Course:

Educational Policy Analysis

Submitted to:
Dr. Ahmad Bilal
Submitted by:
Areej Fatima
(MP/2024-S-14)
MPhil (Education)
(2nd Semester)
Morning

Department of Advanced Studies in Education

Institute of Education and Research
University of the Punjab, Lahore
 National Education Policy 1998-2010

Introduction:

The Pakistan National Education Policy 1998-2010 established to tackle significant challenges
within the education system by outlining specific goals for enhancing literacy, accessibility,
quality, and relevance. It sought to create a more inclusive educational framework, particularly
for girls, children from rural areas, and minorities, with a target literacy rate of 70% by 2010,
focusing on increasing female enrollment and literacy, which lagged behind boys. A central
pillar of the policy was universal primary education, emphasizing the necessity for compulsory
and free primary schooling to ensure all children of school age enrolled. The policy also
supported adult literacy programs to bridge educational gaps among older populations.
Additionally, it recognized the importance of secondary and technical education by encouraging
the establishment of vocational training institutions to equip the youth with practical skills
relevant to the job market, thereby enhancing employment opportunities and contributing to
economic growth. Improving teacher quality highlighted as essential, prompting the introduction
of better training programs, increased pay, and improved working conditions to attract and retain
qualified educators. The policy called for updated curricula that integrated modern subjects while
fostering Islamic values, aiming to develop both the intellectual and moral character of students.
Furthermore, it underscored the need for increased investment in educational infrastructure and
resources, proposing a substantial rise in the education budget, efficient resource utilization, and
enhanced governance to ensure proper fund allocation. To ensure educational institutions met
national standards, the policy advocated for strengthened monitoring and assessment systems and
the implementation of a standardized examination framework to improve student evaluation.

Overall, the Pakistan National Education Policy 1998-2010 aimed to address longstanding issues
such as low literacy rates, unequal access, and insufficient instructional quality. It sought to
establish a modern, inclusive education system that prepares citizens for a rapidly evolving world
while upholding Islamic values, improving access to education at all levels, enhancing teacher
training, and promoting technical and vocational education aligned with national economic
needs. Ultimately, the policy aspired to create a balanced education system that fulfills the
developmental requirements of the country while fostering the personal growth of its citizens,
aiming to cultivate a well-rounded generation equipped with the necessary skills, knowledge, and
ethical values to contribute effectively to society.

Key Recommendation:

Increasing Literacy Rates

 The policy emphasizes the need to improve literacy across Pakistan, especially in rural
areas where schools and resources are limited.
 Programs are set up to teach basic reading, writing, and math skills to people of all ages.
 Community learning centers and adult education programs target areas with the lowest
literacy rates.
 The government also plans to work with local groups to reach marginalized communities.
 The main goal is to create a more educated population that can help grow the economy
and improve society.

Teacher Training

 Improving teacher training is a key part of this policy. It includes both training for new
teachers (pre-service) and ongoing training for current teachers (in-service). These
programs will teach modern methods, classroom management, and subject kknowledge.
 The policy recommends setting up training centers and refresher courses to keep teachers
updated.
 Better-trained teachers are expected to lead to better student learning and higher
education standards overall.

Technical and Vocational Education

 This policy promotes technical and vocational education to equip students with practical
skills that are in demand.
 Programs in areas like mechanics, electronics, and carpentry are recommended, focusing
on jobs that don’t need a university degree.
 Partnering with businesses and industries ensures these programs match real job market
needs.
  Technical education is intended for young people and adults, helping create a skilled
workforce, reducing unemployment, and lowering dependency on foreign workers.
Integration of Information Technology

 To keep up with modern trends, the policy suggests adding information technology (IT)
into the education system.
 Schools would receive computers, internet access, and digital learning tools to boost
students’ digital skills, make learning more engaging, and provide access to global
knowledge.
 Teachers will also get IT training to use these tools effectively in class. By adding IT to
schools, the policy aims to prepare students for a future where digital skills are essential.
Higher Education Expansion

 The policy aims to make higher education available to more people. This includes
building new universities, improving current ones, and increasing funding for research.
 A major goal is to raise academic standards so Pakistan’s universities can compete
globally.
 Collaborating with foreign universities is encouraged to bring in advanced research and
teaching practices.
 By expanding access and improving quality, the policy aims to build a more
knowledgeable and innovative workforce.
Private Sector Involvement

 The policy encourages private sector involvement in education to bring in additional

resources.
 Private organizations can help expand access and improve quality by providing funding,
management, and innovative ideas.
 Private schools and institutions are expected to support public education in meeting
national goals.
 The policy suggests guidelines to make sure private institutions maintain good standards
while contributing to the education system. This partnership aims to strengthen the
overall quality of education and create healthy competition.
Expansion of Educational Infrastructure
  The policy recommends constructing 190,000 new formal primary schools and
establishing 250,000 non-formal basic education centers.
 Additionally, it calls for the setup of 57,000 mosque schools and the upgrading of 60,000
existing primary schools to enhance educational infrastructure and accessibility.

Enhancement of Teacher Availability and Training

 To address the teacher shortage, the policy calls for the recruitment of 527,000
additional teachers.
 It also emphasizes the need for improved training programs for existing educators to
enhance the quality of instruction.

Reduction of Dropout Rates

 To tackle the high dropout rates, which stand at 45% at the primary level, the policy
emphasizes the need for supportive measures that will retain students within the
education system.

Ambitious Literacy Goals

 The policy sets ambitious literacy goals, proposing to raise the national literacy rate from
38.9% to 55% in the first five years and further to 70% by 2010.

Increased Funding for Education

 There is a call to increase education expenditure from 2.2% to 4% of GNP to provide the
necessary funding for these initiatives.

Utilization of Community Resources

 The policy encourages the use of community resources, advocating for the utilization of
mosques as centers for non-formal education,
 Leveraging radio and television to promote literacy programs, especially for rural
females.
Shortcomings

Insufficient Funding: Limited budget allocations hindered the effective implementation of

many initiatives.

Low Implementation Rate: Many of the recommended programs were not fully implemented or
monitored effectively.

Teacher Quality Issues: Despite training initiatives, challenges persisted in maintaining high
teaching standards.

Lack of Access in Rural Areas: Many rural regions remained underserved, with fewer
educational facilities and resources.

Gender Inequality: The policy did not fully address the gender gap in education, especially in
conservative areas.

Inadequate Infrastructure: Poor infrastructure in many schools limited the policy's success,
particularly in remote areas.

Conclusion

The Pakistan Educational Policy of 1998-2010 laid the foundation for future reforms by setting
critical goals for literacy, teacher training, and technology integration. However, the policy faced
significant challenges due to funding constraints and implementation issues. To improve future
outcomes, it's essential for the government to increase educational funding, particularly for rural
and underprivileged areas, and to strengthen monitoring and evaluation processes. Increased
private sector collaboration and a focus on gender equality could also help achieve a more
inclusive and effective educational system.