Harsh attitude of the teacher:

In many cases attitude of the teachers towards students is harsh. This sometimes creates lack

of respect for teachers in the heart of students and due to this a good educational environment

cant be maintained in the classrooms.

3.8 Parent's poverty and child labor:

This factor also prohibits the parents to send their children to private school where the quality

of education is high. Poor people get their children admitted to Government schools. The

teachers in Government schools are not professionally trained. They even dont take lectures

and waste the precious time of the students

Due to low income in many families, parents force their children to go out and work instead

of getting education. In order to support to their household, many children of school going

age lose their primary right of getting education and this results in increasing child labor

cases, out-of-school children and low literacy rate in the country.

3.9 Parent's lack of understanding for value education:

In many societies throughout Pakistan, people who themselves are uneducated (most of the

time) dont have any respect and dont value education of their children. They dont take it as

their responsibility to educate their children and consider it unimportant. Due to this reason

significant downfall in literacy rate of Pakistan can also be noticed as well as this is a reason

for out-of-school children.


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3.10 A child with responsibilities:

Students, parents of whom die sometimes bear heavy responsibility to run their house and

eventually they have to sacrifice their institutional career and unfortunately have to give up

their studies. It is shameful for the society to carry such events. Having such responsibilities

is a great challenge to the life of some students in Pakistan.

3.11 Difference of mediums:

The educational system of the country is based on different mediums which divides the

students in two segments. Mostly private schools are English medium while the Government

schools are Urdu medium. Regional differences are also a major cause for a poor educational

system in Pakistan.


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4.

Basic Facilities in Schools

4.1 Infrastructure

In Pakistan school infrastructure is generally viewed as being in a very poor state. The most readily

available data on school infrastructurecome from the National Education Management Information

System (NEMIS), which is collated by the Academy for Education Planning and Management

(AEPAM) from the four provincial EMIS's and the Federal Directorate for Education in Islamabad.

These data are gathered through annual census of all government schools and aggregated at district

level. They focus on 5 main indicators, the proportion of schools with (or without) electricity, water,

functional toilets, boundary walls and satisfactory building conditions.

4.2 Building Conditions

In total, only half of all schools in Pakistan (over 155,000) have a satisfactory building condition,

less than 70% have a boundary wall, one-third need repairing, and 10% of school buildings have

been declared dangerous.

Among all provinces/regions, Punjab tops the list for all physical facilities, followed (not very

closely) by KPK. In Sindh, less than a third of school buildings are considered satisfactory. School

building conditions are worst in the Federally Administered tribal Areas (FATA), while they are the

best in Islamabad. Many government schools exist on paper only. School buildings, mostly in rural

areas, have been converted to drawing rooms for local landowners or cattle sheds while the children

are forced to study under trees or out in the open (Qureshi, 2009).
http://www.aepam.edu.pk/Files/EducationStatistics/PakistanEducationStatistics2012-13.pdfhttp://www.aepam.edu.pk/Files/EducationStatistics/PakistanEducationStatistics2012-13.pdfhttp://www.aepam.edu.pk/Files/EducationStatistics/PakistanEducationStatistics2012-13.pdfhttp://www.aepam.edu.pk/Files/EducationStatistics/PakistanEducationStatistics2012-13.pdf


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An example of this is the Government Primary School, Hamaad Colony, which has no roofs despite

being situated right in the heart of the provincial capital. There are a lot other public schools whose

infrastructure is beyond dilapidate

4.3 Clean Water In Schools

Clean drinking water has always been a big issue for public schools. A number of schools in the city

have no water tanks and some that have them dont have drinkable water. The water tanks are not

clean and are infested with insects. A number of public school students get sick after drinking water

from these tanks. As a result of these conditions, poor parents have found alternatives. According to

the World Bank, 1 percent students leave public schools to attend madrassahs as they offer food and

lodging in addition to religious education. Middle class people are compelled to send their childrento private schools. These private schools charge high fees from the parents already laboring under

hyper-inflation.

4.4 Lack Of Toilets :

In Pakistan students are deprived of basic facilities like many schools have not toilets .For example

in Rawalpindi district : According to the information collected by Dawn there are 95 schools in the

district where children have no access to clean drinking water and 37 schools lack toilet facility. Only 31% of the surveyed government primary schools in urban districts did not have functional

toilets as compared to 53% of the surveyed government primary schools in rural districts

4.5 Lack Of Electricity:

In Pakistan many schools have no electricity connections . For example : in Rawalpindi district :

According to the information collected by Dawn, there are at least 240 schools in the district where

thousands of students are forced to get education under natural light because these schools are

deprived of electricity connections. A teacher of an electricity-deprived school said unavailability of

electricity creates problems for students during rainy and foggy days.

4.6 Lack Of Playgrounds:

In Pakistan, 45% of the surveyed government primary schools in urban districts had playgrounds as

compared to 28% of the surveyed government primary school in rural districts.


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4.7 Facilities by level of schooling

When breaking down basic facilities availability by level of schooling it becomes apparent that

primary schools are shotchanged while focus remains on higher levels of education. Appendix A

(table 2) shows that by increasing the level of study schools have more facilities. 97% Higher

Secondary schools have basic facilities but primary schools have least percentage of these facilities.

4.8 Rural/Urban divide

As would be expected a greater proportion of urban schools have basic facilities available than rural

schools. More than three quarters of urban government schools have basic facilities like electricity,

toilets and drinking water. Almost 9 out of 10 schools have a boundary wall (Appendix A).The

situation is much worse in rural schools. Barely half of all rural schools have electricity, while fewer

than two-thirds have a functional toilet.


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5. Gender Discrimination

Gender discrimination is very common in Pakistan. People are very conservative and they dont want

their girls to go to school and get education. Due to this, the ratio of boys and girls in primary

schools is 10:4.

The participation of female children in basic education has historically lagged behind that of their

male counterparts in many countries. In the absence of data that could be used to calculate net

enrolment rates by gender (enrolment by age and population by age), a measure that helps determine

the extent of gender disparity is the Gender Parity Index (GPI). The GPI is defined as the ratio of

females to males. A GPI of 1 generally indicates parity between the sexes. However, as Pakistan's

school age population has a larger number of boys than girls, a GPI of approximately .95 would

indicate that the percentage of girls and boys in school would be the same. A GPI of between 0 and 1

(in Pakistan between 0 and .95) means a disparity in favor of boys while a GPI greater than 1 (greater

than .95) indicates a disparity in favor of girls (Lynd, 2007).

Without exception, the participation of girls was higher in urban centers than in rural areas, although

their numbers still did not match those of boys in pre-primary, primary, middle elementary and

secondary schools. However, at the higher secondary level in urban centers, girls outnumbered boys,

resulting in a GPI of 1.13. The GPI in rural areas is considerably lower at all levels and at the

secondary level it is less than 0.5. In other words, there were over twice as many boys as girls inthese schools, as shown in .


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6. Public Financing of Education in Pakistan

6.1 Share of Education Budget in Total Provincial Budgetary Outlay, 2014-15

All the provinces have earmarked significant portion of

their total provincial budget for education. The highest

proportion of provincial outlay has been recorded for KPK

where 20% of the budget is earmarked for education. KP is

followed by Punjab (24%), Sindh (22%) and Baluchistan

(19%) (Sial, 2015).

Compared with budgetary allocation 2013-14, Baluchistan

has the highest percentage increase of 17% in the apportioned budget this year. This is followed by

Punjab which has register a 12% increase in 2014-15. KPK and Sindh follow with 11% and 10 %

increase, respectively.

6.2 Difference between Allocation and Expenditure, 2013-14

Despite hefty allocations for education, the expensed budgetremains well short of the allocated budget. During 2013-14, the

lowest utilization of education budget was recorded for Sindh

where only 77% of allocated budget was utilized. For the same

year, KPK used 84% budget, Punjab consumed 91% whereas

Baluchistan used 97% percent of the apportioned education budget

during the year.

6.3 Share of Salary and Non-Salary Budgets in Total Current Budget, 2014-15

Current budget continues to receive major chunk of the education budget for all the provinces. Sindh

tops the list with 90% followed by Punjab allocating 85% of its total education budget and KPK

withy 76% of the budget being apportioned for current educational expensed. Baluchistan has

allocated the lowest i.e., 71% in this regard. Salary budget consumes bulk of education budget in

case of all provinces. Major portion of increase in educational budget is consumed by salary budget.90% of Punjabs recurrentbudget is expected to be consumed by salaries and related allowances,


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followed by KPK and Baluchistan who have allocated 89%

while the lowest allocation in this regard has been recorded

for Sindh where 75% of the current budget will be expensed

on salaries and allowances (Sial, 2015).

Despite its significance in insurance smooth functioning and

maintenance of schools, non-salary receives meagre share

of the current budget for all the provinces except Sindh.

Government of Sindh has allocated 25% of its current

budget in 22% of its total education outlay for non-salary budget. For rest of the provinces, the

percentage of allocated budget for non-salary expenses remains below 10%.

6.4 Difference between Development Budget Allocation and Expenditure, 2013-14

Development budget receives fair share of the education

budget in case of Baluchistan and KPK. The Government of

Baluchistan has allocated 29% its total education outlay for

development purposes, followed by KPK which has

earmarked 24% of the budget for development schemes.

Punjab and Sindh have allocated 15% and 10% budgets inthis regard.

Expenditure on development schemes has been abysmally

low compared to the allocated budget in 2013-14, except for

Punjab 67% of Sindhs development budget remained

unspent during the last fiscal year whereas, about half the

development budgets of KPK and Baluchistan could not be

expensed (Sial, 2015)


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7. Conclusion

Education is the most essential ingredient for the development of a nation. It is a global fact that

nations who have reached the heights of the development and prosperity have done it by using

education as a tool to do it. Education is an investment to get human development to achieve

economic growth, unfortunately Pakistan have been in the back foot on education matters. The

system of Pakistan has rotten the core of education. The literacy rate is recorded as about 55% in

2012-2013.

At present, the education sector is facing deep crisis in our country. Major problems in education

system of Pakistan include to the economic, ethnic and sociopolitical crisis within the country, the

quality of education in most of the public schools and colleges is well below par; the teachers in

government schools are not well trained, poverty in society, gender discrimination, different medium

of institutions which divides the students in two segments and allocation of funds for education

sector by the Government of Pakistan are very low; only 2% of the total GDP.

Properly managed data system, adequate public financing, and a sound policy with viable policy

targets should be developed which will play a fundamental role in development of education sector.

Collectively, these three factors can greatly contribute to reducing gaps in access, quality and equity

in provision of education. The total education sector must be revamped at highest priority without

any delay guided by evidence based planning. For achievement of best possible outcomes, effective

utilization of resources must be ensured. The efforts should be concentrated, alongside the objective

of expanding the resource pool, on maximizing the impact of available resources which are at present

to the tune of 2% of GDP.

Education is very important for the development of every country. It is the only cure for the

disability of a country because todays students are tomorrows nation builder. Government of

Pakistan should take steps to remove the above mentioned problems so as to improve the quality of

educational system of the country.


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8. References

Lynd, D. (2007). The Education System in Pakistan.Islamabad: UNESCO. Retrieved May 01, 2015,

from http://unesco.org.pk/education/teachereducation/files/sa4.pdf

Qureshi, A. (2009).Analysis of Federal and Provincial Budgets.Islamabad: I-Saps.

Sial, M. J. (2015).Pulic Financing of Education in Pakistan.Islamabad: Institue of Social and Policy

Sciences. Retrieved May 01, 2015


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Appendix

Table

No.

Title

1 Percentage of Students by Level of Education

2 Average Student Places per Grade by Level of Education3 Average Secondary Student Places per Grade as a Percentage of Average

Primary Student Places per Grade

4 Average Upper Secondary Student Places per Grade as a Percentage of

Average Lower Secondary Student Places per Grade

5 Net Enrolment Rates* by Level of Education and Province

6 Primary Net Enrolment Rates, Selected Countries

7 Gross Enrolment Ratios by Level of Education and Province

8 Gross and Net Enrolment Rates by Level of Education

9 Percentage of Students in Basic Education by School Administration and

Location


Level of Education


Province

12 Percentage of Primary Students in Private Education

13 Gender Parity Index for Basic Education Students by Level of Education,

Pakistan

14 Gender Parity Index by Level of Education and Location

15 Gender Parity Index for Primary Education by Province

16 Gender Parity Index for Primary Education, Selected Countries

17 Percentage of Vacant Teaching Posts by Level of Education

18 Percentage of Vacant Teaching Posts by Level of Education and Location

19 Percentage of Vacant Teaching Posts by Level of Education and Province

20 Percentage of Untrained Teachers by School Administration and Location

21 Percentage of Primary Schools Without Selected Facilities by School

Administration and Location

22 Percentage of Primary Schools Without Selected Facilities by Location

23 Percentage of Schools with Electricity by Level of Education and School

Administration

24 Percentage of Public Students and Schools with Electricity by Level of

Education25 Gross Enrolment Ratios in Early Childhood Care and Development,

Selected Countries

26 Apparent Gross Intake Rate to Grade 1, Primary, Selected Countries

27 Literacy Rates of Youth (aged 15 to 24 years) by Gender, Selected Countries

28 Literacy Rate of Adults (aged 15 and over) and Youth (aged 15 to 24 years),

Selected Countries


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29 Gender Parity Index of Adult (aged 15 and over) and Youth (aged 15 to 24)

Literacy Rates, Selected Countries


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Index

affordable, 1

allocation, 11, 12, 14

Baluchistan, 11, 12, 13

behavior, 4

boards, 4

boys, 10

Budget, 11, 12, 13

capital, 1, 8

Conditions, 7

conflicts, 1

Corporal, 4

Corruption, 1

data, 7, 10, 14

degrade, 4

deprivation, 1

developing, 1

development, 1, 13, 14

differences, 1, 6

discrimination, 10, 14

duties, 3

Education, 1, 3, 7, 11, 14, 15

elite, 1

English, 1, 6

enrolment, 1, 10

environment, 3, 5

establishment, 1

etiquettes, 2

examination, 1

Expenditure, 12, 13

expensive, 4

Expensiveness, 4

exploited, 2

facilities, 1, 7, 8, 9

factors, 3, 14

faculties, 1

families, 4, 5

Federal, 7, 15

feudalism, 2

flexible, 2

gender, 1, 10, 14

girls, 10

government, 1, 3, 7, 8, 9, 14

hesitate, 4

higher, 1, 9, 10

hurdles, 3, 4, 5

independent, 2

inferiority, 4

influenced, 2

Information, 7

infrastructure, 1, 7, 8

Infrastructure, 7

institutes, 1

intelligence, 1

intelligent, 3

interference, 5

international, 4

kind, 4

knowledge, 1

KPK, 7, 11, 12, 13

level, 1, 3, 4, 7, 9, 10

life, 2, 6

literacy, 2, 3, 6, 14

literate, 2, 3, 4

low, 1, 3, 5, 13, 14

major, 4, 6, 12

Management, 7


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medium, 1, 6, 14

mindset, 2

motivate, 4

motivational, 4

negativity, 4

outnumbered, 10

people, 1, 3, 5, 6, 8

persisting, 3

Planning, 7

poised, 2

political, 2, 3, 5

Political, 5

politics, 3, 5

poor, 1, 4, 6, 7, 8

poverty, 3, 5, 14

primary, 1, 3, 5, 8, 9, 10

private, 1, 3, 4, 5, 6, 8

problem, 3, 4

productivity, 1

progress, 2, 3

prosperity, 3, 14

punishment, 4

Punjab, 4, 7, 11, 12, 13

quality, 5, 14

rate, 2, 3, 6, 14

regions, 1, 7

resources, 1, 14

respect, 4, 5, 6

responsibly, 3

rural, 4, 5, 8, 9, 10

Sindh, 7, 11, 12, 13

suffer, 2

system, 1, 3, 6, 14

teacher, 4, 5, 9

Teasing, 4

text books, 4

underachieving, 3

unfortunately, 6, 14

universities, 4

unrest, 3, 5

urban, 4, 8, 9, 10

value, 6

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HM102 Project.pdf