EDUCATIONAL PROBLEMS IN PAKISTAN &

SUGGESTIONS TO SOLVE THEM

Prepared for
Ma’am Munaza Ambreen
Report Writing Skills Instructor, CIIT

Prepared by
 TABLE OF CONTENTS

SECTION I
1.0 INTRODUCTION TO THE STUDY

1.1 Introduction 3

1.2 Background Information 3

1.3 Statement of the Problem 5

1.4 Significance of the Study 5

1.5 Review of Literature 5

1.6 Method of the Study 7

1.7 Scope of the Study 7

1.8 Limitations of the Study 7

1.9 Organizations 7

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EDUCATIONAL PROBLEMS IN PAKISTAN &
SUGGESTIONS TO SOLVE THEM

Section I
1.0 Introduction to the Study

1.1 Introduction
Today necessity of education cannot be denied. Education is the most powerful tool
which can be used to change the world. It rises a person from the shadows and make
others follow them. Development of a country or a nation entirely depends on its
literacy rate. Today rising nations (Developed Countries) have 85%+ literacy rate
whereas the under developing countries are way behind with roughly 60% literacy rate.
Pakistan is also far behind in this race. The overall estimated literacy rate in Pakistan
is 50.5%, for male 63% and for female 38%. Pakistan is a developing country, steadily
transforming from agriculture-based economy to an increasing share of industry and
services sectors in the GDP. Besides Education, it impossible for a nation to progress
in current world. Twenty first century dawns with the burst of technology and scientific
research. Education is the only asset of a country to keep up with other countries of
the world. Nevertheless Pakistan has never ignore the importance of education for its
development and prosperity, it’s still facing several problems in the delivery of quality
of education. To ensure the quality of education, Pakistan has to take necessary steps
in this regard.

1.2 Background Information

Education is one of the basic rights of all humanity. It should be distributed equally
and fluently among the masses. But the existing education delivery system of Pakistan
is not meeting the needs. According to a Survey (2001 – 2002) the Urban Literacy rate

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was 70% and the Rural Literacy rate is 30% during the same period. The overall
estimated literacy rate was 50.5%, for male 63% and for female 38%.

The main inherent issues of the education system are outdated curriculum, teachers'
absenteeism, high dropout rates, particularly at primary level, high repetition rates,
low completion rates, inequalities by gender, location and social groups, low literacy
rate and unsatisfactory performance of schools. These issues have been addressed
under DOP through empowerment of local communities.

It was believed that highly centralized system of education is greatly hampering the
efficiency and effectiveness of delivery service at the grassroots level. In this regard,
preceding government has initiated political and administrative devolution under its
reforms agenda under the Local Government Plan 2000. The Local Government
Ordinance was promulgated on Aug 14, 2001.

The NEC was the first such survey conducted in the history of Pakistan and it provided
brief details of the education system covering all educational institutions. The data
was used to calculate internationally recognized education indicators and to draw
comparisons with selected other countries, to help benchmark the system's
characteristics.

It is clear that Pakistan is still a long way from achieving universal primary enrolment.
As indicated by the primary Net Enrolment Rate (NER)'s estimate of 62%, over 35%
of the population 5 to 9 years of age is not in school given a population of 5 to 9 years
old of some 19.5 million, this means that about 7 million children aged 5 to 9 are out
of the education system. Meaning that Educational awareness of Pakistan is very low,
although steady progress has been noticed during last few decades. Currently, about
one third primary school age children are out of school, 42% population (age 10+) is
illiterate. Wide discrepancies persist in education indicators pertaining to
provinces/areas, location (urban vs. rural) and gender. At the national level, about two
third women of age 15+ cannot read and write, and 35% girls remain out of school.
Gender Parity Index in case of participation in primary education is 0.82. It is

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 estimated that over 6.7 million children are out of school, and majority of them (62%)
are girls.

1.3 Statement of the Problem

This report has been prepared to discuss the aspects of Educational System in Pakistan,
the problems Pakistan facing nowadays in this sector and their suggested solutions
comparatively.

1.4 Significance of the Study

This report is composed by considering five major categories. First category is

Government Educational Boards, this report may reflects the flaws of government
policies and the cases of their failure. Second category is Educational Institutions’
Administration, report includes the way of teaching at different academic levels and
their results on students and societies. Third category is of Teachers & Parents, report
discuss about the methods of teaching in classes adopted by the teachers in today’s
class rooms and also reflects the behavior of teachers & parents towards the students.
Fourth category, the most important one, is of Students, this report replicates the effect
of Educational System on their personal and social lives. Fifth category is of Industry
& Marketplace, report states the requirements and demands of industries & markets
from the students and the performance of students in their respected industries and
fields.

1.5 Review of Related Literature

Quaid-e-Azam Mohammad Ali Jinnah in Educational Conference (1947), provided

the basic guidelines for the future development of education. He said “The education
system should suit the genius of our people, consonant with our history, culture and
instill the highest sense of honor, integrity, responsibility, and selfless service to the
nation. It should also provide scientific and technical knowledge to build up our
economic life”.

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MJ Dunkin, BJ Biddle (1974) presented an advanced text on research on teaching
methods and issues associated with the field and study of teaching. Topics include
early research on teacher effectiveness, beliefs about teaching and teaching research,
models for classroom teaching, methodological problems in classroom research, the
classroom as a social system, patterns of classroom behavior, and recommendations
for both teachers and researchers.

F. Mosteller (2010) states that social research had made considerable progress in the
ability to study questions relevant to policy. Most such work had been done in
economics. Advances in computers, research on sample surveys, and experience
in studying complex questions provided a base for understanding strong
investigations.

Sir Syed Ahmad Khan included “Recognition of Women’s Rights in Islam” in his
reformist programme. He considered it a sign of decline and degeneration of the
Muslim community of his time that it had not always had the political will to
implement women’s God-given rights, including their right to equal opportunity
alongside Muslim men in the field of education. As pointed out by W.C. Smith, Syed
Ahmad Khan sought to overthrow the notions that Islam could not permit women out
of seclusion (purdah) nor recognise the duty of women’s education.

According to DAWN NEWS (2016), the number of out-of-school children has

reduced from last year’s figure of 24 million to 22.6 million, statistics of 2015-16 still
paint a gloomy picture, calling for the imposition of real education emergency. As
many as 44pc children between the ages of 5 and 16 are still out of school. The
statistics further reveal that 21pc primary schools in the country are being run by a
single teacher while 14pc have one room. These bitter facts were revealed in the
Pakistan Education Statistic 2015-16 launched by the National Education
Management Information System (NEMIS) – a subsidiary of the Ministry of Federal
Education and Professional Training.

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1.6 Methods of the Study

Data for this study is being collected by a survey. Survey team is working at three
places. First in the campus, taking the views of students and teachers by asking them
about the current problem and suggestions for its solutions. Second by visiting nearby
primary & secondary schools and having a friendly talk with students, asking them
about their difficulties and problems regarding their studies. Third by circulating a
google-form in its circle on social sites to know the views of masses belonging to
different fields.

1.7 Scope of the Study

This study is limited to the identification of problems of Educational System in

Pakistan. The report is restricted to the Educational Boards, the Academic
Administrations and Companies hiring the students; all within the boundaries of
Pakistan.

1.8 Limitations of the Study

This study may be limited through the use of survey and questionnaire as a data
collection source. As survey is done on people belonging to different lifestyles,
backgrounds, opinions; so result may vary person to person. It’s a collective report of
surveys done in different sectors.

1.9 Organization
This report is divided into basically three chapters, which are given as:
1.9.1 Chapter 1
Introduction: In this part complete introduction is given to this report.
Background Information, Problem Statement, Scope of Report, Review of
Related Literature, Limitations of Report, Methods of Study and
Significance of this Report can be found under this Chapter.
1.9.2 Chapter 2
Discussion: In this part a brief discussion will be given, which includes
Findings and Results based on the survey.

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1.9.3 Chapter 3
Conclusions & Recommendations: In this chapter deductions are given
after the complete analysis of the problem. Suggestions and
recommendations are also made to eliminate the problem.

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