edu reforms ministery of edu pak
TRANSCRIPT
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http://www.moe.gov.pk/et1.htm
perspective plan 2001-2015
Education and TrainingImportance of education in the coming years is recognized as a necessary ingredient for
sustainable economic growth. Education is seen as the key to better quality of life as well asa means of providing a new set of skills required for the future years.
According to the vision of the Quaid-e-Azam, scientific and technical education should begiven to the people to compete with the fast-developing world. Sound education should be
provided to the people to instill in them the highest sense of honor, integrity, responsibility,
and selfless service to the nation. Investment in human capital prepares the critical mass ofeducated manpower on the one hand, and on the other hand prepares future leaders in
various fields to steer successfully the country through thick and thin.
Education Sector Reforms
The Education Sector Reforms (ESR) in essence, build on the 1998-2010 Education Policyand thus are not a new policy innovation but an Action Plan for reform. The ESR is based on
a long-term framework with a four year action plan for 2001-2005. The main features of the
reform agenda are macro level reforms in planning, procedures, resource mobilization andutilization; sector wide approaches for reinforcement of linkages between sub-sectors (i.e.primary / elementary / non-formal literacy, secondary / technical, higher education and
quality assurance structures); internally driven strategies and internally developed
milestones for implementation of the ESR; a holistic basis for planning of human resourcedevelopment in the country; the Social Action Program (SAP is integrated in this approach
with 77% of the Action Plan covering SAP and all areas of Education For All (EFA);
institutional reforms at all levels, i.e. federal, provincial and district levels to be triggered bythe ESR; maximizing equal opportunities and reducing the gender gap at all levels of
education; literacy through Education For All for a literate Pakistan is ensured by institutionof comprehensive programs supported by the Compulsory Primary Education Ordinance and
broad based institutional support; the delivery of quality education at all levels forimproving the quality of social capital is to be achieved by rewarding expertise, providing
access to improved teacher training programs, curriculum reforms and innovative projects.
Education Sector Reforms
To meet the human resource needs of the country, a shift to science and technology isbeing made at the Secondary and Higher Education levels thereby creating employment
options for young men and women. An innovative project of video-textbooks and library is
being initiated in collaboration with the AIOU and Ministry of Science and Technology; tobring the educational system at par with international standards, introduction of a three
years Masters program is being planned. It is proposed to build public-private partnershipsfor mobilizing all sections of society in the provision of education through restructured
education foundations and other initiatives. The private sector is to be promoted inproviding education at al levels especially for higher and professional education through
incentive packages and flexible arrangements. A modular approach is being developed for
the sub-sector reforms and programs to create space for innovation, testing and expeditiousimplementation.
Perspective Development Plan 2001-2011: Objective / Targets
The Perspective Development Plan 2001-2011 in Education and Training encompasses
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the following objectives:
Improvement of literacy rate Education for all (EFA) Improvement in participation rate at secondary level Introduction of technical education at secondary and post-secondary level Producing higher education graduates responsive to the socio-economic and
technical needs of the country
Quality educationStrategies and Operational Program
Strategies and operational program to be followed during 2001-11 include new initiatives toachieve accelerated literacy rate, education for all, better science education facilities,
introducing technical stream at secondary level and for higher education and quality
assurance are given below:Education: Ten year Perspective Development Plan 2001-11
Issues Strategies Operational Programi) Low literacy and participation rates atprimary/elementary/secondary level
- Adult Literacy Campaign - Assisted by Special Task Force onHuman Development from August, 2001
- Formal & non Formal System - Establishment of 30000 Non-formalSchools (including existing 7100)
- Universal Primary Education - Opening of 32000 primary schools andup-gradation of 53000 primary schoolsto elementary level
- Universal Secondary Education - Up-gradation of 19000 elementaryschools to secondary level.
ii) Low quality of education at all levels - Improve standard of teachers - Teacher Training Project- Curricula improvement- Improve examination system
- Education Testing Service- Establishment of NationalEducation Assessment System
- Universal Secondary Education - Up-gradation of 19000 elementaryschools to secondary level.
Revamp Science Education - Revamping of ScienceEducation facilities in 3000 existing
secondary schoolsiii) Limited option fortechnical/commercial/ vocationaleducation.
- Introduce technical/vocational streamin secondary schools
- Technical Education Projects
- Polytechnics at District and Vocationalinstitutes at Tehsil level
- Estt. Of 90 Polytechnics by 2011 inaddition to existing 60 (covering alldistricts)- Starting evening shift in 100Polytechnics.- Opening Technical Stream in 2000secondary schools (5 in each Teshil)
iv) Low participation of private sector - Incentive to private sector throughgrants and soft loans
- Education Foundations Projects
- Encourage public/private partnership. - Community participation Projects
Under perspective 2011, a high level educational profile will be achieved. Physical and
teaching facilities will be provided by continuously increasing investment in education andimplementing long term Action Plan for Education Sector Reforms. A summary of targets is
given below:Benchmark 2000-01 Target 2003-04 Target 2010-11
Participation Rate (%)Primary Stage
Total 83 94 104Male 96 02 107
Female 70 85 101Elementary Stage
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Total 57 66 97Male 67 77 100
Female 46 52 94Secondary
Total 35 45 79Male 42 50 81
Female 27 39 77Higher Education 2.50 3.00 5.5Literacy Rate (%)
Total 52 61 78Male 64 73 88
Female 39 47 67
Perspective Plan 2001-2011 has been prepared under National Education Policy 1998-
2010, which recommends enhanced funding to raise literacy level, remove urban-rural andgender imbalances, improve quality of education at all levels, strengthen higher education
facilities, and provide for demand driven education. The Education Sector Reforms focus onimplementation strategies, program summaries and innovative programs which include
proposals of Education For All, poverty reduction, public-private partnership, goodgovernance and re-defining the role of the Federal Ministry of Education for spearheading
the reform efforts and mobilization of resources. Perspective 2011 will focus on improvingliteracy and participation rate through formal and non-formal education system. Girlstechnical and science education will receive special attention. Quality education at all levels
will be ensured through better teaching facilities. Curricula will be reviewed. Financial andmanagerial constraints will be overcome through good governance. New initiatives will
include a national education assessment system and introduction of merit through trainingof teachers.Description of ProgramsDuring Perspective 2011 period about 32000 new primary schools will be established. About53000 existing primary schools will b upgraded to elementary level and about 19000elementary schools will be upgraded to secondary level. Technical skills will be introduced in
about 2000 existing secondary schools. Revamping of science education facilities in about
3000 existing secondary schools will take place. These facilities will also be provided inappropriate number of upgraded schools. Appropriate number of higher secondary
schools/colleges will be added to accommodate output at secondary/higher secondary level.Number of new universities will be established and existing universities will be
strengthened. Existing institutions will also be consolidated to improve quality of education.About 90 new poly / mono techniques will be established while existing ones will be
strengthened.
Major Programs(a) Literacy
Literacy rate will be increased from 52% at present to 78%. This will be done byexpanding Universal Primary Education (UPE). For out of school youth, especially, below 18
years of age, separate programs will be launched. To develop feasible literacy programsperformance evaluation for earlier non-formal education programs will provide guidance.
(b) Education for AllUPE for boys will be achieved by 2003 and for girls by 2007. This will be done by
providing building to all existing shelter less primary/elementary schools besides provision
of additional classrooms in the existing overcrowded schools. Mosque schools will beconverted to regular schools and existing primary schools to elementary schools whereverthe enrolment so permits. New mosque schools will be established in areas where regular
schools may not be feasible. Drop out rate will be reduced by improving the efficiency of the
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system through better supervision, administration and involvement of local communities atdistrict/tehsil levels. Strong motivational campaign will be launched to persuade parents to
send their children to schools. This will be reinforced by legislation for compulsory primary
education. Gender and regional imbalance in availability of basic education facilities will betaken care of. Evening shift will be started in areas where feasible. Entry qualification forfresh Primary School Teachers will be raised to Intermediate with one-year teacher training
and for Middle School Teachers as Bachelor degree with one-year teacher training to helpachieve quality education. Wherever feasible, co-educational primary schools will beestablished in which female teachers will be appointed.
(c) Secondary EducationDiversification of courses for the students in different stream at this stage is a very
crucial task. Democratic access to various career options will be provided at this stage. To
accommodate increasing output of elementary graduates a concomitant increase in facilitiesat secondary level, with focus for girls education will be the thrust of Perspective 2011
programs. Up-grading elementary schools, adding classrooms to existing schools and
introduction of technical stream in secondary schools will be the strategy to achieve thetarget. Private sector will be encouraged to share this responsibility, especially, in setting upof model schools at district level. To improve the quality of secondary education Master
degree holders in relevant subjects with degree in education will be recruited as SecondarySchool Teachers. Intensive in service training will be provided to teachers at least once infive years. Existing science teaching facilities in high schools will be revamped.
d) Technical Education & Vocational Training
Technical and vocational education will be expanded and diversified courses will be
introduced. Provision of multiplicity of options, at close proximity of even rural clientele will
be ensured. The out reach will assure accessibility of technical education, vocational trainingfacilities for urban-rural and male-female clientele alike. It will be made in tune with
demand in job market. Curricula will be made responsive to the requirements of industry.
Linkage with industry will help achieve this goal. At present about 35% of matriculatesmove into technical, commercial and vocational training which by 2011 will rise to 50%. It is
expected that private sector will respond to these initiatives.
(e) Teacher Education
Quality education requires motivated and competent teachers at all levels. It is
recommended that intake qualification of teachers at all levels be enhanced. Teachertraining institutions be revamped to ensure output of devoted prospective teachers. Theexisting teachers should undergo intensive in-service training to improve their working
efficiency. Management training will be mandatory for all future administrators of education
from secondary school levels to higher education levels. Awards and medals will be given tohardworking and devoted teachers.
(f) Higher Education
State of the art education, in marketable disciplines, will be provided at this level. Theintake qualification of teachers will be raised as M. Phil degree for Postgraduate Colleges,and Ph. D for universities. Intensive in service training will be mandatory. Traditional andirrelevant disciplines will be dispensed with or merged with those in other institutions while
new emerging and marketable disciplines with focus on research will be introduced. Split
PhD training in local universities/institutes in collaboration with foreign universities will bestarted. A substantial allocation to universities will be made to enhance their researchcapabilities and start new research programs through provision of better infrastructure
facilities and staff development. National Council for Academic Awards and Accreditation will
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be created for reinforcing the quality of the Private Education System. In fields, where
feasible, three year degree course will be introduced. The existing dual control of the
universities will be eliminated. Some of the existing universities will be made fullyautonomous for which suitable legislative cover will be provided. Special support will be
given for developing selected university departments, having potential for up-gradation, asCenters of Excellence, especially in newly emerging scientific fields. Linkage of higher
education will be established for knowledge-based industrialization.
In a country where highly talented manpower is available, quality control and researchand development activities are almost non-existent, resulting in unimaginable brain drainwhich requires immediate attention of all concerned. To make optimal use of available
highly educated manpower, infrastructure development of the R&D institutions need to be
updated with state-of-the-art instruments. Separate allocations will be made for R&D duringthe Plan. Existing scholarship schemes will be continued. Split Ph.D. training in local
universities/institutes in collaboration with foreign universities will be started. Libraries of
educational institutions will be strengthened and their proper utilization will be ensured.Accessibility to modern literature, research based material and information technology willbe provided to higher educational & research institutions.
g) Examination System
Examinations play a pivotal role in improving the quality of education. It is, therefore,
necessary to improve quality of examinations, thereby raising general standard of educationand checking mal-practice in public examinations. Structural changes in the conduct and
quality of examinations are needed to achieve the following objectives. (a) improvingintellectual abilities of students, such as knowledge, comprehension, application, analysis
and synthesis, (b) ascertaining and enhancing validity, public acceptance, transparency andfairness of examinations; and (c) having a feedback for ensuring continuous assessment of
the whole education process by improving teaching strategies, school effectiveness,curriculum design, appropriateness of textbooks and the whole delivery system.
In order to improve the examination system, it is proposed that the Boards shall bring
organizational improvements by (a) establishing research cells so as to provide feedback forimprovement of the system as a whole to conduct research oriented professional activitiesand to train teachers, paper setters, examiners and invigilation staff, (b) paper setting cells
to develop variety of questions, question papers in different subject, (c) computerization ofprocess and appointment of well qualified honest, dedicated and experienced staff,
preferably on contract basis to ensure fairness, transparency and validity in the examinationresults. Model question papers will be developed for intellectual assessment of the students.
The teachers may be trained; (i) to impart teaching-learning in the class based on thesemodel question papers; and (ii) to test and assess the students on continuous basis. In
order to eliminate the element of selective study and at the same time ensuring the
comprehension and application skills in a particular subject, the question papers will be so
framed that these cover the entire curriculum and not specifically based on one textbook
only.
(h) Improving QualityQuality of education at all level will be improved in order to gain the competitive edge
required in the knowledge based global economy. The strategic intervention for this purposewill focus on physical infrastructure, books and equipment, incentive to poor students,
national education testing service, establishment of regulatory body for quality assurance(National Council for Accreditation and Quality Assurance), one year honors course after
Bachelors degree, academy for university teachers, performance based contract
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appointments, indigenous PhD scholarship programs, increase in non-salary budget ofuniversities and create growing research endowment fund.
(i) Video Textbooks-Libraries
In order to improve the standard of secondary education and specially, in the field of
science education it is imperative to have good and innovative science teachers. Together
with availability of teachers it is equally necessary that adequate scientific, video text-booklibraries be established. These video lessons-libraries will enable the students to improve
upon the quality of science education at the secondary level. These efforts will supplementthe teaching learning process. Nearly 70% of household in Pakistan have access to TV setsso these video lessons-libraries can be available to the majority of people and to all the
students at the secondary level through provision of TV and a video player to all the
schools. Out of school students, continuing their study privately, can also take advantage ofthese lessons through the educational channel as well as by borrowing these videos from
the districts and tehsil level resource centers. These videos will not only arouse interest of
students in science subjects but will encourage them to innovate, prepare practical modelsfor demonstrating scientific concepts. Educational experts as well as technical facilities of
the private sector can be involved in the development of these programs. Theselessons/films can also be made available to the private institutions on cost or hiring basis.
Similarly, these videos/films can also be provided to the general public through the videoshops at subsidized rates.
j) Tehsil/District Resource Centers
Training and support to quality education provision is an ever increasing need. Theservice is required through a decentralized process for timely response to needs of the
clients i.e. teachers, head teachers, supervisors/learning coordinators and other districteducation managers. However, in spite of elaborate district level training sites (GCETs and
other designated training outposts) there has been insufficient field based support to
teachers and education managers. The proposal is to set up 20 Resources Centers integralto the quality component of the Education Sector Reform (ESR) in a phased manner.
(k) Role of Private SectorDuring Eighth Plan private sector was encouraged to establish educational institutions
and at all levels. As a result, at the school level about 25% students are enrolled in private
institutions. At the higher level there are 61 universities/institutions available in privateSector. An inventive driven system will be provided to these institutions to nurture
economical, high quality education at all levels in a competitive environment and to furtherexpand private sectors contribution in the field of education Private Sector partnership with
the public sector for better utilization of existing facilities will be encouraged with innovativeapproaches.
l) Community Involvement
It is intended to ensure involvement of communities and local bodies to resolve the
problems of quality of construction, repair and maintenance of buildings, management ofday to day problems of schools located in remote areas, teacher absenteeism, purchase out
of non-salary recurrent grants etc. Resources for education sector will be improved throughsocial mobilization, community participation and activating the NGOs, CBOs and local
bodies. Increase in literacy rate will be ensured through continued efforts of public sector,NGOs and communities. The role of communities and NGOs will particularly be focused forsetting up new girls institutions in rural areas and urban slums.
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(m) Poverty Alleviation
Education is a tool for improving quality of life of the people. It also helps in
improvement of earning by producing skilled manpower. Educated workers are more likelyto be productive. It is estimated that through UPE, UEE and introduction of vocational and
technical subjects at secondary level and through increased participation of matric pass-outsin technical and vocational streams, the country will be able to tackle in some measure the
rising incidence of poverty. Output at higher education level will also increase especially innew emerging fields.
(n) Good Governance and DecentralizationUnder the devolution and good governance plan district governments will be created
with a district based and city base administration for rural and urban areas. Effective
decentralization in education requires both macro and micro-level planning to ensure thateducation facilities work optimally for the benefit of citizens of the district. Whilst the
provinces will work out their initial plans for decentralization each district would require
technical support for capacity building in a variety of areas to ensure best planning andmanagement systems. Under the current fiscal crisis, it is unlikely that provinces will have
sufficient resource initially to support such initiatives. However, it is precisely this level oftechnical support that is imperative. The Social Action Program (SAP) may be one way of
extending this support. However, another incentive could be in the form of innovative BlockGrants, through Federal Transfers to lead districts who are keen to mobilize additional
resources for better people-centered systems planning. Community participation,partnerships, accountability and monitoring of quality cannot become a reality withouteffective decentralization.
Three Year ProgramThe Three Year Plan will focus on improving literacy and participation rates through
formal and non-formal education system. Girls and technical education will receive special
attention. Information technology will be made available to educational institutions. Qualityeducation at all levels will be ensured through better teaching facilities. Curricula will bereviewed. Financial and managerial constraints will be overcome through good governance.
ObjectivesThe main objectives of the Three-Year Plan in the Education and Training Sector are:-
Improving literacy rate to 61%, achieving Universal Primary Education for boys and85% participation rate for girls, expanding Elementary Education and proportionatelysecondary education, with a focus on girls educational and vocational education;
Diversifying and expanding technical, vocational, and commerce education andensuring their spread to meet the requirements of each area/region;
Creating appropriate teaching and research environment in higher educationinstitutions;
Improving quality of education at all levels; Enhancing of the education system through participation of local community in theconduct of day-t-day business of educational institutions; Devolution of powers to the lowest rung of hierarchy; empowerment of district
officers to appoint, transfer and promote the teaching and non-teaching staff ofschools and approve development projects up to a fixed cost limit.
The Policy Frame WorkThe following measures will be adopted to improve the performance of Education System::-
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- Formal & non Formal Education in the private sector will be regulated at Federal and Provincial levels. Admission in professional education institutions will be regulated through a standard
and transparent entry test Provision of non development budget to commission the new facilities created will be
ensured.
Public Sector Development Programme
Current Budget of Ministry of Education (Rs. in Millions)
Demand Description 2009-2010 2010-2011
29-Education
Division
Main Secretariat, M&E Cell, Curriculum, Education Policy,
Attached Deptts, International Organizations ISESCO, UNESCO,
etc. (Mostly pay and allowances)
627.678 1,015,057
30-HECHigher Education Commission
21,500.00023,220,000
5,830,000
31-Education
Autonomous Bodies, Pakistan Schools & Chairs Abroad,
Private Educational institutions, National Educational
Institutions, Sub-Ordinate Offices, etc. (Mostly pay and
allowances).
809.020 798,243
32- FG
EducationalInstitutions in
the Capital and
Fed. Areas
Pay & allowances of teaching personnel in Federal Schools &
Colleges.2281.967 2,502,858
Total including HEC 25,218.665 27,536,158
Total Ministry of Education 3,718.665 4,316,158
Development Budget of Ministry of Education
Year No of Proj. Allocation Revised Allocation Funds Released Funds Utilized
2008-09 85 6,269.652 4,052.568 2,548.95 2,168.543
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2009-10 101 8,097.613 5,500.000 3353.405 3231.000
2010-11 86 5,070,864 5,070,864 1722.202 379.177
Public Sector Development Programme 2010-2011
Public Sector Development Programme 2009-2010
http://www.moe.gov.pk/Final_PSDP_2010-2011.xlshttp://www.moe.gov.pk/FULL_YEAR_REVIEW_OF_PSDP_2009-10.xlshttp://www.moe.gov.pk/FULL_YEAR_REVIEW_OF_PSDP_2009-10.xlshttp://www.moe.gov.pk/Final_PSDP_2010-2011.xls