Pakistan Education System: Short report on the Education System of Pakistan and its impacts

Education is the basic element for every human being. It’s a key to the success and survival of life. Education is the most grave and serious element for a person or individual. But it’s not just concern to one entity or person, it’s also important for collective Growth, improvement, and development in the country, state, Governance, Corporations, and in other different entities. The basic foundation for every level of education is the primary stage. In primary education the building and stage of education is depending, every development and growth is depended upon the preliminary education. It delivers the kid with elementary awareness of an innovative creation and offers him with the essential tackles to progress over countless pitches of lifespan. Regrettably, the education system which is surviving in Pakistan's economy is very bleak and drab. Because people and businessmen start it as an educational industry. From which they get a lot of income and revenue. In the education sector, different businessmen are fighting how to get more revenue instead of getting a high level of education to children. The success of every nation is depending upon education. As the level of education is boosting in the country, this will directly affect the level of illiteracy in the country, and this will finally disturb to downward the level of unemployment in the country. The most crucial problem and issue of every nation is the unemployment which reduce the education (Ahmad, Arshad, & Ahmad, 1991).

In the 21^st century the education becoming the most important and crucial creativities due emerging of the countries moving toward the globalization. The competition among the countries are increased due globalization, every country is struggling to educate their peoples and contribute more to world in the field of education. That’s why in the rapid increase in the level of education and technology it’s very important to increased good quality of education and also develop the technology side of Pakistan. Pakistan is located of that countries which has high status and position in the world on the bases of education and technology. The most initiative country among the world country china is located in the border neighbor of Pakistan. Along with this India also neighbor border of Pakistan. These both countries has high level in the technologies sector and in the development. In the current globalization world and for the survival in this world it is very important to take extra edge in the field of education and Technologies. Pakistan is resolute to rejoin completely too emergent desires, chances and challenges of globalization. Now a days education is considering the basic and golden key for the new innovative, initiation, progress in technologies and different other changes. Looking to Pakistan the education area is unnoticed by the administration/Management and the Government bureau of education and the local government, while the growth and advancement of prospectus and funding is completed with the aid of federal government. From past decades the development area of Pakistan in education sector is growing consecutively, which help and assistance the growth and development of whole nation. As per the report of UNDP (2011) a number of 180.1 million of peoples is living in Pakistan and located between India, Afghanistan, Iran and China. Pakistan takes one of the biosphere’s maximum speedily rising populations and 6^th most populating country all over the world. The structure of Pakistan necessitates the government to afford free main and key primary and secondary education. According to the Article 25-A of Constitution of Pakistan forces the government to deliver free and obligatory excellence education to children of the age of 5 to 16 years old.

The instructive framework in Pakistan is described by high dropout's rates lack in limit of both center and more elevated amount schools in specialized and professional instructional hubs and deficient access for female training. Instruction is essential for both male and female. It is training that expands one's learning, widens one's viewpoint and hones one's judgment. Training assumes fundamental job in structure and trim the character of a person. Instruction is a central human right "It is the way to Sustainable advancement, harmony and steadiness inside and among the nations and in this manner vital methods for powerful support in the social orders and financial aspects of the twenty-First century.

Expanded to 57.7% in the period of 2009-10, demonstrating 0.5% expansion over a similar period a year ago. Male proficiency rate (10 years and above) stayed 69.3% in 2008-09 and 69.5% in 2009-10 while it expanded from 44.7% to 45.2% for females amid a similar period. Proficiency stayed higher in urban regions (73.2%) than in provincial territories (49.2%) amid 2009-10.Province insightful education information of PLFS (2009-10) demonstrates Punjab remained at 59.6%, Sind (58.2%), District Mardan Khyber Pakhtunkhwa (50.9%) and Baluchistan (51.5%)". The education sector growing with high growing rate and also the government of Pakistan struggling to provide quality of education to every children of country. Now a days in Pakistan Education sector mafia are grooming which just work to collect funds and money instead of providing Quality education.

Along with this problem which is highlighted more other reasons and problems are also facing in education sector. One of the real explanations behind low proficiency is the dropout of understudies at essential dimension in Pakistan. "A dropout is a student who leaves the school in any way, shape or form aside from death before finish of training projects of studies and without exchanging to another school" (Kamal. A. 2002) .As per Attaullah, (2000), a student who leaves the school in any way considering dropout, shape or form before the finish of the instructive program and without being exchanged to some other school. As it were a dropout is a youngster who leaves the school before finishing the instructive stages in which he was selected. In Pakistan kids are beginning grade school in more prominent numbers than any time in recent memory however dropout rates are critical and lead to low dimensions of elementary school finishing in the nation.

 As per the study of Kamal.A, 2002, it is recorded that children are getting admission more than 50 percent, going and enrolling there self in school in the primary level. But the ration of leaving and drop outing of children is starting from two or three after, in two or three years after them starting to leave the school. They also not getting the admission in other school. In many of the areas in Pakistan is dropout issue increased to 75 percent. And this is the biggest failure of Pakistan education system that how the children leave the education. This might happened either the parents nor able to barriers the expenses of children education or there is no one afford the children. Once more the condition of failure and leaving school is the poorer in the rural zones in the state.  As per the report of EFA, Assessment report (2000), in Pakistan the sustention percent of the male in the education field is higher, about 56 percent of the male retaining in school while the females retaining in school rate is 44 Percent. Another report which is presented on the titled of “The education Compulsory for all” (by ECFA, 2004), this report also highlighted that in Pakistan before completing the primary education 50% of the students leaving and dropout the school in early stages. The study farther than utters that the rate of dropout children between primary schoolboys has enlarged progressively since 40% in the period of 1996-97 and to boost 54% in the period of 2003-04. Additional over the rate of dropout girls has stood great and is growing at a quicker speed as associated to boys students. The study also showing that, on typical, 51% of average boys and 59% of girls leave school earlier success fifth grade.

As per the economic survey of Pakistan (2009-2010), the development and performance ratio of the District Mardan (KPK) in Education Sectors is too much poor against other country Districts. They did not achieve and completed what they want to be. Neither they complete and achieve high level of employment in the District and gender differences and is improbable to see the era Development and expansion goals (MDG) by 2015, declares a World Bank survey Study report (2004).

Pakhtunkhwa is fundamentally not exactly in different areas. It was even not exactly Baluchistan. Numerous components can be considered in charge of the dropouts that influence the education and learning of a child and propel him to leave the school without finishing his instruction. A portion of the normal factors, for example, Poverty, Failure, Repetition of evaluations, Over stacking and vertical sort educational program, conventional technique for instructing, low quality of instructors, dull school condition, ineffectively paid, ill-equipped, disappointed and baffled educators, guardians disregard, residential and other work, absence of enthusiasm for school, early marriage of young ladies, nonattendance of therapeutic offices in schools, nonappearance of direction administration in schools, saw in the Education Policy (1972-80) as the primary driver of dropout in Pakistan.

Different studies and reports highlighted some of the conclusion about the dropout student or about why the child leave the education. Because due to some single reason a student can’t leave and dropout the school. Because different factors and reasons derived the student to drop from school. The dropout phenomenon is not just too limited to primary level its take part in all over the education system. In every stage of the education the students are drop outing from school, colleges and university. But the ratio and rate of dropout students and children is higher in primary level. This might light the wastage and miss-use of different resources. The issue is not just to restrict to a single person it is a universal and social problem of the society that in preliminary stage the children leave and dropped from school. This will affect the position and long lasting efforts of the government and society and reflect the bad image of whole society.

Some of the peoples in Khyber Pakhtunkhawa are considering that Religious and Tradition not allow us to educate our child to get education except the Islamic education. It is highlighted in numerous literatures by different scholars that it is beliefs many culture and divers religious that there is much differences among the developed countries and developing countries. According to Porter (2010) specified that each culture has distinguishing contextual and traditional of circumstances that might be influence the senses specified to exertion in commons life. The beliefs of the major aspects of the culture and religious stated the key influence on the behaviors’ of employees and also on the ethical attitudes. As the work conducted on the religious context and on the effects of beliefs along the study focus on the individual ethical understanding, which imitate individuals religious thoughtful and beliefs to comprehend and exercise ethics in the routine life of individuals and as well they are using and exerting in their corporative life (Quddus et al, 2009).

Dropout isn't insignificant an issue that impacts an individual rather it is an issue that has numerous expressions and impacts the whole network as it has been seen that specific dropouts get associated with violations. So it is very important to create and make Policies to much improve school movement and decrease the quantities and rate of the kids dropping out of schools in Pakistan are elementary to be expressed if Universal Primary Education (UPE) is to be proficient frequently 2015 in consistence to the Millennium Development Goal 2: target 3 enchantress articulates to pledge that by 2015, kids all over the place, young men and young ladies alike, will most likely complete a full course of essential tutoring. Keeping in view the present status of essential training, Pakistanis liable to confront the danger of defaulting on EFA 2015 targets. Looking to all of the situation that is happening the Pukhtunkhawa this study will provides some of the useful and some new insight to this situation. Reveries on the issue yet again with new way to deal with encourage in the accomplishment of the objectives of the proposed Action Plan (2010 – 2015) towards universalization of essential training District Mardan in Khyber Pakhtunkhwa. The position of District Mardan is like that the Dropout rate of the students is increasing day by day and to reached a peak position. Its reflect that the students leaving the school before they completed their program or course.

Education sector always considered very critical in research because it is an important sector playing a key role in the development and prosperity of the whole society. Education enables a country to stand on her feet. The economic development of a country is mainly concerned with quality of education. Quality of education is mainly concerned with faculty members, because faculty members are the determinants of quality education and when the faculty/teacher are goods and co-operative that much the dropout student ratio is down. According to Kim (2000) the quality of education will fundamentally depend upon the devotion, attitude and on professionalism of educators and positive changes can only be attained if there is commitment and participation. Enders (2006) argued that quality of education in higher education and economic development is mainly concerned with faculty members because faculties are the soul of higher education. Our present educational system risks the chance of losing their mandate of providing qualitative education if the continuous decline in ethics and education system is allowed unchecked. The decomposition has pass through every facet of the education sector. It cuts across all ages, parents, teachers, government and the society. Resource corruption is much high in educational institutions. This has become a major factor to create various problems in the society (Qasemian, 2004). Studies from Transparency International in their 2009 Global Corruption Barometer (Transparency International, 2010) ranked Pakistan very low in the enforcement and practices of educational, ethical standards. Due to low implementation of standards, the students are highly dissatisfied and their spirits of motivation to get education in an efficient way are decreasing day by day. As the results of a comprehensive survey conducted by the Education Labour Relation Council (ELRC), April 2004, indicated that much of the students leaving the study in middle and much of the student leaving in primary level along with this the other side shows that teachers seem to be leaving the profession in large numbers mainly because of low spirits and job dissatisfaction. Likewise, due to introducing more complex and advanced technologies in the education sectors different types of unethical and corrupt practices are emerging (Hallak& Poisson, 2007). These unethical practices are common in the faculty members of higher education of Pakistan. Faculty members accept money from students for awarding them good grades. Private tutoring is common and low grading to the deserve students are common unethical practices followed by teachers. Favoritism is high (Naseem et. al., 2012), and majority teachers give grades not on the basis of the performance of the students but according to their self-approach thus the able students are facing hurdles to go ahead in their education. Teachers teach in such a way that is not understandable to all students, they may waste time involving in immoral and irrelevant discussion, or they may come to class late and leave the class earlier. Teachers do not come with preparation to their classes and thus are involved in unrelated discussions just to spend the time in Pakistan.

This portion study highlighting the related work of the other philosophers who work on the relevant area of problem. This portion will conclude and examine the different factors which is responsible for the Dropout of Children. But there is no one single reason is exist that through which a child drop from school. Different factors and elements derived and force the children to dropout from school, however unexpected components praise to it "Dropout" is a universal marvel in Pakistan instructive framework at all the dimensions yet is the most genuine at essential dimension which results in impressive wastage of assets. It is a major social issue that leaves enduring impacts, on the life of the people as well as on the general public all in all too. No one can able to ignore the importance of Education. According to Quran and as per the Quotes/sayings of Muhammad (P.B.U.H) obviously describe and guides a note to humankind that they must contribute absolutely to the world, similar i-e Quran discloses that they (Human being) would effort to produce usage of what is formed for their advantage and that human tin have nonentity but what she/he struggles for what they & that (the fruit of) her/his determined drive rapidly come in vision. Subsequently that she/he drives be pleased with a prize complete (An-Najm).

Global Situation of School Dropout UNESCO (2012)

Different authors, philosophers, authors, writers and different organization highlighted different view, result about the education, decreasing of the level of children in education, schools and the rate of dropout is increasing. As per the report that is globally surrounding on education highlighted that a large number of the children leaving education in early stage. Before the completing education they leave the school. A critical need to address the high quantities of kids leaving school and to make some possible solution to decrease the number of leaving students. According to the result of UNESCO (2011) on the universal portrait to accomplishment of Universal Primary Education (UPE) specified that around 31.2million primary learners in 2010 released out of school worldwide and might not ever coming back. The results of UNESCO (2006) work on universal advances made to execution of Universal Primary Education (UPE) designated that numerous nations have comparatively high preliminary conscription facts but deprived primary school achievement rates. This is due to unrelenting dipping out of school creating fulfilment of Universal Primary Education (UPE) exertion in numerous states of the global similar in the state of Malawi, in Bangladesh, Pakistan, and in Bolivia to title a scarce. Accomplishment rates deliver a copious stouter and solid assessment of UPE than conscription rate unaided. As per the work of Lloyd , Mete and Grant, (2009) that in less developed and rural areas of Pakistan that rate of the primary students completion rate high,  however the rate of national wide is higher about 83 percent national wide, but against this ratio the rate of the school dropout student ration 48 percent. This is not just a low rate as compare to other countries of the world the rate of dropout students in Pakistan is much higher. As per Cameron (2005) investigated the education system of USA and Canada with dropout Students. The study highlight the main and important areas of the USA and Canada education and dropout students. The results of the study shows that throughout the state the leaving and dropout rate of the children is 25 percent, but in some of the places the ratio got a peak point like taking the examples of Mississippi where the dropout students’ rate is higher and reach about to 38 Percent. In contrast of the USA based result the Finding on the Canada is different. In the period of 1990-1991 the ratio of drop outing children and student are decreased. In 1990-91 this ratio is 16.6 Percent while in the period if 2011-12 this ratio is decreased to 7.8 Percent. This decreasing ratio show that the Government of Canada struggle and fight against the miss management and behavior of dropout students. Progressively meanwhile the educational year 1990- 1991, success a low of 7.8% in 2011-2012. As the Dropout rates for young girls’ students were reliably lower than for young boys’ students. The decrease in dropout rate in Canada was most clear in the Atlantic Provinces where dropout rates fell by over half. An investigation by Cairns et al (1989), on Early School Dropout: Arrangements and Elements saw that few longitudinal examinations led in the United States of America uncovered the degree of the issue in that nation assessing the early dropout rate for young men and young ladies in danger classifications to be at 82% and 47% separately. A review did in 1983 originate that of the 10,331,000 who took been combined up with marks 9,10, or 11 of each 1982, 535,000 exhaustive that they were not ever o'er/went in school in 1983 charitable a dropout rate of about 15%. Bacolod and Ranjan (2005) in their investigation on dropouts in America found that the yearly number of secondary school dropouts in the USA alone in 2012 was assessed to be around 3,030,000 converting into 8,300 dropouts for every day. 

According to the work of Hall (2008), at the state of the Latin America and with Caribbean states show and contribute the highest margin of the dropout children ration in the world. In Latin America the highest number of the children is leaving the school at the primary stage and did not come ever again to school. Along with this the result of the study highlight that in Caribbean state this rate is also on the peak of the world. The result found that this rate of dropout of students in the Latin America and in Caribbean is the third highest drop outing rate in the world. Last position of Primary education is at 17 Percent, conversely, the context has been improving over the previous decade, particularly in Belize, Guatemala, Honduras and El Salvador, despite the fact that rates stay inside the scope of 15% to 24%. The greatest minimal rates (beneath 5%) are found in Argentina, Cuba, Jamaica, Mexico and state of Uruguay. More ever the result indicates that the high level of drop outing ratio also founds in the states of Nicaragua, where the recorded rate of dropout children is 52 Percent. That much percent of the children is leaving the school at early stage whit completing the Primary education. 35 Percent of the ratio is recorded in the Guatemala.

Nevertheless, he found that high dropout rates persist in the following countries: Nicaragua, where 52% of pupils leave school without completing primary education. Guatemala has a dropout rate of 35%, followed by, Saint Kitts and Nevis (26%), and Honduras (24%). A study by Cairns et al. (1989) in the USA on dropout determinants came up with the following findings: students who drop out are more likely to be male. Females who drop out often do so due to reasons associated with pregnancy. Dropouts were more likely to come from low-income families. The rate of dropout was higher on average for Black, Hispanic, and Native American youth. Students were more likely to drop out if they lived in urban settings as compared to suburban or nonmetropolitan areas. Dropout rates were higher in the South and West than in the Northeast region of the United States of America. High levels of household mobility contributed to increased likelihood of dropping out. He further found that students with disabilities (especially those with emotional/behavioral disabilities) were more at risk of dropping out. Dropouts were more likely to come from families in which the parents were 15 unemployed. Students who come from single-parent families were at greater risk of dropping out. Homes characterized by permissive parenting styles have been linked with higher rates of dropout. Students whose families provide higher levels of educational support for learning were less likely to drop out. Increased levels of stress and the presence of stressors (e.g., financial difficulty, health problems, and early parenthood) were associated with increased rates of dropout. Verkuyten and Thijs, (2002) conducted a study to examined the role of performance, peer relations, ethnicity and gender on school satisfaction in Netherlands. The study involved 26 schools, 51 classes and 1,090 respondents on school satisfaction of primary school children. School satisfaction is a measure of children’s quality of life and determined by the extent to which children feel good about themselves and the institutions in which they function. Individual and Classroom variables were examined simultaneously, using multilevel analysis. The study found that ethnic minority groups were more satisfied with school than the Dutch pupils, and girls were more satisfied than boys. The study further found that, the level of school satisfaction was important because it affects pupils’ psychological well-being, as well as school engagement, absentee rate, drop-out and behavioral problems. The study recommended that schools should be caring and supporting settings that children value and enjoy. This will help to reduce the risk of pupils dropping out of school. Though few studies have been conducted on pupils’ reasons for staying in school, however, the study by Alexander (2008) in the United Kingdom on reasons why pupils remain in school found the following list of school interventions that has been developed based on a synthesis of information from a variety of studies: Interaction with and the involvement of committed, concerned educators and other adults, Development of perseverance and optimism, Improved attitude toward school and increased motivation to obtain a certificate, Positive, respectful relationships between staff and pupils, Satisfaction with the learning experience (e.g., social climate, instructional climate, school course offerings, and school rules), Relevance of curriculum and Fair discipline policies.

Historical background of education in Pakistan

Education is a vital component of whole life of a nation. It has to be viewed as powerful instrument of socio-economic and political change concomitant to global technological and democratic developments. 

The Islamic Republic of Pakistan emerged as an independent Muslim sovereign state on August 14, 1947. It presently compares of four provinces Khyber Pakhtunkhwa.

And the federal Administrated Tribal areas “FATA” 7 Northern Areas “FANA” in the census of 1989, the population of Pakistan was 130.580 million & the rural population of the country was 67.5% (Govt. of Pak 1998).

According to 1973 constitution, Pakistan is a democratic sovereign state & has a Federal Parliamentary form of Government with provinces as its federating units at the Federal level parliament consists of national Assembly and the Senate & in the provinces there is a provincial assembly, in each province for the purpose of administration. The province in divided in to division. A division usually comprises several administrative Dist. And District are divided into Tehsil “Sub Distt.Sivard 1983”.

The Government of Pakistan “1998” stipulated the according to the 1998 census, the Literacy rate in Pakistan 56.5% was for male & was 32.6% for female & overall 45%. The urban &rural breakup was 65% & 35% respectively.

Punjab was on the top with a literacy rate of 47.7% closely followed by Sindh with literacy rate of 46.7% Khyber Pakhtunkhwa and Balochistan were having literacy rate at 37.3% & 26.6% respectively.

The literacy rate of Islamabad was 60/5, which was much higher than the provinces while Punjab province had the highest urban male literacy rate of 73.4% the female literacy in rural Sindh was 13.11% 7 the rural Baluchistan, the female literacy touched the lowest mark of 8.8% Pakistan is predominantly and agricultural country. About 67% of civilian labor forces I engaged in agriculture sector. Manufacturing is the second largest sector of the economy; the country is self-sufficient in consumer goods.

The biggest industries of textile & mining, Pakistan major exports including raw cotton yarn, fabrics, rice sport goods, carpets lather & lathers goods. Pakistani technicians and labor force working in the middle east & other countries issource of foreign remittance. (Farooq 1994)Pakistan is one of the less developed country “LDC” with precipitate income of US dollars 460 in 1995, striving hard to achieve accelerated growth rate. (Haq and Haq 1998).

Elementary Education:

Primary Education founded of entire education pyramid. The greatest number of any countries population attends the Primary age. This state is the mean by which Universal literacy can be attained written a country and talents of the gifted children can be located.

The Primary stage produces the bulk of skills and literate works. A modern technological society can be revived and main trained, only when these skilled and literate workers are produced in a large number and also regularly. This stage is very important especially in a democratic Government requires that its citizen shall be intelligent enough to be understand the manifesto of several political parties to interpret news intelligently and critically and to cast their votes according to their own free choice and will.

 

Pakistan Education (Conference 1947)

The conference was convinced at Karachi from 27 November up to 1^st December 1947 to consider the reorganization of the education system. And Quaid-e-Azam did not attend the conference only the message was given. In his message,
Quaid-e-Azam emphasizing the right type of education said, there is no doubt that the future of our state will and must greatly depend on the type of education. We given to our children and the way in which we bring them up was future citizen of Pakistan. These conferences dealt practically with all the aspect of education& the major recommendations regarding Primary education were as follows:

1)      Compulsory Primary education for all children.

2)      The quality of access of education for girls.

3)      Better quality of education in areas of science and technology.

The recommendation of the conference served guidelines for the provinces and Federal Governments reconstruction of education in the country. (Govt of Pakistan 1947).

Report of Commission on National Education “1959”

The Government of Pakistan appointed the commission of on national education headed by Mr. S.M Sharif on 30^th December, 1958. After a year in 1959 the commission gave its wide ranging recommendations. This was the first comprehensive and proclaiming document on the problem and issues confronting education in Pakistan.

            The recommendation on Primary  education were as follows. Compulsory education at the elementary skilled manpower and intelligent citizenship for the purpose at least eight year. Schooling is required the target should be to achieve five year compulsory schooling within a period of fifteen years.

The report in its chapter on women’s education was very explicit. Primary  education must be made universal and effective because of the direct contribution. It would make to national development and also because it was an essential step in achieving complete literacy of our population in both these aspect the education of women was fundamental unless a mother was educated, there would never be an educated homer or an educated community.

At the same time Primary  education was the second step in the educational program, through which we must secure large number of women for teaching, medicine, nursing and a wide variety of careers and professional. (Govt of Pakistan 1959)

The Education Policy 1972 – 1980

The education policy announced in March 1972 aimed at eradicating illiteracy within the shortest possible time through universalization of elementary education and massive adult education program. The policy envisaged, education will be made free the universal up to class 10^th.

For all children throughout the country all girls of five year will be enrolled in schools by 1982.

Educational institutions will be nationalized and Urdu will be used as medium of instruction (Govt of Pakistan 1972).

National Education Policy and Implementation Program 1979

The education policy of 1979 was very similarly to the carrier policy without making any provision of remaining the disparities in education access to girls in rural and remote areas.

The education policy of 1979 brought in al component of ideological religious nature and did not make any effort to update curriculum in the light of new knowledge even in the professional areas.

The curriculum revision undertaken was more cosmetic than academic and aimed only an eliminating anti-Islam concepts from the text book and there were no effort.

To update the content of mathematics, science and other academic subject. Similarly the education policies toward women were limited to lip service. Only and no special measures, to bring the up to the level of girls were undertaken. However, due to the decade of women celebration there had been a general awaking of general public and well as planner and policy maker. This awareness is reflected. Latter planned Primary school education especially for girls. The sixth five year plan 1983 – 1988 is the first plain, which selectively targeted women education. (Hassan 1994)

National Education Policy 1992 – 2002

This is the first policy document, which had included women education as one of its main objectives. In order to achieve these objectives some measures to be taken are positive discrimination to girls’ education in terms of opening new schools. Upgrading the existing schools to Primary level and increasing the ratio of female.

Teachers to 50% by hiring and a major new initiative started under the new education policy was the ambitions social action program SAP and a start was made by allocating Rs. 3.6 billion for the first year 1992 – 1993 to strengthen the implementation capacity of school sector i.e. example of basic education especially.

Female education which has hampered the provision of social services. (SEART 1999)

National Education Policy 1998 – 2010

The policy provisions are as follows:

1)      Access to Primary education shall be increased through effective and optimum utilization of facility.

2)      Incentive will be given to Primary school teachers.

3)      A monitoring system shall be developed to obtain timely and reliable information on enrollment detention. Completed and achievement and disparities and imbalances of all types shall be criminated so as to promoted quality. (Govt of Pak 1998)

Conclusion

After collecting of research data prescribe conclude that poverty is the main of drop out from the school, moreover on the other parent’s carelessness, regarding the child is directly related to poverty, has played a major role in increasing drop out.  Increase of educational expenses, directly related to poverty has also played a major rolling in resulting dropout. Lack of Interest in education has also a very precious effect which has led to this state of affairs. Not gaining immediate economic advantage from education is also one of the important causes of dropout. Child’s mental weakness has also contributed to a large number of dropouts. Government may give some incentives to the people buy subsidize stationary and other related items just like books.  Pakistan is basically one edge of developing stage observation suggestions even Primary  school going children are bound to their parents for earning hence either morning school hours may be reduced or evening classis may be introduced to enable the children to support their parents.

RECOMMENDATIONS

The following are the recommendations are made from the observation:

1.                  One of the main causes of drop outs of students is poverty. Parents cannot bear the expenses of their education. So it is the recommended that Govt. should provide free, uniform, books and remission of schools funds should be given to poor students and such students also should be helped by means of scholar ships etc.

2.                  The second main cause of drop outs is the uneducated parents, they are not aware of the importance of education. They give to importance to earn money and not to get education. So they compel their children to leave school.

Therefore, it is recommended that adult education centers may be open in the whole country and particularly in District Mardan.

Uneducated population should be introduced & familiar with the importance of education source of T.V, Radio and press printing & element media. They should be motivated to send their children to schools.

3.                  Thirdly Govt. should provide opportunities of refresher course they should be encouraged by the improvement of their professional skill.

Teachers should be advised to behave kindly rather than harshly. They should make the school an interesting place.

The curriculum makes are properly be careful that the course should be according to the mental level and age level of the students.

4.      If such type of activity are special designed in low base area inform & same squad company and other such related activity. After reading all are correct.