Project Research Report

Title of Report:

Lack of Interest: Critical Analysis of on Education System

By:

S/o ________________

Roll No. BN666077

Submitted in Partial fulfillment of the requirements for B.Ed (1.5 Years) program in the

Teacher Education at Department of Early Child Hood Education and Elementary

Teacher Education.

Faculty of Education

Allama Iqbal Open University, Islamabad

 Faculty of Education

Allama Iqbal Open University, Islamabad

APPROVAL FORM

The research project attached here to, titled lack of Interest of Critical Analysis of on

Education System. Reposed and submitted by Mr. ______________S/o _______________ Roll

No. __________________, Registration # _________________ in partial fulfillment of the

requirement for the degree of B.Ed (1.5 years) Teacher Education is hereby accepted.

Supervisor: _________________________________

Name: _________________________________

Evaluator: _________________________________

Name: _________________________________

Dated: _________________________________
 DECLARATION

I ________________________S/o ______________ Roll No. ______________ Registration #

________________ a student of B.Ed (1.5 years) Program Teacher at Allama Iqbal Open

University do solemnly declare that the research project entitled Critical Analysis of on

Education System. Submitted by the me in partial fulfillment of B.Ed (1.5 Years) Program is

my original work and has not been submitted or published earlier. I also solemnly declare that it

shall not, be submitting by me for obtaining any other degree from this or any other university or

institution.

I also understand that if evidence of plagiarism is found I my thesis at any stage even after the

award of a degree. The award if a degree the work may be cancelled and the degree revoked.

Dated: ___________ Signature of Candidate: ________________

Name of Candidate: ___________________

 DECLARATION

This research mainly focuses on Critical Analysis of on Education System in Which we can

develop progress. Data is gathered from students Respondents from morning students and

headmasters were taken randomly. This study focuses the main area which needs improvements.

According to this research we found that there is need of improvement in all the particulars . This

study also point out that there is great neeed of taking some actions regarding the subject to

improve overall interest of students so that students can easily take, get and complete their

knowledge in subject. This wholly affects on students interest in subject in future. Research also

suests different aspects for improvement and making work this thing will be highly beneficial for

students in future of schools students; this will have to complete with different of the provinces

as well.
 TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION…………………………………………………….. [1]

 CHAPTER 1

NTRODUCTION

The education system in Pakistan focuses mainly on primary education however you find that a

large number of children ages 5-9 are not attending schools and it would appear that primary

system needs to enlarge if universal primary enrolment is to be achieved. In Pakistan, there were

14 million girls studying in basic education in 2005, compared to 18.3 million boys. In other

words, there were over 4 million more boys than girls in basic education. This is still an issue in

Pakistan where

Leading to serious matters of social exclusion and social immobility are the unresolved and

unsupported social problems children face, for example: teenage pregnancies, drugs misuse,

alcoholism and poor physical and mental health. One of the biggest and most impactful social

issues children face, is the case of child poverty. With over 3.5 million children in the UK living

in poverty and 1.6 of those living in especially detrimental conditions, it is crucial that aid and

support is being provided to improve the standard of living of these children; in terms of health,

education and their day to day lives . Without giving children the support they need to tackle their

issues, they can become excluded from society for being socially, culturally and economically

unstable. These negative images will only worsen their chances at progressing up the social

ladder. So what social policies and schemes are in place to tackle the issue of child poverty?
 1.1 Critical Analysis of the Problems of Education in Possible

Solutions:

INTRODUCTION
Education is the road to national development. It creates sense of responsibility

among the people. On the basis of education people not only realize their duties but also

know how to achieve their national, societal and individual rights. One of the goals of

education is to enable the people by enhancing their general consciousness regarding their

national and international position as global citizens. This realization creates an atmosphere

of trust and cooperation in the society. Education promotes economic development and

consequently people become prosperous and play their respective roles in the overall

national development [1]. Pakistan is a developing country. Its economy is weak. There is

lack of political stability in the country. Besides, the country is in the deep grip of increasing

political turmoil, expanding terrorism, incessant sectarian violence, social instability, and

economic degeneration. All these problems are directly or indirectly the offshoot of a weak,

polarized and non-unified education system.

Today Pakistan is faced with many problems such as poverty, insecurity, sectarianism and

terrorism

[2]. The reasons for these problems are lack of tolerance, lack of general awareness and

illiteracy promoted by an ineffective education system. The vital role of education has been
neglected in Pakistan which has led to low development in all fields of life. Education has been

treated like a step child. The lowest budget has been awarded to the system of education since

the establishment of Pakistan which has weakened the foundation of the quality in the education

system. The education system, hence, has failed to raise the nation economically, politically and

socially. After lapse of half a century years and adoption of more than 25 educational polices,

still the education system has badly failed to take the nation out of the increasing economic,

political and social quagmire [3].

Education lays the foundation for political, social and economic development of any country. A

viable education system enables the nation to achieve its national goals. Pakistan as a developing

country has faced critical problems of education since its inception and therefore, the system of

education has failed to deliver according to the aspirations of the nation. There are various

factors responsible for this situation. This paper explores some of the critical problems that have

so far plagued the education system of Pakistan. On the basis of critical review of available

literature, the paper presents solutions to the existing problems of the education system of

Pakistan The problems associated with the education system of Pakistan are lack of adequate

budget, lack of policy implementation, defective examination system, poor physical facilities,

lack of teacher quality, lack of implementation of education policies, directionless education, low

enrollment, high scale dropouts, political interference, outdated curriculum, corruption, poor

management and supervision, lack of research, and lack of uniformity [4]. The above mentioned

problems could be solved by formulation of rational policies and plan and by ensuring proper

implementation of the policies [5]. Education is a nourishing force. It is the constructive factor
for any society [3]. Education enables people to work for their development and growth. Hence

education brings out the hidden potentialities of individuals and develops them.

1.2 GOALS OF EDUCATION IN PAKISTAN

The education system was envisioned by the founding fathers as the driving force

behind all national goals [5]. It was decided in the first national education conference 1974

held at Karachi that the education system would work according to the national aspirations

of Pakistan. The education system would be truly related to the needs of the people of

Pakistan. The father of the nation Quiad-e- Azam Muhammad Ali Jinnah the main goal of

the education system of Pakistan was to develop national character of Pakistani generation

[6]. This national character would contain high sense of responsibility, social integrity,

selfless service to the nation and morality on the part of the people of Pakistan.

For strengthening the role of education, various educational commissions were

formed and committees were constituted. But it is ironical to see that the implementation has

been very poor [5]. Because of this the quality of education in the country has suffered badly

instead of making progress. Another problem which has affected negatively the system is the

widening gaps and distance between the educational institutions and community. Parental

involvement in the education process is vital for ensuring the quality aspect. Home is the

first school of a child. Without parental involvement in the process of education the effective

implementation of policies will remain a far cry. This will solve the problem of disparity as

well [1].
1.3 CRITICAL ANALYSIS OF THE PROBLEMS OF EDUCATION

The education system of Pakistan despite of towering claims and plans faces the

following problems which are critically analyzed below;

1.4 Lack of uniformity

The system of education in Pakistan according to Iqbal (1981) is not based on

uniform principles [5]. Different systems of education are simultaneously working in the

country. The curriculum is also not uniformed which has given birth to different schools of

thoughts. For example there is a world of difference between the attitudes of students

coming out from the public educational institutions, Deeni Madaris and the few private elite

institutions. This trend has accelerated the pace of polarization in the society. According to

Zaki (1989) this is the result of divisive Pakistani education system [1]. This system has

created a huge gap among the nation and even has deeply penetrated into the cultural veins

of the nation. The recent wave of terrorism and the increasing sectarian division are the

logical consequences of this divided system of education. As a result of this current

polarized system of education there has occurred a great social division in the society on

political, social and economic grounds rather than unity among the people which is cutting

knee deep the ideological and social foundation of the nation leading towards further

divisions on linguistic and regional grounds which can poetentailly damage the social

cohesion and fabric of the society [7].

1.5 Education without direction

A sound education system is essential for every nation of the world [8]. Every nation

develops its generation on the basis of vigorous training and education on social, political,

economic and ideological grounds. Pakistani education system due being directionless and

weak has not been able to develop and guide its people on sound political and social

grounds. There is lack of cohesion in the system and it is more prone towards general

education which does not bring any skilled manpower to the market. Resulting there is

increasing unemployment. This situation may promote sense of deprivation among the

masses [9]. Due to this there is cultural and political unrest in the society. Besides, there is

lack of educational opportunities for science and technology. In this way the development of

thinking, reasoning and creativity of students is not being polished.

1.6. Outdated curricula

Curriculum is the tool through which the goals of education are achieved. The

curriculum of education in Pakistan does not meet the demands of the current times. It is an

old and traditional curriculum

which compels the learners to memorize certain facts and figures without taking into

consideration the reality that education is the holistic development of an individual. It places

much emphasis on the psychology of the learner as well which cannot be negated in the process

of teaching and learning. The objectives of education must be developed the psychological,

philosophical and sociological foundations of education. The present educational curriculum of

Pakistan does not meet these modern standards of education and research. Hence this curriculum

is not promoting the interest of the learner for practical work, research, scientific knowledge and

reflective observation, rather, it emphasizes on memory and theory [4].

1.7 Lack of professional development of teachers

Training is essential for quality performance. Teaching is a challenging job. There is

lack of training opportunities for teachers in Pakistan. Although there various teacher

training institutes in the country. These institutes are either not well resourced or being poor

run due to lack of fund and trained human resource such trainers and administrators. There

are no proper training standards in the available training institutes around the country. Most

of the training institutes have been closed down due to lack of funds. The courses being run

in the teacher education intuitions are outdated and very traditional which does not enhance

the skills, motivation and quality of teachers [1].

1.8 Lack of quality teachers

Teacher is the backbone of education system. The quality of teachers in Pakistani

schools is deplorable. According to a UNESCO report, the quality of the teachers and

instruction in schools is of low quality [5]. This situation is grimmer in remote parts of

Punjab, Sindh and Baluchistan where even there are no teachers available in schools.

Research has found that teachers do not use new methods and strategies of teaching and

learning [3]. Majority of the teachers do not know about lesson planning which renders them

incapable of dealing with various problems in the process of teaching and learning. Teachers

encourage cramming of the materials by students. Students do not know the use of libraries

in educational institutions. Thus the reading habits are decreasing among the students.
Teachers are highly responsible for all this mess. It is their professional responsibility to

guide the students towards book reading. Teachers rely on lecture methods which do provide

an opportunity to students to participate in the process of education as active member. They

only note does the information and memorize this just to pass the examination. Thus

students are evaluated on the basis of memorization of facts and information rather than

performance [10].

1.9 Alarming dropouts

Due to lack of effective management of schools there is lack of discipline in schools

and other educational institutions which leads to high scale dropouts of students. This trend

has increased to such an extent that there are now 40 lac students out of school due to drop

out in Pakistan. This trend according to Hayes (1989) is due to partly the punishment in

schools, poor motivating or unattractive school environment and partly due to weak

parenting on the part of parents [11]. Child labour and poverty is also one of the reasons for

dropouts form schools. An estimated 30 percent of children enrolled in primary education

reach to the matric level. This trend in Pakistan has added to the low literacy rate as well [8].
1.10 System of examination

Examination is the evaluation of student’s learning. It should be based on qualitative

and quantitative techniques to comprehensively evaluate the performance of students. The

standards must ensure validity and reliability of the procedures used in the assessment

process. The basic aim of assessment is to evaluate the performance of students. The

examination system of Pakistan is not only outdated but it also does not have the quality to

evaluate the performance of learners comprehensively. The examination system of Pakistan

tests only the memory of students. It does not evaluate them in all aspects of learning [3].

Moreover, the examinations are influenced by external and internal forces which have

encouraged the trend of illegal practices such as unfair means. As a result of this the

examination system promotes rote learning and cramming which negates the role of high

intellectual power of learners in the education process such as critical thinking, reflection,

analytical skills and so on. It does not measure the actual achievements and performance of

students [6].

1.11 Poor supervisory standards

The role of supervision is to explore weaknesses or faults of teachers and showing a

harsh treatment in form of transfers to remote areas or even termination from services [12].

Supervision is the monitoring of teaching and learning. Through effective supervision

techniques the process of teaching and learning could be improved. The system of school

supervision is aimless. There is not only lack of supervisory activities in schools but the

process of supervision itself does not bring any positive results for teachers and students.

Supervision system is concerned with controlling and harassing the teachers rather than

providing help and guidance for improvement of performance [3].

1.12 Internal and external influences

Education system in Pakistan is not free from external and internal influences.

Externally the system has been made hostage to political interference and internally it is

plagued by the bureaucratic manipulations

[13].There is a greater favoritism and nepotism in matters of transfers, appointments

and promotions. Due to this the basic infrastructure of the education system in

Pakistan has affected [4].

1.13 Lack of resources

Education resources such as books, libraries and physical facilities are important for

smooth running of educational process. There are despairingly no facilities of books,

libraries and reading materials in all educational institutions of the country. Besides, there

are overcrowded classrooms, inadequate teachers and ill-equipped laboratories. This entire

grim situation has resulted in a despair and low standard education system [4].
1.14 Policy implementation

Since the inception of Pakistan a number of education policies were created. There

has been lack of political will on the part of successive government to implement the policies

vigorously. The policies were highly ambitious but could not be implemented in true letter

and spirit. There has been problem of corruption, lack of funds and gross inconsistency in

successive planning on the part of various political regimes in Pakistan. Moreover, in the

overall policy formulation teachers have been ignored. They are regarded as unimportant

element which has led to alienation between the teachers and the system of education [1].

1.15 Low budgetary allocation for education

Finance is considered the engine of any system. The education system of Pakistan has

been crippled mainly due to scarce finance. The successive governments have been giving

less than 2.5 percent budget to the education sector which is not sufficient for the growing

educational needs of the nation in the present changing times. In many of the developing

regional countries such as Sri Lanka and Bangladesh the budgetary allocation for education

has increased. But in Pakistan it is declining day by day [7].

According to International Crisis group, Pakistan is amongst the 12 countries in the

world that spent less than 2 percent of their GDP on education sector [3]. With this

insufficient budgetary allocation, the country is hardly going to meet the targets of

universalization of primary education as a signatory to the Dakar Conference’s MDG goals

by 2015 and onward.

 Chapter 2

Education and Development, a literature review

There is a lot of literature available on education policy.

However, there is a clear need for research into there lationship between education and

sustainable development policies. Different approaches, contexts, levels, and perspectives

ave been adopted to analyze education policy linked to sustainable development, why is it a

priority, and how has it became a focus for each and every government all over the world.

Sustainable development has gradually increased in importance at the global level

demanding positive outcomes from education to curtail future needs of states to improve

quality of life and sustainability of the nation. The education policy preparation process is

mostly considered as a politically influenced process (Lee, 1995). An important factor for

determining the outcome of education is the policy formulation context, because education

policy does not exist in a vacuum (Skolnik, 2010). It is influenced by the contemporary context

of cultural and global challenges faced by human beings as a whole. Policy is drawn from the

nature, context, and culture of the country in question. Economic, political, cultural, historical,

regional and global contexts influence the process of policy preparation. There are both

micro and macro level factors which influence education policy. Here we look at

Pakistan‟s education policy at the micro level to address global sustainable development

challenges in the Pakistan context, to analyze Pakistan‟s education policy from a

sustainable development perspective.

Education development is a dynamic and continuous process to deal with contemporary and

future challenges. Education and Development have a pivotal and complex relationship with
each other. There are many schools of thought which argue that education is a tool for

development. In this paper by development we mean an education which by its content, method,

and pedagogy is framed by the policy for the development of the people. Also, this

paper defines development as a quality of life from a learning outcome point of view. On

the one hand education propagates development, which increases purchasing power and

quality of life, which ultimately demands more consumption of resources and a bigger

environmental footprint. On the other hand, education is considered as an instrument to

produce sensible citizens who can wisely decide their environmental footprints.

The primary purpose of education policy is to develop the knowledge economy in order to

compete in the contemporary world (Braban, Harmsen, 2016), and this is true for Pakistan‟s

education policy. Education investment by governments is also a method of analysis to

evaluate the importance of education. Investing in human capital is another tool to explain

education. Education facilitates individuals‟ and societies‟ efforts to make better use of their

resources and to understand their potential (Malik, 2015). By doing this, nations can create a

harmony between economic and natural Globalization may be referred to as a „global

common

cause‟. Although, the term “Globalization” is used for

different connotations and contexts - here it is used to mean the global to local links between the

concept of globalization and education. Its meaning, nature, and impact are contested in the

educational research community. Globalization is used amongst the educational community

to determine the relationship between the common global objectives and the systematic concepts

of sustainable development. Keeping the above different ideas in mind, we can analyze
the relationship between education and development in Pakistan‟s education system. This is

outlined in the sections below.

2.1 International Development Agencies Perspective:

If the link between education and development has some theoretical basis, an important

challenge concerns the adjustment structural policies (Belassa, 1982) recommended by

international organizations. The fundamental role of education in social and economic

development has been recognized by many international institutions such as UNDP, World

Bank, OECD, etc. Education, as an essential lever of development, is seen as a means of

achieving social welfare, sustainable development, and good governance. Education is seen as

the key to eradicating poverty, and to facilitating access to decent work and higher incomes.

It translates into productivity gains which fuel economic growth. Faced with concerns about

social injustice, unequal participation in development, and local and international conflict,

growing attention is being paid to the central role of education in the promotion of peace and

social cohesion. Sustainable Development Education is critical to ensure the acquisition of

skills which will enable future generation to meet the challenges of contemporary global issues

such as climate change, scarcity of natural resources, population growth, etc.

The World Bank has decades of experience working on education around the globe. It

advocates a range of strategies for education. It has developed comprehensive education

policies for every region of the world, and specific developing countries, to enhance

educational outcomes. Empirical evidence is available to show the advantages and

disadvantages of World Bank education policy. A mix of arguments is available to

discuss its importance at global and local level. The World Bank education policy is

important because the World Bank has become the single largest source of development

capital in the field of international education(Heyneman, 2003). In this paper both Primary and

Higher education are considered because both have a vital importance for, and relationship

to, sustainable development. Primary education is the foundation to build a future

generation with all the basic characteristics of sustainable development and prepare future

school-leavers to become leaders

2.2 Higher Education and Sustainable Development:

The education system is the instrument which a society uses to equip its people to lead

productive public lives, and to live personal lives according to their talent and interests.

Higher education faces the same challenges as Primary education. Higher education plays a

vital role in high level progress in any nation through its research and innovation. “An important

function of higher education is research through which it contributes to the innovation

process, economic growth, sustainable development and social cohesion”(Ministry of

Education,2009, Pakistan).In early Pakistan policy documents, Higher education was firstly

taken as an instrument to provide factory workers to enable more production for economic

growth of the country. The initial 4 educational policy documents propose this as one of the

objectives for higher education. Also Higher education was to do research and innovation to

support those economic units in using state-of-the-art technology to enhance productivity.

Economic growth was the central issue in Higher education, rather than general progress in all

disciplines to meet all the needs of society. Later, the Pakistan 2009 education policy

discussed some of the challenges and highlighted a strategic vision for education. Since the

founding of the nation, Higher education has faced many challenges to develop productive
graduates who can not only contribute to the economy, but also act as responsible citizens.

Challenges hamper the achievement of set objectives. Some key challenges were funding,

teacher quality, development of best practice curricula, infrastructure, up-to-date

technology, and equipment. Actions were suggested in the 2009 document to cater for these

challenges. Many of these actions have been achieved, but the expected results are still awaited.

Future educational policies need a strategy to transform the educational system from not just a

knowledge economy but also beyond it. Higher education for sustainable development can

be considered to be more than creating the knowledge economy, it is also to orient graduates

to think critically for future decisions by being a local as well as global responsible citizen

of planet earth by protecting people and the planet. It should operate to create a sustainable

society via long-term learning outcomes.

In all the educational policy documents of Pakistan, Higher education still faces similar

challenges. Currently, it is merely addressing the demands of the market to produce skilled,

knowledgeable, and visionary graduates. It has not advanced in terms of research, innovation,

and technological growth and this is perceived as hampering economic growth. Every document

produced addresses the importance, nature, challenges, and potential of sustainable

development education and demonstrates commitment by proposing solutions, but the set

outcomes have not been fully realized yet.

Education policies in Pakistan: historical pathways and

challenges:

Education policy is a priority agenda for every nation state across the globe. Local, national,

regional, and global awareness and focus on education is increasing among nations.

Educational outcomes are demanding more attention from every segment of society to
2.3 Education for Sustainable Development:

Agenda 21 highlighted the phrase “Education for

sustainable development”. It was the first time that this term was introduced formally at an

international level where education is taken as a tool for action on sustainable

development issues at a large scale across the globe. Since the inception of the concept at the

Rio Conference in 1992, it has become prominent in the global development agenda of the

political domain. all three dimensions of sustainable development – economic, social, and

environment. In the social domain, this vision presents the social trends. Demographic changes

are discussed to understand the population dynamics, especially the youth segment of

society. “Pakistan will have one of the youngest workforces in the world by 2025(P. c. o.

Pakistan, 2015)”.This vision aims to build skillful youth to optimize the high youth bulge

in the next three decades. Population increase is considered to cater for the challenges of youth

employment, urbanization, quality of life, and basic infrastructure to improve the overall living

standard of the nation. This population is an asset if it is utilized as an opportunity,

otherwise this will raise more challenges in an already poverty-stricken country. Environment

is also discussed in this document. Climate change is considered to be a threat to the nation‟s

sustainability. Its impacts are occurring all over the country. This document accepts the

urgent need to address the issue of Climate Change. It is recommended that new

alternatives should be adopted to

avoid deteriorating the climate more, such as renewable energy, education, increasing

adaptation of capacity for the poor and vulnerable, etc. Sustainable natural resource use is also
stressed in this vision. Sustainable practices to use water and other natural resources

through education will save the planet earth.

2.4 Analysis Of Our Present Education System

Though the education system has attracted a considerable attention, it is difficult to ascertain any

deterioration in its quality as well as quantity. There has been manifold increase in the number of

educational institutions. The government is spending much more than it was in the past but the

results are still not satisfactory. The parents blame the teachers, teachers the students and

students, in turn, shift the entire responsibility to the system and society. To ascertain the erosion

of education standards, it is important to analyse the education system as follows:

 Basic Ingredients.

 Major Weaknesses.

 Effects of Existing Education System.

Basic Ingredients

The educational pyramid consists of three distinct stages – Elementary, Secondary/Higher

Secondary and Higher Education.

2.5 Elementary Education.

Designed from 5 to 12 years of age to impart universal literacy and explore hidden talent among

the students from class I to 8. Elementary education employs regional languages as medium of

instruction. Rural areas confront low enrolment, weak turnout, weak infrastructure and

inadequate facilities, whereas urban institutions are overcrowded and located in unhealthy

environment. This crucial stage of a child’s learning is overloaded with stereotypical academic
curriculum basically aiming at providing primary inputs for higher education. The syllabus

provides no opportunity for arts, crafts and pre-vocational exposures.

2.6 Secondary and Higher Secondary Education.

Secondary and Higher Secondary stage is an integral part of the growth package for an

individual towards his intellectual, research and professional excellence, coincides with

adolescence stage (a delicate and sensitive phase of human development) which requires

calculated guidance with logical reasoning. The existing curriculum at this stage is again

information oriented, predominantly bookish and theoretical in nature, which does not develop a

child as to the demands of either the society or work place. The students thus lack exposure to

practical and creative work. Soon after their secondary schooling, many of them begin to search

for a clerical type of job. At present, 60-80% of students in secondary classes are enrolled in arts

subjects, which leads through an aimless general education that has very little acceptance in our

agro-based controlled economy. Thus, a pattern of supply rather than demand-orientation in

terms of instructions at secondary and higher secondary levels is further accentuating the

dropouts either before or during this critical learning period.

2.7 Higher Education.

This commences at the age where the element of coercion fades away and students are motivated

enough to pursue serious studies and possess abilities for academic/intellectual growth. There are

basically stages of scholarly activities at higher education. These are B.A, M.A and the M.Phil.

/Ph.D. The first one introduces the field of specialisation, the second the mastery of same field

and the third carries students into new advanced fields through independent study and original
research work. Under the present educational environment, higher education is producing

academics instead of practitioners as there is virtually no concept or avenue for the use of higher

learning of certain subjects in our society. Since thinking process and creation of knowledge

remains quite restricted without proper experience and experiments and therefore, higher

education without practice cannot be truly useful.

 Chapter 3

The Difference Between Education and Schooling

Twain was famous for his quotes and one of his saying mentioned on schooling which was “I

never let my schooling interfere with my education", (Twain, No Date). However, what did

Twain actually try to bring to everyone’s understanding in his saying? The definition for this

quote cannot be simply defined through dictionaries as there is no specific definition for these

words. We can, however understand this saying through our thoughts or experience, but when we

do so, various explanations are developed, which indirectly leads to several never ending

interpretation. Twain saying made it clear that there is a difference between the term schooling

and education. Most of us tend to have the perception that the two words Thus, it can be

understood that schooling aids in attaining an individual’s self achievement and in becoming a

successful nation. Students are foster to become adults with all the essential skills, attitudes and

knowledge so that they can become successful leaders, parents, and workers that will benefit the

county. Besides that, schooling aims to ‘help every young person to live a fulfilling life and to

help others to do so (White, No Date). Schools are designed with a far ahead plan curriculum that

guides an individual to live their life to the best and helping those underprivileged people to

experience the best in their life. Often when we are questioned on the purpose of schooling, we

tend to respond that schooling provides a child with the knowledge of various subjects such as

English, science and mathematics. The theoretical knowledge gained from this subject will be

handy in their practical life.

However, we overlook that character development which is also known as personal or social

development contributes to the aims of schooling. Personal or Social Education (PSE) is

‘designed to develop students’ character as good citizens and help them to be productive

community members and work on behalf of the public interest’ (Gilleylen et al., 2008). Arthur

claimed that the main intention of character education is to ‘instill virtues so they become internal

principles

3.1 Difference Between Schooling And Education

The structure of society is composed of six major institutions: health, economics, politics,

religion, family and education. These institutional structures function to carry out the work of

societies. Throughout the history of the United States of America the educational institution has

undergone many structural, functional and methodological renovations. Beginning with the

introduction of compulsory schooling, the intentions of the original planners of the modern

schooling system have been gradually, yet radically, misconstrued. It is the goal of this essay to

distinguish between schooling and education, to provide a brief history of compulsory schooling

in America, and shed light on the differences in the schools created by the original planners and

schools of modern times.

It is important to note that schooling and education are not interchangeable terms. Education is the

universal process of learning that occurs by experience as well as through formal institutions that

spans the entirety of one’s life. Informal learning is the kind of education that one receives from

events and persons who exert influence on their lives such as family, peers, media, etc. Formal

learning, on the other hand, takes place in the school system. Schooling then, can be distinguished

as the formal learning one receives as they progress through the educational system. The learning

process is influenced by a multitude of things. Aspects of the system itself, for example, such as

classroom…
3.2 Differences And Differences Between Formal Education And Learning

SOMEWHAT FIXED PARAGRAPHS Formal education and learning are two different things.

They both have their similarities and non-similarities. Based on personal experience, learning is

when the instructor interacts with the students, making them understand and develop skills from

in and outside of the classroom. For example, rather than having the teacher only show how to

solve a math problem on the board with hopes that you will understand it perfectly from then on.

The teacher would also interact with the students if they’re still struggling, making them do

activities that could be with other students to solve problems together, and making them think

differently in various ways and connecting the students’ minds together. This would not only

enable the students to achieve good grades but they would also understand the information better.

Imagine this, if teachers stood up and talked to the students face to face rather than just handing

them packets more, imagine how better the learning skills in students would develop. Another

example would be making something like experiments in science class would be more fascinating

than looking at a paper. Students are the future of this nation, if we want to see change then we

have to actually change our system of education. We can’t change anything if we’re going to

repeat what we did yesterday.

3.3 What Is The Difference Between Formal And Informal Power

Formal power is given to someone related to the job and position held in the organization.

Depending on the position, authority varies and decision making power can be more or less. In

other hand, informal power is something a person earned himself. Informal power has unique

characteristics depending on the education, experience, and expertise in certain field. These

qualities are viewed with respect, however there are several factors to gain personal power.
There are many sources of power that someone can achieve using different resources.

Reward

Coercive

Legitimate

Referent

Expert

Information

Transcultural researchers challenge nurses to become culturally sensitive and knowledgeable

about their patients.

When I was reading the your post about the Shared Governance Model, I have limited knowledge

on this topic. According to Ireson &McGills, it is the multidisciplinary-shared governance model

adapted an ecologic model that emphasizes interdependence among component parts and uses

available resources (1998). In health care system the horizontal communication channel will be

more focused on the patient care and increase the staff commitment to quality patient care. The

main purpose of shared governance multidisciplinary team is to focus on patient care from the

grass-root level and identify the problem in a positive way to improve the patient care service.

Critical thinking is something a person cannot learn just by watching. It has many components

that need practice and experience. “Faccione (2004) identifies several core critical thinking skills,

including interpretation, analysis, inference, explanation, and self-regulation” (Ward, 2006). The

essential component of critical thinking is to analyze and recognize the importance. Critical

thinking is scientific
3.4 Effects of Existing Education System

Lack of National Aspirations. The development of education is confronted with just about all

problems that can be found anywhere in the world. A long detailed description of objectives and

aspirations of all educational policies since 1947-98 magnifies the confusion as it has always

been set in the absence of definite National Goals.

Waste of Effort. The present education system does not prepare a student for the challenges of

the life rather it only prepares him for examination. At the same time huge amount is spent on

sending individuals abroad for higher studies and research but the country does not have

requisite means and infrastructure to benefit from their higher standards on their return, thus the

higher qualification become a mere status symbol with no advantage to the country and no

satisfaction to the individuals academic aspirations.

Loss of Inherited Trade. Most of our students come from the working class. The present system

of education detaches them from their ancestral trade/business and imparts them a general

education though at times it may be very sophisticated education. These youth are ultimately a

loss to their trades, to their parents, to the society and to themselves as well. The present system

of education is systematically producing a large number of unemployed, frustrated and dejected

youth. [16]

Unemployment. Education policies in the past made an effort to give an industrial bias to

education. Hence a number of polytechnics and commercial colleges were opened throughout the

country. The result is that now we have a daring situation of unemployment among technically

qualified. Moreover trade and industry field in the country is still not sufficiently developed to

absorb these trained people.

Bad Governess. Giving higher education to those not possessing the intelligence and aptitude is

a national waste. The present system of education in Pakistan is producing so many

unemployable graduates of such indifferent quality that they are often not even good clerks and

assistants. It is not the number of persons graduating that asses the efficacy of an education

system but the quality of such graduates. When the incapable graduates grow in abundance and

the society has no system other than the degree to determine merit, the incompetent are bound to

infiltrate all walks of life and reasonable positions and threaten the very survival of the socio-

economic institutions. The proliferation of facilities for higher education without appropriate

merit criteria is, therefore, counterproductive.

 Chapter 4

Effects of Existing Education System

Lack of National Aspirations. The development of education is confronted with just about all

problems that can be found anywhere in the world. A long detailed description of objectives and

aspirations of all educational policies since 1947-98 magnifies the confusion as it has always

been set in the absence of definite National Goals.

Waste of Effort. The present education system does not prepare a student for the challenges of

the life rather it only prepares him for examination. At the same time huge amount is spent on

sending individuals abroad for higher studies and research but the country does not have

requisite means and infrastructure to benefit from their higher standards on their return, thus the

higher qualification become a mere status symbol with no advantage to the country and no

satisfaction to the individuals academic aspirations.

Loss of Inherited Trade. Most of our students come from the working class. The present system

of education detaches them from their ancestral trade/business and imparts them a general

education though at times it may be very sophisticated education. These youth are ultimately a

loss to their trades, to their parents, to the society and to themselves as well. The present system

of education is systematically producing a large number of unemployed, frustrated and dejected

youth. [16]

Unemployment. Education policies in the past made an effort to give an industrial bias to

education. Hence a number of polytechnics and commercial colleges were opened throughout the

country. The result is that now we have a daring situation of unemployment among technically
qualified. Moreover trade and industry field in the country is still not sufficiently developed to

absorb these trained people.

Bad Governess. Giving higher education to those not possessing the intelligence and aptitude is

a national waste. The present system of education in Pakistan is producing so many

unemployable graduates of such indifferent quality that they are often not even good clerks and

assistants. It is not the number of persons graduating that asses the efficacy of an education

system but the quality of such graduates. When the incapable graduates grow in abundance and

the society has no system other than the degree to determine merit, the incompetent are bound to

infiltrate all walks of life and reasonable positions and threaten the very survival of the socio-

economic institutions. The proliferation of facilities for higher education without appropriate

merit criteria is, therefore, counterproductive.

Waste of Female Strength. Women who constitute 52 % of the country’s population have

literacy rate of only 26%. The dropout ratio for women during and after primary schooling is

about 80%. The main reason behind it is that girls are not considered as an economic asset to the

family hence their education remains a neglected aspect in our society.

Production of Disgruntled Youth. According to education policy 1972-80, ” the existing

system of education is one of the root cause of the general dropout in our education system. At

present there are internal examination from class first to seventh, under which students are failed

or passed on the basis of annual test. There is no test of observing or recording the performance

of the student throughout the year. As a result the passing or failing of a students in the annual

examination becomes a matter of the pupils memory. The high percentage of failures not only

leads to heavy dropouts but also brings to life feeling of frustration and inferiority in the student.
This is not only a national wastage but adds to our society a large number of handicapped

people,” [17] which ultimately produces disgruntled youth.

4.1 Controversial Medium of Instruction.

Notwithstanding the recognition of Urdu as a national language in the constitution, education

policy on the medium of instruction is always based on compromises. The phenomenon of

different languages being used in various regions as medium of instruction and even within a

region has created a confused state. In these circumstances development of textbooks in

indigenous languages has not been carried out in a systematic and co-ordinated manner. This

apart, a student remains exposed to learning three/four languages. From this ensues limited

linguistic ability which ” restricts the students horizon and forces them to rely on memorising

and learning by rote.” [18] The students mug up few topics that they expect in examination; if

the question paper include those topics, the examinees are happy and if the expected questions

are not asked, they protest violently and leave the examination hall.

4.2 Lack of Pride in the Teaching Profession.

Qualified and motivated youth in the teaching profession is essential to ensure a quality

education. The best graduates join either engineering or medicine while the rest look for other

outlets before joining as a teacher. Low pay grades, poor social status, meagre benefits and a

missing career-ladder in teaching profession does not attract the best students. Presently,

teaching is a difficult job with low salary, no status and ever-growing public criticism. These are

making it difficult for the teacher to work with pride and dedication.

Improvement Towards Betterment

4.3 STRENGTH

Having completed the analysis, it is felt that there are basically five major fields in the education

system, which needs close attention to put the things at their right place. The recommendations

are being made in these fields one by one which are:-

 Economic Reforms.

 Structural Organisations.

 Qualitative Improvements.

 Socio-Political, Ethical and Cultural Development.

 National Emergency

Economic Reforms

User Charges. There is a strong justification to gradually raise fee structure for secondary and

higher level education. However, on social consideration the raise should be steeper for higher

level than secondary level. Those poor outstanding students, who qualify for higher studies,

should be provided a fixed stipend.

4.4 Induction of Local Bodies and Private Sector in Education.

Education is basically the responsibility of provincial government, but at the same time it is also

a national concern and in certain major areas, decision ought to be taken at national level. There

is a need to regard education as a federal-provincial partnership. Education planning has to be

decentralised to the district level and still down to union council level. Moreover, there is a need

to incorporate private sector particularly the NGO’s and support them in a massive way through

financial support to enable them to undertake literacy programmes on a much larger scale.

Structural Organisation
4.5 Primary and Adult Education.

Primary and adult education should form the bulwark of our education structure and should

receive highest allocation. Emphasis should be laid on properly equipping the existing schools

before establishing new formal schools or informal and community schools. However, the

existing and new schools should take into account the socio-economic environment of areas in

the matter of educational cycle and timings of schools. If this is not taken into account, high

dropout rates and phenomena of ghost schools will continue.

Secondary Education. Secondary schools are of two types, general and vocational/polytechnic.

These schools should be unified and converted into complete stage of education with curricula of

compulsory subjects and a few elective subjects for preparing the students for a definite

vocational career.

Tertiary Education. The colleges and the universities, both general and professional, have

outgrown in number. The need is to consolidate and improve these seats of higher learning than

expanding them. This improvement and consolidation should be brought about by:

a. Admitting the students purely on merit after subjecting them to aptitude tests so as to

determine whether they really qualify for specialised studies.

b. Making the colleges and universities autonomous and research oriented.

c. Throwing out politics and professional students from the campuses.

d. Bestowing on Professors and Teachers the same social status as is enjoyed by them in

advanced countries.

Medium of Instructions. The issue of medium of instruction has continued to be skirted due to its

sensitivity. The issue should be tackled rationally and boldly as under:

At primary level the national language as unanimously agreed to by the representatives of the

people and enshrined in the Constitution, should be introduced as the medium of instruction.

At the secondary level also, the national language should be made the medium of instruction.

English should be taught as compulsory subject and its curricula should be completely revised to

encourage communicative and cognitive skills in this language.

c. At tertiary level, English should be the medium of instructions. The possibility of introduction

of national language can be reviewed later.

Qualitative Improvements

Teachers Education. The output of qualified teachers has lagged behind the expansion in the

schools. Therefore, the number of teacher’s training institution should be increased and

unqualified teachers should be compulsorily trained in these institutions. Those who do not

qualify should not be retained. At the same time, the terms of service of teachers should be

improved to make profession of education attractive.

4.6 Teachers Supervision and Performance Assessment.

With the expansion in the educational network, supervision and assessment of teachers has

received a serious setback. This lack of supervision and support has resulted in large-scale

absenteeism and low morale among teachers. Hence, in order to improve supervision and carry

out on-the-spot support to teachers (model teaching, in service training etc) existing training and

inspection system should be strengthened.

Incentives. Suitable annual awards should be instituted for the meritorious work in the field of

literacy at national, provincial and local level. It has been observed that government

schoolteachers take up alternative employment while their attendance is recorded regularly by

junior teachers attending the classes. In the rural areas the situation is much worse.

Number of Students in a Class. To prevent overcrowding, the number of students in a class

should be restricted to thirty-five or less.

Physical Facilities including Instructional Material.The educational institutions are deficient

in four areas, namely buildings and furniture, laboratories and equipment, textbooks and sports.

These facilities are to be made available without any delay.

Curriculum. Curricula in educational institutions are not only overcrowded but also out of pace

with advancement of knowledge. Therefore, a major effort should be made to revise curricula at

primary, secondary, college and university levels in order to make it meaningful and responsive

to the needs of the society. Moreover it should be same for both the government and private

schools throughout the country.

Textbooks. Our textbooks are of poor quality lacking content, method of presentation, printing

and set-up. At the same time, they are cost productive. These textbooks have also a strong

flavour of foreignness which, to a large extent, owes to syllabus as also to scarcity of writers who

can compose textbooks without relying heavily on plagiarism. Therefore, a massive reform of

textbooks should be undertaken.

Examination System. The examinations test the students for rote memory and largely exclude

conceptual and cognitive tests. The system should be reformed with emphasis on internal

assessment and its linkage with curriculum development process. There is also a need for the

standardisation of the examination system. All examination papers should be prepared by one
central authority, through one curriculum both for private and government schools. Effort should

also be made to make evaluation system foolproof. There is also a need to take suitable measures

to eliminate test papers and notes other than prescribed.

 Chapter 5

MAJOR WEAKNESSES

Lack of Quality Education.

The most important problem being faced by our educational system is that of quality education.

The major factor being over-crowding in the classes i.e. 80 students or more are handled together

in a small room. The teaching staff is also unable to pay individual attention to their students;

this naturally leads to indiscipline and deterioration of standards in the class.

5.1 Untrained Teachers.

Unfortunately non-availability of qualified and properly trained teachers also retarded the

expansion of literacy rate by adversary affecting the establishment of new educational institution

as well as the quality of education in existing institutions. In a nation wide study in Pakistan in

1995, teachers with less than Matric level education could not answer 30% of questions based on

grade four textbooks.

5.2 Large Number of Dropouts.

Socio-economic factor is a major reason for a large number of dropouts of students even before

completing their primary/middle standards. Economic pressures force a student to assist the

family to increase family income at the expanse of his education. Other contributing factors in

this regard are :

 A dislike for school subjects.

 Unsatisfactory student-teacher relationship.

 A history of school failures.

  Non participation in school activities.

Female Education.

Literacy rate of female in Pakistan is half of that of males. Primary reasons for this are:

 Male dominance, cultural biases, and ages old tribal traditions.

 Girls are often required to help with household work of the family.

 Lack of conveniently located schools and separate schools for girls.

 Non availability of female teacher’s. In Pakistan female teachers at primary level are 25%

of total teachers.

 Inflexible hours of schooling and irrelevant curricula.

 Non Involvement of Community. Nationalisation of schools in the 1970’s, without

adequate community participation in the running of schools, had led to a major

deterioration in the quality of education.

 Non Participation of Private Sector. Insufficient government facilities do not cater for

requirements of the country. In rural areas, where literacy rate is at the lowest, no worth

while participation of the private sector exists.

I lldiversification of Courses. It is imperative that a wide choice of subjects be made available

to the students at the beginning of 9th class to suit their individual needs, aptitude and

temperaments. It is unfortunate that most of our education is of a general and academic nature.

Therefore there is an intellectual drought. The general academic nature, no doubt, helps in

broadening the vision and creating a general consciousness of the happenings around us, but it is
seldom of any use in carrying out the practical affairs of life successfully in the complex society

of today.

Allocation of Funds. UNESCO has recommended that 4% of the G.N.P, is a reasonable amount

to be spent by the developing countries on education, whereas Pakistan presently is spending

about 2.2% of G.N.P on education. Infact Pakistan is the only country in South Asia, where

expenditure on education, as a percentage of G.N.P, has fallen since 1990. [12]

Evaluation System.

Prevalent examination system is marred by a number of evils. Tests are based on end of cycle

certification rather than periodic tests. Dangerous trend of cheating and manipulation has also

crept in the system.

Language. Our education system suffers from a precarious struggle between education in

English and Urdu. Presently, there are two standards of education each basing on one language.

5.3 Other Factors

Out of meagre amount spent on education, a huge portion is wasted through corrupt and

inefficient system. According to a survey by Army Rs 1.5 billion per year were embezzled in

head of teacher’s salaries.

52% of teachers in Pakistan use physical punishment.

Curriculum of primary education is not in line with our objectives and national aspirations.

Textbooks are sub standard and generally are not in conformity with the specifications/standards

set by the curriculum bureau.

Textbooks are sub standard and generally are not in conformity with the specifications/standards

set by the curriculum bureau.

School timings for the year do not take into account agriculture cycles, which limits attendance

in rural areas.

Narrow research base in the universities.

h. Non-employability of educated youth.

j. Ineffective role of media.

k. Education not being used at all for social change.

l. Learning less in substance and more in volume.

 CONCLUSION

This paper conludes that education develops people in all domains of life such as

social, moral, spiritual, political and economic. It is a dynamic force which enables every

nation to achieve its overall national goals. It is an established fact that countries that have

developed a sound system of education have a sound social and political system. With

effective educational systems many countries are playing a leadership role in the comity of

nations. They are enjoying their liberties and also are politically and economically free and

developed. The education system of Pakistan has not been able to play its role effectively in

nation building. This factor has contributed towards development of frustration among the

Pakistani society. The future generation of Pakistan is directionless due to defective

education system which has drastically failed to raise the nation on sound economic, social,

political and moral grounds.The directionless system of education is producing forces of

degree holders who are deficient in high order live skills such as reflection, critical thinking,

analysis, research and creativity. The education system instead has focused on feeding the

individuals with outdated information and knowledge which is less relevant to the current

fast changing world. Students coming out of the Pakistani education system are theoretically

sound but have no skills to apply whatever they learn from their institutions due to the

traditional methods of teaching and learning.

Finaly, this study concludes that the there is an urgent need to reform the system of

education of Pakistan and for this purpose this study presents the following

recommendations.
 RECOMMENDATIONS

1. There should be sufficient budgetary allocation for education in the national GDP.

This will provide the system with resources to take fresh breath of life.

2. There should be quality institutions for the professional development of teachers

form primary to higher levels. For this purpose the existing system of teacher

education institutions must be provided with funds qualified human resources to

run programmes of training for teachers on periodical basis.

3. The system of accountability must be strengthened and all the professionals

associated with the system of education should be educated to own their

responsibilities on individual and collective basis. This help in creating a sense of

ownership of the system and its functions.

4. Curriculum should be evaluated on annual basis. In this regard a vast survey could

be conducted to seek opinions of teachers, parents and community regarding their

expectations and observations. In this light of this and the expert recommendations

of the educations researchers the curriculum goals should be redefined and the such

curriculum should be prepared which caters to the psyche and needs of the society

and the country without any discrimination of cast, color and creed.
5. There should be as less political interference as possible. This will allow the system

to function smoothly and without any discrimination. Frequent political

intervention creates gaps in the system which has led to corruption and other evils.

6. Polices should be implemented without any delay of time and resources. There

should be a strong political will on the part of the government to implement polices

without any delay. Poor policy implementation has led to creation of gaps and trust

deficit on the part of the public and government agencies.

7. Examination system should be made free form the mafia of unfair means,

corruption and illegal gratifications. For this purpose the system of supervision and

inspection could be improved both physically and theoretically. The government

should enhance the salaries and the education professionals so that their tendencies

are not diverted towards evil means of getting favors and support.

8. The culture of research should be promoted within educational institutions. For this

purpose the pace of research oriented programs in teaching and learning should be

accelerated in educational institutions around the country especially at higher

levels. Government should increase the volume of funding to higher education

commission for this purpose.

 REFERENCES

[1] Zaki W. M., “Evaluation of Education Plans and Projects”, Islamabad, National Book

Foundation, 1989.

[2] Save the Children & UNICEF “Disciplining The Child Practices and Impacts”,

NWFP: School & Lietarcy Department, 2005.

[3] Rehman H. and Khan N., “The flaws in Pakistan’s Education System”, Abasyn

Journal of Social Sciences, vol/issue: 4(1), 2011.

[4] Louis D. H., “The crises of Education in Pakistan”, Lahore, Vanguard Book Ltd.,

1987.

[5] Iqbal M., “Education in Pakistan”, Lahore, Aziz publishers, 1981.

[6] Qurashi I. H., “Education in Pakistan”, Karachi, Ma,aref LTD, 1975.

[7] Sayan, Fida, and Hussain, “Pakistan existing education system”, 2008. Retrieved

from Retrieved from www.eric.articles/pak/edu on dated 2012, July 18.

[8] Naseem J. Q., “Problem of Education in Pakistan”, Karachi, Royal Book Company,

1990.

[9] Government of Pakistan, Ministry of Education. “National Assessment

Findings”, Islamabad, National Education System, 2006.

[10] SPARC, “State of Pakistan’s Children”. Islamabad: SPARC, 2005.

[11] UNICEF, “Coproal Punishment in Schols in South Asia, Committee on The

Rights of Child,”. Regional Office for South Asia, 2001.

[12] Illahi M. K., “The Role of the Heads of the Secondary Schools, Unpublished

thesis, Allama Iqbal Open University, Islamabad, Pakistan, 1986.

[13] azhar H., “Good Supervision Key to Quality Education”, The Dawn, Karachi, pp. 23,

2011.
 Appendix-I

Casuse of Lack of Teacher is a Backbone of Our Society in Which we can develop

progress.

Questionnaire for Head of Institution

Name __________________________________________________________

Academic & Administrative Qualification: ____________________________

Teaching Experience _____________________________________________

Administrative Experience: ________________________________________

Name of School __________________________________________________

Note: Mark appropriate in the bracket( )

A: Agree B: Disagree C: Undecided

S.R
A B C
No.

1. Cause of Lack of Interest among students is uninteresting way of

teaching Teacher is a Backbone of Our Society.

2. Do teachers inform students about importance of Teacher are a

49
 Backbone of our Society?

3. Are teaching aids available in the school?

4. Is teacher’s way of teaching creates interest among students?

5. Do you arrange specialist of study when your teachers are at

leave?

6. Do teachers get guidance from you while teaching?

7. Do you place suitable period of studies in your school time table?

8. Do you arrange study tours for teaching effectively?

9. Do teachers of studies use reasoning, terminologies and examples

in the class?

50
 Appendix-I

Casuse of Lack of Teacher is a Backbone of Our Society in Which we can develop

progress.

Questionnaire for Head of Institution

Name __________________________________________________________

Academic & Administrative Qualification: ____________________________

Teaching Experience _____________________________________________

Administrative Experience: ________________________________________

Name of School __________________________________________________

Note: Mark appropriate in the bracket( )

A: Agree B: Disagree C: Undecided

S.R
A B C
No.

1. Do teachers get guidance from you while teaching?

2. Do you place suitable period of studies in your school time table?

3. Do you arrange study tours for teaching effectively?

4. Do teachers of studies use reasoning, terminologies and examples

in the class?

51
5. Cause of Lack of Interest among students is uninteresting way of

teaching Teacher is a Backbone of Our Society.

6. Do teachers inform students about importance of Teacher are a

Backbone of our Society?

7. Are teaching aids available in the school?

8. Is teacher’s way of teaching creates interest among students?

9. Do you arrange specialist of study when your teachers are at

leave?

52