Secondary Education of Pakistan

Moiz Rauf Kayani

Table of Contents Abstract ........................................................................................................................................... 1 Introduction .................................................................................................................................... 4 Educational Realities ..................................................................................................................... 15 Millennium Development Goals and the realities ....................................................................... 24 Recommendations ....................................................................................................................... 25 Reference26

Abstract
No country can thrive in the modern world without educated citizens. Today, Pakistan is crippled by an education emergency that threatens tens of millions of children. But the emergency has disastrous human, social and economic consequences and threatens the security of the country. 2011 was marked as the Pakistans Year of Education. Unfortunately, Pakistan is far from achieving its goals; this report covers the factors which have led to the current state of education in this country.

1. Introduction:
The 18th Amendment to the Constitution of Pakistan for the first time declared education a fundamental right for all children instead of a privilege. The Amendment states The State shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by the law. a. Education System in Pakistan

Primary and secondary education in Pakistan can be divided into five stages: 1. Pre-primary or early childhood education for children 3 to 4 years of age 2. Primary education (Grades 1-5) in which students are enrolled at 5 years of age and older 3. Middle stage education (Grades 6-8) 4. Matriculation or secondary education (Grades 9-10) 5. Intermediate or higher secondary education (Grades 11-12) which is sometimes considered a part of college education. The first three stages are regarded as elementary or basic education. Students graduating from matriculation receive the Secondary School Certificate (SSC). Intermediate level graduates receive the Higher Secondary School Certificate (HSSC). After 12 years of education, students may progress to universities/colleges for undergraduate studies. Technical and vocational education (TVE) starts from 13 to 15 years of age and consists of one to three-year diploma

courses in various subjects. Professional education such as medicine and engineering starts

after intermediate education and can take from three to five years to complete.

In Pakistan, there is currently no legal framework to regulate compulsory education. However, the National Education Policy (1998-2010) states that there is a need to expand the provision of basic education at an unprecedented rate to enable the government to promulgate and

implement a compulsory primary education act. The Policy also promises free education in public schools.

Ministry of Education holds the forefront of countrys education. Evolving with time to coup
the needs of the time, the vision and mission of the ministry change to adapt and deliver. Though the education is a provincial subject under the 1973 - Constitution but the areas like policy, planning, curriculum, syllabus, Centers of Excellence, standard of Education and Islamic Education have been placed in Concurrent Legislative List, which makes the federal government responsible for, given below duties, for promotion of educational facilities in the federating units to meet the needs and aspirations of the people, protect ideological inspiration, and develop national cohesion: a. Promote, with special care, the educational and economic interests of backward classes or areas. b. Remove illiteracy, and provide free and compulsory secondary education within minimum possible period. c. Make technical and professional education generally available on merit. d. Enable the people of different areas, through education and training to participate fully in all forms of national activities, including employment in the service of Pakistan. e. Decentralize the Government administration to facilitate expeditious disposal of its business to meet the convenience and requirements of the public. f. Provide the basic necessities of life such as food, clothing housing, education and medical relief for all such citizens, irrespective of sex, caste, creed or race, as are permanently or temporarily unable to earn their livelihood because of infirmity, sickness or unemployment. I. VISION The Ministry of Education has adopted following vision: Education is a categorical imperative for individual, social and national development that should enable all individuals to reach their maximum human potential. The system should produce responsible, enlightened citizens to integrate Pakistan in the global framework of human centered economic development. (Education Policy 2009)

II.

III.

MISSION "Our aim is to transform Pakistan's education system into equal opportunity quality education provider. National Education Policy 1998-2010 (1998) The National Education Policy 1998-2010 outlines Pakistans education aims and implementation strategies. Universal primary education and the expansion of

basic education, both quantitatively and qualitatively, are major components of the Policy. IV. Education for All (EFA): National Plan of Action 2001-2015 The main objectives of NPA are: a) To reach the disadvantaged population groups in rural and urban areas with emphasis on out-of-school girls and illiterate girls and women b) To promote community participation and ownership of basic education programs at the grass-root levels c) To improve the relevance and quality of basic education thus enhancing the learning achievements of children, youth and adults. Perspective Plan 2001-2011 (2001) The Perspective Plan 2001-2011 was prepared in accordance with the National Education Policy 1998-2010, and has three main goals relating to matriculation education: a) Improvement in the participation rate b) Introduction of technical education at the matriculation level as well as the intermediate level c) Improvement in the quality of education. VI. Administrative Structure Education, in principle, is a provincial subject in Pakistan. However, under the Local Government Devolution Plan 2000, district governments, headed by the Executive District Officer (EDO), are given more administrative authority and control over public institutions at primary, middle, as well as matriculation levels. At the national level, the Ministry of Education (MOE) is responsible for the development of the national education policy, national plans and budget, as well as the overall supervision and implementation of these policies and plans. In addition, the MOE plays a role of facilitation, coordination, and arbitration in conflicts. It ensures that the standards of national education adhere to its regulatory and institutional framework. Provincial Education Departments are headed by their respective Provincial Education Ministers. Executive authority is vested in the Secretaries of Education. The main responsibilities of the Provincial Education Departments are:

V.

a) Textbook development in accordance with the curriculum set by the Curriculum Wing, MOE teacher training b) College education c) Registration of private sector educational institutions d) Issuance of detailed policy guidelines to district governments for effective service delivery. As described earlier, the education management system is currently undergoing a transition period of decentralization. In light of this, the National Education Policy 1998-2010 is also under review to reflect increased authority at the district level. More details on the ongoing decentralization reform can be found in Section 9, Relevant Documents and Additional Resources.

The above table lists the government offices/departments responsible for different functions of education management concerning the middle school (G 6-8) and matriculation (G 9-10) levels.

Education at the intermediate level (G 11-12) is under the control of provincial governments. The posting, transfer and professional development of intermediate level teachers is also the responsibility of the provincial governments. All graduating intermediate students are examined by the Board of Intermediate and Secondary Education in their respective areas for the HSSC. VII. Financing The federal government provides funds for education to the provinces on the basis of the National Finance Award (NFA) formula. The major share of funding for education, however, is met by tax revenues generated by the provinces, and spent in the respective province. Some activities are directly financed by the federal government. Innovative reforms and projects are usually funded by foreign loans/grants or assistance from international aid agencies. Higher secondary schools (HSSs), intermediate colleges, and intermediate sections of degree colleges are funded and managed by the provincial governments through their Higher Education Departments. At the federal level, all intermediate schools and colleges are looked after by the Federal Directorate of Education under the Ministry of Education. During recent years, the education budget has been increased from PKR 78.924 billion in 2001/02 to PKR 253.746 billion in 2007/08.

VIII.

Salient Features of NEP 2009: Apart from due emphasis on governance issues and implementation framework, some distinct features of the policy is mentioned as under: a) Policy Actions to Improve Access and Equity in Education Dakar EFA Goals and MDGs relating to Education shall be achieved by 2015. Introduction of Early Childhood Education (3-5 years) and encouraging inclusive and child-friendly education. Primary education official age shall be 6 to 10 years. Universal and Free Primary Education including all education related costs. Equity in Education (gender, geographical Urban-Rural areas) shall be promoted. Maximum age limit shall be waived off for recruitment of female teachers. All Primary schools shall be upgraded to Middle level, where feasible. Well- developed plans for expanding school basic facilities shall be prepared.

Grades 11 and 12 shall not be part of the college education and merged into the school education. High priority shall be given to reduce drop out rates at all levels. Governments shall establish Apna Ghar residential schools in each province to provide free high quality education facilities to poor students. Every child, on admission in Grade I, shall be allotted a unique ID that will continue throughout his or her academic career. The definition of free education shall include all education related costs. Access will be extended by ensuring availability of TVE at district and tehsil levels. Relevance to Labour Market shall be ensured. Enrolment in higher education sector shall be raised from existing 4.7 percent to 10 percent by 2015 and 15 percent by 2020.

IX.

Projects Initiated by MoE Projects Wing has taken various initiatives resulting in following achievements: a) Education For All Early Childhood Education (ECE) A. Validation of the standards for ECE has been initiated. B. Teacher guide-cum textual material for ECE has been developed. C. Advocacy and awareness raising material for promotion of Early Childhood Education (ECE) has been developed. D. A research study to assess the existing facilities and services for ECE students in public sectors has been initiated. b) Adult Literacy A. Adult literacy supplementary reading material as well as instructional material in adult literacy has been developed for dissemination to the Adult Literacy centers in the country. B. 5 year Adult Literacy Plan (2010-15) for all the four provincial as well as FATA and FANA (GB) has been drafted. c) Primary Education and Madrasa Education A. Primary Education 19th Annual National Primary Education Conference was held in Islamabad on June 2009 to get proposals and suggestions from the best teachers of the country for promotion of Primary Education.

Enforcement of Compulsory Primary Education Ordinances/ Acts has been pursued effectively with an objective to universalize primary education in the country.

B. Madrassa Education Distributed Rs. 50.30 million amongst 288 Deeni Madaris for salaries of their teachers under Madrasa Reforms Project Monitored and evaluated 78 Madaris to check their activities carried out for teaching of formal subjects from Primary to Higher Secondary level under the project. Contributed in the meetings of Interior Division on Madrasa Education under the provision of the Prime minister. d) FEDERAL DIRECTORATE OF EDUCATION (FDE), ISLAMABAD A. Establishment of new Colleges F.G College for Women, I-8/3, Islamabad F.G College for Men, Sihala, Islamabad F.G Fatima Jinnah Degree College for Women, Humak B. Enhanced Access to Educational Facilities M.Com Classes at FGCCM, H-8/4, Islamabad M.Sc. Geography at FGCM, H-8, Islamabad. M.Sc. Clothing and Textile at FGCW, F-7/2, Islamabad BS Computer Science at FGCW, G-10/4, Islamabad B.Com Classes in FGCM, H-8, FGCM, H-9 & ICB, G-6/3 C. Addition to Infrastructure Facilities Secondary School Buildings 03 Additional Classrooms 60 Science/ Computer Laboratories 55 Staffroom 08 Libraries 05 D. Up-gradation of Schools Primary to Middle Level 06 Middle to Secondary Level 06 Secondary to Higher Secondary Level 02 Degree to Postgraduate 01 Converted into English Medium 05
X. FEDERAL BOARD OF INTERMEDIATE & SECONDARY EDUCATION (FBISE) a) Successful holding of examinations SSC & HSSC for 2008 and 2009. b) Conducted 24th Medal Award Ceremony.

c) Established FBISEs Offices at Dubai and Makkah, 05 Sub-offices at Karachi, Lahore, Multan, Peshawar and Quetta. d) Arranged Teachers Training Workshops on new style of examinations at Skardu, Makkah, Kuwait and Bahrain. e) Developed Boards own Software in Computerization System for results of examinations f) Awarded 300 merit scholarships on the basis of Boards Examinations for SSC & HSSC levels. g) Conferred Awards of Best Institutions in the Country. h) Conferred Best Teachers Award to 20 Pakistani Teachers at home and abroad. i) Conducted Sports events both at Inter-Collegiate and Directorate levels organized Annual Science Exhibition. j) Introduced secure certificates to discourage the preparation of fake certificates and ensured verifiability by the recipients. XI. NATIONAL EDUCATION FOUNDATION (NEF), ISLAMABAD National Education Foundation (NEF), is promoting basic education through nonformal interventions in all parts of the country especially in remote areas, which are summarized as under: a) Establishment and Operation of Basic Education Community

Schools (BECS) Project: 9267 non formal schools operating all over the country were handedover to National Education Foundation in June 2007. Since then NEF has added 4336 schools and 696 literacy centers, making a total of 13603 operating Basic Education Community Schools and 696 Literacy and Skill Development Centers all over Pakistan. NEF works closely with Non-Government Organizations (NGOs) and Community Based Organizations (CBOs) to attain the selected goals. There are 268 such participatory organizations working with NEF. b) Target groups: a. 4-9 years age group to complete primary education in 5 years at normal pace. b. 10-14 years age group to complete primary education in 3 years at enhanced pace. c. Two years literacy and skill development program for women from 15-35 years.
Basic Education Community Schools (BECS) - Current Province wise Status

c) Achievements of NEF during 2007-09: a. 4336 BECS added all over the country b. 696 LSDCs established in 25 districts c. NEF has achieved additional enrolment of approximately 180,000 out of school children in BECS and 12,000 learners in LSDCs4 Provincial, 2 Area and 28 District Offices have been established 4650 teachers received pre-service and 9267 were imparted refresher training.

However, today a dark clouds hovers over Pakistan, where illiteracy is on the increase due to negligence of the government of Pakistan, which spends under 1.5% of the GDP on education for 160 million population of the country. The illiteracy level which is tied to the poverty level goes hand in hand and the tragedy of Pakistan is that all the successive administrations since its birth 63 years ago have failed to address the issue of Education. According to UNESCO 30% Pakistanis live in extreme poverty condition having received less than two years of education.

2. Educational Realities
However education policies adopted by successive governments manifested the least respect to the constitutional guarantees and international human rights standards on education. A wide range of policy, budgetary and implementation issues have held back progress at ground level and the country lags behind in literacy and standards of education. More than 50 million people aged above 10 years are still illiterate in the country and the literacy rate is just over 54 percent, 66.25 percent for men and 41.75 percent for women; however unofficial estimates suggest that the functional literacy is just over 35 percent. (HRCP, annual report 2004) Public spending on education as a percentage of total government expenditure has remained very low in Pakistan, 1.8 percent of GDP, well below prescribed international levels that ranged between the 20 percent recommended by UNICEF and the 6 percent laid down by the Dakar Framework of Action at the World Educational Forum 2000. This spending is the lowest in South Asia. Pakistan remains among the 12 countries of the world that spent less than 2 percent of their GDP on education. (HRCP annual report 2005) This indicates that education has remained a low priority. Public spending on education in fact declined from 2.6 percent of the GDP in 1990 to 1.8 percent in 2002-03.

Percentage of student level in Pakistan

Source: 3 Pakistan Education Statistics, 2005-06 AEPAM/NEMIS Statistics Study No. 215, Ministry of Education, Table 0.1

Source: 4 Pakistan Education Statistics, 2005-06 AEPAM/NEMIS Statistics Study No. 215, Ministry of Education

Average Student Places per Grade by Level of Education, Pakistan

Source: UNESCO Institute for Statistics, 2005 www.uis.unesco.org

Net Enrolment Rates* by Level of Education and Province

Source: AEPAM, Shami, Butt, Mushtaq, EFA Indicators Draft (NEC 2005-06) p. 2

a. Difference between public and private sector:

Despite having different mediums of education many private institutions have adopted for both Cambridge and Pakistans Secondary education system to cater to a larger set of audience. The below given graph shows the division of student in public and private sector in urban and rural environment.

Source: Pakistan Education Statistics, 2005-06 AEPAM/NEMIS Statistics Study No. 215, Ministry of Education.

Percentage of Students in Basic Education by School Administration and Level of Education

Source: Pakistan Education Statistics, 2005-06 AEPAM/NEMIS Statistics Study No. 215, Ministry of Education, Table 0.5 including only preprimary, primary, middle, secondary, higher secondary and intermediate college enrolment.

In comparison with other countries, private basic education in Pakistan enrolls more students than in most other countries. In fact, only 10 countries with relatively large populations in the world have a higher percentage of students in private primary education, led by The Netherlands (69%) and Lebanon (66%). Percentage of Primary Students in Private Education, Selected Countries

Source: UNESCO Institute for Statistics, 2005 www.uis.unesco.org

b. Female participation: The participation of female children in basic education has historically lagged behind that of their male counterparts in many countries. In Pakistan, there were 14 million girls studying in basic education in 2006, compared to 18.3 million boys. The disparity in favor of boys was prevalent at all levels of basic education, with the exception of the higher secondary level where the number of girls was almost equal to the number of boys, indicating that Pakistan shows a disparity in favor of girls at this level of education. This implies that many more boys than girls discontinued their education after secondary school with the result that their numbers matched those of the girls in the final level. Gender Parity Index for Basic Education Students by Level of Education, Pakistan

Source: Pakistan Education Statistics, 2005-06 AEPAM/NEMIS Statistics Study No. 215, Ministry of Education, Table 0.1 including only preprimary, primary, middle, secondary, higher secondary and intermediate college enrolment

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 in these schools.

Gender Parity Index by Level of Education and Location

Source: Pakistan Education Statistics, 2005-06 AEPAM/NEMIS Statistics Study No. 215, Ministry of Education, Table 0.5 including only preprimary, primary, middle, secondary, higher secondary and intermediate college enrolment.

Gender Parity Index for Primary Education by Province

Source: Pakistan Education Statistics, 2005-06 AEPAM/NEMIS Statistics Study No. 215, Ministry of Education

c. Poor conditions at educational institutions According to official statistics in 2004, there were 156,000 educational institutions at the primary level in the public and private sector, 28,716 middle schools and 16,059 high schools. This indicated an increase of 5.7, 12.7 and 8.6 percent respectively over the past five years. (HRCP, annual report 2005) The primary schools lacked physical infrastructure, furniture, basic facilities and the level of teaching staff remained dismal. This has contributed greatly to the high drop-out rate, which led to the lack of interest on parents' part in sending children to schools where teachers often failed to appear, fans or drinking water were not available and children were often beaten. According to official data, 78 percent of primary schools in rural areas do not have electricity, 40 percent have no drinking water and 60 percent are without toilets. The same was true of middle, high and secondary schools. 15 percent of government schools across the country are without buildings, 52 percent without boundary walls, 40 percent without water, 71 percent without electricity and 57 percent without toilets (HRCP annual report).

Higher education gained a significantly larger slice of the education budget in recent years; however the declining standards of education, violence on the campuses and limited resource availability for research continued to adversely affect college and university students. At least two universities (Punjab and Bolan) and the Federal Ministry of Education were headed by retired military officers. d. Tiered Architecture of education: Due to the terrible condition of Public educational institutions Private institutes have risen and flourished to fill the void left by the former. The educational system in Pakistan is divided into 3 tiers or groups.
I.

II.

III.

Cambridge Education system: this foreign education system is exclusively for the children of very rich so that they can after graduation go overseas for higher education on the foreign exchange provided to them by Pakistan Sate Bank. Pakistan Secondary Education system: this is provided by private and government schools, one for the middle class and other for the poor. The one for the middle class has a medium of instruction in English and the other one in Urdu. The children from these institutions if they happen to have good grades and the parental financial help go to the colleges of their interest and the rest either become clerk/cashiers/sales person in a shop/ worker in the factory/ any other work which comes their way. Madressah Education System: this is supposed to provide religious education. The results of this education are in front of us. Except for few who do provide a true Islamic Education most of the students of Madressah have graduated from them with a perverted ideology and has been a recruiting ground for terrorism.

e. Problems in the curriculum Research in 2003 by Dr A.H. Nayyar and Mr Ahmed Salim of the unsustainable Development Policy Institute, Islamabad, identified the following problems in the curriculum (Page 5, The state of curricula and textbooks in Pakistan): I. Inaccuracies of facts and omissions that serve substantially to distort the nature and significance of actual events in the history; Insensitivity to the existing religious diversity of the nation. Incitement to militancy and violence, including encouragement of Jihad and Shahadat (martyrdom). Perspectives that encourage prejudice, bigotry and discrimination towards fellow citizens, especially women and religious minorities, and towards other nations; A glorification of war and the use of force. Omission of concepts, events and material that could encourage critical self awareness among students. Outdated and incoherent pedagogical practices that hinder the development of interest and insight among students. The present government made claims

II. III. IV. V. VI.

regarding changes in the curriculum to eliminate blatant discrimination based on gender and religion but in reality there was no substantial change because: A. Arabic, which is not spoken in any part of Pakistan, continues to be an essential part of the syllabus. B. Islamic Studies is a compulsory subject from class one to degree classes, without an arrangement for non-Muslim students to obtain religious instruction in their own faith. C. In the admission for higher education the candidates claiming to have memorized the Holy Quran are entitled to 20 extra marks. D. The chapters on Islam are part of subjects of history, social studies and languages which the non-Muslim students are obliged to study without a choice.

3. Millennium Development Goals and the realities

Pakistan along with rest of the world has pledged to meet the Millennium Development Goal for Education. According to which children everywhere, boys and girls alike will be able to complete a full course of primary schooling and that girl and boys will have equal access to all levels of education. The government supported the organization, the National Commission for Human Development (NCHD) which took over responsibility of education. The Education for All targets included 86 percent literacy by 2015, and 100 percent enrolment of children aged between five and seven years. A lavishly advertised mass literacy campaign as part of Education Sector Reforms was launched by the Provincial government of Punjab, and claimed the increase of enrolment, however there is no evidence that the dropout rate has fallen with the Programme. The question of quality education is yet to be ensured. The same is true for NCHD initiatives in various districts of the country. Therefore Pakistan remains among 28 countries at risk of failing to achieve these goals.

4. Recommendations
Education reforms change both the structure and content of the education syllabus, decision-making and implementation. The reforms will require clear standards to measure progress and independent oversight to keep the process on track and deal with the problem that will inevitably arise from such an effort. The following fundamental reforms are urgently required to ensure the right to education for all people of Pakistan: a) Priority needs to be given to education to catch up with the MDGs. As an initial step, funding must be enhanced to at least the minimum GNP as recommended by UNESCO. Education needs to be acknowledged by accepting that education is a responsibility of the state. b) Spending on non-productive sectors such as defence must be diverted to the education sector. c) School conditions including the state of buildings and the provision of basic facilities need to be ensured given the terrible impact these have on children seeking education. d) The curricula and textbooks should be guided by the following principles: A. Falsehood, distortions and omissions concerning the national history need to be replaced by accounts of events that are supported by rigorous scholarship. B. Encouraging or justifying discrimination against women, religious and ethnic minorities, and against other nations, should be replaced with the positive values of social equality, mutual respect and responsibility, justice and peace. C. Arbitrary concepts, incoherence, inconsistency and other pedagogical problems should be replaced by a systematic set of scientific ideas about history, geography, society and identity based on well- established academic disciplines.

5. Reference

a) Year Book 2008-2009, Ministry of Education b) Education Emergence-Pakistan, www.educationemergency.com.pk c) Secondary Education in Pakistan: The Key Issues, Challenges and Reform Framework- Tahseen Sayed, Lead Education Specialist, SASHD Regional Conference on Education, Training, and Knowledge Economy in South Asia d) Pakistan's Existing Education System,
http://www.insaf.pk/Media/InsafBlog/tabid/168/articleType/ArticleView/articleId/1646/Pakista ns-Existing-Education-System-Guest-Post-by-Mr-Fida-Hussain-Sayani.aspx

e) Joint written statement* at the UN Commission on Human Rights' 62nd Session, Item 10: Economic, Social and Cultural Rights, 13 March-21 April, 2006-* Submitted by Franciscans International and the World Council of Churches, non-governmental organizations in general consultative status, and Dominicans for Justice and Peace, Pax Christi International and Pax Romana, international non-governmental organizations in special consultative status. f) Pakistan Education: Problems And Solutions Of Pakistan Education g) Education Sector A Reform Is Needed- M.R.HUSSAIN h) The Educational System in Pakistan, Assessment of National education CensusD.Lynd(UNESCO). i) Education for All: National Plan of Action 2001-2015. www.unescobkk.org/fileadmin/user_upload/efa/ j) PakistanNatlPlan.pdf (PDF; 945Kb) k) Education Sector Reforms: Action plan 2001/02 to 2005/06 l) National Education Census 2006 m) National Education Policy 1998-2010 n) The State of Education in Pakistan 2003-04 o) Education in Pakistan: A white paper (2007) p) Academy of Educational Planning and Management: q) Development of Education in Pakistan (2006) r) Secondary School Certification Examination (Annual) s) Retention and Transition Patterns of Children at School Education 1995-96 to 2004-05 t) Professional Requirements of Education Managers under Devolution Plan (2005) u) Federal Bureau of Statistics: v) Pakistan Social and Living Standards Measurement Survey (PSLM) 2004-05 w) Government of Pakistan: x) Constitution of Islamic Republic of Pakistan (1973): www.pakistani.org/pakistan/constitution

y) Pakistan Economic Survey (Annual) z) Ministry of Education: www.moe.gov.pk (English) aa) National Education Policy, Plans and Programmes: www.aepam.gov.pk/Education.htm bb) Details of Donors Assistance and Coordination cc) Revised Curriculum for Classes 0 12, for different subjects dd) Academy of Educational Planning and Management: www.aepam.edu.pk/index.asp (English) ee) Education Statistics: www.aepam.edu.pk/Education.htm ff) Asian Development Bank: www.adb.org (English) gg) Key Indicators: www.adb.org/Documents/Books/Key_Indicators/2006/pdf/PAK.pdf hh) Federal Bureau of Statistics: www.statpak.gov.pk (English) ii) International Bureau of Education: www.ibe.unesco.org (English) jj) World Data on Education:www.ibe.unesco.org/countries/WDE/WorldDataE.htm kk) Ministry of Finance: www.finance.gov.pk (English) ll) Economic Survey: www.finance.gov.pk/survey_0910.html