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Education System of Pakistan: Issues, Problems and Solutions

Introduction

It is mandated in the Constitution of Pakistan to provide free and compulsory education to all children between the ages of 5-16 years and enhance adult literacy. With the 18th constitutional amendment the concurrent list which comprised of 47 subjects was abolished and these subjects, including education, were transferred to federating units as a move towards provincial autonomy.

The year 2015 is important in the context that it marks the deadline for the participants of Dakar declaration (Education For All [EFA] commitment) including Pakistan. Education related statistics coupled with Pakistan’s progress regarding education targets set in Vision 2030 and Pakistan’s lagging behind in achieving EFA targets and its Millennium Development Goals(MDGs) for education call for an analysis of the education system of Pakistan and to look into the issues and problems it is facing so that workable solutions could be recommended.

What is Education System?

The system of education includes all institutions that are involved in delivering formal education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students, physical infrastructure, resources and rules. In a broader definition the system also includes the institutions that are directly involved in financing, managing, operating or regulating such institutions (like government ministries and regulatory bodies, central testing organizations, textbook boards and accreditation boards). The rules and regulations that guide the individual and institutional interactions within the set up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes are run by private sector while 69% are public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by education policies at domestic level and getting involved into international commitments on education. In this regard national education policies are the visions which suggest strategies to increase literacy rate, capacity building, and enhance facilities in the schools and educational institutes. MDGs and EFA programmes are global commitments of Pakistan for the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain endemic.

A)    MDGs and Pakistan

Due to the problems in education system of Pakistan, the country is lagging behind in achieving its MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2 : The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16 year while dropout rate decreased. But the need for increasing enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is aimed at eliminating gender disparity in primary and secondary education by 2005 and in all levels of education not later than 2015. There is a stark disparity between male and female literacy rates. The national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in Balochistan male 62% and female 23%.

B)    Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling, universal primary education and secondary education to youth, adult literacy with gender parity and quality of education as crosscutting thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy commitments, primary education in Pakistan is lagging behind in achieving its target of universal primary education. Currently the primary gross enrolment rate stands at 85.9% while Pakistan requires increasing it up to 100% by 2015-16 to fulfil EFA goals.  Of the estimated total primary school going 21.4 million children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or 56% are boys and 6.5 million or 44% are girls. Economic Survey of Pakistan confirms that during the year 2013-14 literacy remained much higher in urban areas than in rural areas and higher among males.

C)    Vision 2030

Vision 2030 of Planning Commission of Pakistan looks for an academic environment which promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national examination system under state responsibility. The strategies charted out to achieve the goal included:

(i)                  Increasing public expenditure on education and skills generation from 2.7% of GDP to 5% by 2010 and 7% by 2015.

(ii)                Re-introduce the technical and vocational stream in the last two years of secondary schools.

(iii)             Gradually increase vocational and technical education numbers to 25-30% of all secondary enrolment by 2015 and 50 per cent by 2030.

(iv)              Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular.

Problems: The issues lead to the comprehension of the problems which are faced in the development of education system and promotion of literacy. The study outlines seven major problems such as:

1)      Lack of Proper Planning: Pakistan is a signatory to MDGs and EFA goals. However it seems that it will not be able to achieve these international commitments because of financial management issues and constraints to achieve the MDGs and EFA goals.

2)      Social constraints: It is important to realize that the problems which hinder the provision of education are not just due to issues of management by government but some of them are deeply rooted in the social and cultural orientation of the people. Overcoming the latter is difficult and would require a change in attitude of the people, until then universal primary education is difficult to achieve.

3)      Gender gap: Major factors that hinder enrolment rates of girls include poverty, cultural constraints, illiteracy of parents and parental concerns about safety and mobility of their daughters. Society’s emphasis on girl’s modesty, protection and early marriages may limit family’s willingness to send them to school. Enrolment of rural girls is 45% lower than that of urban girls; while for boys the difference is 10% only, showing that gender gap is an important factor.

4)      Cost of education: The economic cost is higher in private schools, but these are located in richer settlements only. The paradox is that private schools are better but not everywhere and government schools ensure equitable access but do not provide quality education.

5)      War on Terror: Pakistan’s engagement in war against terrorism also affected the promotion of literacy campaign. The militants targeted schools and students; several educational institutions were blown up, teachers and students were killed in Balochistan, KPK and FATA. This may have to contribute not as much as other factors, but this remains an important factor.

6)      Funds for Education: Pakistan spends 2.4% GDP on education. At national level, 89% education expenditure comprises of current expenses such as teachers’ salaries, while only 11% comprises of development expenditure which is not sufficient to raise quality of education.

7)      Technical Education: Sufficient attention has not been paid to the technical and vocational education in Pakistan. The number of technical and vocational training institutes is not sufficient and many are deprived of infrastructure, teachers and tools for training. The population of a state is one of the main elements of its national power. It can become an asset once it is skilled. Unskilled population means more jobless people in the country, which affects the national development negatively. Therefore, technical education needs priority handling by the government.

Poverty, law and order situation, natural disasters, budgetary constraints, lack of access, poor quality, equity, and governance have also contributed in less enrolments.

An analysis of the issues and problems suggest that:

The official data shows the allocation of funds for educational projects but there is no mechanism which ensures the proper expenditure of those funds on education.

• The existing infrastructure is not being properly utilized in several parts of the country.
• There are various challenges that include expertise, institutional and capacity issues, forging national cohesion, uniform standards for textbook development, and quality assurance.
• The faculty hiring process is historically known to be politicized. It is because of this that the quality of teaching suffers and even more so when low investments are made in teachers’ training. As a result teachers are not regular and their time at school is not as productive as it would be with a well-trained teacher.
• Inside schools there are challenges which include shortage of teachers, teacher absenteeism, missing basic facilities and lack of friendly environment.
• Out of school challenges include shortage of schools, distance – especially for females, insecurity, poverty, cultural norms, parents are reluctant or parents lack awareness.

There is a need for implementation of national education policy and vision 2030 education goals. An analysis of education policy suggests that at the policy level there are several admirable ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education system in the country, but a uniform curriculum can be introduced in educational institutes of the country. This will provide equal opportunity to the students of rural areas to compete with students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a major problem for them, it seems feasible that a balanced approach for formal and informal education be adopted. Government as well as non-government sector should work together to promote education in rural areas.

The government should take measures to get school buildings vacated which are occupied by feudal lords of Sindh, Balochistan and Punjab. Efforts should be made to ensure that proper education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is important to make the already existing vocational and technical training centres more efficient so that skilled youth could be produced.

Since education is a provincial subject, the provincial education secretariats need to be strengthened. Special policy planning units should be established in provinces’ education departments for implementation of educational policies and formulation of new policies whenever needed. The provincial education departments need to work out financial resources required for realising the compliance of Article 25-A.

Federal Government should play a supportive role vis-à-vis the provinces for the early compliance of the constitutional obligation laid down in Article 25-A. Special grants can be provided to the provinces where the literacy rate is low.

Pakistan is not the only country which is facing challenges regarding promotion of literacy and meeting EFA and MDGs commitments. Education remains a subject which is paid least attention in the whole South Asian region. UNDP report 2014 suggests that there has been an improvement in other elements of human development such as life expectancy, per capita income and human development index value (in past 3 years); but there has been no progress in the number of schooling years. The expected average for years of schooling in 2010 was 10.6 years but the actual average of schooling remained 4.7 for all South Asian countries. In the year 2013 the expected average of number of years increased to 11.2 but the actual average of years of schooling of South Asian countries remained 4.7.  Regional cooperation mechanism can also be developed to promote literacy in South Asian region. Sharing success stories, making country-specific modifications and their implementation can generate positive results.

Recommendations

• Technical education should be made a part of secondary education. Classes for carpentry, electrical, and other technical education must be included in the curriculum.
• Providing economic incentives to the students may encourage the parents to send their children to school and may help in reducing the dropout ratio.
• Local government system is helpful in promoting education and literacy in the country. In local government system the funds for education would be spent on a need basis by the locality.
• Corruption in education departments is one of the factors for the poor literacy in the country. An effective monitoring system is needed in education departments.
• For any system to work it is imperative that relevant structures are developed. Legislation and structure should be framed to plan for the promotion of education in the country. After the 18 th amendment the education has become a provincial subject, therefore, the provinces should form legislations and design educational policies which ensure quality education.
• Unemployment of educated men and women is a major concern for Pakistan. There should be career counselling of the pupils in schools so that they have an understanding of job market and they can develop their skills accordingly.
• Counselling of parents is required, so that they can choose a career for their child which is market friendly.
• There are two approaches to acquiring education: First, which is being followed by many in Pakistan is to get education to earn bread and butter. The second approach is to get education for the sake of personal development and learning. This approach is followed by affluent and economically stable people who send their children to private schools and abroad for education. The problem arises when non-affluent families send their children to private schools, and universities. This aspiration for sending children for higher education is wrong, because the country does not need managers and officers only. There are several other jobs where people are needed. Hence the mind-set of sending one’s children to university only for becoming officers and managers needs to be changed.

Conclusion:                                                        

The reforms required in the education system of Pakistan cannot be done by the government alone, public-private participation and a mix of formal as well as non-formal education can pull out majority of country’s population from illiteracy. Similarly, to make the youth of the country an asset, attention should also be paid to vocational and technical training.

References:

Human Development Report 2014 “Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience,” United Nations Development Programme (UNDP) (New York: UNDP, 2014).

Mehnaz Aziz et al, “Education System Reform in Pakistan: Why, When, and How?” IZA Policy Paper No. 76, January 2014 (Institute for the Study of Labor, 2014), P 4.

Annual Report: Pakistan Education Statistics 2011-12, National Education Management Information System Academy of Educational Planning and Management, Ministry of Education, Trainings & Standards in Higher Education, Government of Pakistan, (Islamabad, AEPAM, 2013).

Economic Survey of Pakistan 2014, Ministry of Finance, Government of Pakistan.

Pakistan: Education for All 2015 National Review , Ministry of Education, Trainings and Standards in Higher Education Academy of Educational Planning and Management Islamabad, Pakistan June, 2014 (available at : http://unesdoc.unesco.org/images/0022/002297/229718E.pdf).

Maliha Naveed, Reasons of Low Levels of Education in Pakistan, Pakistan Herald, January 03, 2013 (available at: http://www.pakistanherald.com/articles/reasons-of-low-levels-of-education-in-pakistan-3065 ).

“Pakistan may miss EFA goals by 2015-16: Report,” Daily Nation , October, 3, 2014.

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What Pakistan’s New PM Imran Khan Said About Education

Prime Minister Imran Khan’s maiden speech highlighted some major issues in our education system that he would like to address. Here’s what he said. 

Imran Khan’s maiden speech as the 22nd prime minister of Pakistan has sent ripples of optimism across the country. The speech was by far one of the most relatable and honest account of problems that the country faces by a prime minister and one that made many (those who can think that is) realise the myriad challenges we have to deal with as a nation. Although the scale of the problems is daunting, the prime minister hit the nail on the head by reassuring the people that they needed not worry ( ghabrana nai hai ) and that he would be the one at the forefront of the storm.

While all the points the prime minister touched upon are vital to changing the fate of this country, his realisation of the importance of education and the need for addressing this highly neglected sector is what truly stood out. To put the words to paper, here is all the prime minister said about education in his speech.

The Problems

Education was among the major problems in Imran Khan’s maiden speech. He started off the speech section with reference to the stress Prophet Muhammad (PBUH) laid on the importance of education. Khan related Prophet Muhammad’s policy following Muslim’s victory over Meccan disbelievers in the Battle of Badr . The Prophet (PBUH) decreed that any Meccan prisoner of war who educated 10 Muslims would be set free, making known the importance education for Muslims and how it was imperative for progress.

The prime minister asked people to reflect on the county’s state of education. Khan said there were over 22.5 million children out of schools in Pakistan ( download full Pakistan Education Statistics 2015-16 report )  today, a fact he mentioned at four different times during his talk. He also asked people to gauge how much the West had been spending on the education of children. Khan said a majority of Pakistani children were enrolled in public schools, where education standards were highly unsatisfactory. Resultantly many parents were forced to get their children educated in private schools, which was a highly expensive exercise for most parents in Pakistan, especially the salaried-class.

The Solutions

Over and over again, the Pakistani prime minister spoke make the people realize the importance of educating the less privileged sections of the society. He said if population continued to rise and the mammoth number of children continued to remain out of schools, there would be no jobs available to these uneducated Pakistanis.

Presenting his policy guidelines for reforming the sector, Khan said he would like to see the Prime Minister’s House turned into a top-class elite research university. He said the PM House had an excellent location, which should be the case for a top university.

He said his government’s utmost effort would be improve the provision of education in government-run schools. Khan said the government would do all to raise the standard at public institutes. He said they would invite educationists in the private sector to come forward and acquire premises of public schools on rental basis to be used in the second shift to provide quality education to children. The prime minister said the education crises would be treated as an emergency and his government would put out-of-school children back in schools.

Khan also discussed children enrolled in mardassas and said they would be provided opportunities to pursue mainstream education once they got done with their madrassa education. He said he wanted madrassa students, who were close to 2.4 million in number, to become doctors, engineers, judges and generals, adding that his government would focus on ensuring that madrassa students are incorporated in the national mainstream.

Do you think Imran Khan covered all that is wrong with Pakistan’s education system? Share your opinion in the comments section below or have your say on our Facebook page.

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Right to Education Programme launched in Pakistan aims to get 50,000 more girls in remote areas into school

UNESCO and the Government of Pakistan have officially launched a three-year Girls’ Right to Education Programme in Pakistan to support better access to quality education and skills for girls in remote areas of the country.

In a video statement at the inaugural ceremony in Islamabad on October 8, Director-General of UNESCO, Ms Irina Bokova said: “This major initiative reflects the deep commitment of the Government of Pakistan to support girls’ education as a human rights issue and as a breakthrough strategy for human development and peace.”

The programme is supported by the Malala Funds-in-Trust agreement signed in Islamabad in 2014 by Ms Bokova and Mr. Baligh Ur Rehman, Pakistan’s Minister of State for Federal Education and Professional Training. It will be implemented over the next three years in twelve districts with particularly low enrolment, high illiteracy rates for adults, and in particular women, and poor retention of girls at primary school.

Working through local civil society organizations and at community level, the programme aims to get 50,000 more girls enrolled in primary schools, increase their retention and improve learning outcomes by supporting better access, improved quality and safe learning environments. 

Ms Bokova said: “There has been tremendous progress across the world, and in Pakistan, since 2000 – but there are still 31 million girls out of primary school worldwide, including 3 million in Pakistan. Together, we are committed to do everything to provide them with access to quality learning, to empower them to contribute fully to society.

“This is essential for the new Sustainable Development Goals, which recognize access to education as a human right vital for the sustainability of all development.”

The ceremony was attended by officials and representatives of the federal, provincial and area Governments of Pakistan, parliamentarians, civil society organizations, academia and development Partners.

Delivering the keynote speech, Mr. Baligh Ur Rehman expressed his gratitude to UNESCO Islamabad for its efforts in finalizing the programme and selection of the targeted districts together with the ministry.

He said: “We envision standardizing the education system in Pakistan in terms of curriculum, teaching, classroom environment and school facilities. Realizing the growing need and demands of modern education system the Government is aimed to introduce ICT in all schools in the country”.

UNESCO Representative to Pakistan, Ms. Vibeke Jensen expressed sincere thanks to the Government of Pakistan.

The inaugural ceremony ended with a performance from a group of students from Rawalpindi Grammar School highlighting the importance of girls’ education and empowerment.

It was followed by a panel discussion in which female representatives of Balochistan and Khyber Pakhtunkhwa provincial assemblies and representatives of civil society and academia shared their perspective on girls’ education. Ms. Maki Hayashikawa from UNESCO headquarters presented the global perspective on post-2015 Sustainable Development Goals focusing on targets and indicators for SDG 4.

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HerAtlas: Monitoring the right to education for girls and women HerAtlas: Background, rationale and objectives 12 March 2024

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School Education System in Pakistan

Expansion, Access, and Equity

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• First Online: 31 July 2020
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• Anjum Halai 3 &
• Naureen Durrani 4  

Part of the book series: Global Education Systems ((GES))

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In Pakistan, all children between 5 and 16 years of age have the right to 12 years of school education. The public school system is the main provider of schooling. Pakistan takes explicit account of gender in the provision of schooling, especially in public schools at post-primary levels, with girls’ schools with female teachers and boys’ schools with male teachers.

While the policy context has always been supportive of universal school education, there is a significant gap in access, especially for girls at post-primary levels. The private sector has an increasingly large share in education with strong public–private partnership models to enhance access to quality education for the needy. Mostly, the medium of instruction is Urdu in public schools and English in private schools.

This chapter describes the school education system in Pakistan and provides insights into issues of access, expansion, and equity in the specific sociocultural and language context of the country.

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UNESCO Institute of Statistics. (n.d.). http://uis.unesco.org/en/country/pk . Accessed 20 Feb 2020.

UNESCO, & UNICEF. (2014). Non-formal education as a means to meet learning needs of out-of-school children and adolescents (pp. 4–7). Montreal: UIS.

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Anjum Halai

Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Naureen Durrani

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Halai, A., Durrani, N. (2020). School Education System in Pakistan. In: Sarangapani, P., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_17-1

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Evidence-based debate on education in Pakistan

Shanta devarajan.

Pakistan’s education indicators are abysmally low, especially when it comes to learning outcomes.  Almost everyone you speak with has strong views on why the situation is what it is, and what should be done about it.  Some advocate spending more money on public schools; others, improving accountability in the system; others, regulating private schools; and still others allowing private schools to flourish.  Much of this debate occurs without much hard evidence on which proposal might improve education in Pakistan. 

A four-year-long research project by some colleagues and friends , launched today in Lahore, seeks to fill this gap.  The report documents the remarkable rise in private schools in Punjab, the quality differential between public and private schools, the relationship between outcomes and parental background, what makes teachers better teachers, and more.  This painstaking analysis will continue to serve researchers, policymakers and the general public for a long time.  Some people say it could be “ the new Matlab ,”  a health and socio-economic survey of a region in Bangladesh that proved to be a mother lode of research and policy applications on health in poor countries.

Teaching Professor of the Practice Chair, International Development Concentration, Georgetown University

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PM declares education emergency

Shehbaz sharif says we will bring back 26 million out-of-school children directs immediate establishment of pakistan skill company, skill development fund.

ISLAMABAD   -   Prime Minister Shehbaz Sharif on Wednesday declared an ‘Education Emergency’ across Pakistan to enroll around 26 million out-of-school children and promote literacy to make the country regain its lost space and develop it as one of the most educated societies in the world.

“Today, with iron conviction, and the support of provinces, we will handle the challenge of26 million out-of-school children. We will bring them back to school...I declare from this moment an Emergency in Education all over Pakistan...The way we did it in Punjab, we will do it in Pakistan,” the prime minister said addressing the National Conference on Education Emergency.

He told the gathering of federal ministers, parliamentarians, vice-chancellors, diplomats, and development partners that he would personally supervise the programme and meet all the chief ministers, setting aside political affiliations, with a vision to march in unison, expressing the hope that the provinces too would extend their support.

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“This is about our children and our future... This is a very challenging task, no doubt. But nations which had faced difficulties and defeat in the past arose from the ashes of defeat. Germany and Japan are the examples. Why can’t Pakistan be? I guarantee, if we move in unison to find our space, Pakistan will emerge as one of the most educated societies one day,” he remarked.

The prime minister, recounting the achievements of the Punjab Government during his chief ministership, highlighted the boosted enrollment rates, especially for girls, through initiatives like the Zevar Taleem Programme, and rescuing 90,000 boys from brick kilns to sending them to schools.

He also mentioned outsourcing of 10,000 poorly performing schools to improve education quality and established Daanish Schools which offered free high-quality education and boarding for underprivileged children. The Punjab Education Endowment Fund provided scholarships to hundreds of thousands of deserving students based on merit.

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He said the enrollment of 26 million out-of-school children and stunted growth were major challenges facing Pakistan which required huge financial resources. “But the real challenge is the will to do,” he commented and recalled Pakistan’s manifestation of the commitment to become a nuclear power despite international pressures, and eliminating terrorism by sacrificing around 80,000 lives to establish peace in the country as well as the globe.

In his address, Minister for Federal Education and Professional Training Dr Khalid Maqbool Siddiqui said the education sector needed immediate actions and urgent responses as Pakistan stood at the crossroads of destination with no option to lose.

“The statistics of education in Pakistan are disturbing, alarming and disheartening. More than 26 million children are out of school. This number is greater than the population of 150 countries in the world,” he commented.

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Unicef Representative in Pakistan Abdullah A. Fadil said over 70% of children of age 10 in Pakistan could not read or understand text. Despite constitutional guarantees, education in Pakistan was neither yet compulsory nor free.

He said through enhanced investment in education and young people, Pakistan could regain its lost stature as the first Nobel Laureate in Physics belonged to Pakistan and that the country also recently sent a space mission to moon.

British High Commissioner in Islamabad Jane Marriott said that Pakistan with 60% population under 30 years of age was at a crossroads to make tough choices.

She said the conference called for urgent actions like enhanced funding, inclusivity, multiple shifts schools and retaining the children, and assured her country’s all-out cooperation to make Pakistan achieve the goal.

World Food Programme Country Director Coco Ushiyama in her video message said food security and education went hand in hand and school meals was one of the best programmes to invest in the country’s future.

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World Bank Vice President Martin Raiser said Pakistan was faced with 40% children having stunted growth and the ratio was around 60pc in poor districts.

He also commended the prime minister for taking the out-of-school children as a challenge and suggested the government to hold absent teachers accountable, and provide public transport, safe roads, toilets and electricity in schools to enhance enrollment. He said as Pakistan’s education system was vulnerable to climate change, it was a must to invest in climate resilience. Pakistan’s fastest mountaineer Naila Kiani, in her video message from Makalu Mountain, said she had been able to achieve her dreams just because of self-belief and education.

She requested the prime minister and chief ministers to allocate more resources for girls’ education to help them materialize their dreams.

 ‘Pakistan Skill Company, Skill Development Fund’

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Prime Minister Shehbaz Sharif on Wednesday directed the authorities concerned to immediately initiate the process of establishing the Pakistan Skill Company and Pakistan Skill Development Fund to unify the technical and vocational education countrywide and provide better employment to Pakistani workers abroad.

The prime minister, chairing a high-level meeting to review the matters of the Ministry of Overseas Pakistanis and Human Resource Development, and National Vocational and Technical Training Commission (NAVTTC), decided to introduce reforms in the said organisations.

He instructed to further activate the NAVVTC to provide world-class technical and vocational training to the young workforce and also called for ensuring the globally renowned and international certifications in all technical fields.

The prime minister also emphasised the collaboration between the center and provinces to elevate the quality of Pakistan’s technical manpower and human resource development.

He called for establishing an integrated system of regulating the manpower equipped with the best and world-class professional technical skills.

Besides, in coordination with NADRA, NAVTTC and all the provincial institutions, a database of manpower in the country and abroad should be developed, he added.

Stressing the need for implementing the technical and vocational training plans, the prime minister also directed to reform the license regime of the companies engaged in employment of Pakistani skilled and technical workforce abroad.

He said the individuals and companies should be identified those are found involved in defrauding the people and inflicting financial financial losses besides defaming Pakistan internationally.

Prime Minister Shehbaz also instructed to ensure meritocracy and transparency in the posting of community welfare attaches in the Pakistani missions abroad.

He also directed to form a committee mandated to recommend measures for reforms in the vocational and technical training sectors as well as the Ministry of Overseas Pakistanis and Human Resource Development.

During the briefing, the prime minister was informed about the steps taken by NAVTTC regarding the vocational and technical training of the workforce in Pakistan.

It was told that NAVTTC would provide vocational and technical training to 60,000 people this year, while the figure would rise to 0.6 million in the next three years, following the reforms.

It was told that exchange of information about employment opportunities and required skills from foreign countries was being ensured and that data of manpower consumption was also being obtained from the local industry.

The meeting was told that NAVTTC had made certification of male and female students from internationally renowned institutes mandatory to ensure global standards of vocational and technical training.

It was told that as per the prime minister’s directives, not only a quota had been allocated for the youth of Gilgit-Baltistan and Azad Kashmir at the federal level but also a separate program was being launched for their special training starting June this year.

Federal ministers Ahad Khan Cheema and Khalid Maqbool Siddiqui, State Minister Shaza Fatima Khawaja, Chairman of PM Youth Program Rana Mashhood Ahmed Khan, Coordinator to PM Rana Ehsan Afzal, SIFC National Coordinator Lt. General Sarfaraz Ahmed, Deputy Chairman of Planning Commission Jahanzeb Khan and senior officers attended the meeting.

Our Staff Reporter

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Student voices: Understanding the Special Education System in Pakistan

Feb 3, 2016 | Pakistan , Students

By Syeda Farwa Fatima,  International Education Policy, Ed.M Harvard Graduate School of Education ‘16

This is part of a recurring series in which we share reports from Harvard students who have traveled to South Asia with support from a SAI grant  during the winter session.

Click here to read more reports from students.

Farwa received a research grant from SAI to study the special education system in Pakistan .

A Government Center for Special Education in Model Town, Lahore Photo credits: Farwa Fatima

While certain debates over the past decade have focused on increasing rights for people with disabilities, the recently adopted Education 2030 agenda with the landmark Sustainable Development Goals (SDGs) 2015, has secured a safe place for comprehensive actions for inclusive education. SDG 4 aptly calls to ‘ Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all , specifically for ‘persons with disabilities’. A recent report traces out how one in three of the 72 million out of school children in 2007 had a disability – a statistic that is yet to be updated for the current figure of 56 million out of school children.

In the context of Pakistan – which already has the second highest population of out of school children, a JICA report quotes how ‘persons with disabilities are mostly unseen, unheard and uncounted’ thereby constituting the most marginalized group of the country. The regular government school system functions independently of the special education system, except for a few private schools that have started to acknowledge inclusive practices. However, such schools are mostly located in bigger cities and target a niche population that can afford the services. Despite numerous policy agendas, including the National Policy for Persons with Disability that specifically advocated for a shift from exclusion to inclusion, followed by The National Plan of Action to execute this policy (which never took off), Pakistan failed miserably to achieve the targets set. The National Education Policy vouches ‘to equalize access to education through provision of special facilities to boys and girls alike, underprivileged/marginalized groups and handicapped children and adults.’ Unfortunately, little has been done to translate the policy into action.

Interviewing a government official on the status of state run special education institutes in Pakistan Photo credits: Sunair Hassan

With the courtesy of South Asia Institute at Harvard University, I decided to conduct a small pilot study to understand how social perspectives of different stakeholders frame the special education system in Pakistan. I designed a very simple survey form, no more than thirteen questions, comprising mostly of close-ended responses with an exception of three. I approached government officials in education and special education ministries, school leaders and teachers in special and general education schools, parents of special and non-special needs children and general community members associated with special and non-special needs children. However, as per the scope of the study, I drew my sample from the eclectic city of Lahore. Along with two helpful colleagues and a driver, I personally visited each of my respondents. This took me around the city from grounds of government-run special education schools including Government Centers for Special Education at different ends of the city, privately-run special education schools that included the likes of Amin Maktab Center of Special Education and Training and Rising Sun School along with the Education Ministry at large.

During my field experiences, I interacted with a combination of different personalities that exposed me to a range of emotions- ranging from ardent passion, zealous fervor, committed beliefs to hopeless skepticism, opinionated dogma and uncanny struggle for power. So my days had their own highs and lows, reflecting my interactions with varied individuals in easy and difficult settings – crossing across economic, social and cultural capital of the contexts.  However, a few of my interactions stuck with me; one such particular person was a school leader at the Lahore Speech and Language School- partially deaf but doctorate in Special Education from Teachers College at Columbia University. She spoke at length about how her own struggle to acquire education drives her passion to provide equitable access to education, especially to deaf children.

A Government Center for Special Education in Johar Town, Lahore Photo credits: Sunair Hassan

Surprisingly, contrary to my expected beliefs, results revealed an almost equal percentage of respondents who believe that there should be a separate special education system (58%) compared to those who believe that there should be an inclusive special education system (60%); many believed in both. Regardless, when asked what role needs to be strengthened the most to ensure an inclusive education system in Pakistan, 48% reported the role of the government to provide inclusive infrastructure and facilities in schools, 26% reported the role of teachers to adopt inclusive pedagogies in classrooms, 13% reported the role of community members must be strengthened to integrate the society while 8% reported the role of school leaders to ensure an inclusive school environment and 7% reported the role of parents as support systems for their children.

These results were rather shocking to me. Knowing that a fairly large majority of the population believes in an inclusive system, why is there still no such system? That’s where I dwelled into the open-ended responses to understand the perspectives better. Most respondents desired a separated education system due to the attitudes of the general education school leaders, teachers and students towards students with special needs. Many reported instances of rejection and mockery towards students with special needs that automatically eliminated them from the general education system. Therefore, they believed that to ensure that students with special needs can do well, they have to be put in a separate system. On the other hand, many respondents that desired an inclusive education system did so, to ensure students can be treated equitably in a socially integrated system.

Both responses directed attention to an underlying doxa that is often ignored and not countered – a doxa of stigmatization within the society, which propels reactions of either believing in a separate system or an inclusive system- both habitus stemming off from the same doxa. Where does this doxa come from or where will it lead us? Which habitus is stronger and how can we make a certain kind of habitus stronger for the benefit of the community? No doubt, as many respondents also suggested, media can play an instrumental role in shifting the habitus by building the ‘right’ capital for change. This is where sociology interacts with economics to create interventions that target the change in community attitudes rather a change in the system- for a change in attitudes will lead to a change in the system- an idea we internalize, fulfilling the promise of diversity, as we learn to change the world!

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How Can The Education System In Pakistan Be Improved?

Education plays a vital role in strengthening a country, and it helps to open new horizons of success and prosperity for a nation. Pakistan being a developing country, is amidst an education crisis since its independence. A weak education system results in a myriad of problems for a country, and the low literacy rate and lack of interest of the Pakistani population in education is a massive obstacle in this 73-year-old country’s progress. 

The Pakistani education system has various flaws, and it has always failed to deliver the aspired results. Miscellaneous factors are involved in Pakistani education’s current miserable condition, and the limited education budget always tops the list. Gender discrimination, increasing poverty, societal norms comes after. Did you know Pakistan has the lowest education budget in the world? Pakistan needs to make a seismic shift in the way its education system functions to thrive in this competitive world, but change always starts from grassroots levels. We have jotted down some essential points on how to improve the education system in Pakistan. Please do, read those points.

• Identify and Address Issues Causing Low Enrollment:

One of the fundamental factors that our children are not in school is the alarmingly high percentage of Pakistani residents living under the poverty line. Approximately 24.3% of the population is under the national poverty line, so the children are often forced to work. The families see their children as a source of income and rely on their children’s daily wages, which is why enrolling in school isn’t possible. 

To address this issue and ensure that children get primary education, the laws prohibiting child labor should be implemented legally. Child labor must be condemned at every level, domestic or commercial, and the mass awareness campaigns in underdeveloped and rural areas about the significance of education in future earnings must be planned and executed. This is one of the principal ways to improve school enrollment at primary and secondary levels.

• Minimize Difference Of Standards In Schools:

The importance of state-funded and private schools in educating the youth cannot be disregarded. The notion that the private education system must be abolished will further aggravate the education problems in Pakistan. Did you know that one-third of all Pakistani students attend private schools? This is a massive percentage, but people from more prosperous backgrounds can only afford good private education in Pakistan. Due to sufficient resources, the facilities provided in private schools are far better than public schools in the country.

On the other hand, state schools have no sense of equality in terms of facilities. In some well-developed areas, the state schools have an ample number of school teachers with a developed infrastructure, while in most places, a primary school is set up under a tree. Similarly, the curriculum also has massive differences, creating issues when children progress to higher education levels. This issue needs to be discussed, and universal standards for government and private schools must be developed to ensure that every kid is getting adequate facilities and education.

• Decrease Focus On Education In English:

Unfortunately, South Asia’s colonial history is one of the fundamental reasons for Pakistani’s obsession with English, impacting the education system. Conversing in fluent English is often considered a measure of intelligence, which is why teachers and parents are focusing too much on teaching in a foreign language. English is undoubtedly a global language. Learning English is imperative to survive in the world, but at primary and secondary instilling, basic concepts in children are more valuable than getting better at a language.

Language is a medium of communication, and ideas and thoughts are shared suitably if the communication is carried out in a language everyone has good command over. Students and teachers are not entirely comfortable with the English language, which gives  a push to the rote system in education. Teachers develop a course in English and dictate it to the students, who memorize them to write it in the examination. This is how the whole education system is working for the past few decades. Teaching in the national language with the inclusion of regional languages will help students learn and grab everything efficiently.

• Educate Parents About Female Education:

Female education plays a crucial role in society’s progress and development, and awareness about this is relatively low in Pakistani society. Only 29% of females in rural areas of Pakistan get basic education, and the overall female literacy rate of Pakistan is 42%, which is significantly less than the male literacy rate. These statistics clearly indicate that Pakistani parents are still reluctant to enroll their female children in schools, even in this contemporary world.

The potential in Pakistani girls is infinite, and if given adequate opportunities, they are no less than anyone. Parents need to recognize this as they are a major obstacle in girls’ education. Most girls who cannot attend a school have unsupportive parents, or their parents cannot afford education expenses, so they are more focused on educating their male children. 

There are many religious and social factors involved, but building girls’ schools can overcome this problem while parents from low economic backgrounds must be involved in community schools. Scholarships and education loans for female students must be offered in sufficient numbers; partnering with private sectors to build schools for girls in rural areas is another feasible option. There is a lot to be done for women’s education in Pakistan, and stakeholders must take the essential steps towards betterment as women constitute 48.54%% of the total Pakistani population.

• Transportation for School Children & Teachers:

In rural areas, transportation is a crucial issue and is the main reason why children are not enrolled in schools as the institutions are far away from their residential areas. Tertiary level state institutions provide limited transport facilities for their students, but this concept is absent at primary and secondary levels. Children have to handle the daily commute by themselves, which is an extra burden on the parents, so they are unwilling to send them to schools, particularly girls.

Safe and affordable or ideally free transportation is required for teachers and students because both are frequently absent due to the unavailability. Schools in distant areas must have a state-funded transport system to ensure regular attendance and productivity of teachers and students. Challenging modes of transportation exhaust children and reduce their capacity to learn, eventually affecting their annual performance. Transportation directly impacts the student’s capabilities to study, and its effect cannot be neglected at all.

• Incentives for Private Education Sector:

The current miserable conditions and productivity of public schools are out in the open, and it will not improve overnight. Extensive efforts and policies need to be formulated along with a sufficient budget for education to make the entire public school system more useful. One thing that can readily be done is to provide incentives and packages to private schools and institutions to give scholarships and charge fewer fees from deserving students from humble backgrounds. 

This would be a significant step for students in districts where state schools are not functional at all, and this way, underprivileged kids from such areas can also become a part of the education system.Private schools are profitable ventures, and offering free education to a few students will not be a massive concern for most of them. The government and education ministry should formulate policies that will direct private institutions to provide free education and dedicate 10% of their annual enrolment to needy students.

• Regularly Revise The Curriculum:

The world is progressing towards 6G technology and dazzling in the technological fields. However, here in Pakistan, we are still teaching the syllabus that our parents used to study decades back. The computer education that is, taught in our classes is very elementary and outmoded and doesn’t prepare our students well for the world’s competitive practical environment. This is also one of the principal reasons why unemployment is prevailing in Pakistan. 

The students of higher education institutions are studying outdated books and learning fundamental concepts. They are not aware and taught the recent developments, so when they arrive in the practical world, the requirements are high, which they cannot meet, leading to late employment or unemployment. This has some severe impacts and increases depression and the suicide rate in younger generations. The syllabus must be updated frequently, and new additions must be made regularly to ensure that the things and topics being taught are up to the 

mark and relevant and useful in the current world.

• Involve Teachers and Invest In Training:

An educational system cannot grow unless the teachers are included in policy making, and their feedback is taken into consideration. They are working practically. Their valuable feedback about what changes need to be done to become more productive and what modifications are essential will improve the education system to a much greater extent. Include them in the talks and take their advice to provide better education for the upcoming generations.

Another critical aspect is the teacher’s qualification. Educators must be encouraged to continue their learning alongside working as teachers. They must complete their bachelor’s education, and for that, salary incentives and scholarship programs specially designed for teachers can be started. Professionalism is vital for a teaching career. To learn new techniques, educational institutions must invest in annual training sessions that empower them to improve their teaching skills, soft skills, and teachers with higher competency levels should be given a raise to promote healthy competition among the teacher community.

• Equal Opportunities For Differently-abled People:

Did you know that according to the census held in 1998, 2.38% of the entire pakistani population is differently-abled? Differently-abled is a sensitized word for people with disabilities but these linguistic changes are essential for awareness but not enough to make them a productive citizen of Pakistan. They hold equal rights in education as well, which is often dismissed. There must be special schools for differently-abled children at all levels. 

An increase in quota in higher education institutions is also required to ensure equal access to opportunities like any other Pakistani. Former provincial education minister Zubaida Jalal came up with a national action plan to provide inclusive education for people with disabilities, however the implementation was not completed accurately, and  less effective results were observed. NGOs and the private sector are working diligently for such people. Still, a lack of interest is observed from government organizations, so change needs to be made to promote education for people with special needs.

• Focus on Vocational Education:

A one size fits all approach is not suitable anymore when providing education in the 20th century. Every student is unique and has its strengths. A sound education system helps students identify where their potential lies and gives them suitable relevant opportunities to succeed in that field. Unfortunately, the Pakistani education system is more focused on academic education, and a meager percentage of students opt for vocational education.Pakistanis are always focused on getting an education that will open gateways towards white-collar jobs, and there is also a social stigma attached to vocational education and the associated employment opportunities.

The state of vocational education is also deplorable in Pakistan, and very few institutes are providing quality education for such aspirants. This needs to be worked on, and awareness should be dispersed about the significance of vocational education to decrease unemployment after graduation. Vocational pieces of training can help students earn a handsome amount, and the cost of such education is also much lower. It takes less time to finish the studies, and the chances of getting hired are way higher because of less competition.

Final Words:

The Government of Pakistan alone cannot fix Pakistan’s education system, and every individual and private organization must strive and play their part in the progress of the country’s education system.  Collective efforts are the key to increase Pakistan’s literacy rate, and equal education opportunities for everyone is the only way to build a strong, prosperous Pakistan.

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A Conversation with Ambassador Lakhdar Brahimi: Reflections on Diplomacy and Peace

United States Institute of Peace

Home ▶ Publications

The Current Situation in Pakistan

A USIP Fact Sheet

Monday, January 23, 2023

Publication Type: Fact Sheet

Pakistan continues to face multiple sources of internal and external conflict. Extremism and intolerance of diversity and dissent have grown, fuelled by a narrow vision of Pakistan’s national identity, and are threatening the country’s prospects for social cohesion and stability.   

The inability of state institutions to reliably provide peaceful ways to resolve grievances has encouraged groups to seek violence as an alternative. The country saw peaceful political transitions after the 2013 and 2018 elections. However, as the country prepares for anticipated elections in 2023, it continues to face a fragile economy along with deepening domestic polarization. Meanwhile, devastating flooding across Pakistan in 2022 has caused billions in damage, strained the country’s agriculture and health sectors, and also laid bare Pakistan’s vulnerability to climate disasters and troubling weaknesses in governance and economic stability.

Regionally, Pakistan faces a resurgence of extremist groups along its border with Afghanistan, which has raised tensions with Taliban-led Afghanistan. Despite a declared ceasefire on the Line of Control in Kashmir in 2021, relations with India remain stagnant and vulnerable to crises that pose a threat to regional and international security. The presence and influence of China, as a great power and close ally of Pakistan, has both the potential to ameliorate and exacerbate various internal and external conflicts in the region.

USIP’S Work

The U.S. Institute of Peace has conducted research and analysis and promoted dialogue in Pakistan since the 1990s, with a presence in the country since 2013. The Institute works to help reverse Pakistan’s growing intolerance of diversity and to increase social cohesion. USIP supports local organizations that develop innovative ways to build peace and promote narratives of inclusion using media, arts, technology, dialogues and education.

USIP works with state institutions in their efforts to be more responsive to citizens’ needs, which can reduce the use of violence to resolve grievances. The Institute supports work to improve police-community relations, promote greater access to justice and strengthen inclusive democratic institutions and governance. USIP also conducts and supports research in Pakistan to better understand drivers of peace and conflict and informs international policies and programs that promote peace and tolerance within Pakistan, between Pakistan and its neighbors, and between Pakistan and the United States.

USIP’s Work in Pakistan Includes:

Improving police-community relations for effective law enforcement

The Pakistani police have struggled with a poor relationship with the public, characterized by mistrust and mistreatment, which has hindered effective policing. USIP has partnered with national and provincial police departments to aid in building police-community relationships and strengthening policing in Pakistan through training, capacity building and social media engagement.

Building sustainable mechanisms for dialogue, critical thinking and peace education.

Nearly two-thirds of Pakistan’s population is under the age of 30. Youth with access to higher education carry disproportionate influence in society. However, Pakistan’s siloed education system does not allow interactions across diverse groups or campuses, leading to intolerance, and in some cases, radicalization. To tackle growing intolerance of diversity on university campuses, USIP has partnered with civil society and state institutions to support programs that establish sustainable mechanisms for dialogue, critical thinking and peace education.

Helping Pakistanis rebuild traditions of tolerance to counter extremists’ demands for violence

USIP supports local cultural leaders, civil society organizations, artists and others in reviving local traditions and discourses that encourage acceptance of diversity, promote dialogue and address social change. USIP also supports media production — including theater, documentaries and collections of short stories — which offer counter narratives to extremism and religious fundamentalism.

Support for acceptance and inclusion of religious minorities

Relations between religious communities in Pakistan have deteriorated, with some instances of intercommunal violence or other forms of exclusion. USIP supports the efforts of local peacebuilders, including religious scholars and leaders, to promote interfaith harmony, peaceful coexistence and equitable inclusion of minorities (gender, ethnic and religious) in all spheres of public life.

Supporting inclusive and democratic institutions

To help democratic institutions be more responsive to citizens, USIP supports technical assistance to state institutions and efforts to empower local governments, along with helping relevant civil society actors advocate for greater inclusion of marginalized groups. Gender has been a major theme of this effort and across USIP’s programming in Pakistan. These programs empower women in peacebuilding and democratic processes through research, advocacy and capacity building.

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As terror threats emanating from Afghanistan and Pakistan rise, many may see counterterrorism as a distraction from other U.S. priorities, such as competition with China and Russia. But investment in counterterrorism can work “preventively, to shield the strategic competition agenda,” says USIP’s Asfandyar Mir.

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Senior Study Group on Counterterrorism in Afghanistan and Pakistan: Final Report

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When announcing the US withdrawal from Afghanistan in April 2021, President Joe Biden identified counterterrorism in Afghanistan and Pakistan as an enduring and critical US national security interest. This priority became even more pronounced after the Taliban’s return to power in August 2021, the discovery of al-Qaeda’s leader Ayman al-Zawahiri in Kabul less than a year later, and the increasing threat of the Islamic State of Khorasan (ISIS-K) from Afghanistan. However, owing to the escalating pressures of strategic competition with China and Russia, counterterrorism has significantly dropped in importance in the policy agenda.

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As Fragile Kashmir Cease-Fire Turns Three, Here’s How to Keep it Alive

Wednesday, February 21, 2024

By: Christopher Clary

At midnight on the night of February 24-25, 2021, India and Pakistan reinstated a cease-fire that covered their security forces operating “along the Line of Control (LOC) and all other sectors” in Kashmir, the disputed territory that has been at the center of the India-Pakistan conflict since 1947. While the third anniversary of that agreement is a notable landmark in the history of India-Pakistan cease-fires, the 2021 cease-fire is fragile and needs bolstering to be maintained.

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Special Education in Pakistan: Hope for Children with Special Needs

The Government of Pakistan aims to increase school enrolment over the years to enhance the literacy level and increase skilled workers. To benefit more children, especially girls, in schools, the Government has implemented social protection interventions which include free education mandates to all children aged 5 to 16, and a female-targeted cash transfer program.  Although there are campaigns of social protection programs to promote girls’ education as well as other marginalized populations, there is another segment of society that is in dire need of awareness related to education: the cognitively and intellectually disabled children. Unfortunately, many disabled children in Pakistan endure barriers to education and accessing employment (Hussain et al. 2021), which in return exposes them to poverty and social exclusion.

 It is important to know the categories into which cognitive and intellectual disability fall blindness, dyslexia, autism, down syndrome, cerebral palsy, attention deficit disorder, and others.

Many mainstream educational institutions do not accommodate the needs of disabled children, forcing many of them to drop out. Other children with special needs do not ever get enrolled in a school.  These impediments deprive them of reaching their full potential, both as children and as adults later on.

 Although children with disability are disadvantaged and face discrimination in the formal education sector, the Government of Pakistan has implemented special programs to educate these children, such as the Punjab Special Education Program and Center for Autism Rehabilitation and Training (C-ARTS). 

The   Punjab Special Education Program   

Since the creation of the Special Education Department by the Government of Punjab in 2003, the province has developed 288 institutions, including special education centers, primary and secondary schools, and vocational institutes across different parts of the province (Ali 2021; Government of the Punjab, n.d a). Since the program was implemented, there have been around 33,000 enrolments; however, it has been significantly higher among male students (Ali 2021) as opposed to their female counterparts.  

The Special Education Department provides the following benefits (Government of the Punjab, n.d b.; International the News, 2020; Dawn, 2020):  

• Free education;
• Textbooks and braille books;
• Buses to pick up and drop off students;
• Monthly stipend; and
• Skill development and training courses

The Government of Punjab provides a monthly stipend of Rs 800 to disabled students along with a health card to compensate for their medical expenses (Ali 2020). Along with providing textbooks and braille books to these students, the Government also supplied books worth Rs 10 million to 147 special education institutes (Dawn, 2020; International the News, 2020).

The institutions provide both educational and rehabilitative services to the students. These rehabilitative services include physiotherapy, speech therapy, and play therapy (Student’s E-Café, 2020; Punjab Higher Education Commission, 2022). Forensic technology and information technology courses are some of the courses offered to these institutions to train these students on work-related skills (Dawn, 2020).

In 2019, the provincial government also implemented a Punjab Special Education Policy to increase the number of special education institutions in the province. It also aimed at improving the identification of disabilities among children (Ali 2020). The policy classifies disability into four categories: mild; moderate, severe; and profound. Its goal is to integrate children with mild to moderate disabilities into the mainstream education system while providing specialized institutions for children with severe and profound disabilities (Government of the Punjab, n.d b.).

The Special Education Department has posted students’ success stories on their social media platforms. This in return can encourage more parents with special needs to enroll their children in these schools to prepare them to become productive members of society. Hopefully, other provinces can follow Punjab’s examples to give these children the opportunity to receive an education. 

Center for Autism Rehabilitation and Training (C-ART)

There are many people affected by Autism in Pakistan. Sadly, many of the affected children are never diagnosed due to a lack of awareness as well as the stigma attached to the condition, but the government and NGOs (non-governmental organizations) are bringing hope to these children by establishing programs and specialized treatment centers.

An example is the Center for Autism Rehabilitation and Training (C-ART). According to an e-mail interview with the Chief Financial Officer at C-ART, the Government of Sindh established a large South-Asian public institution there, which is responsible for providing free-of-charge education to autistic children in Karachi and Hyderabad. It further plans to develop more institutions across the province. The Center of Autism Rehabilitation and Training (C-ART) provides the following services: behavioral therapy, special education services, speech therapy, occupational therapy, and skill developmental programs (Pakistan Peoples Party-PPP, 2021). The institutions provide vocational training to give these children skills to enter the labour market. According to Pak Exclusive TV (2022), some parents reported their children were not able to talk prior to attending school. However, after attending the institution, these children gained independent skills.

Technological Intervention

Even though these programs are trying their best to make education available to children with disabilities, they are not well-equipped to serve the needs of the entire disabled population of the country. Most initiatives centered on special needs are located in urban areas, which causes accessibility issues for children who reside in rural or remote areas (UNDP, 2021). Regrettably, many children with disability in rural and remote regions of the country are deprived of getting an education due to the lack of facilities and programs.

With the advancement in technology, there is light at the end of the tunnel for these children. Technological intervention may be an effective strategy to support distance education among disabled children in remote regions. The laptop scheme can be one example of a successful initiative to educate children with special needs in rural areas. The Government and NGOs can distribute laptops to ease the process of online learning for these students.

Khan Academy, an American non-profit organization, has developed free-of-charge educational video tutorials and apps in the English language to help students around the globe learn different subjects at the primary and secondary levels. However, the online tool has some limitations as it only offers math at the primary level in the Urdu language. Unfortunately, primary school children cannot access Urdu materials in other subjects other than math. 

As many Pakistanis are not fluent in the English language, a similar app and online-video service in the Urdu language and other spoken languages in Pakistan will be beneficial for children with special needs. Digital technology platforms can cover primary and secondary level education in Urdu and other regional Pakistani languages for these children to allow them to learn per their speed and capability. 

Foresight: A Hope 

Although the country made progress over the years in implementing educational programs and services for disabled children, there continues to be a lack of awareness related to special education programs in the country. A lot of educators and school administrators are not trained to identify children with special needs, especially during the early years of education. Due to ignorance about special education, many teachers cannot advise parents on alternative approaches for these children. As a result, parents of disabled children end up feeling hopeless. 

Unfortunately, many people in the country are not aware of the special education programs offered in the country. Educators and healthcare providers need to be aware of the programs for children with special needs. As more teachers, physicians, and psychologists are aware of the different types of special education programs in Pakistan, they can advise parents of alternative options instead of leaving them in the dark. 

Giving disabled children the opportunity to gain access to learning materials and training will serve as a ray of hope for many of these parents. Through such initiatives, children with disabilities will gain confidence and feel empowered through education which will, in turn, increase their chances to find employment and higher earnings in the future rather than feeling hopeless in their own country.   

• Ali, K. 2020. Leaving no one behind: The role of special education in Pakistan. Pakistan's Growth Story. Retrieved February 3, 2022 from  https://devpakblog.com/2020/03/23/leaving-no-one-behind-the-role-of-special-education-in-pakistan/
• Ali, R. 2021. Punjab 'special' education policy. Cutting Edge. Retrieved March 3, 2022 from  https://weeklycuttingedge.com/punjabs-special-education-policy/
• Dawn. 2020. ‘First ever’ special education policy for Punjab announced. Retrieved June 1, 2022 from https://www.dawn.com/news/1575368
• Government of the Punjab. n.d. a. Punjab education section plan. Retrieved February 2, 2022 from  https://assets.globalpartnership.org/s3fs-public/document/file/2020-19-Pakistan-Punjab-ESP.pdf?VersionId=he6wsutISte5VQHurPIP6wVZpboPXm.n
• Government of the Punjab. n.d. b. Punjab special education policy. Retrieved March 6, 2022 from https://sed.punjab.gov.pk/system/files/Special%20Education%20Policy%202020.pdf#overlay-context=about_us
• Hussain, A., Dehraj, M.I., Ditto, A., Soomro, M.A, & Shah, S.M.A. 2021. Analyze the challenges faced special education schools in District Nausharo Froze, Sindh. International Journal of Management 12, (1), 1272- 1284. Retrieved March 6, 2022 From https://iaeme.com/MasterAdmin/Journal_uploads/IJM/VOLUME_12_ISSUE_1/IJM_12_01_112.pdf
• International The News. 2020. 'Punjab Government paying attention to development of special education sector.' Retrieved June 3, 2022 from  https://www.thenews.com.pk/print/728923-punjab-government-paying-attention-to-development-of-special-education-sector
• Pak Exclusive TV. 2022. Art, C-ARTS (Adult) ADHD Center, Korangi | Exclusive Interview Sharmila Forooqi and Sadiq Memon. [Video]. https://www.youtube.com/watch?v=QSq_7Ykv3nU
• Pakistan Peoples Party-PPP. 2021. Center of autism rehabilitation and training Karachi Sindh. [Video]. YouTube.  https://www.scribbr.com/apa-examples/youtube/
• Punjab Higher Education Commission. 2022. Differently- Abled persons and Pakistan economy. Retrieved June 15, 2022 from https://rehnumai.punjab.gov.pk/contents/general-awareness/32
• Student’s E-Café. 2020. Exclusive talk with director special education Ghulam Murtaza | Student’s e-café. [Video]. YouTube. https://www.youtube.com/watch?v=KBW47qPNce0&t=98s
• UNDP. 2021. Disability-inclusive education practices in Pakistan. Retrieved February 2, 2022 from  https://www.unicef.org/rosa/media/17011/file/Country%20Profile%20-%20Pak...
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Education System Of Pakistan Essay 【1st Position】

The Mukabbir Schools had organized an essay competition titled, “Education System of Pakistan.” This was done to understand the view of students regarding education in Pakistan.

Although many students wrote outstanding essays we are going to list the essay that was in simple words. This essay was also most relative to the topic and stood out the most among others.

Importance of education for a nation:

“ The main hope of a nation lies In the proper education of its youth”- Erasmus.

For any country, the literacy rate determines its success.

The more educated the people are, the more the country will progress.

Thus, a country needs to have an advanced education system that provides quality education to its students and focuses on their well-being. It is important because children are the future of a country.

Education system of Pakistan:

Unfortunately for us, the education system of Pakistan is not very good. In fact, since its independence, Pakistan has been facing critical problems regarding the education system and is not paying much attention to it.

If Pakistan wants to progress, then it must pay attention to its educational system. Japan is a prime example of gaining progress through education.

Japan has always been very strict regarding its educational system and keeps the students a top priority.

This strategy has gained them a lot of progress and today Japan is one of the world’s most developed countries in the economic field.

Although we are also seeing some increase in the current literacy rate of Pakistan (almost 60%), the changes are way too low.

Keeping in mind the current economic situation of Pakistan, the education system of Pakistan has been affected the most.

Problems in the education system of Pakistan:

Insufficient attention to primary classes:.

One of the main problems is that the faculties of these institutions are not implementing the education policies set by the government.

Many of the schools don’t pay much attention to the primary level, not knowing that it makes the base of the student.

The burden of studies for higher classes:

So much stress is put into higher education. The institutions are more focused on getting their profit.

For this purpose, they are feeding countless information in their brains which the students are forced to swallow.

They only teach them to get good grades in the papers. As a result, students are also focused on getting good grades rather than attaining knowledge.

Expensive institutions:

Especially, private institutions have become so greedy for money. For colleges and universities, the fees can go up to more than lacs per semester.

For the government institutions, the merit for fields like medicine is increasing day by day. Thus, our educational system is also too focused on grades rather than skills and willingness to learn.

Pakistan is not an economically strong country. Most of the people cannot afford these expensive feeses. Thus, it is high time the government of Pakistan does something about it.

Barrier-building institutions:

Instead of uniting the nation, the education system of Pakistan is only building barriers due to different categories of education.

Cambridge schools only teach international syllabus and are highly expensive. Then we see the English medium schools that teach Pakistani syllabus but in English. These schools are also very expensive.

Then comes the Madarassah which gives religious teachings but does not focus on other educational aspects. And lastly, we have our government institutions that teach the syllabus in Urdu.

The government system should be at the top to encourage the study in Urdu to maintain the identity of Pakistan. These different categories are creating barriers making the government students seem less educated.

Ways to improve the educational system of Pakistan:

If the government starts to focus on its education system, almost all problems of Pakistan can be solved. We should not play with the future of the children.

We should set aside all of the politics and focus on the education system for the success of our country. There are several ways we can do so:

Same curriculum:

There should be only one curriculum followed by every institution, no matter private or government.

This will help to keep every child equal and hence they will be able to avail themselves of equal opportunities in the future.

The government should keep a close eye on the institutions to check whether the same curriculum is being taught.

Up to date syllabus:

The curriculum should be advanced at least yearly. We should keep the syllabus up to date according to the advancements especially in the fields of science.

Skillful teachers:

Teachers should be hired based on their skills to make the syllabus easy. They should have a simple manner of teaching.

Many teachers are highly qualified but their explanatory skills are very weak. Also, more teachers should be hired so that they are not burdened.

Currently, a teacher had to teach 30-40 students in a class which can be quite stressful. This number should be decreased to at least half so that teachers can teach easily.

Focus on primary level:

Attention should be given to the primary level. They form the foundation of a student.

Thus basic teachings should be given to the students that will help to groom their personalities and increase their confidence.

Lower the fees:

The fees of all the institutions (private and government) should be lessened to lighten the burden of parents.

Primary education should be made free of cost. Scholarships should be given to bright students or to the ones who cannot afford the fees.

Education without any discrimination:

Some are not given admission due to their race or religion.

Thus, it is important to take steps. We should go to such areas and teach them about the importance of education.

According to Nelson Mandela,

” Education is the most powerful weapon which you can use to change the world.”

Other than these amazing competitions, Mukabbir Schools also hosts sports activities in schools that are essential for a student’s growth. 

Conclusion:

Education is the backbone of a country but unfortunately, our country fails to understand it.

However, it is our duty as citizens of Pakistan that if we want to see our country successful, we should raise our voices for the future of our children.

If we work together along with the government, then one day our country will certainly be among the most developed countries.

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I am writing to express my deep concerns about the alarming challenges faced by the higher education system of Pakistan. First of all, there is a significant lack of access to higher education in Pakistan, especially in rural areas, which includes a number of factors such as poverty, unemployment, and many others.

Another challenge is the quality of education; most of the teaching methods used in higher education are outdated. There is a mismatch between the skills taught at higher education institutions and those required by employers, leading to an alarming level of unemployment in the country. Perhaps most notably, corruption is a major problem in higher education, manifesting in a number of ways such as bribery and nepotism. Last but not least, sectarian violence is also a challenge affecting universities’ ability to function properly and effectively, as many universities are closed due to security issues, and students are targeted by violence. These factors create an environment that is not conducive to learning.

As a concerned citizen and student, through your esteemed newspaper, I request the relevant authorities and government to take necessary actions to address these problems and challenges and create an environment beneficial to the interests of Pakistan.

ZAINAB TANVEER

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Pakistan MP's fiery speech goes viral: 'India reached Moon, we can't even spend our reserves' – WATCH

Pakistani mp syed mustafa kamal has said that while the world is reaching the moon, “in karachi today, innocent children are dying by falling into open gutters”..

Pakistani MP Syed Mustafa Kamal on Wednesday drew parallels between India's and Pakistan's achievements during his speech at the National Assembly. He said the world is reaching the moon, "but today, in Karachi, innocent children are dying by falling into open gutters".

"On the same screen, there's this news that India has reached the Moon, and just after two seconds, a news flash says a child was killed after falling into an open drain in Karachi ...," Kamal, a leader of Muttahida Quami Movement Pakistan (MQM-P), said in his speech. 

The MQM-P leader posted a video of his speech during the National Assembly session on Facebook on Wednesday. A few snippets of his speech video went viral on social media on Wednesday. WATCH THE VIDEO HERE:

Mustafa Kamal's remarks were in reference to India's successful Chandrayaan-3 mission in August last year. With Chandrayaan-3, India scripted history by becoming the first country to soft-land on the Moon's south pole.

Pakistan MP lauds India's education system

Kamal went on to claim that "2 crore 62 lakh children are not going to school in Pakistan ". While hailing India's education system, he said, “If India is booming and excelling today, it is because of the education it imparted to its people..."

"Our neighbouring India – 30 years ago, it taught its citizens those things which the world needed. Today, Indians are CEOs of 25 top Global Companies...Today, there are loads of global investments in India," Kamal said. 

He said this while emphasising that a large segment of Pakistan’s youth can be an “opportunity" as well as a “threat" to the country. He said universities in Pakistan have been “industries" that produce “jobless" youth. “This is because we are not teaching them what is demanded in the world," the MQM-P leader said.

He also took potshots at the government over cash-trapped Pakistan's foreign reserves, saying, “We have total reserves, which we can't even spend because we have taken loans, at $8-9 billion...sometimes it is $6 billion. India's reserve is $607 billion..."

Last year in December, India's foreign exchange reserves jumped by $2.8 billion to $607 billion , a five-month high, in the week ended December 8, data by the Reserve Bank of India showed.

Meanwhile, the net foreign reserves with the State Bank of Pakistan stood at $9.12 billion in the week ending May 3. The International Monetary Fund reportedly said earlier this month that Pakistan faces major debt-repayment challenges and expressed serious doubts over the cash-strapped country's capacity to repay the global lender.

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Texas Senate panel holds hearing on DEI, antisemitism. What UT chancellor said of protests

University of Texas System Chancellor J.B. Milliken said elements of the pro-Palestinian protests over the past few weeks at UT were antisemitic in response to a question from the Texas Senate Higher Education Subcommittee, citing testimony from a Jewish UT student who spoke to the panel of his experience.

The subcommittee on Tuesday held hearings with university system chancellors over their institutions' compliance with Senate Bill 17, a state law that went into effect in January and bans public universities from having diversity, equity and inclusion offices or related functions, and the hearing also focused on antisemitism on campuses and free speech policies born from Senate Bill 18, a 2019 law that made public universities' outdoor spaces traditional public forums.

Outside of the chancellors and counsels, the committee had three invited panelists — a UT student, a UT professor specializing in the First Amendment and the policy director of the Anti-Defamation League — with the student and league speakers discussing increasing antisemitism and fear affecting Jewish students due to recent pro-Palestinian protests on college campuses. No pro-Palestinian representatives were included in the subcommittee's agenda.

Sen. Brandon Creighton, R-Conroe, the author of SB 17 and the subcommittee's chairman, asked Milliken and Texas A&M System Chancellor John Sharp, "If you both recognize, especially what happened on the UT campus and across the country, that these were anti-Jewish protests in their very nature?" referring to the pro-Palestinian demonstrations on campuses.

Milliken affirmed that elements of the protests were antisemitic, and said he'd agree that they were anti-Jewish.

“Not everybody involved is an antisemite and as you heard from the law professor, we value free speech, political speech, all of that," Milliken said. "It's when it crosses a line with threats, intimidation — creating an environment where students cannot pursue their education.”

Sharp said the protests at Texas A&M campuses have been less intense, but that he has no tolerance for antisemitism.

The protests at UT called on the university and the UT System to divest from Israeli weapons manufacturers. More than 130 people were arrested over two protests at UT — the first on April 24 and another on April 29 when demonstrators set up a surprise encampment that was quickly dismantled by police.

Antisemitism and campus free speech

UT sophomore Levi Fox testified to the panel about his experience with antisemitism on campus, including an encounter with a UT professor he said had approached him and verbally harassed him with an antisemitic threat.

"People ask how the Holocaust happened," Fox said. "Auschwitz wasn't built overnight. It was built as Jew hatred gradually became accepted and when society was desensitized to hate."

Fox said he knows people who have hidden their Judaism or are afraid of being seen going into Jewish spaces for fear of being targeted.

Courtney Toretto from the Anti-Defamation League said this year has had the greatest number of antisemitic incident reports since the group started collecting data decades ago. Toretto also spoke about the impact of chants like "From the river to the sea" and the "intifada," which she said call for the destruction of Jewish people in Israel.

"Many Jewish students report feeling isolated and targeted by these protests. While ADL vehemently supports the right to free speech and peaceful protest, we draw the line when conduct on campus crosses the line into harassment that threatens public safety and (students') well-being," Toretto said.

Fox told the American-Statesman after his testimony to the subcommittee that he is a staunch believer in free speech, and he hopes the Legislature guards free speech and protects Jewish students by encouraging more Holocaust education in schools. Asked when protests crossed the line, he said when there is violence and intimidation.

"There is no category of speech in United States law known as hate speech," Steven Collis, director of the Bech-Loughlin First Amendment Center and a professor at UT's Law School, told the subcommittee. But speech that incites violence or raises a "reasonable fear of imminent bodily harm" can be limited, he said.

Public universities are allowed to set reasonable restrictions and rules for protesting as long as they are implemented in a content-neutral way, he said.

"They try to conflate antisemitism with a student's right to protest and to free speech, which is wrong in and of itself," Rep. Ron Reynolds, D-Missouri City, told the Statesman after the Texas Legislative Black Caucus, which he chairs, held a news conference Tuesday over SB 17 and the right to protest.

Islamophobia was not mentioned as part of the subcommittee's agenda or at the panel. During the public testimony portion of the meeting Tuesday some speakers asked for there to be "equal protection of free speech."

SB 17 compliance, difficulties and successes

Milliken and Sharp asserted their commitments to following SB 17 exactly as written. But UT System's general counsel, Daniel Sharphorn, told the subcommittee that the system has struggled with the law's effects on grants.

"We've struggled mightily with how to handle the grants," Sharphorn said. "Part of it is talking to the granting agency to know what laws we're dealing with. ... Right now, I don't know that we've learned enough to know what the impact is going to be."

Brooks Moore, Texas A&M System's general counsel, said he thinks the accreditor's language is broad enough that he is not worried.

Milliken said the system has reallocated about $25 million that was previously used toward DEI, according to what the institutions have reported. The system closed 21 offices, eliminated 311 full- and part-time positions, and cut about 681 contracts, programs and trainings, Milliken said.

The 311 eliminated positions include the 49 former DEI staff positions that UT President Jay Hartzell cut April 2 as part of a reorganization after SB 17 that included the closing of the adapted Division of Campus and Community Engagement, a UT System spokesperson confirmed.

Also in April, four months after the compliance deadline, UT-Dallas announced that it would close a new office created to comply with SB 17 and eliminate about 20 staff positions that had been adapted.

Creighton said there's compliance as written, and then there's compliance "beyond the four corners of the document." He said UT seemed to take a "holistic approach," including finding other duplicative efforts and inefficiencies and making changes, and he asked how it came to those conclusions.

"Our board made a pretty strong statement about this last fall, that this is the law of the land, that we will fully commit to implement every element of it," Milliken said.

Sharp said the Texas A&M System had fewer DEI resources to start with, and only eight positions across the system had been eliminated, not including student positions.

Both systems asserted their ability to audit their institutions by this summer and work with state auditors.

Milliken initially said that all systems have worked together to ensure uniform compliance, but differences later emerged. In response to a question from Sen. Royce West, D-Dallas, Sharp said that Texas A&M has not changed its financial support of student groups because it is exempt from the law. At UT-Austin, sponsored student groups who had been under the now-closed Multicultural Engagement Center lost their university funding due to SB 17.

Milliken said the sponsored groups were different because they had their own university spaces and other privileges, and they are now registered organizations, which do not receive university funding.

West also asked if there is a reporting process for eliminated programs that people feel are overcompliant with the law. Milliken said the power to reinstate any programs would fall to the presidents of the institutions.

Creighton, Milliken and Sharp also stated their commitment to helping ensure access to all. Milliken pointed to the Promise Plus endowment at the UT-Rio Grande Valley campus, which covers all tuition for students whose families makes a combined income of less than $100,000.

Gary Bledsoe, president of the Texas Chapter of the NAACP, spoke at the news conference the Texas Legislative Black Caucus and other organizations held at the same time as the hearing. In an interview with the Statesman, he said DEI is intended to help all, and the absence of it has created a "hostile" environment at UT.

"If you think somebody's not included in DEI, change the definition and the scope and keep the existing people," Bledsoe said. "That shows again that it's a lie."

Editor's note: This story has been updated with an additional quote from Milliken adding more context to his statements about the antisemitic elements of the pro-Palestine protests at UT.