short paragraph on education system in pakistan

Essay on Education In Pakistan in 1000 Words

English Essay on Education in Pakistan with Outlines & Facts in Easy Language For Students of All Classes Hello readers! Welcome to an insightful journey through the realm of education in Pakistan. Education is a vital tool that has the super power to transform lives, communities & even nations. In this essay on education in Pakistan we shall explore the historical evolution of the education system in Pakistan, its current state, the key challenges it faces & the initiatives and recommended educational reforms that aim to improve education in our beloved country. So, let’s start reading the main part of Education in Pakistan essay!

Table of Contents

Historical Overview of Education in Pakistan:

If we want to understand the present situation of education in Pakistan then it is essential to take a glimpse into the past. The educational system in Pakistan has evolved over time. It has also shaped by the influence of various civilizations. The early education system was primarily focused on religious education. Madrasas were playing a vital role in imparting knowledge. However, the British colonial era introduced a modern education system. This new system was emphasizing on English as the medium of instruction.

During the post-independence period, Pakistan faced numerous challenges in establishing a robust education system. Despite these hurdles, the govt made significant efforts to expand access to education & improve literacy rates. Today, Pakistan boasts a diverse education landscape that includes public and private schools, colleges, universities, vocational institutes & religious seminaries.

Current State of Education in Pakistan:

Its an admitted fact that progress has been made in educational system of Pakistan  but the current state of education in Pakistan is still a cause for concern., According to UNESCO, Pakistan has 1 of the highest out-of-school children rates globally as approximately 22.8 million children are out of school . This alarming statistic highlights the pressing need for interventions to ensure all children have access to quality education atleast at school level

Gender disparity is another significant issue plaguing the education system in Pakistan. Girls face multiple barriers like cultural norms, poverty & security concerns. These barriers hinder their access to education. This gender gap not only deprives girls of their basic right to education but also hampers the nation’s development potential.

Challenges Faced by the Education System in Pakistan:

The education system in Pakistan faces various challenges both systemic and socio-cultural in nature. Inadequate infrastructure, lack of trained teachers & scarcity of resources are major hurdles to providing quality education in Pakistan. Many public sector schools lack basic facilities like proper classrooms, electricity, clean drinking water & sanitation facilities. All these issues make it challenging for students to learn in a conducive environment.

Moreover socio-cultural factors like child labour, early marriages & societal biases against girls’ education perpetuate the cycle of illiteracy. These challenges are further exacerbated by govt policies that often fail to prioritize education or allocate sufficient funds for its development.

Initiatives & Reforms for Improving Education in Pakistan:

Despite the challenges, numerous initiatives & reforms have been undertaken to improve education in Pakistan. The govt, non-governmental organizations (NGOs) & individuals have played significant roles in addressing educational challenges.

The federal govt has launched programs like the National Education Policy, which aims to enhance access, quality & equity in education. Additionally the establishment of the PM scholarships, free laptops and fee reimbursement schemes have provided financial assistance to deserving students for enabling them to pursue higher education.

NGOs like Zindagi trust, Alkhidmat Foundation Pakistan, The Citizens Foundation (TCF), Akhuwat, Fauji Foundation, Bunyad Foundation and Developments in Literacy (DIL) have also made commendable contributions by establishing schools in remote areas & offering scholarships to underprivileged students. Moreover individuals like Malala Yousafzai, a Nobel laureate and education activist have raised global awareness about the importance of education and advocating for girls’ right to education.

Impact of Education on Society and Economy:

Education plays a pivotal role in shaping society & driving economic growth. A well-educated population is more likely to participate actively in civic affairs, contribute to the workforce and make informed decisions . Education empowers individuals to break free from the cycle of poverty by fostering social progress & equality.

Moreover education equips individuals with the necessary job oriented skills & knowledge to thrive in a rapidly changing global economy. By investing in education, Pakistan can unlock its human capital potential, promoting innovation, entrepreneurship & sustainable economic development.

Future of Education in Pakistan

In my personal views the future of education in Pakistan is bright as government is spending more on primary and higher education. Girls are being encourged to join schools. Interest free student loans are being disbursed by many banks. Lot of NGOs are contributing too in this sector. Akhuwat has launched first free university in Pakistan. HEC is arranging foreign scholarships for local students. Lot of new universities have been given charter. Lot of educational websites have been launched in Pakistan to promote education and serve this noble cause like studysolutions.pk and arqumhouse.edu.pk etc. Digiskills is providing access to free IT courses in Pakistan. TEVTA is also there for technical education.

New Initiatives

Many universities have also launched their online and distance learning programs to facilitate the students from remote areas. Sindh government is giving scholarships to large number of school going girls. New Single National Curriculum (SNC) has been launched in the country. Modern education is being introduced in Madaris. 2 years BA/BSc and MA/MSc  programs have been replaced with the 4 years BS programs. Lot of new BS programs have been launched as per the needs of local and international job markets.

Importance of Technical Education (Essay For College Students)

Conclusion:

In short the education is a fundamental right & a powerful tool for social transformation and economic prosperity. However the education system in Pakistan still faces numerous challenges that hinder access, quality & equality. It is crucial for all stakeholders, including the government, NGOs and individuals to prioritize education and work collectively to address these challenges.

Let us join hands and support initiatives that aim to improve education in Pakistan. Every child of the world deserves the opportunity to learn, grow & realize their full potential. Together we can unlock the power of knowledge & pave the way for a brighter future for Pakistan. Hopefully you have enjoyed reading this essay on education In Pakistan .

Forgiveness Essay in 1600 Words For College Students With FAQs & Outlines

I am a professional content writer and have experience of 10 years. I also launched first ever English monthly magazine of human rights in Pakistan. Majority of content on this website is written by me.

Education System in Pakistan Essay

This essay provides a simplified overview of Pakistan’s education system, highlighting its structure, literacy rates, and the challenges it faces. It emphasizes the need for significant improvements to ensure quality education for all children in the country.

The Federal Ministry of Education and the provincial governments in Pakistan manage the country’s education system. The federal government mainly helps with developing the curriculum, giving accreditation, and funding research and development. The education system has six levels: preschool (ages 3-5), primary (grades 1-5), middle (grades 6-8), secondary (grades 9-10, ending with the Secondary School Certificate or SSC), intermediate (grades 11-12, ending with a Higher Secondary School Certificate or HSSC), and university programs for undergraduate and graduate degrees.

As of 2022, 72% of people in Pakistan can read and write. The literacy rate is higher for men (81.22%) than for women (54.71%). However, these rates can vary. For example, in tribal areas, only 9.5% of women can read and write, while in Azad Kashmir, the literacy rate is 74%. Pakistan has the second-highest number of children not in school (22.8 million) in the world, after Nigeria.

Pakistan’s education system faces many challenges. These include a low literacy rate compared to other countries, high unemployment among educated young people (over 31% are jobless), and fewer job opportunities for women compared to men.

Pakistan’s education system is complex and has changed a lot over the years. The government has tried to improve it, but there is still much work to do to make sure every child in Pakistan can get a good education.

How to improve education system in pakistan essay

Making Pakistan’s education system better is a big job that needs to solve many important problems. Here are some ideas from different sources:

Same Curriculum for All : All schools should teach the same things, no matter how rich or poor they are. This will make the education system fairer and more united.

Training for Teachers : The government should hold seminars and set up institutes to train teachers to teach better. Also, programs that give money to train teachers can make education better.

More Education in Rural Areas : Extra efforts should be made to promote education in rural areas where fewer people can read and write.

More Money for Education : Every year, more money should be given to education to build more schools and make education better.

Practical and Performance-based Marking : Exams should not only be based on the syllabus; instead, there should be more practical and performance-based marking.

Use of Technology : Using digital systems to keep track of staff, students, and school buildings can help solve problems like teachers not coming to school and not having reliable information about the school.

Working with NGOs : The growing number of non-governmental organizations (NGOs) working in Pakistan to improve education can be used for better results.

Making Pakistan’s education system better needs a complete approach that solves its many challenges. It needs not only changes in policy and buildings but also a change in culture towards valuing education and recognizing its important role in the development of the country.

You Might Also Like

Essay On Democracy

Essay On A Cricket Match

Essay On Uses and Abuses of Mobile Phone

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Table of Contents

• High contrast
• Work with us
• Press Centre

Search UNICEF

Giving every child the right to education.

Pakistan is facing a serious challenge to ensure all children, particularly the most disadvantaged, attend, stay and learn in school. While enrollment and retention rates are improving, progress has been slow to improve education indicators in Pakistan. 

An estimated 22.8 million children aged 5-16 are out-of-school.

Currently, Pakistan has the world’s second-highest number of out-of-school children (OOSC) with an estimated 22.8 million children aged 5-16 not attending school, representing 44 per cent of the total population in this age group. In the 5-9 age group, 5 million children are not enrolled in schools and after primary-school age, the number of OOSC doubles, with 11.4 million adolescents between the ages of 10-14 not receiving formal education. Disparities based on gender, socio-economic status, and geography are significant; in Sindh, 52 percent of the poorest children (58 percent girls) are out of school, and in Balochistan, 78 percent of girls are out of school.

Nearly 10.7 million boys and 8.6 million girls are enrolled at the primary level and this drops to 3.6 million boys and 2.8 million girls at the lower secondary level.

Gender-wise, boys outnumber girls at every stage of education.

Gaps in service provision at all education levels is a major constraint to education access.  Socio-cultural demand-side barriers combined with economic factors and supply-related issues (such as availability of school facility), together hamper access and retention of certain marginalized groups, in particular adolescent girls. Putting in place a credible data system and monitoring measures to track retention and prevent drop-out of out-of-school children is still a challenge.

At systems level, inadequate financing, limited enforcement of policy commitments and challenges in equitable implementation impede reaching the most disadvantaged. An encouraging increase in education budgets has been observed though at 2.8 percent of the total GDP, it is still well short of the 4 percent target.

In order to accelerate progress and ensure the equitable expansion of quality education, UNICEF supports the Government of Pakistan’s efforts to significantly reduce the number of OOSC at pre-primary, primary and lower secondary levels. Our education programme is focusing on Early Childhood Education (ECE) to improve school readiness; expansion of equitable and quality alternative learning pathways (ALP) at basic education levels; and nurturing of school-community linkages to increase on-time enrolment, reduce drop-outs, and ensure completion and transition for all students. At systems levels, we are contributing to more equity-focused provincial sector planning and budgeting; strengthening data and assessment systems; and evidence-based policy advocacy.

Early Childhood Education (ECE)

Investment in quality early learning/pre-primary education so that young children are ‘ready for school’ has high positive impacts on primary school enrolment, survival and learning, and is cost-effective.

The benefits of ECE are highest for children from poor and vulnerable households.

Given the limited reach and inequities in the provision of pre-primary education, Pakistan is increasingly recognizing early learning as a policy priority, and several provinces have already developed ECCE policies, plans, and standards.

Alternative Learning Pathways (ALP)

While several models exist for ALPs, these are still scattered and limited in scale. UNICEF is addressing the issue of OOSC through studies, supporting provincial sector plan development, development or review of non-formal education policy and direct programme implementation. This wealth of experience now provides the evidence, know-how, and momentum for UNICEF to support federal and provincial governments in broadening ALPs within education systems to bring OOSC into primary education, with a specific focus on adolescent girls.

School-Community Linkages

Socio-cultural demand-side barriers combined with economic factors together drive education deprivation for certain groups of children in Pakistan, particularly girls. These barriers are further exacerbated by a lack of parental awareness of early learning, importance of on-time enrolment, and lack of social protection schemes. UNICEF is therefore focusing more closely on the obstacles to on-time enrolment, retention, completion and transition.

Equity in Education

Equity-based investments by government continue to be the key way to ensure education systems include the most disadvantaged girls and boys. Considering insufficient and ineffective allocation of budgets, UNICEF strategically engages in sector planning, to capitalise on opportunities to influence decision-making on equity issues.

UNICEF’s growing technical capacity and focus on assessment of learning, and international expertise also provides an opportunity to add value to Pakistan’s efforts to improve assessment systems. System reforms help in improving accountability and evidence-based decision making. UNICEF supports healthy dialogue on education budgeting and public financing, to highlight areas of improvement for better planning and improvement in the education sector.

World's Largest Lesson 2021

Early Childhood Education 

New home, new friends

I wish I was

It's my kite

Can we be friends?

Saying Goodbye

Living and learning together

Choti's Adventures

Reports and Data

Pakistan Education Statistics 2016-17

Out of School Children in Azad Jammu & Kashmir Report , UNICEF, December 2016

  Out of School Children in Azad Jammu & Kashmir, Fact Sheet , UNICEF, December 2016

Out of School Children in Gilgit-Baltistan Report , UNICEF, December 2016

Out of School Children in Gilgit-Baltistan, Fact Sheet , UNICEF, December 2016

Review of Alternative Learning Programmes in Pakistan 2014-15

Simulations for Equity in Education (SEE) Balochistan Model Factsheet , UNICEF, December 2016

Social Cohesion and Resilience booklet

Access to Education and Social Cohesion in Pakistan-Summary of findings from End line survey , UNICEF, December 2017

Pakistan OOSC Study. UNICEF, 2013

South Asia Regional Study on OOSC. UNICEF, 2014

The Investment Case for Education and Equity. UNICEF, 2015

The Education System and Educational Policy Discourse in Pakistan

Cite this chapter.

• M. Ayaz Naseem  

Part of the book series: Palgrave Macmillan’s, Postcolonial Studies in Education ((PCSE))

162 Accesses

The history of educational policy making in Pakistan is one of laments, broken promises, and tall claims. Each successive government accuses the previous government of not being serious and committed to the educational cause of the nation. Each successive government promises to raise literacy levels to new (often unattainable) heights. Each regime promises to put in more money and allocate more resources to education. And each successive policy makes loud claims of harmonizing education with the principles of Islam. Yet, in real terms, education in Pakistan has remained largely underdeveloped both in quantitative as well as in qualitative terms. The questions that arise are: Why is the situation so bleak now and historically when it comes to educating the citizens? Are the governments, politicians, and bureaucrats not well-intentioned people? Do they intentionally make false promises? Are the educational planners actually not committed to the cause of raising literacy and educational levels and empowering the people of Pakistan?

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Unable to display preview.  Download preview PDF.

You can also search for this author in PubMed   Google Scholar

Copyright information

© 2010 M. Ayaz Naseem

About this chapter

Naseem, M.A. (2010). The Education System and Educational Policy Discourse in Pakistan. In: Education and Gendered Citizenship in Pakistan. Palgrave Macmillan’s, Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230117914_3

Download citation

DOI : https://doi.org/10.1057/9780230117914_3

Publisher Name : Palgrave Macmillan, New York

Print ISBN : 978-1-349-38115-9

Online ISBN : 978-0-230-11791-4

eBook Packages : Palgrave Education Collection Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• Cover Stories
• Stocks Analysis
• PAGE Reports

Previous Editions

• Archive Articles 2023
• Archive Articles 2022
• Archive Articles 2021
• Archive Articles 2020
• Archive Articles 2019
• Archive Articles 2018

Education in Pakistan: problems, challenges and perspectives

Quaid-e-Azam Muhammad Ali Jinnah said and I quote:

“Education is a matter of life and death for Pakistan. The world is progressing so rapidly that without requisite advance in education, not only shall we lag behind others but maybe wiped out altogether.”

The education section of the executive summary of the Economic Survey of Pakistan 2021-22 notes: “Pakistan is committed to transform its education system into a high-quality global-market demand-driven system in accordance with Goal 4 of the Sustainable Development Goals (SDGs) .” However, the reality is vastly different.

The literacy rate in Pakistan in 2021 was only 62.8%. Any gains in literacy rates over the last many years have been small, slow and marginal.

In 2021-22, we spent only 1.77% of GDP on education-related expenditure at both the federal and provincial levels. Most UN agencies recommend that the minimum expenditure on education should be 4% of GDP. In recent years, the highest percentage of GDP we have spent on education was in 2017-18, when education expenditures were raised to 2.12%. The usual argument given for lack of spending on education has always been and still is that we do not have the resources.

In Pakistan, the current literacy rate is 62.3%. In Budget 1.7% of GDP has been allocated as Education Budget which is lowest in the region. The expenditure of Rs 74,609 billion has been allocated for Tertiary Education Affairs & Services in budget 2022-23; Rs 3,786 billion for pre-primary & primary education; Rs 8,863 billion for Secondary Education Affairs and Rs 2 billion for administration. Rs 44,174 billion has been earmarked for Higher Education Commission ( HEC ) under the Public Sector Development Program (PSDP) for the year 2022-23. (Business Recorder June 11, 2022).

According to data from the World Economic Forum’s Global Competitiveness Report 2017-18, the Global Competitiveness Index (GCI) shows Pakistan’s slow performance being ranked 129th of the 137 countries, on the Health and Primary Education related elements of competitiveness, when compared with other countries in the region like India, China, Bangladesh, Sri Lanka and Malaysia. The structure of school education system in the public sector is depicted in Fig. below.

Figure Above: The structure of school education system in Pakistan (Pre-Primary to Higher Secondary)

Education system creates sense of responsibility among people and they come to know the methods to achieve their national, societal and personal rights and it also enhances their general consciousness needed to deliver their duties as citizens towards their Nation. Once the realization originates, people start working for the development and prosperity of their motherland in the atmosphere of trust and co-operation.

The polarization and non – unified education system has resulted into outraged political turmoil, deadly terrorism, incessant sectorial violence, social disruption, economic instability and degeneration of government system. Whether it is poverty, non-availability of jobs, security uncertainty, sectarianism or terrorism, lack of tolerance, lack of general awareness, illiteracy, all are off shoots of the poor, inefficient and ineffective education system. The lowest budget allocation, a realm of large number of ineffective education policies has badly failed to take country out of economic, social, political and development quagmire.

Education has fundamental role in the economic, social, political and structural development of any nation. Many of the economic issues like poverty , overpopulation, unemployment , resource mobilization, inflation, exchange rate drastic fluctuation, housing, infrastructure, and health can be reduced and handled by improving education system in Pakistan. Education can also solve social issues like Baradari system, Wadera Culture, Chaudary regime and slave mentality. The political issues like battle for power by different politicians, lawlessness, fraud, corruption, religious riots, extremism, processions to gain popularity, use of indecent remarks, no public service, no human investment to save the lives of ignorant and deprived humans. Structural Development like transition from primitive methodologies to modern strategies; Shifts from Agriculture to Industry, hand made tools to mechanization, from physical conventional education system to Online Education and adoption of highly sophisticated and up to the mark technology can only happen with the strong Education Policy and implementation of country’s education system.

Pakistan, since its inception has failed to establish an education system which can fulfill the aspirations of the general public. Being a developing country, Pakistan is facing multifaceted problems and issues in the education sector. There are many issues prevalent and practiced in Pakistan’s Education System at all levels of Education – primary, secondary – colleges or universities.

The educational institutions within the country are divided into following categories: (1) Pre-primary School (2) Primary School (3) Middle School (4) High School (5) Higher Secondary (6) Inter-colleges (7) Degree Colleges (8) Universities (9) Non-formal Basic Education (10) Education foundations (11) Technical & Vocational Institutions (12) Teacher Training Institutions (13) Deeni Madaris

Pakistan’s schooling system consists of three main school types namely public sector schools, private sector schools and Deeni Madaris. These are further divided as public and private mainly due to curriculum and examination systems used in the schools and the language of instructions used by teachers.

The Broad Categories on education level are:

School Education (Pre-primary – Class 12) College Education (Degree Colleges Class 13-14) University Education

The education system of Pakistan is comprised of 305,763 institutions accommodating 51,186,560 9 students and 2,073,433 teachers. The system is composed of 189,748 (62%) public institutions and 116,015 (38%) private institutions, which also include 31,115 Deeni Madaris. The public sector is serving 28.49 million (56%) students to complete their education while the remaining 22.70 million (44%) are enrolled in the private sector of education. About 38 percent private educational institutions are facilitating 44 percent of students showing a slightly higher per-institution enrolment ratio in the private sector compared to the public sector.

There are a total of 186 universities & degree awarding institutions catering to the needs of higher degree students in both public and private sectors of education. Out of these universities, 111 (60%) are working under umbrella of public sector, whereas 75 (40%) are working in the private sector.

The total enrolment in the universities and degree awarding institutions is 1.576 million. Out of these 1.266 million (80%) students are enrolled in public sector whereas, 0.309 million (20%) students are studying in private universities and degree awarding institutions. In the overall national scenario only four percent students have access to university education. The total male enrolment in the universities is 0.881 million (56%), whereas, the female enrolment is 0.695 million (44%) . There are 56,885 teachers imparting higher education to the students in these universities. Universities in the public sector employ 38,011 (67%) teachers while those in the private sector have 18,874 (33%) teachers.

The significant issues of Education system are lack of Budget Allocation, lack of Policy Implementation, Faulty examination System, Poor Infra Structure of Educational Institutions, Lack of Teacher’s quality, low enrolment, Wayward and Directionless Education system, High scale drop outs, Increasing Political Interference, Out dated curriculum, corruption, Poor Management and Supervision, lack of Uniformity, lack of research, lack of faculty training and Development, Cost of Education, Terrorist Attacks, Cultural Constraints, lack of Parent input, Widening gap between Educational Institutions and Community, lack of Academia Industry Linkage program and Learning Crisis etc.

Education is the nurturing and nourishing force for the construction of strong and impressive societal set up, prominent development and significant growth of the country. Education explores new dimensions and polishes the hidden talent, potential, capabilities and strengths of individuals and redirect these forces towards the rise of Pakistan as a powerful nation on the global horizon.

Quaid-e-Azam Muhammad Ali Jinnah envisioned Education System of Pakistan as the driving force behind all the national goals. In the first National Education Conference held at Karachi. It was decided that Education System will work according to the National aspirations of Pakistan and it will be truly related to the needs of the people of Pakistan. The father of Nation said, “The magnificent goal of Education sector will be to develop character of Pakistan, high sense of responsibility, social integrity, selfless service to the Nation and morality on the part of the people of Pakistan.

Critical analysis of the problems and issues of education system in Pakistan.

These are the most dominant issues and problems of our Education System which needs to be addressed and to find remedial solutions for these issues and put forward recommendations for the positive change in our prevalent Education System.

1- Lack of uniformity

The Education System is not Uniform and is based on differentiated Education System like Public Institutions, Private Institutions and Deeni Madaris. There has been accelerated polarization in the Education System due to divisive Pakistani Education System. This has penetrated into cultural veins of the Nation. The recent waves of Sectarianism and Terrorism are the consequences of this divisible system. Polarized Education System has further divided society on political, economic and social grounds instead of uniting people. This division is leading towards further segregation on linguistic and religious levels and cutting knee deep the ideological foundation of the Nation.

2- Education without direction

A sound Education System is essential for every nation of the world. All nations develop their people or human resources on the basis of rigorous focus on Education and Training . We have poor and direction less education system with lack of cohesion and more prone towards general education without creation of Skillful man power resulting into massive unemployment. It also results into massive political, social, economic and cultural distress among people. There is no use of science and technology in the education system. Students are unable to develop critical thinking, creativity, imagination, reasoning, experimentation, innovation and invention

3- Outdated curriculum

We are still following the old fashioned and outdated Education System of rote memorization, cramming the facts and figures without realizing the holistic development of individuals. The objective of Education should be development of psychological, philosophical and sociological foundations of Education. The present curriculum is not motivating learners for practical research and development, scientific knowledge and reflective observation.

4- Lack of professional development of teachers

There are few training institutes but have lack of funds, lack of resourceful and trained trainers and administers. There are no defined standards of training and development. The courses and trainings are outdated, traditional without exposure to modern technology, motivation, quality of teachers and enhancement of skills .

5- Lack of quality teacher

According to UNESCO report, the quality of educational institutions and teacher is low. The situation is grimmer in remote parts of Punjab, Sindh, Balochistan where there is non availability of teachers. Teachers are not using new methods of teaching and learning, no lesson planning, old method of cramming, no research, no use of libraries or internet, no book reading. Students are promoted to next class on the basis of cramming and memorization of facts and figures without knowledge in depth, no conceptualization, no understanding of topics in the books without relevance in schools.

6- Alarming dropouts

Lack of management and discipline in schools leads many students to drop out from school. This trend is due to punishment in schools, poor parenting, lack of motivation, unattractive school environment, child labor & poverty are also very significant reasons of huge drop out from schools, colleges and universities. It shows that almost 30% of children enrolled in primary education. This trend has added to low literacy rate in Pakistan.

7- Examination system

Students are evaluated on the basis of annual exams, semester wise assessments. Both quantitative and qualitative exams should be introduced to judge the performance of students on comprehensive level and exams should evaluate the student’s ability through various types of reliable assessments like case studies, research papers, MCQs, Comprehensive subjective questions, Analytical questions to check the conceptual understanding of students especially in higher classes (Rehman, 2011).

In Pakistan examination system is faulty and it tests only the memory of students, there is use of unfair means, bribery, cheating, issuance of duplicate marks sheets, changes of marks, change of answer sheets, impersonation. This present examination system has promoted rote memorization and cramming. It has badly failed in producing critical thinking, analytical skills, learning, intellectual power and visionary reflection in the students at all levels of education. It does not measure the strength, achievements and performance of students (Quereshi, 1975).

Modular system of examination in Medical Universities is producing incompetent students with insufficient knowledge of Anatomy which is the backbone of medicine studies. In modular system a single paper for three subjects is given to students. Students prepare easy subjects to pass the exam and leave the difficult and important subject of Anatomy for choice. Therefore, this method has tarnished the strong foundations of learning and performing badly. Doctors produced with such type of examination with lack of proper understanding of subject will not be able to serve the humanity honestly and do the justice with their profession.

In our education system educational institutions are used as breeding grounds for political parties and in colleges and universities these groups nurture. Students get benefits by being part of any political party during exams. A list of students is provided to the teacher by the student leader to pass them in the exam, admissions are given on the party basis, exams are marked and checked on party basis because mostly teachers are also working for parties while sitting in educational institutions. During Board or University exam by giving money to the invigilator, students are allowed to cheat in the exam, Students throw question paper outside the window and one of the party rep climbs up the tree near the window with Megaphone and starts dictating answers by calling up question numbers. Honest Teachers are threatened and sometimes gunned and killed in case they are not willing to listen to the unfair demands of the students of different parties.

Some of the teachers are also involved in malpractices. They leak the paper by charging handsome amounts or solve the papers for students or allow students to solve the papers by cheating from books, material or from some good student. In board exams, before submission of sheets to the board office representative student is asked to write down correct answers. Teachers are themselves involved in such political activities and award “F” grade to students who are not in their party.

In Russia there is no exam system like ours. Students study through out the year and at the end of year teacher can ask any question from the book to pass the candidate and check his understanding & knowledge of the subject.

8- Poor supervision standards

To monitor teaching and learning, poor and harsh standards of evaluation and punishment are used which in some case leads to termination of jobs . At primary school level teacher’s evaluation is not possible. Secondary Schools/Cambridge Schools are evaluated through Board exam results/CAIE results. In college, again Board or University exam results are the criteria to judge the academic performance of Student and Teacher’s teaching. Whereas, actually there is an increase in tuitions instead of relying on School or College teaching. Students and their parents are compelled to go for tuitions due pressure of good grades and admissions in good educational institutions. There are many tuition centres, coaching centres, academies where the same teachers who were unable to impart quality education give quality tuitions by charging heavy amounts and prepare students well to score good grades. The low salaries demotivate them in their institutions to impart good education. In Universities students are given power to evaluate teaching and their grading becomes part of an Annual Evaluation Report which is essential for promotion or benefit of the faculty. This system is again polluted by involvement of computer department staff, Student coordinators and by bribing students to give bad remarks about any teacher. Some insincere and corrupt teachers mark students’ attendance and give them good marks, tell them questions of exams and do immoral activities to get good evaluation from students. Teachers who are honest and hard working are ranked low by students. Even at higher education institutions there is lobbying and politics through which false evaluation against any faculty can be prepared to get rid of the unwanted faculty by the management. So, in short, supervision system is more prone to harassment and control over the teaching staff rather than providing proper guideline and training for the improvement of teaching methodologies & strategies. (Rehman, 2011).

9- Internal and external influence

In Education sector external factors are coming outside the system through politicians and they bring changes in the system to give favor to their families, relatives, friends etc. Internal factors are bureaucratic manipulations (Mazhar, 2011).

There is great favoritism and Nepotism in cases of transfers, Appointments, Promotions, Salaries, Grades & Work Stations. Due to this the basic Infrastructure of the Education System in Pakistan has been badly affected (LOUIS, 1987).

10- Lack of resources

There are not proper Libraries with physical space for Students to Study. Books are not available, No digital libraries, no computer Facility in the library especially in public sector colleges & universities. No proper lighting, no AC, no Generators in case of power break down are available to make studies more comfortable for the desirous and ambitious students. Class rooms are over-crowded, corridors are flooded with students, Inadequate and Inefficient teachers, Laboratories without required apparatus & equipment of practical learning have resulted into a situation of despair and low standard of Education (Louis, 1987).

11- Lack of policy implementation

Frequent political turmoil and change of governments have made policy implementation in its true letter and spirit impossible. Corruption, Lack of Resources, Lack of teacher’s involvement in policies and inconsistency in successive planning on the part of various political regimes in Pakistan. Teachers are ignored while designing Education policies which has led to alienation between teachers and the system of Education (Zaki, 1989).

12- Low budgetary allocation for education

Education system in Pakistan has been crippled mainly due allocation of scarce financial resources in budget. The Education Budget which is definitely not sufficient to fulfill the growing needs of population and involvement of modern technology in the education system, low salaries, high taxation are also hindering the growth of this sector. Taxes are even imposed on the hourly payment of visiting faculty at the rate of ten percent from filers and twenty percent from non-filers which is really unjustified and reduces the meagre earning.

In many countries like Bangladesh & Sri Lanka the Education share in total budget of the country is increasing but in Pakistan it is continuously declining (Sayan, 2012).

13- Corruption

Corruption is another factor responsible for deterioration of the Education System, use of unfair means, nepotism, favors in transfer, promotion and appointments and decision making, misuse of funds, use of illegal authority by the school management, Gender based exploitation and harassment are the subsidiaries of corruption .

14- Lack of faculty training and development

Educational institutions do not spend available funds on the training and development of teachers. They are neither sent to attend the workshops, courses, seminars or conferences to groom themselves and learn the modern techniques and methodologies of teaching. Here again only few favorite teachers are selected for these trainings and most of the teachers remain deprived of any opportunity to groom their teaching skills.

15- Non- availability of public transport/ parking/traffic congestion

Most of the private schools are located in residential areas usually in bungalows to avoid taxes. Here the big issue is non-availability of public transport, parking and traffic congestion on daily basis. This makes both students and teachers tired and stressed because of wastage of lots of time of travelling to and from school to home. This unnecessary delay in timings also affects the quality of education. Mostly schools do not provide their conveyance to students, teachers and staff but ask them to avail transport of the companies with which the senior management set commission.

16- Opening up of large nuber of private schools

There is opening up of various private schools with a shift from Matric system to O & A level with Up-to-date modern technologies. They have comparatively better infrastructure, spacious class rooms, low strengths of class, more trained teachers, with proper sanitary conditions, counselors, doctors, psychologist, its teachers, sports teacher, swimming pools, etc. Creativity of students is enhanced through various activities. These facilities are missing in public schools so parents prefer to send their children to nearby private schools.

17- Politics in education

Different political parties prepare their representatives amongst students. Different teachers also involve them in this exercise as party members. These teacher in exchange of this get favors and benefits from parties by helping their students in getting admissions, provision of question papers, awarding of good grades as per list provided by the party.

18- Compulsion to purchase stationery, syllabus, uniforms and other items from school shop

School management compels parents to purchase the required stationery, syllabus, uniforms and all other required study material from their own school’s shop where the rates are too high as compared to the open market. This puts burden on the finances of the family and parents have to change the school or leave the school. The school charge fess for 3 moths and invest this amount in different profit schemes to earn interest on it.

During COVID-19 pandemic when due lock down schools were closed and even online classes were not in practice, school charged full fee from the students and parents had no option except listening to the management and doing as they demand to keep admission of their child locked and secured.

19- Entry tests, coaching and paper out

All the admissions have been linked with admission test in more or less all institutions making the credibility of different schools, boards, colleges and universities doubtful just to give benefits to the students who are non-deserving and not coming on merit with their results. Every year we hear about MCAT test, usually tests are postponed or test paper is out and re-exam is arranged and many of the students with good grades are pushed out of the admission list. The private colleges have their own test criteria and select students as per their own policies and even charge fees as per their own policies. Most of the deserving, hard working students due to the demand of heavy fees are forced to move towards some other institution. Every year PMDC is dissolved. For these entry tests students join academies, tuition centres and coaching centre and pay high charges to prepare for admission in all these high ranked Engineering and Medical institutes.

These admission tests are introduced to favor their own families, relatives, friends or workers of the political parties to strengthen their vote bank in their constituency.

These tests are fake, their results are fake, the merit lists displayed are fake. In this way many deserving students do not get chance to pursue education of their own choice.

20- Theoretical knowledge inplace of practical learning

Students are given only bookish theoretical knowledge instead of practical knowledge. Most of the students even after getting degrees do not meet the requirement of jobs and are unable to be absorbed in the working population. Students should be sent at least for one semester in organizations before their graduation so that they may become acquainted with the office environment and familiar with the working of different reputable organizations. Activities, Role plays, Case Studies, Worksheets, Research Projects, Seminars, Symposiums, Lecture Series, Events should be organized for the students with their hundred percent involvement so the students not only own the activity but get an opportunity to meet influential people from big companies of reputable brands.

21- Lack of liaison between industry and educational institutions

Mostly universities have no liaison with industries and therefore their students face problems at the time of induction. Universities should invite industrialists to teach courses especially in the last two semester of their studies so that students can learn about the ins and outs of the industrial workings and may get a chance of absorption in the industry as employees.

22- Non-participatory in nation building

Education Sector is not playing any role in Nation Building. Our Education System is producing students with mindset that only foreign countries are providing good education and to get good job it is necessary to become foreign graduates. Mostly Students lack patriotism, civic sense, loyalty and love for their homeland and people living here and treat them as inferior to the foreign world. So being Status conscious and due ostentatious effect our crème has moved abroad for higher education. On the other hand, students who get them enrolled here in Pakistan after getting degrees and job search find it best to move abroad for higher studies, job and career growth. Once they get job, they prefer to stay there on permanent basis and become citizens of that country with dual nationality status. Our best youth has settled in European Countries, USA, UK, Canada, Germany, Spain, Italy, Australia, Malaysia, South Africa and Gulf Region and rendering their best services and earning handsome salaries and maintaining luxury life styles in those countries without any fear of security, terrorist attacks, bomb blasts, sectarian riots, traffic congestions, pollution, Smog, energy Shortage etc. By being there they feel satisfied and happy. They do not send any remittances here instead they are calling up their families, relatives and friends to come and transfer their assets to those countries making Pakistan’s economy weaker with this outflow of resources. Our Doctors, Engineers, Architects, Retired Army Officers, Bankers, health workers paramedical staff, skilled labor, business graduates, pilots, Air men, Air Technicians, Aircraft Engineers, Educationists, Insurance Agents, Scientists and Researcher have moved to Western countries and are not willing to come back or serve the Nation.

23- Pupil teacher, pupil school and teacher school ratio

These ratios are very important. If there are more peoples in one class then teacher cannot give individual attention to students. Weak students are neglected and gap between strong and weak students widens. If pupil school ratio increases then infrastructure does not accommodate the increased number of students and in place of two students, three or four students are asked to sit. Other facilities like availability of labs, computers, access to canteens, sports items, playgrounds, washrooms etc. become less for the large number of people. If schools have low number of teachers hirings then work load for one teacher is overburdened and individual attention, mood, behavior, marking of copies/assignments or imparting of quality education is disturbed. The ideal class size is 30 students at most for one teacher but in our universities sometimes more than 100 students are accommodated in one class.

24- Non-availability of electricity

Load shedding and energy crisis in the country has devastatingly ruined the quality of education. In summer when the weather is hot and humid, then in the class of 68-70 students when teacher has very limited space to move, then there is suffocation, lack of oxygen, smell of sweat and loss of student’s attention in studies. This is a source of big demotivation for students and teachers and they want to leave.

25- Non-availability of drinking and washing water in toilets

In most of the schools clean drinking water is not available. Mostly the washrooms are not cleaned on regular basis so health hazards are faced by the students and teachers especially female students suffer a lot because of this. Mostly, schools’ students suffer from cholera, diarrhea, typhoid etc.

26- Non-availability of boundary wall

There are many schools in villages, towns and even cities where schools are working without boundary walls, which has become a security hazard.

27- Terrorist attacks and child killing

Terrorist attacks in schools like APS, Peshawar where a large number of students were killed. Schools are force to provide security to students. Attacks on students, teachers, on school buses, entrance of school buildings have decreased enrollment in schools.

28- Female students and female teachers’ harassment

Female students and female teachers are sexually harassed by male teachers. Many students are threatened not to speak against the culprit. In universities many male teachers award good grades to female students after their sexual assault. In jobs, females involved in such type of illicit activities and involved with the management get all kind of benefits of increments; increase in salaries, courses abroad, promotions and in some cases female faculty was awarded PhD degrees even when their research work was not up to the mark and rejected by external supervisors.

29- Parent’s input for improvement of education system at all levels

Parents should be involved at all education levels to maintain the high standards of education and learning.

30- Cost of education

The economic cost is higher in private schools and they are located in rich localities only though they provide better quality of education. Public schools ensure equitable access but low-quality education.

31- Cultural constraints and traditional taboos

Due to cultural constraints and traditional taboos parents prefer early marriages of their girls instead of sending them to schools. Similarly, mothers feel comfortable when girls stay home and help mothers in baby sitting and finishing household chores. In some of the areas only boys are sent to schools considering them as head of the future families and girls are asked to learn some family skills like embroidery, weaving, pottery or for cattle care.

32- Illiteracy of parents and parental concerns

Due to non – availability of Education and lack of awareness poor parents have number of children in the hope that they will become their earning hands and instead of sending them to school their mothers working in different houses as domestic help take them along for the baby sitting of the children of theses houses and demand money for that. They think that investing girls will be of benefit to the in laws or her husband since they will not get any return from it so its better as long as girls are staying in their homes they should earn and bring money for the family.

33- Learning crisis:

The education system is not producing students who are learning from education as per the requirement of the standard in which they are studying. Maybe a student studying in class five does have the knowledge of class two or three only. This Learning Crisis has become the biggest issue of our current education system. It means there is wide gap between school input and school output.

34- Distance:

There are many schools which are far from some of villages and there are no means of transportation and children have to walk on foot to reach schools miles away from their homes which is not possible for girl students to do as parents do not want to send their girls unattended and do not accompany them since they have to work to meet both ends.

Recommendations:

• Budget allocation should be increased as per international standards of education.
• Schools should be shifted on solar system to handle the issue of load shedding.
• Pupil teacher, pupil school and teacher school ratios should be balanced and class strength, teacher’s number and number of classrooms should be in accordance to the international education standards.
• Boundary walls should be made. Security staff should be hired, CCTV cameras should be installed, student teacher and staff should be issued identity cards.
• For teacher training and development quality professional institutes with sufficient funds should be set up.
• Political and bureaucratic influence should be minimized at all educational levels.
• The system of accountability should be strengthened and all associated in education system are trained to own responsibilities both at individual and collective basis.
• Curriculum should be revised on annual basis and new strategies and methods should be incorporated to align our education system with other countries.
• Examination system should be made free of unfair means, Mafia culture and illegal gratification. Supervision and monitoring should be strong to subside this element.
• Policies should be implemented with delay and in continuity to get their outcomes.
• The culture of research should be promoted in the educational institutions.
• There should be Academia industrial linkage programs to make our education practical and our students capable of absorption in the job market.
• Introduction of technical and vocational trainings at secondary schools.
• Increasing public expenditure on education and skill generation from 2.7% of GDP to 5% of GDP and then to 7% of GDP.
• Reduce polarization and try to introduce uniform standards at all types of schools.
• Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular.

Conclusion:

Sense education is developing not only mind but it also cleans and grooms our body and soul. We not only get education for economic reason but to handle social, political, psychological, ethical, legal and spiritual issues of our life. Education turns a raw human into a polished human being which becomes human capital of any nation and key to the development of that country. With education many countries are ruling the world and have become leaders in the comity of nations. The current system has made our younger generation direction directionless and uncertain about their future so they are leaving Pakistan and settling down in developed countries. The lawlessness, fear of loss of life, terrorist attacks, unemployment, inflation, exchange rate fluctuation, overpopulation, poverty, taxes and IMF loans are producing forces of degree holders without any vision, mission, critical thinking, reflection, analysis, research and creativity. Our outdated curriculum is pushing our youth towards stone age instead of directing them towards the fast-changing technology driven world. Traditional teaching is giving theoretical knowledge to students but practical learning is missing.

Finally, education reforms are the only solution to change the existing education system so following recommendations are suggested for the policy makers, thinkers, researchers, educationists and common people. Hope it will add value in the research and development of both student and teachers.

References:

• http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202017-18.pdf
• https://files.eric.ed.gov/fulltext/ED570671.pdf
• https://contentgenerate.com/problems-of-education-sector-solutions-pakistan-content-generate/
• https://www.finance.gov.pk/survey/chapter_22/PES10-EDUCATION.pdf
• https://ipripak.org/education-system-of-pakistan-issues-problems-and-solutions/
• https://www.morenews.pk/real-issues-education-system-pakistan/
• Zaki W. M., “Evaluation of Education Plans and Projects”, Islamabad, National Book Foundation, 1989.
• Save the Children & UNICEF “Disciplining The Child Practices and Impacts”, NWFP: School & Lietarcy Department, 2005.
• Rehman H. and Khan N., “The flaws in Pakistan’s Education System”, Abasyn Journal of Social Sciences, vol/issue: 4(1), 2011.
• Louis D. H., “The crises of Education in Pakistan”, Lahore, Vanguard Book Ltd., 1987.
• Iqbal M., “Education in Pakistan”, Lahore, Aziz publishers, 1981.
• Qurashi I. H., “Education in Pakistan”, Karachi, Ma,aref LTD, 1975.
• Sayan, Fida, and Hussain, “Pakistan existing education system”, 2008. Retrieved from Retrieved from www.eric.articles/pak/edu on dated 2012, July 18.
• Naseem J. Q., “Problem of Education in Pakistan”, Karachi, Royal Book Company, 1990.
• Government of Pakistan, Ministry of Education. “National Assessment Findings”, Islamabad, National Education System, 2006.
• Ahmed, Iqbal.,” Critical Analysis of the Problems of Education in Pakistan: Possible Solutions”, . International Journal of Evaluation and Research in Education (IJERE) Vol.3, No.2, June 2014, pp. 79~84 ISSN: 2252-8822.

Type above and press Enter to search. Press Esc to cancel.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Education system in Pakistan: Key issues, problems and future challenges

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.

Related Papers

Journal of Gender Studies

Khurram Shahzad

Sarwat Nauman

hadi haideri

fatima chaudhry

Sanchita Bhattacharya, Ph.D.

Ammna Nasser , Mahine Ahmad

This research paper examines the impact of ethnic identity based politics on education in Pakistan through in-depth interviews with young professionals from Balochistan and Punjab. Findings suggest that there is the Punjabi-dominated power structure results in an unequal allocation of financial resources, whereby Balochistan lacks the financial resources to invest in education development. In addition, political instability caused by unprecedented ethnic strife contributes towards poor quality education, which, as a result, adversely impacts a Balochi's future course of life. On the other hand, Punjabis are at an advantage in the public arena because of their robust educational foundation.

Zubair Rasheed

English Language Teachers and Trained Teachers in Pakistan: Ground Realities, Discernments and Practices

DR Mehwish Noor

The purpose of this descriptive analysis is to evaluate international profile of language teachers‟ training programs, their significance, effectiveness and the ground realities of Pakistan in mentioned areas. The study describes the European standards of language teachers and their training necessities, the problems that are faced by Pakistani English Language Learners, the ground realities related to the phenomenon of English Language teaching, the need for the affective language teachers training and some recommendations and suggestions in this regard. It is suggested to the concerned authorities to invest sufficient capital to facilitate the process of teaching and learning English language. It is strongly advised to take valiant decisions in order to improve the quality of English language teaching and learning in Pakistan. Sustained teachers‟ training programs are one of the most effective stratagems in the present scenario because those who dare to teach must never cease learning.

Muhammad Abid Malik

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 conduct exams in them. Although there are many, the most important ones are government boards affiliated (leading to SSC- Secondary School Certificate- and HSSC- Higher Secondary School Certificate), deeni madaris/ religious schools (either working independently or controlled by independent boards/ waqfs) and British Council affiliated schools (leading to GCE- General Certificate of Education/ GCSE -General Certificate of Secondary Education). Although many other countries in the world also have parallel education systems, their numbers and influence is not as high as in Pakistan. The presence of these systems also causes confusions in the findings of the research as the findings of one education system is taken as the finding of all. In some cases, the data is also mixed, causing confusions with findings. This papers looks at the parallel education systems in Pakistan, their spread, characteristics, merits and demerits. It also looks at the possible challenges and confusions that such education systems can cause in educatin research. It also suggests ways to help overcome the challenges.

RELATED PAPERS

Zahid Nazir

Dawood Shah

Ashraf Muhammad Azeem

iqra rasheed

Ayesha Shaukat

Rafiq Jaffer

Journal of Management and Social …

Hira A Siddiqi

Raham Badshah

Jiskia Reis

Hywel Coleman

Qaisra Navid

Muhammad Shahbaz

International Journal of Educational Development

Taro Komatsu

Junaid Abbasi

Muhammad Lodhi

Electronic Library, The

Khalid Mahmood

Research Paper

Prof.Dr. Muhammad Yousuf Sharjeel

Jamil Asghar

Zeenia Shaukat

Abdul Nayyar

Fareeha Zafar

Mainstreaming Disaster Risk Reduction in Schools' Curricula (Analytical Instrument for Policy Advocacy)

Amjad Nazeer

Maria Isabel Maldonado Garcia

Usman Muhammad

Stephen Ndawula

Aamir Hashmi

Asifa Qasim

Hammad Dastgeer

arsalan hassan

Atta-ur Rahman

Ritu Nayyar-Stone

Tariq Rahman

International Education Studies

Mohd Hamzah

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Study Abroad Guide
• Study Abroad Visa
• Study in Australia
• Study in Canada
• Study In china
• Study In Ireland
• Study in UK
• Study in USA
• Sample Papers
• Universities
• Accountancy
• Introduction
• Courses After 10th
• courses after 12th
• Engineering
• Mass Communication
• O/A Level Courses
• Research Thesis
• Short Courses
• Spoken English
• Islamic banks In Pakistan
• Educational Institutes
• Research Institutes in Pakistan
• Admission Fee
• Training & workshops
• Merit Lists
• Roll No Slip
• Technology News
• English Tests
• Amazing Tips
• Girls Fashion
• Latest technology Blog
• Student experience's
• Student jokes
• Ramzan ul Mubarak Special
• Career in Pakistan
• CV & RESUME
• Jobs in Karachi
• jobs in Lahore
• Sample Interview Questions
• Learning articles
• Learning English
• Pakistan Information
• Pakistan Issues
• B.A/BSC Past Papers
• Balochistan and AJK Board
• CSS Past Papers
• Punjab Board
• Sindh Board
• Great Personalities
• Inter Model Papers
• Matric Model Papers
• Scholarships
• Uncategorized
• Book Reviews
• Foreign Universities
• Pakistan Universities
• student stories
• Top Universities
• University Reviews

Essay on Education In Pakistan With Outline

Essay on Education In Pakistan With Outline . Essay on Education In Pakistan With Outline: Inside Pakistan, the system of educational sector is comprised of educational centers that are engaged in the services of offering formal education. The educational sector offers education in almost all public and private, for-profit and nonprofit, and onsite or virtual instruction. If we do define it in broader terms, then it would also be identified to be the system that is engaged in covering up the services of the financing along with the managing and operations too. They do have their own rules and regulations that is giving out guidance with respect to the individual and institutional interactions that are all known to be the main part of the education system. Scroll down and you will be able to learn about the statistics of Pakistan’s educational sector and about the issues rising in Pakistan’s educational system.

For the information of the readers, we would like to mention that the education system of Pakistan is basically comprised of 260,903 institutions. All the institutions are giving out the best educational services to almost 41,018,384 students all along with the helping hand services of 1,535,461 teachers. The system adds up with the coverage of 180,846 public institutions and almost 80,057 private institutions.

Main and Important Issues in Pakistan’s Educational System:

It is a common fact that Pakistan is a developing country before it is facing a huge sum of problems in almost all of its sectors and Pakistan’s Educational system is one of the main mentioned sectors. Some of the common issues that are taking place in Pakistan’s educational system:

• Lack of Proper Planning: Pakistan is facing the issue of not having many of the MDGs and EFA goals. This is the main reason that it is predicted that Pakistan would not be able to meet high standards of international education because of the lack of finances.
• Social Hurdles: Another one of the main issues that are so far coming across is about the social! Issues that are coming in the way of the social and cultural orientation of the people should be rendered so that much of the educational system of Pakistan can be improved.
• Gap of Gender: One of the major and most important reasons of them all is the gender gap in which girls are shown backward position. Sometimes poverty and cultural constraints can also be mentioned as one of the main reasons for not bringing any sort of improvement in the educational system of Pakistan.

Moin akhtar

I am committed to helping Pakistani students craft successful career paths by merging their individual passions with market trends. As a career counselor, we'll explore both well-established fields and modern industries to find the best fit for you. With personalized counseling and strategic planning, we aim to transform your educational journey into a thriving professional future.

Today's Paper | May 19, 2024

Non-fiction: pakistan’s crisis of education.

What We Get Wrong About Education in Pakistan By Anjum Altaf Folio Books, Lahore ISBN: 978-9697834457 196pp.

Plain Truths About Primary School Education in Pakistan: Letters to Parents By Anjum Altaf Folio Books, Lahore ISBN: 978-9697834396 90pp.

Critical Reflections on the Single National Curriculum and the Medium of Instruction By Anjum Altaf Folio Books, Lahore ISBN: 978-9697834433 196pp.

Single National Curriculum: A Review of Pre-1 Model Textbooks By Anjum Altaf Folio Books, Lahore ISBN: 978-9697834402 124pp.

Dr Anjum Altaf is not just a celebrated economist, but also a thinker, writer and poet. For the ‘Education and Teaching Series’ published by Folio Books, he’s written a set of four texts that explore Pakistan’s current public education system from various angles.

The first of these books, What We Get Wrong About Education in Pakistan, adds a number of excellent arguments to the current debate on education in Pakistan, and, taking the conversation to a higher theoretical level, examines some fundamental problems besetting public education in the country.

Nearly everyone in Pakistan is unhappy with the poor state of public education. Enormous amounts of gathered data and numerous surveys conducted over time have raised public alarm, yet have failed to move the state policy for any sound remedial action. State-level commitment to education is disappointing, which brings us to the most fundamental question: why isn’t public education a priority for Pakistan’s rulers?

Most writings on public education have been in the spirit of pointing out deficiencies in the system. They often take the form of describing symptoms of an ailment. Diagnostic writings have been fewer and not convincing to all, least of all to the educational establishment. There are many prescriptions, but not all are based on a sound diagnosis.

Four books by Dr Anjum Altaf tackle with great insight the problems of, and misconceptions about, education in the country and the inherent issues around its policymaking

This book is different. It does not stop at describing the lack of progress, or lamenting about it, but poses incisive questions and searches for answers in order to diagnose the ailment. The questions take readers into the depths of the problems besetting education and help understand if the very government is a problem, or a solution.

The answer it gets is disturbing. It proposes that poor education standards are a matter of government choice. Our society is hierarchal in structure and the assumption that the government cares and works for the welfare of the entire nation is a myth. This is all the more true if the government consists of robber barons concerned more with their self-interests.

The priorities of a government such as ours lie elsewhere. Pakistan’s government is content with the relatively good education that expensive private schools provide to those who can afford it. It also finds its needs further fulfilled by the less affluent, but talented, students who do well despite the poor state of public education.

Although there is public representation in the democratic governance, the democratic dispensation is distorted because of the absence of accountability from below. In such a situation, our only hope lies in the author’s final prescription: “The fate of Pakistan is in the hands of its citizens. In the era of democratic politics, they need to find a way to enforce accountability from below by educating, organising, agitating and offering better alternatives.”

Addressing the general complaint about meagre budgetary allocations, Dr Altaf wonders if spending more on bad education is not tantamount to wasting good money. Although often asked, this isn’t a simple question. Education is bad because, among many other reasons, it is starved of the resources needed to improve it. How can it improve otherwise?

Government-compiled data tells us that nearly a quarter to a third of public-sector primary schools are single-room, single-teacher schools. Imagine the classroom environment: 50 or so students of classes one through five, all squatting together on the floor in a cramped room, all being taught by a single teacher scribbling on a tiny blackboard.

No public sector school has a laboratory. In fact, lab work has been taken off the Board examinations. This practice has now spread to undergraduate education in quite a few universities, too, public as well as private (and expensive). Amazingly, the reason cited is paucity of funds.

Shortage of teachers is a perennial problem and this is as much an exercise in cutting down expenses as it is because of long procedural delays in hiring.

But pumping in resources without revamping anything else will hardly improve education. In other words, finance is a necessary, but not sufficient, condition. Increasing financial input must be accompanied by several other reforms, for example, in modifying the educational content, in the production of textbooks, in teachers’ training and, above all, in the assessment system. Otherwise, the good money put into it would go to waste.

The essay on education and development is also thought provoking. For most postcolonial societies — as also for under-developed traditional societies — modern education is something external, something that grew somewhere else, and is being sought to be implanted in a different society.

Development, on the other hand, is much more internal. It surely is inspired by how other societies have developed, but the mode of development depends on the historical stage of the host society. For development to be planted, the society has to have the requisite know-how — merely putting up a computer chip-making factory in a Central American country, for example, does not make that country a chip designing and producing country.

Here, then, is an answer to the question ‘would education by itself lead to development, or is it development which would demand education?’ In the author’s view, it is the development that requires and demands specific kinds of education, which in itself is a dynamic demand. As development proceeds, the demand for specific knowledge grows and takes root in institutions.

Another important question is why education is not a political issue in Pakistan. For long, civil society activists have been trying to convince political parties to include education reforms in their manifestos, but without any success. Why?

Dr Altaf argues that scientific and technological development is sought only by those societies that want to take a leading role in the comity of nations. However, by its very nature, scientific and technological innovation requires free thinking and intellectual questioning, which also open up space for questioning the status quo.

He also argues that education has a dual and contradictory role in society: it is needed for advancement, and at the same time it is a convenient tool to preserve the social order — a cherished wish of politicians.

Advancement of society inevitably demands adjustments in the social order. Hence, politicians take care not to commit themselves to something that may become an instrument for destroying their political base. In the author’s words: “Rulers in countries [such as] Pakistan with a primary focus on maintaining the status quo and no real intent to be globally competitive see no reason to promote open minds that can only result in the citizenry asking difficult questions.”

Thus, as the author quotes British philosopher Bertrand Russell: “Almost all education has a political motive”, the kind of poor education we see serves the political motive of our ruling elite.

The final chapter of What We Get Wrong About Education in Pakistan, on possibilities for change, contains several short essays, each suggesting improvements in the public sector education system.

Personally, I consider Plain Truths About Primary Education in Pakistan: Letters to Parents as the next best among the four books because it is a unique exercise in cautioning parents over missteps in their choice of educational paths during their young children’s formative years.

In the absence of a formal advice system in schools, or even in electronic media, parents — out of their own ambitions — acquire a number of misconceptions about education, which they impose on their children without realising the consequent harmful impacts.

One result is a large number of drop-outs in early and late schooling. Children have different natural aptitudes and, in the words of American psychologist Howard Gardner, multiple intelligences. To impose one design on all is like killing all other possible avenues of excellence.

The 20 letters in Dr Altaf’s book proffer persuasive arguments to remove several misconceptions that parents hold about early education, and give good advice. Many of the letters, if not all, have already appeared as newspaper essays. If parents follow his advice, much of the tyranny our children suffer in schooling could be avoided, the result of which could be liberational.

In fact, this book of letters to parents needs to be on the mantle of every home with children, to guide parents at all crucial steps in their children’s education. Most of the wrong concepts are in the middle and poorer classes, which generally see investment in their children’s education as investment in their social mobility. They are easily taken in by the lure of English medium education, private schooling, etc and Dr Altaf argues strongly against them.

The remaining two books — Critical Reflections on the Single National Curriculum and the Medium of Instruction and Single National Curriculum: A Review of Pre-1 Model Textbooks — constitute a scathing criticism of, as the title suggests, the new curriculum and powerfully advocate against English as the medium of instruction in public schooling.

No school curriculum in Pakistan’s history has been as hotly debated in public as the Single National Curriculum (SNC) because its basic premises were wrong, its solutions were pedagogically preposterous and it was clearly retrogressive. It was promoted by the vestiges of Gen Ziaul Haq’s era with the same missionary zeal that had plunged the nation into darkness some decades ago.

On top of that, the SNC propounds a very strange policy on the medium of instruction, introducing English as the medium for mathematics from class one, and for science from class three. Dr Altaf addresses this issue in Critical Reflections… and shows how harmful such a policy would be. In A Review of Pre-1 Model Textbooks, he exposes the mindlessness with which mathematics, English and Urdu textbooks were prepared under the direct supervision of the National Curriculum Council for primary classes.

In short, what these books offer to readers are: a correct perspective on school education that should be helpful to all — parents, teachers and education planners; a manual to parents about which of their pre-conceived notions they must resist; and scathing but logical criticism of the Single National Curriculum.

The reviewer is a retired physicist who has taught at Quaid-i-Azam University, Islamabad

Published in Dawn, Books & Authors, July 24th, 2022

OBITUARY: DEFYING GENRE, TRANSCENDING BOUNDARIES

PAUL AUSTER AND I

NON-FICTION: GENDER IN URDU LITERATURE

دبئی پراپرٹی لیکس میں سابق فوجی افسران کی جائیدادیں بھی شامل

دبئی لیکس: ریت پر محلات بنانے والی پاکستانی شخصیات

کون سے ممالک اسرائیل کو ہتھیار فراہم کرتے ہیں؟

Why South Africa Is Suing Israel At The International Court Of Justice?

“Why Does Azad Kashmir Get Cheap Electricity?”

Govt Asked To Expand Scope Of Development

Courtside Chats: How Did israel Respond To South Africa’s Plea At ICJ?

Falling Output Hurting Mango Exports

Top Stories: Israel Bombing Gaza

What Does Pakistan’s Constitution Say About Deputy Prime Minister?

Textiles’ Export Growth Slows In April

Dear visitor, the comments section is undergoing an overhaul and will return soon.

Latest Stories

In Canada, bodies go unclaimed as costs put funerals out of reach

Nida Dar becomes highest wicket taker in women’s T20 cricket

14 killed in truck accident in Punjab’s Khushab district: Rescue 1122

Nawaz accuses Imran of backstabbing in 2013, says PTI should’ve shared reservations rather than ‘hatch conspiracy’

Flash floods kill 50 in western Afghanistan

Four killed in Afghanistan shooting, including three Spanish tourists

Kids YouTube star Ms Rachel ‘bullied’ after launching fundraiser for children in Gaza, Sudan, Ukraine

Seven Pakistanis featured on the Forbes 30 under 30 Asia list

Going Loco for Local: Make your K-drama dreams come true with Danny’s kimchi

Most popular.

Special flight with 1st batch of Pakistani students from Bishkek lands at Lahore airport

Cartoon: 18 May, 2024

Imran says will write letter to army chief ‘for country’s sake’

Toronto-bound plane heads back to Karachi after four hours in air

Amid heatwave alert, Punjab govt shortens timings of public, private schools for May

Heatwaves to sweep country from 21st

Pyramids were built along long-lost Nile branch: scientists

Iran arrests over 250 in raid on ‘satanist network’

Locals seek safety as clashes rock Afghan border

Sizzling Punjab dreads imminent heatwave

Saga of reserved seats

Editorial: Govt must rethink its tax policy and focus on those who aren’t paying anything

Elevating pedagogy

Education delusion

Governance matters

Innovation for agriculture

Ominous demands

Property leaks, heat warnings.

Dangerous law

Uncalled for pressure, institutional attrition.

Quiet Progress for Education in Pakistan

Subscribe to the center for universal education bulletin, rebecca winthrop , rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop elena matsui , and em elena matsui research analyst, center for universal education, the brookings institution baela raza jamil brj baela raza jamil director of programs - center of education and consciousness.

April 8, 2013

The issue of education in Pakistan rocketed to front page news after the shooting of Malala Yousafzai, a 14-year-old girl who was targeted by Taliban assassins last October. Unfortunately, violence and attacks against education persist. At the end of March, Shahnaz Nazli, a 41-year-old teacher, was killed on her way to work at a girls’ school near the town of Jamrud in the Khyber tribal district.  Five teachers were killed in January near the town of Swabi in the Khyber Pakhtunkhwa province. Acts of violence like these undermine an already weak education system where an estimated 30 to 40 percent of school-aged children are out of school. These enormous challenges are compounded by political uncertainties given the upcoming elections and denouement of the war in Afghanistan.

However, in the shadow of these difficult circumstances, progress is quietly being made in thousands of schools located in Punjab, Pakistan’s largest province. A recent report, The Good News From Pakistan , shows positive results emerging from a program that instituted a number of reforms to the education sector in over 60,000 government schools.  Based on global evidence of what works in school system reform, the Punjab Education Reform Roadmap targets access, equity and quality, and uses an innovative monitoring tool that can be used to support and encourage policy dialogue. Over the past two years there have been increases in student enrollment, teacher presence and the availability of functioning facilities in the regions where the program has been implemented.

Student learning levels in Punjab have also improved. An independent, citizen-led household-based study, the Annual Status of Education Report (ASER), assessed over 60,000 children from all 36 districts in Punjab and profiled almost 2,000 public and private schools in the region. It reveals significant gains in learning outcomes for literacy and numeracy. Grade 4 English language learning levels have improved 12 percent since 2011; Arithmetic levels in Grades 4 and 5 have increased 10 percent. Perhaps even more remarkable, the study indicates that gaps between public and private education are closing. Whereas private schools have historically performed better in terms of teacher attendance rates and learning outcomes, now public and private school attendance rates for children (86 percent) and teachers (87 percent) are on par. Public school facilities are also improving. There are more functioning toilets and available drinking water in government schools, which has further reduced discrepancies in relation to private schools.

Something is definitely working. A critical component of the Punjab Education Reform Roadmap includes strengthening district administration by involving, incentivizing and holding officials accountable for progress or failure, as well as acknowledging them publicly. In addition, a culture of evidence-based tracking and accountability is growing throughout the Punjab districts. In particular, monthly monitoring and ranking based on a number of key indicators around governance and quality has helped to bolster the attendance rates in public schools.

The engagement of policymakers as well as citizens is essential to the success of any large scale public sector education reform. While the Punjab Education Reform Roadmap is involving high-level officials and community leaders, Annual Status of Education Report (ASER) Pakistan is doing its part to include citizens in the dialogue. Every year, 9,000 volunteers from across Pakistan work to collect ASER data that is then shared with the government, civil society organizations, media, bilateral and multilateral agencies and other stakeholders working in the education sector. This process supports the Right to Education (RTE) campaign that has collected almost 2 million signatures from in-school and out-of-school children in an effort to pressure the Pakistani government to implement free and compulsory education for all children aged five to sixteen. United Nations special envoy for Global Education and former prime minster, Gordon Brown, presented 1 million signatures from the RTE campaign to the president of Pakistan on Malala Day, November 10 th , 2012, which lead to the ratification of the first RTE bill in Pakistan. Following the death of Shahnaz Nazli, Malala started a new petition in honor of the slain teacher, which continues to put pressure on the Pakistani government to end the killings and violence that deny children their right to an education–especially for girls.

These advances are important for the people of Pakistan and the 5.1 million children out of school throughout the country. But these efforts also offer lessons for the international community. The Punjab Education Reform Roadmap as well as the work of ASER Pakistan and courageous individuals like Malala and Shahnaz Nazli show that even in the face of daunting challenges and an uncertain future, ambitious goal setting, collaboration and the effective use of evidence can deliver impressive results in a relatively short amount of time. Governments and partners working to improve education systems everywhere should take note.

Pakistan South Asia

Global Economy and Development

Asia & the Pacific Pakistan South Asia

Center for Universal Education

Nasrin Siddiqa, Atenea Rosado-Viurques

April 23, 2024

Elyse Painter, Emily Gustafsson-Wright

January 5, 2024

Online only

9:00 am - 10:00 am EST

Education System in Pakistan پاکستان کا نظام تعلیم

What does the constitution of Pakistan say about education?

• What are the flaws in the education system in Pakistan?
• How do corruption and political instability affect education?
• What is the ranking of Pakistan in terms of the out of school population?

Constitutionally, free and compulsory education is the fundamental right of all Pakistanis. It is the responsibility of the state to educate the children of the ages of 5 to 16 year. The article 25-A of the constitution of Islamic Republic of Pakistan reads:

“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 law.”

The present education system is replete with flaws and loopholes. For the fulfilment of its responsibility of educating the public, the government needs a strong and effective education system which can deliver the desired results.

The Education System in Pakistan:

Currently, a six-tier education system in running in Pakistan which consists of the following levels:

• Pre-school – children aged 3 to 5 years
• Primary Education – grades/classes 1 through 5
• Middle/Elementary Education – grades/classes 6 through 8
• High/Secondary Education – grades/classes 9 and 10 (leading to Secondary School Certificate or SSC)
• Intermediate/Higher Secondary Education – grades/classes 11 and 12 (leading to Higher Secondary School Certificate or HSSC)
• University Education – undergraduate, graduate, master and doctorate degrees.

Both the federal and the provincial governments are entitled to run and oversee the literacy programs in the country. The educations running under the central and provincial governments are scattered across the country.

Education System in Pakistan Issues and Problems:

Despite the introduction and implementation of around two dozen policies and plans, the education system in Pakistan is facing numerous issues and problems of grave nature. The literacy rate is still below 60% (2016) which puts a question mark on the effectiveness of the learning infrastructure in the country.

Some of the major education system in Pakistan issues and problems are listed below:

Low Budget Allocation:

Pakistan is one of the countries in the world with lowest budgetary allocation for education. She spends only 2% of its national GDP on education. Consequently, millions of children are out of school in the country, i.e. they are deprived of their fundamental (constitutional) right to free and compulsory education. So, the budgetary allocation for education should be increased from 2 to 7 percent.

Corruption:

While the budget for education is already insufficient, the corrupt elements in the management structure further aggravate the situation by filling their pockets through illegitimate means. So, corruption can be regarded as one of the major factors contributing to the failure of educational policies in Pakistan.

Read More: What is Corruption in Urdu and English

Political Instability:

The unstable political environment also affects the efficiency of education system in Pakistan. Political agitations pose hindrance to the implementation of government policies for improving the standard and quality of learning.

Terrorism and Insecurity:

In the recent past, the country has witnessed a wave of inhuman terrorist attacks on the educational institutions. For example, in the years from 2009 to 2013, as many as 642 attacks were launched by the enemies of education and of humanity. So, the parents feel reluctant to send their children to school. On the other hand, the school going children have to study in an insecure and fearful environment which affects the quality of education.

Untrained Teachers:

As less educated and untrained teachers are employed in the schools, they are unable to impart a good quality education to the students.

Lack of Check and Balance:

The lack of proper check and balance promotes negligent behavior on the part of the administrators, educationists and the educators. If the individuals shirking from their responsibilities are brought to book, the education system in Pakistan can significantly be improved.

Poor Infrastructure:

The poor infrastructure, poorly equipped classrooms and debilitating learning environment make major contribution to the inability and failure of education system in Pakistan to deliver the desired results.

Though the government has launched educational reforms to make the education totally free for the children from poor backgrounds, poverty is still a big hindrance on the way to education. The poor parents prefer making their children economic supporters of the family rather than sending them to schools.

Other education in Pakistan issues and problems include unequal standards of education in the public and private section institutions, lack of technical education, regional disparity, unequal educational opportunities for male and female students, and so on.

Facts about Education System in Pakistan:

• Did you know Pakistan has been ranked as one of the top English speaking nations in the world?
• Around 50% Pakistanis have command over the English language.
• While literacy rate in the Federal Capital, Islamabad, is 87%, only around 9.5% of tribal area females are literate.
• According to a survey conducted in 2016, the literacy rate in Pakistan is 58%.
• The Pakistani universities produce about 445,000 graduates every year.
• Did you known Pakistan has been listed among the countries with the lowest literacy rate?
• The country has the second largest out of the school population (of children) after Nigeria.
• Only 1 in 3 women in Pakistan can read and write.
• According to the findings of Pakistan Social and Living Standards Measurement Survey 2004-5, only 7 percent of girls in the rural areas of Baluchistan are literate.
• The UN World Population Revision 2004 suggests Pakistan will become the 4th largest country by population by 2050.
• As many as 642 terrorist attacks were launched on educational institutions in Pakistan from 2009 to 2013.
• Spending just 2% of her national GDP on education, Pakistan is listed among the countries with the lowest educational budgets. (2004)

Search Here

Ahadees e mubarka, hadith about time in urdu, hadith about eyebrows in urdu, hadith about respecting elders, hadith about praising someone, hadith about lanat - is cursing someone permissible in islam, advertisment.

Recent Posts

Easy Ways To Lose Weight

Apps Helps To Improve Mental Health

A Cook Without Head

Obesity Causes And Treatment in Urdu

Masnoon duain, dua for victory and success, dua for ziddi child, dua for jumma to earn sawab, dua for peace of heart, strange & interesting, samandari raaz batanay wali machli, log hakla ker kion boltay hain, bathroom mein zindagi guzarnay wala khandaan, cooking recipes, social sharing.

thi sis anther testing comment

The Federal Register

The daily journal of the united states government, request access.

Due to aggressive automated scraping of FederalRegister.gov and eCFR.gov, programmatic access to these sites is limited to access to our extensive developer APIs.

If you are human user receiving this message, we can add your IP address to a set of IPs that can access FederalRegister.gov & eCFR.gov; complete the CAPTCHA (bot test) below and click "Request Access". This process will be necessary for each IP address you wish to access the site from, requests are valid for approximately one quarter (three months) after which the process may need to be repeated.

An official website of the United States government.

If you want to request a wider IP range, first request access for your current IP, and then use the "Site Feedback" button found in the lower left-hand side to make the request.

• Privacy Policy

Educational Problems and issues in Pakistan essay

The education system in pakistan - issues and problems, 1. lack of schools and colleges, 3. nonavailability proper infrastructure in schools, 4. shortage of teaching staff, 5. defective examination system, 6. involvement of students in politics, 7. lack of co-curricular activities, 8. lack of technical education, no comments:.

Post a Comment

Trending Topics

Latest posts.

• 1st year Tarjuma tul Quran book pdf download
• 1st year education guess paper 2024 pdf download
• 1st year guess paper 2024 Punjab Board pdf
• 1st year Past papers solved and unsolved all Punjab Boards
• 1st year education paper scheme 2024
• 1st year education Notes pdf download
• 1st year chemistry guess paper 2024 pdf download
• 1st year all subjects notes for FBISE and Punjab Boards pdf
• 1st Year Physical Education Guess paper 2024 pdf download
• 1st year physics guess paper 2024 Punjab board
• 1st year English guess paper 2024 Punjab board
• 1st year English MCQs Objective Solved Notes
• 2nd year guess paper 2024 Punjab board
• 1st year English complete notes pdf download
• 2nd year English guess paper 2024 for Punjab Boards
• 2nd year tarjuma tul Quran book pdf download
• 2nd year pak study short questions notes pdf download
• BISE Hyderabad
• BISE Lahore
• bise rawalpindi
• BISE Sargodha
• career-counseling
• how to pass
• Punjab Board
• Sindh-Board
• Solved mcqs
• Student-Guide