Education in Pakistan is overseen by the government Ministry of Education.

provincial governments whereas the federal government mostly assists in curriculum development, accreditation and some financing of research.

The education in Pakistan is generally divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate or SSC); intermediate (grades eleven and twelve, leading to a Higher Secondary (School) Certificate or HSC); and university programs leading to graduate and advanced degrees.[3]

The literacy rate ranges from 87% in Islamabad to 20% in the Kohlu District. [4] Between 20002004, Pakistanis in the age group 5564 had a literacy rate of almost 30%, those aged between 4554 had a literacy rate of nearly 40%, those between 2534 had a literacy rate of 50%, and those aged 1524 had a literacy rate of more than 60%.[5] These data indicate that, with every passing generation, the literacy rate in Pakistan has risen by around 10%. Literacy rates vary regionally, particularly by sex. In tribal areas female literacy is 7.5%.[6] Moreover, English is fast spreading in Pakistan, with 18 million Pakistanis[7] (11% of the population)[7] having a command over the English language, which makes it the 9th Largest English Speaking Nation[8] in the world and the 3rd largest in Asia.[7] On top of that, Pakistan produces about 445,000 university graduates and 10,000 computer science graduates per year Stages of formal education [edit] Primary education

Only 63% of Pakistani children finish primary school education.[10] Furthermore, 68% of Pakistani boys and 72% of Pakistani girls reach grade 5. [11] The standard national system of education is mainly inspired from the British system. Pre-school education is designed for 35 years old and usually consists of three stages: Play Group, Nursery and Kindergarten (also called 'KG' or 'Prep'). After pre-school education, students go through junior school from grades 1 to 5. This is proceeded by middle school from grades 6 to 8. At middle school, single-sex education is usually preferred by the community but co-education is also common in urban cities. The curriculum is usually subject to the institution. The eight commonly examined disciplines are Urdu, English, mathematics, arts, science, social studies, Islamiyat and sometimes

computer studies which is subject to availability of a computer laboratory. Some institutes also give instruction in foreign languages such as Arabic, Persian, French and Chinese. The language of instruction depends on the nature of the institution itself, whether it is an English-medium school or an Urdu-medium school. [edit] Secondary education

Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each of the four school years, students are required to pass a national examination administered by a regional Board of Intermediate and Secondary Education (or BISE).

Upon completion of grade 9, students are expected to take a standardised test in each of the first parts of their academic subjects. They again give these tests of the second parts of the same courses at the end of grade 10. Upon successful completion of these two examinations, they are awarded a Secondary School Certificate (or SSC). This locally termed as 'matriculation certificate' or 'matric' for short. The curriculum usually includes a combination of eight courses including electives (such as Biology/Computing, Chemistry and Physics) as well as compulsory subjects (such as English, Urdu, Mathematics, Islamiyat and Pakistan Studies).

Students then enter an intermediate college and complete grades 11 and 12. Upon completion of each of the two grades, they again take standardised tests in their academic subjects. Upon successful completion of these examinations, students are awarded the Higher Secondary (School) Certificate (or HSC). This level of education is also called the FSc/FA or 'intermediate'. There are many streams students can choose for their 11 and 12 grades, such as pre-medical, pre-engineering, humanities (or social sciences) and commerce. Each stream consists of three electives and as well as three compulsory subjects of English, Urdu, Islamiyat (grade 11 only) and Pakistan Studies (grade 12 only).

Alternative qualifications in Pakistan are also available but are maintained by other examination boards instead BISE. Most common alternative is the General Certificate of Education (or GCE), where SSC and HSC are replaced by Ordinary Level (or O Level) and Advanced Level (or A Level) respectively. Other qualifications include IGCSE which replaces SSC. GCE O Level, IGCSE

and GCE AS/A Level are managed by British examination boards of CIE of the Cambridge Assessment and/or Edexcel of the Pearson PLC. Generally, 8-10 courses are selected by students at GCE O Levels and 3-5 at GCE A Levels.

Advanced Placement (or AP) is an alternative option but much less common than GCE or IGCSE. This replaces the secondary school education as 'High School Education' instead. AP exams are monitored by a North American examination board, College Board and can only be given under supervision of centers which are registered with the College Board, unlike GCE O/AS/A Level and IGCSE which can also be given privately. [edit] Tertiary education

According to the OECD's 2009 Global Education Digest, 6.3% of Pakistanis (8.9% of males and 3.5% of females) were university graduates as of 2007. [12] Pakistan plans to increase this figure to 10% by 2015 and subsequently to 15% by 2020.[13] There is also a great deal of variety between the different age cohorts. Less than 6% of those in the age cohort 55-64 have a degree, compared to 8% in the 45-54 age cohort, 11% in the 35-44 age cohort and 16% in the age cohort 25-34.[12]

After earning their HSC, students may study in a professional college for Bachelor's degree courses such as engineering (B.Engg), medicine (MBBS), dentistry (BDS), veterinary medicine (DVM), law (LLB), architecture (B.Arch), pharmacy (Pharm-D) and nursing (B.Nurs). These courses require four or five years of study. Students can also attend a university for Bachelor of Arts (BA), Bachelor of Science (BSc), Bachelor of Commerce (BCom) or Bachelor of Business Administration (BBA) degree courses.

There are two types of Bachelor courses in Pakistan: Pass or Honours. Pass degree requires two years of study and students normally read three optional subjects (such as Chemistry or Economics) in addition to almost equal number of compulsory subjects (such as English and Pakistan Studies). Honours degree requires three or four years of study, and students normally specialize in a chosen field of study, such as Biochemistry (BSc Hons. Biochemistry). It can be noted that Pass Bachelors is now slowly being phased out for Honours throughout the country CENTRAL ISSUES AND PROBLEMS IN PAKISTAN EDUCATION SYSTEM AND

THEIR NEEDED REFORMS:

The existing education delivery system is not meeting the needs and aspirations of the society as such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover, prior to devolution, the policy and planning have been undertaken by the central and provincial governments without taking into account the ground realities and without the participation of community. The main objectives of the devolution plan is to empower the community at the grassroots level in planning, management, resource mobilization and utilization, implementation, monitoring and evaluation of the education system to improve the service delivery at that level. The main inherent issues of education systems are: teachers absenteeism, high drop out rates particularly at primary level, high repetition rates, low completion rates, inequalities by gender, location and social groups, low literacy rate and unsatisfactory performance of schools, these issues have been addressed under DOP through empowerment of local communities.

The present government has initiated political and administrative devolution under its reforms agenda under Local Government Plan 2000. The Local Government Ordinance was promulgated on 14th August 2001. Under devolution, political power, decision-making authority, and administrative responsibilities have been moved as closes as possible to the village, union council, tehsil and district levels, with only the major policy-making, coordination, and special service functions being retained with the central and provincial governments. The main purpose of the devolution is to improve the service delivery at the grass root level in various sectors.

It is believed that highly centralized system of education is greatly hampering the efficiency and effectiveness of delivery service at the grass-root level. Successive governments addressed this problem in their policies and plans since 1947.

The present government has envisioned with a clear commitment to reform a number of aspects of education system framed within the 1998-2010 National Education Policy and ten year perspective development plan 20012011 to increase educational opportunities for all children, to enhance the efficiency and effectiveness of delivery service at grass root level. ESR is an

Action Plan for 2001-2005, has been fully integrated into the Interim Poverty Reduction Strategy Paper and about 80% of the ESR packages covers adult literacy, Education for All and technical education. Devolution plan is the mainframe for implementation of ESR. The education sector reforms (ESRs) have been design to address the following areas of education system:

1. Comprehensive literacy and poverty reduction program.

2. Expansion of primary elementary education.

3. Introduction of technical stream at the secondary level.

4. Improving the quality of education through teacher training.

5. Higher education sector reforms.

6. Public-private partnership.

7. Innovative programs. Policies and Goals of Education System in Pakistan:

Since independence, attempts have been made to relate the education system to the needs and inspirations of the country. All Education Conference was held in 1947 as per directives of the founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He provided the basic guidelines for the future development of education by emphasizing interalia, that the education system should suit the genius of our people, consonant with our history, culture and instill the highest sense of honor, integrity, responsibility, and selfless service to the nation. It should also provide scientific and technical knowledge to build up our economic life. This was followed by the appointment of various commissions, which submitted their reports periodically. The 1959 Report of the Commission on National Education

enjoys a peculiar position in the history of educational reforms. There were several other commissions and policy statements up to 1973.

In 1973 the civilian democratic government came up with a 1973 constitution which provided that the state shall:

(a) promote unity and observance of the Islamic moral standards;

(b) promote with special care the educational and economic interests of backward areas;

(c) remove illiteracy and provide free and compulsory secondary education within minimum possible period;

(d) make technical and professional education generally available and higher education equally accessible to all on the basis of merit;

(e) enable the people of different areas, through education , training, agriculture and industrial development , and other methods to participate fully in all form of national activities including employment in the services of Pakistan;

(f) ensure full participation of women in all the spheres of national life.

The above-mentioned goals were pursued by various policy documents announced by subsequent governments who came into power from time to time. Each policy stressed on:

(a) Islamic ideology and character building; (b) the universalization of primary education and promotion of literacy; (c) science education; (d) quality of education; and (e) reduction in inequalities of educational facilities. Formal System of Education in Pakistan.

In formal education system, there are a number of stages, which are illustrated in the diagram in Annexure-I as described briefly below: Pre Primary Schooling: Pre-primary education is functional and managed in schools through out country. Public schools provide pre-primary education as part of socialization process. The students attending pre-primary class are called Kachi. National Education EFA Action Plan Policy, 1998-2010 provided recognition to Kachi class as proxy for early childhood education. According to National Education Policy, 1998-2010, the Kachi class will be introduced as formal class in the primary schools. The age group for pre-primary is <3>5.

Primary Schooling:

This stage consists of five classes I-V and enrolls children of age 5-9 years. Since independence, the policy makers pronounced to make primary education free and compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the gross participation rate was 71 percent in 1999, for male it was 80 percent and for female it was 61 percent. For urban female it was 92 and for rural it was 50 percent. The lowest participation rate observed for rural female in Sindh Province that was 33 percent. The net enrolment rate was 42 percent, for urban male it was 47 percent and 37 percent for rural female.

Middle Schooling:

The middle schooling is of three years duration and comprised of class VI, VII and VIII. The age group is 10-12 years. The participation rate at middle school was about 34 percent during 2000-2001. Males were 36 percent and females were 33 percent.

High Schooling:

The high school children stay for two years in classes IX and X. The Board of Intermediate and Secondary Education conducts the examination. A certificate of secondary school is awarded to the successful candidates. The participation rate at high school was about 22 percent in 2000-2001 of which, 24 percent were males and 20 percent were females. Vocational Education is normally offered in high schooling. There are varieties of trades offered to the students and after completion of the course they get jobs as carpenters, masons, mechanics, welders, electrician, refrigeration and similar other trades. There are 498 vocational institutions with an enrolment of about 88 thousand in 2001-2002.

Higher Secondary Education:

The higher secondary stage is also called the intermediate stage and is considered a part of college education. Higher Secondary Education consists of classes XI to XII. During two years stay in this cycle of education, a student at the age of 16 years in this stage can opt for general education, professional education or technical education. The Board of Intermediate and Secondary Education (BISE) conducts the examination and awards a Certificate of Higher Secondary School Education (HSSC). According to 1979 Education Policy, all schools were to be upgraded to higher Secondary Schools. Middle sections of high schools were to be linked with primary schools (designating elementary education). This system has limited success and some problems were experienced. Keeping in view the problems this system is being introduced gradually.

Higher Education:

To obtain a degree, 4 years of higher education after 10 years of primary and secondary schooling is required. Students who pass their first-degree stage are awarded a Bachelors degree in arts or science, typically at the age of 19 years. In order to complete an honors course at Bachelors degree level an additional one years study is required. Further, a two years course is required for Masters degree who have completed two years Bachelors degree. A doctoral degree requires normally 3 years of study after the completion of a masters degree course. SUMMARY OF EDUCATION SYSTEM OF PAKISTAN The educational system of Pakistan is among the least-developed in the world. The system was based on the British colonial educational system, which lasted until 1947. In that year, Pakistan gained independence as a result of the partition of the Indian subcontinent into the states of India and Pakistan. The colonial system was elitist; it was meant to educate a small portion of the population to run the government. Despite changes since independence, the Pakistani educational system has retained its colonial elitist character, a factor preventing the eradication of illiteracy.

Structure

The educational system in Pakistan is divided into five major levels. The preuniversity education consists of four levels: the primary level (grades one to five), the middle level (grades six to eight), the high level (grades nine and ten, culminating in matriculation), and the intermediate level (grades eleven and twelve, leading to a diploma in arts or science). There is also a university level, which leads to undergraduate and graduate degrees Future Trends

The education system of Pakistan has been unable to meet the educational requirements of the Pakistanis. The system needs massive investment to increase the number of educational institutions and to train and recruit adequate numbers of educators at all levels. The Pakistani government has limited financial resources, which are inadequate to meet all of its needs. Added to large defense expenditures justified by the unstable relations between India and Pakistan, rampant corruption and a huge foreign debt (about $33 billion in 1998) further reduce the available resources for educational purposes. Unless the deteriorating Pakistani economy improves, there is little, if any, hope for a significant qualitative and quantitative change

in Pakistan's educational system in the foreseeable future. Five ways to improve the structure of Pakistan's education system

Universal primary education in Pakistan is contingent on several factors, such as the existence of cost-effective schools, better curricula, and an awareness among parents, especially in rural areas, of the importance of education. However, the single most important factor in getting children to complete primary school is improving the structure of Pakistan's school system.

Currently, there exist many obstacles on the road to a smoothly functioning system. These include political interference, corruption, over-centralization, a lack of school autonomy, underdeveloped managerial capacity and poor information systems.

However, there are five institutional reforms that can help improve Pakistan's educational structure so that it can achieve the goal of universal primary education.

The first reform is the decentralization of decision-making, which improves education administration. Presently, Pakistan educational system is highly centralized even though it is widely understood that basic education is better provided in a system that is administered at the district and village level.

A highly centralized system does not respond as effectively to local needs. The bureaucracy interferes with the flow of resources and information. It also means higher level administrators have less time to devote to important issues like program design, implementation, and monitoring.

This decentralization means governments must develop partnerships with communities, NGOs, and the private sector to delegate responsibility effectively in order to achieve universal primary education.

A second step necessary for improving the system is greater autonomy for the schools. Currently, school principals have a limited decision-making capacity. In addition, schools do not have control over issues like curriculum, teacher appointment, discipline, and evaluation. There are virtually no opportunities for local staff development programs or resource mobilization.

By giving schools more independence, principals would have the authority to appoint personnel and determine crucial issues that affect the day-to-day affairs of schools. Principals, not upper-level bureaucrats, are in a better position to make these decisions since they deal with the daily realities of school life.

A third important reform is providing better support to, supervision of, and coordination of the school system at the district and provincial level. By making the district the key level for planning and management, state-level and central education bodies can focus more on policy-making, resource management and regulation.

One way to do this is by promoting good principals and teachers at the school level to enhance the institutional capacity of district level organizations. The lack of sufficient manpower is the most serious problem at the district and sub-district level.

A fourth necessary reform is to encourage decision-making be based on educational, not political, considerations. At present, politicians hand out teaching jobs as patronage appointments. Federal and provincial funds provided for education sometimes remain unused, especially in rural areas, since feudal landowners are opposed to educating "their" people.

The final necessary reform is to expand the information and research base of education in Pakistan. Effective management and administration of the education system depends on the quality of the information system. Without reliable information, decision-makers cannot improve education policy and programs at the national, district and school levels.

One way of collecting reliable information about the state of education is to

conduct standardized testing that measures student performance against national curriculum goals. These can be used to compare learning achievement across schools, districts and regions over time.

There is also a need for better research. Pakistan currently has one institution that conducts research on educational issues, the Academy of Educational Planning and Management, which conducts research on basic education. However, its abilities are hampered by inadequate funds, no institutionalized basis for collecting, processing and analyzing data, no technical support staff and little influence in policy making.