Review of National Policies of Pakistan

1. Review of National Policies of Pakistan
Course: Curriculum & Pedagogy In Teacher Education
Program : PhD in Education
Presented to: Dr.Razia Fakir
Presented By: Manzoor Ahmed(22003)
&
Shazia
Dated: 26/12/2021

2. Learning Objectives
• Education Policy
• Goals of Education Policy
• Overview of National Educational Policies of Pakistan(NEP)
• Rationales behind the policies Implementation failure in
education sector of Pakistan
• Way to Successful Educational policy implementation in
Pakistan

3. Education Policy
• An education policy is a policy initiative, a statement, a directive, or a document
issued from time to time by the government for the development of education in
the country.
• It is brief in content but broad in concept and deep in the spirit.
• play a pivotal role in the development of education system of a country.
• It occupies the critical phase during which fundamental choices are to be made
by the state, keeping in view the emerging trends and developments in the
country and around the world
Sourse: Ghaffar, S. A., & Ambreen, M. (2003). Educational policies in
Pakistan. Education in Pakistan, 67-96.

4. Goals of Education Policy
• Improve the academic success of all students by strengthening standards-
based reforms, including assessments and accountability measures.
• Establish and maintain a statewide education finance system based upon
principles of adequacy, equity, accountability and predictability.
• Build effective educational capacity to support learning by all students, with
special emphasis on the need to ensure a qualified teacher in every classroom
at all times.
• Ensure that all every school shall have school leaders who will promote and
support high achievement for all students through effective instructional
leadership, school management and governance.
• Enact state policies that shall ensure that every young child in the state shall
have access to high-quality early education programs including pre-school
and full-day kindergarten.
• Ensure that all citizens of all ages shall have practical financial and physical
access to a rich range of post-secondary educational opportunities.

5. Overview of National Educational Policies
(NEP)

6. Education Policies in Pakistan
• National Education Conference: 1947
• Commission on National Education 1959
• New Education Policy 1970
• Education Policy 1972-80
• National Educational Conference 1977
• National Education Policy 1992
• National Education Policy 1998-2010
• Education Sector Reform 2001-2005
• National Education Policy 2009
• National Education Policy 2017-2025
• Single National Curriculum 2020-2021

7. Overview of the Strategies of Pakistan Educational Policies &
Commission on Literacy
Policy Strategies
1947 Pakistan
Educational
Conference
• Adult education by provinces
• College students to participate in the literacy campaigns
• Existing school buildings and staff to be used
1959 Commission
on National
Education
• School children as teachers of their illiterate parents
• College students as adult literacy teachers
• Media for adult education
1970 Education
Policy
• Vocational education
• Employers to make their employees literate
• Non-Formal Education programs
1972 The
Education Policy
• Massive literacy programs
• Literacy centers in schools, factories, farms and other community places
• Media used for literacy

8. Overview of the Strategies of Pakistan Educational Policies &
Commissions on Literacy
Targets Strategies
1978 National Education
Policy
To raise literacy rate from
25% to over 35% by 1982-
83
 Mosque schools and mohalla schools
 Use of television Literacy and
 Mass Education Commission to be established
1992 National Education
Policy
Literacy rate increase to
70% by the year 2002
 The literacy programme to be implemented through the provisional
governments, NGO’s and local organizations
• Literacy programmes to be integrated with skill based community development
programmes
• Greater attention on the deprived segments of the society in rural areas and urban
slums with special emphasize on female education
• Adult literacy classes on integral component of the evening shifts in primary
schools
• Directorates of adult education established in each province with wings at the
division and district level to provide professional training and guidance as well as
monitoring and evaluation
1998-2010 National
Education Policy
Literacy rate to increase to
70%
• National literacy movement to be launched on emergency basis
• Mosques to be used as means to provide Non-Formal Education
• NFBE schools to be increased to 82000 by 2002
• Industrial units to make their employees and the dependents literate

9. Overview of the Strategies of Pakistan Educational Policies &
Commissions on Literacy
Targets Strategies
Education Sector
Reform 2001-2005
Decentralization
through devolution
plan ensuring Grass-
Root level
participation in
educational planning
and implementation
• Fair access to learning opportunities and optimizing equal opportunities, and
reducing the gender disparity at all levels of education
• Schools should be led by principles of social justice to ensure equitable
allocation of educational services, uphold human rights & give equal
opportunity to all their students.
National Education
Policy 2009
Literacy rate shall be
increased up to 86%
by the year 2015
• Equalize access to education by offering special services for girls & boys,
underprivileged/marginalized communities & disadvantaged children adults
alike.
• Cultivate a bias-free community where people benefit equally.
Principles of goodwill, equality, respect for human rights, universal brotherhood,
understanding & coexistence.
• Boost the standard of education.
• Standardize institutionalize teacher training (Continuous Professional
Development (CPD)
• Equity in education
• Quality of curricula, training and assessment methods and procedures, diverse

10. Overview of the Strategies of Pakistan Educational
Policies & Commissions on Literacy
National Education
Policy 2017-2025
Literacy rate to
increase to 75% by
2020 and 86% by
2025
•Ensure dignity and justice in secondary education for all girls.
• Pursuant to Article 25-A
• Guarantees equality & fairness in secondary education for all
children with an internationally compatible curriculum, trained
training tools for teachers and an appraisal framework.
• Instructional materials such as posters, audio-visual aids, maps,
teaching kits, educational CDs, etc., have been given to schools and
have ensured that they are used successfully to increase the standard
of education.
• Children's physical, emotional and academic growth
• Child-friendly school atmosphere .
• Facilities, resources and infrastructure for comprehensive education
at all stages of education in both public and private sector
educational institutions.

11. Overview of the Strategies of Pakistan Educational Policies &
Commissions on Literacy
Targets Strategies
Single National
Curriculum 2020-
2021
To raise literacy rate from
25% to over 35% by 1982-
83
• All children have a fair & equal opportunity to receive high-
quality education & provide equity in education.
• Respecting the diversity of gender, religion, colour, caste,
creed & people with special needs in the local and global
context. Focus on Values, Life Skills Based and Inclusive
Education

12. Rationales behind the policy failure in
education sector of Pakistan

13. Poor communication system
• Policy implementation is a dynamic process.
• Education policies in Pakistan are plagued by poor communication,
• Less support from the stakeholders,
• Less ownership of the policy by the stakeholders,
• Lack of commitment on the part of the implementers,
• No collaboration and cooperation,
• Less accurate and consistent approach towards the completion of the policy goals.
• Source: UNESCO & Government of Pakistan, (2003)

14. Weak administration
• Effective implementation agencies are the first requirement of proper
implementation of Educational policies( Government of Pakistan, 1979).
• Various initiatives for policy implementation failed due to weak
administrative machinery at the grassroots level. The agencies at this level
did not own the policies (UNESCO & Government of Pakistan, 2003).
• The poor management capacity of the directorates of education at policy
formulation levels, school heads at implementation level is one of the many
factors which also responsible for this mess.
• Government of Pakistan (1998) considers weak and defective implementation
mechanism, inadequate personnel, poor training, low political commitment and
absence of incentives as reasons for the failures of educational policy
implementation in Pakistan.

15. Poor policy evaluation mechanisms
• precise, accurate and clear policy directives produce creativity and adaptability
which helps in the effective implementation as well (Akbar, 1995).
• On the other hand, less precise directive does not leave room for the policy
implementers to use their discretion and flexibility which is normally needed for
better policy implementation.
• It must also be ensured that a not just information rather a highly relevant
and adequate information is provided on the implementation process.

16. Financial gaps and irregularities
• Inadequate financial resources for education in Pakistan have hindered the
policy implementation (UNESCO, 2005).
• Without enough monitory support no system can work effectively (Saleemi,
2010).
• Resource availability must be ensured by the implementers and the policy
makers before developing a policy. The resources include adequate number
of staff, enough financial support, quality and trained staff( World Bank
Report, 2000).

17. Attitudes and dispositions of public servants
• Attitude and disposition is one of the key factors that affect implementation
process. It has been explored that bureaucratic underpinnings have placed more
pressures on the teachers’ community in Pakistan (Abbas, 1994) .
• This trend has given rise to feelings of alienation among the teachers. This
attitude and disposition of the supervisors has promoted sense of discrimination
among the teachers.
• This leads to demonization of the supervisors and de- motivation of the teachers.
In education system, use of powers, direct of staff, developing relationship and
keeping expectation depends to a large extent on the disposition of the
implementers toward the policies.

18. Inefficient bureaucratic structure
• Unless and until there is an efficient bureaucratic structure along strong
professional knowledge, the problem of implementation will remain unresolved
despite of having clear communication, resources and positive
disposition(Ghaffar, 1992).
• Organization where there is fragmentation hinders effective coordination which is
necessary for policy implementation because it may result in wastage of
resources, block the pace of smooth change and in overlooking of some of the
important actions necessary for policy implementation.

19. Failure of decentralization measures
• In Pakistan devolution of responsibilities in any system is not always
accompanied by devolution of authority which has created many complications in
the discharge of the services (Zaki, 1992).
• Decentralization provides better opportunities for the beneficiaries at the grass
root level (Naseem, 1990).
• However, in Pakistan there are discrepancies in the assigning of responsibilities
to the people as to how to act and use the given powers. There is no proper
direction which leads to role confusion less and effective contributions.

20. Lack of political will
• Political will of the local implementers play a pivotal role in
effective implementation process.
• In Pakistan, due to none or less participation of local
implementer such as school principals, teachers and students,
ownership factor of the policy becomes weak.
• success of implementation of a policy depends largely on the
political will of the policy makers and policy implementers
alike (Jatoi, 1995).

21. Leadership vacuum
• For any successful implementation of policies, visionary leadership, strategic
planning, strong will, trained teachers, community support, and availability of
resources, students and teachers motivation play the role of cementing forces
(Channo, 2003).
• empowerment of local stakeholders, planning strategically, resource mobilization,
resource utilization, political will, monitoring and evaluation of the education
system are essential steps for successful implementation (Zaidi, 2005).

22. Deeply entrenched corruption
• Riaz (1998) writes that for successful implementation of any policy, it is
essential that the stakeholder are ready to sacrifice their personal interest on the
interest of the system and for the general welfare of all irrespective of nay
personal whim or vested interests.
• This type of attitude develops an environment of trust and transparency.
• However, education system in Pakistan has been made hostage to evils for many
years after its inception. This trend of corruption has played with the foundations
of the overall system.

23. Way to Successful Educational policy
implementation in Pakistan

24. Potential stakeholders in education

25. Way to Successful Educational policy
implementation in Pakistan
• Budget allocation
• Freeness of educational institutes from political interference.
• Implementation of educational policies properly for effective
running of educational institutes.
• In-service training for teachers.
• Curriculum developers design some social justice concepts in
the curriculum of social and Pakistan studies.

26. Cont.
• Involvement of all stakeholders such as teachers, principals on policy
formulation and implementation.
• Strong coordination between the schools and the inspectorate may help in
bridging the gulf of mistrust and alienation.
• Accountability system may be strengthened to decrease corruption.
• To overcome financial constraints, practical measures may be taken for
effective planning and utilization of available resources both human and
material.
• prevalence of corruption, nepotism and favoritism could be controlled.
• The people involved in the process of formulation, implementation and
evaluation of policies can be trained to enhance their theoretical knowledge in
skills in better administration, management and coordination.

27. References
• Government of Pakistan (2010).
• Economic Survey of Pakistan (2008-2009). Finance division: Islamabad.
• Government of Pakistan (2009).
• National Education Policy 2009. Ministry of Education: Islamabad.
• Government of Pakistan (1998).
• National Education Policy 1998-2010, Ministry of Education: Islamabad.
• Government of Pakistan (1979).
• National Education Policy and implementation program. Islamabad: Ministry
of Education.
• Bank. (2000). World Development Report 2000/2001. New York: Oxford
University Press.
• Channo, S. K. (1990). Review of Educational Policies. NIPA, Karachi. P p. 6,
14, 26-28

28. References
• Jatoi, H. (1995). Brief Review of Educational Polices and Five Year Development Plans
1947-92 (unpublished). AEPM, Islmabad. P.6-7
• Naseem,J. Q. (1990), Problem of Education in Pakistan, Karachi: Royal Book Company
• UNESCO (2000). Summary of Global Monitoring Report. France : UNESCO
• UNESCO & Government of Pakistan (2003). Seminar on Capacity building to enable
implementation of education devolution reforms at local levels. Islamabad. AEPM
• Riaz R. (1998) Introduction to Education. Lahore: Urdu Bazaar, Ehtasham Publishers.
• Burns, T. and F. Köster (eds.) (2016), Governing Education in a Complex World, OECD
Publishing, Paris, http://dx.doi.org/10.1787/9789264255364-en.
• Sattar, T., & Rizwan, M. Rationales Behind the Policy F Pakistan: A Case of Affiliated S.
• Rizvi, F., & Lingard, B. (2009). Globalizing education policy. Routledge.

29. THANK YOU

30. Extra Slides

31. Rationales behind the policy failure in education
sector of Pakistan
• Ignoring the cultural diversity of the local conditions
• Weak planning
• Weak implementation of planning
• Unclear objectives
• Shortage of resources
• Non-coordination between time span and resources
• Lack of interest by the government
• Insufficient budget allocation by the government
• Religious influence
• Lack of political will
• Wastage of resources
• Inappropriate picture of high dropout rates

32. Cont.….
• Unpredictable global economy
• Lack of qualified manpower
• Lack of management
• Non-participation from private sector
• Low level of government ownership
• Weak administrative structures
• Political instability
• Lack of transparency and accountability
• Absence of support from the government
• Less focus on quality education
• Rapid turnover of the government
• Environmental Stability

33. Suggestions
• All stakeholders such as teachers, principals, and researchers may be involved or informed on policy
formulation and implementation. In this way the gap of understanding would be resolved.
• Strong coordination between the schools and the inspectorate may help in bridging the gulf of mistrust
and alienation
• Accountability system may be strengthened to decrease corruption
• In order to overcome financial constraints, practical measures may be taken for effective planning and
utilization of available resources both human and material.
• Through strong accountability, the prevalence of corruption, nepotism and favoritism could be
controlled.
• The people involved in the process of formulation, implementation and evaluation of policies can be
trained to enhance their theoretical knowledge in skills in better administration, management and
coordination.
• A strong bond or relationship between the beneficiary community and policy makers can decrease the
trust deficit between the system and public.
• The step of decentralization should be strengthened. It will decrease the delays in implementation of
measures taken at the central level.

34. THANK YOU