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By Maleeha Rizwan , Kiyoshi Taniguchi
Pakistan can improve its education system by taking measures to ensure the availability of qualified teachers and to enhance the quality of teaching.
Pakistan has achieved remarkable progress towards the goal of universal primary education but stark disparities in learning levels persist across public and private schools and in the rural and urban divide.
One of the key reasons for these inequalities is the variation in teaching quality across educational institutions. Multiple challenges include inadequate numbers of qualified teachers, particularly subject specialists, uneven distribution of teachers across schools, teacher absenteeism, low teacher accountability, and insufficient training opportunities and incentives systems.
Pakistan’s public primary and secondary education system comprised 1.74 million teachers in 2021, reflecting an increase of 21% compared to 2015. Despite significant increases in hiring new teachers since 2019, a shortage of well-trained teachers continues to undermine the quality of teaching and learning outcomes.
While the average pupil-teacher ratios for all school levels across Pakistan seem reasonable, vast differences exist across public schools within and across districts , accentuating challenges with optimal teacher deployment. Multigrade teaching remains widely prevalent nationally.
At the middle, high, and higher secondary school levels, the inadequacy of subject specialists poses a major challenge to improving student learning outcomes. Despite recent teacher recruitment efforts, shortages of mathematics, science, and English language teachers persist, with even greater demand-supply gaps in rural areas.
Inadequate opportunities and incentives for professional development and career progression have rendered teaching an unappealing career choice in Pakistan High teacher turnover and a slow replacement process exacerbate teacher deployment challenges across schools characterized by poor status, low salaries, and inadequate working conditions.
For several decades, teacher absenteeism has remained another critical challenge. However, dedicated efforts by the School Education Department in Punjab and the School Education and Literacy Department in Sindh over the last five years have focused on addressing this issue by employing biometric technology and enforcing penal action against teacher absenteeism. While these measures have yielded improvements, some provinces still suffer from irregular and uncertain teacher presence.
In general, a more uniform geographical distribution of teachers across school levels and schools within each level is needed to eliminate disparities in pupil-teacher ratios and reduce multi-grade teaching. While schools in large urban centers often have surplus teachers, schools in socioeconomically disadvantaged areas suffer from teacher shortages.
Despite significant increases in hiring new teachers since 2019, a shortage of well-trained teachers continues to undermine the quality of teaching and learning outcomes.
The teacher rationalization policy introduced in Punjab and Sindh needs to be prioritized and implemented fully to augment the fairness and transparency of the teacher deployment and transfer process. Circumventing political interference in teachers’ transfers will help achieve a needs-based teacher distribution and increase teacher retention in remote rural areas.
By offering additional monetary benefits to teachers employed in remote areas, schools can encourage well-qualified and high-performing teachers to work for them. Such incentives have proven effective in several countries, including the Gambia, the Republic of Korea, and Rwanda. Pakistan’s province of Khyber Pakhtunkhwa is also a successful case of the incentive mechanism.
Regular hiring of subject specialists in English, mathematics, and science subjects is required to replace retirees every year and narrow the demand-supply gap. Another strategy is to focus on school-based hiring of teachers or hiring locally based teachers who are unlikely to move away.
Khyber Pakhtunkhwa’s school-based teacher recruitment policy is a part of the province’s decentralization policy in the education sector, under which teachers are hired by the school and stay with the school. This policy can be successfully replicated in other parts of the country by focusing on the capacity building of school leaders.
Along with improvements in teacher recruitment and deployment, there is a need to strengthen the capacity of existing teachers and new teachers entering the system. Teacher quality can be enhanced through improvements in teacher preparation programs, investments in institutions that provide pre-service and in-service teacher education and training, the introduction of a continuous professional development model, and regulations and standards for in-service and pre-service training.
The leadership and management capacity of institutions that regulate teacher standards and organize pre-service and in-service training needs to be fortified, and their ability to identify teacher training needs using learning assessment results should be enhanced. The government should stipulate and enforce uniform standards for public and private sector pre-service teacher preparation institutes to ensure new teachers are well-trained.
It is also crucial to introduce a merit-based system to link teacher promotion and career progression to teaching efficacy instead of seniority and political connections. Given similar qualifications and experience, teachers at various school levels should be offered similar salary structures to improve the retention of teachers at lower levels.
The current practice whereby well-performing teachers are promoted to managerial or administrative positions should be discontinued, and lucrative advancement opportunities should be created for teachers within the field of teaching.
Teachers are an integral component of any education system, and their effectiveness is essential in determining student learning outcomes and in reducing dropout rates. Pakistan can improve its education system by taking these steps to ensure the availability of qualified teachers and to enhance the quality of teaching.
Published: 5 October 2022
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Overcoming the challenges to improving education in pakistan.
Aug 10, 2016 | Updates | 1 comment
In April, the Pakistan Coalition for Education (PCE) hosted a consultation to discuss the challenges of education financing. This specific issue was selected as the topic of discussion for the consultation given government funding to education is extremely low in Pakistan at around 2 percent of the country’s GDP. With the release of the country’s national budget just around the corner, education financing was a pertinent issue to discuss with representatives from civil society, legislators, government officials and representatives from the Ministry of Education.
There are several challenges facing Pakistan’s education sector starting with the fact that there is not enough investment in education. The answer to why education is not a funding priority in Pakistan lies in the simple reality that most people in our country are not aware of all the long-term benefits of receiving a quality education. The lack of quality education in Pakistan has left citizens deprived of knowledge and understanding. This has become a compounding problem in the country as parents that are uneducated don’t see how education leads to enormous positive psychological impacts, social growth and economic empowerment.
Education in developing countries is one of the most neglected sectors. Many developing national governments, including Pakistan’s, fail to realize that ensuring all youth and children receive a quality education is critical to a country’s socioeconomic development and economic growth. As a result, the lack of funding for education creates major problems in Pakistan, such as poor quality teaching and learning, unequal access to education, and low levels of school enrollment and attendance.
Aside from budgetary constraints, one of the biggest obstacles inhibiting Pakistan from achieving quality education for all is the lack of trained and competent teachers. In government schools across Pakistan, it is common practice that teachers are not hired through meritocratic standards, but rather are elected through political appointments or hired through nepotism.
When it comes to improving the quality of education in developing countries, political will is the most important factor–even more so than budgetary constraints. Political will lies at the heart of the issue and if motivation is needed to change the status quo, it must come from the highest levels. Historically, the Pakistani government has not had the political will to focus on assessing education indicators and outcomes. Instead, it has focused most of its attention on keeping the country safe from internal and external threats. From border skirmishes and nuclear threats, most of the political will in Pakistan is geared towards building up the country’s military and defense system, which explains the large budgetary allocations to defense in contrast to funding for education. Since the inception of Pakistan, each government has pushed their own respective agendas forward, each more aggressive than the last. However, no government has reformed education to make it more accessible. Unfortunately, the lack of political will to prioritize education at the highest levels of government in Pakistan flows to lower provincial and district levels. As a consequence, schools in Pakistan often have low levels of learning, and poor academic performance and educational outcomes. Other obstacles that schools often face are the lack of security systems and basic facilities.
In order to address these problems, there needs to be a focus on transparency, accountability and monitoring systems. There also is a need to engage the general public in the budget-making processes so that the demands of the community and civil society are listened to by policymakers. The government cannot work in silos and it is essential that linkages with the relevant departments are established to initiate greater policy change.
As a nation, we have not prioritized education as a catalyst for growth, instead it has often been sidelined by other national priorities. During the consultation, participants agreed that improving education in Pakistan will require the following strategies:
Nashwa Shaklee is a Program Coordinator at the Pakistan Coalition for Education.
An emphasis needs to be given to gender governance issues and outcomes for girls and women in education in Pakistan.
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This study was meant to explore and report the problems being confronted by the education in Pakistan and suggest for the resolution of these problems. Education plays the role of leadership in the society. The functions of the educational institutions are to develop the people physically, mentally, psychologically, socially and spiritually. It improves and promotes the economic, social, political and cultural life of the nation. There is no doubt in accepting the fact that education brings about a change in the social, political and cultural scenario of the country; though the change remains slow but it does have an impact on the society at large. Until now the role of secondary and college education in Pakistan has been simply preparation for tertiary education, which in the minds of most people means strictly a university education. All over the world universities are guiding and co-operating with the industrial and agricultural development organizations and they are developing their economics rapidly and meaningfully. There is a close link between education and development. In Pakistan, after more than five decades, the developmental indicators are not showing positive results. The participation rate at higher education is low comparatively to other countries of the region. There are problems of quality of staff, students, library and laboratory. Considering the gigantic problems of education in Pakistan, I select this topic for research.
Usman Amjad
Journal of Management and Social …
This paper reviews the current key issues and problems in the education system of Pakistan that pose a challenge for the future growth of the country. The paper uses documentary analysis as the research methodology for data collection. The paper attempts to understand which factors have contributed to the downfall of Pakistani education system. The first part of the paper explains how the system is operated by the government. Moving on, the problems be them external or internal in nature are highlighted and it is delineated how these problems have contributed to greater social demise. The paper further looks into some solutions to the problems aforementioned and urges the government to contribute in due diligence what is required to the education system.
International Journal of Academic Research in Progressive Education and Development
Hafsa Fayyaz
Dr. Z U B A I D A ZAFAR
Education is a key to political stability and socio-economic development of a nation. Unfortunately, there are diverse systems of education providing different types of education leading to stratified education system. The researchers investigated education system of Pakistan, its functioning and problems and used mixed method approach. In quantitative section researchers adopted survey method and questionnaire as tool for a sample of 210 respondents through multi-stage systematic sampling and SPSS for analysis. In qualitative part researchers used interview guide as a tool for 35 respondents (university level teaching faculty and students) and adopted Domain Analysis technique for qualitative data analysis. The results of present study indicate that education brings political stability by realizing the people their national rights and duties and thus through such awareness leads to harmony, participation and cooperation. Education shapes the personality of the people to play part i...
The Pakistan Development Review
Nadia Tahir
After six decades of its existence, Pakistan finds itself in an educational quagmire. There is not much to show in terms of national, provincial and local indicators of a standard variety. At the international level, the country has earned the notoriety of being regularly lower down on all known indices and league tables on human development, competitiveness and governance. Neglect of education lies at the heart of the problem. This is surprising because the thinking on the nature of the educational system required for the newly emerging country had started quite early. An All Pakistan Educational Conference was held on November 27, 1947 in Karachi. Education thus was the subject of the very first professional conference held in the country, bringing together all the stakeholders. The Father of the Nation set the guidelines in his detailed message: “Under foreign rule for over a century, in the very nature of things, I regret, sufficient attention has not been paid to the education ...
Shamaila Hasan , Eresearch Journal ISSN: 2706-8242
This paper aimed to look at present education system of Pakistan. There exists an inherent promise and intensive potential in educational policies of Pakistan for revolutionizing socioeconomic change in the country through education. Pakistan since its independence in 1947 has faced the insufficient educational institutions and lack of qualified teachers which resulted in challenges of access and quality. To deal with educational problems, a number of educational policies were released. The policies came at different times, during different regimes, in with diverse policy document. They varied in their size, intention and seriousness. The existing education system in Pakistan is considered not being adequately responsive to the demand of quality education. There is a wide range of issues and concerns related to the teaching and learning setup. To improve the existing education system of Pakistan development of any strategy should give due consideration to these issues and concerns. Introduction:
Saadat Rana
Pakistan is a rapidly growing economy, with a strategy of reducing poverty and generating prosperity for all through industrial development by technology up-gradation and greater export orientation. Such circumstances define the relevance of a robust education sector in Pakistan, which would allow it to meet its human resource requirements. Pakistan needs to produce more workers, technicians, supervisors, managers, and researchers. It needs to expand its education base by improving the retention rate of students at primary, secondary and tertiary levels and by establishing more educational institutions across the country. Further, the quality of education needs considerable improvement by inducting better qualified teachers, adopting better education techniques and implementing effective examination mechanisms.
intzar butt , ashiq hussain dogar , Tahir Mahmood Butt
Pakistan Education System is not according to the Constitution of Pakistan 1973. It is moulding youth in divergent matrixes that cause injustice and disappointment in society. Therefore, it a barrier in achieving the goal of national harmony and social cohesion; and also, it is one of the contributory factors in dispersing the nation from its ideals. This paper discusses the key flaw in the educational structure of Pakistan, and suggests the ways to achieve the goal of " uniform, equitable and effective system of education " through a " national education system " as ensured in the Constitution of Pakistan.
Ashraf Muhammad Azeem
This paper aimed to look at past educational developments in Pakistan through case study and its analysis with the present world. It primarily addressed the causes of illiteracy in Pakistan, and overcame the flaws of earlier works. Pakistani government claims that they have accomplished significantly in the educational development. Pakistani law requests government to provide free basic education system to every citizen of Pakistan. However, the enrollment rate has remained below 60%. Similarly, literacy rate has also remained below 60%. Therefore, the government and other stakeholders in education sector could not perform well enough to provide the impressive results so far.
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The Muslim World
Salim Mansur
wasim anwar
Mazhar Ali Kazmi
Dr Muhammad Zafar Iqbal Butt
AQEEL AHMED
muhammad qadri
International Journal of Current Research Vol. 8, Issue, 07, pp.34447-34458, July, 2016
dawood shah
Jiskia Reis
Usman Muhammad
Abdul Malik
sabahat mujeeb
THE KARAKORAM
Minhaj Uddin
IJCIRAS Research Publication
International Journal of Social Sciences
Kiran Hashmi
farrukh siddique
David J Roof
Journal of Social Research Development
Shahzeb Danish
Dr Muhammad Ilyas Khan
Tanvir Hussain, a 10-year-old boy whose family moved to Karachi from a village near Multan, dropped out of school in the first grade and never returned. Unable to afford the uniform and notebooks required by his government school, his education came to a halt.
Now, at an age when he should be in a classroom, he tells Dawn.com that he remains reluctant to return, insisting he would rather learn how to work.
Education is not just crucial for personal development but also vital for improving one’s quality of life and future opportunities. Despite the Constitution guaranteeing “free and compulsory” education under Article 25-A, Pakistan is facing a growing out-of-school children crisis.
A recently published report titled “ The Missing Third of Pakistan ” by the Pak Alliance for Maths and Science (PAMS) presents a research study on out-of-school children in Pakistan. The analysis is based on data from the 2023 Population and Housing Census, released earlier this year.
The report offers a tehsil-wise breakdown of out-of-school children (OOSC), highlighting disparities within provinces and districts. It serves as a valuable statistical resource for policymakers, education managers, and development partners to improve both access to and the quality of education.
Pakistan is home to 71 million children aged five to 16. An estimated 36 per cent, or 25.3 million, of these children are out of school.
Among the out-of-school children, 53 per cent are girls and 47pc are boys.
According to the study, 51pc of the children aged five to nine years are not in school today. This age group makes up 45pc of all children aged five-16, accounting for 32m out of 72m. These statistics not only highlight a severe education deficit in the country but also a threat to future literacy rates.
While 21pc of OOSC are those who have dropped out, 79pc of them have never attended or enrolled in school, according to the report.
The report highlights that out of the 45 tehsils contributing to 26pc of Pakistan’s out-of-school children crisis, 30 are in Punjab, 12 in Sindh, two in Khyber Pakhtunkhwa, and one in Balochistan.
Kot Mandai in Sibi district, Balochistan, ranks as the worst-performing tehsil, with 92pc of its children out of school, followed by Toi Khulla in South Waziristan, KP, where at least 91pc of children are not attending school.
Huma Zia, Programme Lead at PAMS and one of the report’s author, tells Dawn.com , “The takeaway is straightforward: each tehsil and district needs its own tailored approach, reflecting its unique circumstances and challenges.
“If we continue to rely on conventional strategies like enrollment drives without addressing the underlying factors that contribute to high OOSC rates, we risk perpetuating the cycle of educational exclusion,” she adds.
The report urges federal and provincial education authorities to address the out-of-school children crisis through a data-centric approach based on the study in order to achieve impactful results.
It states, “The complexity of the OOSC issue requires data-driven insights that inform targeted policy actions and a robust system for tracking progress.”
The report also highlights the need for “targeted interventions” instead of a “one-solution-across-the-board management style”.
“We can only provide access to quality education if we realise the link between quality and access, and shedding the existing state’s delivery structure to design one that is based on our children’s needs,” it adds.
Statistics show that the education system has failed to provide access to education and ensure the quality of education because it has not been able to respond to children’s local circumstances and needs despite the government’s promises to improve the education sector.
Access to education suffers from various barriers such as economic factors, cultural barriers, and inadequate infrastructure . Girls are especially vulnerable to cultural norms further restricting their education opportunities. When it comes to schools, many of them lack toilets, potable water, electricity among other basic facilities , which shows the dismal state of affairs.
Public schools have only worsened in recent times.
Salman Naveed Khan, the CEO of PAMS, says there is an increasing disparity between the public and private education sectors.
Government schools cannot provide for children from extremely poor backgrounds as the system itself perpetuates inequity, according to Khan.
He also mentions that government schools in the past encouraged social cohesion and justice but things have changed.
“A significant number of kids from our parents’ generation went to government schools and had classmates from different backgrounds in the same class, but now, we are observing a huge gap that is being filled by the private sector,” he explains.
In terms of quality, government schools cannot provide the kind of education children need to improve their future.
“There are a number of people who don’t see the value of sending their kids to school,” he says, adding that because the system is not considerate of the kind of education children need and the finances to deliver the kind of education that it should.
Considering Pakistan’s economic conditions and high opportunity costs, poverty will ensure that the parent’s decision is an “economic one” instead of a “future of the child one” Khan says.
Since children have no incentives to attend school in such circumstances, Khan suggests that the education system should provide a learning environment and school experience that encourages children to go to school.
Imran, aged 12, who chose to be identified with his first name only, works as a garbage collector in Karachi. He is working out of necessity due to his family’s economic conditions. While his parents have encouraged him to attend school at times, he is unable to give up his employment.
There are many such children who join the workforce at a young age. Work becomes a convenient option whether it is to support their families or put time to better use.
Khan mentions that the state should accommodate the economic conditions of working children by giving options to attend school in two-hour shifts at 7am or 5pm when they are not working.
“The state should not take away their economic opportunity but give them the opportunity to come out of the poverty cycle,” he says.
Addressing the economic barriers that push children out of school is crucial.
One of the major reasons behind out-of-school children in Punjab, for example, is the economic situation of the families which forces them to send their children to work instead of studying, says Rabia Dar, programme coordinator at Bargad Organisation for Youth Development.
According to Dar, a solution to this problem could be a “door-to-door education system” where kids can get formal or informal education at their doorstep by teachers or educated people of the community, and the government can engage local educated people and education for children at their locality.
Tanvir’s story reflects a harsh reality faced by countless children across Pakistan, where financial barriers and systemic gaps force them out of school and into a life without education.
While the government promises free and compulsory education, the challenge lies in making it accessible and practical for children like Tanvir.
Without innovative solutions, these children may continue to slip through the cracks, missing out on opportunities that could change their futures. The responsibility now falls on both the government and communities to ensure that education reaches every child, regardless of their circumstances.
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Prime Minister Shehbaz Sharif’s declaration of an education emergency across Pakistan on International Literacy Day is a long-overdue acknowledgment of the country’s dire educational landscape. While it is encouraging that the government is finally recognising the magnitude of the crisis, one cannot overlook the fact that such grand proclamations have been made before, often with little to no tangible results.
Millions of children remain out of school, and those who do attend are frequently met with subpar education, leaving them ill-equipped to compete on a global stage. Worse still, many students suffer from additional handicaps like malnutrition and stunted growth, compounding their struggles. This creates a system where education is available in name, but not in its true form.
However, merely stating the obvious does little to rectify the deeply ingrained structural issues that plague the education sector. We have heard such declarations in the past, only to see them drowned in bureaucracy and inefficiency. Pakistan’s education system needs more than words; it needs action that addresses the systemic flaws at its core.
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What we hope to see from this government, and from the Prime Minister himself, is a concrete roadmap outlining the practical steps being taken to remedy these shortcomings. Without substantive work behind these lofty statements, we fear this education emergency will be yet another exercise in rhetoric—leaving millions of Pakistani children in the lurch. A strategic and long-term plan is essential if we are to avoid repeating the failures of the past and ensure that education reform becomes more than just another slogan.
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COMMENTS
Education System of Pakistan: Issues, Problems and ...
To conclude, the failing education system in Pakistan is a multifaceted challenge that requires a comprehensive and sustained effort to overcome. By addressing issues of access, quality, gender ...
Due to a lack of financing, poor facilities, obsolete curricula, and insufficient teacher training have resulted. Many rural schools lack essential amenities such as safe drinking water, electricity, and sufficient sanitation. Teachers struggle to provide quality education to their pupils due to a lack of facilities and resources in schools.
Education in Pakistan: problems, challenges and ...
The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province. This first digital system in the education sector in Pakistan allows transparent and effective monitoring of staff, students and school infrastructure.
A much larger effort is needed to resolve this crisis. We calculate that Pakistan's economy stands to lose between $67 -155 billion if learning losses are as large as we predict. These numbers are not some abstraction. This economic loss is equivalent to government spending on education in the past two to five years.
on their priorities and experiences, the assessment shed light on the status of the basic education sector in Pakistan at the federal level and in five provinces and regions — Azad Jammu and Kashmir (AJK), Balochistan, Khyber-Pakhtunkhwa (KP), Punjab, and Sindh — and focused specifically on the following issues as requested by USAID: Findings
Teachers are an integral component of any education system, and their effectiveness is essential in determining student learning outcomes and in reducing dropout rates. Pakistan can improve its education system by taking these steps to ensure the availability of qualified teachers and to enhance the quality of teaching. Published: 5 October 2022.
This study investigates challenges within. Pakistan's education system and proposes. solutions, exploring changes since independence. and their impacts. Education's gradual yet. impactful ...
f this study lies in the intricate challenges that beset Pakistan's educational system. Despite the historical evolution of education since independence, the system grapples with multifaceted iss. es, encompassing issues of configuration, accessibility, and the pursuit of excellence. This study seeks to pinpoint the persistent hurdles hindering ...
education, economic development, educational reform, Pakistan. Corresponding author: David E. Bloom Department of Global Health and Population Harvard School of Public Health 665 Huntington Avenue Building I 12th Floor, Suite 1202 Boston, MA 02115 USA E-mail: [email protected]. Pakistan's education system faces many well-known problems.
Education in Pak istan: Issues & Solutions. 2022. Shaharyar Ali Kalhoro. Abstract: This research paper will de lve into the issues a nd so lutions in Pakistan's education system from. the ...
Education has been treated like a step child. The lowest budget has been awarded to the system of education since the establishment of Pakistan which has weakened the foundation of the quality in the education system. The education system, hence, has failed to raise the nation economically, politically and socially.
To overcome these obstacles, Pakistan must prioritize education by implementing effective policies, increasing funding, and improving access to quality ... This research focuses on the major educational issues faced by Pakistan. It sheds light on the causes and consequences of the educational crisis in the country. This research provides a
The 6 biggest challenges are: Overall enrolment increased from 42.9 million students in 2013-14, to 44.4 million in 2014-15, and to 47.5 million in 2015-16. In terms of children aged 5-16 ...
Consultation Findings: Pakistan Coalition for Education. In April, the Pakistan Coalition for Education (PCE) hosted a consultation to discuss the challenges of education financing. This specific issue was selected as the topic of discussion for the consultation given government funding to education is extremely low in Pakistan at around 2 ...
Education system in Pakistan is complex. Unlike most of the other education systems in the world which can easily be divided on the basis of urban and rural, or public and private; Pakistan also has parallel education systems with their own distinctive, sometimes contrasting curriculum, teaching methodologies, examination systems, education culture and boards/ organizations that regulate and ...
This is a review type research focusing on educational problems in Pakistan. Fifteen related researches were sampled. Education lays the basis for every country's political, social, and economic ...
Research Paper Education in Pakistan: Problems and Their Solutions Paper written by: Bilal Yousaf Roll No: PS-10-21 PS B.S Political Science (2010-2014) (2010 Submitted To: Nadeem A. Qureshi Assistant Professor, Department of Political Science, Government Postgraduate College No. 1, Abbottabad. December 2013 1 fI.
the enrolment of 5,171 (1%) are in private institutions. Out of the total institutions, 50 (24%) institutions are for male, 41(10%) institutions are for female and 115(56%) institutions are with. co-education. Female students accounted for about 34% to all students enrolled in teacher. training institutions.
According to Dar, a solution to this problem could be a "door-to-door education system" where kids can get formal or informal education at their doorstep by teachers or educated people of the ...
However, merely stating the obvious does little to rectify the deeply ingrained structural issues that plague the education sector. We have heard such declarations in the past, only to see them drowned in bureaucracy and inefficiency. Pakistan's education system needs more than words; it needs action that addresses the systemic flaws at its core.
This paper aims to delineate and highlight problems and challenges in education in Pakistan. To ensure their relevance, the paper also presents a brief historical . Elementary education in Pakistan: current status, issues and future strategies
Lacking of professionalism the education system in Pakistan, India, Malaysia facing issues like corruption and nepotism. In teacher education, it is ignored rigorously and results from a lack of practice and implementation. The requirement of teacher education has not been fulfilled and it makes issues in product and outcomes (Arooj, 2012).