Policy Analysis of Education in Punjab Province - UNESCO Islamabad

Final: 29 November 2011
Policy Analysis of Education in Punjab
Province
Compilation and Analysis
by
Dr. Allah Bakhsh Malik
For
UNESCO Islamabad (Pakistan)

Table of Contents
Table of Contents
List of Tables,
List of Figures
List of Boxes
Maps
Abbreviations
Executive Summary
Chapter 1:
Overall Development Context and Development Priorities
1.1. Overall Development Context: Social and Economic Development Indicators
1.2. Overall development context and development priorities of Punjab. Role and
importance of education in social and economic development of the province
1.3. Provincial Development Priorities and The Vision 2030
1.4. New initiatives by Government: Impact Assessment and Policy Implications
Chapter: 2
2.1. Education Policies in Punjab: Constitution of Islamic Republic of Pakistan 1973,
Articles 37-B & Article 25-A - New Constitutional Provisions and Impact on
Education Policies.
2.2. Existing Institutional Framework for Education
2.3. Responsibilities of the Provincial Governments as a Consequence of 18 th Amendment.
2.4. Education Policy, Curriculum and Common Standards
2.5. Education Policy & Planning- Institutions & Processes:
2.6. Curriculum & Standards- Institutions & Processes
2.7. Financial Implications for Implementation of Article 25-A
2.8. Analysis of Education Budget
Page No.
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2.9. Financial Resources Estimation for Article 25-A
2.10. Data Sets
2.11. Methodology and Variables
2.12. Financial Projections
2.13. Budget Projections
Chapter: 3
Punjab Education Sector: Policy, Current Status, Issues, Needs and Priorities
3.1. Early Childhood Education -ECE
3.1.1. Policy
3.1.2. Needs, Target Groups, Strategies and Way Forward
3.2. Primary Education
3.2.1. Policy
3.2.2. Needs, Target Groups, Strategies and Way Forward
3.2.3. Vision of School Education Department
3.2.4. Policy of School Education Department
3.2.5. Sectoral Priority of School Education
3.2.6. Strategic Interventions of School Education Department
3.2.7. Current Issues and Analysis
3.2.8. Missing Facilities
3.2.9. Needs, Target Groups, Strategies and Way Forward
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3.3. Elementary Education
3.3.1. Policy
3.3.2. Current Status, Key Issues and Analysis
3.3.3. Needs, Target Groups, Strategies and Way Forward
3.4. Secondary and Higher Secondary Education
3.4.1. Policy
3.4.2. Current Issues and Analysis
3.4.3. Vision of Higher Education Department
3.4.4. Policy Interventions of Higher Education Department
3.4.5. Objectives/Strategic Interventions of Higher Education
Department
3.4.6. Reforms initiated by Higher Education Department
3.4.7. Student Teacher Ratio at Primary, Middle and High Schools
3.4.8. Needs, Target Groups, Strategies and Way Forward
3.5. College/Tertiary Education
3.5.1. Policy
3.5.2. Issues and Analysis
3.5.3. Needs, Target Groups and Strategies and Way Forward
3.6. Technical & Vocational Education
3.6.1. Policy
3.6.2. Current Issues and Analysis
3.6.3. Needs, Target Groups and Strategies and Way Forward
3.7. Punjab Vocational Training Council (PVTC)
3.7.1. Needs, Target Groups, Strategies and Way Forward
3.8. Special Education
3.8.1. Policy
3.8.2. Interventions to Improve Special Education
3.8.3. Needs, Target Groups, Strategies and Way Forward
3.8.4. Number of Institution
3.8.5. Nutrition Programme
3.8.6. Vision of Special Education Department
3.8.7. Policy Interventions of Special Education Department
3.8.8. Strategic Interventions of Special Education Department
3.8.9. Needs, Target Groups, Strategies and Way Forward
3.9. Literacy and Non Formal Basic Education
3.9.1. Policy
3.9.2. Vision of Literacy & NFBE Department
3.9.3. Policy of Literacy & NFBE Department
3.9.4. Goal of the Literacy & NFBE Department
3.9.5. Objectives of Literacy & NFBE Department
3.9.6. Current Issues and Analysis
3.9.7. Needs, Target Groups, Strategies and Way Forward
3.10. Deeni Madaris
3.10.1. Policy
3.10.2. Comprehensive Policy for Deeni Madaris
3.10.3. Needs, Target Groups, Strategies and Way Forward
Chapter: 4
Pakistan and the International Commitments (EFA/MDGs): Achievements
and Shortfalls
4.1. MDG and EFA Goals: Degree of Progress Achieved
4.2. Millennium Development Goals
4.3. Education For All Goals
4.4. Projections to Reach MDG/EFA Goals
4.5. Net Primary Enrolment Rates
4.6. Gender Parity in Primary Education
4.7. Completion/Survival Rates
4.8. Youth (15-24 years old) Literacy Gender Parity
Chapter: 5
5.1. Public Sector Budgetary Education Allocations/Expenditures
5.2. Analysis of Education Budget
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5.3. Cost Estimations 133
Chapter: 6
Donor Assistance to Education Sector Punjab 134
Chapter: 7
Punjab’s Medium Term Development: Needs, Target Groups, Strategies and
Priorities in Education
7.1. Punjab’s Education Needs in the Next Five Years
7.2. Proposed Strategies and Actions for Improving the Education Sector
7.2.1. Equity in Education
7.2.2. Provision of Computer/I.T. Education in Elementary Schools
7.2.3. Up-Gradations of the Schools
7.2.4. Sectoral Priority of School Education
7.2.5. Continuous Professional Development of Teachers
7.2.6. Issues in Management and Governance in Education Sector
7.2.7. Financial Allocations, Release of Funds and Utilization
7.2.8. Implementation of Article 25-A and Joint Declaration for
Education
7.2.9. Emphasis on Literacy and Adult Education
7.2.10. Special Education for Special Children
7.2.11. Technical and Vocational Education
7.2.12. Needs, Target Groups and Strategies
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References 164 -165
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List of Tables
# Subject of Tables Page
No.
Table-1: Education Policy, Planning, Curriculum Pre & Post 18th Amendment 18
Table-2: Education Development Programmes 2010-11 & 2011-12 19
Table-3: Projected Increase in Number of Classrooms and Schools 24
Table-4: Projected Increase in Number of Teachers 24
Table-5: District and Provincial Education Budget 26
Table-6: Sectoral Priority of School Education Department 32
Table-7: Minimum Service Delivery Standard for School Education 33
Table-8: Criteria for Up-Gradation of Schools - From Primary to Middle Level 34
Table-9: From Middle to High Level 34
Table-10: Trends of Allocation 34
Table-11: Gross Enrollment Rate at Primary Level (Age 5 to 9) 35
Table-12: Net Enrollment Rate at Primary Level (Age 5 to 9) 35
Table-13: Gross Enrollment Rate at Middle Level (Age10 to12) 36
Table-14: Net Enrollment Rate at Middle Level (Age 10 to 12) 36
Table-15: Literacy Rate-Population 10 Years & Older 36
Table-16: Adult Literacy (Population 15 Years & Older) 37
Table-17: Population That Has Ever Attended School 39
Table-18: Percentage Distribution of Population that has Completed Primary Level or Higher 40
Table-19: Gross Enrolment Rate at the Primary Level (Age 5-9) Excluding Katchi Class 41
Table-20: Gross Enrolment Rate at the Primary Level (Age 6-10) Excluding Katchi Class 42
Table-21: Gross Enrolment Rate at the Primary Level (Age 4-9) Including Katchi Class 43
Table-22: Gross Enrolment Rate for Government Primary Schools (Age 5-9) Excluding Katchi 44
Class
Table-23: Net Enrolment Rate at the Primary Level (Age 5-9) Excluding Katchi Class 45
Table-24: Net Enrolment Rate at the Primary Level (Age 6-10) Excluding Katchi Class 46
Table-25: Net Enrolment Rate at Primary Level (Age 4-9) Including Katchi Class 47
Table-26: Net Enrolment Rate in Government Primary Schools (Age 5-9) Excluding Katchi 48
Class
Table-27: Number of Educational Institutions in Public and Private Sector 50
Table-28: Gross Primary Level Enrolment Rate (Including Katchi Class) 51
Table-29: Gross Primary Level Enrolment Rate (Excluding Katchi Class) 51
Table-30: Net Primary Level Enrolment Rate (Excluding Katchi Class) 51
Table-31: Enrolments in Government Schools as a Percentage of Total Enrolment at Primary 52
Level
Table-32 : Percentage of Population Ever Attended School by Income Class, Urban-Rural 52
Residence and Gender
Table-33: Primary Level Enrolments in Private Schools 53
Table-34: Reasons for Never Going to School 53
Table-35: Government Mosque and Primary Schools for Boys and Girls, Numbers, 56
Enrollment and Teaching Staff
Table-36: Drop-Out Rates 57
Table-37: Missing Facilities 2010-2011 57
Table-38: Gross Enrolment Rate at the Middle Level (Age10-12) 61
Table-39: Net Enrolment Rate at the Middle Level (Age10-12) 62
Table-40: Government Middle Schools for Boys & Girls, Their Enrollment and Teaching
Staff
63

Table-41: Gross Enrolment Rate at the Matric Level (Age13-14) 67
Table-42: Gross Enrolment Rate at the Matric Level (Age14-15) 68
Table-43: Net Enrolment Rate at the Matric Level (Age13-14) 69
Table-44: Net Enrolment Rate at Matric Level (Age 14- 15 ) 70
Table-45: Government High Schools for Boys & Girls, Their Enrollment and Teaching Staff 71
Table-46: Trend of Allocations 73
Table-47: Student Teacher Ratio of Schools 74
Table-48: Enrolment in Arts & Science Intermediate, Degree Colleges and Higher Secondary 76
Schools by Study Group and Sex
Table-49: Post –Graduate Enrolment in Affiliated Colleges 76
Table-50: Arts and Science Colleges for Boys and Girls, Enrolment and Teaching Staff 77
Table-51: Arts & Science Colleges for Boys &Girls, Enrolment and Teaching Staff 77
Table-52: Number of Higher Secondary Schools for Boys &Girls, Enrolment and Teaching 78
Staff
Table-53: Development & Non-Development Budget of Higher Education Department 78
Table-54: TEVTA Institutions in Punjab 85
Table-55: Enrolment in Technical Institutions 85
Table-56: Econometrics of PVTC 86
Table-57: PVTC Facilitation 86
Table-58: Capitalization Value of VTIs 86
Table-59: Role and Responsibilities 87
Table-60: Population Time Bomb 87
Table-61: Staff & Teacher Training Institute 88
Table-62: Disabled Population 89
Table-63: Year-wise Enrollment 89
Table-64: Disabilities 91
Table-65: Different Disabilities 91
Table-66: Budget Allocation 92
Table-67: Trend of Allocations 92
Table-68: Allocation and Number of Beneficiaries 93
Table-69: Construction of Buildings of Special Education Centers in Punjab 94
Table-70: Literacy-Population 10 Years and Older 102
Table-71: Adult Literacy-Population 15 Years and Older 103
Table-72: Literacy - Population 10 Years and Older - By Quintile Group 104
Table-73: Literacy Ratios by Sex and Area 104
Table-74: Trends of Allocation of Development Budget 104
Table-75: Population that has ever Attended School 106
Table-76: Estimated Population Male/ Female age-group wise as in 2009 108
Table-77: Country-Wide Madrassas Enrollment –Different Sources 113
Table-78: Enrolled Children in Three Districts 114
Table-79: Characteristics of Madrassa and Non-Madrassa Households 114
Table-80: Ranking of Selected Countries on the EFA Development Index 116
Table-81: Net Primary Enrolment Rate 2001/02-2010/11 121
Table-82: Gender Parity Index (GPI) Primary Education : 2001/02-2010-11 123
Table-83: Gender Parity Index (GPI) in Youth Literacy: 2001/02-2010/11 124
Table-84: Gender Parity Index (GPI) Secondary Education: 2010/11 124
Table-85: Completion/Survival Rates till Grade V: 2001/02-2010/11 125
Table-86: Adult Literacy Rate 2001/02-2010/11 126
Table-87: Out of School Children in 2010-11 belonging to 5-9 Year Age Group 127
Table-88: Achievements of Targets and Supportive Environment 127
Table-89: Outcome Based Targets for Education in Punjab 128
Table-90: Allocation Trend (Provincial Budget) Current and Development Budgets 129
Table-91: Allocation Trend (District Education) Current and Development Budgets 129
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Table-92: Sector Wise Comparison of Development Programme 2010-11 and 2011-12 132
Table-93: Punjab Actual Education Expenditures & Share in Total Provincial Expenditures 132
(2009/10)
Table-94: DFID 134
Table-95: GIZ Germany 134
Table-96: Japan 134
Table-97: UNESCO 135
Table-98: The World Bank 135
Table-99: Canadian International Development Agency 136
Table-100: Early Childhood Education 150
Table-101: Primary Education 151
Table-102: Elementary Education 152
Table-103: Secondary Education 153
Table-104: Higher Secondary Education and Intermediate Colleges 155
Table-105: Higher Education 156
Table-106: Literacy and Non-Formal Education 158
Table-107: Special Education 159
Table-108: Technical and Vocational Education 160
Table-109: Deeni Madaris 162
Table-110: Education in Emergencies 163
List of Figures
# Subject of Figures Page
No.
Figure-1: Population Projection: Children of 5-16 years Age Group 22
Figure-2: Projected Increase in Enrollment based on GER 23
Figure-3: Projected Unit Cost Per Student per Year 23
Figure-4: Annual Teacher Requirement at School Level 25
Figure-5: Increase in District and Provincial Education Budget over the Last Year Budget 26
(2009-24)
Figure-6: Development & Non-Development Budget of Higher Education Department 78
Figure-7: Expenditure by Level of Education Challenge 83
Figure-8: Number Game and Drop-Out Challenge 84
Figure-9: Position of Pakistan in the Comity of Nations 84
Figure-10: Net Primary Attendance Rate MICS 2007-08 105
Figure-11: Literacy Ratios of Population Aged 10 Years & Above, By Sex and Area 1998 and 106
2008-09
Figure-12: Net Primary Enrolment Rate 2001/02-2010/11 122
Figure-13: Gender Parity Index (GPI) Primary Education : 2001/02-2010-11 123
Figure-14: Gender Parity Index (GPI) in Youth Literacy: 2001/02-2010/11 124
Figure-15: Gender Parity Index (GPI) Secondary Education: 2010/11 124
Figure-16: Completion/Survival Rates till Grade V: 2001/02-2010/11 125
Figure-17: Adult Literacy Rate:2001/02-2010/11 126
Figure-18: Punjab: Distribution of Actual Education Expenditures by Sub-Sectors (2009/10) 133
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List of Boxes
# Subject of Boxes Page No.

Box-1: Punjab School Roadmap
Box-2: Public Private Partnership in Education Sector
Box-3: Education as Development Priority: The Vision 2030
Box-4: Joint Declaration on Education
Box-5: Punjab Education Sector Reform Programme
Box-6: Missing Facilities and Rationalization Process
Box-7: Professional Development of Teachers
Box-8: Role of PEF in Facilitation of Low Cost Private Schools
Box-9: Technical and Vocational Education
Box-10: Achievements in Technical Education
Box-11: New Development Projects
Box-12: Annual Development Programme 2011-12
5
6
8
12
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63
82
88
131
131
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MAP-1: Geographic Map of Punjab showing Districts
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MAP-2: Academic Map showing Literacy NFE and ALC with Public Schools indicating Gender
and Level

Abbreviations
ADB
ADP
AEPAM
AJK
BA
BE
BEd
BSc
BISE
CIDA
CPDP
CM
CMIS
CT
CSO
DCO
DFID
DMO
DSD
ECE
ECED
EDO
EEA
EFA
ESR
GAR
GAT
GCU
GDP
GER
GNI
GNP
GPI
GRE
HDI
HEC
HED
IDSP
IYF
JBIC
JICA
KM
LHV
L&NFBED
M&E
MBA
MBBS
MDGs
Asian Development Bank
Annual Development Programme
Academy for Educational Planning and Management
Azad Jammu Kashmir
Bachelor of Arts
Bachelor of Engineering
Bachelor of Education
Bachelor of Science
Board of Intermediate and Secondary Education
Canadian International Development Agency
Continuous Professional Development Programme
Chief Minister
College Management Information System
Certificate of Teaching
Civil Society Organization
District Coordination Officer
Department for International Development
District Monitoring Officer
Directorate of Staff Development
Early Childhood Education
Early Childhood Education and Development
Executive District Officer
Education & Employment Alliance
Education For All
Education Sector Reform
Gross Attendance Rate
Graduate Aptitude Test
Government College University
Gross Domestic Product
Gross Enrollment Ration
Gross National Income
Gross National Product
Gender Parity Index
Graduate Record Examination
Human Development Index
Higher Education Commission
Higher Education Department
Institute for Developing Studies and Practices
International Youth Foundation
Japan Bank for International Cooperation
Japan International Cooperation Agency
Kilo Meters
Lady Health Visitor
Literacy and Non Formal Basic Education Department
Monitoring and Evaluation
Master of Business Administration
Bachelor of Medicine and Bachelor of Surgery
Millennium Development Goals
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MEd
MICS
MIS
MPhil
NAR
NCHD
NEAS
NEC
NEMIS
NEP
NER
NFBE
NGO
NIPS
NLC
NOC
NTBP
NTS
NUML
PEC
PEF
PEEF
PESRP
PhD
PITE
PMIU
PPIU
PPP
PSDP
PSLM
PTB
PTC
QAT
SED
STR
TPE
TVE
UNESCO
UNICEF
UOE
USAID
WB
Master of Education
Multiple Indicator Cluster Survey
Management Information System
Master of Philosophy
Net Attendance Rate
National Commission for Human Development
National Education Assessment System
National Education Census
National Education Management Information System
National Education Policy
Net Enrolment Rate
Non Formal Basic Education
Non-Governmental Organization
National Institute of Population Studies
National Logistic Cell
No Objection Certificate
National Textbook Policy
National Testing Service
National University of Modern Languages
Punjab Examination Commission
Punjab Education Foundation
Punjab Education Endowment Fund
Punjab Education Sector Reform Programme
Doctor of Philosophy
Provincial Institute for Teacher Education
Project Management and Implementation Unit
Policy Planning Implementation Unit
Public Private Partnership
Public Sector Development Programme
Pakistan Social and Living Standards Measurement Survey
Punjab Textbook Board
Primary Teachers’ Certificate
Quality Assurance Test
School Education Department
Student Teacher Ratio
Third Party Evaluation
Technical & Vocational Education
United Nations Educational Scientific and Cultural Organization
United Nations International Children’s Emergency Fund
University of Education
United States Agency for International Development
World Bank
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Executive Summary
Education Policy Analysis of Punjab Province has carried out an intensive and exhaustive review of
education sector in the province. Education is of immense importance as a driver for empowerment and
progress for the people. Education is itself important but when seen in the context of the roles it plays to
enable people to advance further in life and escape from clutches of poverty and destitution, it becomes a
quintessential public policy requisite in all initiatives, required to be undertaken to take the country forward
for socio-economic development, economic growth and holistic development. The whole paradigm of
development squarely hinges upon education leading to social capital formation. Education plays a decisive
role in building human capabilities to accelerate economic growth through knowledge, creativity, innovation
and skills. Education helps in creating knowledge based societies and knowledge based learning
organizations. Education is not just preparation for life but a life in itself. The Education Policy Analysis of
Punjab Province has focused on the current initiatives, needs and targets to be achieved after the 18 th
Amendment in the Constitution and the way forward to achieve MDG/EFA Goals and meet international
commitments.
Education Policy Analysis of Punjab Province has examined the post scenario after the insertion of Article
25-A in the 18 th Amendment right to education. According to the Amendment, education has been conferred
as a right and the state is responsible for providing free and compulsory education to all children of the age
of five to sixteen years in such manner as may be determined by law. Earlier Article 37 (b) exclusively dealt
with removal of illiteracy and provision of free and compulsory secondary education but did not prescribe a
time period rather the provision mentioned, within minimum possible time. With Article 25-A in the
Constitution, education has become an enforceable right. The implementation of Article 25-A requires free
and compulsory education up to secondary level. This requires more infrastructure, teachers, educational
managers and secretariat staff. Education Policy Analysis of Punjab Province has taken into account all the
essential requirements for implementation of the Amendment in the Province of Punjab. The 18 th
Constitutional Amendment has essentially brought forth a legal challenge with multiple jurisdictional and
administrative implications at federal and provincial levels. Apart from other reconfigurations, with deletion
of the Concurrent Legislative List, the Amendment has transferred forty seven subjects, to the legislative and
executive domain of the provinces. The major areas to have direct effect of 18 th Constitutional Amendment
include: laws, rules, regulations, policies as well as the administrative structures. In order to be compliant
with the requirement of Article 25-A, the required financial resources are estimated in Education Policy
Analysis of Punjab Province amount to the tune of Rs.3387 billion for achieving 98% enrolment rate of 5-16
years of population by 2024-25. It includes Rs.3023.78 billion current and Rs.363.26 billion development
budgets. On average, a 15% annual increase over the previous years in education budget is required for
achieving the targets under 25-A.The achievement of targets is closely linked with the resource absorptive
capacity. The system lacks capacity to efficiently absorb even the available financial resources. This capacity
deficit needs to be bridged to effectively manage the additional resources and to seize the opportunities
available after the 18 th Amendment.
Education Policy Analysis of Punjab Province envisages that Punjab is also major manpower contributor
having the largest pool of professionals and highly skilled manpower. Education is a vital prerequisite for all
development initiatives including combating poverty, empowering women, protecting children from
hazardous and exploitative labor and sexual exploitation, promoting human rights and democracy, protecting
environment and influencing population growth. Investing in literacy programs is a sensible and essential
development choice. Education is a key component of strategies to promote sustainable development and
peace. It is central to achieving Education for All and the Millennium Development Goals. Education is a
development accelerator and a force for peace. Education empowers individuals, equipping them with the
skills and confidence to seek vital information and to make informed choices that have a direct impact on
their families and communities. Illiteracy is an unacceptable situation which is holding back all efforts to
reduce poverty and advance human development. It is infringement of human rights and fundamental
freedoms and a threat to peace and security. In order to implement Article 25-A, many initiatives need to be
introduced in education sector. Education Policy Analysis Punjab Province has focused on the sub sectors of
education i.e. Early Childhood Education, Primary Education, Elementary Education, Secondary and Higher
Secondary Education, College/Tertiary Education, Technical and Vocational Education, Special Education,

Literacy and Non Formal Basic Education and Deeni Madaris have been put under anvil and policy, current
issues, needs targets groups, strategies and way forward have been discussed. Millennium Development
Goals and EFA Goals have been discussed in terms of pace of progress achieved in the province of Punjab.
Projections to reach MDG/EFA Goals have been analyzed in terms of net primary enrollment rates, gender
parity in primary education, completion and survival rates and youth literacy gender parity in Education
Policy Analysis of Punjab Province. The donor assistance to education sector in Punjab has also been
discussed with particular focus on the objectives of the initiatives. Punjab Education System needed a Five
Years Strategic Plan to ensure achievement of MDGs by 2015 and EFA Targets. While formulating Vision
2030, Government of the Punjab, rightly emphasized on Medium Term Development Plan, Five Years
Strategic Plan and Ten Years Strategic Plan. The strategic plans are focusing on Universal Primary Education
(UPE), completion of full primary schooling by all children, promote gender equality, ensure 100%
participation rate at primary level by 2011 and participation through enhancement at the elementary and
secondary levels, improving quality of education, promotion of science and computer education up to
secondary level, reduction in gender and regional disparities in access to education and provision of quality
education for deprived and marginalized segments of society. Medium Term Development Framework
(2010-13) and Annual Development Programme (2010-11) clearly delineate the strategy to cater for the
needs and priorities of education sector and are in unison with Vision 2030, Medium Term Development Plan
(2010-13), Five Years Strategic Plan (2010-15) and Ten Years Strategic Plan (2010-20). For providing
quality education, different interventions like capacity building of teachers and managers; continued
assessment of learning achievements through examinations; provision of quality text books, information
technology labs, science labs and libraries have already been introduced. Moreover, up-gradation of schools
from Primary to Elementary level and from Elementary to High level and provision of missing facilities
(Drinking Water, Sanitation, Boundary Walls, Electricity, Furniture & Toilet blocks). The Education Policy
Analysis of Punjab Province has also addressed the needs, target groups and strategies for each sub sector of
education.
Education Policy Analysis of Punjab Province has taken into account the resolve by the Prime Minister of
Pakistan along with the top political leadership from four provinces, Gilgit-Baltistan and Azad Kashmir
resolved on September 16, 2011. Federal and Provincial Governments reaffirmed their commitment to
education as a priority. National Education Policy 2009, subject to such adaptations as are necessitated in
view of the 18 th Constitutional Amendment shall continue to be jointly owned national document. Each
province shall develop an Action Plan which shall commit to appropriately raise allocations for education.
Set priorities according to provincial needs of access and quality of education and provide implementation
strategies with timeframe and key indicators and ensure fulfillment of constitutional needs with respect to
education and meet the international commitments including targets of Millennium Development Goals and
Education for all goals. After 18 th Amendment in the Constitution, the Joint Declaration at the highest level is
a very good omen for a political resolve for the implementation of Article 25-A.
The Education Policy Analysis of Punjab Province indicates that the discourse and policy debate on the 18 th
Constitutional Amendment needs to be informed with evidence-based solutions and proposals for responding
to the educational challenges. The 18 th Constitutional Amendment has sufficiently empowered the provinces
and ensured free education for the children of five to sixteen years of age as an enforceable right. There is a
need to broaden the debate so that it encompasses technical, political, and policy aspects of the new education
governance framework given by the 18 th Constitutional Amendment. Education Policy Analysis of Punjab
Province has highlighted that after the dissolution of Ministry of Education, the federal government needs to
create a coordinating vector for performing its role.
Government of the Punjab has chalked out a roadmap and adopted a strategy for 100% enrollment of schoolgoing-age
children and their retention. The Government of Punjab has declared, ‘Education Emergency’ and
Punjab School Reform Roadmap by the Chief Minster has aimed to ensure good governance, equity, access
and quality of education. The objectives of the roadmap are that every child enrolls in school, every child is
retained in school and every child learns and makes progress. The roadmap document focuses on improving
Government schools by reaching the province’s education goals and expands Punjab Education Foundation
as well as strengthening Government schools. The Government of the Punjab and the present political
leadership is of the considered view that in two years, Punjab can make a ‘quantum leap’ in educational
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outcomes. The roadmap intends to dispel some myths that children do not attend school because their
families are too poor and with more money the system would improve. The roadmap has indentified a set of
innovative initiatives that will get children into school. The roadmap essentially concentrates on an effective
engine for school reforms, strong central coordination, teacher and school leader support, scripted lessons
and engaging material, incentives for high performance, students basic needs fulfillment, high caliber
management staff, universal standards and curriculum, student assessment, regular and reliable data
collection and competitive compensation for teachers. The roadmap has an implementation strategy and
Chief Minister Secretariat will ensure that education reform is top priority Secretary Schools has taken
overall responsibility for school reform, design programs and support districts in implementation. District
Managers have taken responsibility for achievement of district targets to implement centrally designed
programs and Punjab Examination Commission is monitoring progress in implementing the roadmap,
monitoring schools for quality of inputs and outcomes and providing data for student achievement and
sharing reports with the system. External partners are providing technical support and international
knowledge to the province and districts in the form of advice, coaching and formal training. Education
Policy Analysis of Punjab Province has identified that the leadership is the most important ‘secret ingredient’
for translating good education policies into results. In the face of a dire educational emergency, leaders at
every level from Secretaries of the Education Departments to the head teachers in each school, will need to
work together to create an education system that delivers. In the medium term, Punjab will need to spend
more money on education if it has to meet its education goals and in the long term, there has to be
consistency in policies. The critics have however, serious reservations about the achievement of goals of
Punjab School Roadmap within a period of two years. They are of the view that institutional arrangements do
not exist to accommodate all the out-of-school children in public, private and non-formal schools. Without
enhancing the capacity and infrastructure along with human resource, the Punjab School Reform Roadmap
will be nothing but another political slogan. It is too early to pass a valued judgment on the success of the
intervention since the results of the initiatives have yet to be verified by a Third Party Evaluation. The
interim reports submitted by Executive District Officers Education, verified by District Monitoring Officers
are however, very encouraging. The reports indicated that 60% of the districts in Punjab have achieved the
100% enrollment of school going-age-children.
xv

Chapter-1: Overall Development Context and Development Priorities
1.1: Overall Development Context: Social and Economic Development Indicators
Punjab is the most populous province of Pakistan and the estimated population of the province is
90.51 million. The province has an area of 2, 05,344 per square kilometer; with the average
population density of 441 persons per square kilometer. Around 48.4% (i.e. 43.77 million)
population of Punjab province comprises females. Literacy rate of the province (10 years and
above) is 60% (male 70% and female 51%). However, there are wide variations among the districts
across the province. Rawalpindi has the highest literacy rate at 79% but 87% for male and 71% for
female. Hafizabad has literacy rate of 58% whereas it is 68% for male and 48% for female. In
Southern Punjab, the situation further deteriorates since the literacy rate in D.G.Khan is 43%
whereas it is 57% for male and 29% for female. Rajanpur has the lowest literacy rate in the province
of Punjab with literacy rate of 34% whereas it is 45% for male and 22% for female (NIPS, 2009 1 ,
Punjab Development Statistics, 2011 2 , PSLM 2010-11 3 ).
With approximately 56% of the country's total population, Punjab’s share of Pakistan's Gross
Domestic Product (GDP) was 54.7% in 2000 and soared to 59% in 2010, especially dominant in the
services and agriculture sectors, with its contribution; ranging from 52.1% to 64.5% in the services
sector and 56.1% to 61.5% in the agriculture sector. In terms of social and economic development
indicators; the overall situation is not enviable. 92% of the population has access to improved
drinking water sources within dwelling and 5% within the distance of half an hour but water testing
of drinking water revealed that the water in about half of the households in the province contained
bacteria and was thus unsafe for drinking, with significant variations across districts. Overall, 70%
of the population (urban 96 %; rural 58 %) uses improved sanitation facilities with 67 % using flush
toilets connected to sewerage systems, septic tanks or pit latrines. Half of the population is covered
by lady health workers (NIPS, 2009, Punjab Development Statistics, 2011, PSLM 2007-08 and
2010-11).
The under-five mortality rate in Punjab is estimated at 111 deaths per 1000 live births while the
infant mortality rate (for children under 1 year of age) is 77 deaths per 1,000 births. 34% of children
under the age of 5 are moderately or severely underweight. About 2 in 5 children (42%) are
severely or moderately stunted and 13% of children are severely or moderately wasted. Only 6 % of
households are using adequately iodized salt. The births of 77% of children less than 5 years of age
are registered (Punjab Development Statistics, 2011, PSLM 2007-08 and 2010-11).
About 1 in 20 children aged 5–14 years are involved in child labor (5%), with significant variations
across gender, areas of residence, districts and wealth index quintiles. About 5% of children in the
Punjab aged 2–9 years have at least one reported type of disability, with the most commonly cited
being an inability to speak or be understood in words. 53% women receive antenatal care from a
medical doctor, nurse, midwife or Lady Health Visitor (LHV) at least once during the pregnancy.
About 7% of people over 15 years of age are unemployed, with 6 % unemployed in rural areas and
8% in urban areas. Most unemployed adults are in the 15–24 age-group (Punjab Development
Statistics, 2011, PSLM 2007-08 and 2010-11).
1
2
3
Government of Pakistan: National Institute of Population Studies (NIPS 2010)
Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab, Lahore
http://www.pndpunjab.gov.pk/page.aspid=65
Pakistan Social and Living Standards Measurements Surveys (PSLM, 2007-08 and 2010-11)
1

84% of the population own a house, 34% own agricultural land and 51% own livestock. As
expected, ownership of agricultural land and livestock is the greatest amongst the rural population.
As expected, ownership of agricultural land and livestock is greatest amongst the rural population.
12% of households have at least one family member working outside their village or town and 39%
are working overseas. About 6% of households receive remittances from within Pakistan and 4%t from
Abroad (MICS 2007-08 4 , Punjab Development Statistics, 2011, PSLM 2007-08 and 2010-11).
Punjab is also major manpower contributor having the largest pool of professionals and highly
skilled manpower. Education is a vital prerequisite for all development initiatives including
combating poverty, empowering women, protecting children from hazardous and exploitative labor
and sexual exploitation, promoting human rights and democracy, protecting environment and
influencing population growth. Investing in literacy programs is a sensible and essential
development choice. Education is a key component of strategies to promote sustainable
development and peace. It is central to achieving Education for All and the Millennium
Development Goals. Education is a development accelerator and a force for peace. Education
empowers individuals, equipping them with the skills and confidence to seek vital information and
to make informed choices that have a direct impact on their families and communities. Illiteracy is
an unacceptable situation which is holding back all efforts to reduce poverty and advance human
development. It is infringement of human rights and fundamental freedoms and a threat to peace
and security (UNESCO 5 , Malik 6 , 2006).
In Punjab, more than 90 % of households have public schools within a radius of 2 KM, including 91
% in rural areas and 96 % in urban areas. Households in the lowest quintile are less likely to have
government schools nearby (boys 83%, girls 78%) and profoundly less for private schools (boys
37%, girls 36%). The Gender Parity Index (GPI) showing rates obtained from net enrolment for
primary school is 0.98, indicating that more boys attend primary school than girls. The indicator
drops slightly to 0.94 for middle/secondary education indicating that there are 94 girls for every 100
boys attending secondary school. The disadvantage of girls is slightly less pronounced in major
cities and more pronounced in rural areas where GPI for primary school is 0.92 and 0.81 for
middle/secondary school. GPI sharply improves with mother’s education and wealth index. GPI for
primary school is more than one in Narowal, Rawalpindi, Mandi Bahauddin, Faisalabad,
Gujranwala, Sheikhupura, Sialkot, Lahore and Gujarat, with Narowal having a striking GPI of 1.12.
For secondary school, GPI is more than one for Gujranwala, Lahore, Gujarat, Sialkot, TT Singh,
Narowal and Sheikhupura Districts, with Gujranwala (1.16), Lahore (1.12) and Gujarat (1.11)
having particularly high indices. This suggests that more girls than boys attend school in these
districts. Only 29 % of children of appropriate age (10-14 years) attend middle or secondary school.
The remaining 71% are either out of school or in primary school (MICS 2007-08, Punjab
Development Statistics, 2011, PSLM 2007-08 and 2010-11).
4 Multiple Indicator Cluster Survey (MICS) Punjab 2007-08, Government of the Punjab Planning & Development
Department, Bureau of Statistics, Lahore http://www.pndpunjab.gov.pk/user_files/File/MICS%202007-08-
Provincial%20Report.pdf
5
Message by Ms. Irina Bokova, Director General of UNESCO on the occasion of International Literacy Day 8 Sep
2011, Section for Literacy and Non Formal Education Division for Basic to Higher Education and Learning
UNESCO Bangkok www.unesco.org/education/literacy
6 Malik, A. B (2006a). Econometric Analysis and Evaluative Scrutiny of the Quality Assurance Tests in Foundation
Assisted Schools in the Province of Punjab. The Hope, Quarterly Journal (Volume-I) of Punjab Education
Foundation, Lahore, Pakistan
Malik, A. B (2006b). Education Voucher Scheme - The Hope, Quarterly Journal (Volume-II) of Punjab Education
Foundation, Lahore, Pakistan
Malik, A. B (2006c) - The Human Development Nexus-Professional Development and Capacity Building in Public
Private Partnership, Maqbool Academy, Lahore. Pakistan
2

The secondary school Net Attendance Rate (NAR) is similar for girls (28%) and for boys (30%).
NARs are especially low in rural areas (23%), for children aged 10 years (5%), for children of
mothers with no education (21%) and children in the lowest wealth quintile (8%). Almost two in
five (43%) of children of secondary school age are in primary school and 29 % are out of school.
The middle/secondary NAR is greater for boys than girls. More secondary school-aged rural
children (33%) are out of school compared to urban children (17%) and more are attending primary
school. 57% attend government schools and 43% attend private schools. In rural areas, more
children attend government school (69%) than private (30%). Mothers with middle or higher
education are more likely to send their children to private schools than those with primary or no
education. As expected, the type of school strongly correlates with the wealth index. The type of
school also varies markedly by district: more children attend private schools than government
schools in Lahore, Gujranwala, Sialkot, Faisalabad, Rawalpindi, Sheikhupura and Gujrat Districts.
The gross primary attendance rate, which considers the number of children of all ages attending
primary school as a percentage of the total number of children of primary school age (5-9 years)
(Punjab Development Statistics, 2011, PSLM 2007-08 and 2010-11).
Gross Attendance Rate (GAR) at the primary level in the Punjab is 97 %. The rates vary by sex,
area of residence, mother's education, wealth index, division and district. Boys have a higher rate
(102%) than girls (93%) and urban areas have higher rates (109%) than rural areas (93%). Thus
more boys than girls and more urban children than rural-dwellers (of all ages) attend primary
school. Gross primary attendance rates increase sharply with the wealth index, from 62% in the
lowest quintile to 113% in the highest. Overall, about half of children of primary school age in the
Punjab attend primary or secondary school (53 %). Boys have a slightly higher NAR (54%)
compared to girls (52%). In urban areas, 64 % of primary school-aged children attend school
compared to only 49% in rural areas. This disparity is more pronounced for girls (urban 65%; rural
47%) than for boys (urban 62%; rural 51%). Attendance rates are lowest for children 5 years of age
at only 19%. This may be due to the fact that many children enter school at age 6 rather than age 5.
School attendance increases with mothers' education: (higher education 73 %; secondary 72%;
middle 67%; primary 65%; no education 46%. (Punjab Development Statistics, 2011, PSLM 2007-
08 and 2010-11)
Children in the highest wealth quintile are more than twice as likely to attend primary school
(highest 71%; lowest 31%). Large differences exist between districts, ranging from over 65% in
Attock, Narowal, Rawalpindi, Jhelum, Gujrat and Chakwal to below 40% in Rajanpur, DG Khan
and RY Khan. Under the Punjab education system, the age of entry to primary school is 5 years. Of
5-year-olds, 19% are in Grade 1, and of 6-year-olds 38%, with only a narrow gender gap. These
rates vary by area of residence and more urban children aged 5 and 6 years enter Grade 1 than rural
children. There is a positive correlation with the mother's education for children aged 5 and 6 years.
The highest rates are for children whose mothers have higher education; 30% for entry at age 5 and
64% for entry at age 6. 14% of children aged 3-4 years are currently attending preschool, with
comparable attendance for boys and girls. In urban areas preschool attendance is almost double that
in rural areas. A much higher percentage of children aged 4 years attend preschool (22%) compared
to those aged 3 years (5%). Preschool attendance increases markedly with the mother's education
and the household's wealth index. Large variations exist between districts, with under 5% of
children aged 3-4 years in Rajanpur and DG Khan Districts attending preschool compared to more
than a quarter in Lahore and Gujranwala Districts. Universal access to basic education and the
completion of primary education are important targets for the Millennium Development Goals
(MDGs) (Punjab Development Statistics, 2011, PSLM 2007-08 and 2010-11).
3

While the overall youth literacy rate is 73%, amongst males it is 79% and amongst females 68%.
Gender disparities exist in areas of residence. 76% of rural males are literate compared to 58 % of
rural females. The younger population, aged 15-19, is slightly less literate than those aged 20-24:
amongst males, 80% compared to 78% and amongst females 70 % compared to 66%. The highest
wealth index quintile has the highest youth literacy rate, especially amongst women and girls:
amongst males, the highest wealth index quintile has a literacy rate of 94% compared to 52% in the
lowest and amongst females 95% compared to 19%. Literacy rates of household members above 15
years of age is more than half (56%) of whom are literate. Amongst males, the literacy rate at 66%
is 21% higher than amongst females (45%). Variations in literacy rate in 15+ age group is similar
to those in 10+ with lower rates, in rural areas particularly for males(Literacy& NFBED 2011,
Punjab Development Statistics, 2011, PSLM 2007-08 and 2010-11).
The gender gap is slightly narrower in major cities and in other urban areas. The district variations
in literacy rates amongst 15+ year-olds are similar to those amongst 10+ year-olds. More than half
(59%) of the Punjab population above 10 years is literate, with a clear, sharp differential between
males (69%) and females (50 %). Literacy (10+ years) varies considerably between urban and rural
areas, with about half (52%) of rural-dwellers literate compared to 77% in major cities and 72% in
other urban areas. Gender disparities also exist by area of residence. In rural areas 64 % males are
literate compared to only 40% females. The gender gap is slightly narrower in major cities (males
81%; females 74%) and in other urban areas (males 78%; females 65%). Literacy amongst people
over 10 years of age increases where the older population is less literate than the younger. While
there is the expected positive correlation with education, of those who have never attended school
(47% of the 10+population), 37% reported that they are literate. Literacy rates (10+ years) were
highest in the districts of Rawalpindi (80%), Jhelum (77%), Lahore and Gujrat (74%) and lowest in
Rajanpur (33%), D.G. Khan, Rahim Yar Khan and Lodhran (44%) (Punjab Development Statistics,
2011, Literacy & NFBED, 2011)
1.2: Overall development context and development priorities of Punjab. Role and
importance of education in social and economic development of the province
The whole paradigm of development squarely hinges upon education and human resource
development leading to social capital formation. Education is one of the vital sectors, playing
pivotal role in socio-economic development of a country. Education plays a decisive role in
building human capabilities to accelerate economic growth through knowledge, creativity,
innovation and skills. Education is sine qua non to create awareness, tolerance, self-esteem and
confidence to empower people to defend their rights. Education helps in creating knowledge based
societies and knowledge based learning organizations. Education is not just preparation for life but a
life in itself (Malik, 2006) 7 .
Government of the Punjab has chalked out a roadmap and adopted a strategy for 100% enrollment
of school-going-age children and their retention 8 . The Government of Punjab has declared,
‘Education Emergency’ and Punjab School Roadmap by the Chief Minster aim to ensure good
governance, equity, access and quality of education. The objectives of the roadmap are:
• Every child enrolls in school
• Every child is retained in school
• Every child learns and makes progress
7
8
Malik, A. B (2006c) - The Human Development Nexus-Professional Development and Capacity Building in Public
Private Partnership, Maqbool Academy, Lahore. Pakistan
Punjab School Roadmap, Government of the Punjab, Chief Minister Secretariat, Lahore 2010
4

Box-1: Punjab School Roadmap
The roadmap document focuses on improving Government schools by reaching the province’s education
goals and expands Punjab Education Foundation (PEF) as well as strengthening Government schools. PEF
will support greater number of children as soon as possible while remaining targeted and ensuring quality.
The Government of the Punjab and the present political leadership is of the considered view that in two
years, Punjab can make a “quantum leap” in educational outcome. The roadmap intends to dispel some
myths i.e.
• “Children do not attend school because their families are too poor”
• “ The main constraint is financing; with more money the system would improve”
• “What we need is a set of innovative initiatives that will get children into school”
The roadmap essentially concentrates on an effective engine for school reforms:
• Strong central coordination
• Teacher and school leader support
• Scripted lessons and engaging material
• Incentives for high performance
• Students basic needs fulfillment
• High caliber management staff
• Universal standards and curriculum
• Student assessment
• Regular and reliable data collection
• Competitive compensation for teachers 9
The following implementation strategy for the roadmap has been chalked out:
• Chief Minister Secretariat
• Ensure that education reform is a priority
• Manage the CM’s interactions with the system
• Help to unblock any obstacles to progress
• Secretary Schools
• Take overall responsibility for school reform
• Design programs and support districts in implementation
• District Managers
• Take responsibility for achievement of district targets
• Implement centrally designed programs
• PMIU and PEC
• Monitor progress in implementing the roadmap
• Monitor schools for quality of inputs and outcomes and provide data for student
achievement
• Share data and reports with the system
• External Partners
• Provide technical support and international knowledge to the province and districts in the
form of advice, coaching and formal training. The roadmap targeted to achieve the
following objectives:
1. Set targets and build routines to monitor progress
2. Improve district effectiveness
3. Provide high quality teacher training and teaching guides
4. Expand the impact of the PEF
5. Critical supporting actions are merging boys and girls schools, improving teacher transfer
system, increasing the reliability and regularity of data, communicating the reform agenda
and improving school leadership
The leadership is the most important ‘secret ingredient’ for translating good education policies into results.
In the face of a dire emergency, leaders at every level from Secretaries of the Education Departments to the
head teachers in each school – will need to work together to create an education system that delivers. In the
medium term, Punjab will need to spend more money on education if it is to meet its education goals and in
the long term, there has to be consistency in policies.
9
How the world’s most improved school systems keep getting better (2010)
5

Box-2: Public Private Partnership in Education Sector
Government alone will not be able to accomplish the gigantic task of attaining the goal of involve and
facilitate Non-State Providers (NSPs) for extending access, equity and quality. There is greater sensitivity to
facilitate private sector by financial, administrative and management empowerment and autonomous
academic leadership through Public Private Partnership (PPP). The idea is to ensure trust-based synergy and
synchronization culminating in a longeval win-win situation. The evidence and practices from PEF have
suggested that PPP is extremely successful. Efficient private sector leadership facilitated by public sector
financing securely integrates and bleeds into an optimal level of service delivery, resulting in better learning
outcomes, less drop-outs, ensured presence of teachers and no truancy 10 . PEF, Foundation Assisted School
Model is one of the replicable models for affordable quality education in Public Private Partnership 11
International experience demonstrates that change is inevitable and rapid change at galloping pace
is possible:
• Chile increased its primary enrolment from 74% to 95% in less than twenty years.
• The Indian state of Madhya Pradesh taught an additional 2.5 million Grade 5 children to
read in just two years.
• In Minas Geris, Brazil, the literacy rate among 8 year olds jumped from 49% to 73% just in
three years after a reform programme was launched.
If Pakistan followed the path forged by other pioneers of education reform, it could expect to start
seeing results within two years 12 . The concern for education is deeply rooted in Pakistan’s history.
In 1947, in his message to the All-Pakistan Education Conference, the Quaid-e-Azam warned that
“The future of our state will and must greatly depend upon the type of education and the way in
which we bring up our children as the future servants of Pakistan”. The Conference agreed that
Pakistan should provide free and compulsory education to all children. Pakistan has had nine
education policies, each of which has set similar targets. None of these policies has attracted the
sustained political will needed to turn aspirations into better education. According to a study of the
world’s fastest improving school systems, three factors are most likely to trigger a successful
programme of education reform 13 :-
• A political or economic crisis.
• The impact of a high-profile, critical report on the education system’s performance.
• The energy of a determined political or education leader (or both).
1.3: Provincial Development Priorities and the Vision 2030
A vision is like a dream but visionary leadership can foresee the wide open horizon for a just,
developed, prosperous and sustained growth, possess grit and attributes to lead the people forward.
The Vision 2030 by Government of the Punjab for education is, ‘An educated Punjab, with
impeccable professional knowledge management leading to knowledge workers, knowledge
economy and knowledge society’. It is the stated policy of the Government of Punjab that by the
Year 2030 every citizen in the province will be literate, learned and prosperous. Developed,
industrialized and prosperous Punjab, rapidly developing through the optimal utilization of the
available resources is the ultimate goal of Vision 2030. Government of Punjab, envisage the
implementation of Article 25-A of the Constitution of Islamic Republic of Pakistan in letter and
10
11
12
13
Malik, A B (2007) Freedom of Choice: Affordable Quality Education in Public Private Partnership
Asian Development Bank (2010), Public Private Partnerships – Lessons Learned from Punjab Education
Foundation http://www.adb.org/documents/reports/ppp-education-punjab/ppp-education-punjab.pdf
Punjab School Roadmap, Government of the Punjab, Chief Minister Secretariat, Lahore 2010
The Pakistan Education Task Force (2010): Education Emergency Pakistan: March For Education.
www.educationemergency.com.pk
6

spirit. The Government of the Punjab looks at the Constitutional Development as a challenge as
well as an opportunity in unison with the goals and objectives of Vision 2030.
The Vision 2030 for Punjab has been developed through a consultative process. It presents a
strategic framework for overcoming obstacles and challenges standing in the way of the preferred
future chosen by the people of Punjab. Punjab aims to achieve the stated vision within a
generation, in a manner that sustains a high quality of life and provides equal opportunities to its
citizens to reach their true potential. Punjab plans to meet contemporary and future challenges by
deploying knowledge inputs and human social capital. Its goals reflect the aspirations and potential
of the people of the province in the context of a fast-changing world. The Vision 2030 policy
framework considers a range of concomitant strategic alignments. The underlying theme is to
embrace needed transformation and to create new opportunities based on strengths and optimal
utilization of resources. The citizens will have greater access to quality education, as well as basic
amenities like health, water and sanitation. Freedom of enterprise and enlarged opportunities will
have the potential transform the lives of the majority but the benefit of social protection will also
provide sufficient cushion to the most vulnerable, neglected, less-affluent, marginalized, un-reached
and disenfranchised. Vision 2030 acknowledges the forces of globalization and dispersion of
information and technology, which are likely to change the scale and character of human enterprise.
Government of the Punjab has a stoic resolve that by 2030, human lives, workplaces, education,
skills, trade and competition would stand transformed and revitalized. Government of Punjab
intends to make a mark in the various fields of knowledge which can add value to endeavors.
Punjab intends to transform its institutions and structures as well as national policies, priorities and
goals, by converting knowledge into a socio-economic enterprise. The acquisition and
dissemination of knowledge and the quest for excellence will be the driving force of future destiny.
The Vision 2030 is demanding and simple and at the same time focuses at the transforming of
society and economy, dedicated to the assimilation and generation of knowledge and harnessing of
technology. There is indubitable belief, to build on successes which are not few but many in
diverse fields. Through Vision 2030, Government of the Punjab intends to develop the province and
the development will be measured by economic growth as well as the quality of life, enjoyed by its
people and to evolve into a tolerant and productive society, which is at peace with itself and with
the rest of the country and the world, within a framework of sovereignty and security.
Government of the Punjab intends to establish the rule of law as a bedrock principle impacting on
all walks of life and encourage freedom of enterprise and innovation in the market place together
with state responsibility for the provision of basic services to all citizens, including education,
healthcare, water and sanitation, shelter and security under law. Punjab intends to make
employment and employability, a central theme in economic and social policies, with special
emphasis on the rights of women and eliminate absolute poverty and ensure social protection for
the weak and the vulnerable by generating and absorbing knowledge and harness technology for the
good of all while promoting social sciences and humanities as an essential branch of knowledge.
Government of the Punjab intends to prepare for the dynamics and imperatives of growth of large
cities, urban concentrations and expected migration.
Government of the Punjab also intends to achieve significant breakthrough in the sectors of
education, employment and energy while consolidating and expanding the gathering momentum in
infrastructure and service sectors. In the field of education specifically, Government of the Punjab
has prepared provincial and district level strategies for ensuring access, quality equity and good
governance in education sector. Establishment of new standards for school infrastructure, facilities
and staff to reflect quality considerations and conducting a fresh survey of all schools for
benchmarking and better planning will be the roadmap. Government of the Punjab intends to
improve the access of girls to schools at all levels through the introduction of incentive systems
7

such as food-for-education, stipends for less-developed districts and improve the retention rates and
eliminate truancy patterns of students from class 1 to class X by revitalizing the curricula and by
making these more relevant to current days and by introducing the basics of vocational training to
provide an early exit to vocational training or technical education on a full time basis.
8
Box-3: Education as Development Priority: The Vision 2030
During the process of implementation of Vision 2030, Government of the Punjab is determined to discourage
drop outs in schools by provision of a child-friendly, conducive and congenial environment through banning
corporal punishment, rationalizing excessive textbooks and workloads and improving the skills of teachers away
from rote learning to student-centered learning and adopting a district-based and cluster-centered system of
continuous professional development of teachers along with incentives and accountability for improving the
quality of education. The development, testing and production of textbooks will be improved by involvement of
outside expertise and by introducing greater diversity and competition and the process should be better regulated
by education authorities by establishing public sector’s regulatory and facilitation, monitoring and
standardization framework for private provision of education in a non-intrusive manner with minimal
interference and with emphasis on provision of information to households and other players enabling them to
make informed choices related to education. Public Private Partnership models demonstrated by PEF could be
replicated which are cost effective and economical. The province will be establishing standards, monitoring
performance and regulating both the private and the devolved public sector establishments. Punjab intends
mainstreaming of old municipal schools under urban disadvantaged areas improvement program, creation of
clusters for better school management and teacher training and establishment of infrastructure for creation of
school districts concept and improvements to be made to the existing education testing service to ensure a
uniformity in the output from the education sector and to evaluate teacher skills.
A genuine education reform requires political will translated into actual practical theatrics by
allocation of more resources. After the insertion of Article 25-A in the Constitution, there is an
urgency to enforce the justifiable right to education. Government must enhance budgetary allocation
for education to ensure the implementation of Punjab School Roadmap. Quality education needs
quality institutions and qualified human resource in education sector. There is a dire need to
standardize the entry requirements into professional and technical institutions to match the
international standards for compatibility. The provincial government must use the National
Education Testing Service to standardize the entry requirements to Higher Secondary and Tertiary
educational establishments and to verify the skills attained by teachers at various levels.
The relationship between the provincial government and district governments must change in favor
of greater decentralization of functions, staff and resources and the establishment of performancebased
relationships incentivized through the general and conditional grant mechanism. The
provincial government must encourage the district governments to implement necessary changes by
providing them with an incentive for a limited time during which the change should be
implemented. It may retain the functions relating to the enunciation of policy, the establishment of
standards, regulatory and monitoring frameworks, the enactment of laws to encourage private sector
participation, the oversight of curricula and syllabi revision and the production of textbooks. The
capacity for evidence-based planning needs to be upgraded at the district level and given current
constraints, the province has to play a lead role in this capacity building and service delivery
mechanism. Moreover the structure of the district education office needs to be reorganized from
gender/facility wide classification (male/ female primary, secondary, colleges) to the one based on
functional specialization (human resource management, monitoring and evaluation, student
assessment etc.). Again the province has to take a lead in this reorganization during the
implementation of Vision 2030.
There is a consensus among development practitioners that education is the most significant
variable in reducing poverty and inequality. It is a truism that education is the only factor to

trampoline all sectors of an economy simultaneously. There is unanimity of views that education
galvanizes and ensures equity, social cohesion, productive efficiency, freedom of choice and good
governance in a society. The benefits of education are not only confined to the national economy
but individuals also benefit from it. Developing countries, where majority of the world’s population
resides, need to redesign educational policies for promoting productivity and efficiency in different
sectors of the economy by high skilled knowledge workers. It is the rapid concentration of the
knowledge workers that can address incessant developmental needs and accelerate rapid
industrialization, culminating in prosperity.
There is a remarkable unanimity of views throughout the world now that the quality of education of
a nation will be the chief determinant of its success during this century and beyond. Sir Winston
Churchill rightly proclaimed, “The empires of the future are the empires of mind”. This belief is
based on the fact that a nation cannot progress morally, politically, socially, technologically and
economically without quality educational institutions at all levels. Education is an essential prerequisite
and basic building block for the social capital formation and human resource development.
Education is one of the vital sectors, playing pivotal role in socio-economic development of a
country. Education plays a decisive role in building human capabilities to accelerate economic
growth through knowledge, creativity, innovation and skills (Malik, 2006 14 ).
1.4: New initiatives by Government: Impact Assessment and Policy Implications
Elimination of educational apartheid and promotion of affordable and equitable quality education is
the constitutional responsibility of the state 15 . Government of Punjab is committed to make serious
and strenuous efforts to improve access, quality, equity and governance in education sector by
enhancing education facilities within the minimum possible time. Appropriate policies have been
formulated and strategies devised to achieve the cherished national goal of quality education for all.
One of the best initiatives is Punjab School Roadmap, aimed at achieving 100% enrollment,
retention and literacy. The critics have however, serious reservations about the achievement of goals
of Punjab School Roadmap within a period of 2 years. They are of the view that institutional
arrangement does not exist to accommodate all the out-of-school children in public, private and non
-formal schools. Without enhancing the capacity and infrastructure along with human resource, the
Punjab School Roadmap will be nothing but another political slogan. The results of the initiatives
have to be yet verified by a Third Party Evaluation (TPE). The interim reports submitted by EDOs
Education and verified by District Monitoring Officers (DMOs) are however, very encouraging
since 60% of the districts in Punjab have achieved the 100% enrollment of school going age
children.
Private sector in education in Punjab has progressed at an unprecedented pace not only in the
history of the country but also in the South Asian Regional Countries 16 . 89.1% of Government
Schools are in rural areas. In case of Lahore District, the number of private school is 7800 whereas
the number of public school is 1392. Similarly in other urban areas and large cities, the number of
private schools is higher than Government schools (PMIU-PESRP 2011). Government of the
Punjab has started supporting low cost private sector schools through Punjab Education Foundation.
After the insertion of Article 25-A in the Constitution, the budgetary allocation for Punjab
Education Foundation has been doubled from Rs 4 billion to Rs 8 billion per annum. This will
facilitate the low cost private sector to play a pivotal role for the enrollment and retention of the
14
15
16
Malik, A. B (2006) Education Voucher Scheme - The Hope, Quarterly Journal (Volume-II) of Punjab Education
Foundation, Lahore, Pakistan
Malik, A B (2007) Freedom of Choice: Affordable Quality Education in Public Private Partnership
National Education Census 2006
9

students in schools since the enrollment level in PEF model is linked with the monthly
disbursements to schools.
The budgetary allocations by successive regimes and education as prioritized agenda demonstrated
the political will of the Governments, generally mismatched with the stated policies. The
Government has progressively increased the education budget but still it is one of the lowest in
South-East Asia. In addition to low budgetary allocation malaise, education sector is facing the
myriad challenges of utilization of allocated meager resources, financial management; capacity
building, professional development and integrity of performance, required to translate the policies
and strategies of the governments in power into reality in a suave manner. Government of the
Punjab has shown political commitment to bring improvements in the education sector. This is
evident from enhancing of the allocation of budget for education from Rs. 9,200 million in FY 2006
to Rs. 21,480 million in FY 2008 as a step forward to meet the MDGs and EFA Goals. Punjab is
better placed than other provinces in terms of achievement of targets relating to UPE primarily
because of the success of PESRP 17 and the rapid growth of private schooling. While partially
addressing access issues, major issues pertaining to quality, equity, governance and institutional
failures remain outstanding.
In order to address the issues of quality, EDOs Education at district level have been selected
through Search Committees and criteria for selection was approved by the CM Punjab. This is for
the first time in the history of the province that selection process of EDOs has been made absolutely
transparent. The malaise of political interference for the posting and transfers of EDOs has been
effectively checked. The Directorate of Staff Development (DSD) has been restructured to ensure
quality instruction for pre-service and in-service professional development of teachers and senior
educators. Government of the Punjab has entered into an agreement with Government College
University (GCU) Lahore for the management training of senior managers of the education
department. The majority of the EDOs selected by the Search Committee are the graduates of GCU
professional development training, equipped with the latest concepts and management tools. The
managerial, administrative and academics empowerment at district level will surely impact the
service delivery mechanism. The critics however, argue that with the change of political regime, the
system will come back and the role of Search Committees will be over. As a matter of fact, the
Search Committees have been given cover through a policy framework and it will be difficult for
any political regime to reverse the process.
In order to ensure transparent and qualitative assessment, there was an incessant need for a
workable and viable institutional arrangement. Government of the Punjab restructured Boards of
Intermediate and Secondary Education and Punjab Examination Commission in the province.
Previously there was no institutional arrangement to assess the learning outcomes of the students by
an external body till a student reached Grade-9. Government of the Punjab established Punjab
Examination Commission (PEC) to assess the learning outcomes of the students at the terminal
stage of Primary and Elementary Education. PEC tabulates results school-wise and subject-wise.
The compensating feedback helps School Education Department to realign the policy, supply-side
inputs and carryout readjustments. It is compulsory for the students of Grade-5 and Grade-8 of all
17
Punjab Education Sector Reforms Program (PESRP). PESRP endeavored to set up Program Monitoring &
Implementation Unit (PMIU). PMIU successfully designed many academic and program interventions and liaised
with the World Bank and other international organizations in a very suave and poised manner to introduce PESRP
framework, enhance access, equity and quality of education, improve education sector good governance and quality
of education, ensure appropriate budgetary allocations, ensure better fiduciary environment, institutional endeavor
to enhance allocations for education and improve sub-sector allocation on need basis and prioritize as and when
need arises.
10

public, private and non-formal schools to appear in PEC Examination. Textbooks are very
important variable on supply-side inputs. Government of the Punjab has revisited the public policy
for the contents and methodology for the syllabus and curriculum. Punjab Textbook Board (PTB)
has been tasked to re-evaluate and suggest the modern techniques for the compilation and printing
of the textbooks. PTB has completed the exercise and Government has approved the suggestions for
improvement of textbooks by engaging the most able minds in academia. The intervention will have
a far reaching effect on the quality of education.
Monitoring and Evaluation (M&E) is absolutely essential for the development initiatives especially
social sector programmes like education. Government of the Punjab has established Project
Monitoring Implementation Unit (PMIU) for M&E of the education sector in Punjab. District
Monitoring Officers (DMOs) directly report to PMIU while keeping EDOs and District
Coordination Officers (DCOs) in the loop. DMOs monitor presence of teachers, attendance in
cluster based training workshops for continuous professional development, distribution textbooks
and stipends and overall implementation of the Punjab Schools Roadmap. M&E has helped the
department to continuously monitor and the other stakeholders are also sharing the monitoring
reports at districts, provincial and PMIU level.
The implementation of the education sector programme is discussed at the highest forum, by CM
Punjab. During the monthly review meetings, all the heads of concerned departments are present.
The decisions taken in the meetings are pursued for implementation and report by the Chief
Secretary Punjab in the monthly Secretaries Committee Meeting and Commissioners Conference.
This shows the political and professional commitment for the implementation of the Punjab School
Roadmap by the Government of Punjab.
In order to benefit from the international best practices to improve quality of education, the role of
external partners is of pivotal importance in the province. Government of Punjab has engaged
external partners like Department for International Development (DFID) and The World Bank not
only as donors but also as partners in implementation. As a consequence, DFID and The World
Bank provided technical and professional assistance for the implementation of the Punjab School
Roadmap. A bimonthly conference of external partners with the Chief Minister Punjab in the
presence of all heads of Education Departments along with Finance, Planning and Development
Departments, has proved an effective check for M&E. The institutional arrangements are reviewed
and policy guidelines are circulated to the heads of Education Departments with clear deadlines to
achieve the goals.
In order to ensure equity, Government of the Punjab has introduced Danish School System and
Centers of Excellence in the province. The Danish Schools are for the poorest of the poor and
orphan children in the remote rural areas of Punjab. Chief Minister particularly emphasized on the
quality education for the poor segment of the society and started from the Southern Punjab. By now
6 model schools are operational in R.Y. Khan, Hasilpur and Chishtian. Government of the Punjab
has expressed resolve to open more schools throughout the province. A separate independent body
for Danish Schools and Centers of Excellence has been established. The critics are of the view that
an amount of Rs 8 billion has been spent on this project and opening of the hundreds of new schools
would have been possible with this amount. The present regime has however, responded to this
criticism by pointing out that why critics were silent when elite schools like Aitcheson College,
Public Schools and Cadet Colleges were being established for the affluent classes. The Government
has shunned the criticism and is determined to scale up the programme.
Despite Punjab School Roadmap strategy, access to schools in Punjab still remains a serious issue
especially in remote rural areas and urban slums. The implementation of Article 25-A requires free
and compulsory education up to secondary level. This requires more infrastructure, teachers,
11

educational managers and secretariat staff. There is a dire need to emphasize on consolidation of
public school infrastructure, targeting drop-out rates, absenteeism, truancy, professional
development of teachers and education managers, accelerate institutional reforms and improve
equity and quality.
Government of the Punjab has resolved to ensure good governance in education and the posting of
EDOs Education on merit is a clear manifestation of the resolve. The processes of transparency and
accountability have been introduced at the systemic level. The promotion of the officers has been
linked to performance through quantifiable, measureable and verifiable indicators. At policy level
the system of retribution and reward has been introduced and the best performers at school and
district level have been given honorarium in the shape of cash awards. The incentive has served as
motivation and encouragement to the workforce in education sector. The high achievers, both
students and faculty have been recognized and rewarded. Government of the Punjab has established
Punjab Education Endowment Fund (PEEF), particularly for the encouragement of high achiever in
Matriculation/O Level and Intermediate/A Level students. The high achievers are not only
recognized and patronized at national level but have also been introduced at international level by
sending them to the Centers of Excellence around the globe at the state expense. The initiative has
not only given exposure but has also encouraged the hard working students and high achievers.
September 16, 2011 will be marked as a red letter day in the history of the country for issuance of a
Joint Declaration signed by the Prime Minister of Pakistan, Chief Minister Sindh, Governor and
Chief Minister Khyber Pukhtunkhwa, Chief Minister Baluchistan, Minister for Education Punjab,
Prime Ministry AJK and Minister for Education Gilgit-Baltistan. The Joint Declaration for
education is the political commitment and ownership for according priority to education in Pakistan,
striving to achieve MDGs and EFA Goals.
Box-4: Joint Declaration on Education
We, the elected leaders of the Government of Pakistan and the Governments of Punjab, Sindh, Khyber
Pukhtunkhwa. Baluchistan, Azad Jammu Kashmir, and Gilgit-Baltistan, hereby declare that:
• The Federal and Provincial Governments reaffirm their commitment to
Education as a priority.
• National Education Policy 2009, subject to such adaptations as are necessitated in view of the 18 th
Constitutional Amendment, shall continue to be jointly owned national document.
• Education is a fundamental right of all children aged 5-16, guaranteed through Article 25A of the
Constitution of the Islamic Republic of Pakistan, following the Constitutional Amendment, which
received assent on April 19, 2010; Provincial Governments shall enact legislation for the
implementation of Article 25A.
• Each province/area shall develop an Action Plan which shall commit to appropriately raise allocations
for education, set priorities according to provincial needs of access and quality of education and
provide implementation strategies/processes with timeframe and key indicators; ensure fulfillment of
constitutional needs with respect to education and meet the international commitments including
targets of Millennium Development Goals (MOGs) and Education for All (EFA)
• The Planning System (the Planning Commission, Provincial Planning Departments, and Education
Departments) shall be jointly the secretariat for the Education Minister’s Conference.
• Each year a high level National Summit on Education shall be convened to review progress during the
year and take decisions to further improve the situation to achieve national and international
commitments.
12

Chapter-2:
2.1: Education Policies in Punjab: Constitution of Islamic Republic of Pakistan 1973,
Articles 37-B & Article 25-A - New Constitutional Provisions and Impact on Education
Policies.
Education in Pakistan has historically featured prominently in the constitutional frameworks.
Though the federal government assumed the role of policy formulation and at times macro planning
till 1973 it remained mostly a provincial subject. Government of India Act 1935, which was adopted
as the provisional/interim constitution 18 of Pakistan in 1947 under the Indian Independence Act
1947 and it remained in force till the adoption of Constitution of 1956. The Act provided three
legislative lists namely; federal, concurrent, and provincial. The subject of education featured in the
provincial legislative list. Education or related affairs were neither the part of the concurrent
legislative list nor the federal legislative list. The first Constitution of Pakistan adopted in 1956 also
had three legislative lists and education (including university education, technical education, and
professional training) was assigned to the provinces. 1962 Constitution provided for a Presidential
form of government and a single legislative list of 49 federal subjects was provided in the
constitution. Although education was mentioned in Fundamental Rights under Chapter 1, Article 12
(3), and Principles of Policy Chapter 2, Article-7, there was neither an operative provision regarding
education nor was it included in the central legislative list.
The trend of delegating education to provinces saw a major shift in 1973, when education was
formally incorporated in the concurrent list in the Constitution of Pakistan 1973. The subject of
education featured prominently in federal as well as concurrent list. In the federal lists three entries
deal with education (Entries: 15, 16 & 17 19 ). Whereas the concurrent list included curriculum,
syllabus, planning, policy, centres of excellence, standards of education, and Islamic education
(Entries: 38 & 39). According to Article 37 (b)’ ‘The State shall remove illiteracy and provide free
and compulsory secondary education within minimum possible period’. After the insertion of
Article 25-A in the 18 th Amendment: Right to Education. ‘The State shall provide free and
compulsory education to all children of the age of five to sixteen years in such manner as may be
determined by law’. Although Article 37 (b) exclusively dealt with removal of illiteracy and
provision of free and compulsory secondary education but did not prescribe a time period rather the
provision mentioned, ‘within minimum possible time’. With Article 25-A in the Constitution,
education has become an enforceable right. The caveat however, remains that the compulsory
education to all children shall be provided, ‘as may be determined by law’ and there is no law on
the subject at the moment. The subordinate legislation has to be enacted by the respective provincial
legislatures. So far, none of the Provincial Assembly in Pakistan has passed the requisite legislation.
18
19
Pakistan (Provisional) Constitutional Order 1947
Libraries, Museums and similar institutions controlled or financed by the federation, Institutes for professional,
technical training or promotion of special studies, affairs of Pakistani students studying in foreign country. Entries
15, 16, and 17, Federal Legislative List, Fourth Schedule, Constitution of Pakistan 1973
13

2.2: Existing Institutional Framework for Education
After the introduction of Constitution of 1973, education has remained a joint function, federal as
well as provincial. At federal level, Ministry of Education formulated policies, plans as well as the
national curriculum. The provinces were to develop their own planning and implementation
schemes in accordance with the national education policies and plans. All the provinces had similar
administrative structures; Departments of Education with secretaries as administrative head of the
organization, supported by provincial directorates as well as divisional and district formations.
Punjab and Khyber Pukhtunkhwa have separate departments for School (Elementary & Secondary)
and Higher Education, whereas in Sindh and Baluchistan, all the functions are performed by single
Department of Education. Education management and direction is mainly done at district level,
under the administrative supervision of provincial directorates and provincial departments of
education.
Formulation, evaluation, and approval of curriculum have been the mandate of Federal Bureau of
Curriculum (Curriculum Wing) established at the Federal Ministry of Education under the Federal
Supervision of Curricula, Textbooks and Standards Act 1976. The Federal Bureau of Curriculum
has been supported by the Curriculum Bureau sin every province. These bureaus provide the
academic support to the Federal Bureau of Curriculum. The responsibility of textbook development
according to the National Curriculum rests with the provincial and regional Textbook Boards. In the
early 60’s, the use of multiple textbooks was a very common practice in Pakistan. Later on, this
practice was stopped after the creation of Provincial Textbook Boards in the government sector to
develop textbooks for both public and private schools. The textbooks developed by the Provincial
Textbook Boards prior to being printed and circulated require final approval from the Federal
Bureau of Curriculum (Curriculum Wing) under the Federal Supervision of Curricula, Textbooks
and Standards Act 1976. The Curriculum Wing Committee and the National Textbook Review
Committee was responsible for evaluation and approval of the textbooks. In 2007 a National
Textbook and Learning Material Policy was formulated by a committee consisting of Chairmen of
all the Provincial Textbook Boards, and Joint Educational Advisor Curriculum Wing, Federal
Ministry of Education.
The recent 18 th Constitutional Amendment in the Constitution of Islamic Republic of Pakistan is a
landmark in the constitutional history of Pakistan. Insertion of Article 25-A in the Constitution has
guaranteed the provision of free and compulsory education by the state to all children in the age
cohort of 5 to 16 years, ‘The State shall provide free and compulsory education to all children of the
age of five to sixteen years in such manner as may be determined by law’. The amendment and
insertion of Article 25-A has the potential to accelerate the pace of achievement of national and
international targets towards the achievements of MDGs since right to free and compulsory
education has been recognized. The implementation of Article 25-A is linked with further
legislation by the Provincial Governments and the Federal Government; in case of federal
territories. Considerable period has passed after the passage of 18 th Constitutional Amendment by
the Parliament but the subsequent legislation for implementation, has yet to be passed by the
provinces.
The enforcement of the 18 th Constitutional Amendment will necessitate increase in education
budget to fulfill the constitutional obligations. The estimated budgetary allocations have been
worked out at Section 2.7. New challenges in terms of responsibility for reporting of international
14

commitments on Millennium Development Goals and EFA Goals have yet to be addressed.
Government of Pakistan is required to provide data on annual basis to International Organizations
like UNESCO, Institute of Statistics, Human Development Index and other International
Organizations. After the abolition of Ministry of Education, there is a need for establishment of a
separate entity charged with the responsibility of collection of data from the provinces. Academy
for Educational Planning and Management (AEPM) and Federal Bureau of Statistics are already
functioning at federal level and the task for tabulation of statistics to feed international donor
agencies. Donor coordination has already been assigned to Ministry of Economic Affairs Division.
National Education Policy (NEP 2009) has already been formulated and no more formulation of a
Provincial Education Policies is required at the moment sine all the provinces were on board during
the policy formulation process. However, provinces may prepare their own education policies as
and when need arises keeping in view the provincial contexts and requirements in view. There are
issues of national curriculum for the sake of national coherence, equivalence of degree holders and
synchronization with the global themes like human rights, health education and gender
mainstreaming. Such issues could be easily addressed by Provincial Inter Ministerial Committees
with revolving Chairmanship with respective Education Secretaries as members of the Committee.
The management structure for education is multi-layered and complex. It involves inputs at federal,
provincial and district levels. In 2001, the devolution of powers induced a new tier of political
decision making as District Governments. Under the Devolution Plan, powers and functions of
educational planning, management and monitoring and evaluation were decentralized and devolved
to districts. Each district was empowered to devise the education plans in the light of National and
Provincial Plans and implement them through District Education Department. Districts were
supposed to prepare detailed work plan in each area/sector of education clearly identifying the
strategies, activities, actions, implementation mechanisms specifying executing agencies and
schedule of the activities, options, alternatives, resources both human and financial. Districts lack
the capacity required to fully undertake all of the above mentioned tasks. After devolution, the
overlapping of functions among different tiers of government i.e. Federal, Provincial and District
Governments created problems for coherent and holistic planning.
By now the Provincial Governments are in the process of introducing a new Local Government
System and enactments are in the process of legislation. It is premature to evaluate or say anything
about the new modicum of Local Government System but the new system has to be responsive to
the local needs ensuring school based management and school based solutions at local level. At the
moment, the devolution of power plan is in place but respective DCOs are administrators
performing the functions of District Nazims. Despite grim situation in education sector, there is a
ray of hope that respective federal and provincial governments will resolve with stoic determination
to achieve the MDGs and EFA goals and beyond, after the 18 th Constitutional Amendment.
Government of the Punjab has already unfolded its roadmap for 100% enrolment and retention of
children in schools and committed to achieve the goal of quality education. Institutional
arrangements are being put in place to meet the challenges post 18 th Constitutional Amendment.
2.3: Responsibilities of the Provincial Governments as a Consequence of 18 th Amendment
The 18 th Constitutional Amendment has essentially brought forth a legal challenge with multiple
jurisdictional and administrative implications at federal and provincial levels. The 18 th
Constitutional Amendment is a voluminous enactment, touching upon ninety eight Articles and two
schedules of the Constitution. Two schedules have been deleted, including the Concurrent
legislative list. Apart from other reconfigurations, with deletion of the Concurrent legislative list,
the amendment has transferred forty seven subjects, to the legislative and executive domain of the
15

provinces. The major areas to have direct effect of 18 th Constitutional Amendment include: laws,
rules, regulations, policies as well as the administrative structures.
Education is one of the key subjects whose major components have been devolved down to the
provinces and Ministry of Education has been abolished. In the backdrop of the education crisis
being faced, it is important to examine how redefinition of roles of federation and the federating
units is going to affect state efforts to meet the challenge. The challenge at provincial level is
essentially of the quantum and capacity to take on the delegated roles, whereas at federal level the
most important questions relate to the future prospects of the existing institutional arrangement,
possible course of action for generating a national response to the educational challenge and
creating a viable institutional mechanism for inter-provincial coordination which can ensure
minimum common standards.
2.4: Education Policy, Curriculum and Common Standards
Since the adoption of the 1973 Constitution, the development and coordination of national policies,
plans and programs in education, as well as the development of curricula has remained the key
mandate of the Federal Ministry of Education. The removal of the concurrent list under the 18 th
Constitutional Amendment has devolved the key roles of educational policy, planning, curriculum
and put them in the exclusive legislative jurisdiction of the provinces. The change has given rise to
a number of questions and issues concerning policy formulation, planning and curriculum, in
conjunction with issues of macro level. The major issue however remain as to how nationally
coherent policy alternatives will be articulated and the choices will be made without compromising
the provincial autonomy and integrity.
It is important to note that issue of education policy and curriculum has technical as well as political
dimensions. Most of the debate and criticism raised in different quarters is focused on the issue of
devolution of curriculum. Few of political parties have also raised objections on the devolution of
the subject to the provincial domain whereas nationalist parties in smaller provinces have supported
the devolution of curriculum. The prospective change on the one hand poses a daunting challenge
for the provincial governments for formulation of policies, curriculums, and standards, and, on
other, it presents the federal government with a serious question to ponder upon. It is a huge
challenge for the Federal Government now to ensure common minimum standards in all the
constituent units without compromising the autonomy enshrined in the ambit of 18 th Constitutional
Amendment. The emerging scenario calls for a serious discourse at multiple levels that needs to
take into account the impact of the prospective devolution of functions.
2.5: Education Policy & Planning- Institutions & Processes:
18 th Constitutional Amendment has devolved education policy and planning to the provincial
governments. This has led to a serious debate on the very rationale of a national education policy.
The key issue relates to the fate of National Education Policy 2009 (NEP, 2009), a consensually
adopted and decreed document. It is important to note that the subject of education has remained in
provincial legislative jurisdiction and executive authority till 1973, when it was included in the
concurrent legislative list. In Pakistan, so far, there have been at least nine documents that have had
the status of a policy. Each policy was prepared with varying degree of consultation and
involvement of the federating units. The key education policy documents to date include the
following:
• Report of the Pakistan National Educational Conference 1947
• Report of the Second Pakistan Educational Conference 1951
• Report of the National Commission on Education 1959
16

• Proposals for New Education Policy1969
• New Education Policy 1970
• Education Policy 1972-78
• National Education Policy 1979
• National Education Policy 1992
• National Education Policy 1998-2010
• National Education Policy 2009
In the wake of the 18 th Constitutional Amendment, a number of questions have been raised which
directly relate to the future status of NEP 2009. The devolution of policy is interpreted by a number
of commentators as leading towards discontinuation of NEP 2009. As a matter of fact, all the
provinces were following the National Education Policies and the devolution of education as a
subject, none of the provinces have thought of having their own Provincial Education Policy.
Government of the Punjab is also still adhering to NEP 2009.
Formulation of Education Policies is not the major task but implementation is the challenge. All the
Educational Policies formulated at federal level had the concurrence and contribution of all
stakeholders and policies were promulgated after due consultative process. The fact remains that the
stated objectives in the Education Policies could not be materialized due to variety of reasons
discussed in the later part of this document. The state of education now in terms of out-of-school
children, adult illiteracy and issues of access, equity, quality and governance have been addressed in
the policy framework but in actual practical theatrics, the principles and guidelines of National
Education Policies have not been translated in to implementation matrix. Table 1 indicates that most
of the time in the past, provincial governments were looking after education sector including policy,
planning and curriculum without any involvement of the federal government.
2.6: Curriculum & Standards - Institutions & Processes
Curriculum provides a framework for the educational institutions determining the subjects, learning
objectives and learning outcomes. The key value of a curriculum is to ensure cohesion and
uniformity in the education system of a given area. The recent devolution of curriculum has not
been done for the first time in Pakistan. Education as a subject, including curriculum, remained in
the provincial jurisdiction till the adoption of 1973 Constitution. Until the present amendment the
preparation and provision of national curriculum and standards for all provinces were performed by
the Federal Bureau of Curriculum, Curriculum Wing in the Ministry of Education. The formation of
Curriculum Wing at Ministry of Education in 1976 was followed by the establishment of four
Provincial Curriculum Bureaus to ensure provincial collaboration and evolve consensus in all
activities falling within the purview of the Federation. The Provincial Textbook Boards were also
established subsequently. Under the auspices of defunct Ministry of Education, National
Curriculum was developed in 2006-7. National Textbook and Learning Material Policy was also
formulated in 2007. The relocation of curriculum to concurrent list in 1973, a number of researchers
believe, was an upshot of the East Pakistan debacle. In context of 18 th Constitutional Amendment, a
major apprehension emanates from similar concerns that it might jeopardize the federation and the
critics substantiate the argument with the debacle of East Pakistan.
17

Table 1: Education Policy, Planning, Curriculum Pre & Post 18 th Amendment
Subject GOI Act 1935
(PPCO 1947)
Pre-18 th Amendment
1956
Constitution
1962
Constitution
1973
Constitution
Post 18 th
Amendment
Right to Education
Recognized but
not Justifiable
Recognized but
not Justifiable
Recognized but
not Justifiable
Recognized but
not Justifiable
Article 25-A,
makes it a
justifiable right
Education Policy and
Planning
Provincial
Legislative List
Provincial
Legislative List
Provincial
Legislative List
Concurrent
Legislative List
Provincial
Legislative List
Curriculum
Standards in Higher
Education
Provincial
Legislative List
Provincial
Legislative List
(Except two
universities)
Provincial
Legislative List
Provincial
Legislative List
Provincial
Legislative List
Provincial
Legislative List
Concurrent
Legislative List
Concurrent
Legislative List
Provincial
Legislative List
Federal
Legislative List
Part-II
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment -
Challenges & Opportunities for Education Sector
Table above indicates that most of the time in the past, provincial governments were looking after
education sector fully including policy, planning, curriculum without any involvement of the federal
government. It also supports the point of view of the provincial governments advocating in favor of
devolution through 18 th Amendment.
Education has always been acknowledged as a basic right of citizens of Pakistan in all the
constitutions. Later, different policy documents also recognized the importance of universal
education as a fundamental right. Nevertheless, it was not a legal right of the citizens as previous
governments only accepted it as a basic right and did not provide for provision of free education to
all. However, with passage of 18th Constitutional Amendment, free and compulsory education for
the children of 5-16 years of age group has been accepted as statutory fundamental right by
inserting Article 25-A in the Constitution. But still, it leaves a scope for debate as it has been made
conditional to the manner to be determined by law. Therefore, inclusion of Article 25-A in the
Constitution provides an opportunity for achievement of EFA and MDGs while reflecting on
implementation prospects of Article 25-A. For this purpose, the state needs to delve deep and come
up with a workable plan on the basis of serious reflections on the financial, legal, and technical
implications of the commitment meted out through Article 25-A.
2.7: Financial Implications for Implementation of Article 25-A
The following sections focus on calculating the financial resources required to implement the newly
inserted Article 25-A.
2.8: Analysis of Education Budget
In order to generate estimates of the budget required to achieve target set in Article 25-A, it is
essential to understand the current pattern of budgetary allocations and spending on education at
district and provincial levels. Table 2 below indicates the current budget of Government of the
Punjab for development programmes for 2010-11 and 2011-12.
18

Table 2: Education Development Programmes 2010-11 & 2011-12 (Rs in Millions)
19
Sector
Original
Allocation
2010-11
Revised
Allocation
2010-11
Allocation
2011-12
% Change
Over 2010-11
(Rev)
Education 23300 13828 23900 72.84
School Education 14050 9101 14500 59.32
Higher Education 6350 4040 6500 60.89
Special Education 500 42 500 1090.48
Literacy 800 340 800 135.29
TOTAL 45,000 27351 46200
Danish School System 3000 3000 3000 -
Punjab Education Endowment
Fund (PEEF) 2000 2000 2000 -
Punjab Education Foundation
(PEF) 4500 4500 6000 33.33
DLIs for MDGs 6500 6500 8500 30.77
TOTAL 16000 16000 19500
Source: Government of the Punjab, Finance Department Budget 2011-12
The share of current and development budgets in the overall education budget of Punjab has been
fluctuating significantly, which underscores the need for steady increase in allocations under
different budgetary lines to achieve the targets set in Article 25-A. At district level during FY 2009-
10, Rs.88, 440.42 million were allocated for education, which included Rs.79, 320.19 million
current budget and Rs.9, 120.05 million development budgets. However, in the current FY 2010-11,
the education budget of districts has decreased by 20% over the last year’s budget, whereas
development budget was reduced by 62%, primarily due to unprecedented floods in the Province
and reallocation of resources to meet the extreme emergencies caused by natural catastrophe.
2.9: Financial Resources Estimation for Article 25-A
While estimating financial resources, the following questions and their respective service ratios as
practiced in Punjab have been used:
• What would be the unit cost per student per year after inclusion of out of school children in the
education system
• How many teachers need to be recruited and what would it cost
• How many teachers need to be trained and what would it cost
• How many non-teaching staff is required and what would it cost
• How many schools and classrooms are required and what would it cost
• What would it cost to provide missing facilities in all the schools
2.10: Data Sets
In order to calculate estimates for 25-A, three types of statistical data sets have been used, which
include:
• Programme Management and Implementation Unit (PMIU) Data 2011
• Punjab Development Statistics 2011
• Pakistan Social and Living Standards Measurement Survey (PSLM 2007-08 & 2010-11)

The reason for using three different datasets stems from the fact that none of the available datasets
provide statistics for all required indicators. For example, the NER data has been taken from PSLM
for the reason that NER cannot be calculated without conducting a household survey and PSLM is
the only data source that conducts household survey.
2.11: Methodology and Variables
1) Estimated financial requirement for compliance with 25-A has been calculated assuming
that all 5-16 years old children would be attending school and education would be available
free to all children up to 10 th grade. For generation of estimates, year 2009-10 has been
taken as base year and estimations have been projected for the next 15 years, i.e. till 2024-
25. Therefore, current statistical data and budgetary information was collected and analyzed
to grasp the current state of education in the province. On the basis of the current situation,
projections have been made for the next 15 years 20
2) Gross Enrollment Rate (GER) for 2009 has been calculated on the basis of data of PMIU.
The projections have been made accordingly on the basis of improving the class wise
transition rates. The data for the Net Enrollment Rate (NER) has been taken from the PSLM
report for the base year.
3) Number of out of school children of 5-9 year age group for the base year has been calculated
on the basis of NER data provided in the PSLM and for next 15 years it has been projected
on the basis of enrollments and population figures.
4) Establishment of new primary schools has been calculated to accommodate the additional
enrolment, out-of-school children.
5) Number of schools by level for the year 2009 is taken from the PMIU data and for the years
to come, it has been calculated on the basis of need and access. The average number of
students in one school for 2009 has been calculated from PMIU data, and projection has
been made accordingly. Up-gradation of the school from one level to the next is calculated
to accommodate the stage-wise additional enrollment and in improving the access to
continuing education facilities.
6) The ratio between Primary and Middle/ Elementary School is 6.3 Primary Schools feed into
1 (One) Middle School after working out the number of schools to be up-graded, its ratio
will become 5.74:1 in 2014-15, 4.65:1 in 2019-20 and 4:1 in 2023-24.
7) The ratio between Middle/ Elementary School and Secondary school is 1.56 Middle Schools
for 1 (One) High School after working out the number of schools to be up-graded, its ratio
will become 1.41:1 in 2014-15, and 1.29:1 in 2023-24.
8) The ratio between Middle/ Elementary School and Secondary school was 1.56 Middle
Schools have 1 (One) High School after working out the number of schools to be up-graded,
its ratio will become 1.41: in 2014-15, and 1.29:1 in 2023-24
9) As for the private sector is concerned, the contribution rate has been maintained as of base
year i.e., 40% and data in NEC 2006 has been consulted.
10) Number of classrooms has been calculated from PMIU data. The required additional
classrooms have been worked out to accommodate the prescribed policy of forty students
20 The baseline of 15 years has been selected on the basis of inputs from the Provincial Education Departments.
20

per classroom (40:1). The classrooms being added through establishment of new schools and
up-gradation of existing schools has been considered while estimating the requirement of
additional classrooms.
11) The requirement of new teachers has been worked out from PMIU data. Student-teacher
ratio at school level for 2009 has been calculated from the PMIU data and projected
accordingly as per policy. The demand of additional teachers is calculated on the basis of
improved Student-Teacher Ratio (STR) from 34:1 in 2009 to 33:1 in 2014-15, 32:1 in 2019-
20 and 40:1 in 2024-25.
12) For calculating the ratio for teaching and non-teaching staff, the data has been taken form
PMIU. The data for the non-teaching staff members are for those who are working in
schools. The data for the non-teaching staff working at district and provincial level was not
available, therefore have not been factored in.
13) The ratio for teaching and non-teaching staff has been calculated as 4.5 teachers for 1 nonteaching
staff.
14) The School Council, free textbooks, and stipend cost has been worked out from the budget
books of Government of Punjab, Finance department, for the year 2010-2011. The required
budget estimates for the years to come have been calculated on the basis of constant unit
cost.
15) The inflation rate for 2009-10 was taken from the Economic Survey of Pakistan and this rate
has been kept constant for projections.
16) The benchmarks and assumptions have been established on the basis of service ratios of
Government of the Punjab. For example, service ratio of Government of the Punjab for
student teacher ratio is 40:1.
17) Costing has been done using government rates and unit costs. For example, for
addition/construction of new schools, construction rate of Government of the Punjab,
Communication and Works Department has been used. Therefore, any change in service
ratio would affect the costing of projections. If we want to make system work more
efficiently by changing the service ratio, then financial resources need to be recalculated.
Moreover, further improvement in the system to enhance quality of education or expanding
the definition and scope of ‘free education’ would mean additional money, which would
require recalculation of financial estimates.
18) All employee-related expenses have been increased by 6% annually on average. This
average has been calculated in accordance with the existing government policy of
increments on basic pay scales. For example, average salary of school teachers has been
calculated from the district budgets. It has been projected for the next 15 years according to
number of teachers being added every year and increasing their average annual salary by
6%. Non-salary expenses for schools have been calculated on the constant rate in the years
to come.
19) Inefficiency cost has not been calculated. For example, currently teaching and non-teaching
staff ratio is 4.5:1. The cost of bringing this ratio to international best practice of 10:1 has
not been calculated, which can be done for making the system work more efficiently. It is
understood that by calculating the inefficiency costs and ridding the system of these costs
will improve efficiency of government and will help achieve the compliance with Article
25-A in a more cost effective manner.
21

2.12: Financial Projections 21
The following sections describe achievable targets with affordable costs against a wide
range of indicators including population, enrolment, number of teachers, number of schools,
infrastructure, basic facilities, unit cost per student, unit cost for professional development,
etc.
Population
Projections have been made on the basis of NIPS data, which indicates an annual increase of
more than 300,000 (approx.) populations between 5-16 years of age group.
Figure 1: Population Projection: Children of 5-16 years Age Group
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
Enrollment
Currently, enrollment rate of 5-16 years old children is 61%. The enrollment at Primary,
Middle, Secondary and Higher Secondary level segments have been segregated in tables 35,
40, 42 & 45. Projections are made to achieve the 98% enrollment of 5-16 years of
population by 2024-25. In this case, the projected budget for education elevates to an annual
average of 15% to achieve the target in coming 15 years.
With 15% average annual increase in education budget, Punjab can achieve 98% Net
Enrollment Rate (5-16 years age group) till 2024-25.
21 Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-Challenges &
Opportunities for Education Sector
22

Figure 2: Projected Increase in Enrollment based on GER
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
The costs of textbooks, school councils, and stipends would increase due to provision of stipends
and free textbooks to more students.
Unit Cost per Student per Year
It is assumed that owing to increase in salary cost and number of teachers, projection would elevate
the unit cost per child per year to the level of Rs.16, 078.40 by 2024-25.The projected unit cost per
student per year is shown in the Figure below:
Figure 3: Projected Unit Cost per Student per Year
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
23

Classroom Construction
To accommodate additional enrollment and out-of-school children, more classrooms and schools
would be required. By taking 2009-10 as base year, projection indicates that 263,184 additional
classrooms and 5815 additional schools would be required by 2024-25 to adjust more students in
the classrooms. There is also a need to reduce classroom-students ratio to 1:40 in the next 15 years,
which is currently 1:44.
Table 3: Projected Increase in Number of Classrooms and Schools
Increase in
Base Year
(2009-10)
Projection
(2024-25)
Number of Classrooms 236,288 499,472
Number of Schools 59,685 65,500
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
Unit cost is Rs.2.5 million for constructing a building of primary school, Rs.5.01 million for upgradation
of primary to middle school, and Rs.5 million for up-gradation of middle to secondary
school. (Source: Punjab Development Budget, 2010-2011).
Basic Facilities
The projection for basic facilities has been made on the assumption that infrastructure backlog and
missing facilities will be taken care of approximately within 2 years span. Projection has been
worked out for provision of basic facilities in all those schools, which are without basic facilities,
with an estimated cost of Rs.11.67 billion by year 2012-13. Once this backlog is taken care of the
resources will be used for up-gradation of existing schools and inclusion of new schools in the
system.
Teacher Demand and Supply
The projection shows a direct proportion between enrolment rate and teacher demand, as increase in
enrollment of children would result in an increased demand for teachers. However, availability,
recruitment, and training of such a huge human resource in itself are serious challenges for the
government. Therefore, for compliance with 25-A in view of government service ratio, 144,865
additional teachers would be required to bring the student-teacher ratio at 40:1 in the next 15 years.
Table 4: Projected Increase in Number of Teachers
Increase in
Base Year
(2009-10)
Projection
(2024-25)
Number of Teachers 354,607 499,472
Note: The data does not include principals and subject specialists (SS).
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
24

Figure 4: Annual Teacher Requirement at School Level
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
In-Service Teacher Training
In-service teacher training is essential for professional development of teachers and for provision of
quality education to students. Punjab has institutionalized the in-service teacher-training
programme. For this purpose, finances are being provided through current budget where major part
of budget is utilized for salary of trainers. According to projection, Rs.4832.7 per teacher would be
required.
Teaching-Non-Teaching Staff
The estimations have also encompassed the case of non-teaching staff, which is currently 4.5:1. It
means that currently for every 4.5 teachers there is one person available from non-teaching staff.
These ratios have been calculated for schools only, and do not include the staff working at district
and provincial levels. Cautious estimates indicate that inclusion of non-teaching staff at district and
provincial level would take this ratio down further to 3:1. The same ratio has been maintained in the
projection. However, costing can be done if Government of Punjab desires to improve situation by
increasing the teaching-non-teaching staff ratio to 10:1. This ratio (10:1) is closer to international
best practice and would result in cost saving.
2.13: Budget Projections
Estimates indicate that on the whole allocation of Rs.3387.046 billion, with an average increase of
6-8%, will be required under district and provincial education budgets for achieving 98%
enrollment rate by 2024-25. This shows that in 2024-25 there will be need to allocate at least an
estimated amount of Rs.336, 039.70 million under district and provincial education budgets.
25

Table 5: District and Provincial Education Budget
Base Year
(2009-10)
Projection
(2024-25)
Current Budget (Rs. Millions) 87037.80 306,305.26
Development Budget (Rs. Millions) 25,822.61 29,734.45
Total 112,860.41 336,039.70
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
With an average increase of 6-8% in the total education budget of the province it is estimated that
on average Rs. 225.8 billion will be required each year for next 15 years.
Figure 5: Increase in District and Provincial Education Budget over the Last Year Budget
(2009-
24)
Source: Government of the Punjab, School Education Department 2011: 18 th Constitutional Amendment-
Challenges & Opportunities for Education Sector
In order to be compliant with the requirement of Article 25-A, the required financial resources are
estimated to be Rs.3387 billion for achieving 98% enrolment rate of 5-16 years of population by
2024-25. It includes Rs.3023.78 billion current and Rs.363.26 billion development budgets. On
average, a 15% annual increase over the previous years in education budget is required for
achieving the targets under 25-A. The achievement of targets is closely linked with the resource
absorptive capacity. Various researches have proved that system lacks capacity to efficiently absorb
even the available financial resources. This capacity deficit needs to be bridged to effectively
manage the additional resources and to seize the opportunities available after the 18 th Amendment.
Provinces should make sector plans and come up with calculations to engage federal government
and international partners for additional targets to achieve the target set in Article 25-A.
Inefficiency costs of system have not been calculated in the projections given in this section. If
inefficiency cost is calculated and curtailed it will help get rid of the system inefficiency thus
ensuring compliance with Article 25-A in a more cost effective manner.
26

Chapter-3: Punjab Education Sector: Policy, Current Status, Issues, Needs and Priorities
3.1 Early Childhood Education -ECE
3.1.1 Policy:
There was no public policy, commitment and investment in ECE till late 1990s. It was for the first
time that National Education Policy (1998-2010) mentioned ECE and called for reintroduction of
Katchi/Pre-Primary Class as a formal class in Primary Schools, extending primary education to a
six-year programme. According to National Education Policy 2009 (NEP 2009), ‘ECE has not
been formally recognized by the public sector in Pakistan. There is no ECE Policy as such in the
Province of Punjab. Government of the Punjab is following NEP-2009. However, the
traditional ‘katchi’ class in some public sector schools has predominantly remained a
familiarization stage towards formal schooling for un-admitted young students. A limited part of
the Grade-I National Curriculum is taught to this group. Against this background, for the first time
in Pakistan’s history, ECE was included as a component in Punjab Education Sector Reforms
Programme (PESRP) and funding was provided to the provincial and district governments. ECE
was also included in the National Plan of Action of Education for All. Pakistan is committed to the
Dakar Frame work of Action and the first goal is to expand and improve comprehensive ECE for
all children, especially for the most vulnerable and disadvantaged’. NEP 2009 identified three areas
to improve provision of ECE across the country:
(i) Wider participation;
(ii) Better quality;
(iii) Improved governance.
A National Curriculum for ECE age group was developed in 2002 but was never implemented in
any province of Pakistan including Punjab. The efforts remained confined to traditional methods
due to lack of proper mechanism to ensure dissemination, coordination, sharing and
implementation of ECE curriculum at national and provincial levels, lack of involvement of
stakeholders, absence of teaching and learning materials and absence of trained and qualified
teachers. In the pre-service trainings at DSD, GCETs and UOE, ECE component is prominent and
conspicuous by absence. As a result, the teachers are not aware about the learning requirements of
this age group. Punjab Examination Commission has started testing and assessment for Grade-5
and 8 but there is no assessment system for this age group.
NEP 2009 advised the following policy actions:
1. Improvements in quality of ECE shall be based on a concept of holistic development of the
child that provides a stimulating, interactive environment, including play, rather than a
focus on regimes that require rote learning and rigid achievement standards.
2. ECE age group shall be recognized as comprising 3 to 5 years. At least one year preprimary
education shall be provided by the State and universal access to ECE shall be
ensured within the next ten years.
3. Provision of ECE shall be attached to primary schools which shall be provided with
additional budget, teachers and assistants for this purpose.
4. For ECE teachers, a two-year specialized training in dealing with young children shall be a
necessary requirement.
5. This training shall be on the basis of ECE revised National Curriculum. The curriculum and
support material for ECE shall take account of the cultural diversity of particular areas.
Unfortunately the situation of ECE in rural area private schools is not satisfactory. Findings of a
27

esearch study 22 reveal that ECE material (i.e. blocks, colors, pictures books, heads and buttons,
charts etc.) is not provided in the classroom because purchasing such materials for each classroom
would not be economical for the owners of the schools since village school fees are relatively low.
The study further elaborates that teachers are not trained in activity based learning and are not well
knowledgeable on the learning needs of young children.
Although there is no ECE Policy in Punjab but policy makers are sanguine and cognizant about the
importance and impact of ECE. ECE prepares children for the primary and helps for 100%
enrollment and retention. It lays the foundation for the development of reading, writing and
number work. It encourages interaction with the environment, participation in-group activities and
enhances creativity and problems solving in children. ECE is a combination of moral, intellectual
and social lessons for physical, mental, social, emotional and linguistic growth and development of
early childhood age children. At the moment there is no institutional arrangement for training of
the teachers to teach ECE students. ECE teachers have a pivotal role since they are responsible to
make the children ready for schooling and providing base for the complete development of
children. After the devolution of education to the provinces, Government of the Punjab is planning
to formulate ECE Policy and start ECE classes after building adequate infrastructure in the existing
Primary Schools. The initiative will be helpful for the implementation of Punjab School Roadmap
for 100% enrollment and retention.
3.1.2: Needs, Target Groups, Strategies and Way Forward
The renowned researchers in pediatrics, expert medical scientists, leading academicians, educational
managers and development practitioners have almost a consensus and a complete unanimity of
views that early childhood education and development is extremely important. Early Childhood
Education and Development at the same time is not only very crucial for the childcare but also
critically significant for the personality development of the child. They all agree that propitious
early childhood education and development is ‘The Foundation of Success’. The latest research has
amply exhibited that the most important period of brain development and growth for a child is
between the age cohorts of 0-2 years. Medical research has adequately demonstrated that the
experiences of early childhood have an enduring and everlasting effect on an individual’s future
learning capacity and the tapestry of mind in terms of thinking patterns. The precious earliest years
of life lay the factual foundation for all that eventually follows. It is therefore, the most important
determinant in building and developing the initial capacity of the children to learn and acquire the
knowledge of the things in the surroundings. This not only includes the temperaments, behaviors,
risk averse and risk neutral attitudes but also the judgmental evaluation of positive and negative
externalities in and around the early childhood, factually impacting the attitudinal development in
the personality of the child. ECE is the only vehicle which successfully drives, dovetails, juxtaposes
and permeates knowledge, ability, inquiry, awareness, consciousness, humility, development,
prosperity, technology and what not. This is the ‘whole truth’ and time tested fact of the universe
since times immemorial and also a verifiable truism for all times to come. Early childhood
education is the foundation stone on which the whole superstructure of the grandeur and the
amelioration of human race will ultimately hinge upon. If the foundations are sound and solid, the
superstructure will be ever enduring. 23 .
The major issue is that Government has not realized the importance of ECE and has therefore failed
to make adequate institutional arrangements for the students. The introduction of ECE classes in
22
23
ECE Policy Review: Policies, Profile and Programs of Early Childhood Education (ECE) in Pakistan; UNESCO
and UNICEF; January 2008
Malik, A.B (2004): The Foundations of Success: The Impact of Early Childhood Education and Development on
the Personality of the Child
28

some private schools and the concept of Katchi Class in some of the public schools are, far from the
concept of ECE and its impact on the personality of child in later years. The reasons for investing in
ECE projects are numerous and also interrelated. A child’s ability to think, form relationships and
live up to his or her full potential is directly related to the synergistic effect of good health, good
nutrition, and appropriate stimulation and interaction with others. There is a dire need and incessant
demand for ECE classes by the parents. This will not only help the children to grow appropriately
but will also be detrimental in reduction of drop-out rates in early classes. The earlier the better,
Government will have to introduce ECE since the intervention will be panacea for many ailments
and anomalies including psycho-social development of child and sure retention and continuation in
education system. Government must prioritize ECE and make adequate investments at the earliest.
In Punjab Islamic education especially recitation of Holy Quran is emphasized from early age. This
education is imparted through three different modes i.e. formal, non-formal and informal either in
mosques, Madrassas or at home. Even in remote areas the education to the recite the Holy Quran is
considered compulsory by tradition and an effective way to inculcate moral values and teach life
skills at an early age. It is estimated that more than 80% of the children in the age-group 4-10 years
receive the education of Holy Quran.
Pakistan is committed to the Dakar Framework of Action, adopted in an international conference on
Education for All held in 2000 at Dakar. The first goal was to expand and improve comprehensive
early childhood care and education for all children, especially for the most vulnerable and
disadvantaged children. At national level National Plan of Action was formulated in 2001. Punjab
Government also invested in ECE out of its own budget in its Provincial Plan of Action in 2003.
The focus however, remained on providing ECE by means of material resources. However, the most
important role of ECE teachers had been neglected. For the first time Government has contributed
attention to it in National Education Policy 1998-2010 and NEP-2009. The needs, target groups and
strategies have been elucidated in the matrix in Chapter 7 in Section 7.2
3.2: Primary Education
3.2.1: Policy
Government of the Punjab, envisage the implementation of Article 25-A of the Constitution of
Islamic Republic of Pakistan, implemented in letter and spirit. The 18 th Constitutional Amendment
and insertion of Article 25-A has made it binding and compulsory on the state to provide free and
compulsory education to children of the age group five to sixteen years. However, the manner and
method of the provision is made contingent upon law, yet to be passed by Federal and Provincial
Legislatures. The Article 25-A reads as “The State shall provide free and compulsory education to
all children of the age of five to sixteen years in such a manner as may be determined by law”
Article 25-A, Constitution of Pakistan 1973.
The Government of Punjab is resilient to achieve the Constitutional and Statutory obligations and
political leadership has expressed firm commitment for the enforcement of Article 25-A. A
comprehensive strategy is being formulated to achieve the goal and assume new roles and
responsibilities after the 18 th Constitutional Amendment. The Chief Minister’s School Roadmap is a
step in this direction 24 . The education system in Punjab is diverse and rich at primary level. There
are varied kinds of institutions, imparting education to the masses. The educational institutions
range from Provincial Government Public Schools, Federal Government Schools, Madrassas, Cadet
Colleges, Missionary Schools, Garrison Institutes and Privately owned low cost and Elite Schools.
24 Government of the Punjab, Chief Minister’s Secretariat: School Roadmap for 100% Enrolment and Retention
(2011)
29

The Government of Punjab decided in 2010 to establish Danish Schools in selected areas of the
province. It is claimed that the schools will bring equity and the poorest of the poor will get a
chance to access quality education at the state expense. Danish Schools are Elite schools for the
poor, serving the most marginalized sections of the society.
According to NEP 2009, the low resources stand in sharp contrast to the commitment required by
the policy statements which setup ambitious goals for the sector. The national emphasis on
education goes back to the enshrining of the right to education in the Constitution. The contrast
between the vision and the commitment has been pointed out by the Planning Commission: “We
cannot spend only 2.7% of our GDP on education and expect to become a vibrant knowledge
economy 25 ”. The commitment gap could come from two reasons: (i) lack of belief in education’s
true worth for socio-economic and human-centered development and or (ii) a lack of belief in the
goals themselves. In regard to the first, the analysis done during the policy review, including
reviewing recent international research and policy experience, confirms the potent role education
can play in achieving economic growth and social development. NEP 2009 further elaborates that
the second reason is the lack of commitment to the policy goal itself. At the time of its birth as a
nation, Pakistan inherited an approach to education that had two features. First, the education
system of the time was designed to supply the skills needed to run the colonial administration. The
emphasis had been on education for the few, basically to fill public service jobs. The prevailing
objective was service to the administration rather than service to the students and learners. This
assessment is echoed by the Economist Intelligence Unit assessment in its latest review of
education, in which it observes that “Pakistan’s education system is among the most deficient and
backward in Asia, reflecting the traditional determination of feudal ruling elite to preserve its
hegemony”26. The economic structure of Pakistan at its inception was almost entirely agrarian,
with little manufacturing and a small services sector. The skill needs of the economy did not
influence the structure of educational provision. The tradition of British education, which Pakistan
inherited, emphasized academic skills to serve the administration rather than skills and competence
for use in the production sector.
The implementation gap is believed to be more pervasive and it affected many aspects of
governance and the allocation and use of resources. One piece of evidence relates to the amount of
developmental funds allocated to the sector that remains unspent. Estimates range from 20% to 30%
of allocated funds remaining unutilized. The under lying causes may lie in the lack of a planning
culture, planning capacity and weaknesses in the accountability mechanisms. NEP 2009 identified
another type of implementation problem of rent-seeking and corruption that is believed to pervade
the system. Political influence and favoritism are believed to interfere in the allocation of resources
to the districts and schools, in recruitment, training and posting of teachers and school
administrators that are not based on merit, in awarding of textbook contracts, and in the conduct of
examinations and assessments. The pervasive nature of corruption indicates a deeper problem where
the service to the students and learners is not at the forefront of thinking and behavior on the part of
some involved in operating the system.
3.2.2: Needs, Target Groups, Strategies and Way Forward
NEP 2009 emphasized that addressing deficiencies require a fundamental change in the thinking
that informs education policy at all levels. The need for a paradigmatic shift is echoed in the
‘Vision 2030’ report of the Planning Commission, which calls for major adaptation sand
25
26
Pakistan in the 21 st Century: Vision 2030, Planning Commission, Government of Pakistan, 2007.
Country Report: Pakistan, Economist Intelligence Unit, The Economist, November 2007.
30

innovation in the education system. NEP 2009 recommended that the paradigmatic shift requires
that the objectives of the education policy would be to serve the interests of students and learners
rather than of those who develop policy or implement programmes. This is a very fundamental
shift as it implies changes in all the important parameters of education policy. PESRP, in line with
its policy to increase access to education decided to provide free textbooks to all students in public
sector schools. In the financial year 2005-06, the span of these books enhanced up to Metric level.
The major objectives of PESRP are:
• Enhance access, equity and quality of education
• Improve education sector good governance and quality of education
• Ensure appropriate budgetary allocations
• Ensure better fiduciary environment
• Institutional endeavor to enhance allocations for education
• Improve sub-sector allocation on need basis and prioritize as and when need arises
• Elimination of gender disparity in primary and secondary education is cardinal and
cherished goal of PESRP and facilitation and access of girls to schools in rural areas is one
of the top priorities of the organization.
The PESRP has three key pillars:
• Public finance reforms to realign expenditures at the provincial and district level towards
education.
• Devolution and public sector management reforms.
• Education sector reforms to improve quality, access and governance of the education
system.
Box-5 Punjab Education Sector Reform Programme
PESRP has introduced a number of initiatives to improve access to quality education in Punjab.
Governance
• Major policy shift towards married based hiring new teachers
• Competitive textbook printing, publishing and authorship
• Strengthened monitoring and information systems and implementation mechanisms
• Improved financial management practices
• Improvements in procurement practices
• Capacity building of education managers
Access
• Provision of basic facilities to schools
• School up-gradation to enhance access to higher levels
• Public financing of private schools through the Punjab Education Foundation (PEF)’s Foundation
Assisted School and New Schools Program
• Stipends to female students in low literacy districts to discourage drop outs
Quality
• Improved teacher professional development through the Directorate of staff Development (DSD)
• Independent information on student learning through the Punjab Examination Commission (PEC)
• Distribution of free text books to primary, middle and secondary schools
• Performance bonuses to teachers
• Learning assessments
Community Participation
• Capacity support to School Councils (SCs)
• Regular transfers of funds to School Council accounts
• Approval of School Council Policy
31

3.2.3: Vision of School Education Department 27
Enlightened and prosperous Punjab through improved governance, equitable access and quality
School Education
3.2.4: Policy of School Education Department
• Ensure achievement of education related Millennium Development Goals (MDGs) by 2015
and EFA targets.
• Universal Primary Education
• Completion of full Primary Schooling by all children
• Promote Gender Equality
• Ensure 100% participation rate at primary level by 2011 and participation enhancement at
the Elementary & Secondary level
• Improving quality of education
• Promotion of Science & Computer education up to secondary level
• Reduction in gender and regional disparities in access to education
• Provision of quality education for deprived and marginalized segments of society
3.2.5: Sectoral Priority of School Education
Education is the inherent right of all children. For providing quality education, different
interventions like capacity building of teachers and managers; continued assessment of learning
achievements through examinations; provision of quality text books; I.T. labs, science labs and
libraries have already been introduced. Moreover, up-gradation of schools from Primary to
Elementary level & from Elementary to High level and provision of missing facilities (Drinking
Water, Sanitation, Boundary Walls, Electricity, Furniture & Toilet blocks) are also major initiatives
of our development portfolio:-
Table 6: Sectoral Priority of School Education Department
Intervention
Up-gradation of Schools (Primary to
Middle and Middle to High level)
Targets Achievements
Targets
2009-10 2009-10 2010-11 2011-12 2012-13
800 835 1000 1000 1000
Training of Teachers and Managers 122087 120000 150000 175000 200000
Provision of Computers Labs in 515
Elementary Schools in Punjab
- - 515 - -
Provision of Missing Facilities in Schools 1500 1597 1500 1500 1500
Provision of Science Lab equipment in
1000 highly enrolled High/Higher
Secondary Schools
- - 1000 500 500
Capacity building of School Councils 12973 8070 15204 15204 -
Source: Medium Term Development Framework 2010-13, Government of the Punjab
27
Medium Term Development Framework 2010-13 and Annual Development Programme 2010-11, Government of
the Punjab
32

3.2.6: Strategic Interventions of School Education Department
(i)
Punjab Daanish School System & Centers of Excellence Authority:
Provision of quality education is priority area of the Government of the Punjab, Daanish School and
Center of Excellence Authority has been established recently in 2010. Poorest of the poor will get
education of International Standards in these institutions. The main objectives of Daanish School
System and Center of Excellence Authority are:-
• To provide quality education to most deprived and marginalized segments of the society
• To combine the best features of traditional education in the context of progressive Islamic
and modern learning paradigm with prime focus on science subjects
• To develop the student’s intellect, character and physique, thereby enabling them to make
purposeful contribution for the nation at the national level and to the community at the micro
level
• To cater for the overall development of marginalized students with emphasis on academics,
sports and physical education mixed with social/cultural activities
Fifteen Daanish Schools will be established and 72 existing schools will be converted into Centers
of Excellence in Phase-1. Major components of the scheme include (a) Provision of infrastructural
facilities (b) Free boarding and lodging facilities (c) Establishment of science and I.T. Labs (d)
Establishment of Libraries and (e) Provision of transport facilities (f) Construction of state of the art
buildings for Daanish Schools.
(ii)
Provision of Computer/I.T. Education in Elementary Schools:
In order to better equip the students with ICT education, 515 I.T. Labs are being established in
Elementary Schools in C.F.Y. 2010-11
(iii)
Provision of Science Labs in Secondary Schools
To improve existing Science Labs in Secondary Schools and to strengthen Science Practical
education, a development scheme has been proposed and in the first phase, about 1000 High/Higher
Secondary Schools having highest enrolment will be provided quality science equipment.
Standardized practical books will also be developed under this scheme.
(iv)
Minimum Service Delivery Standard for School Education
The following criteria have been developed by the Government of the Punjab while formulating
Medium Term Development Framework (2010-11).
Table 7: Minimum Service Delivery Standard for School Education
Minimum Requirements Urban Areas Rural Areas
Population 1500 500
Number of Households - 25
Distance from nearest primary school 01 KM 1.5KM
Availability of land 01 Kanal 02 Kanals
Source: Medium Term Development Framework 2010-13, Government of the Punjab
33

Table 8: Criteria for Up-Gradation of Schools - From Primary to Middle Level
Boys Schools Girls Schools
Area 25 Marlas 20 Marlas
Total Enrolment 100 Students 80 Students
Total Enrolment in Class IV & V 20 Students 15 Students
Source: Medium Term Development Framework 2010-13, Government of the Punjab
Table 9: From Middle to High Level
Boys Schools Girls Schools
Area 60 Marlas 40 Marlas
Total Enrolment 200 Students 150 Students
Total Enrolment in Class VII & VIII 40 Students 30 Students
Source: Medium Term Development Framework 2010-13, Government of the Punjab
(v)
Up-Gradations
With an increase in the number of students at Secondary level, policy makers in the Government of
Punjab thought it appropriate that existing Secondary Schools should be upgraded to Higher
Secondary Schools. This will help the students to continue their education beyond Grade-10
especially for Girls since distance to educational institutions substantially dropped the enrollment in
case of female students. The following criteria was developed by School Education Department and
approved by the Chief Minister Punjab.
• Location at Tehsil Headquarters/Markaz headquarters to be determined/decided by the
Provincial Government on the identification/recommendation of District Government
• No college/higher secondary school should exist in the radius of 10 km in case of girls and
20 km in case of boys
• Minimum land requirement is 16 Kanals. However, it could be less in urban areas with a
vertical structure
Table 10: Trends of Allocation
(Rs. In millions)
Year Original Allocation Revised Allocation
2005-06 2000.000 2020.344
2006-07 3305.000 1151.529
2007-08 8488.000 8305.514
2008-09 16545.000 9661.025
2009-10 13600.000 14.31.904
2010-11 14050.000
Source: Medium Term Development Framework 2010-13, Government of the Punjab
Table 10 shows continuous enhancement in the budgetary allocations for the up gradation of
Secondary Schools to Higher Secondary Schools in Punjab. While upgrading, the gender parity was
particularly kept in view and the gender ratio in the upgraded schools has been 50:50.
34

3.2.7: Current Issues and Analysis
Gross Enrolment Rate (GER) is number of children attending primary school divided by the number
of children with the specific age group who ought to be attending. The GERs are presented in two
different ways: excluding and including the katchi class and for different age groups. One of the
main strategies of the Government of Punjab is to expand public provision of primary education and
this measure can be used to assess whether government schools have increased their coverage of the
population, by increasing enrolments faster than the growth in population. According to PSLM
2010-11, GER for primary schools (Age 5-9) during 2010-11 increased slightly from 91% in 2008-
09 to 92 % in 2010-11. At provincial level trends are same with Punjab with at 98% as compared to
97% in 2008-09. The GER (Age 10-12) for middle level has remained constant at 54% and the NER
has also remained stable at 20% at national level. At provincial level more or less similar pattern is
observed as for GER primary. GER at middle level in Punjab is at 58 % as compared to 57% in
2008-09, which gives more realistic picture shows slight increase at provincial level. The Matric
Level (Age13-14) GER has increased from 54% in 2008-09 to 57 in 2010-11. At provincial level
increase in primary enrolment in past years has clearly been observed in PSLM 2010-11 and GER
of matric level of Punjab is at 61% as compared to 57 % in 2008-09. The literacy level of
population (10 years & above) has shown improvement. This has risen from 57% in 2008-09 to
58% in 2010-11. Literacy rate in Punjab is at 60% as compared to59 % in 2008-09.
Tables below indicate data for GER and NER at Primary, Middle and Adult Literacy rates.
Table 11: Gross Enrollment Rate at Primary Level (Age 5 to9)
Region/Province Estimate C.V
Standard
Error
Min.
95% Interval
Max.
Urban Areas
Punjab
106
109
0.82
1.13
0.87
1.23
104.43
106.89
107.83
111.72
Rural Areas
Punjab
86
94
0.82
1.21
0.71
1.14
84.97
91.92
87.76
96.41
Overall
Punjab
92
98
0.63
0.92
0.57
0.91
90.65
96.51
92.90
100.06
Source: PSLM 2010-11
Table12: Net Enrollment Rate at Primary Level (Age 5 to 9)
Region/Province Estimate C.V
Standard
Error
Min.
95% interval
Max.
Urban Areas
Punjab
66
69
0.82
1.04
0.54
0.72
64.93
67.80
67.07
70.63
Rural Areas
Punjab
53
58
0.87
1.24
0.46
0.71
51.89
56.16
53.68
58.95
Overall
Punjab
56
61
0.65
0.92
0.37
0.56
55.68
59.63
57.13
61.83
Source: PSLM 2010-11
35

PSLM 2010-11 has recorded estimation of GER at Primary level (age 5-9 years). NER in Urban
areas of Punjab is 66% whereas it is 53% in case of rural areas.
Table 13: Gross Enrollment Rate at Middle Level (Age 10 to 12)
Punjab
Estimate
C.V
Standard
95% Interval
Error Min. Max.
Urban Areas
Punjab
71
73
1.35
1.82
0.96
1.34
69.51
70.85
73.28
76.10
Rural Areas
Punjab
47
52
1.31
1.80
0.61
0.93
45.36
50.01
47.75
53.67
Overall
Punjab
54
58
0.97
1.33
0.52
0.78
52.97
56.66
55.02
59.70
Source: PSLM 2010-11
Table 14: Net Enrollment Rate at Middle Level (Age 10 to 12)
Punjab Estimate C.V
Standard
95% Interval
Error Min. Max.
Urban Areas
Punjab
29
31
1.90
2.42
0.55
0.75
27.83
29.63
29.98
32.58
Rural Areas
Punjab
17
19
1.83
2.43
0.31
0.46
16.15
18.18
17.35
20.00
Overall
Punjab
Source: PSLM 2010-11
20
23
1.34
1.77
0.27
0.40
19.85
21.83
20.92
23.40
Tables above indicate GER at Middle level (age 10-12 years) in Urban areas is estimated at 71%
whereas it is 47% in Rural areas whereas NER for the same age group in Urban areas is 29% as
compared to 17% in Rural areas. When compared to GER and NER at Primary level, there is a
sharp decrease at Middle level which is a matter of great concern.
Table 15: Literacy Rate-Population 10 Years & Older
Urban Areas
Punjab
Punjab Estimate C.V Standard
Error
74
76
0.50
0.62
0.37
0.47
Min.
73.45
74.75
95% Interval
Max.
74.90
76.59
Rural Areas
Punjab
49
53
0.66
0.88
0.32
0.46
48.50
51.95
49.77
53.77
Overall
Punjab
58
60
0.44
0.58
0.25
0.35
57.35
59.67
58.34
61.05
Source: PSLM 2010-11
36

Table 16: Adult Literacy (Population 15 Years & Older)
Punjab Estimate C.V Standard
95% Interval
Error Min. Max.
Urban Areas
Punjab
72
74
0.55
0.68
0.39
0.50
71.51
72.63
73.06
74.60
Rural Areas
Punjab
45
49
0.72
0.95
0.33
0.47
44.36
47.90
45.64
49.72
Overall
Punjab
55
57
0.47
0.63
0.26
0.36
54.23
56.41
55.24
57.81
Source: PSLM 2010-11
Tables above indicate literacy rate for the population of 10 years and older and adult literacy
population 15 years and older. In case of literacy rate for the population 10+, it is 74% in urban
areas whereas it is 49% in rural areas, whereas the adult literacy rate for 15+ is 72% in urban areas
and 45% in rural areas. There is a huge gap between Rural and Urban Areas both for the population
10+ and 15+.
Tables below show:
• The population that have never attended the school
• PSLM 2010-11 indicates that the total population that has ever attended the school
in Punjab is 77% whereas it is 82% for male and 72% for female. In rural areas the
total population that has ever attended the school is 72% whereas it is 67% for male
and 44% for female. The overall population that has attended the school is 63%
whereas it is 72% for male and 53% for female. However there are huge variations
across 36 districts in Punjab.
• Percentage Distribution of Population that has Completed Primary Level or Higher
• PSLM 2010-11 indicates the percentage distribution of population that has ever
completed primary level or higher. In case of urban areas it is 68% where as it is
72% for male and 64% for females. In rural areas, it is 44% whereas it is 53% for
male and 34% for female. The overall percentage of distribution of population that
has completed primary or higher is 52% whereas it 60% for male and 44% for
female.
• Gross Enrolment Rate at the Primary Level(Age 5-9) Excluding Katchi Class
• PSLM 2010-11 indicates the enrollment rate at primary level (age 5-9 years)
excluding katchi class. In case of urban areas it is 109% where as it is 111% for
male and 108% for females. In rural areas, it is 94% whereas it is 100% for male
and 88% for female. The overall enrollment rate at primary level (age 5-9)
excluding katchi class is 97% whereas it 103% for male and 93% for female.
• Gross Enrolment Rate at the Primary Level (Age6-10) Excluding Katchi Class
• PSLM 2010-11 indicates net enrollment at primary level (age 6-10 years) excluding
katchi class. In case of urban areas it is 79% where as it is 80% for male and 78%
for females. In rural areas, it is 67% whereas it is 70% for male and 64% for female.
The overall net enrollment at primary level (age 6-10) excluding katchi class is 70%
whereas it is 73% for male and 68% for female.
37

• Gross Enrolment Rate at the Primary Level (Age4-9) Including Katchi Class
• PSLM 2010-11 indicates that enrollment at primary level (age 4-9 years) including
katchi class. In case of urban areas it is 111% where as it is 113% for male and
109% for females. In rural areas, it is 94% whereas it is 100% for male and 88% for
female. The overall enrollment at primary level (age 4-9) including katchi class is
99% whereas it is 104% for male and 94% for female.
• Gross Enrolment Rate for Government Primary Schools (Age 5-9) Excluding Katchi Class
• PSLM 2010-11 indicates enrollment rate for Government Primary Schools (age 5-9
years) excluding katchi class. In case of urban areas it is 46% where as it is 45% for
male and 48% for females. In rural areas, it is 68% whereas it is 71% for male and
64% for female. The overall enrollment at primary level (age 5-9) excluding katchi
class is 62% whereas it is 64% for male and 59% for female.
38

Table 17: Population That Has Ever Attended School
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 82 68 75 66 36 51 71 47 60
Punjab 82 72 77 67 44 55 72 53 63
Attock 84 65 74 78 48 63 79 52 65
Rawalpindi 89 79 84 87 65 76 88 72 80
Jhelum 90 77 83 87 63 74 87 66 76
Chakwal 91 80 85 90 65 77 90 67 78
Sargodha 84 70 77 69 36 52 73 45 59
Bhakkar 78 57 68 64 30 47 66 34 50
Khushab 84 54 69 76 39 57 78 43 60
Mianwali 86 57 71 76 43 59 79 46 62
Faisalabad 82 75 79 68 51 59 74 62 68
Jhang 76 60 68 66 32 49 69 39 54
T.T.Singh 87 73 80 77 60 69 79 63 71
Chiniot 73 60 67 57 18 38 62 30 47
Gujranwala 84 77 81 78 67 72 81 72 77
Gujrat 84 79 81 81 65 73 82 69 75
Sialkot 89 83 86 79 68 73 82 72 77
Hafizabad 76 61 68 65 44 55 69 49 59
Mandi Bahauddin 88 76 82 71 53 62 74 57 65
Narowal 86 75 80 80 65 71 81 66 73
Lahore 83 77 80 73 58 65 82 74 78
Kasur 75 59 67 67 46 57 69 49 59
Sheikhupura 82 72 77 67 50 59 72 58 65
Nankana Sahib 72 64 68 71 51 61 71 54 63
Vehari 80 68 74 64 37 51 67 43 55
Multan 80 68 74 61 37 49 69 49 59
Khanewal 82 62 72 67 34 51 70 39 55
Lodhran 70 49 60 59 32 46 60 35 48
D.G.Khan 79 59 69 50 18 35 54 24 40
Rajanpur 79 61 70 40 15 28 45 22 34
Layyah 78 64 71 64 34 49 66 40 53
Muzaffargarh 77 58 68 56 26 41 60 31 45
Bahawalpur 78 64 71 52 29 41 61 40 50
Bahawalnagar 77 62 69 61 39 50 64 44 54
Rahim Yar Khan 77 63 70 54 28 41 59 36 48
Sahiwal 81 69 75 68 46 57 70 50 60
Pakpatten 78 69 74 58 27 43 61 35 48
Okara 81 67 74 62 36 49 65 40 53
Source: PSLM 2010-11
39

Table 18: Percentage Distribution of Population that has Completed Primary Level or Higher
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 72 61 67 52 28 40 59 39 49
Punjab 72 64 68 53 34 44 60 44 52
Attock 74 59 66 64 39 51 66 43 55
Rawalpindi 80 72 76 75 57 66 77 64 71
Jhelum 79 71 75 74 53 63 75 57 66
Chakwal 84 74 79 80 57 68 80 60 69
Sargodha 75 64 69 56 28 42 61 38 49
Bhakkar 67 48 58 50 20 35 53 24 38
Khushab 70 45 58 63 29 46 65 34 49
Mianwali 74 48 61 63 33 48 66 36 50
Faisalabad 73 68 71 57 43 50 65 55 60
Jhang 64 51 57 52 24 38 55 30 42
T.T.Singh 75 65 70 66 52 59 68 55 61
Chiniot 65 53 59 45 13 30 51 25 38
Gujranwala 71 67 69 62 54 58 67 61 64
Gujrat 75 69 72 68 55 61 70 58 64
Sialkot 74 73 74 60 55 58 64 60 62
Hafizabad 65 50 57 56 33 45 59 39 49
Mandi Bahauddin 79 70 75 59 43 51 62 48 55
Narowal 73 68 70 63 49 55 64 52 57
Lahore 74 70 72 60 49 55 72 67 70
Kasur 65 49 57 54 35 45 57 38 48
Sheikhupura 71 65 68 53 39 46 60 49 54
Nankana Sahib 60 55 58 57 42 50 58 44 51
Vehari 70 59 64 51 27 39 54 33 44
Multan 68 60 64 47 28 38 56 40 48
Khanewal 69 54 61 53 25 39 56 31 43
Lodhran 58 41 50 45 22 34 47 25 36
D.G.Khan 70 52 61 35 9 23 40 15 28
Rajanpur 68 53 61 25 7 17 31 14 23
Layyah 66 54 60 49 23 37 52 29 41
Muzaffargarh 64 50 57 41 17 29 45 22 34
Bahawalpur 66 56 61 37 21 29 46 32 39
Bahawalnagar 61 52 56 47 30 38 50 34 42
Rahim Yar Khan 67 56 61 40 21 30 46 29 38
Sahiwal 69 61 65 53 37 45 56 41 48
Pakpatten 73 61 67 41 18 30 46 26 36
Okara 68 58 63 47 25 36 50 30 40
Source: PSLM 2010-11
40

Table 19: Gross Enrolment Rate at the Primary Level (Age 5-9) Excluding Katchi Class
DISTRICTS
URBAN RURAL TOTAL
TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL RANK 08-09
Pakistan 109 103 106 96 75 86 100 83 92 91
Punjab 111 108 109 100 88 94 103 93 98 97
Attock 111 96 104 125 107 117 121 104 113 8 114
Rawalpindi 115 108 112 133 110 121 124 109 117 4 117
Jhelum 103 131 116 132 119 126 125 122 123 2 130
Chakwal 128 125 127 129 120 124 129 120 125 1 119
Sargodha 110 108 109 107 94 100 108 97 102 20 109
Bhakkar 129 106 116 98 81 90 102 85 94 26 101
Khushab 129 114 121 114 98 105 118 102 110 15 111
Mianwali 131 109 119 114 105 110 117 106 112 11 94
Faisalabad 107 107 107 99 93 96 102 99 101 23 97
Jhang 96 116 105 92 79 86 92 86 90 29 97
T.T.Singh 130 114 122 121 103 113 123 106 115 6 114
Chiniot 85 95 90 92 57 76 90 69 80 33
Gujranwala 106 112 108 117 116 116 111 114 112 9 103
Gujrat 108 120 114 120 111 115 116 114 115 5 118
Sialkot 125 118 121 115 104 110 117 107 112 12 117
Hafizabad 113 109 111 103 109 106 105 109 107 16 92
Mandi Bahauddin 117 113 115 109 109 109 110 110 110 14 118
Narowal 115 123 119 115 113 114 115 114 115 7 127
Lahore 115 107 111 112 100 106 114 106 110 13 109
Kasur 102 109 105 110 103 106 108 104 106 17 101
Sheikhupura 103 101 102 108 105 107 106 104 105 18 108
Nankana Sahib 113 113 113 110 89 99 111 93 102 21 90
Vehari 108 114 110 97 78 88 99 84 91 28 92
Multan 106 107 107 96 76 86 100 87 93 27 91
Khanewal 125 115 120 110 85 98 112 90 101 22 94
Lodhran 102 93 98 86 80 83 89 82 86 31 88
D.G.Khan 120 105 113 86 66 77 89 69 80 32 78
Rajanpur 104 114 109 72 65 69 75 69 72 35 63
Layyah 120 128 123 110 90 100 111 95 103 19 111
Muzaffargarh 138 133 136 80 62 72 85 68 77 34 69
Bahawalpur 90 86 88 71 57 65 76 65 71 36 64
Bahawalnagar 122 98 110 88 79 83 94 82 88 30 92
Rahim Yar Khan 101 91 96 69 56 62 75 63 69 37 66
Sahiwal 114 113 113 105 91 98 106 94 100 24 102
Pakpatten 118 128 123 106 82 95 107 88 98 25 101
Okara 116 110 113 120 104 112 119 105 112 10 109
Source: PSLM 2010-11
41

Table 20: Gross Enrolment Rate at the Primary Level (Age 6-10) Excluding Katchi Class
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 106 100 103 96 75 86 99 82 91
Punjab 109 105 107 100 87 94 103 92 98
Attock 130 95 113 125 115 121 126 110 119
Rawalpindi 120 105 112 129 118 124 124 112 118
Jhelum 96 129 111 117 131 123 112 130 120
Chakwal 118 119 119 117 115 116 117 116 117
Sargodha 115 111 113 109 91 100 111 96 103
Bhakkar 109 98 103 89 75 82 91 78 85
Khushab 111 114 113 104 98 101 106 102 104
Mianwali 128 103 114 113 99 107 115 100 108
Faisalabad 104 108 106 102 88 95 103 96 100
Jhang 96 109 102 96 78 87 96 84 90
T.T.Singh 120 108 114 119 104 112 119 105 112
Chiniot 87 96 92 95 60 79 93 71 82
Gujranwala 103 103 103 114 109 112 108 106 107
Gujrat 108 103 105 115 110 113 114 108 111
Sialkot 112 106 109 127 111 119 123 110 116
Hafizabad 103 113 108 101 107 104 102 108 105
Mandi Bahauddin 123 111 117 107 110 108 109 110 109
Narowal 113 140 125 113 116 114 113 119 116
Lahore 110 104 108 119 96 107 112 103 108
Kasur 96 110 102 103 100 102 102 102 102
Sheikhupura 111 99 104 106 100 103 108 100 104
Nankana Sahib 109 104 107 111 91 100 110 93 102
Vehari 113 105 110 98 78 88 100 82 92
Multan 117 108 112 93 76 85 100 87 94
Khanewal 132 120 126 106 85 96 110 92 101
Lodhran 109 103 107 84 75 80 88 78 83
D.G.Khan 126 115 121 85 67 76 88 71 80
Rajanpur 96 105 101 75 68 72 76 72 75
Layyah 123 123 123 105 90 98 107 95 101
Muzaffargarh 116 107 112 86 59 72 89 63 76
Bahawalpur 92 85 89 75 56 66 80 64 73
Bahawalnagar 111 98 105 88 84 86 92 86 89
Rahim Yar Khan 101 94 98 71 57 64 77 65 71
Sahiwal 111 120 115 107 94 101 108 97 103
Pakpatten 111 121 116 104 81 93 105 86 96
Okara 112 103 108 115 99 107 115 100 107
Source: PSLM 2010-11
42

Table 21: Gross Enrolment Rate at the Primary Level (Age 4-9) Including Katchi Class
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 109 103 106 94 74 85 98 82 91
Punjab 113 109 111 100 88 94 104 94 99
Attock 106 98 103 122 104 114 118 103 111
Rawalpindi 116 109 113 133 112 123 125 111 118
Jhelum 104 126 114 124 118 121 119 120 119
Chakwal 130 136 133 121 116 119 122 119 121
Sargodha 116 116 116 109 93 101 111 99 105
Bhakkar 110 100 104 94 78 87 96 81 89
Khushab 128 115 122 118 105 111 121 107 114
Mianwali 125 109 117 116 101 109 118 103 111
Faisalabad 116 108 112 105 96 100 109 101 105
Jhang 118 116 117 94 80 87 98 87 93
T.T.Singh 122 117 119 117 106 112 118 108 113
Chiniot 105 99 102 95 65 81 97 76 87
Gujranwala 118 123 120 131 124 128 124 124 124
Gujrat 110 114 112 128 117 122 123 116 119
Sialkot 126 120 123 131 117 124 130 118 124
Hafizabad 127 120 124 114 108 111 117 112 114
Mandi Bahauddin 120 112 116 114 109 112 115 109 112
Narowal 115 126 120 118 113 116 118 115 117
Lahore 115 108 112 116 103 110 115 107 111
Kasur 102 117 109 106 103 105 105 106 106
Sheikhupura 108 105 106 113 109 111 111 108 109
Nankana Sahib 113 107 111 116 93 104 115 96 105
Vehari 109 109 109 92 78 85 95 83 89
Multan 107 112 110 92 73 83 97 86 92
Khanewal 121 114 117 105 83 94 108 89 98
Lodhran 95 86 91 83 73 78 85 75 80
D.G.Khan 106 98 102 76 59 68 79 62 71
Rajanpur 96 98 97 68 62 65 70 65 68
Layyah 120 114 117 98 86 93 101 90 96
Muzaffargarh 130 108 120 75 58 67 80 62 72
Bahawalpur 106 91 99 79 61 71 86 70 79
Bahawalnagar 117 101 109 95 86 91 99 89 94
Rahim Yar Khan 100 93 97 79 61 70 83 68 76
Sahiwal 99 97 98 96 82 89 97 84 90
Pakpatten 109 119 114 95 73 85 96 79 88
Okara 110 108 109 106 97 101 106 98 102
Source: PSLM 2010-11
43

Table 22: Gross Enrolment Rate for Government Primary Schools (Age 5-9) Excluding Katchi
Class
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 50 48 49 76 59 68 69 56 63
Punjab 45 48 46 71 64 68 64 59 62
Attock 54 59 56 89 81 85 80 76 78
Rawalpindi 51 45 48 72 63 67 61 55 58
Jhelum 50 81 64 90 81 85 80 81 81
Chakwal 48 47 48 85 86 86 79 81 80
Sargodha 50 52 51 81 74 77 73 69 71
Bhakkar 112 94 102 86 73 80 89 76 83
Khushab 90 80 85 88 77 82 89 78 83
Mianwali 79 68 73 96 96 96 93 90 92
Faisalabad 42 42 42 68 65 67 57 55 56
Jhang 44 53 48 68 52 61 63 53 58
T.T.Singh 60 72 67 79 78 78 76 77 76
Chiniot 42 55 49 73 54 64 65 54 60
Gujranwala 24 27 25 53 57 55 38 42 40
Gujrat 55 55 55 68 65 66 64 63 63
Sialkot 33 38 35 55 54 55 51 51 51
Hafizabad 53 53 53 88 97 92 79 84 82
Mandi Bahauddin 49 75 61 82 82 82 78 81 80
Narowal 29 47 37 67 71 69 63 68 65
Lahore 38 40 39 59 50 55 42 42 42
Kasur 42 52 47 69 71 70 63 67 65
Sheikhupura 31 34 32 62 66 64 52 54 53
Nankana Sahib 48 48 48 56 53 55 55 52 53
Vehari 33 49 40 73 55 64 66 54 60
Multan 41 47 44 66 51 59 58 49 54
Khanewal 62 56 59 86 68 77 82 66 74
Lodhran 54 46 50 71 52 62 68 51 60
D.G.Khan 52 45 49 69 56 63 68 55 62
Rajanpur 81 89 85 69 63 66 69 65 68
Layyah 56 56 56 93 80 87 88 77 83
Muzaffargarh 61 75 67 60 51 56 60 53 57
Bahawalpur 54 45 50 58 48 54 57 47 53
Bahawalnagar 62 39 50 72 66 69 70 61 66
Rahim Yar Khan 55 48 51 51 42 47 52 44 48
Sahiwal 65 81 72 85 72 78 82 73 78
Pakpatten 51 60 56 91 67 79 86 66 77
Okara 49 60 54 93 86 90 87 83 85
Source: PSLM 2010-11
44

Table 23: Net Enrolment Rate at the Primary Level (Age 5-9) Excluding Katchi Class
URBAN RURAL TOTAL
TOTAL
DISTRICTS MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL RANK 08-09
Pakistan 67 65 66 57 48 53 60 53 56 57
Punjab 69 69 69 60 55 58 62 59 61 62
Attock 69 75 72 77 71 74 75 72 74 5 76
Rawalpindi 74 73 73 79 77 78 76 75 76 4 74
Jhelum 71 78 74 81 73 77 79 74 77 2 81
Chakwal 84 68 77 83 81 82 83 80 81 1 82
Sargodha 73 69 71 65 64 64 67 65 66 16 72
Bhakkar 81 66 73 54 47 51 57 50 54 29 57
Khushab 72 71 71 62 60 61 65 63 64 21 69
Mianwali 80 71 76 68 64 67 70 65 68 11 56
Faisalabad 66 67 66 62 59 60 63 62 63 22 62
Jhang 58 69 63 58 51 55 58 54 56 27 63
T.T.Singh 77 71 74 75 64 70 75 66 71 7 72
Chiniot 57 61 59 52 42 48 54 48 51 31
Gujranwala 68 67 68 65 69 67 67 68 67 14 67
Gujrat 66 75 71 67 68 67 67 70 68 10 80
Sialkot 75 72 74 62 69 65 64 70 67 15 75
Hafizabad 68 69 69 65 69 67 66 69 67 13 59
Mandi Bahauddin 73 68 71 66 71 68 67 71 69 9 71
Narowal 74 79 76 73 70 72 73 71 72 6 79
Lahore 69 67 68 68 61 65 69 66 68 12 71
Kasur 68 63 66 63 59 61 64 60 62 24 62
Sheikhupura 65 71 69 60 63 61 62 66 64 19 64
Nankana Sahib 69 76 72 66 60 63 66 63 65 18 60
Vehari 75 74 75 58 45 52 61 50 56 28 52
Multan 67 70 68 59 49 54 62 56 59 26 57
Khanewal 86 78 82 67 53 60 70 58 64 20 60
Lodhran 74 61 68 50 42 46 54 45 50 33 55
D.G.Khan 81 74 78 54 41 48 57 44 51 32 55
Rajanpur 68 76 72 44 43 44 46 46 46 35 45
Layyah 79 77 78 65 56 60 67 58 62 23 72
Muzaffargarh 77 85 80 50 39 45 52 43 48 34 45
Bahawalpur 54 54 54 38 31 35 42 38 40 37 41
Bahawalnagar 72 68 70 52 47 49 55 51 53 30 51
Rahim Yar Khan 67 65 66 40 37 38 45 42 43 36 43
Sahiwal 78 62 70 67 62 64 68 62 65 17 64
Pakpatten 83 77 80 62 57 59 64 59 62 25 64
Okara 72 69 70 71 67 69 71 67 69 8 71
Source: PSLM 2010-11
45

Table 24: Net Enrolment Rate at the Primary Level (Age 6-10) Excluding Katchi Class
URBAN RURAL TOTAL
DISTRICTS MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 78 75 76 68 56 62 71 61 66
Punjab 80 78 79 70 64 67 73 68 70
Attock 88 71 80 87 78 83 87 76 82
Rawalpindi 85 81 83 87 87 87 86 84 85
Jhelum 80 87 83 87 84 86 85 85 85
Chakwal 91 83 88 91 90 91 91 89 90
Sargodha 86 81 84 79 72 75 81 74 77
Bhakkar 82 75 78 63 52 58 66 56 61
Khushab 82 85 83 75 69 72 77 73 75
Mianwali 88 77 82 83 74 79 84 74 79
Faisalabad 78 77 78 75 66 70 77 70 73
Jhang 71 76 73 70 57 64 70 61 66
T.T.Singh 82 87 85 83 73 79 83 77 80
Chiniot 67 71 69 64 50 57 65 57 61
Gujranwala 79 78 79 81 81 81 80 80 80
Gujrat 82 84 83 83 81 82 83 82 82
Sialkot 80 80 80 79 83 81 79 82 81
Hafizabad 81 77 79 75 81 78 77 80 78
Mandi Bahauddin 88 87 87 82 84 83 83 84 83
Narowal 82 90 86 85 84 84 84 84 84
Lahore 81 77 79 81 74 77 81 76 79
Kasur 75 72 74 70 68 69 71 69 70
Sheikhupura 79 80 79 72 71 71 74 74 74
Nankana Sahib 79 83 81 72 71 72 74 74 74
Vehari 85 78 82 68 55 62 71 59 65
Multan 78 82 80 66 54 60 70 63 66
Khanewal 91 84 87 77 60 69 79 65 72
Lodhran 79 74 77 57 56 57 60 59 59
D.G.Khan 86 81 84 59 49 54 61 52 57
Rajanpur 71 77 74 51 50 50 52 53 53
Layyah 83 87 85 75 63 69 76 66 71
Muzaffargarh 84 81 82 60 45 52 63 48 55
Bahawalpur 65 63 64 48 40 44 53 46 50
Bahawalnagar 72 73 72 61 60 60 63 62 63
Rahim Yar Khan 78 74 76 49 44 47 55 50 52
Sahiwal 83 71 77 75 68 72 76 69 73
Pakpatten 84 86 85 73 62 68 74 65 70
Okara 78 83 80 76 73 74 76 74 75
Source: PSLM 2010-11
46

Table 25: Net Enrolment Rate at Primary Level (Age 4-9) Including Katchi Class
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 74 72 73 61 51 56 65 57 61
Punjab 80 77 79 67 61 64 70 66 68
Attock 71 79 75 82 75 79 79 76 78
Rawalpindi 83 82 82 89 83 86 86 82 84
Jhelum 80 86 83 82 80 81 82 82 82
Chakwal 90 88 90 83 85 84 84 86 85
Sargodha 85 83 84 73 68 70 76 71 74
Bhakkar 71 69 70 57 51 55 59 54 57
Khushab 78 78 78 72 72 72 74 74 74
Mianwali 83 78 81 77 67 72 78 69 74
Faisalabad 81 76 78 73 68 71 76 71 74
Jhang 83 75 79 66 58 62 69 61 65
T.T.Singh 79 80 79 78 73 76 78 74 76
Chiniot 78 71 74 61 53 57 65 59 62
Gujranwala 86 85 85 87 84 86 86 85 86
Gujrat 78 78 78 81 81 81 80 80 80
Sialkot 87 85 86 86 86 86 86 86 86
Hafizabad 87 89 88 83 74 79 84 79 81
Mandi Bahauddin 84 79 81 79 78 78 79 78 79
Narowal 84 91 87 83 80 82 84 81 82
Lahore 79 75 77 80 72 76 79 74 77
Kasur 75 76 75 68 67 68 70 69 69
Sheikhupura 78 79 79 71 73 72 74 75 74
Nankana Sahib 77 76 76 79 69 74 78 70 74
Vehari 80 77 78 61 51 56 64 55 60
Multan 76 81 78 63 51 57 67 61 64
Khanewal 86 86 86 69 57 63 72 62 67
Lodhran 74 60 68 52 42 47 55 45 50
D.G.Khan 76 72 74 50 38 44 52 41 47
Rajanpur 67 67 67 43 44 44 45 47 46
Layyah 85 75 80 63 59 61 66 61 63
Muzaffargarh 79 70 75 50 38 45 53 41 47
Bahawalpur 74 66 70 51 41 46 57 48 53
Bahawalnagar 76 79 78 66 60 63 68 64 66
Rahim Yar Khan 74 71 73 54 45 50 58 50 54
Sahiwal 74 61 68 64 57 61 65 58 62
Pakpatten 81 75 78 60 52 56 63 55 59
Okara 75 78 77 66 67 67 68 68 68
Source: PSLM 2010-11
47

Table 26: Net Enrolment Rate in Government Primary Schools (Age 5-9) Excluding Katchi
Class
48
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 28 28 28 44 37 41 40 34 37
Punjab 26 27 26 41 39 40 37 36 36
Attock 31 39 35 55 52 54 49 49 49
Rawalpindi 29 25 27 37 42 40 33 34 34
Jhelum 34 45 39 58 48 53 52 47 50
Chakwal 31 27 29 52 58 55 49 54 51
Sargodha 30 28 29 47 51 49 43 46 44
Bhakkar 67 54 60 46 42 44 49 44 46
Khushab 48 47 47 47 48 47 47 48 47
Mianwali 42 41 42 55 59 57 53 56 54
Faisalabad 22 23 22 40 42 41 33 34 33
Jhang 26 27 26 41 34 38 38 32 36
T.T.Singh 33 45 39 45 43 44 43 43 43
Chiniot 29 29 29 42 39 41 39 36 38
Gujranwala 11 14 12 25 28 26 18 21 19
Gujrat 32 34 33 34 38 36 34 37 35
Sialkot 19 24 22 23 33 28 22 31 27
Hafizabad 26 30 28 58 59 59 50 51 50
Mandi Bahauddin 25 43 33 47 51 49 44 51 47
Narowal 15 22 19 42 42 42 38 40 39
Lahore 21 22 22 30 27 29 23 23 23
Kasur 25 24 25 38 41 40 35 38 36
Sheikhupura 17 20 18 32 36 34 27 30 28
Nankana Sahib 30 31 30 30 33 32 30 33 31
Vehari 21 25 23 45 30 38 41 29 35
Multan 21 27 24 38 31 35 32 30 31
Khanewal 33 32 32 52 42 47 49 40 44
Lodhran 45 27 37 38 26 32 39 26 33
D.G.Khan 36 27 32 45 34 40 44 34 39
Rajanpur 51 61 56 42 42 42 43 44 43
Layyah 34 25 29 55 49 52 52 46 49
Muzaffargarh 28 44 35 38 32 35 37 33 35
Bahawalpur 31 25 29 30 23 27 31 24 28
Bahawalnagar 28 23 25 39 41 40 37 38 37
Rahim Yar Khan 33 32 33 28 28 28 29 29 29
Sahiwal 40 38 39 51 49 50 49 47 48
Pakpatten 32 28 30 53 45 49 51 43 47
Okara 34 36 35 53 55 54 51 53 52
Source: PSLM 2010-11
Tables 17-26 above indicate percentage distribution of population that has completed primary level
or higher. The districts in Southern Punjab have much less completion rate as compared to districts
of Central and Northern Punjab. Rajanpur, Layyah, Muzaffargarh, D.G.Khan, Lodhran and
Bahawalnagar have much lower completion rate as compared to Lahore, Gujranwala, Sialkot in the
Central Punjab and Chakwal, Jhelum, Rawalpindi and Attock in the Northern Punjab. The
percentage of completion of primary level in urban area of Rawalpindi is 76% whereas it is 80%
for male and 72% for female. In the same district the rural areas has percentage of completion of
primary level and higher at 66% whereas it is 75% for male and 57% for female. The difference in
percentage in case of female population is much higher in rural areas as compared to urban areas

of Rawalpindi district. When compared to Muzaffargarh in Southern Punjab the percentage of
population completing primary level or higher in urban areas is 57% whereas it is 64% for male
and 50% for female. In case of rural areas of the same district the percentage distribution of
population completing primary level or higher is 37% whereas it is 49% for male and 23% for
female. The differential in Rural, Urban and male, female is much higher in Southern Districts of
Punjab.
According to PSLM 2010-11, the population of ten years and older that have ever attended schools
is 60% in 2010-11 as compared to 59% in 2008-09. This proportion is much higher in urban areas
than in rural areas and much higher in men than in women. Punjab and Sindh have the highest
proportions that have ever attended school. Rawalpindi in Punjab has the highest proportion that
has attended the school (85%) as compared to the bottom district Rajanpur (34%). Population
having completed primary level has remained unaltered 49% when compared with 2008-09.
Rawalpindi with 76% in Punjab has the highest completion rate with Rajanpur having the lowest
(23%).
GER, sometimes referred to as the participation rate, is the number of children attending
primary schools divided by the number of children who ought to be attending. GERs are presented
in PSLM 2010-11 in two different ways excluding and including the katchi class and for different
age groups.GER at primary level excluding katchi for the age group 5-9 years and for age 6-10
years have been indicated in the tables below. The GER at National level during 2010-11 slightly
increased to 92 percent. In provinces, Punjab shows marginal increase from 97 percent in 2008-09
to 98 percent in 2010-11. Chakwal indicates 125% has the highest whereas it is 71% in
Bahawalpur. GER at National Level is 91 percent when katchi class is included and the age group
is expanded to Children 4-9 years old. The pattern within districts in the provinces is more or less
similar to GERs without including katchi class (PSLM 2010-11).
PSLM 2010-11 collected information on enrolment in all types of schools including the private
and government sectors. PSLM 2010-11 shows GER in government primary schools. It is
calculated as the number of children enrolled in government primary schools divided by the
number of children of primary school age. In Punjab Mianwali has enrollment at 92% whereas
Gujranwala at 40%. It is interesting to note that apart from Islamabad, which has a rich facility of
Government schools and colleges, the general trend in all other big cities is the preferences of
private educational facilities over those provided by the government. Results reveal that the
absence of private schools leaves no alternatives and makes government schools a priority in small
cities (PSLM 2010-11).NER at primary level refers to the number of students enrolled in primary
schools of primary-school-age divided by the number of children in the age group for that level of
education. In other words, for Pakistan, the official primary NER is the number of children aged 5
to 9 years attending primary level divided by the number of children aged 5 to 9 years. NER for
Pakistan as a whole in 2010-11 is 56 per cent as compared to 57 percent in 2008-09. Comparing
NERs for districts in Punjab, it is revealed that Chakwal in the Northern Punjab is at is 81%
whereas Bahawalpur in the Southern Punjab is at 40%.
PSLM 2010-11 has also indicated NER for government primary schools. NER is the number of
children aged 5-9 years enrolled in government primary schools divided by the total number of
children aged 5-9. Like GER for government schools, it measures the extent to which publicly
49

provided education is reaching its target group. However, this measure excludes overage children
who are enrolled in primary schools. NER for Government primary schools within districts follows
a similar pattern as observed for NERs for the entire primary enrolment. The percentage of
primary school students who are enrolled in government schools has been shown in PSLM
2010-11. The government share of primary enrolment is 68 per cent in 2010-11 as compared to 70
percent in 2008-09. Rajanpur has a share of enrollment in Government Schools at 94% whereas in
Gujranwala it is at 36%. Urban areas especially big cities have higher number of private schools in
Punjab therefore more enrolment than government schools. National Education Census 2006 (NEC
2006) has indicated the accelerated pace of growth of private schools in Punjab.
After the publication of data by NEC-2006, the ever increasing share of Non-State Provision (NSP)
in education sector has been highlighted for the first time. The public sector education system in
Pakistan used to be the major service provider until early 80,s. The private sector schools slowly
and gradually started occupying the turf about two decades ago but galvanized their pace at a
startling speed since the turn of the century. The chief determinant for the sporadic growth has been
due to severe shortage of schools, especially in rural areas, where 60% of the country’s population
resides and state failure to provide socially acceptable quality education28. The table below
indicates the total number of educational institutions in public and private sector in Pakistan.
Table 27: Number of Educational Institutions in Public and Private Sector
(Figures in the parenthesis are percentages)
Area Total Public Private
Pakistan 245,682 164,579 (67.0) 81,103 (33.0)
Punjab 115,311 66,770 (57.9) 48,541 (42.1)
Sindh 59,312 46,738 (78.8) 12,574 (21.2)
NWFP 40,706 29,430 (72.3) 11,276 (27.7)
Baluchistan 11,492 9,742 (84.8) 1,750 (15.2)
ICT 1,348 598 (44.4) 750 (55.6)
FATA 5,344 4,704 (88.0) 640 (12.0)
FANA 4,366 1,505 (34.5) 2,861 (65.5)
AJK 7,803 5,092 (65.3) 2,711 (34.7)
Source: NEC 2006
Keeping in view the inadequacies in government educational institutions, even less affluent
households are voting with their feet and opting for private schools, despite their often minimal
facilities, have come to be identified with a measure of quality education. A 1996 survey in five
districts in Punjab showed that nearly 50% households with monthly earnings of less than US$ 70
were sending their children to private schools, 87% of which were charging a school fee of less
than US$ 2 per month. The private sector is taking on a more prominent role, not only in the main
urban centers but also in rural areas of the relatively affluent districts. Out of 245,682 educational
institutions covered by the educational institutions survey covered in 2006, by the Federal Bureau
of Statistics, 33% were to be found in the private sector. In other words, the government is rapidly
moving towards its goal of shifting the load of education to private sector (Kardar, 2006) 29 . One
reason for the decline in public sector school enrolments may be attributable to the arguably better
28 Malik, A.B (2007): Freedom of Choice, Affordable Quality Education in Public Private Partnership
29 Kardar Shahid (2006). Reflections on Pakistan’s Economy Heritage Publications Lahore, Pakistan
50

quality of education provided by the private sector, as a consequence of which there may be a
transfer of students away from the public sector schools.
Table 28: Gross Primary Level Enrolment Rate (Including Katchi Class)
Punjab
PUNJAB:
1st Quintile
2nd Quintile
3rd Quintile
4th Quintile
5th Quintile
GROSS PRIMARY LEVEL ENROLMENT RATE - 2007-08 PSLM
URBAN AREAS
RURAL AREAS
Male Female Both Male Female Both
119
96
116
144
117
119
110
95
103
112
129
109
115
95
110
128
122
114
Source: PSLM 2007-08
Quintiles are based on per capita consumption expenditure of 15,512 households. The 1st quintile
contains individuals with the lowest consumption level, whereas the 5th quintile contains
individuals with the highest consumption level. Gross enrolment rate i.e. number of children
attending primary level i.e. class 0-5 divided by number of children aged 4 - 9 years multiplied by
100.
Table 29: Gross Primary Level Enrolment Rate (Excluding Katchi Class)
102
80
104
109
115
131
90
65
85
105
114
116
96
72
94
107
115
123
Punjab
GROSS PRIMARY LEVEL ENROLMENT RATE - 2007-08 PSLM
URBAN AREAS
RURAL AREAS
Male Female Both Male Female Both
PUNJAB:
1st Quintile
2nd Quintile
3rd Quintile
4th Quintile
5th Quintile
113
82
109
138
115
117
110
91
99
107
134
110
112
86
104
123
123
114
97
75
95
102
113
131
86
59
78
103
114
112
92
67
86
102
113
121
Source: PSLM 2007-08
Quintiles are based on per capita consumption expenditure of 15,512 households. The 1st quintile
contains individuals with the lowest consumption level, whereas the 5th quintile contains
individuals with the highest consumption level. Gross enrolment rate i.e. number of children
attending primary level i.e. class 1-5 divided by number of children aged 5-9 years multiplied by
100.
Table 30: Net Primary Level Enrolment Rate (Excluding Katchi Class)
Punjab
NET PRIMARY LEVEL ENROLMENT RATE % - 2007-08 PSLM
URBAN AREAS
RURAL AREAS
Male Female Both Male Female Both
PUNJAB:
1st Quintile
2nd Quintile
3rd Quintile
4th Quintile
5th Quintile
71
46
65
72
77
82
72
53
60
69
85
83
72
49
63
71
81
83
59
45
55
62
73
81
54
35
49
64
71
75
56
40
51
63
72
78
Source: PSLM 2007-08
51

Quintiles are based on per capita consumption expenditure of 15,512 households. The 1st quintile
contains individuals with the lowest consumption level, whereas the 5th quintile contains
individuals with the highest consumption level. Net enrolment rate i.e. number of children aged 5-
9 years attending primary level classes 1-5 divided by number of children aged 5–9 years
multiplied by 100. Children attending primary level in a government school, expressed as a
percentage of all children attending primary level - enrolment in katchi is excluded. Children
attending primary level in a government school, expressed as a percentage of all children
attending primary level - enrolment in katchi is included.
Table 31: Enrolments in Government Schools as a Percentage of Total Enrolment at Primary
Level
Punjab
URBAN AREAS
RURAL AREAS
Male Female Both Male Female Both
PUNJAB:
1st Quintile
2nd Quintile
3rd Quintile
4th Quintile
5th Quintile
36
64
48
38
33
19
39
73
52
41
37
16
37
68
50
39
35
18
66
86
82
59
55
27
Source: PSLM 2007-08
Quintiles are based on per capita consumption expenditure of 15,512 households. For details on
how the quintiles were derived. The 1st quintile contains individuals with the lowest consumption
level, whereas the 5th quintile contains individuals with the highest consumption level. Children
attending primary level in a government school expressed as a percentage of all children attending
primary level including katchi class) in the quintile indicated.
Table 32: Percentage of Population Ever Attended School by Income Class, Urban-Rural
Residence and Gender
67
86
78
66
58
33
66
86
80
63
56
30
Punjab
%AGE OF THE POPULATION 10 YEARS AND OLDER–2007-08 PSLM
Urban Areas
Rural Areas
Male Female Both Male Female Both
Panjab
1stQuintile
2ndQuintile
3rdQuintile
4thQuintile
5thQuintile
80
54
66
74
82
93
69
42
54
62
70
83
74
48
60
68
76
88
68
48
59
69
76
84
43
24
32
45
53
62
55
35
45
57
64
73
Source: PSLMS 2007-08
Quintiles are based on per capita consumption expenditure of 15,512 households. The 1st
quintile contains individuals with the lowest consumption level, whereas the 5th quintile contains
individuals with the highest consumption level. Attended school: All those individuals who have
ever attended school were taken to have attended school.
Population 10 years and older that has completed primary level or higher, has been expressed as a
%age of the total population aged 10 years and older. Completed primary level: For the PSLM
2005-06, 2006-07 and 2007-08 all those individuals who report having completed Class 5 or
higher.
52

Table 33: Primary Level Enrolments in Private Schools
Punjab
Panjab:
1stQuintile
2ndQuintile
3rdQuintile
4thQuintile
5thQuintile
Urban Areas
Rural Areas
Male Female Both Male Female Both
63
34
51
61
67
80
59
26
47
58
63
80
61
30
49
60
65
80
33
12
18
36
44
72
Source: PSLMS 2007-08
31
11
21
32
41
66
32
12
19
34
43
69
Quintiles are based on per capita consumption expenditure of 15,512 households. The 1st quintile
contains individuals with the lowest consumption level, whereas the 5th quintile contains
individuals with the highest consumption level. Children attending primary level in a private
school expressed as a %age of all children attending primary level in the quintile indicated. Only
private, for-profit schools are included in this measure; children enrolled in NGO schools, Deeni
Madrassa and other non-government schools are excluded from the numerator. Enrolment in
katchi class is included.
The data on the gaps suggests that there is substantial demand for education, but government
schools are failing to provide an acceptable service. Hence parents turn to the private education
sector. In accordance with the general perception, it is the better-off households who are more
able to send their children to private primary schools. The percentage of school children enrolled
in government schools falls as income arises in both urban and rural areas except in rural Sindh
and rural Baluchistan where even in highest quintiles 92% and 73% of the total enrolment is still
in government schools for both the sexes. However, in urban Punjab and Sindh, even a
considerable proportion of the poor manages to educate their children outside the government
sector.
Table 34: Reasons for Never Going to School
Punjab
PUNJAB:
Parents didn’t allow
Too expensive
Too far
Education not useful
Had to help at work
Had to help at home
Child not willing
Other
PERCENTAGE OF CASES WHERE REASON WAS CITED 2007-08 PSLM
Boys
Girls
Urban Rural Overall Urban Rural Overall
4
36
1
2
7
3
31
16
6
23
8
1
10
4
33
15
Source: PSLM 2007-08
The population aged 10 years and older that has ever attended school expressed as a percentage of
the total population aged 10 years and older in Punjab. This includes all those individuals who have
ever attended school, either currently attending or attended in the past. There is a wide variation in
the population that has attended school in the province of Punjab in District Attock 74% attended
in Urban areas whereas it is 84% for male and 65% for female. In the same district 63% attended
school in rural areas whereas it is 78% for male and 48% for female. While analyzing the
population attended school in Hafizabad, 68% urban population attended the school whereas it is
6
26
6
1
9
4
33
15
30
43
3
2
0
4
7
12
43
22
11
1
1
4
9
9
41
25
10
1
1
4
8
10
53

76% for male and 61% for female. In the same district 65% population in rural area attended the
school whereas it is 65% for male and 44% for female. In Rajanpur 70% population attended the
school whereas it is 79% for male and 61% for female. The situation gets much worse than urban
areas because 28% of the population attended the school whereas it is 40% for males and 15% for
female. There are however pockets within districts having much lower attendance in schools. In
case of Rajanpur, the school attendance rate is much lower than the aggregate rural areas of the
district and even lower in case of female.
Children aged 10 - 18 years that cited the reason indicated for never attending school, expressed
as a percentage of all children aged 10 -18 years that have never attended 2. Reasons for not
attending school “Other” i includes ‘Poor teaching/behavior’, ‘No female staff’, ‘No male staff’,
‘Child sick/handicapped’, ‘ Child too young’ , ‘Lack of documents’, ‘Marriage', ‘Service’, and
‘Other’.
There are issues of access, equity, governance and quality in education. In the first instance
Government failed to provide access to school-going-age children in the age cohort of 5-9 years.
One out of three school-going-age children is not going to school even today and 3.8 million
children are out-of-school. The number of schools in public sector is not sufficient to
accommodate all the school-going-age children. There is a huge demand for education and
number of public schools is not sufficient to enroll the school going age children and the gap has
been partially bridged by private sector. The alarming number of out-of-school children indicates
that there are parents who cannot even afford to access low cost private schools. This also
demonstrate that in remote rural areas30 and urban slums31, sill there are issues of access and
specific pockets exists without public, private and non-formal schools. According to Pakistan
Integrated Household Survey (PIHS, 2001), the share of private sector in primary schooling was
21%. National Education Census was held in 2006 and private sector jumped to 42%. All Pakistan
Private School Association (APSA, 2011) claims that private sector has 66,000 schools at
primary, elementary and secondary level in Punjab which is higher than the number of public
schools being run under the auspices of the Government of the Punjab32.
There are serious structural and capacity issues to accommodate the students graduating at
primary level. According to Punjab Development Statistics 2011, the number of mosque schools
is 4087 and that of primary schools is 43970. The number of Elementary Schools is however
7534. It is not by default rather by design. Even if all the graduates at primary level intend to join
Elementary Schools, there is no capacity. Similarly the number of Secondary Schools in Punjab is
4839. Again the institutional strength is not adequate to accommodate Elementary Schools
graduates. The case at Higher Secondary level is not different where the total number of
institutions is 518. The reasons for this structural anomaly are lack of planning in Education
Department, low allocation of resources for Education Sector, sub-optimal utilization of available
resources, use of resources allocated for education sector for other social sector programmes. In
order to avoid utilization of funds earmarked for education especially literacy, Government of the
Punjab has recently decided to issue a notification making the allocation for education sector nonfungible.
By now, when education has been devolved to provinces and Article 25-A has been
inserted in the Constitution, there is hope that better allocations will be available for education
sector.
30 The first school was opened in the tribal areas of Rajanpur District in 2008 by PEF under an initiative of New School
Programme after 61 years of independence. In Tehsil Sadiqabad of R.Y.Khan District, a vast tract of an area spread
over 25 kilometers, along river Indus, does not have any school even today.
31 An urban slums sprawling on main Ferozpur Road in Lahore with a population of around one million does not have
single public sector school. The first ever school opened in this locality was in 2006 by PEF under FAS programme.
32 All Pakistan Private School Association June Bulletin 2011
54

During the first year after devolution of education, Punjab has substantially increased allocation
of education sector especially Literacy and Non-Formal Basic Education Department from Rs 300
million to Rs 1100 million. While looking at the trends of allocation, in Table above, there is a
substantial increase in the budgetary allocation for education sector. In 2005-06 the budgetary
allocation was Rs.2020-34 million, decrease to Rs.1151.52 million in 2006-07, again increase to
Rs.8488.00 million to 2007-08, substantially increase to Rs.16545.00 million in 2008-09 but
decrease to Rs. 13600.00 million in 2009-10 and further enhance to Rs.14050.00 million in 2010-
11. The present regime resolved to enhance the allocation and the determination has been
translated in to practice except during 2009-10 when heavy floods in the province displaced 20
million people and budgetary allocation were re-appropriated. On the other hand due to sudden
enhancement in the salaries of the teachers, the increase in education budget has not helped much
for opening new schools and up gradation of primary schools to elementary level and elementary
schools to secondary level, since the pie of budget for development expenditure slightly improved.
Punjab Development Statistics 2011 indicate the data in terms of number of schools, enrollment and
teaching staff in Mosque Schools, Primary Schools, Middle Schools and High Schools for the
period 2000-01 to 2009-10. The data indicates that total number of Mosque Schools in 2000-01 was
8082 with an enrollment of 348,000 was reduced to 3342 in 2009-10 with decrease in enrollment
212,000. Similarly teaching staff in 2000-01 was 8852 reduced to 5039 in 2009-10. In case of
Primary Schools, 44068 schools were functional in 2000-01 with an enrollment of 41, 74,000
students and 62,072 teaching staff. The number of Primary Schools has been reduced to 43970 in
2009-10 with an enrollment of 47, 94,000, with the teaching staff of 55797. The good omen is that
for the first time in the history of the country, Punjab Government recruited 40,000 Educators
absolutely on merit without any recommendation or favor. One is genuine to be sanguine to imagine
that service delivery by the Educators appointed on merit will impact the quality of education
positively; sans they were saved from political influence in terms of their posting and transfer.
This clearly indicates that expansion in the number of Primary Schools in Punjab has not conformed
with the population growth. The increase in enrollment with less number of Primary Schools
resulted in to overcrowding of the classrooms. This also disturbed student teacher ratio and general
positive externalities in the teaching learning environment of the schools. Moreover the substantial
reeducation of teaching staff from 62072 in 2000-01 to 55797 in 2009-10 further exacerbated the
enormity of the situation. The educational planners and policy makers remained oblivious to the
population growth and the required expansion in public education system both in terms of
infrastructure as well as human resource.
55

Table 35: Government Mosque and Primary Schools for Boys and Girls, Numbers,
Enrollment and Teaching Staff
Number of Schools Enrolment(‘000') Teaching Staff
Category/
Year
Total Boys Girls Total Boys Girls Total Male Female
Mosque Schools
2000-01 8082 7985 97 348 344 4 8852 8733 119
2001-02 7863 7779 84 338 286 52 15452 15233 219
2002-03 7742 7658 84 342 290 52 16518 16293 225
2003-04 7400 7400 318 314 4 11996 11852 144
2004-05 7474 7361 113 372 303 69 11728 11594 134
2005-06 7289 7191 98 380 374 6 12060 11934 126
2006-07 5754 5681 73 343 339 4 10116 10031 85
2007-08 4926 4873 53 305 302 3 6381 6322 59
2008-09 4087 4022 65 233 180 53 5063 4934 129
2009-10 3342 3285 57 212 209 3 5039 4980 59
Primary Schools
2000-01 44068 21357 22711 4174 2419 1755 133183 71111 62072
2001-02 44172 21240 22932 4152 2363 1789 129051 67255 61796
2002-03 44253 21280 22973 4208 2394 1814 138084 71959 66125
2003-04 44185 21454 22731 4291 2413 1878 129618 69420 60198
2004-05 44176 21461 22715 4875 2670 2205 131975 70703 61272
2005-06 44313 21512 22801 5121 2763 2358 133476 71374 62102
2006-07 44687 21877 22810 5244 2844 2400 134993 72363 62630
2007-08 44617 21941 22676 5199 2872 2327 125863 66959 58904
2008-09 44970 22307 22663 5037 2728 2309 120500 61559 58941
2009-10 43970 21912 22058 4794 2667 2127 120695 64898 55797
Source:- Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab
Table above indicates the drop-out rates for boys and girls from Class 1 to Class 6 and percentage
of cohort that left school before completing classes. There is tendency of school drop-outs and it is
accentuated more in rural areas than urban areas. The situation has improved in 2007-08 as
compared to 2005-06 but still serious and alarming. The drop-out rate in Class-1 in 2005-06 was
0.4% as compared to 0.3% in 2007-08. The drop-out rate considerably soared in Class-3 where the
boys leaving school is 3.7% in 2005-06 and 2.4% in 2007-08. However, the figures are the most
alarming for Class-4,5 & 6 when the drop-out percentage is 6.2%, 10% and 21.5% in 2005-06 as
compared to 5%, 8.8% and 19.8% in 2007-08. In case of female students the situation is even
worse. The drop-out rate for Classes-1,2,3,4,5 and 6 is 0.2%,0.9%, 3.3%, 6.9%, 11.0%, 29.0% in
2005-06 when compared to 0.3%, 1%, 3%, 5.8%, 8.8% and 24.9% in 2007-08. There is a slight
improvement in terms of reduction in the percentage in 2007-08 but still there is a wide deep chasm
still to be bridged. The situation calls for an educational emergency, ensuring not only 100%
enrollment but retention as well to avoid such an alarming situation.
56

Table 36:-Drop-Out Rates
Percentage of Cohort that Left School Before Completing Class
Gender and
2005-06 PSLM 2007-08 PSLM
Class
Urban Rural Overall Urban Rural Overall
BOYS:
CLASS1
CLASS2
CLASS3
CLASS4
CLASS5
CLASS6
0.2
0.8
2.4
4.3
7.5
17.4
0.7
1.3
4.8
7.7
12.1
25.0
0.4
1.1
3.7
6.2
10.0
21.5
0.3
0.5
1.4
4.1
6.7
16.5
0.4
1.0
3.0
5.6
10.0
21.7
0.3
0.8
2.4
5.0
8.8
19.8
GIRLS:
CLASS1
CLASS2
CLASS3
CLASS4
CLASS5
CLASS6
0.2
0.7
2.3
4.8
7.6
17.9
0.3
1.2
4.6
9.5
15.0
42.0
0.2
0.9
3.3
6.9
11.0
29.0
0.4
0.5
1.7
3.7
5.6
15.6
0.2
1.3
4.2
7.5
11.4
32.7
0.3
1.0
3.0
5.8
8.8
24.9
BOTHSEXES:
CLASS1
CLASS2
CLASS3
CLASS4
CLASS5
CLASS6
0.2
0.8
2.4
4.5
7.5
18.0
0.5
1.3
4.7
8.4
13.2
31.5
0.3
1.0
3.6
6.4
10.3
24.5
0.3
0.5
1.5
3.9
6.1
16.0
0.3
1.2
3.5
6.4
10.6
26.3
0.3
0.9
2.7
5.4
8.8
22.1
57
Source: - Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab
Punjab School Roadmap has focused this particular aspect. The stated public policy on the subject
is in the process of implementation. Those who are already out-of-school are being brought back in
to the mainstream of formal school system through condensed modules by Literacy and Non-
Formal Basic Education Department. Such a facility of mainstreaming is available only for the
children in the age cohort of 5-15 years. Beyond 15 years of age, the only opportunity left is adult
education. L&NFBED has opened adult literacy centers in the province to impart literacy and a
lifelong vocational skill for male and female illiterates.
3.2.8: Missing Facilities
1.7% schools are shelter-less, 3.1% schools have dangerous buildings, 18.8% schools are without
boundary walls, 12% schools do not have water facility, 19.1% schools are without toilet blocks,
and 38% schools are without electricity in Punjab. Data presents serious challenges of physical
infrastructure at primary level of education where higher numbers of schools do not have boundary
walls, building, electricity, toilet blocks, and drinking water facility.
Table 37: Missing Facilities 2010-2011
Missing Facilities
Mosque
Schools
Primary Schools
Middle
Schools
Secondary
Schools
Without Boundary wall 1952 (58%) 8225 (19%) 560 (7%) 452 (9%)
Without Building 490 (15%) 495 (1%) 5 (0.07%) 1 (0.02%)
Dangerous Building 205 (6%) 1508 (3%) 74 (1%) 67 (1%)
Electricity 2425 (73%) 19288 (44%) 879 (12%) 99 (2%)
Toilet Block 1914 (57%) 8759 (20%) 410 (5%) 330 (7%)
Drinking Water 1223 (37% 5515 (13%) 291 (4%) 101 (2%)
Source:- Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab

The Government of Punjab had allocated Rs.2 billion for missing facilities in the educational
institutions at Primary, Middle, Secondary & Higher Secondary level in the ADP 2009-10. The
allocated amount however, could not be spent since the re-appropriation was carried out keeping in
view the devastating floods during 2010 and the amount was diverted for the relief operation of 20
million flood affected population in the province of Punjab. During the current financial year, an
amount of Rs.2 billion has been allocated to bridge the missing facilities and Government has
chalked out a roadmap with clear guidelines to ensure that issue of missing facilities in all
educational institutions of the province is addressed during the next 5 years.
Box-6: Missing Facilities and Rationalization Process
The coverage of public sector education infrastructure at primary level is a major issue in Punjab. There are
serious issues of access especially for girls and there is a dire need to open more schools in remote rural and less
privileged urban areas. Contrary to the incessant demand, School Education Department (SED), Government of
the Punjab has closed 896 schools during 2010-2011 33 . The stated rational behind the closure of the schools is the
process of rationalization by SED. The public representatives and parliamentarians has publically criticized the
initiative of SED. The critics are of the view that instead of opening more schools for boys and girls to ensure
access and check drop-out rates, SED is closing the schools. SED however, justifies that some of the close
schools did not have sufficient enrollment. The critics however, rebut the argument stating that had SED been
successful to bring in all the out-of-school children in to schools, the issue of enrollment would not have been
there. It is highly controversial issue and oxymoronic as well. The issue has been raised in the Provincial
Legislature and has been handed over to Special Committee headed by Leader of the Opposition for a report in
the Assembly. There are serious concerns about missing facilities and media reports on this account have
highlighted the issue in Punjab. Taking cognizance of the situation, Chief Minister Punjab has constituted a
committee headed by Secretary L&NFBED to evaluate the quantum of the menace and monitor the pace of
implementation by SED and P&D.
Continuous Professional Development of Teachers is absolutely essential for quality education in
the educational institutions of the province. There are two premier institutions i.e. Directorate of
Staff Development and University of Education, dedicated for pre-service and in-service training of
the teachers in the Province of Punjab.
Box-7: Professional Development of Teachers
The Directorate of Staff Development 34 is rendering valuable / meritorious services in the field of teachers’
training since last 50 years. The institution was established with the name of Education Extension Centre (EEC)
in the year 1959. Since its inception it is contributing positively in the progression of education in the Province by
working as a change agent. The Government has facilitated teacher development by evolving a specific role for
the Directorate as an organization solely responsible for coordinating and ensuring teacher development in the
province. The Directorate was linked with University of Education (UOE) for couple of years. However, it was
delinked from the same in the year 2004 and restructured to become an apex organization for teachers’
professional development. In the year 2006 Punjab Institute of Teacher Education (PITE) and Government
College of Elementary Teachers (GCETs) were also given under the administrative control of DSD. In the year
2009 PITE was merged with DSD in order to strengthen the institution as one unit and for a coordinated effort
towards attainment of its goals. The vision of DSD is to develop a knowledgeable, committed, motivated,
competent and ethically sound cadre of education personnel to ensure the delivery of top quality education to the
students in government schools of Punjab. To establish a system of professional development for teachers and
education personnel for enhancing the quality of learning in the government schools of Punjab.
33 PMIU-PESRP 2011:3 High Schools, 9 Middle Schools, 736 Primary Schools and 148 Mosque Schools were closed
34 http:/www.dsd.edu.pk/page_id=1070
58

3.2.9: Needs, Target Groups, Strategies and Way Forward
The major policy implementation issue is to achieve Universal Primary Education (UPE). The
Millennium Development Goals (MDGs) include eradicating extreme poverty, expanding
education, reducing child mortality rates, fighting disease epidemics and developing a global
partnership for development. The second and third Millennium Development Goals (MDGs)
specifically address education: improvements in literacy, primary and secondary education and
elimination of gender disparities in education. Target 4 deals with elimination of gender disparity in
primary and secondary education and at all levels of education, no later than 2015. Recent statistics
on Punjab’s education indicators show that gender parity indices would hopefully meet the MDG
targets by 2015 but in case of other targets, Pakistan is at the serious risk of not achieving MDGs.
Achieving other targets would require enhanced commitment and intensive efforts. For example,
universal primary education will require expansion of primary education through both formal as
well as non-formal means; through public as well as private sectors; improving quality of
education; involving community participation and other possible strategies.The needs, target groups
and strategies have been elucidated in the matrix in Chapter 7 in Section 7.2
3.3: Elementary Education
3.3.1: Policy
NEP 2009 enjoins the continuation and retention of students at Elementary level since there are
substantial drop-outs. The Policy focuses attention on two large and critical problems facing the
sector: (i) low participation and narrow base of the sector, and (ii) weak quality of provision.
Despite some progress in recent years, access rates remain low. Of those who succeed in
completing Grade-V, there is a further loss to the system through those not making the transition to
the elementary and secondary level. NEP 2009 envisaged that all children, boys and girls,
shall be brought inside school by the year 2015and they must complete compulsory secondary level
of education. Official age for primary education shall be 6 to 10 years. The official age group for
next levels of education shall also change accordingly. Government shall make efforts to provide
the necessary financial resources to achieve the EFA goals. NEP 2009 further elaborates that
wherever feasible, primary schools shall be upgraded to middle level. International Development
Partners shall be invited through a well-developed plan for expanding school facilities. High
priority shall be paid to reducing the drop-out rates. An important element of this effort should be
to provide financial and food support to children who drop-out because of poverty. Food based
incentives shall be introduced to increase enrolment and improve retention and completion rates,
especially for girls.
3.3.2: Current Status, Key Issues and Analysis
Table 38-40 below indicates the state of affairs of Middle Schools in Punjab. The number of Middle
Schools in 2000-01 was 6227 (2558 male & 3669 female) with an enrollment of 15, 18,000 with
34439 teaching staff. The number of Middle Schools soared to 7534 in 2009-10 (3163 male & 4371
female) with a teaching staff of 41208. When compared the progression of Middle Schools to
Primary Schools, it is evident that the number of Primary Schools decreased from 44068 in 2000-01
43970 in 2009-10 whereas the teaching staff in 2000-01 was 62072 reduced to 55797 in 2009-10.
This is also indicative of the fact that Government concentrating on up-gradation of the Primary
Schools to Middle Schools whereas the issue of access at Primary level was not addressed and
opening of Primary Schools did not keep pace with the population growth in the province. This
resulted into more population of children out-of-school. The demand created encouraged low cost
private school system. This also corroborates with the surveys on the subject. According to PIHS
59

2001, the share of private sector in education at Primary level was 21%. The National Education
Census 2006 recorded the share of private sector as high as 42%, the double of 2001. The space
created by the absence of Government Schools was partially occupied by the private sector.
However, the bigger loss has been in the shape of out-of-schools children missed by Government
Schools but at the same time not enrolled in low cost private schools. PEF schools are functional at
primary, elementary and secondary level. In case of far flung areas, with no higher secondary
schools for girls, PEF has started the process of up-gradation of the secondary school for girls. GER
and NER for the middle level with age group 10-12 years old have also been analyzed in PSLM
2010-11.
GER for the middle level, for Pakistan as a whole, remained almost same as 2008-09 i.e. 54 percent.
The middle level enrolment in urban areas also remained the same as in 2008-09 i.e. 71% as
compared to 47% and 46% in 2008-09 in rural areas. Rawalpindi in Punjab for middle class is top
ranked in Punjab, whereas Rajanpur is at 20% and is at the bottom. NERs at the middle level are
much lower than gross enrolment rates. This is due to the large number of overage children that are
enrolled in these classes. The district level comparison within the provinces depicts that more or
less NERs have the same patterns which are observed for GERs PSLM 2010-11 and the figures in
the tables below indicate that GER at the middle level (age 10-12) in urban areas is 73% whereas it
is 70% for male and 77% for female. In case of rural areas it is 58% whereas it is 61% for male and
55% for females. GER for female is higher in urban area than rural areas. The overall GER at the
middle level (age 10-12) is 58 % whereas it is 61% for male and 55% for female.
PSLM 2010-11 and the figures in the tables below indicate that NER at the middle level (age 10-12)
in urban areas is 31% whereas it is 29% for male and 34% for female. In case of rural areas it is
19% whereas it is 21% for male and 17% for females. NER for female is higher in urban area than
rural areas. The overall NER at the middle level (age 10-12) is 23 % whereas it is 23% for male and
22% for female.
60

Table 38: Gross Enrolment Rate at the Middle Level (Age 10-12)
URBAN RURAL TOTAL
DISTRICT
RANK TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
08-09
Pakistan 70 73 71 55 37 47 59 48 54 53
Punjab 70 77 73 57 46 52 61 55 58 57
Attock 76 110 90 87 84 86 85 90 87 4 91
Rawalpindi 99 95 97 75 86 79 85 90 88 3 86
Jhelum 112 87 100 75 81 78 82 83 82 6 87
Chakwal 89 83 86 86 102 93 86 98 92 2 89
Sargodha 82 88 85 72 39 56 74 52 64 16 65
Bhakkar 68 78 73 58 19 40 59 28 45 29 52
Khushab 75 86 80 77 57 68 77 64 71 8 64
Mianwali 68 76 72 77 45 62 76 51 64 15 53
Faisalabad 80 79 80 64 55 60 71 65 68 12 65
Jhang 49 60 54 54 36 45 53 42 47 25 48
T.T.Singh 62 91 76 63 68 65 63 73 68 13 64
Chiniot 54 79 66 55 18 39 55 35 46 27
Gujranwala 71 64 68 65 82 72 68 73 70 10 71
Gujrat 81 68 74 63 91 76 68 84 76 7 85
Sialkot 82 85 83 77 100 87 78 96 86 5 76
Hafizabad 69 70 69 68 45 57 68 52 61 18 61
Mandi 75 112 92 66 55 60 68 62 65 14 65
Narowal 64 90 76 70 65 68 69 69 69 11 64
Lahore 65 80 72 63 67 65 65 77 70 9 71
Kasur 66 72 69 73 49 61 71 55 63 17 48
Sheikhupura 63 81 72 55 45 51 58 57 57 21 61
Nankana Sahib 59 72 64 63 54 59 62 58 60 19 60
Vehari 62 70 67 52 34 43 53 41 47 26 42
Multan 60 65 62 45 37 41 50 46 48 24 46
Khanewal 71 107 90 61 35 48 62 47 55 22 51
Lodhran 53 42 47 44 26 35 45 27 36 34 48
D.G.Khan 60 75 68 38 12 26 40 19 31 36 34
Rajanpur 83 63 71 19 7 14 23 15 20 37 17
Layyah 56 68 61 53 25 39 53 30 42 30 49
Muzaffargarh 69 71 70 32 22 27 37 28 33 35 40
Bahawalpur 50 67 58 36 28 32 40 40 40 32 36
Bahawalnagar 53 62 56 56 41 49 55 45 50 23 33
Rahim Yar Khan 59 81 69 41 27 34 44 37 41 31 37
Sahiwal 65 82 73 63 47 55 63 52 58 20 52
Pakpatten 73 67 70 39 21 32 43 29 37 33 44
Okara 63 66 64 54 31 43 55 35 46 28 54
Source: PSLM 2010-11
61

Table 39: Net Enrolment Rate at the Middle Level (Age10-12)
URBAN RURAL TOTAL
TOTAL
DISTRICTS MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL RANK 08-09
Pakistan 27 31 29 19 14 17 22 19 20 20
Punjab 29 34 31 21 17 19 23 22 23 22
Attock 24 44 32 26 35 29 25 37 30 7 28
Rawalpindi 33 41 37 34 35 34 33 38 35 3 32
Jhelum 51 40 45 31 32 31 35 34 34 5 25
Chakwal 40 46 43 38 40 39 38 41 40 2 37
Sargodha 38 40 39 26 12 19 29 20 25 16 24
Bhakkar 30 30 30 17 6 12 19 10 15 31 16
Khushab 33 28 31 33 27 31 33 28 31 6 21
Mianwali 29 37 33 29 16 23 29 20 25 13 19
Faisalabad 31 34 32 26 23 24 28 27 28 11 25
Jhang 28 21 25 20 15 17 22 16 19 23 22
T.T.Singh 31 32 31 27 29 28 28 30 29 9 23
Chiniot 23 23 23 19 8 14 20 12 17 27
Gujranwala 30 26 28 27 30 28 28 28 28 10 25
Gujrat 29 27 28 20 27 24 22 27 25 15 34
Sialkot 38 38 38 32 38 34 33 38 35 4 36
Hafizabad 33 34 34 24 19 22 27 23 25 12 24
Mandi Bahauddin 25 39 31 16 22 19 17 24 21 21 20
Narowal 30 40 34 24 23 24 25 25 25 14 29
Lahore 28 36 31 20 23 22 26 33 30 8 31
Kasur 24 33 29 23 18 20 23 22 23 19 18
Sheikhupura 28 35 31 21 16 19 23 22 23 18 20
Nankana Sahib 26 34 29 24 16 21 25 20 23 17 23
Vehari 22 40 33 19 11 15 19 17 18 25 16
Multan 26 28 27 16 12 14 19 18 18 24 20
Khanewal 24 39 32 13 15 14 14 19 17 26 18
Lodhran 23 14 18 12 9 10 13 10 11 36 16
D.G.Khan 32 41 37 13 4 9 15 8 12 35 15
Rajanpur 31 25 28 5 2 4 7 6 7 37 5
Layyah 16 20 18 16 11 13 16 12 14 34 15
Muzaffargarh 23 44 33 13 8 11 15 13 14 33 17
Bahawalpur 16 30 23 12 10 11 14 16 15 32 14
Bahawalnagar 23 30 26 21 16 19 22 18 20 22 12
Rahim Yar Khan 20 38 28 16 10 13 17 15 16 28 14
Sahiwal 18 36 27 22 20 21 22 22 22 20 20
Pakpatten 25 23 24 18 8 14 19 10 15 29 16
Okara 26 21 24 18 8 13 19 10 15 30 20
Source: PSLM 2010-11
62

Table 40:-Government Middle Schools for Boys & Girls, Their Enrollment and Teaching
Staff
Category
/ Year
Number of Schools Enrolment(‘000') Teaching Staff
Total Boys Girls Total Boys Girls Total Male Female
Middle Schools
2000-01 6227 2558 3669 1518 703 815 63277 28838 34439
2001-02 6579 2675 3904 1664 794 870 69335 29171 40164
2002-03 6875 2797 4078 1686 804 882 74186 31210 42976
2003-04 6801 2753 4048 1682 783 899 62616 28419 34197
2004-05 7196 2965 4231 1936 904 1032 65690 29882 35808
2005-06 7371 3020 4351 2170 1005 1165 67155 30589 36566
2006-07 7400 3048 4352 2230 1010 1220 68168 30972 37196
2007-08 7457 3084 4373 2184 1001 1183 70772 32212 38560
2008-09 7504 3118 4386 2156 1006 1150 71081 31446 39635
2009-10 7534 3163 4371 2129 997 1132 75910 34701 41209
Source:- Punjab Development Statistics 2010, Bureau of Statistics, Government of the Punjab
Box-8: Role of PEF in Facilitation of Low Cost Private Schools
PEF has been restructured as an autonomous organization by an act of parliament in 2004 to support the
efforts of the private sector in providing quality education to poor segment of the society. PEF has been
assigned the statutory responsibility to promote education through private educational institutions by
establishing and nurturing Public Private Partnership. FAS is the flagship program of the Punjab Education
Foundation to encourage and promote the access to and improve the quality of education. PEF has
demonstrated that through public private partnership, better quality education can be provided at much less
cost as compared to the cost by the Government of Punjab to educate a child in the public schooling
system. The target schools under PEF-FAS are financed up to a maximum of Rs.350 per month for
Elementary Classes and Rs.400 for Secondary Classes as tuition fees and related/allied charges.
• The financial assistance to the recipient schools is linked with the satisfactory performance of the
schools in Quality Assurance Tests (QAT). Financial assistance will be discontinued in case the school
does not meet the quality standards set by the PEF for QAT amended from time to time by Board of
Directors (BOD).
• Schools are regularly monitored by PEF staff to ensure the basic amenities and teaching aids.
• Good performance schools are awarded based on the QAT result. Modalities are decided by BOD.
Assistance to the Private Educational Institutions on Per Child Enrolled Basis and Criteria for Selection.
After entering into partnership with PEF under FAS program, the recipient schools shall not charge
anything in any form from the students i.e. fines, recreation, books fee. Stationery etc. No tuition fee or any
other amount can be charged by the private schools after entering into partnership with PEF.
The education at middle level (Grade-6 to 8) is the crucial threshold for career selection for the
students. Unfortunately there is no career counseling service available in public and private
educational institutions. As a result students do not develop the secure understanding and mental
attitude for a particular field, they intend to pursue later at Secondary, Higher Secondary and
63

Professional Colleges. By now there is a positive move for medium of instructions in English for all
subjects except Urdu and Islamiat. In the past it was difficult for the students to acquaint themselves
with the sudden change of medium of instructions from Urdu to English and face difficulties in
comprehending the arcane technical terminologies in science subjects.
Middle level education is the stage when students enter adolescent age and need special care and
nurture. The mentors at Elementary level do not have any formal training to accommodate the
emotional quotient of the mentees at this stage. There is a need to introduce this particular segment
in the in-service and pre-service teacher training programmes in our institutions. DSD and UOE
have introduced special curriculum for pre-service and in-service training to address this particular
issue. There has to be a change in the official mindset. As a matter of fact there is no competition
between public and private sector. Provision of free and compulsory Secondary Education is the
statutory obligation of the state. Private sector is compensating the Government obligation, offcourse
with a profit motive. The major issue is that students must continue education beyond
Primary to Middle and Secondary level, irrespective of the fact whether he/she is going to a public
or a private school. The state must facilitate the private sector since majority of the schools is in
private sector now 35 .
The Government of Punjab has introduced policy of public private partnership in education. The
initiatives was launched in 2004 by an enactment through the provincial legislature i.e. Punjab
Education Foundation Act 2004. Through this policy intervention, Government is supporting low
cost private schools. Foundation Assisted Schools (FAS) Programme was started as a pilot project
with 54 schools in 2005 and now 1800 low cost private schools are in partnership with PEF. The
provision of service is by private sector with financing by the Government of Punjab. Government
of the Punjab has enhanced the budgetary allocation from Rs.4 billion in 2009-10 to Rs.8 billion in
2010-11 for private sector low cost schools in partnership with PEF.
3.3.3: Needs, Target Groups, Strategies and Way Forward
The major issue at elementary level is sharp reduction in enrolment. The major reason for low
enrollment in Elementary schools is the capacity issues. According to Punjab Development
Statistics 2011 36 Government of Punjab has 43970 schools at Primary level with an enrollment of
47, 94,000 students. The number of Middle schools is reduced substantially and comes to 7534 with
an enrollment of 21, 29,000 students (Annexure-II). Even if it is assumed that some of the students
join private school system charging fee and expensive in nature, it is not difficult to establish that
the students coming from low income families are sure drop-outs. At societal level, this is the first
step towards educational apartheid. In order to address this problem, the definite way of
rapprochement is to enhance access at elementary level by opening more schools and up-grading
the existing primary schools where school strength has risen beyond 500 students. One may
question the inadequate funding and resources for opening new schools but Prime Minister
Mahathir Muhammad of Malaysia once said, “Where there is a will, there is a way. But if there is a
way, will can be found”. Punjab Education Foundation (PEF) has introduced Foundation Assisted
School (FAS) model. FAS works on public private partnership model under the aegis of PEF, an
autonomous organization under SED. Through FAS, it has been demonstrated that better and
affordable quality education can be provided at much lesser cost as compared to public school
35
36
There is no official Census available indicating the exact number, enrollment and bifurcation of teachers and
students in private sector. The only source available is All Pakistan Private School Association. With the
publication of the latest Census, the factual figures will come out.
Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab, Lahore
64

system in public private partnership 37 . At the moment, PEF has entered into partnership with 1760
schools with 1.5 million children, getting quality education in public private partnership at
affordable cost. The needs, target groups and strategies have been elucidated in the matrix in
Chapter 7 in Section 7.2
3.4 : Secondary and Higher Secondary Education
3.4.1: Policy
According to NEP 2009, the secondary and higher secondary school system prepares young people
for life. It has two important roles in this respect–providing skills to the labor market, as many
students leave formal school in gat this time and providing input to the tertiary system, for those
who go on to this level of learning. The system does not provide an adequate base for both these
functions. Quite apart from the quality of instruction at this level, a central question that Pakistan
education policy makers confront is the level of skill development and preparation that can be
achieved by twelve years of school education as a terminal qualification. NEP 2009 further
observed that the system as it exists has short comings in two main respects, it has an arrow base
that leaves a large number of young people outside the system and the quality of skills it produces
is not well matched with the needs of the labor market.
NEP 2009 identified that access and participation rates at this level of schooling in Pakistan are
low in comparison to reference countries. Pakistan’s national average ratio of secondary to primary
school is 1:6 but, in certain parts of the country, it reaches the high figure of 1:13. There is a clear
need for expanding the provision. At the same time, efforts have to be made to cut the high dropout
rates and induce more out of school youths back to the school system, particularly the girls
whose participation is still very low.
3.4.2: Current Issues and Analysis
• Provision of Education at Secondary and Higher Secondary levels shall be expanded,
particularly in the rural areas and of schools dedicated for girls. Priority shall be given to
those locations where the ratio of secondary schools is low.
• Student support shall be increased to prevent students from dropping out of school for
financial reasons.
• Schools shall introduce more student-centered pedagogies.
• Counseling facilities shall be made available to students from the elementary level onwards
in order to constructively utilize their energy, to deal with any displays of aggression
amongst young students and to address any other psychological distress that a student may
be in, by suggesting a suitable remedy.
• Life Skills-Based Education (LSBE) shall be promoted.
• Sports activities shall be organized at the Secondary and Higher Secondary Levels.
• Counseling at higher secondary level must also address the career concerns of young
students and encourage them to take up studies as per their aptitude other than the accepted
fields of study, be it technical, vocational or any other area of study
• Schooling shall also be made more attractive by adding community service programmes.
• Grades XI and XII shall not be part of the college level and shall be merged into the school
level forming part of existing secondary schools, where needed and provision of necessary
37 Malik, A.B (2010): Asian Development Bank, Public Private Partnerships in Education: Lessons Learned from the
Punjab Education Foundation. http://www.adb.org/documents/reports/ppp-education-punjab/ppp-educationpunjab.pdf
65

human and physical resources shall be ensured. This exercise shall be undertaken after a
detailed studies of the failures of previous such efforts.
• A system for ranking of primary and secondary educational institutions across the country
shall be introduced with rankings based on result outcomes, extra-curricular activities and
facilities provided to the students, in order to encourage healthy competition between
schools.
• To create an order for excellence in the country, National Merit Programme shall be
introduced to a ward bright students
Tables 41-45 are figures from PSLM 2010-11 and Table 46 indicates latest figures published by
Government of the Punjab. Table 41 indicates gross enrolment at Matric level (Age 13-14) and
stands at 57 percent as compared to 54 percent in 2008-09 and net enrolment rate are stable at
12%. Rawalpindi with 103% has the highest enrollment as compared to Rajanpur with 19%.
PSLM 2010-11 and the figures in the tables below indicate that GER at the matric level (age 13-
14) in urban areas is 79% whereas it is 80% for male and 77% for female. In case of rural areas it
is 47% whereas it is 57% for male and 35% for females. The overall GER at the matric level (age
13-14) is 57 % whereas it is 65% for male and 49% for female.
PSLM 2010-11 and the figures in the tables below indicate that GER at the matric level (age 14-
15) in urban areas is 75% whereas it is 75% for male and 75% for female. In case of rural areas it
is 50% whereas it is 55% for male and 34% for females. The overall GER at the matric level (age
14-15) is 59 % whereas it is 63% for male and 56% for female.
PSLM 2010-11 and the figures in the tables below indicate that NER at the matric level (age 13-
14) in urban areas is 18% whereas it is 16% for male and 20% for female. In case of rural areas it
is 9% whereas it is 10% for male and 8% for females. The overall NER at the matric level (age
13-14) is 14 % whereas it is 13% for male and 16% for female.
PSLM 2010-11 and the figures in the tables below indicate that NER at the matric level (age 14-
15) in urban areas is 35% whereas it is 32% for male and 38% for female. In case of rural areas it
is 20% whereas it is 21% for male and 19% for females. The overall NER at the matric level (age
14-15) is 25 % whereas it is 24% for male and 25% for female.
66

Table 41: Gross Enrolment Rate at the Matric Level (Age 13-14)
URBAN RURAL TOTAL
DISTRICTS MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
RANK
TOTAL
08-09
Pakistan 80 77 79 57 35 47 65 49 57 54
Punjab 80 82 81 59 44 52 65 56 61 57
Attock 90 93 91 55 55 55 63 62 63 18 70
Rawalpindi 100 101 101 112 95 104 107 98 103 1 93
Jhelum 107 92 100 114 77 94 112 80 95 4 79
Chakwal 110 145 127 106 82 94 107 88 97 3 102
Sargodha 70 70 70 59 50 55 62 57 60 20 60
Bhakkar 119 57 84 47 24 37 55 30 43 29 51
Khushab 130 63 95 88 42 64 100 48 73 7 58
Mianwali 125 54 87 75 55 65 85 55 70 10 68
Faisalabad 79 74 77 80 51 66 80 61 71 9 59
Jhang 79 60 70 54 35 45 61 42 51 24 43
T.T.Singh 84 67 76 63 64 64 69 65 67 11 63
Chiniot 97 31 62 55 9 32 68 16 42 31
Gujranwala 84 93 89 64 73 69 75 83 79 6 66
Gujrat 93 83 88 74 46 58 79 55 65 13 69
Sialkot 68 81 75 47 59 53 51 64 58 22 72
Hafizabad 82 85 83 67 45 57 71 58 65 15 50
Mandi Bahauddin 86 95 91 67 48 58 70 56 63 16 54
Narowal 83 84 84 56 60 58 60 65 62 19 66
Lahore 80 92 87 77 57 68 79 87 84 5 87
Kasur 82 89 86 67 50 59 70 59 65 14 52
Sheikhupura 62 96 76 57 54 55 59 67 63 17 58
Nankana Sahib 55 90 69 75 69 72 70 73 71 8 64
Vehari 58 87 70 56 31 44 57 41 49 27 40
Multan 77 61 70 53 32 43 62 42 52 23 48
Khanewal 113 66 88 46 27 37 56 35 46 28 52
Lodhran 49 65 55 42 21 33 43 26 36 35 45
D.G.Khan 66 71 68 35 8 24 38 19 30 36 40
Rajanpur 66 84 75 16 6 12 20 17 19 37 22
Layyah 74 70 72 62 20 43 64 32 49 26 42
Muzaffargarh 90 57 74 32 32 32 40 35 37 34 29
Bahawalpur 49 78 62 37 24 31 41 41 41 32 42
Bahawalnagar 60 76 68 57 34 45 58 43 50 25 32
Rahim Yar Khan 70 75 72 40 24 33 48 36 42 30 34
Sahiwal 83 75 78 70 59 64 72 62 67 12 56
Pakpatten 35 84 62 50 22 35 47 33 40 33 38
Okara 87 88 88 66 40 54 69 48 59 21 54
Source: PSLM 2010-11
67

Table 42: Gross Enrolment Rate at the Matric Level (Age14-15)
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 75 75 75 54 34 45 61 48 55
Punjab 78 83 80 56 43 50 63 56 59
Attock 75 77 76 50 62 56 56 66 60
Rawalpindi 83 105 93 113 85 99 99 93 96
Jhelum 80 77 79 116 84 99 104 82 93
Chakwal 101 73 84 103 75 88 103 74 87
Sargodha 72 74 73 54 42 49 58 52 56
Bhakkar 89 55 72 44 23 35 50 28 40
Khushab 146 79 113 88 37 59 103 46 72
Mianwali 111 65 90 72 54 64 81 56 69
Faisalabad 83 71 78 67 52 60 74 60 68
Jhang 68 64 66 50 34 42 55 41 48
T.T.Singh 90 67 79 51 65 57 59 66 62
Chiniot 91 31 61 56 9 33 67 17 42
Gujranwala 85 94 89 73 64 68 80 78 79
Gujrat 79 84 81 58 51 55 63 60 61
Sialkot 75 106 89 56 66 61 61 74 67
Hafizabad 72 70 71 70 43 57 70 53 62
Mandi Bahauddin 72 89 81 71 47 59 71 55 63
Narowal 86 77 81 54 55 54 58 59 59
Lahore 81 99 90 72 50 62 79 91 85
Kasur 69 76 72 71 45 59 70 53 62
Sheikhupura 58 84 69 52 52 52 55 63 58
Nankana Sahib 53 67 59 72 79 75 67 76 71
Vehari 74 94 83 46 33 40 51 42 47
Multan 75 56 67 45 36 41 56 44 50
Khanewal 96 63 79 48 24 36 57 31 44
Lodhran 50 47 49 48 19 34 48 23 36
D.G.Khan 69 76 72 32 9 24 36 21 30
Rajanpur 66 80 74 21 8 16 27 22 25
Layyah 71 80 76 56 22 43 59 36 49
Muzaffargarh 80 61 72 32 35 33 39 38 39
Bahawalpur 45 78 59 39 24 32 41 41 41
Bahawalnagar 71 65 68 55 31 42 58 38 48
Rahim Yar Khan 63 81 70 38 23 31 44 36 41
Sahiwal 85 66 73 60 57 59 63 58 61
Pakpatten 48 72 64 43 21 33 44 32 38
Okara 99 84 92 68 34 51 73 41 57
Source: PSLM 2010-11
68

Table 43: Net Enrolment Rate at the Matric Level (Age13-14)
URBAN RURAL TOTAL
DISTRICTS
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
RANK
TOTAL
08-09
Pakistan 16 20 18 10 8 9 12 12 12 12
Punjab 17 25 21 11 11 11 13 16 14 13
Attock 27 33 30 10 12 11 13 16 15 15 10
Rawalpindi 12 22 17 19 32 25 16 27 21 2 16
Jhelum 14 23 18 20 13 16 18 15 16 10 11
Chakwal 26 25 26 29 15 22 29 16 22 1 14
Sargodha 14 25 20 14 14 14 14 18 16 12 16
Bhakkar 23 18 20 13 8 11 14 10 12 25 16
Khushab 16 13 15 17 12 14 17 12 14 17 8
Mianwali 30 19 24 15 20 17 18 20 19 6 16
Faisalabad 12 24 17 19 16 17 16 19 17 7 13
Jhang 17 12 14 19 7 13 19 8 14 19 13
T.T.Singh 22 18 20 16 16 16 18 17 17 8 13
Chiniot 27 11 19 7 7 7 13 8 11 30
Gujranwala 20 32 26 9 18 14 15 25 20 5 17
Gujrat 18 27 23 10 13 12 12 17 15 16 17
Sialkot 21 37 29 5 17 11 8 22 15 13 18
Hafizabad 16 22 19 12 13 13 13 16 15 14 9
Mandi Bahauddin 8 23 16 9 12 10 9 14 11 27 13
Narowal 37 32 34 13 14 14 16 18 17 9 16
Lahore 13 31 23 13 10 12 13 28 21 4 22
Kasur 27 17 22 12 11 11 15 12 14 18 10
Sheikhupura 25 26 25 8 14 11 15 18 16 11 11
Nankana Sahib 3 18 9 18 6 12 14 8 11 28 11
Vehari 21 22 21 13 9 11 15 11 13 21 11
Multan 16 23 19 8 9 9 11 14 12 24 14
Khanewal 24 7 15 7 4 5 10 5 7 35 10
Lodhran 12 14 13 16 9 13 16 10 13 22 15
D.G.Khan 25 26 25 6 1 4 8 6 7 36 10
Rajanpur 16 22 19 2 2 2 4 5 4 37 7
Layyah 13 18 16 9 2 6 10 6 8 33 9
Muzaffargarh 20 17 19 10 9 9 11 10 11 29 9
Bahawalpur 13 17 15 4 3 4 7 8 7 34 7
Bahawalnagar 22 17 20 12 10 11 15 12 13 20 8
Rahim Yar Khan 26 16 22 6 7 6 11 9 10 31 10
Sahiwal 16 21 19 11 10 11 12 12 12 26 15
Pakpatten 10 27 20 8 8 8 8 11 10 32 9
Okara 18 17 17 12 12 12 13 13 13 23 14
Source: PSLM 2010-11
69

Table 44: Net Enrolment Rate at Matric Level (Age 14-15)
DISTRICTS
URBAN RURAL TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL
Pakistan 32 34 33 21 15 18 24 21 23
Punjab 32 38 35 21 19 20 24 25 25
Attock 47 38 43 14 19 16 22 24 23
Rawalpindi 28 41 34 39 43 41 34 42 38
Jhelum 17 46 29 31 32 32 26 36 31
Chakwal 56 61 59 39 34 37 41 38 40
Sargodha 32 55 44 26 16 21 27 28 28
Bhakkar 21 20 20 23 13 18 22 14 19
Khushab 40 21 31 41 18 28 41 19 29
Mianwali 43 23 34 28 15 22 31 16 24
Faisalabad 33 38 35 34 23 29 34 29 32
Jhang 30 29 30 30 16 23 30 19 25
T.T.Singh 46 29 37 19 25 21 24 26 25
Chiniot 23 22 23 17 7 12 19 12 15
Gujranwala 37 46 42 18 31 26 29 38 34
Gujrat 36 50 43 28 20 24 30 28 29
Sialkot 38 40 39 11 26 19 17 29 23
Hafizabad 16 40 29 26 18 22 23 26 24
Mandi Bahauddin 33 43 38 23 22 23 25 26 25
Narowal 50 55 53 24 23 23 27 28 28
Lahore 32 42 37 19 24 21 29 39 34
Kasur 27 38 33 23 24 23 24 27 26
Sheikhupura 34 42 37 20 17 18 25 26 25
Nankana Sahib 13 29 20 28 32 30 24 31 27
Vehari 28 21 25 23 13 18 24 14 19
Multan 23 27 25 16 13 15 19 18 19
Khanewal 45 35 40 12 10 11 19 15 17
Lodhran 13 32 22 22 11 17 21 14 17
D.G.Khan 41 29 35 17 5 13 19 9 16
Rajanpur 30 24 27 7 4 6 10 8 9
Layyah 25 32 29 15 2 10 16 10 14
Muzaffargarh 28 27 28 16 13 15 18 15 16
Bahawalpur 24 31 27 7 11 9 13 17 15
Bahawalnagar 26 27 27 21 18 20 22 20 21
Rahim Yar Khan 35 23 30 13 14 13 18 16 17
Sahiwal 57 28 39 19 24 22 24 25 24
Pakpatten 15 39 31 19 15 17 18 19 19
Okara 33 46 39 22 18 20 24 22 23
Source: PSLM 2010-11
Table 45 below indicates the state of affairs of High Schools in Punjab. There were 4430 High
Schools in the province (2928 male & 1502 females) with 33062 teaching staff in 2000-01. Like
Middle Schools the number of high schools public sector rose to 4839 (2974 male & 1865 females),
with 37957 teaching staff in 2009-10. The former Secretaries of School Education Department were
70

interviewed on this particular phenomenon 38 . They were of the view that private sector came in a
big way to establish low cost private schools at primary level but were shy to establish Middle and
High Schools. The major reason for not entering in this particular arena was the capital investment
required for Libraries, Science Laboratories and Computer Laboratories according to the standards
specified by the School Education Department and respective Boards of Intermediate and
Secondary Education for registration of Middle and High Schools. The registration of the schools is
a pre-requisite for the students of these private schools to appear in the PEC and BISE
Examinations. However, there is a change in the scenario and low cost private primary schools have
started up-grading their institutions to elementary and secondary level gradually after fulfilling the
official requirements of SED and BISE.
Table 45:-Government High Schools for Boys & Girls, Their Enrollment and Teaching Staff
Category
/ Year
Number of Schools Enrolment(‘000') Teaching Staff
Total Boys Girls Total Boys Girls Total Male Female
High Schools
2000-01 4430 2928 1502 2530 1573 957 96086 63024 33062
2001-02 4354 2884 1470 2515 1531 984 88355 57373 30982
2002-03 4464 2959 1505 2549 1551 998 94537 61388 33149
2003-04 4466 2924 1542 2667 1641 1026 83749 54029 29720
2004-05 4482 2929 1553 2789 1694 1095 83103 53520 29583
2005-06 4498 2938 1560 3000 1821 1179 83472 53717 29755
2006-07 4541 2932 1609 3063 1842 1221 84449 54078 30371
2007-08 4669 2958 1711 3074 1823 1251 89117 56089 33028
2008-09 4717 2960 1757 3050 1807 1243 90245 55663 34582
2009-10 4839 2974 1865 3051 1774 1277 97798 59841 37957
Source: - Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab
One can easily understand the rapid expansion of private school system and 40% drop-out rate in
Grade V and 77% drop-outs at Elementary level. The Primary School consists of classes 1-5,
Elementary School 0-8, High School 0-10 and Higher Secondary School 0-12. The quality is a
serious issue in public schools. The private sector has tagged all their schools as English Medium
Schools. The parents are ready to pay for their children in a private school in search of quality. The
results announced by Government owned and run Boards of Intermediate and Secondary Education
and Punjab Examination Commission in 2011, indicate that quality in private schools is better than
public schools. The most recent results announced by the Boards in Punjab testify that all top
positions have gone to private schools. The reasons of deterioration of quality in education in public
schools are many. This includes teacher’s absenteeism, truancy, corporal punishment, political
influence in the postings and transfers of teachers, absence of accountability and transparency
mechanism and above all no impact in terms of compensating feedback in to the system on the basis
of monitoring and evaluation reports submitted by District Monitoring Officers in the Districts.
38 The former Secretaries of School Education Department, Mr. Khalid Akhlaq Gillani, Mr. Hasan Nawaz Tarar, Mr.
Imtiaz Tajwar, Mr. Zahid Saeed and Mr. Afaq Hussain Qazi were interviewed.
71

3.4.3: Vision of Higher Education Department 39
Enlightened and prosperous Punjab reinforcing knowledge economy through equitable, quality
learning at tertiary level
3.4.4: Policy Interventions of Higher Education Department
• Improving quality of education
• Providing opportunity for equitable access to Higher Education
• Rehabilitation and development of college infrastructure
• Revamping of college education by developing strong relationship between tertiary
Education and job market
3.4.5: Objectives/Strategic Interventions of Higher Education Department
• Improving college infrastructure through provision of missing and additional facilities for
public sector colleges
• Promotion of Science and Computer education at tertiary level
• Capacity building of Managers and Administrators of Higher Education Department
• Use of Management Information System for decision making
• Development of monitoring and evaluation system
• Provision of merit scholarships for professional education
3.4.6: Reforms initiated by Higher Education Department
(i)
(ii)
(iii)
Internal Merit Scholarship for Professional Students
To recognize the brilliance of talented students, a scheme for grant of scholarship for
professional students has been included in the Development Programme 2010-11.
Parameters of the Scheme
• The Scholarship is for degree program and will be paid annually and continue for
full study cycle. It covers annual academic charges of the institution (tuition fee etc.)
as well as other expenses.
• The Scholarship is to be awarded on merit, to the students enrolled in professional
disciplines in the Public Sector Universities/Institutions of the Punjab and is not to be
awarded to the students admitted in the university on any quota or self-finance basis.
Punjab Education Endowment Fund
Punjab Educational Endowment Fund (PEEF) is an initiative of the Government of Punjab
with the objective of providing scholarships/monetary assistance to talented and needy
students for pursuing quality education with equal opportunities. To make it more efficient,
transparent and autonomous in its functioning, it has been established under Section 42 of
the Companies Ordinance, 1984. The Endowment fund has been established with initial seed
money of Rs 2 billion, which is proposed to be raised subsequently. Investment proceeds out
of this fund will be utilized for providing the scholarship. At this point, students belonging
to Government institutions are considered for these scholarships, however, it will be
extended to other sectors in due course of time. Allocation of these scholarships will be on
this basis of tehsil and district wise results of students. Special treatment will be given to the
students of fifteen less developed districts of the Southern Punjab, Special quotas for
orphans, children of Government employees (up to BS-14), disabled, minorities and widows
have also been allocated. Bright and needy students of other provinces including Azad
Kashmir will also be provided opportunities for higher education through this programme.
39
Medium Term Development Framework 2010-13 and Development Programme 2010-11, Government of the
Punjab
72

(iv)
(v)
Provision of Missing Facilities in Colleges
Punjab Government has embarked upon a comprehensive plan to enhance the quality of
college education with special focus on improvement of physical infrastructure of college.
Punjab Education Sector Reforms Programme (PESRP) was launched in college sector in
financial year 2006-2007. Under PESRP, the department is providing missing/additional
infrastructure facilities like boundary wall, toilets, building, furniture etc. to the colleges all
over the Punjab. For provision of facilities to colleges (non-civil work) like transport and
equipment, an umbrella scheme has been approved by the PDWP for a cost of Rs 1068.810
million. In financial year 2009-10, 900 computers were purchased for 376 colleges of the
province. Other items will be purchased for all the colleges in the financial year 2010-11. It
is pertinent to mention that 14 items are meant to be provided under the mega project.
4 Years BS Program
Title of Project
College Sector Reforms Program
Cost
Rs 1000 million
Allocation for 2010-11
Rs 150 million
Higher Education Department has also decided to introduce 4 years BS program in the
public sector college through the province. For the purpose 26 colleges have been identified
so far. The scheme would be extended to all the colleges of the province in the coming
years. The program has already been launched by the public sector universities and now it
will be offered in the public sector colleges.
(vi) Provision of Post Graduate Blocks 40
Higher Education Department intends to provide post graduate facility at all District
Headquarters and for the purpose 24 sites have been identified where post graduate facility
is not available either for male or female population of area. The above mentioned scheme,
included in the ADP, will be executed through NLC.
Table 46: Trend of Allocations (Rs. In millions)
Financial Year Original Allocation Revised Allocation
2005-06 1200 1499.791
2006-07 2900 2749.24
2007-08 9936 4945.14
2008-09 9100 7257.579
2009-10 6125 6561.790
2010-11 6350.000
Source: Medium Term Development Framework 2010-13
Out of the allocation at Table above, an amount of Rs.2719 million is for ongoing programmes i.e.
provision of missing facilities and up-gradation of colleges. An amount of Rs.660 million is for
establishment of new colleges. An amount of Rs.393 million has been earmarked for University of
Gujrat and an amount of Rs.383.760 for support to the Universities in Punjab.
40
Medium Term Development Framework 2010-13 and Development Programme 2010-11, Government of the
Punjab
73

3.4.7: Student Teacher Ratio at Primary, Middle and High Schools
Table 47: Student Teacher Ratio of Schools
Sr.
No.
74
Category of
School
Total
Enrollment
Total
Teaching
Staff
Student
Teacher
Ratio
(STR)
Male
Enrollment
Male
Teachers
Male
STR
Female
Enrollment
Female
Teachers
1 Mosque
Schools
212000 5039 42 209000 4980 42 3000 59 51
2 Govt.
Primary 4794000 120695 40 2667000 64898 41 2127000 55797 38
Schools
3 Govt.
Middle 2156000 71081 30 1006000 31446 32 1150000 39635 29
Schools
4 Govt. High
3051000 97798 31 1774000 59841 30 1277000
Schools
Source:- Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab
37957 34
Female
STR
The Student Teacher Ratio (STR) in Mosque schools is 1:42, Government Primary School, 1:40
Government Middle Schools 1:30, Government High Schools 1:31. STR in case of male students in
Mosque schools is 1:42, Government Primary Schools 1:41, Government Middle Schools 1:32, and
Government High Schools 1:30. STR in case of female students in Mosque schools is 1:51,
Government Primary Schools 1:38, Government Middle Schools 1:29, and Government High
Schools 1:34. The enrollment in High Schools substantially increases as compared to enrollment in
Middle Schools. The major reason for this enhancement in enrollment is less number of private
education institutions at secondary level. The students graduating from low costs middle schools
seek admission in Government High Schools after passing PEC Examination.
3.4.8: Needs, Target Groups, Strategies and Way Forward
The secondary school Net Attendance Rate (NAR) is similar for girls (28%) and for boys (30%).
NARs are especially low in rural areas (23%), for children aged 10 years (5%), for children of
mothers with no education (21%) and children in the lowest wealth quintile (8%). Almost two in
five (43%) of children of secondary school age are in primary school and 29 % are out of school.
The middle/ secondary NAR is greater for boys than girls. More secondary school-aged rural
children (33%) are out of school compared to urban children (17%) and more are attending primary
school. 57% attend government schools and 43 % attend private schools.
In rural areas, more children attend government school (69%) than private (30%). Mothers with
middle or higher education are more likely to send their children to private schools than those with
primary or no education. As expected, the type of school strongly correlates with the wealth index.
The type of school also varies markedly by district: more children attend private schools than
government schools in Lahore, Gujranwala, Sialkot, Faisalabad, Rawalpindi, Sheikhupura and
Gujrat Districts. The gross primary attendance rate, which considers the number of children of all
ages who are attending primary school as a %age of the total number of children of primary school
age (5-9 years). The Gross Attendance Rate (GAR) at the primary level in the Punjab is 97%. The
rates vary by sex, area of residence, mother's education, wealth index, division and district. Boys
have a higher rate (102%) than girls (93%) and urban areas have higher rates (109%) than rural
areas (93%). Thus more boys than girls and more urban children than rural-dwellers (of all ages)
attend primary school.
Gross primary attendance rates increase sharply with the wealth index, from 62% in the lowest
quintile to 113 % in the highest. Overall, about half of children of primary school age in the Punjab
attend primary or secondary school (53%). Boys have a slightly higher NAR (54%) compared to

girls (52%). In urban areas, 64 % of primary school-aged children attend school compared to only
49% in rural areas. This disparity is more pronounced for girls (urban 65%; rural 47%) than for
boys (urban 62%; rural 51%). Attendance rates are lowest for children 5 years of age at only 19%.
This may be due to the fact that many children enter school at age 6 rather than age 5. School
attendance increases with mothers' education: (higher education 73%; secondary 72%; middle 67%;
primary 65%; no education 46%. (MICS 2007-08, Punjab Development Statistics, 2011). The
number of institutions at Secondary and Higher Secondary level sharply decreases in terms of
schools, teachers and students. At Middle school level number of public schools is 7534 whereas at
Secondary level the number of schools decreases to 4839 and at Higher Secondary level is further
reduced to 518. In case of gender parity, the chasm further widens because the number of male
schools at High School level is 1865 whereas it is 1947 in case of females. Similarly at Higher
Secondary level, the number of male school is 2974 as compared to 1865 as described in Table
above. Similarly in Urban Rural terms, the distribution of schools is even more inequitable. The
needs, target groups and strategies have been elucidated in the matrix in Chapter 7 in Section 7.2
3.5 : College/Tertiary Education
3.5.1: Policy
Higher Education is the capital investment aimed at producing knowledge workers for knowledge
societies leading to knowledge economies. NEP 2009 aims at getting maximum number of students
enrolled in colleges and universities. Highly qualifies human resource through higher education
trampoline economic growth and development. The Higher Education Department (HED) has
identified governance as one of the major debilitated factor. The posting and transfer of the college
teaching and non-teaching staff is made on the political pressure and ultimately the worst sufferers
are the students, teachers and communities. At times, a professional with a specialization in a
particular subject is posted in a college where no student has taken up that subject. Contrary to this,
there are colleges with students in that particular subject and the professor has got himself
transferred to a place of his/her own choice.
The initial recruitment of Lecturers in colleges is made on the basis of demand from a particular
place but after appointment, the incumbents use political influence to get transferred to their
favorite destinations. There is no scientific mechanism for monitoring in Higher Education
Department. School Education Department has a specialized agency PMIU under the umbrella of
PESRP and field presence in the shape of District Monitoring Officers (DMOs). DMOs are
continuously monitoring School Education Department Educational Institutions. Based on the
compensating feedback of DMOs, formative monitoring is possible. Formative monitoring by
DMOs helps to reinforce, balance and enrich the process continuously. In case of HED, this
intervention is missing. Without monitoring, it is exceedingly difficult to conduct performance
evaluation of the teaching professionals. The examination body for intermediate colleges is the
respective Board of Intermediate and Secondary Education, under the administrative control of
HED. It is comparatively easier for HED authorities to access the data and result of the students
appearing in examination at intermediate level whereas the examination of degree colleges and
post-graduate colleges is conducted by different Universities. The Universities are financed by the
Higher Education Commission (HEC) and are autonomous.
3.5.2: Issues and Analysis
Due to institutional gap and symmetrical information flow, HED is debilitated to have easy access
and control on the data with different Universities. HED does not have College Management
Information System (CMIS) in place whereas other departments have their own Management
Information System (MIS). MIS in different department makes it easier to make informed decision
75

making and carryout performance evaluation. Punjab has a separate Higher Education Department
(HED) headed by a Provincial Secretary to the Government of the Punjab. The following Tables
above indicate enrollment (male and female), staff strength, development and non-development
expenditure.
Table 48:-Enrolment in Arts & Science Intermediate, Degree Colleges and Higher Secondary
Schools by Study Group and Sex
Study Group
2008-09 2009-10
Total Boys Girls Total Boys Girls
Total 777103 341647 435456 806227 350032 456195
i) Intermediate Classes 545216 262392 282824 598273 281270 317003
a) Pre-Medical 72178 26104 46074 81264 26389 54875
b) Pre-Engineering 81210 64437 16773 94780 74071 20709
c) Computer Science 54205 26752 27453 60716 30859 29857
d) Humanities 275771 100515 175256 294379 102986 191393
e) Commerce, Home 61852 44584 17268 67134 46965 20169
Economics/Others
ii) Degree Classes 208459 71004 137455 189854 63133 126721
a) B.Sc. 35269 12823 22446 35226 13603 21623
b) B.A 131834 29926 101908 119657 24905 94752
c) BSc 4558 2197 2361 3243 1718 1525
d) B.Com 33345 24165 9180 30857 22521 8336
e) Others 3453 1893 1560 871 386 485
iii) Degree Classes 23428 8251 15177 18100 5629 12471
a) M.Sc. 8360 3586 4774 5560 2164 3396
b) M.A 15068 4665 10403 12425 3384 9041
c) M.com 0 0 0 115 81 34
Source: Punjab Development Statistics 2010-11, Punjab Bureau of Statistics Lahore
Table 49:-Post - Graduate Enrolment in Affiliated Colleges
Year Total Punjab University Multan University Bahawalpur University
2000-01 10945 8063 2130 752
2001-02 11446 8622 2064 760
2002-03 12182 9158 2325 699
2003-04 14673 11393 2540 740
2004-05 17150 13440 2910 800
2005-06 13361 8461 3596 1304
2006-07 20561 14875 4123 1563
2007-08 24742 18779 4311 1652
2008-09 23428 17695 4047 1686
2009-10 17501 10419 4245 2837
Source:- Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab
76

Table 50:- Arts and Science Colleges for Boys and Girls, Enrolment and Teaching Staff
Year
Number Enrolment(‘000`) Teaching Staff
Total Boys Girls Total Boys Girls Total Male Female
Inter & Degree Colleges
2000-01 510 269 241 437 205 232 15817 9260 6557
2001-02 514 267 247 462 219 243 15168 8726 6442
2002-03 531 271 260 492 234 258 16248 9258 6990
2003-04 585 299 286 548 258 290 17371 9693 7678
2004-05 618 332 286 600 274 326 18421 10081 8340
2005-06 672 339 333 619 273 346 19131 10677 8454
2006-07 694 354 340 651 285 366 20049 11332 8717
2007-08 744 379 365 675 306 369 20255 11448 8807
2008-09 839 447 392 704 335 369 22454 12979 9475
2009-10 901 460 441 724 339 385 23096 12623 10473
Table 51:-Arts & Science Colleges for Boys & Girls, Enrolment and Teaching Staff
Year
Number Enrolment(‘000`) Teaching Staff
Total Boys Girls Total Boys Girls Total Male Female
Inter Colleges
2000-01 149 90 59 29 16 13 2253 1573 680
2001-02 149 89 60 31 18 13 2140 1497 643
2002-03 156 92 64 32 19 13 2482 1740 742
2003-04 181 104 77 34 20 14 2934 1909 1025
2004-05 202 110 92 38 20 18 3207 1961 1246
2005-06 203 113 90 40 22 18 3419 2181 1238
2006-07 204 114 90 44 24 20 3591 2213 1378
2007-08 177 94 83 34 18 16 3460 2062 1398
2008-09 214 123 91 41 24 17 3948 2369 1579
2009-10 226 120 106 52 29 23 4007 2316 1691
Degree Colleges
2000-01 361 179 182 408 188 220 13564 7687 5877
2001-02 365 178 187 431 201 230 13028 7229 5799
2002-03 375 179 196 460 216 244 13766 7518 6248
2003-04 404 195 209 514 238 276 14437 7784 6653
2004-05 455 222 233 562 255 307 15214 8120 7094
2005-06 469 226 243 579 251 328 15712 8496 7216
2006-07 490 240 250 607 261 346 16458 9119 7339
2007-08 567 285 282 641 288 353 16795 9386 7409
2008-09 625 324 301 663 312 351 18506 10610 7896
2009-10 675 340 335 672 310 362 19089 10307 8782
Source:- Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab
77

Table 52:-Number of Higher Secondary Schools for Boys & Girls, Enrolment and Teaching
Staff
Year
Number
Enrolment (‘000`)
Teaching Staff
I-X Classes
XI-XII Classes
Total Boys Girls Total Boys Girls Total Boys Girls Total Male Female
2000-01 378 210 168 245 121 124 37 17 20 4505 2880 1625
2001-02 380 212 168 259 130 129 40 20 20 4279 2702 1577
2002-03 387 217 170 262 126 136 46 23 23 4222 2660 1562
2003-04 427 237 190 295 147 148 51 26 25 4630 2875 1755
2004-05 487 262 225 322 154 168 58 28 30 5277 3034 2243
2005-06 491 262 229 393 187 206 60 29 31 4959 2901 2058
2006-07 523 273 250 420 196 224 68 32 36 4863 2827 2036
2007-08 558 289 269 365 177 188 71 35 36 5511 3156 2355
2008-09 587 288 299 373 178 195 73 34 39 6122 3149 2973
2009-10 636 300 336 385 185 200 82 38 44 6588 3369 3219
Source: - Punjab Development Statistics 2011, Bureau of Statistics, Government of the Punjab,
Table 53: Development & Non-Development Budget of Higher Education Department
Year
Non
Development
Budget
Development
Budget Rs in
Million
Total Rs in
Million
Revised
Development
Budget
Utilization
Utilization
Development
2006-07 13678.498 2900.00 16578.498 2749.007 15134.51 91.26%
2007-08 7332.479 9936.00 17268.479 4945.140 16771.14 97.12%
2008.09 13678.498 9100.00 22778.498 6269.977 22095.14 97.00%
2009-10 7869.782 6125 13994.782 13994.782 13434.99 96.00%
Source: Higher Education Department, Govt. of the Punjab 2009-10
Figure-6: Development & Non-Development Budget of Higher Education Department
78

3.5.3: Needs, Target Groups, Strategies and Way Forward
The Higher Education is capital investment. In terms of access there are issues of infrastructure
inadequacies in the existing intermediate, degree and post-graduate colleges. In terms of new
colleges in different parts of the province and up-gradation of existing colleges from intermediate to
degree and degree to post-graduate level, there are financial constraints. In addition to low
budgetary support, there are issues of location for the establishment of new colleges, since the
political economy in the province has their own choices whereas it may not necessarily coincide
with the actual need of the people in the area. During the past, so many intermediate colleges were
opened on political recommendations and as a consequence are not functioning at all. The fact
remains that there are certain areas where access to college education is the dire need but it has been
denied due to political reasons. Constant up-gradation of curricula is the basic ingredient to ensure
quality education. HED does not have institutional arrangement for curriculum development at
provincial level. As a matter of fact HEC also is not well equipped with the specialty to up-grade
curriculum, impacting the quality of textbooks and other publications on a particular subject. HED
does not have institutional arrangement for continuous professional development of the faculty. In
case of SED, there are dedicated institutions like Directorate of Staff Development, Government
Colleges for Elementary Teaching and University of Education whereas HED does not have a
single professional development facility for the capacity enhancement of faculty engaged.
Consequently the workforce engaged by HED is unable to access the latest developments in a
particular field of knowledge. This securely impacts the knowledge dissemination by the respective
faculty to the students. Faculty is the single most important variable for quality education since it is
the axle of interaction between mentor and mentee, on which the quality turns. HED has issues with
the examination system since it is based on memory of the students instead of secure understanding.
There is an issue of applied knowledge with the graduates since the information memorized by them
cannot be applied in actual practical theatrics. HED has also recognition and equivalency issues. To
accommodate this short coming, HED introduced baccalaureate degree for 4 years after
intermediate on the pattern of premier institutions around the globe. The initiative was politically
thwarted by the vested interests and the programme delayed by few years. After a lot of efforts by
the present regime, the system has been put in place but the issue of qualified, satisfied and
competent faculty remains there since quality will remain a far-cry without reflective and reflexive
practioners. By now baccalaureate degree programme has been introduced in 26 Public Sector
Colleges. HED has developed performance evaluation criteria for the promotion of Lecturers,
Assistant Professors, Associates Professors, Professors and Principals. The criteria developed by
HED will help to promote the right people for the right slots and retain the knowledge workforce
only on the basis of competence and the delivery. HED has also introduced bonus system as an
incentive for the teaching staff. At the same time academic accountability will be ensured through
performance evaluation criteria. HED has plans to introduce one-window operation to address the
demands of the teaching and non-teaching staff. A plan is being conceived for setting up a center of
excellence for the continuous professional development of the teaching staff in HED. The needs,
target groups and strategies have been elucidated in the matrix in Chapter 7 in Section 7.2
3.6 Technical & Vocational Education
3.6.1: Policy
Like all other sectors of education in Pakistan, Technical and Vocational Education (TVE) also
suffers from issues of access as well as quality. While theoretically it caters to the market needs,
practically it meets a very small portion of the demand. In most countries, the relative share of the
applied segment of the tertiary sector is higher than 18.5% in Pakistan. Hence, the base of technical
and vocational skills provided to the economy in Pakistan is narrow. The inadequate quality stems
from both a smaller number of total years of preparation and limitations of the curriculum,
compared to the more advanced systems as well as the issue of availability of quality instructors.
79

The parts of pre-independence India which became part of Pakistan had a very low industrial base,
inheriting only 4% of the total industrial sector. Pakistan progressed rapidly in the 50s from this
low base that continued to early 60s. To meet the requirements of a growing manufacturing sector,
technical and vocational training systems were expanded and strengthened. However, after the
initial success subsequent investment in the sector failed to keep pace with the changes in the
market requirements. On the demand side, jobs in the public sector continued to be a priority. Most
of these jobs did not require specialized skills and even a general matriculation certificate with no
technical or vocational content was deemed satisfactory to fill the junior level administrative and
service jobs. The academic degrees of Bachelors of Arts and Masters of Arts were sufficient to fill
the requirements for higher level jobs. This tradition has largely been maintained since the
Independence, even though the economic structure of the country has changed significantly. The
demand-pull effects have had limited effect on educational provision. On the supply side, the
certificate and diploma programmes do not seem to have a progression ladder into higher level
skills. They do not provide entry claims into the tertiary sector with credit recognition in both the
academic and applied streams.
In addition to this blocked forward linkage, the back ward linkage with apprentice training in the
traditional sector is missing. There is no provision where by the traditional apprenticeship
experience in the non-formal sector could be assessed and certified for entry into the formal sector
of vocational education. The current TVE certificate stream is too narrow in its scope and does not
cover the large variety of skill straining that takes place in the traditional sector. Two way crossover
between the academic and the applied/ professional streams is lacking in the system. The
absence of a well-articulated qualifications system is a major structural short coming. The problem
of a fragmented structure of governance, endemic to the education sector, also plagues the technical
and vocational sub-sector. Many institutions and jurisdictions are involved in governance of this
field without a clear demarcation of their respective responsibilities. There is no focal point for
coherent planning for the sector. At the same time, the voices of important stakeholders such as the
business sector are not adequately taken into account in shaping the content, structures and
certification of study programmes. The TVE sector does not benefit from good collaboration and
input from the business sector, such as for updating its equipment and teaching materials.
Resultantly, there are perennial complaints from employers about the substandard quality of the
skills available in the market. The Policy recognizes the high importance of developing a broadbased
and high quality sector for providing technical skills.
3.6.2: Current Issues and Analysis
As the manufacturing and services sectors have expanded, skill requirements of the country have
changed as well, and there are needs for technical and vocational skills even in the traditional
sector as it adopts more productive techniques of production. The technical intensity of
production processes will increase as new technologies become more pervasive, thereby raising the
demand for TVE skills of a higher quality. In a global environment that permits easy flow of
investments and people the TVE sector in Pakistan needs to have a forward looking supply strategy
of producing a sophisticated skill base. Pakistan, as already stated, has a comparative advantage in
the labor market due to its population size. Unfortunately it has so far failed to optimally benefit
from this endowment. In comparison, India has developed a wider and more qualified skill base to
the point that it can export high value added services. The forecasted demographic transition over
the next few years shows the young population of 15-24 years to grow and peak in 2015. The
current global talent deficit is expected to expand rapidly and Pakistan needs to be well poised to
benefit from this expanding demand. This is an opportunity for the TVE to substantively contribute
to the country’s growth potential. As far as Vocational Training is concerned various experiments in
the country have not succeeded and most reform proposals invite controversy. A major deficit has
been an absence of focused research into the causes of this failure and potential remedies. The major
80

challenges are:
• Schools did not have enough budgets to meet the equipment requirements for sustaining
vocational trainings.
• Adequately skilled teachers for these programmes are not available. The curricula assume
prototypes that do not cater to differential sin market requirements across districts or other
geographic divides like rural-urban, etc.
• The Policy addresses three principal problems faced by the sector: (i) its weak linkages
with other education sectors and the labor market, (ii) deficiencies in the governance of the
sector; and (iii) the need to expand supply of technical skills of good quality.
• In puts of all stakeholders like Industrial/ Agricultural/ Service Sectors & Business
Community etc. shall be institutionalized to ensure their inclusion in all current and future
reforms of TVE to enable the sector to meet market needs.
• Skills Standards and Curriculum should be developed and standardized at National Level.
• The TVE curriculum shall be developed in standardized modules for each trade to eliminate
differentials across various training institutions to provide opportunities to the trainees for
horizontal/upward mobility and also help in assessment and certification of apprentices in
non-formal sectors for their entry into formal vocational/technical sectors.
• TVE shall be extended according to the need of the area i.e. Tehsil, District and Division.
• Skills-based vocational training courses, relevant to local labor market, shall be offered to
the graduates of literacy programmes by the National Education Foundation,
provincial/area literacy department/ directorate and relevant NGOs.
• Level-wise pre-requisites for entry as a teacher in TVE shall be defined and Teacher
professional development shall be focused as an ongoing process.
• Terms and conditions of service for TVE teachers shall be compatible with market demand
of their services and skills.
• Local conditions and requirements must be considered while making any recommendation
for replication of TVE model, implemented in other countries.
• A study to evaluate failures of vocational training intervention at school level shall be
commissioned to make more realistic recommendations, including cost requirements, for
making it part of general education up to Secondary School Level.
• Technical & vocational education institutions shall particularly focus on agro-based
vocational skills to deal with both agriculture and live stock.
• Curricula for vocational education shall allow flexibility for adaptation as per requirements
of local market including absorption of future changes in the market.
• Technical education institutions, if start offering degree programme, shall also seek
clearance from Pakistan Engineering Council before launching such programme.
• Governments shall take practical measures to remove social taboos attached to TVE and
promote dignity of work in line with teachings of Islam.
81

Box-9 Technical and Vocational Education
Pakistan is a signatory of Asia Pacific Accreditation and Certification Council (APACC). However, we have not
yet fully capitalized on the value that it brings. There is even little awareness about its utility. TEVTA has a huge
challenge in terms of expansion in infrastructure with focus on core issues of Curriculum Reform, Human Resource
Development, Curriculum Complaint Lab Structure, Evaluation Excellence, International Recognition/Equivalence
and Placement Facilitation. TEVTA has to meet the international standards of collaboration and accreditation in
order to design and development certification system. TEVTA has a challenge to design specific policies, criterion,
indicators, instructions and formats for accreditation, certification activities of TEVTA and develop model
institutes by implementing the methodologies of accreditation & certification activities. TEVTA has to develop
professional certification and licensing for accreditation & certification of TEVTA and Non-TEVTA institutions
and develop and maintain the standardized operational quality management system for self-evaluation and
continual improvement in TEVTA. TEVTA has to assume assuring credibility and value of institutional trainings
for credit transfer facility at National and International levels. TEVTA has to devise system for linkages with local
and international employment sector as export oriented outfits for workforce mobility. TEVTA is in the process of
developing a standardized system for accreditation and certification of Private/Non-TEVTA institutions for
accreditation with TEVTA to team up and synergize for maximum efficiency.
TEVTA has collaborated with qualifications and curriculum authority (QCA) UK through city and
Guilds/UK Universities, Technical and further education (TAFE), Jonkoping international school of
business (JIBS) Sweden, UNESCO, UNIDO, OPEC (OFID), GIZ, Turkish Ministry of National
Education TEGV, ISMEK, ILO and USAID. The international collaboration has helped TEVTA to
improve its standards gradually but there is a need for continuous improvement. TEVTA has
entered into partnership with NGOs, School Education Department, Technical and Vocational
Centers in both Public and Private Sector. The objective is to provide maximum opportunity to train
workforce utilizing the existing industrial setup for practical training and the employers bear the
cost of training and stipend for apprentices. TEVTA has common concern for coordination for
national qualification framework development, coordination for developing a national skill strategy,
coordination for developing consensus for curricula development for DAE courses and sharing of
resources – national and international.
3.6.3: Needs, Target Groups, Strategies and Way Forward
After the 18 th Amendment the Constitution of Pakistan, Education including Technical Education, is
now a provincial subject. Pakistan is suffering from both skills shortage and skills gap. The total
number of persons enrolled in Technical and Vocation Training Institutes is only 1.3% of about
300000/- people in the age cohort of 14-19. The percentage is dangerously low when compared
with numbers of 35-60% for OECD Countries and 6-20% for the Asia Pacific Economies. There is
a major mismatch between desired and actual quality levels and relevance. Pakistan’s growth and
development is limited by lack of competence in both hard and soft skills. The nature of work and
demands for skills is changing in Pakistan and employment opportunities are shifting across
industries and occupations. The profile of the Pakistani workforce in 2008 shows share of
employment in Agriculture 43%, services 36% and industry 20%. National survey also indicate that
over 8 million workers have moved away from Agriculture into services and industry since 1995,
with the service sector observing nearly 55% of such persons. This has to be seen in the context of a
steady migration from Rural to Urban areas.
The grave mismatch between demand and quality skills is clear from labor survey over the period
which indicates that 59.2% of the unemployed are literate or semi-literate. 33.6% of the labor force
possesses less than 1 year of education while 70% has less than 8 years of schooling 41 . The subject
of technical and vocational education is being dealt by two organizations in Punjab i.e. Technical
41
TEVTA Annual Report 2010-2011
82

and Vocation Education Authority (TEVTA) and Punjab Vocational Training Council (PVTC).
TEVTA was formed through an Ordinance in 1999 which has now become an Act of Legislature,
‘TEVTA Act 2010’. TEVTA is responsible for apprenticeship programme implementation under
Apprenticeship Ordinance. TEVTA is also responsible for national level coordination with all
Governments and Private Sector Stakeholders. It’s a regulatory body for private sector institution in
Punjab and is controlling body of Punjab Board of Technical Education and Trade Testing Board
Examination Bodies that affiliate Technical and Vocational Training Institutions. TEVTA works
outside the P&D and Finance Department procedures in Development Planning. A single line
development grant is allocated to TEVTA from the ADP and flexibility to work outside the normal
Government business process is allowed since Government procedures are at times cumbersome
and cause delay in implementation. The needs, target groups and strategies have been elucidated in
the matrix in Chapter 7 in Section 7.2
Figure-7: Expenditure by Level of Education Challenge 42
EXPENDITURE BY LEVEL OF EDUCATION
% Distribution
50
40
30
20
10
0
2001-02
2002-03
2003-04
2004-05
2005-06
Primary
Secondary
Gen. Univ
Colleges
Prof / Tech.
Univ.
Teacher and
Tech. Training
Other Edu
Institutions
1
42
Khan, S.H.(2007) Financing Higher Education: A view from the Planning Commission. Conference on Higher
Education, GCU, Lahore
83

Figure-8: Number Game and Drop-Out Challenge
NUMBER GAME AND DROP-OUT CHALLENGE
18
9
16
The Dropouts
8
Enrollment, m
Enrollment, Million, 2007
14
12
10
8
6
4
Dropouts (m)
Dropout Factor
7
6
5
4
3
2
Dropout Ratio
2
1
0
0
primary middle high Tech/Voc
Category
16
Figure-9: Position of Pakistan in the Comity of Nations 43
Position of Pakistan in the Comity of Nations
Percentage Enrolled
( 11-17 or 12-17 age)
45.0
40.0
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
Australia
41.3
Fig 3. TVE in Some countries
32.5
30.3
28.0
19.4
20.6
12.8 12.7 15.5 8.3 5.9
3.0
1.3 1.6
Switzerland
Sweden
France
S. Korea
Japan
Thailand
Iran
Malaysia
Country
Brazil
Pakistan
Bangladesh
Egypt
Turkey
17
43
Khan, S.H.(2007) Financing Higher Education: A view from the Planning Commission. Conference on Higher
Education, GCU, Lahore
84

Table 54: TEVTA Institutions in Punjab
TEVTA Institutions in Punjab
Technical Education (29)
• Govt. Colleges of Technology 07 (07 M)
• Govt. Polytechnics Institutes 22 (17 M + 05 F)
Commerce Education (118)
• Colleges of Commerce 38
• Institutes of Commerce 80 (67 M + 13 F)
Technical Education (29)
• Vocational Training 314
• Commerce Education 118
• Service Centers/Specialized Institutions 17
• Teachers Training Institutes 3
• TOTAL 481
Vocational Training (314)
• Technical Training 42 (37 M + 05F)
• Vocational Training Institutes (Women) 118 (F)
• Technical Training Centers 133 (106 M + 27F)
• Agriculture Training Schools 07
• Apprenticeship Training Centers 05
• Readymade Garments training Centers 09
Service Centers/Specialized Institutions 17
Teachers Training Institutes 03
Table 55: Enrolment in Technical Institutions
Sector No. of Institutions Enrollment 2009
Technical Education 29 38,505
Vocational Training 314 27,928
Commerce Education 118 45,586
Total 481 112,019
3.7: Punjab Vocational Training Council (PVTC)
PVTC is another premier institution along with TEVTA in Punjab. The major source of funding for
PVTC is Zakat. Zakat money is being as a tool for acquisition of skills and economic
empowerment. PVTC has pioneered, way to channel Muslim Charity (Zakat) funds to support an
effective model of vocational technical training. According to a survey carried out by Education &
Employment Alliance (EEA), United States Agency International Development (USAID) and
International Youth Foundation (IYF), carried out recently, PVTC has done remarkable job of
improving access to training and employment for young men and woman who lacked the financial
resources to receive vocational technical training. PVTC is doing public service to bring deprived
85

segments of the society into main stream. Focus is on backward areas of Punjab, poverty alleviation
in real sense and creating jobs and business opportunities. PVTC use technology to scale up the
current capacity with focus on generating employable and exportable manpower by creating value
for the Youth. To cement PVTC as a leading organization and getting the PVTC brand recognized
nationally and internationally provides professional vocational training to all the needy youth
wherever they are in Punjab. PVTC aims to achieve the aim by exceeding expectations of students
and parents, rewarding employees and providing suitable opportunities for all the trainees and start
earning a reasonable livelihood. The values of PVTC are that their personnel should be inspired by
the corporate values, ethics and sense of mission and this should be reflected in their relationship
with students and working style professional performance belonging team work trust.
Table 56: Econometrics of PVTC
Vocational Training Institutes (VTIs) 182
Staff & Teachers Training Institute (STTI) 1
Students enrolled 10 – 11
For 2011 - 2012
Zakat allocation
67,647
Female and Male Ratio 2 : 3 (F:M)
Rs. 678 million
Total number of employees 2,593
Source: PVTC 2010-11
Zakat for Skills Development Unique Model in Punjab
• Total Zakat funds received since inception (1998–2010) are Rs. 4,443.4 million
• PVTC received Rs. 613.4 million during 2009-2010 of Zakat funds
Table 57: PVTC Facilitation
Free Training Free books / manuals Free uniforms Lab Equipment
Consumables Rs. 500 monthly stipend Rs. 5,000 as tool grant
money
OJT and Job placements
assistance
Source: PVTC 2010-11
Table 58: Capitalization Value of VTIs
Particulars (1998 – 2010) Rs. In Billion
Pass-out 134,112
Employed (63%) 84,491
Earnings @ 5000 / Month 17.76
Earnings @ 7000 / Month 24.87
Earnings @ 9000 / Month 31.96
Nos. of Families rescued from Poverty trap 77,082
Improvement in Quality of Life of 501,033
(average family size = 6.5 persons)
Population
Source: PVTC 2009-10
86

Table 59: Role and Responsibilities
Framing of
Policies
Statistics &
Database
Curriculum &
Training
Financing of
Students
Research
Activities
Job Placement &
Skills Development
Direction for
fixing priorities
Custodian of
ALL existing
data and
research
Define guidelines
for standards
Govt. & Donor
coordination
District mapping
for defining
market demands
Job placement agency
Key Performance
Indices
Advisory body on
Skill Dev. for
Government of
Punjab
Liaison with
international
agencies
Databank for
TEVT
institutions
Databank for
graduating
students
Determine
Market Demand
and Trends
Continuous update
of guidelines
Identification of
market driven
trades
Training of master
trainers
Student
scholarships /
loans
Arranging
Institutes Capex
funding or
leasing
Matchmaking of
industry /
institutes
Market demand
driven needs
Training need
assessments
OJTs / Apprenticeship
Export of trained
manpower
Entrepreneurship
program
Source: PVTC 2009-10
Table 60: Population Time Bomb
1961 2005 2010 2015 2020 2025 2030 2050
Population 39.44 155.8 173.4 192.2 211.3 229.3 246.2 313.8
Punjab 21.9 86.6 96.4 106.9 117.6 127.6 136.9 174.6
15-29 years 6.35 25.98 29.33 31.93 33.71 35.45 38.07 48.60
Below Poverty 2.09 8.57 9.67 10.55 11.12 11.69 12.56 16.03
Source: PVTC 2009-10
3.7.1: Needs, Target Groups, Strategies and Way Forward
With all its resources and infrastructure Government of Punjab only trains 100,000 youth and there
is too much focus on existing entities is not likely to change this scenario and there is an urgent
need to divert focus towards unaddressed problem. Given the potential demand, why is private
sector not coming forward is the major question. Government must encourage industries and large
corporations to establish institutions on joint venture basis to meet their skilled manpower
requirements. Joint ventures should be made by PVTC with chambers and trade bodies for targeted
group of trainees. New curricula have been design and introduced by PVTC including, Computer
Application & Office Professional, Computer Hardware/ Networks Professional, Web and Graphics
Designing, General Fitter and Fabrication. Curricula along with lesson plans have been revised/up
graded to import /export, procedure & documentation, industrial stitching, textile weaving,
computer textile designing, leather garments stitching, screen printing, welder / fabricator,
electronics technician, veterinary assistant, agriculture field assistant, tunnel farming, tractor
mechanic, auto electrician. Bio Metrics Based attendance system – Jun 30, 2011 has been
introduced with implementation of Microsoft Exchange 2010 and Unified Communications. The
needs, target groups and strategies have been elucidated in the matrix in Chapter 7 in Section 7.2
87

Table 61: Staff & Teacher Training Institute
Courses offered by STTI
since Oct 2008
Offered to
Strength
Pedagogy Level 1
Pedagogy Level 2
Skill Up Gradation
Admission & Placement
Techniques
Marketing
Competencies Course
Accounting and auditing
competencies
Advance Leadership
Certificate
Managerial
Competencies Course
Life Skill Course
Leadership &
Management Course
Auditing Competencies
Course
Total
% Trained
Managers/
Dy. Managers/
Assistant Manager
Regional & Area
Managers
Instructional Staff
(Instructors & Lab
Assistant)
Administrative Staff
(Principals, APO,
AAO)
33 27 27 82%
13 18 13 31 238%
1328 882 30 740 24 1676 126%
335 67 39 123 55 91 375 112%
Source: PVTC 2009-10
Box-10: Achievements in Technical Education
The achievements of PVTC in the Province are wide network deployment and offering courses to a potential
of 18.9 million potential students in next 5 years. Poverty reduction by 10% and availability of trained
resource in the local & international market. Aggressive intake strategies mainly focus in the regions, retain
students and maximize their satisfaction. This will help to reduce drop-out rate and increase interest in the
students. PVTC has set up an analytical marketing unit that addresses the drop-out issues in a systematic
way, offering modular courses to attract people to come back and join again. PVTC has increased operational
efficiency and by now operational and structure costs can be controlled. However PVTC need to improve the
existing teachers’ quality and rationalize numbers and introduce monthly tracking mechanisms to be
implemented ensuring systematic analysis and optimization efforts by different departments. PVTC
successfully implemented quick rehabilitation plan through vocational training to flood affected youth.
3.8: Special Education
3.8.1: Policy
It is a universal principle that the development of any society is assessed by the manner in which it
protects of the weak and vulnerable sections of the society. In a civilized society maximum
attention is paid to the welfare of their underprivileged and weaker members by enabling them to
live an honorable life. The people who are suffering from physical and mental disabilities need
special attention of the society. The development of the special education sector has been identified
as a high priority focus area by the Government of Punjab and Special Education Department took a
number of initiatives that have yielded considerable gains, i.e. enhancement in enrollment,
employment of teachers, strengthening of facilities to disabled students and initiation of a series of
activities to improve quality of instructions. There is need to consolidate these gains and to plan for
further progress in key areas, including ensuring stable and predictable financial flows for the
sector; ensuring maximum coverage of special students for providing them educational facilities,
preparation of policy on education with disabilities, adoption of internationally accepted best
practices, vocational training, establishment of international rehabilitation center for the disabled
and establishment of I.T Labs. In fact, it is the responsibility of the state to take care of the disabled
88

and especially, the disabled children in the society. According to census 1998, the data of disabled
population is as under:-
Total Population in Punjab
73.62 million
Disabled Population
1.82 million
%age 2.48%
Table 62: Disabled Population
Age Group
Visually Hearing Physically Mentally Multiple Other TOTAL
Impaired Impaired Disabled Retarded Disability
School going age 5- 40359 60005 89642 99409 54620 261660 605695
19 Years
Below 5 Years 16026 12942 18917 25846 17405 117500 208636
Above 19 Years 98577 76310 271881 141699 75323 348502 1012292
TOTAL 154962 149257 380440 266954 147348 727662 1826623
Disability wise %age 8.48 8.17 20.83 14.61 8.07 39.84 100
Source: Population Census 1998
Over 600,000 of children suffer from different types of disabilities in Punjab. At the moment 209
Special Education Institutions are having enrollment of 18388, an endeavor to bring in quantitative
and qualitative improvement in the lives of special children. After the lapse of 13-years of the
population census, 1998, the data with regards to disabled population has lost its authenticity.
Resultantly a great inconvenience is being experienced in planning for the disabled children of
school-going-age. Keeping in view the trend of increase in population, the department feels that
there is an increase in disabled population.
3.8.2: Interventions to Improve Special Education
After the creation of an independent department of special education in October, 2003, a substantial
increase in enrollment of students in the institutions of special education has been achieved, 300%
increase during the period 2005 - 2009. This has been possible due to following incentives, by the
Govt. of the Punjab, Special Education Department:-
• Stipend @ Rs.200/- per month per student
• Free uniform
• Free text & Braille books
• Free pick & drop facility
• Free boarding & lodging facility
• Free milk pack of 250 ml daily
• Merit scholarship
• 36-buildings with special facilities to special education centers
• Cochlear Implant Devices to Hearing Impaired Students
• Up-gradation of Institutions of Special Education
Table 63: Year-wise Enrollment
Disability 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
(Base year)
Hearing Impaired 3126 6692 7528 8709 11516 11742
Visually Impaired 373 858 902 1023 1193 1291
Physically Disabled 134 443 549 1322 1592 1501
89

90
Mentally Retarded 157 1125 1483 2081 2935 3111
Slow Learners -- -- -- -- -- 1133
Total: 3790 9118 10462 13135 17236 18778
Source: Special Education Department Performance Report 2010-2011
Besides the above initiatives, the special education department has provided following services for
the rehabilitation of disabled students:-
• Establishment of 34 ideological Clinics in the institutions of hearing impaired in Punjab.
• Establishment of 19 Computer Labs in the institutions of hearing impaired and physical
disabled.
• Establishment of 06 Low Vision Assessment Centers in Punjab.
• Establishment of 06 Centers for the Mentally Retarded Children.
• Establishment of 35 Ear Mould Fabrication Units in the institutions of hearing impaired at
district level.
• Outreach programme for the assessment of hearing loss of the students of institutions of
general education.
• Outreach programme for the assessment of vision of the students of institutions of general
education
3.8.3: Needs, Target Groups, Strategies and Way Forward
Special Education Department intends to achieve the aforementioned objective through the
following strategic interventions:
• Strengthening, expansion and up-gradation of existing educational facilities.
• Technical and financial support of civil society organizations providing education to
special children.
• Promotion of inclusive education system to provide educational facilities to the special
students at their doorsteps and to ensure maximum coverage.
• Allied services, like provision of rehabilitation services, sports facilities, vocational
training, IT education etc.
The Department of Special Education has identified the following areas of interventions:-
i) Establishment of database centers regarding prevalence of disability and problems
confronting with Persons with Disabilities.
ii) Ensuring maximum coverage of special students for providing them educational
facilities.
iii) Preparation of policy on education for children with disabilities.
iv) Development of curriculum in accordance with the needs of special students.
v) Training of teachers and professionals working for special students.
vi) Services for assessment of disability.
vii) I.T. education for students with disabilities.
viii) Vocational Training and Technical Education for special students.
ix) Sports for special students.
x) Establishment of research Centre.
xi) Public awareness for disability related issues.
xii) Coordination with relevant stakeholders for education, training and rehabilitation of
special students.
xiii) Availability of rehabilitative services for special students.

xiv)
xv)
Creation of disability friendly environment for special students.
Strengthening of Public Private Partnership for education of children with
disabilities.
• Enhancement of enrolment through provision of:-
• Buildings with special facilities to special education centers
• Cochlear Implant Devices to Hearing Impaired Students
• Up-gradation of Institutions / Centers of Special Education
• Stipend
• Free uniform
• Free text & Braille books
• Free pick & drop facility
• Merit scholarship
• Free boarding & lodging facility
• Adoption of internationally accepted best practices
• Establishment of Technical & Vocational Institutions of Special Education
• Establishment of Computer Labs with Assistive Technology
• Data base center for the disabled
3.8.4: Number of Institution.
Prior to establishment of an independent department of special education 51-institutions
were functioning under the supervision of Education Department. The detail is as under:-
Table 64: Disabilities
Disabilities
LEVEL
Primary Middle Secondary Higher
Secondary
Training
Colleges
Hearing Impaired 15 08 08 01 02
Institute
Visually Impaired 02 06 03 -- 01
Institute
Physically Disabled -- 02 -- -- --
School
Mentally Retarded 03 -- -- -- --
Institute
Source: Special Education Department Performance Report 2010-2011
The Government of Punjab maintains an ongoing commitment to achieve Millennium
Development Goals by providing special educational facilities to school going age special
children and ensure maximum coverage by 2015. The Govt. of the Punjab has taken various
steps to enroll disabled children between ages from 05 to 19-years.
3.8.5: Nutrition Programme
The Government is committed to provide free educational facilities to the special children
on modern and scientific lines to bring them at par with the normal children and also to
make them self-supportive and self-reliant members of the society and enable them to earn
their livelihood in a respectable manner. The enrollment of disabled students has increased
over the years.
Table 65: Different Disabilities
Disability 2004-05 2005-06 2006-07 2007-08
(Base year)
Hearing Impaired 3126 6692 7528 8709
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Visually Impaired 373 858 902 1023
Physically Disabled 157 1125 1483 2081
Mentally Retarded 134 443 549 1322
Total: 3790 9118 10462 13135
Source: Special Education Department Performance Report 2010-2011
Under the directions of Chief Minister, Punjab a scheme titled "Provision of Cochlear Implant for
the Students of Hearing Impaired in Punjab" was approved at a total cost of Rs.177.662 million.
Under this scheme, 115 Cochlear Implant Devices are proposed to be provided to hearing impaired
students of special education institutions / centers in Punjab during the period of 03-years. Year
wise allocation of funds and number of beneficiaries is as under:-
Table 66: Budget Allocation (Rs. in millions)
# Year Allocation of Funds No. of Beneficiaries
1. 2008-09 36.800 30
2. 2009-10 50.000 30
3. 2010-11 85.900 55
Source: Special Education Department Performance Report 2010-2011
So far 22 students have been implanted the Cochlear Devices out of 115 recommended by the
Department.
3.8.6: Vision of Special Education Department 44
To provide conducive learning environment to the disabled and physically challenged persons so as
to make them useful members of the society and utilize their potential and skills in all spheres of
life.
Table 67: Trend of Allocations (Rs. In millions)
Year Original Allocation Revised Allocation
2005-06 500.000 409.245
2006-07 600.000 600.000
2007-08 945.450 844.134
2008-09 1825.000 604.742
2009-10 1000.000
3.8.7: Policy Interventions of Special Education Department
• Provide educational facilities to school going age special children and ensure
maximum coverage by 2015
• Enhance enrolment of special children in the institutions/centers of special education
in Punjab through improved facilities
• Impart knowledge and skills to physically challenged children to enable them to
become economically independent members of the society
• Provide healthy atmosphere to the special children in the institutions/centers of
special education in Punjab by providing them buildings with special facilities
• Skill development & rehabilitation of physically challenged children
44
Medium Term Development Framework 2010-13 and Development Programme 2010-11, Government of the
Punjab
92

3.8.8: Strategic Interventions of Special Education Department
To achieve above mentioned goals, the following measures will be taken:-
• Enhancement of enrolment through provision of:-
• Buildings with special facilities to special education centers
• Cochlear implant devices to hearing impaired students
• Stipend
• Free uniform
• Free text & Braille books
• Free pick & drop facility
• Merit scholarship
• Free boarding & lodging facility
• Free teaching aids
• Improvement of teaching methodologies through teachers training programme
• Adoption of internationally accepted best practices
(i)
Provision of Cochlear Implant for the Students of Hearing Impaired Children
in Punjab (Phase-I) 45
The scheme titled “Provision of Cochlear Implant for the Students of Hearing Impaired in
Punjab (Phase-I)” was approved at a total cost of Rs 177.662 million by the Department
Development Sub Committee in its meeting held on 23-12-2008. Under this scheme, 115
Cochlear Implant Devices were proposed to be provided to Hearing Impaired students of
Special Education Institutions/Centers in Punjab during the period of 3 years. Year wise
allocation and number of beneficiaries is as under:-
Table 68: Allocation and Number of Beneficiaries
# Year No. of Beneficiaries Allocation
1 2008-09 30 Rs 41.762 million
2 2009-10 30 Rs 50.000 million
3 2010-11 55 Rs 85.900 million
(ii)
Establishment of International Standard Rehabilitation Centre for Disabled
Government of the Punjab is committed to provide free education, vocational and
rehabilitation facilities to the special children on modern and scientific lines so as to bring
them at par with the normal children and to make them self-supportive and self-reliant
members of the society. Chief Minister Punjab desired to establish an International Standard
Rehabilitation Centre for the Disabled at Lahore. The scheme would be executed by the
Board of Management to be constituted by the Chief Minister.
(iii)
Construction of Buildings of Special Education Centers in Punjab (Phase-II)
Special Education Department has planned to provide buildings to special education centers
in Punjab which are functioning in rented buildings. The buildings will be constructed in
accordance with the need of special students of four disabilities for which a standard design
45
Medium Term Development Framework 2010-13 and Development Programme 2010-11, Government of the
Punjab
93

prepared by the Architecture Department has been approved by the Special Education
Department. During the year 2007-08, a sum of Rs 478.980 million was provided to 05
District Governments for construction of 13 buildings. Construction work on these buildings
is under progress. During the year 2008-09, a sum of Rs 361.155 million has been provided
to six District Governments for the construction of 08 buildings of special education centers.
The department has planned to construct 15 buildings of Centers of Special Education in
seven Districts through Development Programme 2009-10. For these buildings, land has
been transferred to Special Education Department by the Board of Revenue, Punjab. These
buildings will be completed during the year 2009-10 and 2010-11. 1500 special students of
centers of special education will benefit out of it. The detail of buildings to be constructed
during the year 2009-10 is as under 46 :-
Table 69: Construction of Buildings of Special Education Centers in Punjab:
# Name of District Name of Centre
1 Sargodha
(05)
GSEC, Sahiwal
GSEC, Silanwali
GSEC, Kot Moman
GSEC, Shahpur Saddar
2 Bhakkar
(02)
3 T.T. Singh
(01)
4 Khanewal
(03)
5 Lahore
(02)
6 Hafizabad
(01)
7 Bahawalpur
(01)
GSEC, Bhalwal
GSEC, Bhakkar
GSEC, Mankara
GSEC, Gojra
GSEC, Jahanian
GSEC, Mian Channu
GSEC, Kabirwala
GSEC, Nishter Town
GSEC, Wagha Town
GSEC, Pindi Bhattian
GSEC, Khairpur Tamiwali
(iv)
Construction of Building of Govt. Degree College of Special Education at
Lahore
At present two Degree Colleges of Special Education, one at Lahore and the other at
Bahawalpur are functioning. Government Degree College of Special Education Lahore was
established in 2004-05. This college is functioning in the building of Government Training
College of the Teachers of Deaf (Special House), Lahore. The functioning of both the
colleges in same premises is creating problems for the college administrations, especially in
terms of boarding facilities. The enrolment of special students is increasing day by day and
students from other cities demand hostel facilities. To cope with the demand, the department
has planned to provide a separate building of its own to Govt. Degree College of Special
Education, Lahore. The estimated cost of the project is Rs 300.000 million, out of which Rs
66.000 million are proposed to be provided during the year 2009-2010.
46
Medium Term Development Framework 2010-13 and Development Programme 2010-11, Government of the
Punjab
94

(v)
Construction of 09 Buildings of Offices of District Education Officers (SPL-
EDU) in Punjab Rs 31.500 Million
At present, offices of DEO (Spl.Edu) in Punjab are functioning in the buildings of
institutions of Special Education which is not conducive for office as well as educational
environment. To provide them a separate building, the Department has decided to construct
the office buildings of DEO (Spl.Edu) in Punjab in the premises of institutions/schools of
Special Education Punjab where sufficient land to construct the offices is available.
Necessary equipment/furniture will also be provided to these offices 47 .
3.8.9: Needs, Target Groups, Strategies and Way Forward
On the occasion of celebration of 3 rd December, 2009 "International Day of Persons with
Disabilities", Chief Minister, Punjab was pleased to introduce reforms for the betterment of
disabled children. After detailed deliberation, the committee recommended the reforms in
special education to Chief Minister for his kind approval. The Honorable Chief Minister
approved the following reforms:-
• Establishment of Database for Special Children.
• The model of inclusive education should be introduced. MOU shall be signed with
school education department for imparting training to their teachers and providing
barrier free environment to special children in the normal schools.
• Policy on education of children / persons with disabilities will provide a vision and
guidance to the professionals of special education for provision of education and
skill development facilities on the pattern of international best practices.
• Curricula for special people shall be designed to meet the requirements of each
disability. An organized, systematic and formal curriculum is required to improve the
learning and achievement level of special children at various educational levels.
Development of curriculum will benefit the disabled students of government
institutions as well as institutions run by the NGOs.
• The education of teachers has to be consisted as an integral part of the system of
education. It has to focus its attention on the new role of teacher education. The
system of in-service education shall be based upon a concept of continuous
education which is widely adopted as a strategy in developed countries of the world.
Its cornerstones are the systematic, continuous, and individual approach to the
process of education, as well as the tendencies to make the system of education more
fundamental & humanization, flexible to rapid changes in social, economic as well
as technical & technological conditions, closely connected to real practical activities
and skill improvement.
• Assistive devices and software makes learning easy and even helps rehabilitate
special students. Video images, computer games tremendously help in raising I.Q.
level understanding, motor and sensory control, attention and focus level is
increased. The Special Education Department on the analogy of Schools Education
Department intends shall establish computer labs in all centers and schools.
• Services for assessment and diagnosis of disability being offered by the health
Department, Special Education Department and NGOs are very limited and these are
required to be increased.
47
Medium Term Development Framework 2010-13 and Development Programme 2010-11, Government of the Punjab
95

• To make the special children / persons self-supporting and economically independent
technical education and vocational training is essential. Special Education
Department shall establish technical and vocational skill development training
institutes for special students / persons at each divisional Headquarter because
special children / persons require special attention and handling. National Vocational
& Technical Commission (NAVTEC) and Punjab Vocational Training Council
(PVTC) do not have teachers to train special persons.
• Apart from establishing its own technical & vocational training institutes, the Special
Education Department shall co-ordinate with TEVETA to ensure that 5% seats
reserved in its institutions for special students are utilized to its maximum.
• The sports facilities in special education institutions shall be managed for all
students. Relevant organizations like Sports Department, Punjab Sports Board and
Pakistan Sports Board & Pakistan Cricket Board will be coordinated for this purpose.
Opportunities for participation of students in local, departmental, National & Inter-
National sports of special persons will be explored.
• Therefore, there is a need to launch a massive campaign about disability related
issues. A massive campaign shall be planned for public awareness through print and
electronic media. This campaign will be coordinated by the Special Education
Department.
• The students who pass 5 th class examination have no opportunity to pursue their
further studies due to non-availability of middle schools at Tehsil level. Therefore,
up-gradation 112-Special Education Centers from primary to middle level will
providing the special students with opportunities of higher learning. These
institutions have been planned to be up-graded during the Academic Session 2010-
11. After up-gradation of these centers, about 2000 students will be able to pursue
their higher education.
• The department has shortage of human resource. Qualified and trained human
resource for Special Education is not easily available. Despite these caveats, the
department has appointed 319 teachers in Grade-16 and 17 in December 2010. The
selection is made through Punjab Public Service Commission (PPSC). 337 positions
in different categories are lying vacant at the moment.
• Special Education Department has introduced Information Communication
Technology (ICT). The department has now introduced ICT in 37 Special Education
Institutions during 2011-2012. Special furniture is required for special children and
the department has introduced furniture according to the requirements of the special
children. There are areas still untapped and un-served in the province and there is
incessant demand from the parents of the special children for opening of new special
education centers. The department is planning to set up special education centers at
District and Tehsil Headquarters. Seven Special Education Centers at the cost of Rs
52.50 have been planned during 2011-2012.
The needs, target groups and strategies have been elucidated in the matrix in Chapter 7 in
Section 7.2
3.9: Literacy and Non-Formal Basic Education
3.9.1: Policy
Literacy training and non-formal learning can be two different types of activities although with a
96

large overlap. Non-formal learning can take the form of literacy training but it also includes a
variety of other types of learning activities such as on the job skill training and traditional
apprenticeships. In Pakistan’s context, literacy programmes generally consider adults and young
people who are out-of-school. The non-formal learning includes these categories but also other on
the job learning that youths and adults might participate in, which may not have raising literacy as
its objective. There are multiple causes of low literacy social taboos, poverty, child labor, and
illiteracy of the parents/families and institutional weaknesses. Efforts to combat illiteracy have been
half hearted, disjointed and not suited to local conditions and requirements. At the provincial level,
there is a lack of uniformity in existing structures, and the setup varies from province to province.
There is also a question of what priority literacy promotion should be given in the public budget
when resources are not available for basic facilities in the primary schools, although the private
sector can contribute resources in this field of learning. The case for improving literacy is based on
both its economic and social benefits, quite apart from the large benefit that accrues to the
individual in the form of personal development. In the economic field, literacy scores contribute to
higher productivity, a contribution that is in addition to the contribution made by years of
schooling. A more literate person has higher participation rates in the labor force, is more likely to
be an entrepreneur, and is more open to adopting new techniques of production. A literate parent
contributes to better leaning achievement for his or her children. There are, as well, wider social
benefits of literacy that have been estimated empirically. There is a noticeable impact on health. A
literate person is more likely to have better health and incur less expenditures costs on health
maintenance. Participation in civic activities and democratic processes are more likely with literacy
than without.
The most important social objective served by literacy is achieving greater social inclusiveness.
There are four main difficulties with current literacy and non-formal learning programme, which
needs to be addressed. First, the quality of such programmes is variable as they are not regulated by
some minimum quality standards. One reason for the often poor quality of the programmes is low
quality of teachers, which is also not regulated. Second, a certification and accreditation regime is
missing. There are no bench marks or standards that can be used for assessing literacy programmes.
As a consequence, it is difficult to link the certificate offered by these programmes to formal
learning opportunities. Hence, graduates of these programmes find it difficult to enter in to the
formal sector. Third, current literacy programmes are also not well-linked to employment
opportunities. Fourth, literacy programmes are often found to be effective if there is a follow-up
programme of reinforcement, which are lacking at present.
NEP 2009 identified the following policy actions:
• Literacy rates hall be increased up to 86% by 2015 through up-scaling of ongoing
programmes of adult literacy and non-formal basic education in the country.
• Sustainability of adult literacy and NFE programmes shall be ensured by strengthening
organizational structure, coordination and enhancing budgetary allocation for this neglected
sub sector.
• Government shall develop a national literacy curriculum and identify the instructional
material, teacher training modules and professional development programmes to support the
curriculum. The curriculum shall be objective driven, so as to facilitate assimilation of
trainees into mainstream economic activity, by imparting skill training as per local needs
and market trends.
• Government shall develop and enforce minimum quality standards for organizations
involved in literacy in the form of literacy certification and accreditation regime. The
literacy providers shall be required to offer the literacy programmes according to the
97

specified standards.
• A system shall be developed to mainstream the students in non-formal programmes in to
regular education system, and a system of equivalence shall be developed to permit such
mainstreaming. New literates shall receive formal certification so as to facilitate their entry
in to government schools.
• Provinces and district governments shall allocate a minimum of 3% of education budget for
literacy and non-formal basic education (NFBE).
• Linkages of non-formal education with industry and internship programmes shall be
developed to enhance economic benefits of participation.
• Horizontal linkages between schools and vocational/skills training centers shall be
established.
• Government schools shall initiate Non-Formal Education (NFE) stream for child laborers.
Children involved in various jobs or work shall be brought within the ambit of non-formal
education system with need-based schedules and timings.
• NEF programmes, currently in practice up to grade 5 shall be expanded up to grade 10,
where required. Special literacy skills programmes shall target older child laborers, boys and
girls (14 to17years). Special educational stipends shall be introduced to rehabilitate child
laborers.
• Arrangements shall be made to use school buildings (where available) for adult literacy after
school hours. Government shall develop guidelines for post-programme initiatives. Regular
follow-up shall be made a part of the literacy programs. Steps shall be taken to ensure that
teachers for adult learners and non-formal education are properly trained and have a welldefined
career structure allowing them to move in to mainstream education. International
Development Partners, community and private sector involvement in awareness
programmes, content, design and availability of facilities, shall be mobilized.
• Non Formal Basic Education Schools
• Adult Literacy Centers
• Functional Literacy with a vocational life learning skill
• Community Learning Centers
The National Education Policy 2009 (NEP 2009) has clearly chartered the pathway to achieve the
cherished goals of ensured access, equity and quality of education in Pakistan. NEP 2009
highlighted the importance of Literacy and Non Formal Basic Education. NEP 2009 enunciated that
literacy and non-formal education can be imparted through different activities. Non Formal
Education can take the form of literacy and adult education but it also includes a variety of other
types of learning activities such as skill development, vocational training, lifelong learning,
continuous education and traditional apprenticeships. In Pakistan’s context, literacy programs
generally consider adults and young people who are out of school, dropouts and those who have
never-been-to-school. The non- formal education includes these categories but also other on the job
learning that youths and adults might participate raising literacy and skill development.
The real test of a policy lies in implementation through a very secure service delivery mechanism.
For successful implementation, the country needs elaborate institutional arrangements, adequate and
workable policy framework and professional teams with impeccable professional and intellectual
integrity. With this rare but possible nice combination of political will, professionalism, suave
policy framework and right budgetary allocations, sure success becomes the fate of the nations.
NEP 2009 recognized the multiple causes of low literacy i.e. social taboos, societal behavior, tribal
mindset, cultural divides, cultural inhibitions, abject poverty, child labor and illiteracy of the
families and institutional weaknesses. It has been admitted by the policy makers that efforts to
98

combat illiteracy have been half-hearted, disjointed and not suited to local conditions and
requirements. At the provincial level, there is a lack of uniformity in existing structures and the set
up varies from province to province.
NEP 2009 adequately elaborated and emphasized to accord top priority to the promotion of literacy.
The case for improving literacy is now rightly based on its economic, cultural and social benefits, in
addition to equity, productive efficiency, freedom of choice, tolerance, respect for diversity and
social cohesion. For the first time in the history of the country, the policy makers have been
sanguine to admit the price nation pays due to illiteracy and the consequences of inadequate
education to the masses. Although too late but we must have recognized this much earlier that
illiteracy is costlier than literacy in terms of economic returns, social impact and response of
society.NEP 2009 rightly recognized the vital link between literacy and higher productivity. “In the
economic field, literacy scores contribute to higher productivity, a contribution that is in addition to
the contribution made by years of schooling. More literate person has higher participation rates in
the labor force, is more likely to be an entrepreneur, and is more open to adopting new techniques
of production.
A literate parent contributes to better leaning achievement for his or her children”. NEP 2009 also
discussed the social benefits of literacy. “There are, as well, wider social benefits of literacy that
have been estimated empirically. There is a noticeable impact on health. A literate person is more
likely to have better health and incur less expenditures costs on health maintenance. Participation in
civic activities and democratic processes are more likely with literacy than without. The most
important social objective served by literacy is achieving greater social inclusiveness”.
NEP 2009 enumerated the difficulties and bottlenecks in the system hampering the literacy rate.
“There are difficulties with current literacy and non-formal learning programme, which needs to be
addressed. First, the quality of such programmes is variable as they are not regulated by some
minimum quality standards. One reason for the often poor quality of the programmes is low quality
of teachers, which is also not regulated. Second, a certification and accreditation regime is missing.
There are no benchmarks or standards that can be used for assessing literacy programmes.” NEP
2009 has also addressed the myriad challenge of education in emergencies. “Pakistan has endured
large scale emergencies in recent years and along with other aspects of life, education has suffered
greatly through inadequate planning. Pakistan’s education system has not recognized the need for
preparation of individuals and groups to grapple with the demands of emergencies through
organized and effective responses. Credible rehabilitation and disaster management plans need to be
put in place to ensure early restoration of education service. School education must prepare pupils
for organized, ameliorative responses”.
NEP 2009 has proposed the following policy guidelines:
1. Awareness shall be raised amongst the students regarding emergency situations, natural
disasters and school safety so as to inform their behavior in the times of such crisis.
2. Curriculum for each level of education, shall integrate information of emergencies, natural
disasters and trauma management.
3. Curriculum for Civics of secondary and higher secondary level (Grades 9 to 12 shall
formally address response in an emergency or disaster, on the basis of latest international
best practices.
4. Teacher education/training programmes shall include provisions to enable the teacher to
address education in emergencies.
Punjab is the only province having a dedicated department to deal with literacy, Literacy & NFBE
99

Department.
3.9.2: Vision of Literacy & NFBE Department
Literate, self-reliant and prosperous Punjab
3.9.3: Policy of Literacy& NFBE Department
LNFBED is committed to provide high quality learning opportunities through non formal means to
all illiterates & out of schools population by 2019.
3.9.4: Goal of the Literacy & NFBE Department
To achieve 100% literacy rate in Punjab by the year 2019.
3.9.5: Objectives of Literacy & NFBE Department
1) To create opportunities for access to literacy and non-formal education to illiterate and out
of school population of all age groups in Punjab
2) To take affirmative action for poorest of the poor, rural and female segments of illiterate
population through specially designed skill oriented interventions
3) To ensure quality learning by enhancing the staff capacity in Research & Development,
Monitoring & Evaluation and customized curriculum development in literacy and nonformal
education sector
4) Motivate & mobilize communities and other stakeholders for creating a learning society
through rights and equity based communication, advocacy and awareness interventions
5) To ensure availability of reliable, relevant and up to date data, by building a broad based
data warehouse at LNFBED
3.9.6: Current Issues and Analysis
MDG and EFA Goals set targets to be achieved. Goal 2 & 3 of MDGs emphasized on literacy
especially achieving universal primary education and Target 2A has to be achieved by 2015
stipulating that all children can complete a full course of primary schooling, girls and boys by
enrollment in primary education, completion of primary education and literacy of 15-24 year olds,
female and male. Similarly Goal 3 lays emphasis on promotion of gender equality and empower
women and Target 3A particularly focuses elimination of gender disparity in primary and
secondary education preferably by 2005, and at all levels by 2015 by ratios of girls to boys in
primary, secondary and tertiary education, share of women in wage employment in the nonagricultural
sector and proportion of seats held by women in national parliament.
EFA has six internationally agreed education goals aim to meet the learning needs of all children,
youth and adults by 2015. Goal 1 is regarding expanding and improving comprehensive early
childhood care and education, especially for the most vulnerable and disadvantaged children. Goal
2 is ensuring that by 2015 all children, particularly girls, children in difficult circumstances and
those belonging to ethnic minorities, have access to, and complete, free and compulsory primary
education of good quality. Goal 3 is ensuring that the learning needs of all young people and adults
100

are met through equitable access to appropriate learning and life-skills programmes. Goal 4
achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and
equitable access to basic and continuing education for all adults. Goal 5 eliminating gender
disparities in primary and secondary education by 2005, and achieving gender equality in education
by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education
of good quality and Goal 6 is improving all aspects of the quality of education and ensuring
excellence of all so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.
The departmental interventions coupled with a number of management reforms and inputs
undertaken through the non-development budget would help achieve the Millennium Development
Goals commitments. Literacy is an important indicator of education because its improvement is
likely to have an impact, in the longer run on other important indicators of welfare. The literacy rate
for population 10 years and above has slightly increased from 55 percent in 2006-07 to 56 percent
in 2007-08. Literacy remains much higher in urban areas than rural areas and much higher in men
than women. There is a strong association between literacy and age, with younger cohorts having
much higher literacy levels. This pattern has been observed both in urban and rural areas. Literacy
is strongly associated with household income. Thirty three percent of the poorest individuals are
literate compared to 79 percent in the highest income group.
Literacy is an important indicator of education because its improvement is likely to have an impact,
in the longer run, on other important indicators of welfare. The literacy rate for population 10 years
and above is 58 percent during 2010-11, as compared to 57% in 2008-09. Literacy remains much
higher in urban areas than in rural areas and much higher in men than in women. Province wise
Punjab leads with 60 percent followed by Sindh with 59 percent, Khyber Pukhtunkhwa with 50%
and Baluchistan with 41 percent. Comparing Literacy (10 years and above) for districts within the
provinces, it is revealed that Rawalpindi with 82% as compared to Rajanpur with 34%.
PSLM 2010-11 and the figures in the tables below indicate that literacy-population 10 years and
older in urban areas is 76% whereas it is 80% for male and 71% for female. In case of rural areas it
is 53% whereas it is 64% for male and 42% for females. The overall literacy-population for 10
years and older is 60 % whereas it is 70% for male and 51% for female.
PSLM 2010-11 and the figures in the tables below indicate that literacy-population 15 years and
older in urban areas is 74% whereas it is 79% for male and 68% for female. In case of rural areas it
is 49% whereas it is 61% for male and 37% for females. The overall literacy-population for 15
years and older is 57% whereas it is 67% for male and 47% for female.
101

Table 70: Literacy-Population 10 Years and Older
DISTRICTS
URBAN RURAL TOTAL
TOTAL
MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL RANK 08-09
Pakistan 81 67 74 63 35 49 69 46 58 57
Punjab 80 71 76 64 42 53 70 51 60 59
Attock 84 65 75 76 47 61 78 50 64 12 61
Rawalpindi 88 78 83 85 64 74 87 71 79 2 79
Jhelum 89 77 83 85 61 72 86 65 75 5 77
Chakwal 90 80 85 90 65 77 90 67 78 3 76
Sargodha 84 70 77 68 36 52 72 45 59 17 61
Bhakkar 77 57 67 62 29 46 65 34 49 28 58
Khushab 83 55 69 74 39 56 77 43 60 16 58
Mianwali 85 57 71 76 42 59 78 46 61 14 57
Faisalabad 80 74 77 65 48 57 72 60 66 9 61
Jhang 75 59 67 63 31 47 66 38 52 26 51
T.T.Singh 81 74 77 76 58 67 77 62 69 8 65
Chiniot 70 59 65 52 16 35 58 29 44 34
Gujranwala 82 75 79 75 64 69 79 70 74 6 71
Gujrat 82 76 79 76 62 69 78 66 71 7 73
Sialkot 77 76 77 65 60 62 68 64 66 10 66
Hafizabad 75 60 67 65 43 54 68 48 58 21 58
Mandi Bahauddin 87 76 81 71 53 62 73 57 65 11 66
Narowal 82 72 76 65 47 55 67 51 58 19 63
Lahore 82 76 79 71 57 64 80 73 77 4 80
Kasur 75 60 67 65 44 55 68 48 58 18 56
Sheikhupura 79 72 75 63 47 55 69 56 63 13 65
Nankana Sahib 71 63 67 68 49 58 68 52 60 15 61
Vehari 79 67 73 64 37 50 67 43 55 23 54
Multan 79 68 74 60 35 48 68 48 58 20 56
Khanewal 80 61 71 65 33 49 67 39 53 25 52
Lodhran 69 48 59 58 31 45 59 34 47 31 46
D.G.Khan 81 62 71 53 23 39 57 29 43 35 41
Rajanpur 81 62 71 39 14 28 45 22 34 37 27
Layyah 77 63 70 65 37 51 67 42 55 24 52
Muzaffargarh 76 58 67 53 24 39 57 29 43 36 44
Bahawalpur 74 61 68 48 28 38 56 38 47 30 44
Bahawalnagar 71 58 65 54 36 45 58 40 49 29 43
Rahim Yar Khan 76 63 69 50 26 38 56 35 46 32 43
Sahiwal 78 69 73 63 44 53 65 48 56 22 50
Pakpatten 78 67 72 53 26 39 57 33 45 33 45
Okara 79 65 73 59 33 46 62 38 50 27 50
Source: PSLM 2010-11
102

Table 71: Adult Literacy-Population 15 Years and Older
URBAN RURAL TOTAL
TOTAL
DISTRICTS MALE FEMALE TOTAL MALE FEMALE TOTAL MALE FEMALE TOTAL RANK 08-09
Pakistan 80 64 72 60 30 45 67 42 55 54
Punjab 79 68 74 61 37 49 67 47 57 56
Attock 84 62 72 73 41 56 75 45 59 13 55
Rawalpindi 87 76 82 84 59 71 86 67 76 2 76
Jhelum 89 74 82 83 56 68 85 61 72 5 73
Chakwal 90 78 83 88 60 73 88 63 75 4 73
Sargodha 82 65 73 64 31 47 69 40 54 19 56
Bhakkar 74 50 63 58 24 41 60 28 44 30 52
Khushab 80 49 64 71 32 50 74 36 54 18 52
Mianwali 84 51 67 72 35 53 75 38 56 16 52
Faisalabad 79 71 75 62 44 53 70 57 64 10 58
Jhang 73 54 64 60 26 43 63 33 48 26 47
T.T.Singh 83 70 76 73 54 64 75 57 66 8 61
Chiniot 70 55 63 49 14 32 55 26 41 33
Gujranwala 80 72 76 71 58 65 76 66 71 6 69
Gujrat 80 75 78 75 58 66 76 62 69 7 70
Sialkot 77 75 76 65 55 59 68 60 64 9 64
Hafizabad 71 55 63 60 36 48 64 42 53 22 53
MandiBahuddin 86 72 79 66 46 56 70 50 60 12 61
Narowal 79 68 73 65 44 53 67 48 56 15 58
Lahore 81 74 78 68 53 61 79 71 75 3 79
Kasur 72 54 63 62 36 49 64 41 53 21 50
Sheikhupura 78 69 73 60 43 51 67 53 60 11 60
Nankana Sahib 68 60 64 65 45 55 66 48 57 14 58
Vehari 77 63 70 60 30 45 63 36 50 23 49
Multan 78 64 71 58 30 44 66 44 55 17 53
Khanewal 77 55 67 61 27 44 65 32 49 25 49
Lodhran 67 44 56 55 24 40 57 27 42 32 43
D.G.Khan 78 56 68 50 17 34 54 22 39 35 37
Rajanpur 82 63 73 35 6 21 42 15 29 37 23
Layyah 76 58 67 60 30 45 62 35 49 24 44
Muzaffargarh 73 52 63 49 18 33 53 23 38 36 39
Bahawalpur 74 59 66 45 25 35 54 35 45 29 42
Bahawalnagar 70 56 62 51 31 41 55 36 45 28 39
Rahim Yar Khan 74 59 67 48 22 35 54 31 42 31 39
Sahiwal 77 65 71 60 41 50 63 45 53 20 47
Pakpatten 77 64 70 48 20 34 53 27 40 34 41
Okara 79 62 70 55 27 41 59 33 46 27 46
Source: PSLM 2010-11
Table below indicate population aged 10 years and older that is literate, expressed as a percentage of
the population aged 10 years and older. For all surveys, literacy is taken as the ability to read a
newspaper and to write a simple letter.
103

Table 72: Literacy - Population 10 Years and Older - By Quintile Group
Punjab
PERCENTAGE OF POPULATION 10 YEARS AND OLDER-2007-08 PSLM
URBAN AREAS RURAL AREAS OVERALL
MAL FEMAL BOTH MALE FEMAL BOTH MALE FEMALE BOTH
PUNJAB:
1stQuintile
2ndQuintile
3rdQuintile
4thQuintile
5thQuintile
78
49
61
72
79
93
66
36
50
57
67
82
72
42
56
64
73
87
66
43
55
68
75
84
40
19
27
41
51
61
53
31
41
54
63
73
70
44
57
69
76
88
48
22
33
46
57
71
59
33
45
57
66
80
Source: PSLM 2007-08
Table 72 indicates population aged 10 years and older that is literate expressed as a
percentage of the total population aged 10 years and older in the quintile indicated.
Quintiles are based on per capita consumption expenditure. The 1 st quintile contains
individuals with the lowest consumption level, whereas the 5 th quintile contains individuals
with the highest consumption level. For the 2007-08 PSLM, literacy was taken as the ability
to read a newspaper and to write a simple letter.
Table 73:-Literacy Ratios by Sex and Area
Area
Sex
1998
Census
All Areas Urban Rural
2008-09
1998
Census
2008-09
1998
Census
2008-09
Total 46.6 59.0 64.5 76.0 38.0 51.0
Male 57.2 69.0 70.9 82.0 50.4 63.0
Female 35.1 50.0 57.2 71.0 24.8 39.0
Source: For 1998:-Population Census Organization, Islamabad. (ii) Federal Bureau of Statistics
2008-09
Table 74: Trends of Allocation of Development Budget 48 (Rs. In millions)
Year Original Allocation Revised Allocation
2005-06 200.000 179.840
2006-07 275.000 198.940
2007-08 1200.000 650.000
2008-09 1250.000 682.473
2009-10 800.000 231.000
2010-2011 1100.000
Source: L&NFBED 2006-11
48 Medium Term Development Framework 2010-13 and Development Programme 2010-11, Government of
the Punjab
104

In 2005-06, Government of the Punjab allocated an amount of Rs.179.84 million for
L&NFBED. The allocation improved marginally in 2006-07 amounting to the tune of
Rs.198.94 million against the original allocation of Rs. 275.00 million. In 2007-08,
L&NFBED got an allocation of Rs.650.00 million, substantially higher than all previous
years. 2008-09 however, recorded even higher allocation amounting to the tune of
Rs.682.47 million which plummeted to Rs. 231.00 million against the original allocation of
Rs.800 million. This is primarily because of the unprecedented devastating floods of 2010
and Government re-appropriated the sectoral allocations keeping in view the emergency
situation. After the insertion of Article 25-A in the Constitution, the Government of Punjab
has allocated an amount of Rs.1100 million, the highest allocation since the establishment
of the department in 2001.
Figure 10 indicates Net Primary Attendance Rates and Figure 11 indicates the literacy ratios
of population aged 10 years and above by sex and area in Punjab during 1998 census and
Punjab Development Statistics 2008-09 both in Urban and Rural areas. According to 1998
Census the overall literacy in urban areas was 64.5% whereas it was 70.9% for male and
57.2% for females. However, Punjab Development Statistics 2008-09 indicated overall
literacy rate in Punjab 76.0% whereas 82.0% for male and 71.0% for females. However, the
situation in rural areas has been disappointing. According to 1998 Census, the overall
literacy rate in rural areas of Punjab for population age 10 years and above 38.0% whereas
it was 50.4% for male and 24.8% for female. However, Punjab Development Statistics
2008-09 recorded overall literacy ratios of population aged 10 years and above at 51%
whereas it is 63% for male and 39% for female. There are disparities in terms of region, sex
and rural, urban areas.
Figure 10: Net Primary Attendance Rate MICS 2007-08
105

Figure 11: Literacy Ratios of Population Aged 10 Years & Above, By Sex and Area
1998 and 2008-09
URBAN
RURAL
Table 75 indicates population aged 10 years and older that has ever attended school expressed
as a percentage of the total population aged10 years and older. For the PIHS 2001-02, PSLM
2005-06 and PSLM 2007-08, all those individuals who have ever attended school (either
currently attending, or attended in the past) were taken to have attended school.
Table 75: Population that has ever Attended School
Punjab
PUNJAB:
1st Quintile
2nd Quintile
3rd Quintile
4th Quintile
5th Quintile
PERCENTAGE OF THE POPULATION 10 YEARS AND OLDER – 2007-08 PSLM
URBAN AREAS
RURAL AREAS
Male Female Both Male Female Both
80
54
66
74
82
93
69
42
54
62
70
83
74
48
60
68
76
88
68
48
59
69
76
84
43
24
32
45
53
62
55
35
45
57
64
73
106

Source: PSLM 2007-08
Tables 70-74 above indicate quintiles are based on per capita consumption expenditure.
The 1st quintile contains individuals with the lowest consumption level, whereas the 5th
quintile contains individuals with the highest consumption level. All those individuals
who have ever attended school (either currently attending, or attended in the past) were
taken to have attended school in PSLM 2007-08.
Variations in literacy rate in 15+ age group is similar to those in 10+ with lower rates, in
rural areas particularly for males. The gender gap is slightly narrower in major cities and
in other urban areas. The district variations in literacy rates amongst 15+ year-olds are
similar to those amongst 10+ year-olds. More than half (59%) of the Punjab population
above 10 years is literate, with a clear, sharp differential between males (69%) and
females (50%). Literacy (10+ years) varies considerably between urban and rural areas,
with about half (52%) of rural-dwellers literate compared to 77 % in major cities and 72
% in other urban areas. Gender disparities also exist by area of residence. In rural areas
64 % males are literate compared to only 40 % females. The gender gap is slightly
narrower in major cities (males 81 %; females 74%) and in other urban areas (males 78%;
females 65%). Literacy amongst people over 10 years of age increases where the older
population is less literate than the younger. While there is the expected positive
correlation with education, of those who have never attended school (47% of the
10+population), 37% reported that they are literate. Literacy rates (10+ years) were
highest in the districts of Rawalpindi (80%), Jhelum (77%), Lahore and Gujrat (74%) and
lowest in Rajanpur (33%), D.G. Khan, Rahim Yar Khan and Lodhran (44%) (MICS
2007-08, Punjab Development Statistics, 2011, L&NFBED, 2010)
Punjab has overall literacy rate of 57%, i.e. 61% for males and 48% for females. The
literacy rate however varies being the highest in Rawalpindi and the lowest in Rajanpur.
The literacy rate in tribal areas for females is even less than 10% in case of Rajanpur and
D.G.Khan. The Government of Punjab took a bold initiative and created an independent
Department in August 2002. The objective was to eradicate illiteracy from the province
through Non-Formal Education. Before the creation of the Department, Non-Formal
Education Projects were being implemented in the provinces jointly by the Ministry of
Education and the provincial Departments of Education with Federal Government
funding. Federal programmes like National Commission for Human Development and
National Education Foundation, continue to co-exist along with provincial programmes
but such programmes are now being implemented entirely by Federal Government
organizations and personnel.
After the 18th Amendment in the Constitution, the subject of education has been removed
from the concurrent list and implementation commission in the Federal Government and
respective departments in the provincial governments are working on legal and
institutional framework to take on the roles and responsibilities according to the
Constitution. The literacy rate (10 years and older) in the province appears to be
107

increasing and stands at 65% for the year 2007-08. According to the PSLM survey of
2004-05, the literacy rate of the province is 54%. However, in terms of numbers,
illiterates are growing. According to the MICS, number of illiterates in 2007-08, was 34
million which has increased to 38 million by 2010. The mandate of the Department is to
make Punjab learning, thriving and prosperous. The Five Year Strategy Plan is an
endeavor to achieve the MDGs and EFA goals. The Department has short term, medium
term and long term plans to achieve the cherished goals. Literacy and Non Formal Basic
Education Department has already chalked out Ten Year Strategy Plan and has started
implementation through different incipient organic initiatives and projects elaborated in
this book on, ‘The Five Year Strategy Plan’. Literacy and Non Formal Basic Education
Department has already launched the following six programmes in the province.
Four projects have been launched during current year in pursuance of declaration of 2010 as
National Year of Literacy
• Literacy Program
• Campaign for Enhancement of Literacy in Four Districts of Punjab
• Punjab Literacy and Livelihood Programme
• Establishment of 300 Adult Literacy Centers and 200 NFBE Schools at Brick Kilns
• Community Learning Centers Project
• Capacity Building of the Literacy & Non Formal Basic Education Department
There is political will and resource mobilization in place and now is the time for
implementation and Literacy and Non Formal Education Department is charged with the
responsibility to achieve the stated statutory goals by optimally employing all the
institutional potentialities at its command. The total area of the Punjab province is
2,05,344Sq Km, with the average population density of 441 persons per Sq Km. The
province is administratively divided into 9 Divisions, 36 districts and 144 Tehsils. Punjab
is the largest province of Pakistan with respect to population. The total estimated
population of the Punjab province in 2010 is 91 million.
Table 76: Estimated Population Male/ Female age-group wise 49 as in 2009 (in Millions)
Age-group Male Female Total
0-4 5.1 4.7 9.8
5-9 5.1 4.7 9.8
10-14 5.5 5.1 10.6
15-19 5.4 5.0 10.4
20-24 4.9 4.7 9.6
10+ 36.7 34.6 71.3
Source: National Institute of Population Studies
Punjab pre-dominantly is agrarian in nature with majority of the population living in rural
areas. Most of the people tend to follow Islamic value system, culture and traditions.
However, strong biradari system plays a significant role in social and other socio-cultural
49 Estimated by National Institute of Population Studies
108

traditions of the province. Agriculture continues to be a larger sector of Punjab’s
economy with wheat and cotton being the major crops. Punjab contributes about 68% to
annual food grain production in the country. It is simultaneously the most industrialized
province of Pakistan. The province has always contributed the most to the national
economy of Pakistan. Its share to GDP of Pakistan has historically ranged from 51.8% to
54.7%. It makes significant contribution in the service and agriculture sectors of the
economy, with its share ranging from 52.1% to 64.5% in the service sector and 56.1% to
61.5% in the agriculture sector. Punjab appears to be better placed than other provinces in
terms of achievement of targets relating to universal primary education and in terms of
higher literacy rate. Its Gross Enrolment Ratio (GER) and Net Enrolment Ratio (NER)
are better than other provinces, which directly contribute towards improvement of its
socio-economic conditions.
Even within the Punjab, districts having higher GER/NER at primary level have higher
literacy rate and correspondingly improved socio-economic indicators. According to
Multiple Indicators Cluster Survey (MICS), number of illiterates in Punjab in year 2007-
08 was approximately 34 million, which is estimated to have increased to 38 million in
the year 2010-11. MICS survey portrays that more than half (59%) of the Punjab
population above 10 years is literate, with a clear, sharp differential between males (69%)
and females (50%). Nevertheless, the surveys shows an improvement in overall 10+ years
literacy compared to the Punjab MICS 2003-04 which reported 54% amongst all 10+
year-olds: 63 % amongst males and 44 % amongst females. Literacy (10+ years) varies
considerably between urban and rural areas, with about half (52%) of rural-dwellers
literate compared to 77% in major cities and 72 % in other urban areas. Gender
disparities also exist by area of residence. In rural areas 64 % males are literate compared
to only 40% females. The gender gap is slightly narrower in major cities (males 81 %;
females 74%) and in other urban areas (males 78%; females 65%). Literacy amongst
people over 10 years of age increases where the older population is less literate than the
younger. While there is the expected positive correlation with education, of those who
have never attended school (47% of the 10+ population), 37% reported that they are
literate. Besides gender disparities there are obvious urban/rural disparities in terms of
literacy levels and access to educational facilities. A combined picture of rural urban and
male female literacy levels in Punjab is provided in the following matrix:
Historically, there has been a continuous increase in the number of illiterates (especially
females), despite the increasing literacy rates over the years. This is primarily because of
higher rate of increase in population and not stopping illiterates’ entry from the source
i.e. not providing quality education to kids at Primary level in formal school system
which results in early drop out prior to completing primary education cycle. Estimated
population of 5-9 years age-group in 2009 by NIPS was 9.8 million including 4.7 million
girls. On the basis of past trend of Net Enrolment Rate (NER) at primary stage, it has
been estimated that 3.41 million kids (including 1.80 million girls) of 5-9 year age-group
were out of school.
Tables above do not paint a very rosy picture about the situation of literacy in Punjab
109

which calls for interventions aimed at improving the situation on war footing. The most
important intervention introduced in Punjab so far is the establishment of Literacy and
Non Formal Basic Education Department (L&NFBED).After a comprehensive exercise
the detail of which has been given in 5 years Strategic Plan of the Literacy Department,
following requirements have been calculated to achieve 88% Adult Literacy rate and to
literate the 33% annual dropouts of formal schooling system, till 2015. The needs, target
groups and strategies have been elucidated in the matrix in Chapter 7 in Section 7.2.12.
a. Detail of required number of ALCs and Cost
110
1. No of Target Adult Literacy Centers ( 5 years) 300,674 ALCs
2. Estimated Cost per annum Rs 87000
3. Total Cost of 300674 ALCs in five years 87240x300674=
Rs 26.23 billion
4. Cost per annum=26231/5 Rs.52. 46 billion
5. Cost per learner Rs 290
6. Cost per month 290x25=Rs.7250
b. Detail of required number of NFBES and Cost
1. No of Target Non Formal Basic Education Schools ( 5 years) 122,124 NFBES
2. Estimated Cost per annum Rs.80000
3. Total Cost of 122,124 NFBES(5 years) 80,000x122,124=
Rs. 97. 70 billion
4. Cost per annum 9770/5=Rs.1.95 billion
5. Cost per learner per month Rs. 267
6. Cost per month 267x25=Rs.6675
Source: Literacy and Non Formal Basic Education Department 2010-2011, Five Year Strategic Plan
In order to achieve the MDGs the Department has launched the following pilot projects
and striving to upscale the scope of these projects. However, achievement of these targets
is subject to provision of funds.
1. Literacy Programme (LP)
• Total cost of the revised PC-I Rs. 1754.130 million
• Six years (72 months) duration.
• Being implemented in 32 districts of the Punjab
• The districts not covered under the Project Khanewal, Khushab, D.G. Khan, &
Mandi Bahauddin.
• 10 Union Councils (UCs) selected in each district
• Target 200 NFBE Centres and 200 ALCs in every district.
2. Campaign for Enhancement of Literacy in 4 Districts
• Being implemented in four namely Khanewal, Khushab, Dera Ghazi Khan and
Mandi Bahauddin.
• Setting up of 630 new NFBE schools in four districts
• Total capital cost of the revised PC-I is estimated at Rs.720.809 million.

111
• Original project duration was 2004-05 to 2007-08. Project has been revised to be
completed till 2013-14.
3. Punjab Literacy and Livelihood Programme
• Envisages imparting basic literacy and vocational skills to illiterates and explores
innovative models to incentivize adult literacy initiatives.
• Cost: Rs. 135.713 Million.
• Total duration of the project is 2 years (from 2009-10 to 2010-11) and it shall be
executed in Multan and D.G Khan Division.
4. Establishment of Adult Literacy Centres & NFBE Schools at brick Kilns in Multan
and Khanewal
• Focuses on access to quality literacy to illiterates and out of school population of all
ages at Brick Kilns.
• Cost Rs. 109.884 Million.
• Total duration of the project 5 years
• To be executed in Multan and Khanewal.
5. Establishment of 360 CLCs/ Literacy Resource Centres - 10 in each District
• Concept is to set up 10 community learning centres in each district to provide
institutionalized support through community participation towards improvement of
quality of life and economic self-reliance.
• Cost: Rs. 38.163 Million.
• Total duration of the project: 2 years (from 2009-10 to 2010-11)
• Pilot Project to be executed in Sahiwal Division.
6. Capacity Building of the Department
• General objectives of the project:
• To enhance the capacity of Literacy Department,
• To strengthen the existing functions of Planning and Admn Wings,
• To add the vital and missing functions of R&D, M&E and HRD.
• The project is approved at a cost of Rs. 48.801 Million.
• Total duration of the project is 2 years (from 2009-10 to 2011).
3.9.7: Needs, Target Groups, Strategies and Way Forward
There are a variations in literacy rate in Punjab i.e. 80% literacy rate in Rawalpindi
District being the highest whereas it is 33% in case of Rajanpur District being the lowest.
The problem is further aggravated once we focus on rural and urban areas as well as
literacy rates for male and female. Within districts, there are sever disparities in terms of
male and female literacy rate. While the overall youth literacy rate is 73 %, amongst
males it is 79 % and amongst females 68 %. Gender disparities exist in areas of
residence, so 76 % of rural males are literate compared to 58 % of rural females. The
younger population, aged 15-19, is slightly less literate than those aged 20-24: amongst
males, 80 % compared to 78 %, and amongst females 70 % compared to 66%. The
highest wealth index quintile has the highest youth literacy rate, especially amongst

women and girls: amongst males, the highest wealth index quintile has a literacy rate of
94 % compared to 52 % in the lowest and amongst females 95 % compared to 19 %.
Literacy rates of household members above 15 years of age is more than half (56 %) of
whom are literate. Amongst males, the literacy rate at 66% is 21% higher than amongst
females (45 %). The needs, target groups and strategies have been elucidated in the matrix
in Chapter 7 in Section 7.2
3.10 : Deeni Madaris
3.10.1: Policy
NEP 2009 envisages that Federal and provincial governments shall develop joint
strategies with main Madrasah systems, through consultations. NEP 2009 advised to
introduce formal subjects including market-oriented and skills-based subjects that would
enable the children graduating from Deeni Madaris to have more employment options.
The policy requires that arrangements shall be made for printing of rare books on Islam,
charts and materials relating to Islamic injunctions and their distribution amongst
libraries of schools, colleges, universities, research institutions and Deeni Madaris.
According to NEP 2009, it shall be ensured that textual and other learning materials do
not contain anything repugnant to Islamic injunctions and controversial material
against any sect or religious/ethnic minorities. According to policy, provision shall be
made for teaching of the subject of Ethics/Moral Education in lieu of Islamiyat to non-
Muslim children and subject specific teachers shall be appointed according to the
requirements.
The Institutes of Educational Research in Universities in collaboration with Departments
of Islamic Studies shall commission research on Islamiyat Curriculum and recommend
strategies for making it more relevant to the needs of the ever changing society. Deeni
Madaris shall be mainstreamed by introducing contemporary studies alongside the
curricula of Deeni Madaris to enhance prospects of their students to pursue higher
studies, research and excellence and to ensure employment, recognition and equivalence.
According to NEP 2009, Madrasah Education authority shall be established by Ministry
of Interior with the mandate to provide an opportunity for all existing and future Madras
to excel and enhance the services. Governments should provide funds for education and
socio-economic welfare of students and also provide infrastructure and equipment for
improvement of existing facilities. The policy gives guidelines to provide further training
to enhance skills of teachers and provide support in vocational training to equip students
to generate income. Government shall provide advice and assistance in streamlining
policies, objectives and syllabi to give graduates a competitive edge in the job
market and for placement in institutions of higher education. Deeni Madrassas form a
component of the private sector. The parallel system in this case consists of a curriculum
that lies outside the mainstream.
According to the policy, there is another divide between the curriculum that is offered to
the children enrolled in Deeni Madaris and the curriculum in the rest of the public
and private establishments. The third tier of Madrassas plays a role in a different type of
112

social divide. Young children educated in Madrassas normally do not have skills
that enable them to seek employment outside the realm of duties associated with
clerics. This increases social tensions because of the sense of exclusion among children
educated in these institutions. The state shall provide greater opportunities to the citizens
and areas that have been largely excluded from the mainstream development and
participation in the national processes by ensuring even and equitable human
development across. Pakistan. Governments shall identify schools in less developed areas
for prioritization in resource allocation and management for improving quality.
Ministry of Education in consultation with Provincial and Area education departments,
relevant professional bodies and the wider public, shall develop a comprehensive plan of
action for implementing the English language policy in the shortest possible time, paying
particular attention to disadvantaged groups and lagging behind regions. The curriculum
from Class I onward shall include English (as a subject), Urdu, one regional language,
mathematics along with an integrated subject. The Provincial and Area Education
Departments shall have the choice to select the medium of instruction up to Class V.
English shall be employed as the medium of instruction for sciences and
mathematics from class IV onwards. For 5 years Provinces shall have the option to teach
mathematics and science in English or Urdu/ official regional language, but after five
years the teaching of these subjects shall be in English only. Opportunities shall be
provided to children from low socio-economic strata to learn English language.
3.10.2: Comprehensive Policy for Deeni Madaris
A comprehensive school language policy shall be developed in consultation with
provincial and area governments and other stakeholders. Federal, provincial and area
governments shall develop joint strategies with main Madrasah systems, through
consultations, to introduce formal subjects including market-oriented and skills-based
subjects that would enable the children graduating from Deeni Madaris to have more
employment options. The following tables indicate countrywide enrollment of Madrasah,
and enrolled children in three districts surveyed by LEAPS 2003 in Attock, Faisalabad
and Rahim Yar Khan. The table also indicates the characteristics of the households.
Table 77: Country-Wide Madrassas Enrollment –Different Sources 50
Data Source Madrassas Enrollment Madrassas as Fraction of Enrolled
Census of Population,1998
Total Male Female 159,225
111,085
48,140
0.70%
0.82%
0.53%
50
The census of population covers all of Pakistan except the Federally Administered Tribal Area (FATA). Included
are Punjab, Baluchistan, North-West Frontier Provinces (NWFP) and Sindh, plus the federal capital Islamabad and
the federally administered Northern Areas and Azad Jammu and Kashmir (AJK). The Census of Population, 1998
estimates is based on the census “long-form”, which was administered on a sample basis to a large number of
households. This data is representative at the district level for both rural and urban regions. The next three rows
show estimates from the Pakistan Integrated Household Survey (PIHS) which is a household survey and is
representative only at the provincial level for the four main provinces, which account for 97% of the country’s
population-Punjab, Sindh, Baluchistan and NWFP.
113

PIHS1991 151,546 0.78% [0.16%]
PIHS1998 178,436 0.74% [0.089%]
PIHS2001 176,061 0.7% [0.093%]
Source: LEAPS, 2003. Population Census1998
Table 78: Enrolled Children in Three Districts 51
School Type Data Source Attock Faisalabad Rahim Yar Khan
Government (%) LEAPS 67.73 71.96 71.38
Private (%) LEAPS 31.56 27.33 24.92
Madrassas (%) LEAPS 0.71 0.70 3.70
Population Census,1998 0.50 0.49 1.03
Source: LEAPS, 2003. Population Census 1998
Table 79: Characteristics of Madrassa and Non-Madrassa Households 52
House hold Type
House hold
Head Illiterate
Monthly
Expenditure
Under Rs.7500
No Land
Settlement Has
Private School
Non-Madrasah House hold 0.4469
(0.0024)
0.9598
(0.0009)
0.6171
(0.0023)
0.7196 (0.0021)
Madrasah House hold 0.5159
(0.0153)
0.9645
(0.0056)
0.6047
(0.0149)
0.4852 (0.0152)
Source: LEAPS, 2003.
The number of Madrasah all over Pakistan is around 28, 982. The number was 2861 in
1988 and 246 in 1947 53 . The interior ministry estimates put the number of Madrassas at
20,000 with 3 million students. Out of these 11,000 Madrassas belong to Deobandi
sector54. The number of Deobandi Madrassas in Punjab is around 2512. The Divisionwise
breakup is: Lahore 323, Gujranwala 140, Rawalpindi 169, Faisalabad 112, Sargodha
149, Multan 325, D.G.Khan 411 and Bahawalpur 88355. The number of religious
Madrasah is the highest in the Southern Punjab and there is meteoric rise in the numbers
over the years. In terms of needs and priorities there is a dire and incessant demand for
implementation of NEP 2009 and Federal and provincial governments shall develop joint
strategies with main Madrasah systems, through consultations.
51
LEAPS reports school type for enrolled children ages 5 – 15 Population Census reports field of education for
children 5-14. LEAPS sample villages were randomly drawn from a list-frame of rural villages with at least one
private school and thus are not representative of the district as a whole.
52
Standard error reported in parenthesis. Households are classified as “Madrasah Households” if one or more children
are currently enrolled in a Madrasah. “Non-Madrasah” households have at least one child enrolled in government or
private school. Monthly expenditure under Rs.7500 accounts for 97% of households. There is no difference in
means between household types when a more even expenditure categorization is used.
53
Ministry of Education, Government of Pakistan 2003. Directory of Deeni Madaris in Pakistan 2003. Curriculum
wing (Islamic Education Center) Ministry of Education
54
Rehman, Tariq. 2004. “The Madrasah and the State of Pakistan: Religion, Poverty and the Potential for
Violence in Pakistan).
55
Rehman, Tariq. 2004. “The Madrasah and the State of Pakistan: Religion, Poverty and the Potential for
Violence in Pakistan).
114

3.10.3: Needs, Target Groups, Strategies and Way Forward
The Government of Punjab should introduce formal subjects including market-oriented
and skills-based subjects that would enable the children graduating from Deeni Madaris
to have more employment options. Government of Punjab shall make arrangements for
printing of rare books on Islam, charts and materials relating to Islamic injunctions and
their distribution amongst libraries of schools, colleges, universities, research institutions
and Deeni Madaris. The Government of Punjab shall ensure that textual and other learning
materials do not contain anything repugnant to Islamic injunctions and controversial
material against any sect. The matter of Deeni Madaris is volatile and needs to be handled
carefully keeping in view the experiences of abrupt policy interventions in the past. The
Madrasah reform programme can only be successful once all the stakeholders have
ownership of the reform agenda and during the process of implementation, everybody is on
board. The gradual and consistent reform process will deliver dividends. The needs, target
groups and strategies have been elucidated in the matrix in Chapter 7 in Section 7.2.
115

Chapter-4: Pakistan and the International Commitments (EFA/MDGs):
Achievements and Shortfalls
The Government of Punjab has declared education as its first priority. Government is
endeavoring for the improvement of education sector through policies and programs and the
most recent initiative is Punjab School Roadmap Reform Program.
4.1: MDG and EFA Goals: Degree of Progress Achieved
The present status of Pakistan in the EFA Development Index (EFI: 2008) is not very
encouraging. Of the 127 countries assessed, Pakistan has a rank of 119, with only eight
countries below it. In particular, it falls very low (ranked 123) in net primary enrolment rate.
Table 80: Ranking of Selected Countries on the EFA Development Index
116
EDI
Net Enrolment
Rate (Primary)
Adult Literacy
(15+)
Gender-specific
EFA Index (GEI)
Survival rate
till Grade 5.
Bangladesh 112 100 115 95 121
India 107 61 111 108 114
Pakistan 119 123 118 119 111
Japan 1 1 28 1 19
Switzerland 7 21 1 36 19
UAE 46 27 76 25 1
Source: EFA Global Monitoring Report 2011; UNESCO
4.2: Millennium Development Goals
The MDG goals were developed out of the eight chapters of the United Nations, signed in
September 2000. There are eight goals with 21 targets,[10] and a series of measurable
indicators for each target.
Goal 1: Eradicate Extreme Poverty and Hunger
Target 1A: Halve the proportion of people living on less than $1 a day
• Proportion of population below $1 per day (PPP values)
• Poverty gap ratio [incidence x depth of poverty]
• Share of poorest quintile in national consumption
Target 1B: Achieve Decent Employment for Women, Men, and Young People
• GDP Growth per Employed Person
• Employment Rate
• Proportion of employed population below $1 per day (PPP values)
• Proportion of family-based workers in employed population
• Target 1C: Halve the proportion of people who suffer from hunger
• Prevalence of underweight children under five years of age

• Proportion of population below minimum level of dietary energy
consumption
Goal 2: Achieve Universal Primary Education
Target 2A: By 2015, all children can complete a full course of primary schooling,
girls and boys
• Enrollment in primary education
• Completion of primary education
• Literacy of 15-24 year olds, female and male
Goal 3: Promote Gender Equality and Empower Women
Target 3A: Eliminate gender disparity in primary and secondary education
preferably by 2005, and at all levels by 2015
• Ratios of girls to boys in primary, secondary and tertiary education
• Share of women in wage employment in the non-agricultural sector
• Proportion of seats held by women in national parliament
Goal 4: Reduce Child Mortality Rates
Target 4A: Reduce by two-thirds, between 1990 and 2015, the under-five mortality
rate
• Under-five mortality rate
• Infant (under 1) mortality rate
• Proportion of 1-year-old children immunized against measles
Goal 5: Improve Maternal Health
Target 5A: Reduce by three quarters, between 1990 and 2015, the maternal mortality
ratio
• Maternal mortality ratio
• Proportion of births attended by skilled health personnel
117
Target 5B: Achieve, by 2015, universal access to reproductive health
• Contraceptive prevalence rate
• Adolescent birth rate
• Antenatal care coverage
• Unmet need for family planning
Goal 6: Combat HIV/AIDS, Malaria, and Other Diseases
Target 6A: Have halted by 2015 and begun to reverse the spread of HIV/AIDS
• HIV prevalence among population aged 15–24 years
• Condom use at last high-risk sex
• Proportion of population aged 15–24 years with comprehensive correct
knowledge of HIV/AIDS
Target 6B: Achieve, by 2010, universal access to treatment for HIV/AIDS for all
those who need it
• Proportion of population with advanced HIV infection with access to
antiretroviral drugs

Target 6C: Have halted by 2015 and begun to reverse the incidence of malaria and
other major diseases
• Prevalence and death rates associated with malaria
• Proportion of children under 5 sleeping under insecticide-treated bed nets
• Proportion of children under 5 with fever who are treated with appropriate
anti-malarial drugs
• Prevalence and death rates associated with tuberculosis
• Proportion of tuberculosis cases detected and cured under DOTS (Directly
Observed Treatment Short Course)
Goal 7: Ensure Environmental Sustainability
Target 7A: Integrate the principles of sustainable development into country policies
and programs; reverse loss of environmental resources
Target 7B: Reduce biodiversity loss, achieving, by 2010, a significant reduction in
the rate of loss
• Proportion of land area covered by forest
• CO2 emissions, total, per capita and per $1 GDP (PPP)
• Consumption of ozone-depleting substances
• Proportion of fish stocks within safe biological limits
• Proportion of total water resources used
• Proportion of terrestrial and marine areas protected
• Proportion of species threatened with extinction
118
Target 7C: Halve, by 2015, the proportion of the population without sustainable
access to safe drinking water and basic sanitation (for more information see the entry
on water supply)
• Proportion of population with sustainable access to an improved water
source, urban and rural
• Proportion of urban population with access to improved sanitation
Target 7D: By 2020, to have achieved a significant improvement in the lives of at
least 100 million slum-dwellers
• Proportion of urban population living in slums
Goal 8: Develop a Global Partnership for Development
Target 8A: Develop further an open, rule-based, predictable, non-discriminatory
trading and financial system
• Includes a commitment to good governance, development, and poverty
reduction – both nationally and internationally
Target 8B: Address the Special Needs of the Least Developed Countries (LDC)
• Includes: tariff and quota free access for LDC exports; enhanced programme
of debt relief for HIPC and cancellation of official bilateral debt; and more
generous ODA (Overseas Development Assistance) for countries committed
to poverty reduction

119
Target 8C: Address the special needs of landlocked developing countries and Small
Island developing States
• Through the Programme of Action for the Sustainable Development of Small
Island Developing States and the outcome of the twenty-second special
session of the General Assembly
Target 8D: Deal comprehensively with the debt problems of developing countries
through national and international measures in order to make debt sustainable in the
long term
• Some of the indicators listed below are monitored separately for the Least
Developed Countries (LDCs), Africa, landlocked developing countries and
Small Island developing States.
• Official Development Assistance (ODA):
• Net ODA, total and to LDCs, as percentage of OECD/DAC donors’
Gross National Income (GNI)
• Proportion of total sector-allocable ODA of OECD/DAC donors to
basic social services (basic education, primary health care, nutrition,
safe water and sanitation)
• Proportion of bilateral ODA of OECD/DAC donors that is untied
• ODA received in landlocked countries as proportion of their GNIs
• ODA received in small island developing States as proportion of their
GNIs
• Market access:
• Proportion of total developed country imports (by value and
excluding arms) from developing countries and from LDCs, admitted
free of duty
• Average tariffs imposed by developed countries on agricultural
products and textiles and clothing from developing countries
• Agricultural support estimate for OECD countries as percentage of
their GDP
• Proportion of ODA provided to help build trade capacity
• Debt sustainability:
• Total number of countries that have reached their HIPC decision
points and number that have reached their HIPC completion points
(cumulative)
• Debt relief committed under HIPC initiative, US$
• Debt service as a percentage of exports of goods and services
Target 8E: In co-operation with pharmaceutical companies, provide access to
affordable, essential drugs in developing countries
• Proportion of population with access to affordable essential drugs on a
sustainable basis
Target 8F: In co-operation with the private sector, make available the benefits of
new technologies, especially information and communications
• Telephone lines and cellular subscribers per 100 population
• Personal computers in use per 100 population
• Internet users per 100 Population

4.3: Education For All Goals
Six internationally agreed education goals aim to meet the learning needs of all children,
youth and adults by 2015.
Goal 1: Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children
Goal 2: Ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to, and
Goal 3:
complete, free and compulsory primary education of good quality.
Ensuring that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life-skills programmes
Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing education for
all adults.
Goal 5:
Goal 6:
Eliminating gender disparities in primary and secondary education by 2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls’
full and equal access to and achievement in basic education of good quality.
Improving all aspects of the quality of education and ensuring excellence of all
so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.
Given the high level of similarity between the EFA goals and education MDGs - EFA goals
can be termed as a sub-set of MDGs. MDGs represent a broader spectrum including
poverty, employment, health, environment, gender equality, child mortality, combat
HIV/AIDs and environment etc. The progress so far achieved in implementing the
international commitments to education can be assessed by reviewing the change which may
have taken place in a set of common indicators. The following are common indicators of
MDG and EFA goals:
1. Net primary enrolment rates
2. Completion/Survival Rates
3. Adult Literacy Rates
4. Gender Parity in Primary Education
5. Gender Parity in Secondary Education
6. Youth (15-24 years old) Literacy Gender Parity
4.4: Projections to Reach MDG/EFA Goals
Punjab is at serious risk of not achieving adult literacy rates according to MDG & EFA
Goals. In case of female adult literacy rate, the situation is dismal. Chapter 2 Sections
2.7-2.12 describe achievable targets with affordable costs against a wide range of
indicators including population, enrolment, number of teachers, number of schools,
infrastructure, basic facilities, unit cost per student, unit cost for professional
development, etc. Projections in Chapter 2 have been made on the basis of NIPS data,
which indicates an annual increase of more than 300,000 (approx.) populations between
120

5-9 years of age group 56 . Currently, enrollment rate of 5-9 years excluding katchi class is
62% (PSLM 2010-11). Projections are made to achieve the 98% enrollment of 5-16 years
of population by 2024-25. In this case, the projected budget for education has to be
enhanced to an annual average of 15% to achieve the target in coming 15 years. With
15% average annual increase in education budget, Punjab can achieve 98% Net
Enrollment Rate (5-16 years age group) till 2024-25. The costs of textbooks, school
councils, and stipends would increase due to provision of stipends and free textbooks to
more students. It is assumed that owing to increase in salary cost and number of teachers,
projections would elevate the unit cost per child per year to the level of Rs.16, 078.40 by
2024-25. However at the present pace of progression NER, GPI, Completion rate and
Adult Youth Literacy have been worked out on the basis of data, PIHS 2001, PMIU-
PESRP 2004/2011 and Punjab Development Statistics 2011.
4.5: Net Primary Enrolment Rates
In Chapter 2 Sections 2.7-2.12, NER has been calculated. To accommodate additional
enrollment and out-of-school children, more classrooms and schools would be required.
By taking 2009-10 as a base year, projection indicates that 263,184 additional classrooms
and 5815 additional schools would be required by 2024-25 to adjust more students in the
classrooms. There is also a need to reduce classroom-students ratio to 1:40 in the next 15
years, which is currently 1:44. Unit cost is Rs.2.5 million for constructing a building of
primary school, Rs.5.01 million for up-gradation of primary to middle school, and Rs.5
million for up-gradation of middle to secondary school. Projection has been worked out
for provision of basic facilities in all those schools, which are without basic facilities,
with an estimated cost of Rs.11.67 billion by year 2012-13. There is a direct proportion
between enrolment rate and teacher demand, as increase in enrollment of children would
result in an increased demand for teachers. However, availability, recruitment, and
training of such a huge human resource in itself are serious challenges for the
government. Therefore, for compliance with 25-A in view of government service ratio,
144,865 additional teachers would be required to bring the student-teacher ratio at 40:1 in
the next 15 years. At the present pace of progression NER has been worked out on the
basis of data, PIHS2001, PMIU-PESRP 2004/2011 and Punjab Development Statistics
2011 and the actual target will be achieved in 2022.
Table 81:Net Primary Enrolment Rate 2001/02-2010/11
2001/02 2004/05 2005/06 2006/07 2007/08 2008/09
Punjab
Development
Statistics
2011
MDG
Target
2015
Actual
Target
Achieved
2022
Net Primary
Enrolment (%)
44 56 58 60 64 68 88 100 100
Source: PIHS 2001/02, PMIU-PESRP 2004/2011, Punjab Development Statistics 2011.
56 Details of projections to reach MDG/EFA Goals have been discussed in Chapter-2 in Sections 2.12 & 2.13
121

Figure 12:Net Primary Enrolment Rate 2008-2022
Percentage
4.6: Gender Parity in Primary Education
Chapter 2 Sections 2.7-2.12 describe achievable targets with affordable costs against a
wide range of indicators. Genders disparities exist in areas of residence and76 % of rural
males are literate compared to 58 % of rural females. The younger population, aged 15-
19, is slightly less literate than those aged 20-24: amongst males, 80 % compared to 78
%, and amongst females 70% compared to 66%. The highest wealth index quintile has
the highest youth literacy rate, especially amongst women and girls: amongst males, the
highest wealth index quintile has a literacy rate of 94 % compared to 52 % in the lowest
and amongst females 95 % compared to 19 %. Literacy rates of household members
above 15 years of age is more than half (56 %) of whom are literate. Amongst males, the
literacy rate at 66%, is 21% higher than amongst females (45 %) (MICS 2007-08, Punjab
Development Statistics, 2011, L&NFBED, 2010, PSLM 2007-08 & 2010-11). The gender
gap is slightly narrower in major cities and in other urban areas. The district variations in
literacy rates amongst 15+ year-olds are similar to those amongst 10+ year-olds. More
than half (59%) of the Punjab population above 10 years is literate, with a clear, sharp
differential between males (69%) and females (50%). Literacy (10+ years) varies
considerably between urban and rural areas, with about half (52 %) of rural-dwellers
literate compared to 77% in major cities and 72 % in other urban areas. Gender
disparities also exist by area of residence. In rural areas 64% males are literate compared
to only 40 % females. The gender gap is slightly narrower in major cities (males 81%;
females 74%) and in other urban areas (males 78%; females 65%). Literacy amongst
people over 10 years of age increases where the older population is less literate than the
younger. While there is the expected positive correlation with education, of those who
have never attended school (47% of the 10+population), 37% reported that they are
literate. (MICS 2007-08, Punjab Development Statistics, 2011, L&NFBED, 2011, PSLM
2007-08 & 2010-11). The gaps in Punjab Gender Parity Index (GPI) are being bridged
quickly. There are 43970 Primary Schools, 21912 Primary Schools for boys and 2208
122

Primary Schools for girls. In terms of enrollment, the total enrollment at primary level in
Government Schools is 47, 94,000 whereas the enrollment for boys is 26, 67,000 and for
girls it is 21, 27,000. Gender disparities also exist by area of residence. In rural areas 64%
males are literate compared to only 40% females. The gender gap is slightly narrower in
major cities (males 81 %; females 74%) and in other urban areas (males 78%; females
65%). Literacy amongst people over 10 years of age increases where the older population
is less literate than the younger. While there is the expected positive correlation with
education, of those who have never attended school (47% of the 10+population), 37 %
reported that they are literate. Literacy rates (10+ years) were highest in the districts of
Rawalpindi (80%), Jhelum (77%), Lahore and Gujrat (74%) and lowest in Rajanpur
(33%), D.G. Khan, Rahim Yar Khan and Lodhran (44%) (MICS 2007-08, Punjab
Development Statistics, 2011, L&NFBED, 2010, PSLM 2007-08 & 2010-11). At the
present pace of progression GPI has been worked out on the basis of data, PIHS 2001,
PMIU-PESRP 2004/2011 and Punjab Development Statistics 2011 and the actual target will
be achieved in 2017.
Table 82:Gender Parity Index (GPI) Primary Education : 2001/02-2010-11
2001/02 2004/05 2005/06 2006/07 2007/08 2008/09
Punjab
Development
Statistics
2011
MDG
Target
2015
Actual
Target
Achieved
2017
GPI Primary
Education
0.82 0.85 0.85 0.81 0.84 0.88 0.94 1 1
Source: PIHS 2001/02, PMIU-PESRP 2004/2011, Punjab Development Statistics 2011.
Figure 13: Gender Parity Index (GPI) Primary Education: 2012-2017
123

Table 83: Gender Parity Index (GPI) in Youth Literacy: 2001/02-2010/11
2001/02 2004/05 2005/06 2006/07 2007/08 2008/09
Punjab
Development
Statistics 2011
MDG
Target
2015
Youth 0.66 0.72 0.78 0.80 0.82 0.84 0.86 1 1
Literacy
Gender
Parity Index
Source: PIHS 2001/02, PMIU-PESRP 2004/2011, Punjab Development Statistics 2011.
Figure 14: Gender Parity Index (GPI) in Youth Literacy: 2012-2024
Actual
Target
Achieved
2024
Table 84:Gender Parity Index (GPI) Secondary Education: 2010/11
2001/02 2004/05 2005/06 2006/07 2007/08 2008/09
Punjab
Actual
MDG
Development
Target
Target
Statistics
Achieved
2015
2011
2013
Gender Parity 0.77 0.80 0.81 0.82 0.85 0.87 0.92 0.94 0.94
Index (GPI) in
Secondary
Education
Source: PIHS 2001/02, PMIU-PESRP 2004/2011, Punjab Development Statistics 2011.
Figure 15: Gender Parity Index (GPI) Secondary Education: 2012 2013
124

4.7: Completion/Survival Rates
Chapter 2 Sections 2.7 - 2.12 describe achievable targets with affordable costs against a
wide range of indicators. At the moment, there are 7534 Middle Schools, 3163 Middle
Schools for boys and 4371 Middle Schools for girls. In terms of enrollment, the total
enrollment at Middle level in Government Schools is 21, 29,000 whereas the enrollment
for boys is 9, 97,000 and for girls it is 11, 32,000 (Punjab Development Statistics 2011).
There are 4839 High Schools, 2974 High Schools for boys and 1865 High Schools for
girls. In terms of enrollment, the total enrollment at High School level in Government
Schools is 30, 51,000 whereas, the enrollment for boys is 17, 74,000 and for girls it is 12,
77,000 (Punjab Development Statistics 2011).
GPI at Middle level is skewed in favor of enrollment for girls in Government Schools.
However efforts are being made to ensure more enrollments of boys at Middle level. At
Primary and High School level, Government of the Punjab is making dedicated efforts to
ensure GPI by 2015.The gender parity index for youth literacy has advanced steadily over
the past five years. It has, undoubtedly, achieved the MTDF 2010 target of 0.8 and as
such may progress satisfactorily towards its MDG target in the next five years. At the
present pace of progression completion/survival has been worked out on the basis of data,
PIHS 2001, PMIU-PESRP 2004/2011 and Punjab Development Statistics 2011 and the
actual target will be achieved in 2030.
Table 85: Completion/Survival Rates till Grade V: 2001/02-2010/11
2001/02 2004/05 2005/06 2006/07 2007/08 2008/09
Punjab
Development
Statistics
2011
MDG
Target
2015
Actual
Target
Achieved
2030
Completion/
Survival
Rate Till
Grade V
58 68 72.4 68 64 62 80 100 100
Source: PIHS 2001/02, PMIU-PESRP 2004/2011, Punjab Development Statistics 2011.
Figure 16: Completion/Survival Rates till Grade V: 2012-2030
125

4.8: Youth (15-24 years old) Literacy Gender Parity
The younger population, aged 15-19, is slightly less literate than those aged 20-24:
amongst males, 80% compared to 78%, and amongst females 70% compared to 66%. The
highest wealth index quintile has the highest youth literacy rate, especially amongst
women and girls: amongst males, the highest wealth index quintile has a literacy rate of
94% compared to 52% in the lowest and amongst females 95% compared to 19%.
Literacy rates of household members above 15 years of age is more than half (56%) of
whom are literate. Amongst males, the literacy rate at 66% is 21% higher than amongst
females (45%). Variations in literacy rate in 15+ age group is similar to those in 10+
with lower rates, in rural areas particularly for males. Within districts, there are sever
disparities in terms of male and female literacy rate. While the overall youth literacy rate
is 73%, amongst males it is 79% and amongst females 68%. There is a variation i.e. 80%
literacy rate in Rawalpindi District being the highest whereas it is 33% in case of
Rajanpur District being the lowest. The problem is further aggravated once we focus on
rural and urban areas as well as literacy rates for male and female. Variations in literacy
rate in 15+ age group is similar to those in 10+ with lower rates, in rural areas
particularly for males. The gender gap is slightly narrower in major cities and in other
urban areas. The district variations in literacy rates amongst 15+ year-olds are similar to
those amongst 10+ year-olds. More than half (59%) of the Punjab population above 10
years is literate, with a clear, sharp differential between males (69%) and females (50%).
Literacy (10+ years) varies considerably between urban and rural areas, with about half
(52%) of rural-dwellers literate compared to 77% in major cities and 72% in other urban
areas (MICS 2007-08, Punjab Development Statistics, 2011, L&NFBED, 2010). At the
present pace of progression Adult Youth Literacy Rate has been worked out on the basis
of data, PIHS 2001, PMIU-PESRP 2004/2011 and Punjab Development Statistics 2011 and
the actual target will be achieved in 2017.
Table 86: Adult Literacy Rate:2001/02-2010/11
2001/02 2004/05 2005/06 2006/07 2007/08 2008/09 Punjab
Development
Statistics 2011
MDG
Target
2015
Adult 47 55 57 58 59 60 80 86 86
(10+Years)
Literacy
Rate
Source: PIHS 2001/02, PMIU-PESRP 2004/2011, Punjab Development Statistics 2011.
Figure 17: Adult Literacy Rate:2012-2017
Actual Target
Achieved
2017
126

Table 87: Out of School Children in 2010-11 belonging to 5-9 Year Age Group
Gender Population (5-9)
(million)
NER (%) Enrolment (million) Out of School
( million)
Male & Female 9.82 62 6.41 3.80
Male 5.13 64 3.52 1.80
Female 4.69 60 2.89 2.00
Source: PESRP-PMIU Government of Punjab 2010-11
Table 87 above indicates the huge challenge and gigantic task to be accomplished by the
Government of the Punjab and all stakeholders to educate the out-of-school population
through formal and informal systems of education.
Table 88: Achievements of Targets and Supportive Environment
Achieve Universal
Primary
Enrolment by 2015
Completion Rate
to Grade V
Adult Literacy
Will target be reached
State of Supportive Environment
Definitely Probably Unlikely Strong Fair Weak
Gender Parity in
Primary
Education
Gender Parity in
Secondary Education
Gender Parity in Youth
Literacy
Source: Punjab Development Statistics 2011, PESRP-PMIU Government of Punjab 2010-11,
PSLM 2007-08 & 2011-12
Table 88 above indicates the huge risk of not achieving the MDG/EFA goals.
Extraordinary measures and political will discussed in the aforementioned chapters is the
only panacea to honor the international commitments.
127

Chapter 5:
5.1: Public Sector Budgetary Education Allocations/Expenditures
5.2: Analysis of Education Budget
In order to generate estimates of budget required to achieve target set in Article 25-A, it
is essential to understand the current pattern of budgetary allocations and spending and
on education at district and provincial levels. Like all other provinces the education
budget in Punjab is allocated at two levels i.e. provincial and district. During the FY
2009-10, district and provincial education budget was Rs.112,717.86 million, comprising
Rs.86, 999.67 million current budget and Rs.25,718.19 million for development budget.
In FY 2010-11, Government of Punjab allocated Rs.130,926.04 million to education
sector, which includes 85% current budget and 15% development budget. Out of total
budget of the province, Government of Punjab allocated Rs.27,374.71 million to
education sector in FY 2010-11, which comprises 51% current budget and 49%
development budget. As compared to FY 2009-10, current budget increased by 29% and
development budget increased by 2% only (PMIU-PESRP 2011).
Table 89 indicates outcome based targets for education in Punjab for different sub-sectors
of education in School Education Department.
Table 89: Outcome Based Targets for Education in Punjab (Rs in Millions)
Intervention
Targets
2010-11
Achievements
2010-11
Targets
2011-12 2012-13 2013-14
Up-gradation of Schools
(Primary to Middle and 1,000 818 400 300 300
Middle to high level)
Training of School Teachers
and Managers 150,000 120,000 150,100 175,300 200,000
Provision of Computer Labs.
In 1000 Elementary Schools
in Punjab - - 1,000 - -
Provision of Missing
Facilities in Schools 1,500 1,613 1,500 1,500 1,500
Provision of Science Lab
equipment in 1000 highly
enrolled High/higher
Secondary Schools - - 1,000 500 500
Capacity building of School
Councils 15,204 10,000 15,000 15,000
Source: Government of the Punjab, Finance Department Budget 2011-12
128

Table 90: Allocation Trend (Provincial Budget) Current and Development Budgets
Year
129
Current
Development
Rs. Million Change (%) Rs. Million Change (%)
2007-08 21,754.57 20,303.26
2008-09 22,521.63 4 30,078.00 48
2009-10 21,267.17 -6 26,125.00 -13
2010-11 27,374.71 29 26,597.42 2
Source: PESRP/PMIU 2009 -2010
The share of current and development budgets in the overall education budget of Punjab
has been fluctuating significantly, which underscores the need for steady increase in
allocations under different budgetary lines to achieve the targets set in Article 25-A. At
district level, in FY 2009-10, Rs.88, 440.42 million were allocated for education, which
included Rs.79, 320.19 million current budget and Rs.9, 120.05 million development
budget. However, in the current FY 2010-11, the education budget of districts has
decreased by 20% over the last year’s budget, whereas development budget was reduced
by 62%.
Table 91: Allocation Trend (District Education) Current and Development Budgets
Total District Education
Current
Development
Budget
Year
Change
Change
Rs. Million Change (%) Rs. Million
Rs. Million
(%)
(%)
2009-10 79,320.19 9,120.05 88,440.24
2010-11 102,370.19 +29% 3,493.05 -62% 105,863.24 -20%
Source: PESRP/PMIU 2009 -2010
Annual Development Programme (ADP) is composed of public investments made in
different sectors of the economy in a given year by the Government. These investments
are not only instrumental in accelerating economic growth and development but also
define and open up economic opportunities for the private sector and other stakeholders.
ADP with its sectoral composition reflects the development priorities of the Government
and thus, has a pivotal role in guiding the strategic direction of the provincial economy.
Before outlining the contours of ADP 2011-12, it will be appropriate to take stock of
ADP performance during the last fiscal year, closing on 30th June, 2011. The Provincial
Government and P&D Department had to confront and overcome a number of formidable
and unanticipated challenges in the implementation of ADP 2010-11.
The first and foremost challenge was posed by unprecedented floods, which devastated
the province and rest of the country during the early part of last fiscal year. In addition to
human misery and sufferings, massive damage was caused to provincial infrastructure
and public service delivery outfits, particularly in the southern districts of the Punjab. To
meet pressing needs of the affected population and with no expectation of any urgent

esource inflow from other sources, the provincial ADP funds were redirected and
redeployed by the Provincial Government to undertake massive relief, recovery and
rehabilitation operations. This not only reduced the resource availability for new and ongoing
ADP projects but also delayed their implementation especially in flood affected
districts, which were immersed in flood waters for months.
The second challenge faced during the course of implementation of ADP 2010-11 is
pertained to narrowing of fiscal space available to the province due to shortfall in
projected federal transfers and increase in salaries of government employees.
Expectations for additional resource inflow to the provinces in the aftermath of 7th NFC
Award have unfortunately not materialized. As a result of these developments, the size of
ADP 2010-11 had to be progressively reviewed and curtailed to keep the provincial
expenditure in line with the resource availability. The provincial ADP thus had to be
scaled down to Rs.128 billion.
The utilization of ADP funds during the first half of fiscal year also remained slow. It
picked up in the second half and is expected to be around Rs.105 billion by the end of the
year. While the aforementioned challenges brought about rationalization of ADP, many
notable milestones were crossed during the year. Repair and rehabilitation of damaged
infrastructure in the flood affected districts was promptly executed, overwhelmingly with
provincial resources and little federal or direct external assistance. Despite the ravages of
floods, a number of new projects in the social and infrastructure sectors were
implemented in the Southern Punjab. The significant ones inter-alia includes
establishment of Daanish Schools and launching of Punjab Skills Development Fund
Company for imparting skills training to youth in four districts of Bahawalnagar,
Bahawalpur, Lodhran and Muzaffargarh with the support of Department for International
Development (DFID), UK.
All these interventions will be helpful in removing regional disparities and increasing
employment / income generation opportunities for some of the poorest segments of the
Punjab's population. In other districts of Central and Northern Punjab, special
development packages have been successfully implemented in social and infrastructure
sectors; full funding for these schemes has been ensured and they are expected to be
operational by the end of the 2nd quarter of the next fiscal year. Rigorous monitoring is
being done by the Provincial Government to ensure their timely execution. During the
year, a special effort has been made to minimize throw forward of on-going ADP
schemes by weeding out unfeasible and slow moving schemes. Resources have been reappropriated
from slow moving to fast moving schemes for their expeditious completion.
Provision of token allocation for new schemes has been discouraged and numerous new
schemes with less than 15% allocation have been dropped. These interventions have
helped to clean up the current ADP portfolio and will set the standard in the coming year.
130

131
Box-11: New Development Projects
Given the paucity of resources available with the Provincial Government for undertaking new development
projects, the need for mobilizing resources from the private sector in a transparent manner to aid the provincial
development effort is undisputed. The Provincial Government enacted the Punjab Public Private Partnership
(PPP) for Infrastructure Act 2010, for this purpose. During the year, a PPP Cell has been set up in the Planning
& Development Department, which is carrying forward the intent of the law to generate additional fiscal space
for development activities in the Punjab. Guidelines for designing and implementation of PPP projects have
been prepared and approved by the PPP Steering Committee, which is also actively considering a few project
proposals. As this intervention matures in the coming year, it is expected that private sector resources will start
supplementing the tax payer's money in accelerating the development process in the Province.
Foreign assistance received by the province during the year has supplemented domestic
resources and fostered economic development as well as policy reform in various priority
areas. These include interventions for poverty reduction, governance reforms, wider
education and health coverage, improvement of physical infrastructure including
irrigation infrastructure.
Annual Development Programme 2011-12 has been formulated within a Medium Term
Development Framework (MTDF), a rolling plan providing development estimates for a
three year period i.e. base year and the following two years. The main objectives of the
Annual Development Programme 2011-12 continue to be to:
• achieve equitable growth embracing all classes, sectors and regions
• extend social sector coverage
• generate employment
• enhance productivity and competitiveness in the production sector
• encourage public private partnership
• infrastructure development, its re-habilitation and consolidation
• provide more resources for the less developed areas.
Box 12: Annual Development Programme 2011-12
The size of Annual Development Programme 2011-12 is pitched at Rs.188 billion which is Rs.60 billion higher
than last year's revised size. The Core Programme is of Rs.154 billion which is 82% of the total development
outlay. Special emphasis has again been laid on removal of inter-regional disparities and a special allocation of
Rs.10 billion has been proposed for 11 districts of Southern Punjab in 2011-12. An allocation of Rs.3.5 billion
has been made for 7 districts for which no allocation was made last year. Other special packages for districts
and large cities have also been continued in ADP 2011-12. The focus on gender based investments remained a
priority with an approximate allocation of Rs.13 billion. Investments proposed in schemes in rural and urban
areas are in the approximate ratio of 65:35.The important features and new initiatives included in ADP 2011-12
are :
• Annual Development Programme within the Medium Term Framework
• Adequate funding for foreign aided and mega projects
• Protection of social sector investments
• Regional balance in allocation of resources with extra weight for less developed districts
• Focus on undertaking projects that can be completed within one year to control throw-forward
• Continued strategic interventions in large cities to realize their potential as engines of growth and
enabling medium cities to share the urbanization pressure
• Inclusion of District Packages-ll
• No token allocations for new schemes
• Allocation of Rs.9.0 billion for investment in the energy sector to overcome power shortages in the
Province.

• Allocation of Rs 4.0 billion for rehabilitation of existing road network & Rs 2 billion for new Farm to
Market Road (FMR)
• Allocation of Rs 2.5 billion for acquisition of land for new industrial city on motorway
• Allocation of Rs. 2.0 billion for provision of laptops to the students
• Allocation of Rs 2.0 billion for Saaf Pani Project
• Allocation of Rs 1 0 billion for Southern Punjab Development Programme (SPDP)
• Adoption and continuation of projects devolved by the Federal Government to the Punjab in the
aftermath of 18th amendment.
Like ADP 2010-11, the Development Programme 2011-12 is guided by the Chief Minister
and his cabinet's overarching vision to create and nurture a literate, healthy and culturally
vibrant society in the Punjab driven by private and public initiatives in the economy. Sector
wise comparison of the allocations of development program in FY 2010-11 and FY 2011-12
is presented below:
Table 92: Sector Wise Comparison of Development Programme 2010-11 and 2011-12
(In millions)
Sector
Original Allocation
2010-11
Revised
Allocation
2010-11
Allocation
2011-12
Education Sectors 68,253 46,735 71,635 53.28
Education 23,300 13,828 23,900 72.84
School Education 14,050 9,101 14,500 59.32
Higher Education 6,350 4,040 6,500 60.89
Special Education 500 42 500 1,090.48
Literacy 800 340 800 135.29
Source: Government of the Punjab, Finance Department, Budget 2011-12
% Change Over
2010-11 (Rev)
Total budgetary allocations to education in 2011/12 amounted to Rs. 195.76 billion. This
represented an increase of 10.9% over the allocation in the previous year and 19.5%
increase over the revised allocations in 2010/11.In Punjab, while the actual education
expenditures have increased steadily over the past six years, the share of education in total
provincial expenditures, too, has remained high and steady, ranging between 22.4% and
27.8% of the total provincial expenditures.
Table-93: Punjab Actual Education Expenditures & Share in Total Provincial
Expenditures (2009/10) (Rs. Millions)
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
Total Education Expenditure 50,581 55,903 71,353 76,159 103,979 107,319
Current 43,647 52,288 63,140 71,780 96,220 100,151
Development 6,934 3,615 8,213 4,379 7,759 7,168
Share of Education in Total 27.8% 24.7% 22.9% 22.4% 25.6% 24.0%
Expenditure
Source: Government of the Punjab, Finance Department, Budget 2009-10
132

Figure-18: Punjab: Distribution of Actual Education Expenditures by Sub-Sectors
(2009/10)
Others
18%
Teacher &
Vocational Training
5%
Prof . Univ
2%
Primary Education
41%
Universities
9%
Secondary
Education
25%
Primary education (41%) remained the most important sub-sector, with secondary education
(25%) as the next in priority.
5.3: Cost Estimations
The cost estimations have been worked out in Chapter-2 in Section 2.5 to 2.13. In order to
be compliant with the requirement of Article 25-A, the required financial resources are
estimated to be Rs.3387 billion for achieving 98% enrolment rate of 5-16 years of
population by 2024-25. It includes Rs.3023.78 billion current and Rs.363.26 billion
development budgets. On average, a 15% annual increase over the previous years in
education budget is required for achieving the targets under 25-A. The achievement of
targets is closely linked with the resource absorptive capacity. Various researches have
proved that system lacks capacity to efficiently absorb even the available financial
resources. This capacity deficit needs to be bridged to effectively manage the additional
resources and to seize the opportunities available after the 18th Amendment. Provinces
should make sector plans and come up with calculations to engage federal government and
international partners for additional targets to achieve the target set in Article 25-A.
Inefficiency costs of system have not been calculated in the projections given in this section.
If inefficiency cost is calculated and curtailed it will help get rid of the system inefficiency
thus ensuring compliance with Article 25-A in a more cost effective manner.
133

Chapter 6: Donor Assistance to Education Sector Punjab
Table 94: DFID
DFID
Project End Date
Committed
( £ )
Disbursed
( £ ) Description
Improve Access, June 30, 2014 £ 80 Million £ 43 Million 1. Enhance fiscal sustainability and the
Equity, Quality and
effectiveness of public expenditures
Relevance in
including in education
Education in Punjab.
2. Enhance the quality of school
education
3. Improve and expand access through
improvements in school participation
and completion rates and reduction in
gender and regional disparities; and
4. Strengthen school management and
governance in the education sector
Source: PMIU-PESRP 2011, School Education Department, Government of the Punjab
Table 95: GIZ Germany
Project
Promotion of Basic
Education in Punjab
Germany
End Date
Committed Disbursed
(EURO) (EURO)
31-Dec-13 4.7 Million 86%
disbursed
up till
September
2011
Description
Education Sector Planning
Private School Census
Capacity building, grants for low cost private
sector (Punjab Education Foundation),
district capacity building programme, teacher
performance incentive programme,
monitoring and evaluation programme
Funding
Type
Grant
Funding
Type
Grant
Source: PMIU-PESRP 2011, School Education Department, Government of the Punjab, GIZ Office Lahore
Project
Project for Strengthening of
DAE Mechanical &
Architecture Department in
GCT Railway Road Lahore,
Punjab
Project for Development of
Center of Excellence for
Technical Education
Non-Formal Education
Promotion Project
134
End Date
31-Dec-13 1.10
Million
31-Dec-13 387.51
Million
30-Jun-14
Table 96: Japan
Japan
Committed Disbursed
(USD) (USD)
PKR
189.00
Million
Description
The project aims to provide a building and
equipment to revamp the existing technical
institution as a center of excellence for
mechanical course and architecture course.
The project aims to revamp the existing
technical institution as a center of excellence
for mechanical course and architecture course
so that the institution can produce the skilled
manpower who meets the needs of industry.
Promotion of the quality non-formal basic
education and adult literacy program by
developing the curriculum (including the
standard and assessment method) and capacity
Funding
Type
Grant
Grant
Grant

development of the related stakeholders.
Source: PMIU-PESRP 2011, School Education Department, Government of the Punjab, Literacy &
NFBED 2011, Government of the Punjab
Table 97: UNESCO
Project
Capacity Development for
EFA
Establishment of Provincial
Literacy Resource Centre for
Punjab
Establishment of Functional
Literacy Centers in Flood
Affected people of D.G.Khan
and Muzaffargarh Phase I
Establishment of Functional
Literacy Centers in Flood
Affected people of D.G.Khan
and Muzaffargarh Phase II
End Date Committed
(USD)
31-Dec-10 PKR 7.52
Million
31-Dec-10 PKR 1.85
Million
July 2011 PKR 3.27
Million
UNESCO
Disbursed
(USD)
PKR 7.52
Million
PKR 1.85
Million
PKR 3.27
Million
Source: Literacy & NFBED 2011, Government of the Punjab
Description
Project is under the UNESCO Regular
Programme with 2 years life span. It
covers the activities related to Six
Dakar EFA Goals.
Project was launched for the flood
affected districts of D.G.Khan and
Muzaffargarh
Project was launched for the flood
affected districts of D.G.Khan and
Muzaffargarh
Funding Type
Grant/Technic
al Assistance
Grant/Technic
al Assistance
Grant/Technic
al Assistance
Table 98: The World Bank
Project End Date Committed
( £ )
Support 4 Pillars June 30, 2012 $ 400
of Punjab
Education Sector
Million
Reforms
Programme
135
The World Bank
Disbursed
Description
( £ )
$376 Million Budgetary support as eligible expenditure
programme for:
• Teacher salaries
• Girls stipends
• School council recurrent budget and capacity
building
• Grants for low cost private sector (Punjab
Education Foundation)
• District capacity building programme
• Teacher performance incentive programme
• Monitoring and evaluation programme
• Disbursements are based on the achievement of
pre-specified results, referred to as disbursementlinked
indicators (DLIs), which represent priority
Funding
Type
Loan

elements in the reform programme.
Source: PMIU-PESRP 2011, School Education Department, Government of the Punjab
Table 99: Canadian International Development Agency
Canadian International Development Agency
Project End Date Committed
( £ )
Disbursed
( £ )
Description
Improve Access, June 30, Canadian Canadian The project aims to support the education reform
Equity, Quality and 2012 Dollars 19.7 Dollars
Relevance in
Million 16.2
programme of the provincial government of Punjab
Education in Punjab.
Million which aims to improve access, quality and
governance in basic education. The objectives of
the project are to support all elements of the Punjab
Education Sector Reform Programme (PESRP) that
are complementary to CIDA's current or intended
programming in teacher education. Key elements of
this programme include the rolling out of in-service
teacher training and mentoring across Punjab's 35
districts (from the 12 districts currently targeted)
and the phased introduction of English lessons
across Punjab’s schools.
Source: PMIU-PESRP 2011, School Education Department, Government of the Punjab
Funding
Type
Grant
136

Chapter 7: Punjab’s Medium Term Development: Needs, Target Groups,
Strategies and Priorities in Education
7.1: Punjab’s Education Needs in the Next Five Years
Punjab Education System needed a Five Years Strategic Plan to ensure achievement of
MDGs by 2015 and EFA Targets. While formulating Vision 2030, Government of the
Punjab, rightly emphasized on Medium Term Development Plan, Five Years Strategic Plan
and Ten Years Strategic Plan. The strategic plans are focusing on Universal Primary
Education (UPE), completion of full primary schooling by all children, promote gender
equality, ensure 100% participation rate at primary level by 2011 and participation through
enhancement at the elementary and secondary levels, improving quality of education,
promotion of science and computer education up to secondary level, reduction in gender and
regional disparities in access to education and provision of quality education for deprived
and marginalized segments of society. Medium Term Development Framework (2010-13)
and Annual Development Programme (2010-11) clearly delineate the strategy to cater for
the needs and priorities of education sector and are in unison with Vision 2030, Medium
Term Development Plan (2010-13), Five Years Strategic Plan (2010-15) and Ten Years
Strategic Plan (2010-20).
The major strategic priorities of Government of the Punjab are to achieve UPE, in addition
to ensure access, quality, equity and good governance in education. The strategic priorities
of the Government supplement the MDGs and include eradication of extreme poverty,
expand education, reduce child mortality rates, fight disease epidemics and develop a global
partnership for development. The second and third MDGs specifically address education:
improvements in literacy, primary and secondary education and elimination of gender
disparities in education. Target 4 deals with elimination of gender disparity in primary and
secondary education by 2005 and at all levels of education but not later than 2015. Recent
statistics on Punjab’s education indicators show that gender parity indices would hopefully
meet the MDG targets by 2015 but in case of other targets, Pakistan is at the serious risk of
not achieving MDGs (Annexure-I & II). Achieving other targets would require enhanced
commitment and intensive efforts. For example, universal primary education will require
expansion of primary education through both formal as well as non-formal means; through
public as well as private sectors; improving quality of education; involving community
participation and other possible strategies. Encouragement and facilitation of the private
sector will be the right step at the right time in the right direction. Chief Minister Punjab has
constituted a Task Force for Elementary Education in 2008. The Task Force has submitted
its report. PEF has been tasked to motivate private sector to open more schools in the remote
rural areas and urban slums under FAS Programme. With the involvement of all the
137

stakeholders in education, complimenting and supplementing each other’s efforts is the
solution for the herculean task.
Punjab has the overall literacy rate for population of 10 years and older at 59% whereas it is
70% for male and 48% for female (PSLM-2007-08). It is slightly better than the previous
survey where the overall literacy rate in Punjab was 58% whereas it was 67% for male and
48% for female (PSLM-2006-07). With this pace, Government of the Punjab will not be
able to achieve MDG-EFA goals. The huge illiterate population is a challenge and needs
immediate policy interventions. Government of the Punjab has already established a
separate department i.e. L&NFBED and the projects launched has been a huge success. The
level of intervention however, does not match the enormity of the problem. The issue of
adult illiterates (male and female) can easily be addressed by combining functional literacy
with a lifelong vocational skill. The recent increase in the budgetary allocation of
L&NFBED is the manifestation of public policy of the Government of the Punjab. The
experience of functional literacy has been highly fruitful and there has not been a single
drop-out in the adult literacy centers imparting literacy and vocational skills together. The
partnership with PVTC and TEVTA has been an added advantage. There is a need to scale
up the programmes of adult literacy and vocational skills in the province of Punjab.
Government of the Punjab has already chalked out a Five Year Strategy Plan and Ten Year
Strategy Plan. The commitment of the Government seems stoic since allocation of budget
for literacy has been enhanced manifold and progress is being monitored on monthly basis
at the highest level. The technical and professional assistance by UNESCO Pakistan is an
added advantage to L&NFBED. With the nice mix of right allocation, right public policy,
right technical and professional input and right implementation mechanism, one can be
sanguine that the speed towards MDG/EFA goals will be accelerated.
A common set of problems that plague the planning of education sector, include weak
planning, low budget provisions, delays in allocations, poor maintenance, low utilization,
lack of trained staff; poor governance, weak monitoring and evaluation and absence of client
involvement in the design of service provision. For successful implementation of organic
incipient initiatives in education, strong political will, stoic determination and resilient
management are required. Supply-driven programs and institutions planned to be
established during one political regime are abandoned after change of political scenario.
Consequently, the incomplete schemes become additional liability seeking solution from the
planners. Policy is a government function, which affects the planning objectives for
education. The fact that education has failed to find its place in the matrix of policy
priorities and targets in the past have remained unrealized is the result of certain binding
constraints, rooted in a number of factors at the societal and state levels. There have
certainly been consistent efforts on the part of governments to expand education. These
efforts, however, appear to be stymied by structural and policy functions such as
138

macroeconomic and fiscal stabilization policies, poverty, weak implementation of education
policies, and socio-political environment. By now, education sector has been prioritized at
the highest political and professional level.
7.2: Proposed Strategies and Actions for Improving the Education Sector
Education is the inherent right of all children. Article 25-A in the Constitution has made it
enforceable right and statutory obligation of the state. For providing quality education,
different interventions like capacity building of teachers and managers; continued
assessment of learning achievements through examinations; provision of quality text books;
I.T. labs, science labs and libraries have already been introduced. Moreover, up-gradation of
schools from Primary to Elementary level & from Elementary to High level and provision of
missing facilities (Drinking Water, Sanitation, Boundary Walls, Electricity, Furniture &
Toilet blocks). The following strategies and actions for implementation to improve
education sector in Punjab are imminent. The right policy framework is in place. There are
three things need to be done immediately, firstly implementation, secondly implementation
and thirdly implementation.
7.2.1: Equity in Education.
Without equity in education, there is a danger of class divide and educational apartheid
which Pakistan cannot afford being an ideological state. The Constitution of the country
bars discrimination in all forms. It is therefore, important to ensure equity in education
sector along with access, quality and governance. In order to address the issues of equity,
Government of the Punjab has already established Punjab Daanish School System &Centers
of Excellence Authority. Provision of quality education is priority area of the Government
of the Punjab, Daanish School and Center of Excellence Authority has been established
recently in 2010. Poorest of the poor will get education of International Standards in these
institutions. The main objectives of Daanish School System and Center of Excellence
Authority are:-
• To provide quality education to most deprived and marginalized segments of the
society
• To combine the best features of traditional education in the context of progressive
Islamic and modern learning paradigm with prime focus on science subjects
• To develop the student’s intellect, character and physique, thereby enabling them to
make purposeful contribution for the nation at the national level and to the
community at the micro level
• To cater for the overall development of marginalized students with emphasis on
academics, sports and physical education mixed with social/cultural activities
Six Daanish Schools have already been established and fifteen will be established in next
one year. 72 existing schools will be converted into Centers of Excellence in Phase-1. Major
components of the scheme include:
(a) Provision of infrastructural facilities
(b) Free boarding and lodging facilities
(c) Establishment of science and I.T. Labs
(d) Establishment of Libraries and
139

(e)
(f)
Provision of transport facilities
Construction of state of the art buildings for Daanish Schools.
There is a fierce criticism by certain sectors on this initiative of the Chief Minister Punjab
but fact remains that it is much appreciated by neglected, unreached, marginalized and
poorest of the poor segment of society in remote rural area of Punjab. There is a dire need to
ensure access, quality and equity to all segments of society to avoid educational apartheid.
There is a consensus that educating the people is the best way to empower them socially and
economically. When seen in this context the Daanish School System & Centers of
Excellence Authority is the right decision especially for those at the brink of the society.
7.2.2: Provision of Computer/I.T. Education in Elementary Schools:
In order to better equip the students with ICT education, 515 I.T. Labs are being established
in Elementary Schools in C.F.Y. 2010-11. Provision of Science Labs in Secondary Schools
is aimed to improve existing Science Labs in Secondary Schools and to strengthen Science
Practical education, a development scheme has been proposed and in the first phase, about
1000 High/Higher Secondary Schools having highest enrolment will be provided quality
science equipment. Standardized practical books will also be developed under this scheme.
There is the need to ensure minimum service delivery Standard for School Education.
Government of the Punjab has already established standards for establishment of primary
schools and their subsequent up-gradations to elementary and secondary level. There is a
dire and incessant need to ensure access at primary, elementary and secondary level.
Government of the Punjab constituted a Task Force to established standards science and I.T.
Labs equipment. The Task Force has recommended the standards and Government of the
Punjab has notified those standards for public and private sector.
7.2.3: Up-Gradations of the Schools
The analysis in Chapter-3 above clearly indicates that there is a chasm and all the boys and
girls graduating at primary schools do not have adequate number of facilities at elementary
level. There is a need for up-gradation of schools. With an increase in the number of
students at Secondary level, policy makers in the Government of Punjab thought it
appropriate that existing Secondary Schools should be upgraded to Higher Secondary
Schools. This will help the students to continue their education beyond Grade-10 especially
for Girls since distance to educational institutions substantially dropped the enrollment in
case of female students.
7.2.4: Sectoral Priority of School Education
Punjab’s Medium Term Development, Vision 2030, Medium Term Development Plan
(2010-13), Five Years Strategic Plan (2010-15) and Ten Years Strategic Plan (2010-20), are
being accorded priority in education focusing on disadvantaged groups, especially the
unreached, neglected, less-affluent, disenfranchised and marginalized sections of society
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with the purpose of elimination of social and economic inequalities related to gender,
geography, location and class, etc. but the following actions proposed will definitely help to
look forward and outward instead of looking inward and backward:
• The quality of education, instead of going up, has deteriorated over the years
especially in the last two decades. Main reason of such a scenario is lack of proper
teaching / learning environment in government schools. Taking quality in education
as independent variable, has many dependent variables including, adequate
infrastructural facilities, qualified, satisfied, competent, honest and motivated
teachers, quality of curriculum and textbooks, Cisco-secure assessment and
evaluation systems, knowledge-based school leadership, knowledge-based
management and governance structures, community participation etc. Government
of the Punjab must concentrate on quality, pre-service and in-service professional
development of the teachers.
• Percentage of provincial budget and GDP, have been persistently lower than the
target given in the Education Policy (1998-2010). The Government must enhance the
sectoral allocation of education up to 6% of GDP now and subsequently enhance it
further to ensure implementation of Article 25-A of the Constitution. With the
devolution of education to provinces, better allocations are the rational expectation
and recent allocations are the right step.
• Efforts made in the recent past have positively impacted on access to education.
There is incessant need to bring all school going age children to school and ensure
their retention by minimizing the truancy. Punjab School Roadmap will have a
definite impact. Education sector indicators need time to demonstrate results, the
process being slow and gradual.
• The Government must put in place scientifically designed, planned, program,
orchestrated, chiseled and honed monitoring and evaluation system in place to
ensure transparency and accountability. M&E staff should be qualified to monitor all
aspects of educational activities in an educational institution ranging from classroom
observations to the inspection of physical infrastructure. Recent institutional
arrangements with the establishment of the offices of DMOs have started impacting
the quality of M&E and portents are very encouraging. The endeavor needs
consistency and continuity for ultimate success.
• The academia should be so attractive in terms of emoluments, eminence and
erudition that it is the first choice of the capable and outstanding young men and
women. In the ultimate analysis, it is the quality men and women and the bricks and
mortar, to ensure quality education. The recent recruitment of 40,000 of educators in
Punjab absolutely on merit in a transparent manner will go a long way for secure and
quality service delivery mechanism in education sector.
7.2.5: Continuous Professional Development of Teachers
Every education system of excellence around the globe has one common thread running
through all along: all of them have qualified, satisfied, honest, motivated and professionals,
teachers and educational managers. The workable, viable and replicable education systems
everywhere have educational managers with impeccable professional integrity with ensured
transparency in terms of assessment and evaluation procedures dovetailed with objectively
verifiable indicators in terms of outcomes and outputs. To ensure quality education, there
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has to be a nice mix of institutional and governance arrangements. The quality of education
is impacted by a host of factors. To manage the inevitable change in the field of education
and learning, the responsibility squarely falls on the shoulders of the teachers and the corpse
of the educators in the respective institutions of education along with other stakeholders.
The central figure of the stage however remains the teacher and the teacher alone, around
whom the whole set of activities, should naturally and rightly revolve. The student teacher
interaction is the axle on which the quality revolves. The teachers and educators will
therefore, have to prepare well to face the challenge of the change with the right enthusiasm
and imbibed spirit. They will have to learn, unlearn and relearn to embrace the new
technologies and knowledge management. There is a dire felt need of enhancing the didactic
resource base of the teachers in pedagogy, andragogy and ensure the secure and superior
understanding of the core content knowledge. The professional development is assumed to
register a positive and definite impact on the learning outcomes of the students being the
ultimate beneficiaries of the intervention and attain the goals of quality education. There is
irrefutable evidence of chronic neglect and under investment in the field of professional
development and capacity building of teachers. The following factors are crucial for
attaining quality education:
• The physical teaching-learning environment with positive externalities for
maximizing the learning process, usefulness and relevance.
• Improving the quality of teachers through pre-service training at GCETs, DSD and
UOE and ensure the participation of the recruited teachers in Continuous
Professional Development Programs (CPDP). The teachers must attend CPDP with
pre and post training tests to ensure the improvement in their didactic resource base.
• Ensuring teacher attendance in schools, improving enrolment and discouraging dropouts,
improving gender parity, and improving examination and assessment
mechanism.
• Address the locational disadvantages due to faulty location of schools and the
physical infrastructure provided.
• The multi-grade teaching and multi-tasking is undertaken, mostly in rural areas, the
teachers do not have the skill or training for conducting these classes.
• Comprehension and application of knowledge should be the purpose of teachinglearning.
Pedagogy takes the form of rote learning and memorization rather than
student-centered learning methods being adopted.
• The curriculum was developed by the Curriculum Wing of Ministry of Education but
the textbooks were published by respective Textbook Boards. The curriculum needs
continuous revision and up-gradation to encompass and incorporate the latest
developments. The quality of text books needs to be improved in consultation with
teachers. Moreover these should be accompanied by teachers’ guides. There has to
be a national strategy on the continuous syllabus and curriculum, keeping in view the
ever expanding frontiers of knowledge due to technological and sociological
developments around the globe.
• The availability of qualified, satisfied, competent, honest and motivated teaching
professionals accountable to the school management is the hallmark of quality
education. The incentive-base salary structure linked with the performance is
panacea for many ailments in education system. The coeducation environment at
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primary level which inculcates a feeling of equality, better behavior, better
citizenship, plurality, diversity and higher level of tolerance for the other gender.
The recent re-structuring of DSD and UOE has incorporated all the essential ingredients for
effective CPDP programmes. Over a period of last two years, commendable achievements
are at the credit of the respective institutions. The continuity of the programmes with
professional integrity is the definite way forward for the professional development of the
educators of the nations.
7.2.6: Issues in Management and Governance in Education Sector
Governance is about government’s changing role in society and its changing capacity to
pursue collective interests under severe external and internal constraints. Governance is the
process and institutions, both formal and informal, that guide and restrain the collective
activities of a group. Government is portion of the activity that acts with authority and
creates formal obligations. Governance describes the process and institutions through which
social action occurs, which might or might not be governmental. There is a famous adage
that, ‘Whatever is measured is done’. Good governance entails defined roles and
responsibilities of the functionaries in education sector and performance with impeccable
integrity and honesty of purpose. This also includes the Pareto-optimal utilization of the
available resources. Good governance focuses at performance indicators with objectively
verifiable indicators.
Continuous monitoring, evaluation and integration of experiences into the system ensure
good governance. All the activities put under spotlight ensure transparency and
accountability in performance. Transparency means that decisions taken and their
enforcement are done in a manner that follows rules and regulations. Accountability is a key
requirement of good governance. Not only governmental institutions but also the private
sector and civil society organizations must be accountable to the public and to their
institutional stakeholders. It also means that information is freely available and directly
accessible to those who will be affected by such decisions and their enforcement. The role
of District Monitoring Committees and District Monitoring Officers is crucial for ensuring
observance of the processes.
The role of School Management Councils is pivotal to ensure good governance at school
level. The concept of Monitoring and Evaluation (M&E) in education sector needs to be
understood in the right perspective. Monitoring does not mean policing or commandeering
in any sense of the word. Monitoring rather ensures facilitation and to an extent regulation
during M&E process. The monitoring involves the monitoring staff in the processes.
Monitoring includes design monitoring of programs, process monitoring, outcome
monitoring, formative monitoring and summative monitoring. In education sector effective
monitoring evaluation means the observations of the monitors and their evaluation
integrated into the programs and the continuous enrichment and up-gradation of programs as
a consequence. Good governance has eight essential characteristics.
Good governance is participatory, consensus oriented, accountable, transparent, responsive,
effective and efficient, equitable and inclusive and follows the rule of law. Good governance
assures that corruption is minimized, the views of minorities are taken into account and that
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the voices of the most vulnerable, less affluent and disenfranchised sections of society are
heard in decision-making. Good governance is responsive to the present and future needs of
society. Participation by both men and women is a key cornerstone of good governance.
Participation through Good governance needs to be informed and organized. This means
freedom of association and expression on the one hand and an organized civil society on the
other. Good governance requires fair legal frameworks that are enforced impartially. Good
governance requires mediation of the different interests in society to reach a broad
consensus in society.
The Punjab School Roadmap has already introduced the benchmarks for transparency and
good governance in education sector. The same zeal and spirit needs not only continuity but
requires more intense efforts to enhance the standards and galvanize the pace of
implementation. There is a fair chance of its success since progress is being monitored at the
highest political and bureaucratic echelons in the province i.e. Chief Minister Punjab, Chief
Secretary Punjab, Chairman P&D and respective Secretaries of the Education Departments.
Professional Development of the educational managers has been a neglected area.
Government of the Punjab, in collaboration with Government College University,
Management Studies Department has chalked out comprehensive programme for the
continuous professional development of the educational managers in the province. The
initiatives have worked wonders for enhancing the professional and managerial capabilities
of the educational managers. The continuous professional development will help in better
educational management. Government of the Punjab has constituted Search Committee for
the appointment of EDOs in the Districts. The Search Committee has developed criteria and
management training at Government College University, Management Studies Department
is one of the most important ingredients. Consequently educational managers are more eager
than ever before to join professional development programme at Government College
University, Management Studies Department.
7.2.7: Financial Allocations, Release of Funds and Utilization
The level of public spending is a key indicator of government's dedication and commitment
to the cause of education. The education sector in Pakistan has suffered from persistent and
acute under-investment by the government. Pakistan ranks amongst the bottom five
countries of the world, so far as public expenditure on education, as a %age of total public
spending is concerned. The National Education Policy (1998-2010), for the first time,
established the target of increasing expenditures on education from 2 to 4 % of the GDP by
2010. However, actual expenditure on education has not increased at the desired rate.
Although, education enjoys the highest priority of the Punjab Government, yet allocations
for education sector do not depict consistent government choice for education sector, rather
in relative terms it has been falling for last several years.
The allocations become even more ineffective when relevant departments and agencies fail
to utilize them. Following devolution, some districts suffered problems in receiving
sufficient funds from the provincial level to operate devolved functions, including
education. This has included delays in and transfer of sufficient funds for development.
After devolution, districts have become operational tier of school education. The budgets at
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the district level reveal an unjust allocation of resources. The allocation by the district
government for education is available for non-development expenditure like salaries and
allowances of the employees and very little is left for development expenditure. For brining
sustainable development in education sector, there is a need of permanent and well-regarded
organization (Planning Cells in the Education Departments at Provincial and District level).
The job requires a wide variety of experts, and cannot be done by a hastily assembled group,
tasked to do planning like other routine functions. Continuous attention to performance is
necessary and only specialists can do an effective job like planning.
The planning cells/units are functioning in various departments dealing education sector at
provincial level. However, these are usually headed by generalists, posted to command
demoralized planners, devoid of any incentive for working in a specialized field. There is
an acute shortage of experienced planners and lack reliable information of statistical nature
at district level. At the district level, performance of education departments is low because
of a weak information base, poor and disconnected planning, weak understanding of basic
issues, lack of basic facilities and a virtually nonexistent monitoring and support system.
The expansion of duties and responsibilities at the district level with devolution, underlines
the importance of having a good district management information system. Although EMIS
units have been established in districts, the district offices still lack sufficiently trained and
experienced staff to make them effective. Unfortunately, many development plans set forth
by the government are to be implemented by the people working in districts, those do not
have the necessary experience for planning.
The unprecedented devastating floods in 2010 severely impacted all the development
programmes in the province including education sector.
7.2.8: Implementation of Article 25-A and Joint Declaration for Education
The Prime Minister of Pakistan along with the top political leadership from Provinces,
Gilgit-Baltistan and Azad Kashmir resolved on September 16, 2011 that:
• The Federal and Provincial Governments reaffirm their commitment to
Education as a priority.
• National Education Policy 2009, subject to such adaptations as are necessitated in
view of the 18 th Constitutional Amendment shall continue to be jointly owned
national document.
• Education is a fundamental right of all children aged 5-16, guaranteed through
Article 25A of the Constitution of the Islamic Republic of Pakistan, following the
"Constitutional Amendment, which received assent on April 19, 2010; Provincial
Governments shall enact legislation for the implementation of Article 25A.
• Each province/area shall develop an Action Plan which shall commit to
appropriately raise allocations for education. set priorities according to provincial
needs of access and quality of education and provide implementation
strategies/processes with timeframe and key indicators; ensure fulfillment of
constitutional needs with respect to education and meet the international
commitments including targets of Millennium Development Goals (MOGs) and
Education for All (EFA)
• The Planning System (the Planning Commission, Provincial Planning Departments,
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146
and Education Departments) shall be jointly the secretariat for the Education
Minister’s Conference.
After 18 th Amendment in the Constitution, the Joint Declaration at the highest level is a very
good omen for a political resolve for implementation of Article 25-A.
The situation analysis indicates that the discourse and policy debate on the 18th
Constitutional Amendment needs to be informed with evidence-based solutions and
proposals for responding to the educational challenges that Pakistan faces. 18th
Constitutional Amendment has sufficiently empowered the provinces and ensured free
education for the children of five to sixteen years of age as an enforceable right. There is a
need to broaden the debate so that it encompasses technical, political, and policy aspects of
the new education governance framework given by the 18th Constitutional Amendment.
Prima facie the ongoing debate is largely centered on the issues of relationship between the
federating units and the federation at the cost of discussing possible national response to the
educational challenges. The ‘national response’ as a matter of fact is aggregated response of
all federating units, i.e., federal and provincial governments and constituent regions to
articulate a response to the shared problems of access, equity, and quality of education in
Pakistan. Such national response needs to be articulated in a manner that respects cultural
diversity and autonomy of the federating units and is yet responsive to the diverse
educational problems of Pakistan within the newly introduced education governance
framework under the 18th Constitutional Amendment. On the basis of inferences drawn
from the present situation analysis it is recommended that after the dissolution of Ministry
of Education, the federal government needs to create a coordinating vector for performing
its role. An elaborate coordinating vector needs to be created at federal level.
The recently developed National Curriculum is a consensually adopted document and
should stay as the foundation document that can support the provincial curriculum
development in the aftermath of the implementation of the 18 th Amendment. It seems
imperative that a central mechanism for coordination of curriculum framework should be
created. In the context of curriculum the devolution of the subject will result in an increased
responsibility for the provincial education departments for developing, preparing, and
updating the existing curriculum.
The federal government would also need to revise the institutional arrangements for
developing and preparing curriculum for the capital territory and the federally controlled
areas. Formation of a broad-based National Council of Curriculum and Standards should be
formed with membership of all the provinces, professional organizations. The Council can
be administratively placed under the ambit of Cabinet Division or the Ministry of
Interprovincial Coordination. On the principle of equitable development the federal
government needs to earmark resources for award to provinces for the compliance of
constitutional obligation of Article 25-A.
Federal government needs to support provincial governments for furthering the national
cause and for this purpose a paradigm shift is suggested by creation of multiple incentive
regimes based on performance and equity. At provincial as well as federal levels strong

political will is needed for sustaining average annual increase on education budget. The
provincial education departments need to undertake financial projections to estimate the
financial resources required for realizing the compliance of Article 25-A as projected by
Punjab in the situation analysis. The provincial education departments should improve the
financial absorptive capacity by enhancing the ability to spend efficiently and effectively.
Provincial education departments should immediately undertake the task of legislation for
supervision of curriculum and textbooks, and centers of excellence. The provincial
education departments also need to revisit the existing legal and institutional framework for
Textbook Boards. Provincial Education Secretariats need to be strengthened to take on the
newly devolved roles and responsibilities. Besides the administrative sections, in
anticipation of the devolved functions, special considerations are required for establishment
of policy and planning wings. The departments should prepare revised rules of business in
anticipation of new roles with subsequent approval of the provincial cabinets. The
devolution of functions of policy and planning of education does not amount to doing away
with the National Education Policy 2009. It should stay as the core national document. The
provinces should formulate provincial education policies with sectoral planning guidelines.
The policies should be formulated in the comprehensive framework suggested in the NEP
2009.The implementation of Article 25-A in the Constitution needs further legislation by the
respective provincial governments. Government of the Punjab has already drafted the
legislation, shortly to be placed before the Cabinet and Provincial Assembly. The endeavor
needs priority at the highest level.
7.2.9: Emphasis on Literacy and Adult Education
Allocation of the resources and right institutional arrangement for the promotion of literacy
and adult education is sine quo none. There is also a question of what priority literacy
promotion should be given in the public budget when resources are not available for basic
facilities in the primary schools, although the private sector can contribute resources in this
field of learning. The case for improving literacy is based on both its economic and social
benefits, quite apart from the large benefit that accrues to the individual in the form of
personal development. In the economic field, literacy scores contribute to higher
productivity, a contribution that is in addition to the contribution made by years of
schooling. The most important social objective served by literacy is achieving greater social
inclusiveness.
There are four main difficulties with current literacy and non-formal learning programme,
which needs to be addressed. First, the quality of such programmes is variable as they are
not regulated by some minimum quality standards. One reason for the often poor quality of
the programmes is low quality of teachers, which is also not regulated. Second, a
certification and accreditation regime is missing. There are no bench marks or standards that
can be used for assessing literacy programmes. As a consequence, it is difficult to link the
certificate offered by these programmes to formal learning opportunities. Hence, graduates
of these programmes find it difficult to enter in to the formal sector. Third, current literacy
programmes are also not well-linked to employment opportunities. Fourth, literacy
programmes are often found to be effective if there is a follow-up programme of
reinforcement, which are lacking at present. Recently, Government of the Punjab has
enhanced resource allocation to L&NFBED. There is a need to scale up the literacy and
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vocational skill programmes according highest priority keeping view the huge illiterate
population in the province of Punjab.
7.2.10: Special Education for Special Children
The repose and response of a responsible society is gauged by level of the responsibility,
accorded to the education of Special Children. Government of Punjab has established a
separate Special Education Department to address the needs of Special Children. The
following actions are immediately required to be accomplished according top priority:
1. Strengthening, expansion and up-gradation of existing educational facilities and
provision of technical and financial support of civil society organizations providing
education to special children.
2. Promotion of inclusive education system to provide educational facilities to the
special students at their doorsteps and to ensure maximum coverage and provision of
allied services, like provision of rehabilitation services, sports facilities, vocational
training, IT education etc.
3. Establishment of database centers regarding prevalence of disability and problems
confronting with Persons with Disabilities and ensuring maximum coverage of
special students for providing them educational facilities.
4. Preparation of policy on education for children with disabilities and development of
curriculum in accordance with the needs of special students.
5. Training of teachers and professionals working for special students and services for
assessment of disability.
6. I.T. education for students with disabilities and Vocational Training and Technical
Education for special students, sports for special students, establishment of research
Centre, public awareness for disability related issues, coordination with relevant
stakeholders for education, training and rehabilitation of special students, availability
of rehabilitative services for special students, creation of disability friendly
environment for special students, strengthening of Public Private Partnership for
education of children with disabilities, enhancement of enrolment through provision
of buildings with special facilities to special education centers, Cochlear Implant
Devices to Hearing Impaired Students, up-gradation of Institutions / Centers of
Special Education, stipend , free uniform , free text & Braille books, free pick &
drop facility, merit scholarship and free boarding and lodging facility
7. Adoption of internationally accepted best practices, establishment of Technical &
Vocational Institutions of Special Education, establishment of Computer Labs with
Assistive Technology and data base center for the disabled
7.2.11: Technical and Vocational Education
Technical and Vocational Education (TVE) is one the weakest link in our education system.
As a result there is grave mismatch between demand and quality skills is clear from labor
survey over the period which indicates that 59.2% of the unemployed are literate or semiliterate.
33.6% of the labor force possesses less than 1 year of education while 70% has less
than 8 years of schooling.
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The subject of technical and vocational education is being dealt by two organizations in
Punjab i.e. Technical and Vocation Education Authority (TEVTA) and Punjab Vocational
Training Council (PVTC). TEVTA was formed through an Ordinance in 1999 which has
now become an Act of Legislature, ‘TEVTA Act 2010’. TEVTA is responsible for
apprenticeship programme implementation under Apprenticeship Ordinance. TEVTA is also
responsible for national level coordination with all Governments and Private Sector
Stakeholders. It’s a regulatory body for private sector institution in Punjab and is controlling
body of Punjab Board of Technical Education and Trade Testing Board Examination Bodies
that affiliate Technical and Vocational Training Institutions. TEVTA works outside the
P&D and Finance Department procedures in Development Planning. A single line
development grant is allocated to TEVTA from the ADP and flexibility to work outside the
normal Government business process is allowed since Government procedures are at times
cumbersome and cause delay in implementation
After the 18 th Amendment the Constitution of Pakistan, Education including Technical
Education, is now a provincial subject. Pakistan is suffering from both skills shortage and
skills gap. The total number of persons enrolled in Technical and Vocation Training
Institutes is only 1.3% of about 300000/- people in the age cohort of 14-19. The %age is
dangerously low when compared with numbers of 35-60% for OECD Countries and 6-20%
for the Asia Pacific Economies. There is a major mismatch between desired and actual
quality levels and relevance.
Pakistan’s growth and development is limited by lack of competence in both hard and soft
skills. The nature of work and demands for skills is changing in Pakistan and employment
opportunities are shifting across industries and occupations. The profile of the Pakistani
workforce in 2008 shows share of employment in Agriculture 43%, services 36% and
industry 20%. National survey also indicate that over 8 million workers have moved away
from Agriculture into services and industry since 1995, with the service sector observing
nearly 55% of such persons. This has to be seen in the context of a steady migration from
Rural to Urban areas.
There is a dire need and incessant demand for TVE in Punjab. Government of the Punjab
has chalked out a strategy for implementation by PVTC and TEVTA. The implementation
process needs acceleration in terms of more number of TVE Institutions and enhancement in
enrollment. PVTC and TEVTA have already identified market based skills in consultation
with the industrialist and entrepreneurs. Both the organizations have developed linkages
with the international best institutions renowned in the field of TVE. Keeping the present
pace of expansion in PVTC and TEVTA, there is a clear roadmap and hope that the
initiatives will work as a maverick for the promotion of TVE in the province of Punjab.
7.2.12: Needs, Target Groups and Strategies
The following tables indicate analysis of the needs, target groups and strategies for different
levels of education in the province of Punjab:
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Table 100: Early Childhood Education
Needs Target Group Strategies
Early Childhood Education
Establishment of Pre-Primary age 1. Introducing ECE Classes in all Public and Private Schools
well-resourced preprimary
group 3-5 years 2. Start ECE Classes in Foundation Assisted Schools of PEF
(katchi
3. ECE Classes in Non-Formal Basic Education Schools of
classes)
Literacy and Non-Formal Basic Education Department.
4. Improvements in quality of ECE must be based on a
concept of holistic development of the child that provides a
stimulating, interactive environment, including play, rather than
a focus on regimes that require rote learning and rigid
achievement standards.
5. ECE age group should be recognized as comprising 3 to 5 years.
6. At least one year pre-primary education should be provided by
the State and universal access to ECE should be ensured within
the next ten years.
Admission of
Children of ages
3-5 years in ECE
Classes
Hiring and
capacity building
of ECE teachers
Pre-Primary
group 3-5 years
ECE Teachers
age
1. Admission campaign
2. Advocacy among parents and communities
3. Policy for ECE by the Government of Punjab
1. Pre-Service and In-Service Teachers Training and Professional
Development to teach ECE Classes
2. Development of curriculum and syllabus for ECE Classes
3. Specialized training for ECE Teachers on the pattern of
educators for primary, elementary and science subjects.
4. ECE should be attached to primary schools which shall be
provided with additional budget, teachers and assistants for this
purpose
Role of Private
Sector
ECE
ECE is well systematized in the private sector and is an integral part
of primary education. ECE comprises preparatory, nursery,
Kindergarten, playgroup and Montessori style of education. The
enrollment age in all such schools is 3-5 years. Government of the
Punjab must support and encourage the policy of introducing ECE
classes not only in Government Primary Schools but also encourage
and support the private sector.
Budgetary
Allocations
Pre-Primary age
group 3-5 years and
ECE Teachers
1. Budgetary allocations for ECE Classes
2. Salary of ECE Teachers
3. Provision of Textbooks for ECE Classes
4. Accommodation for ECE Classes
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151
Table 101: Primary Education
Needs Target Group Strategies
Primary Education
Access Universal Primary 1 Ensure 100% enrollment and retention in primary schools
Education and 2 Strategy to honor the pledge to meet MDG/EFA Goals
meet MDG/EFA 3 Implement Article 25-A of the Constitution of Islamic Republic of
Goals
Pakistan
4 Ensure access to all students to schools in the age cohort of 5-9 years
5 Open more schools in public sector at primary level
6 Recruit more educators at primary level
7 Ensure enabling environment by appropriate accommodation and other
facilities
8 Encourage private sector in education
9 Enhance capacity of PEF in order to enter into partnership with more
low cost schools in remote rural areas and urban slums to ensure
enrollment and retention
10 Enhance the capacity of Literacy and Non-Formal Basic Education
Department to enroll students in those areas where no primary school is
available in public or private sector
11 Equal opportunity for male and female students in rural and urban areas
12 Ensure improvement in enrollment and discourage drop-outs
13 Improving gender parity and assessment mechanism
14 Address locational disadvantages due to faulty location of schools and
the physical infrastructure
15 Avoid multi-grade teaching and multi-tasking of primary school
teachers
16 Continuous revision of curriculum and up-gradation to encompass and
incorporate the latest developments
17 Quality of textbooks should be improved in consultation with teachers
Quality Improve supply 1. Qualified, satisfied, competent, experiential practitioners in education at
side inputs
primary level
2. Appointment of graduate educators at primary level through a
transparent process
3. Special aptitude of teachers for teaching primary classes must be kept in
view
4. Recruitment of teachers absolutely on merit in a transparent manners
5. Enhance quality inputs at the level of pre-service training of the
teachers at DSD and GCETs
6. Improve curriculum and textbooks incorporating the latest knowledge
7. Ensure continuous professional development of teachers through inservice
teacher training
8. Pre-Service and In-Service Teachers Training and Professional
Development and ensure participation of teachers in continuous
professional development programme for the improvement of their
didactic resource base
Equity
Equal Opportunity
for Quality
Education
9. Ensure teacher attendance in schools
1. Equal opportunities and fair access for all students
2. Quality schools and education institutions in rural and urban areas
3. Uniformity in syllabus and examination system to provide a level
playing field

Governance
Budgetary
Allocations
Educational
Institutions
Communities
and
Government of the
Punjab
4. Equality of opportunities
5. Avoid class divide and educational apartheid
6. No discrimination in any form for admission to all institutions
7. Provision of quality education to most deprived and marginalized
segment of society
8. Combine the best features of traditional education with prime focus on
science subject
9. Developed student’s intellect and character enabling them to make
purpose for contribution for National Development
10. Establishment of Danish School System and Centers of Excellence is
the right step in the right direction. There is a need to scale up the
project and open more schools in less affluent and marginalized areas of
the province.
1. School Management Councils
2. Impeccable system of monitoring and evaluation
3. Participatory and consensus oriented but accountable system of good
governance
4. Implementation of Punjab School Roadmap
5. Posting of EDOs through search committees
6. Avoid political influence
7. Managerial training of the educational managers
8. Participation through good governance needs to be informed, organized
and responsive
1. Enhance the budget pie for primary education
2. Provision of infrastructure facilities
3. Establishment of Libraries
4. Transport facilities
152
Table 102: Elementary Education
Needs Target Group Strategies
Elementary Education
Access Continuity and 1. Opening of more Middle Schools and up-gradation of existing primary
Retention of schools
Students
2. Provision of Science and IT Labs
3. Equal opportunity for male and female students in rural and urban areas
4. Ensure the establishment of Middle Schools to accommodate all the
students from male and female feeding primary schools
5. Ensure that distance to Middle schools is not a barrier for female
students
6. Ensure adequate arrangements for transport facilities Strategy to honor
the pledge to meet MDG/EFA Goals
7. Implement Article 25-A of the Constitution of Islamic Republic of
Pakistan
Quality Improve supply 1. Appointment of post- graduate educators through a transparent manners
side inputs 2. Qualified, satisfied, competent, experiential practitioners in education
3. Ensure selection of the best teachers to teach at Elementary level
4. Recruitment of teachers absolutely on merit in a transparent manners
5. Enhance quality inputs at the level of pre-service training of the
teachers at DSD and GCETs
6. Improve curriculum and textbooks incorporating the latest knowledge
7. Ensure continuous professional development of teachers through inservice
teacher training

Equity
Equal
Opportunities
Students
for
8. Pre-Service and In-Service Teachers Training and Professional
Development
9. Textbooks especially in Science subjects must have teacher’s guides
10. National strategy on the continuous syllabus and curriculum
improvement keeping in view the expending frontiers of knowledge due
to technological and sociological developments around the globe
11. Incentive-based salary structure linked with the performance
1. Equal opportunities and fair access for all students at Elementary level
2. Introduce career counseling for students
3. Quality schools and education institutions in rural and urban areas to
avoid drop-outs
4. Uniformity in syllabus and examination system to provide a level
playing field
5. Equality of opportunities for male and female students
6. No discrimination in any form for admission to all institutions at
Elementary level
7. Provision of quality education to most deprived and marginalized
segment of society
8. Combine the best features of traditional education with prime focus on
science subjects to enable the students to access requisite professional
fields
9. Developed student’s intellect and character enabling them to make
purpose for contribution for National Development
Governance
Budgetary
Allocations
Educational
Institutions
Communities
Government
Punjab
and
of
1. School Management Councils
2. Impeccable system of monitoring and evaluation
3. Participatory and consensus oriented but accountable system of good
governance
4. Implementation of Punjab School Roadmap
5. Posting of EDOs through search committees
6. Avoid political influence
7. Managerial training of the educational managers
8. Participation through good governance needs to be informed, organized
and responsive
1. Enhance the budget pie for elementary education
2. Provision of infrastructure facilities and science labs
3. Establishment of Libraries and IT labs
4. Transport facilities
153
Table 103: Secondary Education
Needs Target Group Strategies
Access Expansion to
Accommodate
Students at
Secondary Level
Secondary Education
1. Expand the narrow base and keep the enrollment high at Secondary
level especially for the female students
2. Counseling facilities for students for their career planning and solve
their psychological problems
3. Number of Secondary schools suddenly drops when compared to
Elementary and Primary schools. Rationalization for schools at
Secondary level compatible enough to accommodate graduating
students from Elementary level is required
4. Opening of more Secondary Schools and up-gradation of existing
Middle schools
5. Provision of Science and IT Labs

Quality Improve supply
side inputs and
ensure congenial
environment
Equity
Governance
154
Equal
Opportunities for
Students
Educational
Institutions and
Communities
6. Equal opportunity for male and female students in rural and urban areas
7. Ensure the establishment of Secondary Schools to accommodate all the
students from male and female feeding Elementary schools
8. Ensure that distance to Secondary schools is not a barrier for female
students
9. Ensure adequate arrangements for transport facilities Strategy to honor
the pledge to meet MDG/EFA Goals
10. Implement Article 25-A of the Constitution of Islamic Republic of
Pakistan
1. Well-equipped Science laboratories (Physic, Chemistry and Biology) at
Secondary level
2. Well-equipped IT labs
3. Provision of Libraries
4. Appointment of qualified, satisfied, competent, experiential practitioners
as subject specialists through Punjab Public Service Commission in
education
5. Ensure selection of the best teachers to teach at Elementary level
6. Recruitment of teachers absolutely on merit in a transparent manners
7. Enhance quality inputs at the level of pre-service training of the teachers
at DSD, GCETs and UOE
8. Improve curriculum and textbooks incorporating the latest knowledge
9. Ensure continuous professional development of teachers
10. Pre-Service and In-Service Teachers Training and Professional
Development
11. More investment in the field of professional development and capacity
building of the teachers
12. Enhance the capacity of the teachers in pedagogy and comprehension to
ensure secure understanding of the core content knowledge
13. Professional development of teachers registers a positive and definite
impact on the learning outcomes of the students being the ultimate
beneficiaries
14. Recent restructuring of DSD, GCETs and UOE is the right step and
needs to be a regular feature for effective teacher’s training
15. Continuity of in-service teacher training programmes is the definite way
forward for professional development of educators at Secondary level
1. Equal opportunities and fair access for all students at Secondary level
2. Introduce career counseling for students
3. Quality schools and education institutions in rural and urban areas to
avoid drop-outs
4. Uniformity in syllabus and examination system to provide a level
playing field
5. Equality of opportunities for male and female students
6. No discrimination in any form for admission to all institutions
7. Provision of quality education to most deprived and marginalized
segment of society
8. Combine the best features of traditional education with prime focus on
science subjects to enable the students to access requisite professional
fields
9. Developed student’s intellect and character enabling them to make
purpose for contribution for National Development
1. School Management Councils
2. Impeccable system of monitoring and evaluation
3. Participatory and consensus oriented but accountable system of good
governance
4. Implementation of Punjab School Roadmap
5. Posting of EDOs through search committees

Budgetary
Allocations
Government
the Punjab
of
6. Avoid political influence
7. Managerial training of the educational managers
8. Participation through good governance needs to be informed, organized
and responsive
1. More secondary schools
2. Better salaries for teachers
3. Conducive teaching and learning environment
4. Provision of infrastructure facilities and science labs
5. Establishment of Libraries and IT labs
6. Transport facilities
155
Table 104: Higher Secondary Education and Intermediate Colleges
Needs Target Group Strategies
Higher Secondary Schools & Intermediate Colleges
Access Enhance
1. Up-gradation of Secondary schools to accommodate students closer to
Enrollment at their homes
Higher Secondary
Level
2. Gender parity at Higher Secondary level
3. Expand the narrow base and keep the enrollment high at Higher
Secondary level especially for the female students
4. Institutions of higher learning should be encouraged and
Quality Improve supply
side inputs for
quality education
Equity
Governance
Budgetary
Allocations
Equal
Opportunities for
Students
Educational
Institutions
Government
the Punjab
of
supported to generate intellectual property rights
1. Appointment of qualified, satisfied, competent, experiential
practitioners in education at Higher Secondary level through Punjab
Public Service Commission
2. Introduce system of pre-service and in-service professional
development of Lecturers and Professors
3. A broad-based education system must be developed to ensure that
under graduates have not only mastered their respective areas of
specialization but are also able to effectively interact with people
having a wide variety of backgrounds.
1. Equal opportunities and fair access for all students
2. Equality of opportunities for male and female students
3. No discrimination in any form for admission to all institutions
4. Provision of quality education to most deprived and marginalized
segment of society
5. Developed student’s intellect and character enabling them to make
purpose for contribution for National Development
1. Introduce the system of Board of Governors
2. Members of the Board of Governors should be eminent local citizens
3. Impeccable system of monitoring and evaluation by the Education
Department and Board of Governors
4. Avoid political influence
5. Managerial training of the educational managers and capacity building
of the members of the Board of Governors
1. Level of public spending for education is a key indicator of
Government’s dedication and commitments
2. Education sector has suffered from persistent and equipped hundred
investment
3. More Higher Secondary Schools and Intermediate Colleges to
accommodate students graduating at Secondary level
4. Better salaries for teachers
5. Conducive teaching and learning environment
6. Provision of infrastructure facilities and science labs

7. Establishment of Libraries and IT labs
8. Transport facilities
Table 105: Higher Education
Needs Target Group Strategies
Higher Education
Access Higher Education is
a Capital
Investment:
Opening more
Institutions to
ensure better
enrollment
Quality Enhance the
Concentration of
Knowledge Workers
156
1. Need-based scholarship programs shall be developed and instituted
to enhance equitable access to higher education.
2. Establishment of Degree Colleges as centers of excellence
3. Establishment of Universities as premier institutions for research and
dissemination of knowledge through publications in National and
International Journals of repute and erudition
4. Linkages among institutions of higher education at national, regional
and international level. Opportunities for collaboration with the
world scholarly community should be provided for both postgraduate
students and faculty alike.
5. Capital investment in higher educational institutions
6. Higher Education Institutions shall be a focus on knowledge
mobilization and transmission of research knowledge through
various forms of university-industry partnerships and incubator
programmes and science parks to the business sector.
7. Television channels should be dedicated to the delivery of highquality
distance education programmes.
8. ICT must be effectively leveraged to deliver high quality teaching
and research support in higher education both on-campus and
using distance education, providing access to technical and scholarly
information resources, and facilitating scholarly communication
between researchers and teachers.
9. Science based education at the bachelors level, including
professional degree programmes, shall contain subjects in social
sciences to allow the graduates to develop a more balanced world
view.
10. Existing standardization of libraries and library professionals shall be
reviewed keeping in view latest developments in the field of medical,
engineering, information technology and other fields of professional
and higher education to support academic work and research
1. Two-fold strategy for R&D promotion at universities shall be
pursued.
2. Ranking system of the universities shall be made more broad-based
including parameters that directly point to the quality of learning.
3. For promoting quality in its teaching function, universities shall
collaborate to be selective in specializing in particular areas rather
than each university attempting to cover the whole range of
programmes.
4. Basic research in the universities and research institutions shall focus
on building the capacity to conduct and absorb cutting edge research.
5. Competitive research grants for funding must be available to ensure
that the best ideas in area of importance are recognized, and allowed
to develop.
6. Tenure Track system of appointment of faculty members will be
institutionalized.
7. Faculty development doctoral and post-doctoral scholarships be

Equity
Governance
Budgetary
Allocations
Equal Opportunities
for Students in
Professional
Colleges
Educational
Institutions
Government of the
Punjab
awarded to meritorious students for pursuing their studies both in
Pakistan and abroad.
8. A continuous professional development (CPD) programme shall be
designed for College and university teachers
9. Universities to develop quality assurance programmes and include
peer evaluation including foreign expertise.
10. Lecturers selected through Punjab Public Service Commission shall
be required to get at least six month pre-service training/ diploma in
teaching methodologies, communication skills, research and
assessment techniques, so as to equip them with necessary teaching
skills to undertake the job.
11. Universities shall be encouraged to develop split-degree programmes
in collaboration with foreign universities of good repute.
1. Universities and Degree Colleges shall introduce integrated fouryear
Bachelor degree programmes.
2. Campuses of existing universities shall be established in second and
third tier cities to facilitate the spread of higher education.
3. Recognizing the importance of social sciences in developing better
social understanding, transmission of civic and cultural values and
the potential to reduce conflict, universities shall pay greater
attention to this area in their research function.
4. Research linked to local industry, commerce, agriculture etc. shall
be encouraged to support these areas through indigenous solutions
and create linkages between academia and the market.
1. To ensure adherence to minimum standards of quality by all
universities/ degree awarding institutions, the HEC shall develop a
process for periodic re-assessment of various programmes offered
by institutions with regard to renewal of their degree awarding
status. This provision shall be applicable to both public and private
sector universities.
2. Board of Governors for Degree Colleges
3. Syndicates system for Universities and Centers of excellence
4. Uniformity of standards
5. Collaboration and coordination among Higher Education
Department Government of the Punjab and Higher Education
Commission
6. Mechanism of developing institutional arrangements to share best
practices in governance among Higher Educational Institutions
1. Investment in higher education shall be increased to 20% of the
education budget along with an enhancement of the total education
budget to 7% of GDP.
2. Steps to be taken to raise enrolment in higher education sector from
existing 4.7% to10% by 2015and 15% by 2020.
157

Table 106: Literacy and Non-Formal Education
Needs Target Group Strategies
Literacy and Non-Formal Basic Education
Access Eradicate the 1. Opening of Non Formal Schools and Adult Literacy Centers to
menace of illiteracy accommodate out-of-school children and literacy for adult illiterate
and achieve males and females
MDG/EFA Goals 2. Concentrate on illiteracy pockets in remote rural areas and urban slums
3. Mainstreaming of graduates of Non Formal Schools in to Formal
School System
4. Functional literacy with life-long and life-wide vocational skills for
adults.
5. Sustainability of adult literacy and NFBE programmes to be
ensured by strengthening organizational structure, coordination,
collaboration, synergy and enhancing budgetary allocations
6. Literacy rate to be increased up to 86% by 2015 through up-scaling of
ongoing programmes of adult literacy and non-formal basic education.
7. Develop a system to mainstream the students in non-formal
programmes into regular education system and a system of
equivalence shall be developed to permit such mainstreaming.
8. Government of the Punjab must make arrangements to use formal
school buildings for adult literacy after school hours.
9. International Development Partners especially UN agencies,
community and private sector involvement in awareness and advocacy
programmes needs to be mobilized
Quality Quality Education to
ensure
1. Development of minimum quality of standards, certification and
accreditation of Non Formal Education
mainstreaming of 2. Post literacy programmes to avoid relapsing of learners in to illiteracy.
3. Develop and enforce minimum quality standards for
young students and
organizations involved in literacy in the form of literacy
vocational skills for
certification and accreditation regime.
adults
4. Government must develop a national literacy curriculum and
identify the instructional material, teacher training modules and
professional development programmes to support the curriculum.
Curriculum must be objective driven to facilitate assimilation of
trainees into mainstream economic activities.
5. Government of the Punjab must take steps to ensure that teachers for
adult learners and non-formal education are properly trained and have
a well-defined career structure allowing them to move into mainstream
Equity
Governance
158
Opportunities for all
those previously
neglected and
unreached
Non-Formal System
of Education and
Community
participation
education.
1. Implementing of Article 25-A of the Constitution
2. Gender mainstreaming.
3. Linkages of non-formal education with industry and internship
programmes shall be developed to enhance economic benefits of
participation.
4. Special literacy skills programmes shall target older child laborers,
boys and girls. Special educational stipends shall be introduced to
rehabilitate child laborers Literacy and NFBED has already started the
brick kiln project and there is a need to scale-up the initiative at
provincial level.
1. Impeccable system of monitoring and evaluation to ensure good
governance.
2. Government of the Punjab must develop guidelines for postprogramme
initiatives.

Budgetary
Allocations
Government of the
Punjab
Government of the Punjab must allocate a minimum of 3% of education
budget for literacy and non-formal basic education (NFBE)
Table 107: Special Education
Needs Target Group Strategies
Special Education
Access Special care and 1. Special Education Department intends to achieve the aforementioned
access for objective through the following strategic interventions.
disabled
population
2. Strengthening, expansion and up-gradation of existing educational
facilities.
3. Technical and financial support of civil society organizations providing
education to special children.
4. Promotion of inclusive education system to provide educational
facilities to the special students at their doorsteps and to ensure
maximum coverage.
5. Allied services, like provision of rehabilitation services, sports facilities,
Special
Interventions
159
Adequate
arrangements for
outreach
Quality Ensure Quality
Education
Governance
Budgetary
Allocations
Educational
Institutions,
Communities
and Parents
Government
the Punjab
of
vocational training, IT education etc.
1. Department of Special Education has identified the need of
establishment of database centers regarding prevalence of disability and
problems confronting with Persons with Disabilities.
2. Ensuring maximum coverage of special students for providing them
educational facilities.
3. Preparation of policy on education for children with disabilities.
4. Sports for special students, free uniform, free text & braille books, free
pick & drop facility, merit scholarship, free boarding & lodging facility,
adoption of internationally accepted best practices, establishment of
Technical & Vocational Institutions of Special Education, establishment
of Computer Labs with Assistive Technology and data base center for
the disabled
1. Development of curriculum in accordance with the needs of special
students.
2. Training of teachers and professionals working for special students.
3. Services for assessment of disability.
4. I.T. education for students with disabilities.
5. Vocational Training and Technical Education for special students.
1. Impeccable system of monitoring, evaluation and governance in special
education department.
2. Establishment of research Centre.
3. Public awareness for disability related issues.
4. Coordination with relevant stakeholders for education, training and
rehabilitation of special students.
5. Availability of rehabilitative services for special students.
6. Creation of disability friendly environment for special students.
7. Strengthening of Public Private Partnership for education of children
with disabilities.
8. Enhancement of enrolment through provision of buildings with special
facilities to special education centers, Cochlear Implant Devices to
Hearing Impaired Students, up-gradation of Institutions / Centers of
Special Education and stipend
To cope with the demand, the department has planned to provide a separate
building of its own to Govt. Degree College of Special Education, Lahore.
The estimated cost of the project is Rs 300.000 million, out of which Rs
166.000 million have been allocated during the year 2010-2011. There is an
incessant demand to open more schools for special children in big localities
down below the tehsil level keeping in view the large population of disable

160
children.
Table 108: Technical and Vocational Education
Needs Target Group Strategies
Technical and Vocational Education
Access 1. Matriculates and 1. To reduce gap between supply and demand by opening more
Intermediate Pass Technical Institutes in the Province by TEVTA and PVTC
male and females 2. Policy provision for traditional apprenticeship experience in the nonformal
sector could be assessed and certified for entry into the formal
2. Literate adults sector of vocational education.
3. Current TVE certificate stream is too narrow in its scope and does
3. Functional
not cover the large variety of skill straining that takes place in the
Literacy with a traditional sector. Two way cross-over between the academic and the
Vocational Skill applied/ professional streams is lacking in the system. Government of
Punjab must formulate a strategy to introduce a formal TVE stream
parallel to formal school system, providing freedom of choice to
students to choose TVE instead of general education.
4. Absence of a well-articulated qualifications system is a major
structural short coming. The problem of a fragmented structure of
governance, endemic to the education sector, also plagues the
technical and vocational sub-sector. Many institutions and
jurisdictions are involved in governance of this field without a clear
demarcation of their respective responsibilities. There is no focal
point for coherent planning for the sector. At the same time, the
voices of important stakeholders such as the business sector are not
adequately taken into account in shaping the content, structures and
certification of study programmes. Government of the Punjab must
recognized TVE as a separate sector with a dedicated department. At
the moment TEVTA and PVTC are functioning in silos. A
comprehensive TVE strategy inviting all stakeholders will be
beneficial to introduce technical education and bridge the existing
gap between supply and demand.
5. TVE sector does not benefit from good collaboration and input from
the business sector, such as for updating its equipment and teaching
materials. Resultantly, there are perennial complaints from
employers about the substandard quality of the skills available in the
market. Government of the Punjab must formulate policy recognizing
the high importance of developing a broad-based and high quality
sector for providing technical skills. Manufacturing, services and
industrial sector should be on board so that market based and demand
Policy
Initiatives
Government of the
Punjab: TEVTA,
PVTC and Board of
Technical Education
driven vocational skills should be taught by TVE sector.
1. TVE curriculum should be developed in standardized modules for
each trade to eliminate differentials across various training
institutions to provide opportunities to the trainees for
horizontal/upward mobility and also help in assessment and
certification of apprentices in non-formal sectors for their entry into
formal vocational/technical sectors.
2. TVE should be extended according to the need of the area i.e. Tehsil,
District and Division.
3. Skills based vocational training courses, relevant to local labor
market, should be offered to the graduates of literacy programmes by
the National Education Foundation, provincial/area literacy
department/directorate and relevant NGOs.
4. Level-wise prerequisites for entry as a teacher in TVE should be

Special
Interventions
TEVTA, PVTC and
Board of Technical
Education
Quality Certification and
accreditation
Governance Secure Service
Delivery with
Quality Outcomes
Budgetary
Allocations
Government of the
Punjab
defined and Teacher professional development shall be focused as an
ongoing process.
5. Terms and conditions of service for TVE teachers should be
compatible with market demand of their services and skills.
6. Local conditions and requirements must be considered while making
any recommendation for replication of TVE model, implemented in
other countries.
The outreach at the moment in TVE is limited and private sector has not
come up in technical education sector when compared to formal
education and professional education in the province. Government of the
Punjab must evolve a strategy to ensure establishment of TVE
institutions throughout the province and also encourage and facilitate
private sector for opening TVE institutions.
At the moment certification and accreditation is being done by TEVTA
and Board of Technical Education Government of the Punjab must
developed technical standards in commensuration with the international
standards. TEVTA has already taken this initiative and needs policy level
decision to implement the standards developed across the province.
TVE sector needs service delivery with quality outcomes and there is a
dire need for governance in the institutional structures. Government of
the Punjab has already introduced good governance practices and there is
a need to guard the continuity and consistent improvement in governance
practices.
After the 18th Amendment the Constitution of Pakistan, Education
including Technical Education, is now a provincial subject. Pakistan is
suffering from both skills shortage and skills gap. The total number of
persons enrolled in Technical and Vocation Training Institutes is only
1.3% of about 300000/- people in the age cohort of 14-19. The
percentage is dangerously low when compared with numbers of 35-60%
for OECD Countries and 6-20% for the Asia Pacific Economies.
Government of the Punjab must enhance budgetary allocation for
technical education in the province. Initially 3% of the ADP should be
earmarked and gradually enhanced to 6% over a period of 5 years.
161

Table 109: Deeni Madaris
Needs Target Group Strategies
Deeni Madaris
Mainstreaming Students in Deeni
Madaris
1. Government of the Punjab must introduce formal subjects
including market-oriented and skills-based subjects that would
enable the children studying in Deeni Madaris to have more
employment options.
2. Government of the Punjab must evolve a policy and make
arrangements for mainstreaming Deeni Madaris in to formal
school system gradually by taking all the stakeholders on board.
3. Government of the Punjab must ensure that textual and other
learning materials do not contain anything repugnant to Islamic
injunctions and controversial material against any sect or
religious/ethnic minorities.
4. Government of the Punjab must formulate policy for teaching of
the subject of Ethics/Moral Education in lieu of Islamiyat to
non-Muslim children and subject specific teachers shall be
appointed according to the requirements.
Policy Initiatives Government of
the Punjab
1. Government of Punjab should introduce formal subjects
including market-oriented and skills-based subjects that would
enable the children graduating from Deeni Madaris to have more
employment options.
2. Government of Punjab shall make arrangements for printing of
rare books on Islam, charts and materials relating to Islamic
injunctions and their distribution amongst libraries of schools,
colleges, universities, research institutions and Deeni Madaris.
3. Government of Punjab shall ensure that textual and other learning
materials do not contain anything repugnant to Islamic injunctions
and controversial material against any sect.
4. Matter of Deeni Madrasah is volatile and needs to be handled
carefully keeping in view the experiences of abrupt policy
interventions in the past.
5. Madrasah reform programme can only be successful once all the
stakeholders have ownership of the reform agenda and during the
process of implementation, everybody is on board. The gradual and
consistent reform process will deliver dividends
Budgetary
Allocations
Government
the Punjab
of
Number Deeni Madaris is on the rise especially in Southern Punjab.
Government of the Punjab must allocate adequate budget and start the
process of mainstreaming by introducing formal subjects.
162

Table 110: Education in Emergencies
Needs Target Group Strategies
Education in Emergencies
Meeting the
Emergencies
Students
Emergency
Situation
in
1. Education of the students in flood affective areas has been
impacted. Government of the Punjab needs to evolve a strategy to
arrange make-shift arrangements for schools and colleges since
schools buildings have been destroyed.
2. Government of the Punjab must evolve a policy to help the
parents facilitating the education of their children in emergencies.
3. Government of the Punjab must ensure that educational
institutions remain open and access is ensured through temporary
arrangements in tents.
Health
Hygiene
and
Health Facility to
Students
Government of Punjab must ensure that students in flood affected
areas and other emergencies have health cover and immunization
facilities. Moreover adequate arrangements are made to cope with
epidemic since children are the worst affected.
Incentives for
Teachers in
Emergencies
Special
Institutional
Arrangements
Emergencies
and Curriculum
Teachers
Education
Departments
Education
Departments
Teachers hold key positions for keeping the schools operational during
emergencies. There is a need to evolve a policy to give incentives to the
teachers teaching during emergencies and keep the schools and
educational institutions operational.
Emergencies are extraordinary situations and special institutional
arrangements are required. There is a dire need to evolve a policy for
special institution arrangements at departmental level to develop
Standing Operating Procedure (SOPs) to deal with emergencies.
Emergencies should find a place as stories and awareness material in the
syllabus of schools and colleges so that students are aware and sensitized
to deal with difficult situations during emergencies. Moreover it should
be part of the training of the teachers so that they can mentor their
mentees to deal with emergencies.
163

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