This study was designed, to serve as a comprehensive research report on basic
education with the aims to give particular attention to important changes that occurred in
the education sector since independence. The efforts have been made to analyze and
review all National Education Policies, Development Plans and Strategies, which were
adopted for providing basic education in the country. So that reader would be able to get
crux of the situation.
The study is divided into nine sections. The first section comprises of
introduction of this report whereas the second section explains constitutional
responsibility of providing education to the citizens. In the third section situation analysis
on primary education, review of National Education Policies, Development Plans and
objectives of ESR Program have been explained. In addition, future estimated figures
about primary education have also been discussed in this section. Reasons of high
dropout rate, causes of low learning achievements and major problems of providing basic
education have been described in section four. Fifth chapter has a lot of information
about Adult Literacy, Literacy and Plan Allocations, Targets and Strategies and Adult
Literacy Project. Early Childhood Education has been explained in section six of the
report. Seventh chapter explains information regarding Goals of Private Sector in the
expansion of basic education in Pakistan. Section eight describes Education for All in the
perspective of Dakar Conference. In addition, it contains EFA Plan to District and Union
Council level. Ninth section consists of findings, conclusions and recommendations.
This study attempts to review and examine the country’s specific policies and
programs, existing provisions and strategies, which have been adopted to enhance access
for basic education in Pakistan.
In this context, the study will focus on:-
i) Critical analysis of National Education Policies and Plans on primary
education
ii) Identification of problems and obstacles in achieving universal primary
education
iii) Examining the role of private sector in the development of Basic
Education
iv) Learning achievements and outcomes
v) Adult Literacy
Major findings
1. According to the constitution, education is a provincial subject. The public
education delivery structure is based on a multi-tier system, with provincial
Education Secretary being the executive head. It slips down through district
and tehsil levels, to the village level. The red tapism and frequent transfer of
teachers, seriously affect the working of schools. More importantly an
overly centralized management hampers effective day to day administration
of local schools.
2. Lack of access to basic education is the foremost of all issues. Statistics
clearly indicate not only primary enrolment rates are generally low, but
wide disparities exist in enrolments across provinces, genders and locations
(urban vs. rural). Besides these, the tribal, ethnic and social taboos and
minorities are hurdles in providing education to the people.
3. Apart from access, the quality of education is very poor, especially in the
public sector and rural areas. A dilapidated infrastructure, lack of proper
facilities, irrelevant curricula, etc., along with untrained teaching staff, staff
absenteeism, paucity of books and teaching aids adversely affect the quality
of education. This results in low levels of learning achievement, and
wastage of resources through grade repetitions, and high drop-out rates.
4. Majority of boys and girls could not be enrolled in the schools because of
Expensive education, Non-availability of schools, Remote schools, No
facility for further education, Providing help at home, Teachers’ harsh
behaviour and Less conveyance to remote schools. The reasons for leaving
school during the academic year were expensive education, Lack of parents’
interest, Large family size, Remote schools, Security problems, Nonavailability
of good teachers, harsh behaviour of teachers and corporal
punishment.
5. The participation of local community at the grassroot level is key to the
success of basic education programs, especially in the rural areas. This
participation has been lacking in the countryside, where parents and
communities neither understand the value of education nor contribute to it
in any way. The recent non-formal basic education (NFBE) program, which
focuses on girls’ education, requires active community involvement. The
“home school” based on accommodation provided by the community, and
the setting up of parent-teacher associations and village education
communities ensure regular participation and monitoring by the parents,
and other village influentials.
6. The Social Action Program (SAP) focused on the improvement of access,
and quality of education. To encourage girls’ enrolment, some provinces
had revised their recruitment rules for teachers, allowing experienced
female teachers to resume job even after a gap in service.
