The word education is derived from Latin word “Educare” which means to bring up, to nourish. Aggarwal(1988, p.89) found“Education is a way bring out and the development of all inherent potentials of an individuals”. “Education is undoubtedly provided formally and systematically in teaching institutions” (Aeth,1975). But it does not end there. It is a continuous process and goes on from cradle to the grave.

Definition of education in English:noun

1The process of receiving or giving systematic instruction, especially at a school or university: a new system of public education

DIFFERENT AIMS OF EDUCATION The Vocational Aim The vocational aim is also known as “the utilitarian aim or the bread and butter aim.” The above stated ideals of education are useless unlessthese aims enable us to procure the primary needs of our life- food, shelter and clothing. Education must help the child to earn his livelihood. Education, therefore, must prepare the child for some future profession or vacation or trade. The vocational aim is a narrow aim of education. Therefore, the vocational aim is not a complete aim by itself. The Knowledge or Information Aim Educationists who hold the knowledge or information aim of education justify their stand with powerful arguments. They argue that knowledge is indispensable for all right action and it is the source of all power. “It is knowledge which makes a realist a visionary successful in any profession. The Culture Aim The cultural aim of education has been suggested to supplement the narrow view of knowledge aim. The cultural aim

Definition of Education

of education is no doubt a nice aim as it produces men of culture. But it is ambiguous and has too many meanings. It cannot serve as the major aim of education. The Character Formation Aim or the Moral Aim Character is the cream of life and, as such, it should be the aim of education. Vivekananda and Gandhi both emphasized character building in education. Character formation or moral education is concerned with the whole conduct of man. The Secondary Education Commission (1951-52) has rightly remarked: “character education has to be visualized not in a social vacuum but with reference to contemporary socio-economic and political situation.” Therefore, we can conclude that only character building cannot be the aim of education. 10The Spiritual Aim The idealist thinkers have opined that the spiritual developmentof an individual should be the supreme aim of education. Mahatma Gandhi has attached great importance to spiritual vales in education. The Adjustment Aim Adjustment is the primary rule of human life. Without adjustment to environment none can survive. Life is a struggle for adjustment. In the words of Horney: “Education should be man’s adjustment to his nature, to his fellows and to the ultimate nature of the cosmos. The Leisure Aim “Free and unoccupied time” of an individual is generally known as leisure. It is a time when we can use it in a creative way. During leisure we can pursue an activity for own sake and not for earning a living, which is dull and monotonous. During leisure we can also regain our lost energy and enthusiasm. Leisure can make our life dynamic and charming. The Citizenship Training Aim A citizen has to perform multifarious civic duties and responsibilities. Children should be so trained by education that they can successfully discharge their various civic duties and responsibilities.

The Complete Living Aim Some educationists have insisted upon the need of an all-comprehensive aim of education. This viewpoint has led to the development of two aims- “the complete living aim” and the “harmonious development aim.” According to Horney “there is no one final aim, subordinating all lesser aims to itself... There is something in all these aims but not everything in any one of them.” The Harmonious Development Aim Educationists are of the opinion that all the powers and capacities inherited by a child should be developed harmoniously and simultaneously. The Social Aim From the above discussion it is clearly evident that no individual can live and grow without social context. Individual life became unbearable to man and that is why he formed society.Individualsecurity and welfare depend on the society. Individual improvement is conditioned by social progress.Education should make each individual socially efficient. A socially efficient individual is able to earn his livelihood.

PROCESS OF EDUCATION Education by Accretion or Storage “According to this view, education is the process of gradually filling up the empty mind of the child with grains of knowledge. The teacher’s mind and the books are the store-houses of mental granary of the child. This is called the gold-sack theory. The books and the teacher are the sources of the springs of knowledge. From these sources the stream of knowledge is to be piped into the empty vassal of the child’s mind. This is humorously called the pipeline theory. Obviously education and knowledge is regarded as the ultimate educational aim. 14The supporters of the theory of education by accretion hold that knowledge is essential means of prompting human welfare.

With the invention of the conventional symbols of language, it was easy to record, pressure and to transmit human experiences systematically. The theory is really narrow and unsound. It neglects the essential elements in the theory of knowledge .It regards knowledge as information of acts and statements to be condensed into compact and logical forms and memorized by the pupils. This theory is quite un-psychological as it neglects the child who is to be educated, his innate equipments for bearing, his inherited potentialities, propensities, attitudes and abilities, the psychological processes and products of learning. Education as formation of mind Education as formation tries to form the mind by a proper presentation of materials. It is formation of mind by setting up certain associationor connection of content by means of a subject matter. Education as preparation Education as preparation is a process of preparation or getting ready for the responsibilities and privileges of adult life preparation for “complete living”, this theory is the outcome of modern scientific tendency in education and has for its exponents men like Herbert Spencer, T. H. Huxley and others. Education as mental discipline The theory of mental discipline is a traditional concept of education. It was in vogue in the Western countries for many centuries. It is still highly popular even today in our country. According to this theory, the process of learning is more important than the thing learned. This theory is based upon the traditional “Faculty Theory” of psychology according to which the mind is divided into a good number of separate faculties such as memory, attention, reasoning, imagination, perception, thinking judgment etc. Johan Locke was the classic representative of this theory. The outer world presents the material or content of knowledge, through passively received sensations. After the simple stuff of experience is furnished by the senses, one’s ideas,judgments, etc. are formed through the perfection of intellect.

Education as growth and development It is a modern concept of education. Change is the law of nature. Man undergoes changes and transformations from cradle to grave. These changes may be of different types such as physical, mental, moral and emotional. Two factors, training and environment condition every change. The original nature of man can be changed either by training on by his reaction to the environment. Whenever there is change there is growth. Through change, a living organism can take entirely a new shape and this again gives him powers to grow. Thus, Growing is education and getting education is growing. 15Education as direction Educate a child means directing the child in the proper direction. The young learners have innate powers, attitudes, interests and instincts. It is the essential function of education to direct those inborn instincts and powers properly in socially acceptable and desirable channels. The native impulses of the child may not conform to the socially accepted norms and behaviour patterns. So the child has to be directed, controlled or guided. It is the duty of the teacher to see that the active tendencies of children are not dispersed aimlessly.These are to be directed at various phases of life for their proper satisfaction. Education as adjustment and self-activity Adjustment is essential to an individual for self-development. Education gives an individual the power of adjustment in an efficient manner. Through education, the child learns to adjust with the environment. That is why it is said education is adjustment and adjustment is education. In the process of continuous growth man has to adjust in multifarious and diverse life situations and environment. This is called adjustment and it requires self-activity. So education is nothing but adjustment through self-activity. Education as social change and progress A society is a well-organized human community. A conglomeration of people may not create a society. There must

be active co-operation and intimate interaction among the members of the community. A society is not constant or static.It is rather dynamic and subject to change. A society is composed of individuals and when the ideas of individuals change the society is bound to change. According to Maciver social change is a process, which influences and change human life in different directions. Change is the law of human life and society. The function of education is to maintain thisprogressive trend. Education as Process Socialization Education is a process both in the narrower as well as in the wider sense. Ancient people used to collect facts and information about nature for survival. This is nothing but education. In the wider sense, education is acquisition of experience throughout life. Experience brings changes in human life and behaviour. It is the primary function of formaleducation to accelerate and facilitate social progress

education is third eye of a man

In my opinion Education is a gateway to success. It is considered as a third eye of men. It enlightened the mental outlook of individuals and gives sense of judgment and understanding among masses. Education is now becomes a necessity without proper education you cannot attain superior or respectable status in society. It is the need of an hour. Education is the foundation stone of successful nation. It flows in the society as blood flows inside the body. It created awareness and capacity to work in organized manner. Education possesses great importance in our society. A person who is educated considered as the mighty men in the social spheres .so in this regards education holds great position in the internal as well as external sphere of country.

In Pakistani society, Education can play an important role towards political stability, economic development and social progress. The under-developed education system of Pakistan has created many evils in the country. According to most of the social scientists and experts, poor role of education system is

critical factor of political instability, economic upheavals and social disorganization. Nevertheless, vital role and significance of education system is largely neglected in Pakistan unveiling a plethora of problems and challenges. I must say that there are some basic problems regarding the education system of Pakistan,. First Education system of Pakistan is lacking enough funds for installing proper infrastructure development. Second, there are many parallel education systems which whip up discrimination among the people. Third, there is lack of creative and practical education which could provide the power for research and modernism in the society. Fourth, education system is unable to meet properly to students to make them true human beings who can promote and protect the society. And fifth, faculty of teachers is lacking properly towards its duties.

Our country got independence almost 65 years ago, since then, it cannot be said that a public sector has not even fulfilled the requirement of the people of Pakistan by providing them good education.

The contribution imparted by this sector is a little bit worth to be maintained. Our government system is moving towards destruction due to which not only the teachers are taking interest, nor the students are getting satisfied.

Now, day by day, situation is getting so worst that in government institutions, teacher does not comes regularly which is definitely resulting in destroying the education system of Pakistan.

Even, nowadays, the cheating has also become so common that, it is destroying the image of our education sectors. In my opinion, the basic reason behind this nuisance in our country is wide spread corruption.

I must say, our government should be blamed for all this, because they are not properly providing the funds to the institutions, or else, if the funds are provided, then they are being misused by our senior government staffs.

Secondly, our education has always remained as an orphan child in our society by facing double standard which is thus creating an atmosphere of frustration for the young ones. This is so because, our government themselves have divided the education system into several different boards.

Thus, this is creating a vast difference in the minds of the high and low class people for educating their generations.

Kindly, I request you to please put an eye on this matter and take my advice as an appeal to the media and to our President.

I am raising my voice, so that they must ponder of how to bring a change in our education system to improve our society.

If our society will improve, then it would definitely help our country to move towards success and prosperity.

A problematic education system could not make Pakistan strong like other countries. The government and civil must play their parts to promote the quality of education. And “the slogan of free education” should be prevailing in the Pakistan, which provides equal opportunities to all and makes the students true human beings. It is a time, government should take rapid step to save the life of people of Pakistan through implementation of proper policies.

Now let’s have a cursory look on the remedies or initiatives which should be taken by government. Government should come forward with proper policies.Firstly, it should remove gender discrimination. This concept should be removed instantly because we are entered in to a modernized world. With this primitive idea, no one gets success. Campaign should be launched in an organized manner to remove this distinction.Secondly, dual system of education should be treated with equality. Government should joined hands with private investors to invest in public sector to remove this distinction. Well balance system of education creates equal opportunities.Thirdly, Regional disparities of Baluchistan, Punjab and NWFP Should be removed with conscious and sound policies.Fourthly, massive funds should be allocated in this sector to boost it. It will raise the quality education. Standard of education should be improved with this effort.Fifthly, Grassroots corruption should be viewed and removed with strict punishments.Sixthly, favoritism concept should be removed. It also created negative impact in society. This is the main factor of education backwardness.Seventhly, women education should be promoted. It is said earlier that educated women give birth to educated nation.Eighthly, merit principles should be introduced properly. It creates a sense of competition. By following this method competent people come to lead the country.

Thus it is clear that education is very important in our society. It directs the right platform to individuals. It gives a sense of self perpetuation and self expression. Awareness, freedom of thought, leading capacities all are emerges from education. Through education, educated people come forward to lead the nation. National integration is promoted. Concept of nationalism emerges through education.

2 I NDIGENO

The Education Policy: 1972-8011

The 1972-1980 Education Policy was drafted in a somewhat matter of fact tone and refrained from philosophical pronouncements. It aimed at “eradicating illiteracy within the shortest possible time through universalization of elementary education and a massive adult education programme” and at “equalizing access to education through provision of special facilities for women, under-privileged groups and mentally-retarded

country ... in both Government and privately-manage and physically-handicapped children and adults in all areas in general and the backward areas in particular.” It declared that “education will be made free and universal up to Class X for all children throughout the d schools. Private schools will be suitably supported for the loss of fees incurred by them.” It was anticipated that “primary education up to Class V will become universal for boys by 1979 and for girls by 1984" and further that “elementary education will become universal up to Class VIII ... for boys by 1982 and for girls by 1987.” The earlier objective of compulsory education was discarded. The Policy proposed to construct 61,000 additional class-rooms for primary classes, train 150,000 teachers, and recruit anadditional 75,000 teachers through the National Literacy Corps. The 1972 Policy identified 40 million adult illiterates in the country and declared that a "massive literacy programme will be undertaken in every town, and village (and) literacy centres will be established all over the country in schools, factories, farms, union council halls and other community places." A target of establishing 276,000 literacy centres to educate 11 million persons was fixed for the period 1972-80. The 1972 Policy was overtaken somewhat mid-stream by the military coup d'etat in 1977, leading to significant shift in priorities. The egalitarian principles enunciated by the ousted government had yet to see the light of the day in practice. However, they were literally "expunged" under the new dispensation. The Fifth Five Year Plan was prepared and launched a year later. However, the new education policy was not announced until two years later in 1979.

Report of the Commission on National Education: 19597

The 1959 Education Policy commenced with a harangue on the undesirable attitudes of the people towards public duty, government, nation-building, manual work and education. It called upon the people to revise their “concept of government and their relationship to it”, for “a corresponding transformation ... within government and among its officials”, for “a revision of attitudes on the part of the professional educator”, for “the traditional views toward education ...held by people ... to bealtered”, and so on. It lamented that less than 50 percent of the children of primary school age were enrolled in schools and recommended eight years compulsory education to make

the “child functionally literate”. Regarding adult education, the Report admitted that “during the last 30 years a number of campaigns have been launched to eradicate illiteracy, but only very limited results were achieved” Defining the objectives of the educational system, it stated that “the reorientation and reorganization of education in Pakistan which we have suggested will ... provide us with the trained manpower, educated citizenry, and competent leadership we require”. Stating the objectives of adult education, it said: "the aim of adult education cannot be anything other than the general aim of all education, i.e., the development of the individual to his full capacity in his personal and social life so that he may be a happy, healthy and useful citizen and able to make his optimum contribution to the community in which he lives ... Starting with the pressing needs and problems of the community concerned, it may, in the long run, include skills of reading,writing, speaking, listening, and calculation; vocational skills; domestic skills; skills of self-expression in arts and crafts; personal and community hygiene; simple and practical science; civics; economics; spiritual and moral development; and training in reasoning and scientific thinking." The lofty aims were, however, qualified thus: "Before these broader aims can be achieved, the population must be made literate, and therefore thedevelopment of a literate population must be the immediate primary objective of adult education in Pakistan." It further stated that: “We are well aware that ours is not the first set of proposals for reform of our educational system. Our hope is that it may be the first to be translated into both prompt and long-term action.” A target of achieving compulsory universal enrolment in 15 years, i.e., by 1975, was also specified. It called for curriculum reform to “develop the basic skills in reading, writing and arithmetic, a liking for working with one’s own hands, and a high sense of patriotism”, for religious education to be made compulsory, and for teaching in national languages.It also called for improved facilities in school buildings and furniture and for involving “the localcommunity in the opening, upkeep, and operation of primary schools.” To achieve mass literacy, it recommended somewhat unique, if not fanciful, strategies for eradication of illiteracy. It proposed: (i) use ofschool children as teachersto make their parents literate, (ii) use of undergraduate college students as adult literacy teachers, and (iii) use of one literate adult to teach another under the "each one teach one" approach. No target for the literacy rate was specified. 7. Government of Pakistan,Ministry of Education, Report of the Commission on National Education, 1959

National Education Policy: 1998-201028

The 1998 Education Policy acknowledged that “Education is now universally recognized to be the prime key to moral, cultural, political and socio economic development of a nation. Nations taking bold initiatives in this regard, have made revolutionary reforms and performed miracles during the last two decades.” It, however, lamented that “We have an unprecedented history of producing excellent documents of plans and policies which could not be implemented.” It opined that “The 1951 census brought to light that the literacy ratio had declined to 13 percent compared to that at the time of Independence of Pakistan. The present rate of literacy is estimated to be 38.9 percent signifying that literacy rate is gradually increasing at the rate of half a percent during the last fifty years. Consequently, Pakistan stands at 142nd position among 160 countries, and among SAARC countries, its position is 6th. It is certainly a depressing scenario.” Continuing the lament, it said: “In Pakistan, the overall strategy, during the period from 1947 to 1997 has remained one of expansion of the existing system and efforts have been directed solely to the establishment of more of the existing type of formal institutions ... After spending scarce resources we have come to the conclusion that our approach of mere expansion has been very simplistic .... In spite of the huge investmentmade, the successive failure of the loud promises made in every plan and with every educational policy and putting off the well marked out deadlines, has created a credibility gap.” The Policy further bemoaned: “The Eighth Five-Year Plan (1993-98) allocated Rupees 1.750 billion (US $ 43.75 million approx.) for Adult Literacy Programs to make 16.86 million people literate. This comes to about Rupees one thousand per person to become literate. For the attainment of the objectives and the targets of this policy in letter and spirit, a comprehensive pragmatic, realistic, and well-monitored plan of operation should have been prepared”; implying that it was not done. Taking stock of the present situation, it stated that: "there are 145,000 primary schools in the public sector, including about 37,000 mosque schools. One third of primary schools are female schools. In addition, 7,177 Non-Formal Basic Education Schools are run by the Prime Minister’s Literacy Commission. The shortage of physical facilities and equipment is critical. About 25,000 primary schools are without school buildings ... Most of the one room schools in the rural areas are made of a mixture of mud and wood ... Majority of the schools do not have toilets and water facilities. There is also a shortage of desks, chairs and some schools do not even have mats for the pupils to sit on ... Teaching kits were developed and distributed to 30 per

cent of primary schools in early eighties but it was found that these kits were locked in the Headmistress’s/Headmaster’s room and were never used.” The Policy recalled provisions of the Universal Declaration of Human Rights (1948), whereby it is stated: “Elementary education is the fundamental right of all people, men and women, of all types of areas and places, irrespective of gender, sect, religion or any other denomination. Everyone has the right to education” and The Convention on the Rights of the Child (1989), which states that the child has a right to education and it is the State’s duty ensure that primary education is free and compulsory. It also recalled Pakistan’sinternational commitments, such as the World Declaration on Education For All (1990) and the Delhi Summit Declaration (1993), to double the rate of literacy by the year 2000. A unique feature of the 1998 Policy is the massive involvementof foreign donor agencies in the education and literacy effort. Agencies providing assistance in elementary education projects and programmes include the World Bank, ADB, UNDP, UNESCO, UNICEF, DFID, JICA, NORAD, GTZ, OPEC, EU, and others While the Seventh Plan had specifically rejected non-formal education and opted unambiguously for formal education, the 1998 Policy reinforced the strategic shift in the 1992 Policy towards non-formal education with a virtual condemnation of the formal education system. It stated that “millions of children have been deprived of elementaryeducation not because institutional facilities did not exist but primary education clashed with their jobs, since it was organized only as a full-time program during the day.” Promoting the idea of non-formal education, it stated that “The idea is certainly not a new one. The practice is almost perennial. The consciousness that learning has to be co-existent with life isas old as mankind. All traditional societies had, in one way or the other, some learning practices within all periods of one’s life and as part and parcel of one’s overall activities.It is only in the more recent times that learning and education became time-bound and space-bound, mostly limited to some age groups, predominantly professionalized, institutionalized and sociologically and pedagogically programmed. This reflects in reality the basic trends in the global evolution of our contemporary societies, which are increasingly over organized and over structured, leaving less and less scope for creativity, imagination, choice and peoples real participation ... The increased emphasison non-formal learning stems from the awareness that institutionalized, time and space-bound education does not correspond to the requirements of today’s societies. The concept of non-formal education is based on an integral educational philosophy rather than the piecemeal and diffused practices stimulated by working or living exigencies.

Hence, the non-formal learning concept today is comprehensive answer to the identified needs." The Policy relating to elementary education policy was based on agreed themes and strategies of Social Action Program, such as improving the quality, expanding access for out of school children, especially disadvantaged groups, improving management and supervisory services, capacity building, institutional development and financial sustainability. The major issues and challenges of elementary education were identified as: 1.More than 5.5 million primary school age (5-9) children are left-outs. 2.Approximately 45 percent children drop-out of school at the primary level. 3.Teacher absenteeism is a common malady inschools, specially in the rural areas. 4.Instructional supervision is weak at the elementary level. 5.About one-fourth of primary school teachers are untrained and the present training infrastructure does not appear to improve the quality of instruction. 6.Learning materials are inadequate and of poor quality. Teaching methods are harsh and uncongenial for learning and motivating pupils. The Policy proposed to construct 190,000 new formal primary schools, 250,000 non-formal basic education centres, and 57,000 mosque schools, upgrade 60,000 primary schools, begin double shifts in 20,000 existing primary schools, and recruit 527,000 additional teachers. Necessary resources were also been pledged at the highest level to raise the expenditure on education from 2.2 to 4 percent of GNP. It also proposed to launch: “a massive Non-Formal Basic Education Program on a war footing ... to provide access economically and expeditiously to all the 5.5 million primary school age (5-9 year old) children who are at present out-of-school. The 10-14 year old adolescents and youth who have missed primary education will be given a second chance through a crash condensed course to enable them to complete primary education cycle in 2-3 year time." It, thus, expected that “by the year 2002-03, 90 percent of the children in the primary age group (5-9) will be in schools and by the year 2010, the gross enrolment will rise to 105 per cent. Consequently, the promulgation and enforcement of Compulsory Primary Education Act will be possible by 2004-05.” The Policy also recognized that the current literacy rate is estimated at 38.9 percent, 27 percent for females, and 8 percent for rural females and proposed to raise the literacy rate to 55 percent during the first five years and 70percent by 2010. The implementation strategy is as heroic as that of the abortive National Literacy Plan: 1984-86. The Policy proposes to launch a National Literacy Movement on an emergency basis in every village, tehsil and

district, increase the existing Non-Formal Basic Education (NFBE) community schools/centres from 7000 to 82,000, utilize mosques as one of the means to provide non-formal basic education to increase literacy, render it mandatory for all industrial units and federal and provincial agencies, like WAPDA, Pakistan Steel, OPF, PTV, PBC, etc., to make their employees and their dependents literate, put Boy Scouts and Girl Guides at the service of literacy programs, establish Literacy Corps comprising of College/Universitystudents/teachers for literacy programs during vacations, issue driving and ammunition licenses only to literate persons, condone, accordingly, the duration of a prisoner’s term of imprisonment if s/he becomes literate, utilize radio and television for social mobilization and promotion of the cause of basic education, particularly amongst rural females, and for imparting skills to neo-literates, require Khakas/Mazars to donate a portion of their earning to the literacy fund, and link development grants to local governments with literacy programmes.