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    Educational Policies 1998-2010: Silent Feature of National Education Policies 1998-2010

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    Iqra Aslam
    This document outlines Pakistan's national education policies from 1998 to 2010. The key goals included: raising literacy rates, expanding access to education at all levels, improving quality and relevance of curriculum, increasing enrollment in primary, secondary and higher education, strengthening teacher education, developing technical and vocational skills, increasing private sector involvement in education, and establishing effective monitoring and evaluation of implementation.

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    Educational Policies 1998-2010: Silent Feature of National Education Policies 1998-2010

    Uploaded by

    Iqra Aslam
    52 views4 pages
    This document outlines Pakistan's national education policies from 1998 to 2010. The key goals included: raising literacy rates, expanding access to education at all levels, improving quality and relevance of curriculum, increasing enrollment in primary, secondary and higher education, strengthening teacher education, developing technical and vocational skills, increasing private sector involvement in education, and establishing effective monitoring and evaluation of implementation.

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    This document outlines Pakistan's national education policies from 1998 to 2010. The key goals included: raising literacy rates, expanding access to education at all levels, improving quality and relevance of curriculum, increasing enrollment in primary, secondary and higher education, strengthening teacher education, developing technical and vocational skills, increasing private sector involvement in education, and establishing effective monitoring and evaluation of implementation.

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    52 views4 pages

    Educational Policies 1998-2010: Silent Feature of National Education Policies 1998-2010

    Uploaded by

    Iqra Aslam
    This document outlines Pakistan's national education policies from 1998 to 2010. The key goals included: raising literacy rates, expanding access to education at all levels, improving quality and relevance of curriculum, increasing enrollment in primary, secondary and higher education, strengthening teacher education, developing technical and vocational skills, increasing private sector involvement in education, and establishing effective monitoring and evaluation of implementation.

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    EDUCATIONAL POLICIES 1998-2010

    SILENT FEATURE OF NATIONAL EDUCATION POLICIES 1998-2010


    · Aims and objectives of Education and Islamic Education
    · Literacy and non-formal Education
    · Elementary Education
    · Secondary Education
    · Teacher Education
    · Technical and Vocational Education
    · Higher Education
    · Information Technology
    · Library and Documentation Services
    · Private sector in Education
    · Innovative Programs
    · Implementation Monitoring and Evaluation

    Aims and objectives of Education and Islamic Education


    Education and training should enable the citizens of Pakistan to lead their lives according to the teachings
    of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a true practicing
    Muslim. To evolve an integrated system of national education by bringing Deeni Madaris and modern
    schools closer to each stream in curriculum and the contents of education. Nazira Qur'an will be
    introduced as a compulsory component from grade I-VIII while at secondary level translation of the
    selected verses from the Holy Qur'an will be offered.

    Literacy and Non-Formal Education


    Eradication of illiteracy through formal and informal means for expansion of basic education through
    involvement of community. The current literacy rate of about 39% will be raised to 55% during the first five
    years of the policy and 70% by the year 2010 Functional literacy and income generation skills will be
    provided to rural women of 15 to 25 age group and basic educational facilities will be provided to working
    children. Functional literacy will be imparted to adolescents (10-14) who missed out the chance of primary
    education. The existing disparities in basic education will be reduced to half by year 2010.
    Ministry of Education
    Policies & Plans
    Budgetary Allocations
    Educational Statistics
    Publications
    Newsletter
    Scholarships
    Information & Services
    Archives
    Search MoE
    Contact us

    Elementary Education
    About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03. Gross
    enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory Primary
    Education Act will be promulgated and enforced in a phased manner. Full utilization of existing capacity at
    the basic level has been ensured by providing for introduction of double shift in existing school of basics
    education. Quality of primary education will be improved through revising curricula, imparting in-service
    training to the teachers, raising entry qualifications for teachers from matriculation to intermediate,
    revising teacher training curricula, improving management and supervision system and reforming the
    existing examination and assessment system.

    Integration of primary and middle level education in to elementary education (I-VIII). Increasing
    participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level. At the elementary level, a
    system of continuous evaluation will be adopted to ensure attainment of minimum learning competencies
    for improving quality of education.

    Secondary Education
    One model secondary school will be set up at each district level. A definite vocation or a career will be
    introduced at secondary level. It would be ensured that all the boys and girls, desirous of entering
    secondary education, become enrolled in secondary schools. Curriculum for secondary and higher
    secondary will be revised and multiple textbooks will be introduced. The participation rate will be
    increased from 31% to 48% by 2002-03. The base for technical and vocational education shall be
    broadened through introduction of a stream of matriculation (Technical) on pilot basis and establishment
    of vocational high schools. Multiple textbooks shall be introduced at secondary school level.
    Educational Statistics
    Publications
    Newsletter
    Scholarships
    Information & Services
    Archives
    Search MoE
    Contact us

    Teacher Education
    To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher
    trainers and educational administrators through school clustering and other techniques. To upgrade the
    quality of pre-service teacher training programmes by introducing parallel programmes of longer duration
    at post-secondary and post-degree levels i.e. introduction of programs of FA/FSc education and BA/BSc
    education . The contents and methodology parts of teacher education curricula will be revised. Both
    formal and non-formal means shall be used to provide increased opportunities of in-service training to the
    working teachers, preferably at least once in five years. A special package of incentives package shall be
    provided to rural females to join the teaching profession. A new cadre of teacher educators shall be
    created.

    Technical and Vocational Education


    To develop opportunities for technical and vocational education in the country for producing trained
    manpower, commensurate with the needs of industry and economic development goals. To improve the
    quality of technical education so as to enhance the chances of employment of Technical and vocational
    Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system.
    Revision and updating of curricula shall be made a continuing activity to keep pace with changing needs
    of the job market and for accommodating the new developments. Development of technical competence,
    communication skills, safety and health measures and entrepreneurial skills etc. shall be reflected in the
    curricula. Institution-industry linkages shall be strengthened to enhance the relevance of training to the
    requirements of the job market. Emerging technologies e.g. telecommunication, computer, electronics,
    automation, petroleum, garments, food preservation, printing and graphics, textile, mining, sugar
    technology, etc. greatly in demand in the job market shall be introduced in selected polytechnics. A
    National Council for Technical Education shall be established to regulate technical education

    Higher Education
    Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010.
    Merit shall be the only criterion for entry into higher education. Access to higher education, therefore, shall
    be based on entrance tests. Reputed degree colleges shall be given autonomy and degree awarding
    status. Degree colleges shall have the option to affiliate with any recognized Pakistani university or
    degree awarding institution for examination and award of degrees. To attract highly talented qualified
    teachers, the university staff will be paid at higher rates than usual grades. Local M.Phil. and Ph.D
    programs shall be launched and laboratory and library facilities will be strengthened. Split Ph.D programs
    shall be launched in collaboration with reputed foreign universities and at the minimum, 100 scholars shall
    be annually trained under this arrangement. All quota/reserve seats shall be eliminated. Students from
    backward areas, who clear entry tests, would compete amongst themselves. In order to eliminate
    violence, all political activities on the campus shall be banned.

    Information Technology
    Computers shall be introduced in secondary schools in a phased manner. School curricula shall be
    revised to include recent developments in information technology, such as software development, the
    Information Super Highway designing Web Pages, etc

    Library and Documentation Services


    School, college and university libraries shall be equipped with the latest reading materials/services.
    Internet connection with computer shall be given to each library. Mobile library services for semi-urban
    and remote rural areas shall be introduced.

    Private Sector in Education


    Encouraging private investment in education. There shall be regulatory bodies at the national and
    provincial levels to regulate activities and smooth functioning of privately-managed schools and
    institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be
    granted on the expenditure incurred on the setting-up of educational facilities by the private sector.
    Matching grants shall be provided for establishing educational institutions by the private sector in the rural
    areas or poor urban areas through Education Foundations. Existing institutions of higher learning shall be
    allowed to negotiate for financial assistance with donor agencies in collaboration with the Ministry of
    Education. Educational institutions to be set up in the private sector shall be provided (a) plots in
    residential schemes on reserve prices, and (b) rebate on income tax, like industry. Schools running on
    non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the
    principles laid down in the Federal Supervision of curricula, Textbooks and Maintenance of Standards of
    Education Act, 1976. The fee structure of the privately managed educational institutions shall be
    developed in consultation with the government.

    Innovative Programes
    The National Education Testing Service will be established to design and administer standardized tests
    for admission to professional institutions. Qualifying these tests will become a compulsory requirement for
    entry to professional education. This mechanism is expected to check the incidence of malpractice in
    examinations. Likewise, standardized tests shall be introduced for admission to general education in
    universities.

    Implementation Monitoring And Evaluation


    A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest
    level. The District Education Authority will be established in each district to ensure public participation in
    monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee
    monitoring committees, responsible for implementation at their levels. The Prime Minister and Provincial
    Chief Ministers will be the Chief of National and Provincial Education Councils respectively which will
    ensure achievements of targets. Existing EMIS at Federal and Provincial levels shall be strengthened to
    make them responsive to the need of Monitoring and Evaluation System (MES).The Academy of
    Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the
    emerging demands of MES and its obligations at national and provincial levels. Data collected through
    Provincial EMISs and collated by AEPAM through National Education Management Information System
    (NEMIS) shall be recognized as one source for planning, management, monitoring, and evaluation
    purposes to avoid disparities and confusion. Databases of critical indicators on qualitative aspects of
    educational growth shall be developed and maintained by AEPAM for developing sustainable indicators of
    progress, based on more reliable and valid data to facilitate planning, implementation and follow-up. A
    School Census Day shall be fixed for collecting data from all over the country.
    The total expenditure of the government on education will be raised from its present level of 2.2% to 4%
    of GNP by the year 2002-03 (p.132)

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