School

Effectiveness and
Improvement

[REFORMS IN
EDUCATIONAL
SYSTEM OF
PAKISTAN]

CONTENTS
Education................................................................................................................... 3
Educational System in pakistan..............................................................................3
Reforms in educational system of pakistan................................................................3
multiple system of education.................................................................................. 3
Language Issues...................................................................................................... 4
curriculum of pakistan............................................................................................. 4
HIGHER EDUCATION................................................................................................ 4
TEACHERS............................................................................................................... 5
EXAMINATION SYSTEM............................................................................................. 5
pakistan, England and wales...................................................................................... 6

EDUCATION
Education is the base and everyone knows the significance of education no country
can get by without quality or advanced education, that constructs the countries and
turn into the reason for success. It shows the way that leads to bright future. So
every nation's educational approach ought to be made according to the current
time that should incorporate the cultural values and religion.

EDUCATIONAL SYSTEM IN PAKISTAN

The education system of Pakistan is based on inequality. Medium of education is
different in public and private sectors. This has divided people into two sects. This
is the main reason due to which the education system in Pakistan is failing. The
range of Pakistan's educational issues is much more extensive and deeper than
simply educating. It influences all divisions of the training framework, running from
primary to higher education.

REFORMS IN EDUCATIONAL SYSTEM OF PAKISTAN

MULTIPLE SYSTEM OF EDUCATION
Today schools in Pakistan are divided into two categories
1. Public Sector
2. Private Sector
This segregation of sectors has caused a major gap in our education system.
Private sectors are given more facilities than public sectors. Children who study in
private schools are thought to be better groomed than in public sectors. Private
sector focuses on both MATRICULATION and CAMBRIDGE SYSTEM while public
sector promotes MATRICULATION SYSTEM. There is another educational system
that is the MADRASSA SYTEM. Currently there is a dilemma in our educational
policy. Children our groomed in these systems. Different systems mean children
with different attitude. This causes a huge confusion among the children when they
fight for a position in top institutes for secondary education. At this rate our
education system is providing no goods to use.
The above mention systems focus on different prospects. The table below highlights
the differences in the systems
Cambridge System

Madrassa System

Target Market

Matriculation
System
Middle class

Elite class

Lower class

Lead to become

Average employees

Employees overseas

Work mostly in
mosques

Religious

Teach religious
values
Urdu and partly
English

Focuses on other
Purely religious
stuff
Languages
Mainly English with
Urdu only
others(French,
Spanish and
German)
Our children are becoming a victim of discrimination on the above basis. One
standard system should be maintained.

LANGUAGE ISSUES
Our education is divided into two parts-English medium and the Urdu medium. This
division contributes class divisions as well. The elite are educated in English private
schools. The lion's share of the poor are educated in Urdu state funded schools or in
non-public schools that may claim to have English as the medium of direction yet
for the most part give poor training. The poor are distraught, especially when
looking for higher paying occupations, even in the general population division as all
the top jobs demand fluent English speakers. They are likewise impeded in
endeavoring to gain advanced education, since most college courses are taught in
English.

CURRICULUM OF PAKISTAN
Prior to the eighteenth constitutional amendment, the federal education ministry
had designed the national curriculum. Currently the educational material is
designed by the provinces but is approved by the main body. Although the
provinces have their own boards and they have the final say even then there is
confusion among the boards.
Secularization of Education:
Pakistans ideology is based on Islam but, we are unclear about the religious
additions in our curriculum. The curriculum shows narrow-mindedness towards other
religions. Yes, Pakistan is Islamic state still minorities should not be forced to study
Islam. A Hafiz-e-Quran is given extra 20 marks here on the basis of religious factor.
Thats discrimination towards other students. The curriculum is currently centralized
but the provinces need to work together as Punjab, Sindh, Baluchistan and KPK are
currently preparing their own courses.

HIGHER EDUCATION
Nowadays in universities and other institutes students are taught directly from
books. They are asked to learn the material by heart and then to re write it as it is in
their finals. This is becoming a huge problem as universities are failing to produce
individuals for society. They are only teaching those books they are not
incorporating skills in them. Due to this students are unable to contribute in this
global village. They have zero skills but have huge knowledge. Knowledge without

skill is just like a fish without water without a soul. Higher and professional training
are essential flight focuses for Pakistani youth into Pakistan's economy and society.
Under-arrangement at these levels seriously confines national improvement.

TEACHERS
The primary reason of the disappointment of our instructive framework is
preparing of less specialized personnel (teachers). Our strategies have been
stereotyped and new strategies of showing and materials to make lessons all the
more intriguing to the students have not been embraced. A large portion of our
teachers joined showing generally as an issue to win their employment. Currently
our teachers are facing a problem in concreting their jobs. Job security is a major
issue for our teachers. There is no proper promotional scheme for the senior
teachers. Repetition learning is regular practice both due to the instructive custom
also on account of absence of instructing material. Educators transfer essentially on
address system. One of the endless issue of our training framework is the deficiency
of teachers because of which justify criteria is disregarded however the quantity of
teachers has been continuously expanding yet it does not match positively with the
quantity of students and there is a crevice between the students and teachers
proportion.

EXAMINATION SYSTEM
Examinations are led to test the capacity of a student and find out his standard of
scholastic learning and information. By the utilization of illicit practice in our
examinations have gotten to be exceptionally boundless and ruined its goals. This
affects all the parties that are the concerned board, the parents and the children.
Tragically, a few parents likewise impart same perspectives and have effectively
helped their children in utilizing uncalled for intends to pass the examination
however the most lamentable piece of the story is that our educationists has
likewise been sullied by the toxic substance of this fiendish. Our poor examination
framework energizes repetition learning and packing. This framework is scrutinizing
for its inclination to characterize training as the quest for high stamps and not the
advancement of learned power through learning. Our examination framework is not
viewing as an exact measure of real accomplishment and future execution. This
poor framework ruined our training standard.
Pakistan also features two examinational systems.
1. Annual system

2. Semester system
The marking in annual system is totally different from semester system. Exams in
annual system are held every year while in semester system final exams are held
after every 4 or 6 months that depends upon the institute. Students of annual
system are used to cramming up syllabus. They lack creativity and they dont show
many skills like the students of semester system. When a student from this system
enters the semester system he/she is blanked out. They have no idea what is going
on and due to this even a brilliant student flunks in the exams. An alignment and
harmony is needed among the two systems.

PAKISTAN, ENGLAND AND WALES

PAKISTAN
Federal and
Provincial

ENGLAND
EDUCATIONAL
DfES (Department
HEADS
for Education and
Skills)
EDUCATIONAL
Primary, secondary Key Stage 1, Key
LEVELS
and tertiary levels
Stage 2, O A levels.
CURRICULUM
Centralized
Centralized
Not flexible
Not Flexible
EXAMINATIONS Compulsory exams Statutory tests at
at the end of the
age of 7, 11, 14
year
and 16.
Grades are given
A* to F
by BISEs (Board of
Intermediate and
Secondary
Education)

WALES
Welsh office
Primary. O-A levels
Centralized
Not Flexible
SATs
A* to F

In Pakistan there are provincial boards but they all answer to one common body that
is the Federal govt. The curriculum is designed by the main body and is followed by
other provincial bodies. From grade 1-12 the policies are same and are followed by
other boards. While in England and Wales all the decisions are made by Department
for Education and Skills (DfES) and Welsh Office respectively. In Pakistan there are
different systems in schools same as England and Wales. In Pakistan bachelors
degree is in transition of four years while in England and Wales it is of three and four
years. On different key stages national test is compulsory in England and Wales
while in Pakistan board exams in 5 and 8 are compulsory. Mandatory exams in
Pakistan are held in 9, 10, 11 and 12 grades. The difference among the three

countries is among the compulsory education. In England and Wales lower

secondary level is compulsory but in Pakistan there is no compulsory education.
When it comes to teacher training there is a proper plan in England and Wales but
this is lacked in Pakistan. Teachers in England and Wales have full autonomy to
change their strategies according to their need this is not seen in Pakistan. Teachers
in Pakistan are not facilitated and have no say in the curriculum. They have to follow
the rules set out by the governing body. There is no flexibility in Pakistan when it
comes to teacher training. Pakistan, England and Wales utilize developmental and
summative evaluation at all levels of instruction, yet moderately with more
organized structure in England and Wales. With the late changes made in the
Pakistani curricula and the degree years the gap between England and Wales
instructions frameworks are anticipated that they will be minimized.