Educational Reforms of Pakistan

AEPAMResearchStudyNo.
237
ProblemsintheImplementationofNational
EducationPolicies(NEPs)
atElementarylevel
Compiledby:
MuhammadAslamBhatti
ShaistaBano
FahmeedaKhanam
AsifHussain
Editedby:
Dr.ShahnaazRiaz
Kh.SabirHussain
AcademyofEducationalPlanningandManagement
MinistryofEducation,GovernmentofPakistan
TaleemiChowk,G8/1,Islamabad
September2010
ii
AEPAM, Islamabad, 2010

Research Team

Mr. Muhammad Aslam Bhatti, J oint Director
Mr. Asif Hussain, Research Officer
Mr. Abdul Rehman, P.S/Researcher
Mr. Muhammad Sohail Ajmal, Research Assistant

Data Analysis

Mr. Yasir Irfan, Programmer

Data Entry

Tahir Shahzad

Report Writing

Mr. Muhammad Aslam Bhatti, J oint Director
Shaista Bano, Deputy Director
Fehmeeda Khanum, Research Officer

Typing, Composing, and Technical Assistance

Mr. Zulfiqar Ali J oya, Stenographer
Mr. Tahir Shahzad (Stenotypist)
Mr. Zahoor Hussain Shah (Stenotypist)

Main Entry under Authors

Main entry under Authors:
Dr. Shahnaz Riaz and M. Aslam Bhatti
Problem in the Implementation of National Education Polices
at Elementary Level: - (AEPAM Research Study No. 237).
1. Educational Policies 2. Educational Problems
3. Elementary Education 4. Research Study

379.154 999-
iii

Preface

Knowledge is the special gift of Allah Subhana-ho-wa Taala for mankind and it is the
base for human distinction and pride in the universe. Knowledge is essentially a product of
education. Societies that emphasize education have historically prospered. Ever since societies
developed into states education, has been the responsibility of the independent. States to
recognize education as a right of the citizen. Therefore, right form the existence of Pakistan, the
founding father Quaid-i-Azam Muhamamd Ali J innah realized that the future of our nation
depended on a productive pursuit of knowledge through education.

The National Education Policy (NEP) 2009 (the Policy) is the latest in a series of
education policies dating back to the very inception of the country in 1947. The review process
for the National Education Policy 1998-2010 was initiated in 2005 and the first public document,
the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis
for development of the Policy document. Though four years have elapsed between beginning and
finalization of the exercise, the, lag is due to a number of factors including the process of
consultations adopted and significant political changes that took place in the country.

Two main reasons prompted the Ministry of Education (MoE) to launch the review in
2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did
not produce the desired educational results and performance remained deficient in several key
aspects including access, quality and equity of educational opportunities and, secondly,
Pakistans new international commitments to Millennium Development Goals (MDGs) and
Dakar Framework of Action for Education for All (EFA). Also the challenges triggered by
globalization and nations quest for becoming a knowledge society in the wake of compelling
domestic pressures like devolution and demographic transformations have necessitated a
renewed commitment to proliferate quality education for all.

The success of the Policy will depend on the national commitment to this cause. Already
there has been a marked improvement in this sector, as all provinces and areas, as well as the
federal government, have raised the priority of education. This will now have to be matched with
iv
availability of resources and capacity enhancement for absorption of these resources to improve
education outcomes for the children of Pakistan. It is a long journey that has already begun. It is
hoped that the policy document will help give a clearer direction and help institutionalize the
efforts within a national paradigm.

I would like to express my gratitude to Mr. Muhammad Aslam Bhatti, J oint Director,
AEPAM, Ms. Shaista Bano, Deputy Director and Ms. Fahmeeda Khanam, Research Officer for
their efforts for managing, analysis and reporting the study. I admire the services of Mr. Yasir,
Programmer for providing technical assistance of computer for data analysis. The services of
Mr. Tahir Shahzad and Mr. Zulfiqar Ali J oya, Stenographer are also appreciated for typing &
composing the report.

(DR. SHAHNAAZ RIAZ)
v

Table of Contents

S # Topic

Page #

Preface

Executive Summary
Ch I INTRODUCTION 02
1.1 Rational/ J ustification 02
1.2 Statement of the Problem 02
1.3 Objectives of the Study 02
1.4 Significance of the Study 02
1.5 Limitation of the Study

02
Ch II REVIEW OF RELATED LITERATURE 04
2.1 Universalization of Primary Education UPE) 04
2.2 Gender Disparity 07
2.2.1 Present Gender and Location-wise Situation of Primary and
Elementary Education in the Country
08
2.3 Adult Literacy 12
2.4 Technical & Vocational Education 14
2.5 Public Private Partnership

15r
Ch III METHODOLOGY 17
3.1 Population 17
3.2 Sample 17
3.3 Research Instrument 17
3.4 Pilot Testing of Research Instruments 19
3.4 Procedure for Data Collection 19
3.5 Procedure of Data Analysis 19
3.6 Findings, Conclusions and Recommendations

19
Ch IV DATA ANALYSIS AND INTERPRETATION OF DATA 20
4.1 Analysis of Questionnaire for Provincial Educational Managers 20
Questionnaire II 29
Ch V
FINDINGS/OBSERVATIONS, CONCLUSIONS AND
RECOMMENDATIONS/SUGGESTIONS
43
5.1 Findings/Observations 43
5.2 Conclusions 47
5.3 Recommendations/suggestions 48
Bibliography 49
Annexure

vi

Executive Summary

The study was designed to investigate the problems in the implementation gap of
National Education Policies (1992-2002, 1998-2010) and Education Sector Reform Program
(2001-06). The study was descriptive in nature and essentially a survey type of research. For this
study 11 districts from all over the country were selected. Two districts from each province and
one district from each region were randomly selected for data collection. The main research
instrument for the study was questionnaire. Two questionnaires were designed for data
collection. Questionnaire-1 was designed for Provincial Educational Managers which was
consisted of 18 items and responded by 88 provincial educational managers. The questionnaire-II
was designed for District Educational Managers which was consisted of 24 items and responded
by 655 District Educational Managers. Some parts of the questionnaires were close-ended where
frequency/percentage was calculated and some parts were open-ended so that the opinions and
suggestions of the respondents may be recorded. Instruments of the study were tested and were
finalized in the light of the feedback received as a result of pilot testing.

Research team of AEPAM consisting of two researchers personally visited each sample
district to collect data. Data collection from the respondents through questionnaire 1 and 3 were
coded and entered into database. On the basis of the data analysis findings of the study were
drafted. The major findings of both the questionnaires are separately given below:

Findings of Questionnaire-I

1. It was revealed that the majority of the respondents (total 53 percent, male 52 percent and
1 percent female) were involved in the policy formulation stage

2. According to the 93 percent provincial educational managers (male 88 percent and
female 5 percent) economic condition is the major factor influencing in the
implementation of NEPs.

3. As far as the implementation status of National Education Policies 1992, 1998 and ESR
Program (2001-06) is concerned it was reported that:

i. According to the majority of the respondents the recommendations of the
National Education Policy 1992 were partially implemented.
ii. Majority of the respondents thought that the recommendations of National
Education Policy 1998-2010 were implemented at the range of 25% to 50%
iii. According to the views of majority of respondents the thrust areas of
Education Sector Reform Program were partially implemented.

4. Majority of the respondents (total 93 percent male 87 percent and female 6 percent)
mentioned that political instability and absence of effective monitoring and evaluation
system were the main factors for the non-implementation of NEPs.

vii
indicated that financial problem was not the main reason for non-implementation of
NEPs.

suggested that education budget should be increased, it should be released in time and
strict check and balance should be applied on utilization of allocated funds for education.

7. It was observed that majority of the respondents (total 91 percent) considered that there
should be provision of financial resources in time and maintaining proper coordination
were important steps for better implementation of National Education Policies.

8. It was found that 24 percent responded suggested that special monitoring team should be
constituted at provincial and district level for the improvement of monitoring mechanism.

Findings of Questionnaire-II

Questionnaire II was administered to dropout educational manager. The major findings of
the instrument are given below:

1. It was found that majority of the respondents (Total 78, Male 47% and Female 31%)
were not involved in the policy formulation process.

2. Data indicated that majority of the respondents had no access to the hard copies of
education policies and ESR documents. It was observed that only 10% respondents (Male
5% and Female 5%). That access to the hard copies of the NEPs and ESR documents.

3. The reasons for non-availability of the policy document were sought. Majority of the
respondents (Total-20%: Male 13% Female 7%) indicated that circulation problems of
policy document and lack of coordination with federal ministry are the main reasons in
this connection.

4. Majority of the respondents (Total-15%, Male 7% and Female 8%) viewed that
economic condition was an important factor which influenced the policy implementation.

5. As far as the implementation status of NEP 1992, 1998 and ESR (2001-06) program was
concerned, it was observed:

i) According to the majority of the respondents the recommendations of the policy
NEP 1992 were partially implemented.

ii) Majority of the respondents thought that the recommendations of the NEP 1998-
2010 were implemented at the range of 25-50%.

viii
iii) According to the majority of the respondents the thrust areas of education sector
reforms were partially implemented.

6. The majority of the respondents (Total 35%; Male 21% and Female 14%) thought that
improvement in quality education should be the first priority area of educational program.
Moreover, 2% respondents (Male 1% and Female 1%) viewed that achieving universal
primary education (UPE) upto 2015 should be the fifth priority area of education.

7. There were many factors which were affecting implementation of NEPs. According to
74% respondents (Male 43% and Female 31%) policy targets are too ambitious. In the
opinion of 90% respondents (Male 50% and Female 40%) lack of timely releases of
funds was the factor. In the view of 88% respondents (Male 50% and Female 38%) lack
of infrastructure was the factor. In the opinion of 87% respondents (Male 50% and
Female 37%) the lack of accountability was the factor.

8. According to the 49% respondents (Male 30% and Female 19%) financial problem was
the main reason for non implementation of National Education Policies. To solve those
problems majority of the respondents viewed that budget might be released in time and
allocated funds might be utilized.

9. In the opinion of 57% respondents (Male 32% and Female 24%) lack of coordination
among implementing agencies was a major hurdle in implementation of National
Education Policies.

10. In view of the 64% respondents (Male 36% and Female 27%) pointed that proper
monitoring mechanism should be adopted for effective implementation of National
Education Policies.

11. There were so many issues and challenges that were still facing at elementary level of
education. According to 74% respondents (Male 42% and Female 32%) weak
instructional supervision was an important issue. According to 16% respondents (Male
9% and Female 7%) poor quality of education was another challenge still facing at
elementary level. In the views of 15% respondents (Male 8% and Female 7%) lack of
physical facilities was another issue.

CONCLUSIONS

1. It was concluded that majority of the Provincial and District Education Managers were
not involved in policy formulation stage.

2. There are many factors which were adversely affected the implementation of national
education policies. Among these factors poor economic condition lack of political
commitment, non involvement of stakeholders, discouraging attitudes and perceptions of
government functionaries were important as far as implementation of NEPs was
concerned.
ix

3. As far as the implementation status of national education policies, 1992, 1998 and ESR
(2001-06) program was concerned, it was reported by the majority of the respondents that
the recommendations of those national education policies and ESR program were
partially implemented.

4. There were many factors which were badly affecting implementation of national
education policies. Some of the major factors were, policy targets are too ambitious lack
of technical and trained educational managers, financial resources constraints and
political instability.

5. It was reported that financial, problems was the main reason for non implementation of
NEPs. Therefore, budget might be released in time and funds might be properly utilized.

6. There were so many issues and challenges that were still facing at elementary level.
Some of the main issues were, teachers, absenteeism, weak instructional supervision,
poor quality of education and lack of physical facilities.

RECOMMENDATIONS

On the basis of the findings and conclusions, the following recommendations/
suggestions are proposed:

1. All the district and provincial education managers should be involved from the initial
stage of policy formulation and preparation.

2. Economic, condition of the country should be improved as it was identified as major
influencing factor for the implementation of NEPs.

3. There should be strong coordination amongst various departments and stakeholders.

4. Primary education should be made compulsory and free to achieve UPE targets through
fully implementation of NEPs.

5. Integration of primary and middle level of education into elementary education should be
fully implemented as mentioned in NEPs.

6. Accountability as one of the factors which was adversely effecting the implementation of
NEPs which should be considered seriously.

7. Technical stream at secondary level of education should be fully implemented as one of
the thrust areas of ESR.

8. Steps should be taken for proper planning and utilization of available funds to overcome
financial constraints.

x
9. Monitoring system should be strictly be followed for achieving the targets of NEPs.

10. Public private partnership should be encouraged to overcome the financial constraints.

11. Steps should be taken to eliminate gender and rural urban disparity for fully

1
Chapter I

INTRODUCTION

Education is extensively regarded as a route to economic prosperity being the key to
scientific and technological advancement. Hence, it plays a pivotal role in human capital
formation and a necessary tool for sustainable socio-economic growth. Education also
combats unemployment, confirms sound foundation of social equity, awareness, tolerance,
self esteem and spread of political socialization and cultural vitality. It raises the productivity
and efficiency of individuals and thus produces skilled manpower capable for leading the
economy towards the path of economic development.

Since the creation of Pakistan every successive government has made efforts to
provide quality education to the masses. In this context the following National Education
Policies have been designed and implemented, so far.

1. The National Education Conference 1947.
2. The Report of the Commission on National Education 1959.
3. The National Education Policy 1970.
7. The National Education Policy 1998-2010.
8. The National Education Policy 2001-2006.

In spite of implementation of above National Education Policies/Programs the system
is still facing numerous challenges such as, more than 5.5 million primary school age (5-9)
children are left outs, 45% drop out rate at primary level. Teacher absenteeism and weak
supervisory mechanism, inadequate learning material etc National Education Policy (1998-
2010,p.23). Whereas, Ministry of Education, EFA (2008,pp. 91-92) states that GER for
ECCE is 91% GER in primary education is 84% and NER is 66% at primary level in year
2005-06 Hence, NER in secondary Education is only 31% The report further highlights that
UPE by 2015 can only be assured by consolidating and accelerating efforts for increasing
enrolments, improvement of NERs and GERs, reaching the un-reached and disadvantaged
groups, enhancing survival and transition rates and minimizing drop-outs and repetition
rates EFA (2008,p.xxvii).

It is pertinent to mention that education system is facing these challenges due to not
properly implemented and monitoring of the National Education policies. National Education
policy (1998-2010) describes that weak performance is due to lack of commitment to
education implementation gap which leads to poor implementation. The implementation gap,
though not well documented, is believed to the more pervasive as it affects various aspects of
governance as well as allocation and use of resources. For instance the amount of
developmental funds allocated in education sector remains unspent to the tune of 10% to 30%
of allocated funds.

The implementation gap needs to be addressed on the basic of empirical evidences, so
that policy formulation can be developed by avoiding all those factors which may create
hurdles while implementing the policy. This study was designed to investigate problems of
2
implementation gap of National Education policy 1998-2010 and Education sector reforms
(2001-06) program. The efforts were made to explore the causes of low allocation of
resources as well as causes of non utilization of available resources. The study also explored
implementation capacity of the provinces and district governments.

1.1 Rationale/Justification

In the past every possible effort was made to achieve the Millennium Development
Goals (MDGS) and Education For All targets (EFA) through implementing a number of
policies and plans. Despite all of these efforts the goals could not be achieved. The existing
situation regarding education access and completion of children at primary level is such that
about 6 million children are out of school bearing age group 5-9 years, only 55% children at
primary level could be retained in the system (45% drop out) the current net participation of
children at primary level of education exist at about 70%. The participation of children at
secondary level of education is about 32%. Also the governments commitments capture the
unreached and disadvantaged groups to enhance the access and retention thereby minimizing
the dropouts which could also not be successfully achieved.

Still the above-mentioned challenges are being faced. It is note worthy to probe the
factors responsible for not achieving the target. It was therefore pertinent to identify the gaps
in the implementation of Education policies, since there are no empirical evidences. Further,
the new Education Policy, 2008 which has also pointed out the weaknesses in respect of
performance and lack of commitment to education.

1.2 Statement of the Problem

The National Education Policy 1998-2010 and Education Sector Reforms (2001-06)
program was introduced to address critical issues. The focus of this program was UPE, Adult
literacy, Early Childhood Education, introduction of technical stream at secondary level
revamping of science Education, Rehabilitation of schools. Establishment of teacher training
resource centers, Teacher training, and public private partnership. All these thrust areas
originates from National Education Policy 1998-2010 and much still needs to be done for the
development of education in the country. The present study was undertaken to investigate the
problems in the implementation of National Education Policy 1998-2010 and ESR program.

1.3 Objectives of the Study

The objectives of this study were as following:

To investigate sector-wise implementation status with identification of broad
gap between policy formulation and implementation;
To analyze the existing operational strategies to gather with suggestions for
improvement.
To identify the problems in implementation of National Education Policies in
Pakistan and development of mechanism.

1.4 Significance of the Study

This study was launched to investigate the problems in implementation of National
Education policies in the country. Consequently the study is as immense importance for
3
educational stakeholders, planners, managers, policy makers and policy implementers in
developing insight in understanding implementation implications of education policies.
Moreover, the findings of the study may be helpful for education managers and other
stakeholders who are having direct interaction with students.

1.5 Delimitations of the Study

Keeping in view the limited time and resources, the study was limited to only 11
districts of Pakistan including Islamabad FANA and AJ K. The study was further delimited to
elementary level. The Questionnaires were administered to education managers and other
stakeholders.

1.6 Limitations of the Study

The coverage of the study was limited to Provincial Education Secretaries, Deputy
Secretaries, additional Secretaries, Section Officers, Director Public Institution (DPI)
Executive District Officers (EDO), District Officers (DO) and Deputy District Officer (DDO)
and principals/head teachers due to time and financial constraints.

4
Chapter II

REVIEW OF RELATED LITERATURE

All the National Education Policies since 1947 were developed for the improvement
of the education across the levels. The recommendations and provisions of the education
policies were developed with the purpose of achieving national goals of education. Inspite of
many efforts, the education system is not coming up to the aspirations of nation. Since 1947,
a number of efforts were made for the implementation of National Education Policies. Some
significant improvements have been made, but the targets have not be achieved in totality, so
far.

Following are the main areas regarding the implementation of National Education
Policies (NEPs) at elementary level.

2.1 Universalization of Primary Education (UPE)
2.2 Gender Disparity
2.3 Technical & Vocational Education
2.4 Adult Literacy
2.5 Public private Partnership

2.1 Universalization of Primary Education (UPE)

The first attempt in the field of education and literacy was the National Educational
Conference in 1947. The Quaid-i-Azam in his massage to the conference said, the
importance of education cannot be over emphasized there is no doubt that the future of
our state will and must greatly depend upon the type of education, we give to our children
and the way in which we bring them up its future citizens of Pakistan. The Conference
formed a number of committees including for primary education. The primary education
committee Considered it essential that a national system of education should be based on
the strong foundations of free and compulsory primary education. It was proposed
separate pre-primary and primary education stages for children of age 3 to 6 and 6 to 11,
respectively.

The Report of the Commission on National Education (1959) emphasized that
compulsory education at the elementary stage is indispensable for skilled manpower and
intelligent citizen for this at least eight years schooling is required. A target of achieving
compulsory universal enrolment in 15 years i.e. by 1975 has also specified. Yet the same was
21.7 percent in 1972.

The National Education Policy (1970) reaffirmed the governments commitment to
the objective of Universal Elementary Education accepting it as a basic principle of state
policy (which) proposed Compulsory universal and free primary education as a target for
1980.

The National Education Policy (1972) aimed at Eradicating illiteracy within the
shortest possible time through universalization of elementary education. It declared that
5
Education will be made free and universal up to class X for all children through out the
country. Primary education up to class V will become universal for boys by 1979 and for
girls by 1984 and further that elementary education will become universal up to class VIII
for boys by 1982 and for girls by 1987. The earlier objectives of compulsory education were
discarded. The policy proposed to construct 61,000 additional class-rooms for primary
classes, train 15,000 teachers and recruit an additional 75,000 teacher through the National
Literacy Corps.

Discussing the primary education in the National Education Policy (1979) declared
A minimum level of education for all citizens is not only a basic human right but also is
imperative for conscious participation of the masses in the development process of
sovereign nation. The challenges of rapidly changing political, economic technological and
social culture environment can be effectively met only by an educated and enlightened
citizenry.

Attainment of universal primary education in the shortest possible time was viewed
as a critical factor in this regard. Enrolment in primary education has been increased
about 7 to 8 times since independence. Progress towards the achievement of universal
primary education though emphasized in each successive policy and five year plan, has
thus been slow. It was proposed that facilities will be provided to attain universal
enrolment for boys of 5-9 age group by 1986 -87. A comprehensive project will be launched
with different mixes of inputs to determine direction for large scale investment in primary
education.

The National Education Policy (1992) stated the progress in the direction of
universalization of primary education is far from satisfactory. It proposed To ensure 100
percent participation of children in education at the primary level by the year 2002, and to
eradicate illiteracy through formal and non-formal method. It also proposed to increase
the literacy rate to 70 percent by the year 2002.

The National Education Policy (1998-2010) highlighted the importance of elementary
education Elementary education which is the bedrock and foundation of the entire
education pyramid, has the highest rate of return as compared to other sectors and levels of
education. Research studies indicate that rates of return to investment in education are
commonly high especially at the primary level and are argue that investment in education
makes a vital contribution to economic development. The policy proposed that primary and
middle level education might be integrated into elementary education (I-VIII). It also
proposed to enhance gross participation rate at primary level from existing 71 percent to 90
percent by the year 2002-2003 and 105 percent by 2010.

Regarding the universal primary/elementary education the Education Sector Reform:
(ESR) (2001-2006) stated The most challenging milestone for the government of Pakistan
is universal primary education (UPE). The implementation strategy proposed that
Promulgation of the National Ordinance for compulsory primary education for UPE and
up gradation of existing primary schools to elementary facilities.
Discussing the elementary education the National Education Policy (2009) stated that
Primary education is not a strong link in education in Pakistan. The policy focuses
education on two large and critical problems facing the sector: (i) low participation and
narrow base of the sector and (ii) weak quality of provision.

6
Despite some progress in recent 36 years access rates remain low. Pakistan still faces
the risk of defaulting on EFA 2015 targets. The narrow base is further attenuated through
high drop out rates. The survival rate to Grade 5 is 72 percent. Of those who succeed in
completing Grade V there is a further loss to the system through those not making the
transition to the secondary level. Pakistan cannot afford to live with the narrow base in the
perspective of long term economic and social development.

By summing up the above discussion and review it is mentioned that since 1947 the
target of different education policies, plans and their achievement rate of Universal Primary
Education (UPE) shown in the Table 2.1.

Table 2.1
Universal Primary Education (UPE) Goals, Target Year and achievement

S # Policies/commissions/conferences Target years T Period
1 All Pak Education Conference (1947) 1967 20y
2 National Education Commission (1959) 1969 10y
3 Education Policy (1972) 1979 7y
6 Education Policy (1998-2010) 2010 12y
7 Education Sector Reforms (2001-06) 100 percent by 2004 5y

Table is prepared to indicate the targets set by the policy/conference All Pakistan
Education Conference (1947) set the target of 100 percent. UPE in 1967 (20 years required
for 100 percent UPE). The Education Policies 1959, 1972, 1979, 1992, 1998 and ESR (2001-
06) set the target of 100 percent UPE in 10 years and 5 years, 7 years, 7 years, 10 years, 12
years and 5 years respectively. But the achieved ratio is different from targeted rate.

When we analyze the target participation rate and achievement years development
plans it gave the picture as in the following table 2.2 which also show that the targets set in
each plan were very ambitious and the achievement ratio was very interesting (not static).

Table 2.2
Plans Targets and Achievement Access to Primary Education

S # 5 Years Plans Target P/Rate percent Ach P/Rate percent
1 First Five Year Plan (1955-60) 58 30
2 Second Five Year Plan (1960-65) 56 45
3 Third Five Year Plan (1965-70) 70 46
4 4th Five Year Plan (N.I)* (Non
Plan Period/8y 1970-78)
65 54
5 Fifth Five Year Plan (1978-83) 68 48
6 Sixth Five Year Plan (1983-88) 75 63
7 Seventh Five Year Plan (1988-93) 80 69
8 Eighth Five Year Plan (1993-98) 88 75

Table 2.2 shows the difference five year plan targets and achievement rate to Primary
Education shows that First Five Year Plan (1955-60) set the target of 58 percent for primary
7
education while the achievement rate was 30 percent. The Second Five Years Plan (1960-65)
set the target of 56 and Third Five Year Plan (1965-70) set the target of 56 percent and 70
percent primary education while the achievement rate was 45 percent and 46 percent
respectively. The Fourth Five Year Plan (1970-78) was not implemented. The Fifth Five
Year Plan (1978-83), the Sixth Five Year Plan (1983-88) the Seventh Five Year Plan (1988-
93) and Eight Five Year Plan (1993-98) set the target of 68 percent, 75 percent, 80 percent
and 88 percent for the primary education while the achievement rate is 48 percent, 63
percent, 69 percent and 75 percent respectively. It means no education plan got the set target.

2.2 Gender Disparity

A major goal of all polices and plans of education were to eliminate gender disparities
and to achieve gender equality in education. Accepting the role of woman in the society the
Commission on National Education (1959) stated that there can be no doubt that women of
Pakistan are striving to play their part in raising the status of themselves, their families and
the Nation. Our women have already won for themselves an enviable reputation at the
highest levels of our national life as well as in international circles. They can assume a
role of great importance in the consolidation and the development of the country if their
dynamism and dedication can be nurtured and their efforts guided into those channels
where they can be of the greatest service. It was proposed that in the future education
facilities provided for girls should be equal to those provided for boys.

Considering the importance of female education the National Education Policy (1979)
stated considering that females from more than 50 percent of our population and their
education has tremendous multiplying potential, high priority will be given to the rapid
expansion of female education at all levels. It also proposed that special efforts will be
made to expand and improve facilities for the education of females. At the primary level,
solid foundations will be laid to achieve universal education among females by 1992.

National Education Policy (1979) also recommended liberal scholarships and loans
for female student at all levels and provision of science laboratories, books and hostel seats
for female students. The most important recommendation of 1979 Policy was that greater
share will be allocated to female education in various sub-sectors of education.

The Eighth Five Year development Plan (1993-98) made a larger allocation for
female education to the primary education particularly in the remote rural areas and stated
that Efforts will be made to reduce the disparities in availability of the schooling facilities
for boys and girls, both in rural and urban areas highest priority will be given to opening
of girls primary schools in all such villages where there is a boys school but no girls
school. In order to remove the insolence of male, female enrolment ratio, 65 percent of all
new schools established during eighth five years development plan will be for girls.
Whenever feasible, co-educational primary schools will be established in which female
teacher would be appointed. In order to increase girls participation at primary level, text
books will be provided free of cost to all girls of the rural areas in grade I.

The importance of women education and gender equality was also stressed in the
report, Education for All (2008): Women in Pakistan are experiencing problems such as
poverty, illiteracy, malnutrition, discrimination and deprivation of role in decision-making
process etc. Without developing gender friendly environment and resolving these issues,
women in our country cannot become fully productive members of the society. To make
8
optimal use of female sector potential, necessary initiatives have been taken to narrow
down gender disparity in all walks of the life. Emphasis will be laid on economic, social
and political empowerment of women. Gender gap particularly in social indicators will be
removed and better quality of life for women will be ensured. In effort to stimulate
sustainable development, gender equality and women empowerment will be promoted to
play major role in alleviate poverty, hunger and disease.

National Education Policy (2009) also shows there are large differences in access
across gender and rural-urban divides in Pakistan. It results in weaker performance on
equitable distribution of educational opportunities. The inequity has been result of poor
implementation and social customs. The issue of equity bears through the entire education
system and has serious implications for sustainable and equitable development in the
country. Unless the issue is seriously recognized and assessed in all its manifestations, a
realistic policy to reprieve the situation will not evolve. Data shows that females and pupils
in rural areas face systematic disadvantage at all levels of education. The disadvantage
faced by female students becomes multiplied if the female students belong to rural areas.
Despite improvements, it is evident that the girls continue to face significant disadvantage
in access as they reach adulthood. The situation improves significantly for higher
education; where in some subject areas the index is in favor of females.

In short a major goal of all National Education Policies and Education Sector Reform
to eliminate the gender disparities at all levels, specially at primary level and secondary level
with a new focus on ensuring girls full and equal access to and achievement in basic
education of good quality.

2.2.1 Present Gender and Location-wise Situation of Primary and Elementary
Education in the Country

The following tables are added to compare the number of institutions, their enrolment
and number of teachers at elementary and secondary levels. In these tables gender and
location-wise comparison from the NEMIS data 2007-08 has been carried out to observe the
gender and location gap at elementary and secondary level. This comparison will be
beneficial for better understanding of the present situation of school education in the country.

Table 2.4-A
Number of Institutions by Gender and Level
2007-08

Levels Total
Boys % Girls %
Primary schools 64858 59 45055 41
Middle schools 7053 49 7304 51
Source: NEMIS data 2007-08
*Mosque Schools included in Primary

Table indicates that there are 59 percent boys and 41 percent girls institutions were at
primary level, whereas, 49 percent boys and 51 percent girls institutions were at middle level
in the country. Table also showed that the less gender disparity between boys and girls at
middle level institutions and greater gender disparity at primary level.

9
Table 2.4-B
Number of Institutions by Location, Gender and Level
2007-08

Levels Rural area Urban area
Boys % Girls % Boys % Girls %
Primary schools 59800 92 40504 90 5058 8 4551 10
Middle schools 6194 88 6330 87 859 12 974 13
Source: NEMIS data 2007-08 *Mosque Schools included in Primary

Above table shows that the gender and location (rural, urban) situation of public
sector institutions in the country. Table also showed that 92 percent boys primary schools and
90 percent girls were in rural areas. This percentage was much higher than the urban areas (8
percent boys and 10 percent girls).

At middle level school, in rural areas 88 percent boys and 87 percent girls institutions
were observed, whereas, in urban areas percentage of girls institutions was slightly higher
than boys institutions (12 percent boys and 13 percent girls).

Table 2.4-C
Enrolment by Level and Gender
2007-08

Levels Total
Boys % Girls %
Primary schools 7545375 58 5557871 42
Middle schools 2154209 60 1439198 40

Table indicates the gender-wise enrolment at primary and middle levels. Table
indicated that 58 percent boys at primary and 60 percent at middle level were enrolled,
whereas, 42 percent girls at primary and 40 percent at middle level were enrolled, which
showed the disparity gap at both levels.

Table 2.4-D
Enrolment by Level, Gender and Location
2007-08

Primary schools 6440184 85 4584434 82 1105191 15 973437 18
Middle schools 1492498 69 822344 57 661711 31 616854 43

Table illustrated that the gender and location (rural, urban) situation of enrolment in
the country. Table also indicates that 85 percent boys and 82 percent girls public schools
were enrolled in rural areas, whereas, at primary level 15 percent boys and 18 percent girls
were enrolled in urban areas institutions. The rural urban disparity of enrolment has been
observed in the table.
10

At middle level, 69 percent boys and 57 percent girls were enrolled in rural areas,
which were higher as compared to urban areas (31 percent boys and 43 girls). It showed
higher rural-urban disparity at primary and middle level in the country. This disparity needs
consideration of educational planners.

Table 2.4-E
Number of Teachers by Level and Gender
2007-08

Levels Total
Male % Female %
Primary schools 211895 62 129310 38
Middle schools 61745 52 57113 48

Table indicates that 62 percent male and 38 percent female teachers were working at
primary level schools, whereas, 52 percent male and 48 percent female teachers working at
middle level schools.

Table 2.4-F
Number of Teachers by Level, Gender and Location
2007-08

Male % Female % Male % Female %
Primary 179185 85 93862 73 32710 15 35448 27
Middle 52457 85 44562 78 9288 15 12551 22

Table shows that the gender and location situation of teachers employed. Table
showed that at primary level 85 percent male and 73 percent female teachers employed in
rural areas, whereas, 15 percent male and 27 percent female teachers were working in urban
areas.

At middle level, 85 percent male and 78 percent female teachers were working in
rural areas, which was higher as compared to urban areas (15 percent male and 22 percent
female), which showed higher gender disparity of teachers between rural urban areas in the
country.

Table 2.4-G
Number of Institutions By Location, Gender and Level
2007-08

Levels Total
Boys % Girls %
High schools 5940 65 3166 35
Higher Secondary schools 512 56 402 44
11
Table illustrates that 65 percent boys and 35 percent girls high level schools were in
the country, whereas, 56 percent boys and 44 percent girls middle level schools are in the
country. Table showed the high gender disparity between boys and girls at high level.

Table 2.4-H
Number of Institutions By Location, Gender and Level
2007-08

High schools 4609 78 2034 64 1331 22 1132 36
Higher Secondary schools 378 74 235 58 134 26 167 42

Table indicates that the gender and location (rural, urban) situation of public sector
institutions in the country. Table indicated that 78 percent boys and 64 percent girls
institutions were in rural areas, which were better than the urban areas (22 percent boys and
36 percent girls) at high level.

At middle level, 74 percent boys and 58 percent girls institutions were observed in
higher secondary schools, whereas, in urban areas percentage of girls institutions was greater
than boys (26 percent and 42 percent) respectively.

Table 2.4-I
2007-08

Levels Total
Boys % Girls %
High schools 2963714 62 1821713 38

Table shows the gender-wise enrolment at high and higher secondary levels. It was
observed that 62 percent boys at high and 54 percent at higher secondary level was enrolled,
whereas, 38 percent girls at high and 40 percent at higher secondary level were also enrolled.
Table showed the gender disparity at both levels but greater in high schools.

Table 2.4-J
2007-08

High 1963963 66 872796 48 999751 34 948917 52
Higher Secondary schools 307128 65 175188 44 167333 35 223525 56

Table indicates the gender and location (rural, urban) situation of enrolment in the
country. Table indicated that 66 percent boys and 48 percent girls public institutions were
12
enrolled in rural areas, whereas, at high level schools about 34 percent boys and 52 percent
girls were enrolled in urban areas.

At higher secondary level 65 percent boys and 44 percent girls were enrolled in rural
areas, whereas, 35 percent boys and 56 girls were enrolled in urban areas. The percentage of
girls enrollment in urban areas was greater as compared to boys enrolment at high and higher
secondary levels. In case of rural areas boys enrolment was greater than girls enrolment.

Table 2.4-K
2007-08

Levels Total
Male % Female %
High 109796 65 58515 35

Table illustrates that 65 percent male teachers at high and 62 percent at higher
secondary level were employed, whereas, 35 percent female teachers at high and 38 percent
were working at higher secondary level. Table showed the gender disparity between male and
female teachers at both levels.

Table 2.4-L
2007-08

Male % Female % Male % Female %
High 75552 69 27066 46 34244 31 31449 54
Higher Sec 11449 66 4608 43 5894 34 6219 57

Table indicates that the gender and location situation of teachers were employed in
the country. Table indicated that 69 percent male and 46 percent female teachers were
working in rural areas, whereas, 31 percent male and 54 percent female teachers in urban
areas at high level.

At higher secondary level, 66 percent male and 43 percent female teachers were
employed in rural areas, whereas, 34 percent male and 57 female teachers at higher secondary
level were working in urban areas. Table also showed that the percentage of female teachers
working in urban areas was greater as compared to male teachers at high as well as higher
secondary levels.

2.3 Adult Literacy

Adult literacy is a vital part of our education policies. The National Education
Conference (1947) formed a number of committees. The committee on adult literacy pointed
out that illiteracy was high at 85 percent. It called for the provision of facilities for adult
education on the widest scale and the introduction of a free and compulsory system of
13
primary education to be treated as complementary to one another. The commission on
National Education (1959) stated that The development of a literate population must be the
immediate primary objective of adult education in Pakistan. The program to eliminate
illiteracy must be based upon economic motivation, carried out by teacher specially trained
in teaching of illiterates and provided with sufficient suitable literature both for teaching
and for the use of newly literate.

The National Education Policy (1970) emphasized the adult literacy as stated the
extension of literacy is a precondition for success in any sphere of development. The
widespread neglect of adult education perpetuates and intensifies the distinction between
the classes and the masses. Adult education should therefore, be considered an integral
part of any educational and social reconstruction because the country cannot afford to
wait for todays children to grow up. Illiterate parents are usually less inclined to enter
children in schools and to keep them there, a fact that helps explain the many drop-outs
and repeaters in primary schools. The children of illiterate parents are likely to fall behind
in scholastic attainments. The wastage and inefficiency in the extension of elementary
education can be reduced if it is supported by a complementary program of adult literacy".

The National Education Policy (1972) stated Pakistan has one of the highest rates
of illiteracy in the world while the ultimate solution of this problem lies in universal
elementary education. To achieve this objective of eradicating illiteracy, a massive literacy
in every town and program will be undertaken in every town and village. Literacy centers
will be established allover the country in the schools, factories, farms, union councils and
other community places. In addition to the use of traditional approaches in classrooms and
workshops, extensive use will be made of new educational technology and non-
conventional methods such as films, records, T.V., radio, libraries, exhibitions, seminars,
demonstrations, charts, models, posters, pictures and other suitable materials.

It was also suggested this massive literacy and adult education program will first
concentrate on basic literacy training and then expand and develop into a full- fledged
comprehensive adult and continuing education program.

The National Education Policy (1979) stated Since the establishment of Pakistan no
serious attempt seems to have been made to launch a variable program of adult education
in the country, although almost all previous policies and plans have claimed to attend
importance to this issue. The policy proposed unutilized local resources will be mobilized
by engaging teachers from local communities for individualized and personalized adult
literacy program. In order to supervise and coordinate activities relating to adult literacy
program a National Council on Adult Education will be established. The policy also
proposed to set up 10,000 adult literacy centers to be sponsored by the Ministry of Education,
Pakistan Television Center, Markaz of IRDP, study centers of Allama Iqbal Open University,
Social Welfare Centers and infrastructure of the Population Planning Division. The
possibility of student volunteer corps, comprising bachelors and master level student were
also envisaged. It was claimed that the program would raise literacy level from 24 percent to
35 percent by 1982-83 and attain 100 percent literacy by 2010.

The National Education Policy (1998) suggested A comprehensive, pragmatic,
realistic and well-monitored plan of operation should have been prepared for Adult
Literacy. It aimed at to impart functional literacy for adolescent (10-14) who missed out
14
the chance of primary education to provide the basic educational facilities to working
children and reduce the child labor.

The National Education Policy (2009) also provides an adult literacy program. It is
expected literacy rate shall be increased up to 86 percent by 2015 through up-scaling of
ongoing program of adult literacy and non-formal basic education in the country.
Sustainability of adult literacy and non-formal education (NFE) programs shall be
ensured by strengthening organization structure, coordination and enhancing budgetary
allocation for this neglected sub-sector. It was proposed Government shall develop a
national literacy curriculum and identify the instructional material, teacher training
modules and professional development programs to support the curriculum.

Based on the above discussion, it is clear that major initiatives must be needed to meet
the policys targets regarding Adult Education. Besides general programs to provide literacy
to the adult population, specific efforts must be made to meet the needs of adults.

2.4 Technical & Vocational Education

A well planned education system including Technical and Vocational education is
essential for economic development of the country. In this regard National Education
Conference (1947) proposed to establish a council of Technical Education. The commission
on National Education (1959) stressed the importance of Technical and Vocational Education
as an integral part of education system. The curriculum should be diversified including
practical courses in technical subjects agriculture courses and home economics. The
curriculum of technical and vocational schools should include courses in social studies
and humanities. It is also proposed that a network of vocational schools should be
established throughout the country for the students who have an aptitude for manual skill
and craftwork.

Highlighting the role of Technical and Vocational Education in the National
Education Policy (1970) stated Pakistans goals of national development clearly warrant a
much higher priority to be assigned to technical education. As against four percent of the
total enrolment in the vocational and technical subjects at present a policy of substantial
shift towards Technical and Vocational education is envisaged.

(a) For developing an effective technical and vocational program, appropriate
organizational arrangements should be made as curriculum development.
(b) Counseling and guidance services.
(c) Practical training programs in cooperation with industries, and
(d) Coordination at the national level

Regarding the Technical Education, the National Education Policy (1972) proposed
polytechnics will be converted into technical colleges. Their preset programs of certificate
and diploma courses will continue. After completing 3 years diploma course, students will
be encouraged to undergo two-years of industrial training/experience for which
opportunities will be provided. It further stated in addition to diploma and B. Tech degree
courses the technical colleges will also provide a variety of programs covering new areas of
technology which required urgent attention for modernization and development.

15
In order to improve Technical and Vocational Education it has been decided in
National Education Policy (1979) to introduce production oriental curriculum related to
the market requirements in all technical and vocational institutes. Advisory committee
having representatives to trade and industry will be constituted to keep the training
responsive to the changing market requirements. The policy also recommended evening
programs will be introduced in technical and vocational institutes for the benefit of the
community wherever needed. Separate vocational schools for dropouts of the schools will
also be established. Equipment needed for various levels of technical and vocational
institutes will be standardized. A mechanism for standardizing, testing and certification of
technical and vocational skills required of training in consultation with trade, industry and
other uses of the output of the institutions will be introduced.

The National Education Policy (1998-2010) aims at improving the quality of
technical education in order to enhance employability of Technical and Vocational
education graduates by moving from a static supply-diversion system to demand-driven
system, capable of reacting efficiently to labor market needs and opportunities. Besides of
course, a modest quantitative expansion along with the introduction of new technologies to
meet the growing demand for technical manpower at the middle level has also been
provided.

The National Education Policy (2009) recognizes the high importance of developing
a broad-based and high quality sector for providing technical skills. For achieving the
objective skills standards and curriculum should be developed and standardized at
National Level. The TVE (Technical and Vocational Education) 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.

2.5 Public Private Partnership

It is strong feeling among the public that private sector should participate actively to
supplement the resources of the government for the development of human resources.
Government alone cannot achieve the policy objectives, thus private sector involvement is
essential for educational expansion. The education commission 1959, Education Policy 1979,
Sixth and Seventh Five Year Plan and ESR (2001-06) strongly advocated the involvement of
the private sector for the improvement of education at all levels. It is proposed in the National
Education Policy (1998-2010), There shall be regulatory bodies at the national level to
regulate activities and smooth functioning of privately managed schools and institutions of
higher education through proper rules and regulation to be framed by the regulatory
bodies.

The Education Sector Reform (2001-06) suggested strategy for implementation of
public private partnership as under.

Provision of incentive package for private sector.
Involvement of private sector in the management of underutilized public sector
institutions.
Community public partnership for school upgradation in afternoon shifts from
primary to middle/middle to secondary and higher secondary levels.
16
Provision of grants and soft loans through restructured education foundations.
Introduction of information Technology courses in schools under public private
partnership.

It is stated in the implementation program (1979) recognizing that the government
alone cannot achieve the policy objectives, it is interpretive to seek national involvement of
the private sector in the expansion of the education.

17
Chapter III

METHODOLOGY

This chapter describes methods and procedures adopted for conducting this study. The
study was descriptive in nature and essentially a survey type of research. The study was
designed to investigate the problems in the implementation gap of National Education
Policies 1992-2002, 1998-2010 and Education Sector Reforms (2001-06) program. The
following methods and procedures were adopted to carry out this study.

3.1 Population

The focus of the study was to investigate the problems in the implementation of
National Education Policies (NEPs) 1992-2002, 1998-2010 and Education Sector Reforms
(2001-06) at Elementary levels. All the educational administrators from four Provinces
(Sindh, Punjab, Khyber Pakhtoon Khwa and Balochistan), Gilgit Baltistan, ICT and AJ K
were included in the population. Therefore, all the Provincial Education Secretaries,
Additional Secretaries, Deputy Secretaries, Section Officers, Director Public Institutions
(DPI), Directors, Executive District Officers (Education), Assistant Education Officers,
District Officers, Deputy District Officers and Head Teachers/principals (male/female) of
secondary schools working in the schools of these districts were also selected as population.

3.2 Sample for the Study

The major task of this study was to select the sample districts which may be true
representative sample at national level. For selection of districts criteria was developed on the
basis of available human and financial resources. Convenient sampling technique was used to
select the sample from each district. In order to get true representative sample two districts
from each province and one district from each region were selected. 11 districts from all over
the country were selected as sample for data collection. District-wise sample distribution and
number of study sample for each district are given in the following tables.

Province/Region/District-wise Sample Selection

S. # Province/Region Districts
1 Punjab Lahore, Shaikhupura, Multan
2 Sindh Karachi, Sukhar
3 Balochistan Quetta, Sibi
4 KPK Peshawar, Abbotabad
5 FANA Gilgit Baltistan
6 AJ K Muzaffarbad
7 ICT Islamabad
* Islamabad includes respondents of AEPAM Workshops.

3.3 Research Instruments

The main research instrument for the study was questionnaire. Two questionnaires,
one for provincial educational managers and the second for the district educational managers
18
were designed to collect data. The items of the questionnaires were consisted of the following
important aspects regarding the implementation of National Education Policies (NEPs).

1. Period of involvement of the respondents in the policy preparation process.
2. Factors influencing the objectives of National Education Policies (NEPs).
3. Implementation status of National Education Policies 1992, 1998-2010 and
Education Sector Reforms (ESR 2001-06) program.
4. Thrust areas of Education Policies and ESR (2001-06).
5. Priority areas of National Education Policies (NEPs) and Education Sector
Reforms (ESR)
6. Factors adversely affecting the implementation of National Education Policies.
7. Suggestions about financial problems, coordination, monitoring mechanism
and improvement of National Education Policy.

Some parts of the questionnaire were closed ended where frequency/percentage was
calculated and some parts were open-ended, so that the opinions and the suggestions of the
respondents may be recorded.

From the Provincial Governments side, the Education Secretaries, Additional
Secretaries, Deputy Secretaries, Section Officers, Director Public Institutions (DPI),
Directors, Deputy Directors were the respondents of the Questionnaire #1 which were
consisted of 18 items and detail of respondents of provincial educational management is
given below.

Respondents from Provincial/Regional Education Management (Q-1)
S. # Designation Numbers
1. Education Secretary 02
2. Additional Secretary 05
3. Deputy Secretary 12
4. Director/ DPI/Dy Director/Asstt. Director/Additional Director 25
5. Section Officer 27
6. Others Education Officers 17
Total 88

From the District Government side, Executive District Officer (EDO), District
Officers (DO), Deputy District Officer (DDO) Assistant Education Officers (AEO) Head
Teachers (male/female) of secondary schools are important stakeholders and play a vital role
in the implementation of National Education Policies (NEPs). Therefore, their opinions about
problems in implementation of National Education Policies (NEPs) were solicited through a
comprehensive Questionnaire #2 consisted of 24 items and detail of respondents of district
educational management is given below.

Respondents from District Education Management (Q-2)
S. # Designation Numbers
1. Executive District Officers 06
2. District Officers 16
3. Deputy District Officers 172
4. Heads of Secondary schools/ Principals 307
5. Others Education Officers 154
Total 655
19
3.4 Pilot Testing of Research Instruments

Instruments of the study were tested and were finalized in the light of the feedback
received as a result of pilot testing. Pilot testing was conducted in district Rawalpindi.
Necessary changes were incorporated in the research instruments, however, instruments were
found valid for conducting the study. Each and every question included in the research
instrument was discussed with AEPAMs Faculty meeting under the guidance of Chief
Investigator. Efforts were made to design comprehensive instrument to get relevant
information from the respondents included in the sample.

3.5 Procedure for Data Collection

Research Team of AEPAM consisting on two researchers personally visited each
sample district to collect data. The team also conducted interviews with the provincial and
district educational managers. Every effort was made by the research team to collect valid
and reliable data.

3.6 Procedure of Data Analysis

Data collected from the respondents through questionnaires #1 and 2 and interviews
interview of respondents were coded entered into computer and fed into database. Key for
data coding, data entry and tabulation plan were prepared. Frequencies, percentages and other
indicators were calculated considering the objectives of the study for the generation of the
report.

3.7 Findings, Conclusions and Recommendations

On the basis of data analysis, findings of the study were drafted. Conclusions were
drawn from the findings/observations with the consideration of the objectives of the study.
Finally recommendations/suggestions were formulated for the solutions of the problems in
the implementation of National Education Policies (NEPs) at elementary level.
20
Chapter IV

DATA ANALYSIS AND INTERPRETATION

This chapter deals with the analysis and interpretation of data. As already mentioned,
two questionnaires were designed for data collection. One questionnaire was designed for
Provincial Educational Managers, which was consisted of 18 items and responded by 88
provincial educational managers. Another separate questionnaire was developed for District
Educational Managers. It was consisted of 24 items and number of respondents were 655.
Item-wise analysis of data of both questionnaires is given below.

4.1 Analysis of Questionnaire for Provincial Educational Managers

Table 4.1
Involvement of Provincial Educational Managers in Policy Formulation and
Preparation

S # Stages Male (%) Female (%) Total (%)
1 Initial Stage 10 3 13
2 Formulation stage 52 1 53
3 Final stage 8 0 8
4 Overall Process 4 1 5
5 No response 19 0 19

Table 4.1 indicated that involvement of Provincial Educational Mangers in the
formulation and preparation of education policy. It was revealed that 53 percent Provincial
Educational Managers were involved in policy formulation stage out of which 52 percent
male and only 1 percent female. Only 13 percent Provincial Educational Mangers were
involved at the initial stage in the formulation of education policy, among them 10 percent
male and 3 percent were female.

The involvement of Provincial Educational Mangers in overall process varies from 4
percent to 1 percent. 19 percent respondents have not given any response.

21
Table 4.2
Factors Influencing on implementation of National Education Policies (NEPs)

S
#
Factors influencing the objectives of
NEPs
Male (%) Female (%) Total (%)
Yes No N/R Yes No N/R Yes No N/R
1 Economic condition 88 7 0 5 0 0 93 7 0
2 Lack of Socio-culture needs 72 12 11 3 2 0 75 14 11
3 Partially inclusion of Ideology of
Pakistan
46 26 23 2 2 1 48 28 24
4 Partially inclusion of Islamic
Principles and fundamentals
51 23 21 2 2 1 53 25 22
5 Political Commitment 78 16 0 6 0 0 84 16 0
6 Non involvement of stake holders 68 15 11 5 1 0 73 16 11
7 Extent of donor agencies/international
development partners
67 21 7 2 2 1 69 23 8
8 Attitudes and perceptions of government functionaries
A Bureaucrats 65 17 13 2 2 1 67 19 14
B Technocrats 54 23 18 2 2 1 56 25 19
C Economists 52 20 23 2 2 1 55 22 24
D Planners 62 22 11 2 2 1 64 24 23
E Politicians 64 17 10 5 1 0 69 18 10
F Stakeholders 61 23 10 5 1 0 66 24 10
9. Lack of coordination of various departments
Ministry of Education and P & D,
Departments
61 23 10 3 2 1 64 25 11
Ministry of Education and district
governments
64 17 14 3 2 0 67 19 14

Table 4.2 indicates the responses regarding the factors influencing the implementation
of National Education Policies were sought. It emerged that the overall responses indicated
that 93 percent were other view that economic condition is the factor out of which, 88
percent male and 5 percent female. As regard the factor lack of social cultural needs, 75
percent indicated in favor of it, among them 72 percent male and 3 percent female.

One of the factors influencing the objectives was partially inclusion of ideology of
Pakistan. For this overall responses were 48 percent out of which 46 percent male and 2
percent were female. Responses for the partially inclusion of Islamic principles and
fundamentals indicated 53 percent out of which 51 percent male and 2 percent female,
whereas, 22 percent given no response.

For political commitment factor, the overall percentage was 84 percent out of them
78 percent male and 6 percent female. For non-involvement of stakeholders responses were
73 percent. Out of which 68 percent male and 5 percent were female. For the factor the
extent of donor agencies, responses indicated 69 percent out of which 67 percent male and 2
percent were female.

For the factor, attitudes and perceptions of government functionaries. Respondents
were of the view that bureaucrats 67 percent, technocrats 56 percent economists 55 percent
planners 64 percent politicians 69 percent and stakeholders 66 percent influence the objective
of National Education Policies.

For the factor, lack of coordination of various departments opinion of the
respondents was sought, 64 respondents had observed that coordination between Ministry of
22
Education and Planning and Development (P & D) was the influencing factor and 67 percent
were of the view that coordination between Ministry of Education and District Government
was factor.

Table 4.3
Extent of Implementation of Policy Statement of NEP 1992-2002

S #

Policy Statement
FI PI NI FI PI NI FI PI NI
1.
Primary education shall be
recognized as a fundamental right of
the every Pakistani child
24 63 8 2 3 0 26 66 8
2.
Primary education shall be made
compulsory and free so as to achieve
universal enrolment by the end of
the decade.
29 56 8 2 2 2 31 59 10
3.
The medium of instruction as may
be determined by the provinces,
shall be either the approved
provincial language, the national
language, or English.
23 50 19 2 3 0 25 53 19
4.
For this transitory period the
minimum norm will be a two-room
primary school with 5 teachers.
14 41 39 2 3 0 16 44 39
5.
Development of primary education
in the private sector will be
encouraged.
34 47 13 3 2 0 38 49 13
6.
In due course of time, primary
education will be transformed into
basic education (elementary
education extending to class VIII).
18 46 30 1 2 1 19 48 31
FI = Fully Implemented, PI = Partially Implemented, NI = Non Implemented,

Table 4.3 shows the implementation status of the various recommendations for
National Education Policy 1992-2002. The policy statement primary education shall be
recognized as a fundamental right of every Pakistani child it is noted that 26 percent
respondents said that. It was fully implemented, 66 percent respondents viewed that it was
partially implemented. Majority of the respondents (66 percent) viewed that it was partially
implemented. The second variable primary education shall be made compulsory and free so
as to achieve universal enrolment by the end of the decade most of the respondents 59
percent out of which 56 percent male and 3 percent female viewed that it was partially
implemented.

As far as the policy statement implementation of the medium of instruction to be
determined by the provinces total 53 percent respondents were in favor out of which 50
percent male and 3 percent were female. Responding the factor for provision of two rooms
primary school with five teachers as minimum norm during the transitory period the overall
responses were 44 percent indicated that it was partially implemented out of which 41 percent
male and 3 percent female.

Regarding the policy statement of development of primary education in private
sector will be encouraged it was noted that 49 percent respondents indicated that the
recommendation was partially implemented out of which 47 percent male and 2 percent
female. As regard the primary education will be transformed into basic education
23
(Elementary extending to class VIII), it was revealed that 48 percent respondents viewed
that it was partially implemented, 46 percent male and 2 percent were female.

In short according to data showed in Table 4.3 all the recommendations of Education
Policy 1992 described here, were partially implemented.

Table 4.4
Implementation status of National Education Policy 1998-2010

S#

Objectives of NEP
1998-2010
25-
50
50-
75
75-
100
N/R 25-
50
50-
75
75-
100
N/R 25-
50
50-
75
75-
100
N/R
1.
To integrate primary and
middle level education into
elementary education (I-
VIII).
55 21 10 9 2 0 2 1 57 21 13 10
2.
To increase participation
rate at middle level from
46% to 65% by 2002-03
and 85% by 2010.
46 33 6 10 0 1 2 2 46 34 8 13
3.
To enhance retention and
completion of primary
education cycle up to 90%
students (both boys and
girls) by the year 2010.
41 36 7 10 2 1 2 0 43 38 9 10
4.
To ensure achievement of
minimum level of learning
up to 90% primary
education students by the
year 2010.
40 38 7 10 2 1 2 0 42 39 9 10
5.
To expand and strengthen
the base for secondary
education.
34 41 7 13 3 0 1 1 38 41 8 14
6.
To meet the basic learning
needs of the child in terms
of essential learning tools
as well as the basic learning
contents.
42 34 7 11 0 3 2 0 42 38 9 11
7.
To reduce the existing
disparities to half by the
year 2010.
47 30 3 15 3 0 0 2 50 30 3 17

Table 4.4 showed the implementation status of different recommendations of National
Education Policy 1998-2010. Responding the first variable, Integration of primary and
middle level education into elementary education, majority of respondents (total 57 percent;
55 percent male and 2 percent female) indicated that the implementation status of the policy
statement was between 25% to 50% and 10 percent had given no response. Responding the
second variable; increasing the participation rate at middle level from 46% to 65% by 2002-
03 and 85% by 2010, majority of the respondents 46 percent indicated that the
implementation status of this statement was between 25%-50% and 13 percent had not
responded.

In response to the third variable, enhancing retention and completion of primary
education cycle up to 90% students (both boys and girls) by the year 2010, majority of the
respondents (43 percent) viewed that the implementation status was between 25% to 50%.
The fifth variable, expending and strengthening the base for secondary education majority of
the respondents (41 percent) viewed that the implementation status of this statement was
between 50%-75%. As far as, the implementation status of fourth, sixth and seventh variables
were concerned majority of the respondents viewed that those were implemented 25%-50%,

24
Table 4.5
Implementation status of Thrust areas of Education Sector Reforms
(ESR 2001-2006)

S #

Policy Statements
FI PI NI N/R FI PI NI N/R FI PI NI N/R
1.
Universal Primary/
Elementary Education
9 69 10 6 2 2 0 1 11 72 10 7
2.
National Literacy
Campaign Integrated
Approach to Poverty
Reduction
7 64 18 6 0 2 3 0 7 66 22 6
3.
Technical Stream at
Secondary Level
2 47 41 5 2 2 1 0 5 49 42 5
4.
Improving the Quality
of Education:
Curriculum Reform.
Teacher Education and
Training, Exam Reform
and Assessment
13 61 15 6 2 3 0 0 15 65 15 6
5.
Mainstreaming
Madrassahs
2 38 48 7 2 1 1 1 5 39 49 7
6. Higher Education Sector 3 68 16 7 1 2 0 2 5 71 16 9
7.
Public Private
Partnership
7 65 16 7 2 3 0 0 9 68 16 7
FI = Fully Implemented, PI = Partially Implemented, NI = Non Implemented, N/R = No Response

Table 4.5 mentioned that the implementation status of the thrust areas of Education
Sector Reforms (ESR) program. Data showed that majority of the respondents, 72 percent
viewed that the thrust areas of Education Sector Reforms UPE were partially implemented
followed by 71 percent higher education sector and 66 percent national literacy campaign
integrated approach to poverty reduction. For the variable mainstreaming Madrassah
Education majority respondents (49%) were of the view that the variable was not
implemented. The responses for the variable Technical Stream at secondary level as the
same as (42 percent) responded that it was not implemented. For all the thrust areas of ESR
program the responses for fully implemented was very low.

25
Table 4.6
Factors adversely affecting the implementation of National Education Policy
1998-2010

S
#
Factors Affecting the
implementation of NEP
A DA N/R A DA N/R A DA N/R
1 Policy targets are too ambitious 69 13 13 3 0 2 73 13 15
2 Lack of technical, trained
educational managers
86 5 3 4 0 2 90 5 6
3 Human Resources constrains for
implementation of policy
84 7 3 3 0 2 88 7 6
4 Financial Resources constrains for
implementation of policy
83 7 5 6 0 0 89 7 5
5 Political instability. 87 3 3 6 0 0 93 3 3
6 Lack of capacity for operational
strategies at provincial and district
levels.
78 13 3 6 0 0 84 13 3
7 Lack of releases of funds in time 81 10 3 6 0 0 86 10 3
8 Lack of infrastructure. 80 11 3 5 0 1 84 11 5
9 Lack of accountability. 84 6 5 6 0 0 90 6 5
10 Absence of effective/proper
Monitoring and evaluation system
87 3 3 6 0 0 93 3 3
A = Agree DA = Disagree, N/R = No Response

Table 4.6 indicates the factors adversely affecting the implementation of National
Education Policy 1998-2010. Majority of the respondents total 93 percent; (87 percent male
and 6 percent female) mentioned that political instability and absence of effective/proper
monitoring and evaluation system are the main factors for the non-implementation of
National Education Policy, 1998-2010. However, a number of respondents (total 90 percent)
indicated that lack of technically trained educational managers and lack of accountability
were also important factors that were hindrance for non-implementation of the National
Education Policy. A significant number of respondents (88 percent) identified those human
and financial resources constraints were also important factors effecting the non-
implementation of National Education Policy.

Majority of respondents agreed with the statements that these were the main factors
which influence the implementation of policy. It was noted that none female respondents
disagreed with the statements.

Table 4.7
Policy Implementation could not be made due to Financial Problem

S # Responses Male (%) Female (%) Total (%)
1 Yes 1 0 1
2 No 80 5 85
3 No Response 13 1 14

Table 4.7 shows that majority of the respondents (total 85 percent; 80 percent male
and 5 percent female) indicated that the financial problem was not the main reason for non-
implementation of National Education Policies. 14 percent respondents had not responded the
question.

26
Table 4.8
Suggestion to overcome financial constraints

S # Suggestions Male (%) Female (%) Total (%)
1 Budget should be released on
time/Strict check on
utilization of allocated funds
properly.
38 1 39
2 More percentage of GDP may
be allocated for education at
national level.
6 1 7
3 Effective monitoring and
evaluations system to achieve
the desired results.
1 0 1
4 Public Private Partnership
shall be encouraged/
participation of community.
5 2 7
5 Planning should be made to
make education department
self sufficient economically
5 0 5
6. No response 40 1 41

In Table 4.8 suggestions of the respondents to overcome the financial constraints were
sought. Majority of the respondents (total 39 percent) suggested that education budget should
be increased, it should be released on time and strict checks should be applied on utilization
of allocated funds for education. Allocation of more percentage of GDP on education and
Public Private Partnership were also emphasized. Majority of respondents 41 percent had not
responded the question.

Table 4.9
Lack of Coordination among implementation Agencies

1 Yes 1 0 1
2 No 80 5 85

Table 4.9 showed that majority of the respondents viewed that lack of coordination
among implementation agencies was not the major hurdle in the implementation of National
Education Policies. As regard 85 percent respondents (80 percent male and 5 percent female)
responded in negative, while (1 percent) responded in positive, whereas, 14 percent
respondents gave no response.

27
Table 4.10
Mechanism increase the coordination among the implementation agencies

S #

Suggestions
Male
(%)
Female
(%)
Total
(%)
1 Employees should work like professionals
ignoring personal grievances.
5 0 5
2 Effective monitoring and evaluation system
for all activities/ Coordination may be
maintained/ensure proper coordination and
implementation of policies/ central and
provincial level.
18 1 19
3 There should be proper coordination
cooperation in all concerned institutions for
preparing such important activities.
14 0 14
4 Need based identification of training and
research is required/District level
workshops to discuss salient feature and
monitoring mechanism of NEP,
6 1 7
5 Latest communication technologies like
Email should be used for stakeholders at all
levels to achieve the objectives.
6 0 6
6 To involve the District Educational
Managers, head teacher in preparation and
implementation of NEP.
13 1 14
7 Knowledge sharing culture be
developed/department have close liaison in
the shape of committee.
1 0 1
8 More stakeholders should be involved in
NEP preparation process.
2 0 2

Table 4.10 indicates the suggestions to increase coordination among the
implementation agencies for better implementation of National Education Policies. It was
observed that majority of the respondents (total 19 percent) considered that there should be
provision of financial resources in time and proper coordination were important steps for
better implementation of National Education Policies. 14 percent respondents were of the
view that District Educational Managers and head teachers may be involved in Policy
preparation and implementation. Majority respondents 33 percent had not responded the
question.

28
Table 4.11
Monitoring Mechanism for Implementation of National Education Policies

1 Yes 1 0 1
2 No 80 5 85

Table 4.11 showed the responses to devise a monitoring mechanism as an important
aspect for effective implementation of National Education Polices. Data indicated that
majority of the respondents 85 percent (80 percent male and 5 percent female) rejected that
aspect and 1 percent male respondents supported that aspect, whereas, 14 percent respondents
gave no response to this question.

Table 4.12
Mechanism designed for Monitoring of National Education Policies

S #

Suggestions
Male
(%)
Female
(%)
Total
(%)
1 A committee may be made to overlook
the matter sincerely/ Coordination and
Accountability.
7 0 7
2 Establishment of cells for
implementation of M&E system in all
Provinces/There should be monitoring
system among the federal provisional
and district level.
19 2 21
3 In provinces continuous monitoring
through education officers/Special
monitoring teams is made at provincial,
district levels and federal levels.
24 0 24
4 Provinces shall be independent to
allocate resources according to their
needs
10 1 11
5 Monitoring system should be improved
by considering the real situations.
7 1 8
6 Increase sense of responsibility in all
levels either he/she is a headteacher or
educational managers.
4 1 5

Table 4.12 indicated the suggestions regarding the improvement of monitoring
mechanism. Overall (24 percent) respondents suggested that special monitoring team should
be constituted at provincial and district level. Therefore, it is essential that these
recommendations must be considered for monitoring mechanism designed for effective
implementation of National Education Policies. 21 percent respondents were of the view that
monitoring system of policy may be at Federal, Provincial and District Levels. 11 percent
respondents were of the view that provinces may be independent to allocate resources
according to their needs. One fourth respondents (25 percent) had not responded the question.
29
QUESTIONNAIRE-II

Table 4.13
Involvement in Policy formulation/Preparation Process

S # Response Male (%) Female (%) Total (%)
1 Yes 0.62 0.16 0.78
2 No 47.11 31.36 78.47
3 No Response 7.64 13.10 20.75
4 Total 55.38 44.62 100

Table 4.13 indicates that 78 percent respondents were not involved in the policy
formulation process, whereas, only 1 percent respondents were involved and 21 percent have
not given the response. The above table also shows that the gender wise ratios i.e. 47 percent
male and 31 percent female respondents were not involved in the policy formulation. It was
noted that out of total respondents (655) 55 percent male and 45 percent female.

Table 4.14
Factors Influencing on implementation of National Education Policies (NEPs)

S
#
Factors influencing the
objectives of NEPs
1 Economic condition 7 45 4 9 30 6 15 75 10
2 Lack of Socio-culture needs 5 42 8 8 31 5 13 74 13
3 Partially inclusion of Ideology of
Pakistan
4 39 13 8 30 7 12 69 20
4 Partially inclusion of Islamic
Principles and fundamentals
6 35 14 7 31 7 13 66 21
5 Political Commitment 7 31 17 9 30 6 16 61 23
6 Non involvement of stake holders 8 48 19 8 31 6 16 79 24
7 Extent of donor
agencies/international
development partners
7 49 29 6 32 6 13 81 35
8 Attitudes and perceptions of government functionaries:
A Bureaucrats 34 16 5 25 19 2 59 35 6
B Technocrats 36 15 4 26 17 2 62 32 7
C Economists 6 30 19 8 28 8 15 58 28
D Planners 6 34 15 7 32 6 14 65 21
E Politicians 8 34 13 8 31 6 15 65 20
F Stakeholders 7 30 18 8 32 6 15 62 23
9. Lack of coordination of various
departments

Ministry of Education and P & D,
Departments
8 34 14 8 31 5 16 66 19
Ministry of Education and district
governments
8 31 17 8 35 2 15 67 18

Table 4.14 indicates the responses regarding the factors influencing the
implementation of National Education Policies. The overall responses indicated that 15
percent responded that economic condition was the factor out of which, 7 percent male and 8
30
percent female. As regard the factor lack of socio-cultural needs, 15 percent indicated in
favor of it, among them 5 percent male and 8 percent female.

One of the factors influencing the objectives was partially inclusion of ideology of
Pakistan. For this overall responses were 12 percent out of which 4 percent male and 8
percent were female. It was observed that 13 percent responses relates to partially inclusion
of Islamic principles and fundamentals out of which 6 percent male and 7 percent female,
whereas, 21 percent mentioned no response.

For political commitment, the overall percentage was 16 percent out of them 7 percent
male and 9 percent were female. For non-involvement of stakeholders responses were 16
percent. Out of which 8 percent each male and female. As concerned the factor relating to the
extent of donor agencies. The responses indicated 13 percent out of which 7 percent male and
6 percent were female.

For the factor attitudes and perceptions of government functionaries. Respondents
were of the view that bureaucrats 59 percent, technocrats 62 percent economists 15 percent
planners 14 percent politicians 15 percent and stakeholders 15 percent influence the objective

As concerned the factor relating to lack of coordination of various departments
opinion of the respondents was sought, 16 respondents had observed that coordination
between Ministry of Education and Planning and Development (P & D) was the influencing
factor and 15percent were of the view that coordination between Ministry of Education and
District Government was factor.

Table 4.15
Access to the hard copy of Education Policies and ESR Documents

S # Access to the hard copy Male (%) Female (%) Total (%)
1
National Education Policy
1992-2002
5 40 10 4 32 9 9 72 19
2
National Education Policy
1998-2010
8 38 10 5 31 9 13 69 18
3
Education Sector Reforms
(ESR) Program
8 38 9 7 30 8 15 68 17

Table 4.15 indicates that only 9 percent respondents had access to the hard copy of
National Education Policy 1992-2002 out of which 5 percent male and 4 percent were
female. Only 13 percent respondents indicated that they possessed the National Education
Policy 1998-2010 document out of which 8 percent male and 5 percent were female. 15
percent respondents possessed hard copy of Education Sector Reforms (ESR) out of which 8
percent male and 7 percent were female.

No response regarding the access of National Education Policy 1992-2002 was 19
percent of which 10 percent male and 9 percent were female. Similar pattern was noticed in
case of 1998-2010 Policy and Education Sector Reforms (ESR) respectively. 72 percent had
no access of National Education Policy 1992-2002 out of which 40 percent male and 32
percent were female. Almost the same pattern was observed in case of 1998-2010 Policy and
31
Education Sector Reforms. The situation was very embarrassing toward No access to the
hard copy of education policy documents.

Table 4.16
Reasons of Non availability of Policy documents

S # Reasons
Male
(%)
Female
(%)
Total
(%)
1. Lack of time to find out Policy document. 2 2 4
2.
Circulation problems of Policy documents/non-
availability of Policy Documents in institutions.
13 7 20
3
Lack of coordination with Federal Ministry of
Education, Provincial and District governments.
12 9 21
4
Non awareness on Policy documents and its
importance.
7 5 12
5
Non involvement of stakeholders of education
department for policy formulation.
3 3 6
6
Irresponsible behavior for policy circulation and
sharing.
2 2 4
7
ESR program was not shared with the
stakeholders at the early stage.
1 0 1
8
Hard copy of NEPs was not provided to the
stakeholders.
2 1 3
9 No response 15 14 29

Table 4.16 indicates the reasons of non-availability of policy documents given by the
respondents. 21 percent respondents responded that lack of coordination with Federal
Ministry of Education, provincial and District Education Departments. Further the same
percentage (20) indicated the circulation problems of policy document which were not
available in libraries.

The maximum responses 29 percent related to no response. As regard the gender-wise
responses the same pattern was observed. 12 percent male respondents mentioned that lack of
coordination at federal, provincial and district government, whereas 9 percent females
showed the same views. Similarly 13 percent male and 7 percent female indicated circulation
problems and non-availability of policy documents in their institutions.

The policy statement provision of primary education shall be made compulsory and
free so as to achieve UPE by the end of the decade was fully implemented as indicated by 32
percent respondents (16 percent each male female). 52 percent responded partially
implemented (31 percent male and 21 percent female) and 12 percent said not implemented.
24 percent respondents indicated that primary education shall be recognized as a
fundamental right of every child was fully implemented. However, 64 percent (37 percent
male and 27 percent female) were of the view that it was partially implemented, whereas, 9
percent said that it was not implemented.
32
Table 4.17
Implementation Status of NEP, 1992-2002

S # Policy Statements Male (%) Female (%) Total (%)
FI PI NI N/R FI PI NI N/R FI PI NI N/R
1.
recognized as a
fundamental right of the
every Pakistani child
13 37 4 1 11 27 5 2 24 64 9 3
2.
made compulsory and free
so as to achieve universal
enrolment by the end of the
decade.
16 31 7 1 16 21 5 3 32 52 12 4
3.
The medium of instruction
as may be determined by
the provinces, shall be
either the approved
provincial language, the
national language, or
English.
11 26 17 2 10 23 9 4 21 49 25 5
4.
For this transitory period
the minimum norm will be
a two-room primary school
with 5 teachers.
4 22 27 1 5 21 17 2 9 44 44 3
5.
Development of primary
education in the private
sector will be encouraged.
12 36 7 1 13 25 5 2 25 61 12 2
6.
In due course of time,
primary education will be
transformed into basic
education (elementary
education extending to
class VIII).
13 23 18 1 9 24 10 2 22 47 28 3
FI = Fully Implemented, PI = Partially Implemented, NI = Non Implemented, N/R = No Response

The statement medium of instruction as may be determined by the provinces shall
be either the approved provincial language, the national language or English as indicated by
21 percent respondents (11 percent male and 10 percent female) was fully implemented,
whereas, 49 percent (26 percent male and 23 percent female) mentioned that it was partially
implemented. 25 percent responded that it was not implemented. The provision of two room
primary schools with 5 years, 9 percent respondents mentioned that it was fully implemented
whereas, 44 percent said it was partially implemented.

The development of primary education in the private sector will be encouraged. It was
indicated from the responses that 25 percent (12 percent male and 13 percent female) was
fully implemented. 61 percent (36 percent male and 25 percent female) was partially
implemented and 12 percent it was not implemented. As regard the transformation of
primary education into basic education (Elementary education to class VIII) as a policy
provision it was emerged that 22 percent (13 percent male and 9 percent females) said it was
fully implemented. 47 percent respondents were of the view that it was partially implemented
(23 percent male and 24 percent female). Whereas, 28 percent said that it was not
implemented.

33
Table 4.18
Implementation status of National Education Policy 1998-2010

It was revealed that 46 percent responses indicated that the policy provision to
enhance retention and completion of primary education was implemented within the range
25-50 percent. The male response was 28 percent and female 18 percent. 37 percent said that
it was implemented within the range of 50-75 percent (21 percent male and 16 percent
female). The responses 11 percent indicated that this aspect policy statement was
implemented within the range of 75-100 percent. 41 percent responses were with in the rang
25-50 percent in respect of the policy statement to ensure achievement of minimum level of
learning up to 90 percent primary education students by the year 2010 of which 26 percent
were males and 15 percent were females.

51 percent responses were within the same range 25-50 percent in respect of the
policy statement to meet the basic learning needs of the child in terms of essential learning
tools as well as the basic learning contents of which 31 percent were male and 20 percent
were female of the same range. 37 percent responses were in the range 50-75 percent in favor
of the implementation of National Education Policy statement of which, about 20 percent
males and 17 percent were females. As regard the overall situation 6 percent respondents
indicates that policy statement was implemented within the range 75-100 percent.

As regard the National Education Policy statement to reduce the existing disparities
to half by the year 2010, it was revealed that 49 percent responses indicated that this aspect
of National Education Policy was implemented having the range 25-50 percent. The male
responded about 31 percent, whereas, female responded 18 percent within the same range. 33
percent said it was implemented ranging from 50-75 out of which 17 percent males and 16
S # Objectives of NEP
1998-2010
25-
50
50-
75
75-
100
N/R 25-
50
50-
75
75-
100
N/R 25-
50
50-
75
75-
100
N/R
1.
To integrate primary and
middle level education
into elementary
education (I-VIII).
35.6 12.6 4.1 3.1 24.3 11.7 4.2 4.4 59.9 24.3 8.3 7.5
2.
To increase participation
rate at middle level from
46% to 65% by 2002-03
and 85% by 2010.
28.1 23.6 2.2 1.6 19.0 19.0 2.8 3.7 47.1 42.6 5.0 5.3
3.
To enhance retention
and completion of
primary education cycle
up to 90% students (both
boys and girls) by the
year 2010.
27.9 20.4 4.8 2.2 18 16.4 5.8 4.4 46.0 36.8 10.6 6.6
4.
To ensure achievement
of minimum level of
learning up to 90%
primary education
students by the year
2010.
26.1 21.4 5.9 2.0 15.1 20.1 4.7 4.7 41.2 41.5 10.6 6.7
5.
To expand and
strengthen the base for
secondary education.
27.3 21.5 3.4 3.1 15.4 18.7 4.4 6.1 42.7 40.2 7.8 9.2
6.
To meet the basic
learning needs of the
child in terms of essential
learning tools as well as
the basic learning
contents.
31.0 19.5 2.5 2.3 19.7 17.0 3.6 4.4 50.7 36.5 6.1 6.7
7.
To reduce the existing
disparities to half by the
year 2010.
30.9 17.3 3.1 4.1 17.9 15.9 5.0 5.8 48.8 33.2 8.1 9.8
34
percent were female. The overall situation was that 8 percent said this policy statement was
implemented within the range 75-100 percent. 3 percent male and 5 percent female said that
the implementation was within the same range.

Table 4.19
Implementation status of thrust areas of Education Sector Reforms (ESR)

S # Policy Statements Male (%) Female (%) Total (%)
25-
50
50-
75
75-
100
N/R 25-
50
50-
75
75-
100
N/R 25-
50
50-
75
75-
100
N/R
1.
Universal Primary/
Elementary
Education
10 37.8 5.5 1.9 6.9 28.1 4.1 5.6 17.2 65.8 9.5 7.5
2.
National Literacy
Campaign
Integrated Approach
to Poverty Reduction
8 33.7 12.0 1.6 3.9 27.0 8.7 5.0 12.0 60.7 20.7 6.6
3.
Technical Streamat
Secondary Level
7 25.3 21.8 1.7 5.1 22.9 12.2 4.4 11.7 48.2 34.0 6.1
4.
Improving the
Quality of Education:
CurriculumReform.
Teacher Education
and Training, Exam
Reform and
Assessment
10 33.5 10.5 1.7 7.0 27.9 4.8 4.8 16.7 61.5 15.3 6.6
5.
Mainstreaming
Madrassahs
3 27 22.9 1.4 4.4 21.8 13.6 4.8 8.3 49.0 36.5 6.2
6.
Higher Education
Sector
6 32.9 15.1 1.7 4.2 26.8 8.1 5.5 9.8 59.8 23.2 7.2
7.
Public Private
Partnership
6 33.9 12.8 3.1 5.5 24.3 8.1 6.7 11.1 58.2 20.9 9.8

Regarding the universal primary/elementary Education of policy statement of
Education Sector Reforms (ESR), 17 percent responses indicated that Primary/Elementary
education shall be made universalies in between 25-50 percent followed by 66 percent in
between the range of 50-75 percent. 10 percent responses were between 75-100 percent,
however, 7 percent no response received out of which 2 percent male and 5 percent were
female. As gender wise situation, it was revealed that (10 percent male and 7 percent female)
were responded that the same policy statement was implemented within the range 25-50. 38
percent males and 28 percent females responses were between the range 50-75 percent and 6
percent males, 4 percent females respectively responded within the range 75-100 percent.

17 percent responses were within the range 25-50 in respect of the policy statement of
ESR to improve the quality education, Teacher Education etc of which 10 percent males and
7 percent were females of the same range. However, 6 percent no responses received of
which 2 percent were males and 4 percent females. About 62 percent said that it was
implemented within the range 50-75 in respect of the policy statement of which 34 percent
males and 28 percent were females. As regard the overall situation, 15 percent respondents
indicates that the policy statement was implemented within range 75-100 percent out of
which 10 percent male and 5 percent were female of the same range.

11 percent responses were within the range 25-50 in respect of the policy statement of
public private partnership of which 5 percent males and females respectively of the same
range. However, about 10 percent no responses received out of which 3 percent were males
and 7 percent were females. 58 percent responses were in the range 50-75 percent according
35
the Education Sector Reforms (ESR) policy statement of which 34 percent males and 24
percent were female. As regard the overall situation, 21 percent respondents indicates that the
policy statement was implemented within the range 75-100 percent out of which 13 percent
were male and 8 percent female of the same range.

Table 4.20
Mode of Opinion for Priority Areas in Educational Planning

Priority Areas Gender 1 2 3 4 5 N/R
Literacy Enhancement
Male (%) 15.3 17.2 7.3 3.9 3.9 7.8
Female
(%)
10.8 10.3 8.6 3.1 3.6 8.3
Achieving Universal
primary Education by 2015
Male (%) 0.3 0.5 0.3 0.0 0.9 53.4
Female
(%)
1.9 0.8 0.5 0.3 0.5 40.7
Improvement in Quality
Education
Male (%) 21.4 15.0 5.0 3.9 1.7 8.4
Female
(%)
14.2 12.8 3.0 3.9 3.0 7.8
More emphasis on Technical
and Vocational Education
Male (%) 4.7 5.9 11.7 10.3 14.0 8.7
Female
(%)
4.4 4.7 5.6 8.7 13.1 8.1
Improvement in
Infrastructure of school
education
Male (%) 4.1 3.3 6.6 19.5 13.4 8.6
Female
(%)
2.8 2.8 4.4 14.8 12.0 7.8

The above table was prepared in view of responses for the priority areas. Achieving
UPE by 2015 was taken as first priority area. In this regard zero percent was indicated by
males and 2 percent by female. The second priority was shown by 1percent male and female.
The third priority was mentioned by zero percent male and 1 percent female. The fourth
priority was supported by zero percent male and female, 53 percent male and 41 percent
female mentioned no response in this connection.

Improvement in quality education was taken as first priority areas by 21 percent male
and 14 percent female. The second priority area was mentioned by 15 percent male and 13
percent female. The third priority was indicated by 5 percent male and 3 percent female. The
fourth priority was responded by 10 percent male and 9 percent female. The fifth priority as
indicated by 14 percent male and 13 were female whereas 9 per cent male and 8 per cent
female had given no response.

Improvement in Infrastructure of School Education was taken as first priority area by
4 percent male and 3 percent female. The second priority was mentioned by each 3 percent
male and female. The third priority was mentioned by 7 percent male and 4 percent female.
The fourth priority was indicated by 20 percent male and 15 percent female. The fifth priority
was mentioned by 13 percent male and 12 percent female. The no response was given by 9
percent male and 8 percent female.

36
Table 4.20.1
Other Priority Areas in Educational Programs

S. No Other Priority Areas in
Educational Programs
1 Improvement in evaluation and
assessment
4.5 3.0 7.5
2 Facilitate the teachers and solve
their problems
1.1 1.2 2.3
3 Designing relevant curriculum
and syllabus with Pakistan.
0.3 0.5 0.8
4 Provide missing facilities in all
schools to achieve goal till 2015.
1.2 0.6 1.9
5 Promoting quality education by
increasing access, professional
development of teachers and
financial assistance to students.
3.0 2.3 5.3
6 Locally arrangement to increase
the intents of community to
enhance the funds for schools.
0.2 0.5 0.6
7 Provision of copy of
Curriculum/Syllabus to teachers
of all levels for achieving the
required goals.
0.3 0.8 1.1
8. To realize the importance of
public private partnership,
Coordination between formal
education department and
market.
1.9 1.1 3.0

Table 4.20.1 illustrates eight other priority areas of educational program. Accordingly
improvement in evaluation and assessment was the first priority area indicated by 8 percent
respondents (5 percent male and 3 percent female). Likewise locally arrangement to increase
the intents of community to enhance the funds for schools was the eighth priority area
mentioned that 1 percent respondent (only one female). Data indicates that improvement in
evaluation and assessment shall be another major priority area of educational program
indicated by 8 percent.

37
Table 4.21
Factors Affecting the implementation of NEP

S
#
Factors Affecting the
implementation of NEP
A DA N/R A DA N/R A DA N/R
1 Policy targets are too
ambitious 43 10 2 31 10 4 74 20 6
2 Lack of technical, trained
educational managers 48 6 2 37 3 4 85 9 6
3 Human Resources constrains
for implementation of policy 45 8 2 36 4 4 81 12 7
4 Financial Resources
constrains for
implementation of policy 46 8 2 36 4 4 82 12 6
5 Political instability. 49 4 2 20 6 19 69 10 21
6 Lack of capacity for
operational strategies at
provincial and district levels. 48 5 2 39 2 3 87 7 6
7 Lack of releases of funds in
time 50 4 1 40 1 4 90 5 5
8 Lack of infrastructure. 49 4 2 39 3 4 88 7 5
9 Lack of accountability. 51 3 2 36 3 5 87 6 7
10 Absence of effective/proper
Monitoring and evaluation
system 47 4 4 36 3 6 83 7 10
A = Agreed, DA = Disagreed, N/R = No Response

Table 4.21 indicates the factors adversely affecting the implementation of National
Education Policy 1998-2010. The first factor policy targets are too ambitious was
supported by 74 percent respondents (43 percent male and 31 percent female), 20 percent
respondents (10 percent each male and female) disagreed that factor whereas 6 percent
respondents (2 percent male and 4 percent female) gave no response in this connection.

The second factor; lack of technical and trained education managers was agreed by
85 percent respondents (48 percent male and 37 percent female) 9 percent respondents (6
percent male and 3 percent female) disagreed, whereas, 6 percent respondents (2 percent male
and 4 percent female) gave no response in this regard.

From the above table it was indicated that majority of the respondents 90 percent (50
percent male and 40 percent female) indicated that lack of releases of funds in time is the
most important factor resulted in the non-implementation of NEP; and not responded by 5
percent respondents.

The factors; lack of capacity for operational strategies at provincial and district level,
lack of infrastructure, and lack of accountability are important factor that was agreed by 87
percent respondents (48 percent male and 39 percent female). 88 percent respondents (49
percent male and 39 percent female), and 87 percent respondents (51 percent male and 36
percent female) respectively, while disagreed by 7 percent (5 percent male and 2 percent
female). 7 percent respondents (4 percent male and 3 percent female) and 6 percent
38
respondents (3 percent each male female) respectively, whereas no response was given by 6
percent respondents (2 percent male and 4 percent female), 5 percent respondents (2 percent
male and 3 percent female), and 7 percent respondents (2 percent male and 5 percent female)
respectively.

Therefore, it is concluded from the above table that releasing of funds in time,
capacity for operational strategies at provincial and district levels, provision of infrastructure
and accountability are the crucial factors for the effective implementation of National
Educational Policies.

Table 4.22
Financial Problems for the Implementation of NEPs

1 Yes 30 19 49
2 No 18 19 37

It was indicated from the table 4.22 that 49 percent respondents (30 percent male and
19 percent female) viewed financial problems were the reasons for non-implementation of
National Education Policies. Moreover, 37 percent respondents (18 percent male and 19
percent female) rejected this response, while 14 percent respondents (7 percent male and 7
percent female) gave no response in this connection. The majority of the respondents (49
percent) viewed financial problems were the main hurdles for non-implementation of
National Education Policies.

Table 4.23
Suggestions to overcome the financial constraint for the better
Implementation of NEPs

1 Budget should be released on time and
utilization of allocated funds properly.
17.9 13.6 31.5
2 More percentage of GDP may be
allocated for education.
3.6 0.6 4.2
3 Proper training and facilitation to
manpower for implementation of NEP.
0.6 0.5 1.1
4 Effective monitoring and evaluations
system to achieve the desired results.
0.9 0.3 1.2
5 Proper planning is required to utilize
available funds.
1.7 1.2 3.0
6 Public Private Partnership shall be
encouraged/ participation of community
may be ensured.
1.9 0.8 2.7
7 Planning should be made to make
education department on fraud reality.
1.4 0.6 2.0
8 Monitor system of NEP may be from
Federal-Provincial and District.
0.9 0.6 1.6
9. No response 26.4 26.4 52.7

39
Table 4.23 indicates the suggestions to overcome the financial constraints for the
better implementation of National Education Policies. It is observed that majority of
respondents 32 percent (18 percent male and 14 percent female) suggested that Education
Budget should be increased, it should be released on time and strict checks should be applied
on utilization of allocated funds for education. 52 percent (26 percent each male female) gave
no response in this connection.

Table 4.24
Lack of coordination among implementation agencies

S. No Response Male (%) Female (%) Total (%)
1 Yes 32.6 24.0 56.6
2 No 17.9 15.6 33.5
3 No Response 4.8 5.0 9.8

Table 4.24 revealed that majority of the respondents viewed that lack of coordination
among implementation agencies was the major hurdle in the implementation of National
Education Policies (NEPs). 57 percent respondents (33 percent male and 24 percent female)
favored that item, while 34 percent respondents (18 percent male and 16 percent female) not
in favored, whereas, 10 percent respondents (5 percent each male and female) gave no
response in this connection.

Table 4.25
Coordination among the Implementation agencies for better Implementation of NEPs

1 Employees should work like
professionals ignoring personal
grievances
0.9 0.6 1.6
2 Provision of financial resources on
time for all projects/ensure proper
coordination and implementation of
policies
7.6 4.4 12.0
3 Proper coordination cooperation in all
concerned institutions
14.2 7.5 21.7
4 Need based identification of training
and research is required/District level
workshops to discuss NEP
5.5 5.6 11.1
5 Latest communication technologies
like Email should be used for
stakeholders at all levels to achieve the
objectives
1.9 1.4 3.3
6 To involve the District Educational
Managers, head teacher in preparation
and implementation of NEP.
2.3 2.8 5.1
7 Knowledge sharing culture be
developed.
1.4 0.9 2.3
8 More stakeholders be involved in NEP
preparation and implementation
process.
0.8 0 0.8

40
Table 4.25 indicates suggestions to increase the coordination among the
implementation agencies for better implementation of National Education Policies. It can be
seen in the above table that majority of the respondents 22 percent (14 percent male and 8
percent female), considered that there should be proper coordination and cooperation in all
concerned institution and stakeholders. These are important steps for better implementation

Table 4.26
Monitoring Mechanism for Implementation of National Education Policies

1 Yes 36.3 26.8 63.2
2 No 15.0 13.4 28.4
3 No Response 4.1 4.4 8.4

Table 4.26 shows the responses in respect of monitoring mechanism as an important
reason for effective implementation of National Education Policies. Data indicates that 63
percent respondents (36 percent male and 27 percent female) supported that reason and 28
percent respondents (15 percent male and 13 percent female) rejected that reason, whereas 8
percent respondents (4 percent each male and female) gave no response in this connection.

Table 4.27
Monitoring Mechanism designed for Effective Implementation of NEPs

S. No Suggestions Male (%) Female (%) Total (%)
1 A committee may be made to overlook
the matter sincerely.
2.8 2.5 5.3
2 Establishment of cells for
implementation of M&E
system/monitoring mechanism NEP at
Federal, provincial and district levels is
essential
14.8 8.1 22.9
3 Special monitoring teams be made at
provincial and district levels
7.6 7.5 15.1
4 Assign duties to efficient and brilliant
officers/ organized meetings quarterly
2.8 1.9 4.7
5 Provinces shall be independent to
allocate resources according to their
needs.
1.7 1.1 2.8
6 Monitoring and evaluation mechanism
will be developed at provincial level will
follow ups for NEP implementation.
0.3 0.6 0.9
7 Monitoring system may improve by
considering the real situations.
3.3 1.2 4.5
8 Increase sense of responsibility in all
levels either that is a teacher, head
teacher or educational managers.
0.9 1.2 2.2

Table 4.27 indicates the suggestions regarding the improvement of monitoring
mechanism. Establishment of cells for implementation of monitoring and evaluation
system/monitoring mechanism NEP at Federal, provincial and district levels is essential and
41
special monitoring teams be made at provincial and district levels are given by 23 percent
respondents (15 percent male and 8 percent female), 16 percent respondents (8 percent each
male and female) respectively. Therefore, it is important that these suggestions must be
considered for monitoring mechanism designed for effective implementation of National
Education Policies.

Table 4.28
Major Issues and Challenges Facing At Elementary Level

S
#
Policy Issues and
Challenges
1 Access to education 6.2 36.5 12.6 6.2 27.9 10.5 12.5 64.4 23.1
2 Teacher absenteeism. 9.2 34.2 12.0 9.2 25.6 9.8 18.4 59.8 21.8
3 Weak instructional
supervision at
elementary level. 42.4 12.3 0.6 31.5 11.9 1.2 73.9 24.2 1.9
4 Untrained teachers. 5.8 36.8 12.8 5.5 28.5 10.6 11.2 65.4 23.4
5 Poor quality of
education. 8.6 34.6 12.2 7.5 27.0 10.1 16.1 61.6 22.3
6 Lack of physical
facilities 7.6 35.4 12.3 7.6 26.8 10.1 15.3 62.2 22.5
7 High drop out rate 7.0 35.9 12.5 6.7 27.6 10.3 13.7 63.5 22.8
8 Gender disparity 7.5 35.6 12.3 5.8 28.2 10.6 13.3 63.8 22.9
9 Rural urban disparity 7.2 35.7 12.5 7.0 27.3 10.3 14.2 63.0 22.8
10 Low survival rate 5.3 37.1 12.9 5.0 28.9 10.8 10.3 66.0 23.7

Table 4.28 indicates the responses in respect of issues and challenges being faced at
elementary education. Majority of the respondents 74 percent (42 percent male and 32
percent female) indicated that weak instructional supervision is the major issue that is still
facing. Another important issue is teacher absenteeism that is mentioned by 18 percent
respondents (9 percent each male and female).

42
Table 4.29
Suggestions for the Improvement of Implementation of National Education Policy

S. No Suggestions Male (%) Female (%) Total (%)
1 Proper allocation of budget and
timely releases to meet targets
6.9 3.4 10.3
2 Proper training and provision of
physical infrastructure/ Effective
M&E system for these activities
5.9 6.4 12.3
3 All stakeholder may be involved in
the process of policy formulation
and implementation
13.6 6.6 20.1
4 Copies of new education policy
may be provided to all
stakeholders for proper
implementation
5.8 6.9 12.6
5 Coordination between policy
developers and implementations at
national, provincial and district
levels
7.6 7.5 15.1
6 Gender and rural urban disparity
may be considered.
0.8 0.5 1.2
7 Policies may not change if
government changed
1.6 1.7 3.3
8 Universaliszation of primary and
elementary education may be
given importance.
2.3 1.1 3.4

Table 4.29 describes the suggestions for the improvement of implementation of
National Education Polices. Majority of the respondents 20 percent (14 percent male and 6
percent female) indicated that all stakeholders might be involved in the policy formulation
process. A good number of respondents 15 percent; (8 percent male and 7 percent female)
mentioned that there should be coordination between policy developers and implementers at
national, provincial and district levels. Some respondents also gave suggestions for
consideration of gender and rural urban disparities.

43
Chapter V

OBSERVATIONS/FINDINGS, CONCLUSIONS,
RECOMMENDATIONS/ SUGGESTIONS

5.1 Observations and Findings Questionnaire-I

As a result of data collection and data analysis, following are the major observations
and findings of the study. In both questionnaires facts are separately described.

5.1.1 Findings for Provincial Educational Managers

Questionnaire 1 was administered to Provincial Education Managers. The major
findings are given below:

2. It was observed that majority of the respondents (total 53 percent; 52 percent male
and 1 percent female) were involved in implementation stage. Only 10 percent
respondents (8 percent male and 2 percent female) were involved in initial stage of
policy formulation process.

3. There are many factors influencing on implementation of National Education
Policies. Some of main factors were;

i. According to 93 percent respondents (88 percent male and 5 percent female)
economic condition are an important factor.
ii. In the opinion of 84 percent respondents (78 percent male and 6 percent
female) political commitment was an influencing factor for implementation of
iii. 73 percent respondents (68 percent male and 5 percent female) thought non-
involvement of stakeholders was a significant factor in this connection.
iv. 69 percent respondents (64 percent male and 5 percent female) indicated that
attitude are perception of politician was an influencing factor.
v. 67 percent respondents (65 percent male and 2 percent female) reported that
attitude of bureaucrats was an important factor.
vi. 67 percent respondents (64 percent male and 3 percent) considered that lack of
coordination between Ministry of Education and District Government
influenced on implementation of National Education Policies.
vii. 66 percent respondents (61 percent male and 5 percent female) mentioned that
attitude and perception of stakeholders played an important role in this
connection.

4. As far as the implementation status of National Education Policies 1992, 1998 and
ESR Program is concerned, it was reported:

i. According to the majority of respondents, the recommendations of the
National Education Policy 1992 were partially implemented.
ii. Majority of respondents though that the recommendations of the National
Education Policy 1998-2010 were implemented at the range of 25%-50%.
44
iii. According to the views of majority of the respondents the thrust areas of
Education Sector Reforms were partially implemented.

5. There are many factors which were adversely affected the implementation of National
Education Policy 1998-2010. Some of the main factors were:

5.2 Suggestions/Recommendations for Questionnaire-I

On the basis of the above observations/findings the following
recommendations/suggestions are proposed:

i. The education secretaries should have been involved in the initial stage of policy
formulation and preparation.
ii. Economic condition has been identified as one of the major influencing factor for
the implementation of NEPs.
iii. There was a need of strong coordination amongst various departments and
stakeholders.
iv. Primary education shall be made compulsory and free to achieve UPE (2015)
through fully implementation of NEPs.
v. Integration of primary and middle level of education into elementary education
shall be fully implemented as mentioned in NEPs.
vi. Technical stream at secondary level of education shall be fully implemented as
one of the thrust areas of ESR
vii. Accountability is one of the factors which is adversely affecting the
implementation of NEPs which shall be considered seriously.
viii. Steps shall be taken for proper planning and utilization of available funds to
overcome financial constraints.
ix. Monitoring system shall strictly be followed for achieving the targets of NEPs

5.3 Observations and Findings of Questionnaire-II

5.3.1 Observations/ Findings for District Educational Managers

As it was already mentioned that Questionnaire-II was designed for District
Educational Managers. The major observations and findings are reported below:

1. It was found that majority of the respondents (total 78 percent; 47 percent male and
31 percent female) were not involved in the policy formulation process.

2. Data indicated that majority of the respondents had no access to the hard copies of
Education Policies and ESR documents. It was observed that only 10 Percent
respondents (5 percent male and 5 percent female) had access to the hard copies of the
National Education Policies and ESR documents.

3. The reasons for non-availability of the policy document were sought. Majority of the
respondents (total 20 percent; 13 percent male and 7 percent female) told that
circulation problems of policy document and lack of coordination with federal
ministry are the main reasons in this connection, which are causing hurdles in policy
implementation.

45
4. Questionnaire was administered to 668 District Educational managers; their responses
are described in the following paragraphs.

5. There were many factors influencing on implementation of National Education
Policies. Some of the main factors were:

i. In the opinion of 15 percent (7 percent male and 8 percent female) economic
condition was an important factor which influences the policy implementation.
ii. According to 16 percent respondents (7 percent male and 9 percent female)
political commitment was the reason for implementation of National
Education Policies.
iii. 16 percent respondents (8 percent male and 8 percent female) thought non-
involvement of stakeholders was an influencing factor.
iv. 59 percent respondents (34 percent male and 25 percent female) reported that
attitude and perception of government functionaries was an important factor.
v. 62 percent respondents (36 percent male and 26 percent female) considered
that attitude perceptions of government functionaries were an important
influencing factor.
vi. 16 percent respondents (8 percent male and 8 percent female) thought that lack
of coordination between Ministry of Education and P & D, Departments,
Provincial and District governments influenced on implementation of National
Education Policies.

6. As far as the implementation status of National Education Policies 1992, 1998 and
ESR Programs was concerned, it was observed.

i. According to the majority of the respondents, the recommendations of the
National Education Policies 1992 were partially implemented.
ii. Majority of the respondents thought that the recommendations of the National
Education Policy 1998-2010 were implemented at the range of 25%-50%.
iii. According to the majority of the respondents the thrust areas of Education
Sector Reforms were implemented at the range of 25%-50%.

7. Priority areas in educational program were asked. The respondents were reported as:

i. According to the 36 percent respondents (21 percent male and 14 percent
female) improvement in quality education is the first priority area of
educational program.
ii. 28 percent respondents (17 percent male and 10 percent female) reported that
literacy enhancement should be the second priority area of education.
iii. 18 percent (12 percent male and 6 percent female) thought that more emphasis
should be given on technical and vocational education and it should be third
priority area of education.
iv. 44 percent respondents (20 percent male and 14 percent female) indicated that
improvement in infrastructure of school education may be the fourth priority
area of educational program.
v. According to only 2 percent respondents (1 percent male and 1 percent
female) achieving Universal Primary Education (UPE) upto 2015 was the fifth
priority area of educational program.

46
8. There were many factors which were affecting implementation of National Education
Policy. Some of the main factors were:

policy targets are too ambitions.
ii. In the opinion of 85 percent respondents (48 percent male and 37 percent
female), lack of technical and trained educational managers was the factor
affecting the implementation of policy.
iii. 81 percent respondents (45 percent male and 36 percent female) thought that
human resources constraints were the factors implementation of policy.
iv. 82 percent respondents (46 percent male and 36 percent female) reported
financial resources constraints for implementation of policy.
v. 69 percent respondents (49 percent male and 20 percent female) considered
political instability was the factor.
vi. According to 87 percent respondents (48 percent male and 39 percent female),
lack of capacity for operational strategies at provincial and district level was
the factor.
vii. Majority of the respondents (total 90 percent; 50 percent male and 40 percent
female) considered lack of timely releases of funds was the factor.
viii. 88 percent respondents (49 percent male and 39 percent female) thought lack
of infrastructure was the factor.
ix. 87 percent respondents (50 percent male and 37 percent female) mentioned
that the lack of accountability was the factor.
x. In the opinion of 83 percent respondents (47 percent male and 36 percent
female) absence of effective/proper monitoring and evaluation system.

9. According to the 49 percent respondents (30 percent male and 19 percent female)
financial problem was the main reason for non-implementation of National Education
Policies. Suggestions were sought to overcome the financial constraints for the better
implementation of National Education Policies. Majority of the respondents (total 31
percent; 18 percent male and 13 percent female) reported that budget may be released
on time and allocated funds may be utilized.

10. 57 percent respondents (32 percent male and 24 percent female) were of the opinion
that lack of coordination among implementing agencies was a major hurdle in
implemented of National Education Policies. Majority of the respondents (total 22
percent; 14 percent male and 8 percent female) mentioned that there should be proper
coordination and cooperation in all concerned institutions.

11. 64 percent respondents (36 percent male and 27 percent female) pointed that proper
monitoring mechanism should be adopted for effective implementation of National
Education Policies. Majority of the respondents (total 22 percent; 14 percent male and
8 percent female) suggested that establishment of cells at federal, provincial and
district levels are essential for implementation of National Education Policies.

12. There are so many issues and challenges that were still facing at elementary level of
education. Some of the main issues and challenges were:

teachers absenteeism was the issue.
47
ii. 74 percent respondents (42 percent male and 32 percent female) thought weak
instructional supervisor.
iii. 11 percent respondents (6 percent male and 5 percent female) reported poor
quality of education.
iv. 16 percent respondents (9 percent male and 7 percent female) reported poor
quality of education.
v. 15 percent respondents (8 percent male and 7 percent female) mentioned lack
of physical facilities.
vi. 13 percent respondents (7 percent male and 6 percent female) described
gender disparity.
vii. 13 percent respondents (7 percent male and 6 percent female) though high
dropout rate.
viii. 14 percent respondents (7 percent male and 7 percent female) reported rural
urban disparity.
ix. 10 percent respondents (5 percent male and 5 percent female) mentioned low
survival rate was the challenge for educational managers.

5.4 Suggestions/Recommendations for Questionnaire-II

Following were the main suggestions given for the improvement of implementation of

all stakeholders must be involved in the policy formulation and
implementation process for effective implementation.
ii. 15 percent respondents (8 percent male and 7 percent female) thought
coordination between policy developers and implementers at National,
Provincial and District Levels is very essential.
iii. 12 percent respondents (6 percent male and 6 percent female) indicated proper
training and provision of physical infrastructure was important factor.
iv. 12 percent respondents (6 percent male and 6 percent female) mentioned
copies of new education policy may be provided to all stakeholders for
achieving the butter result.
v. 10 percent respondents (7 percent male and 3 percent female) indicated proper
allocation of budget and timely releases to meet targets was essential.

CONCLUSIONS

1. It was concluded that majority of the Provincial and District Education Managers
were not involved in policy formulation stage.

2. There are many factors which were adversely affected the implementation of national
education policies. Among these factors poor economic condition lack of political
commitment, non involvement of stakeholders, discouraging attitudes and perceptions
of government functionaries were important as far as implementation of NEPs was
concerned.

3. As far as the implementation status of national education policies, 1992, 1998 and
ESR (2001-06) program was concerned, it was reported by the majority of the
48
respondents that the recommendations of those national education policies and ESR
program were partially implemented.

4. There were many factors which were badly affecting implementation of national
education policies. Some of the major factors were, policy targets are too ambitious
lack of technical and trained educational managers, financial resources constraints and
political instability.

5. It was reported that financial, problems was the main reason for non implementation
of NEPs. Therefore, budget might be released in time and funds might be properly
utilized.

6. There were so many issues and challenges that were still facing at elementary level.
Some of the main issues were, teachers, absenteeism, weak instructional supervision,
poor quality of education and lack of physical facilities.

RECOMMENDATIONS

On the basis of the findings and conclusions, the following recommendations/
suggestions are proposed:

12. All the district and provincial education managers should be involved from the initial
stage of policy formulation and preparation.

13. Economic, condition of the country should be improved as it was identified as major
influencing factor for the implementation of NEPs.

14. There should be strong coordination amongst various departments and stakeholders.

15. Primary education should be made compulsory and free to achieve UPE targets
through fully implementation of NEPs.

16. Integration of primary and middle level of education into elementary education should
be fully implemented as mentioned in NEPs.

17. Accountability as one of the factors which was adversely effecting the
implementation of NEPs which should be considered seriously.

18. Technical stream at secondary level of education should be fully implemented as one
of the thrust areas of ESR.

19. Steps should be taken for proper planning and utilization of available funds to
overcome financial constraints.

20. Monitoring system should be strictly be followed for achieving the targets of NEPs.

21. Public private partnership should be encouraged to overcome the financial constraints.

22. Steps should be taken to eliminate gender and rural urban disparity for fully
49

BIBLIOGRAPHY

Bengali, K. (1999). History of Educational Policy Making and Planning in Pakistan,
Islamabad, Sustainable Development Policy Institute.

Government of Pakistan (1947). Proceedings of Educational Conference, Karachi, Ministry
of Interior Education Division, Karachi.

Government of Pakistan (1959). Report of the Commission on National Education 1959,
Islamabad, Ministry of Education, Islamabad .

Government of Pakistan (1970). The Education Policy 1970, Ministry of Education
Islamabad.

Government of Pakistan (1972). The Education Policy 1972, Ministry of Education,
Islamabad.

Government of Pakistan (1979). National Education Policy and Implementation Program,
1972, Ministry of Education, Islamabad.

Government of Pakistan (1992). The Education Policy 1992, Ministry of Education,
Islamabad.

Government of Pakistan (1994). Eighth Five Year Plan 1993-98, Planning Commission,
Islamabad.

Government of Pakistan (1998). National Education Policy 1998-2010, Ministry of
Education, Islamabad.

Government of Pakistan (2001). Education Sector Reforms: Action Plan (2001-2004),
Ministry of Education, Islamabad.

Government of Pakistan (2008). Education for All, Ministry of Education Islamabad.

Government of Pakistan (2009). National Education Policy 2009, Ministry of Education,
Islamabad.

Shahid, P. (1985). Comparative Analysis of Education Policies, Academy of Educational
Planning and Management, Ministry of Education, Islamabad.

Shahid, P. (1985). Implementation of National Education Policy, Academy of Educational
Planning and Management, Ministry of Education, Islamabad.

50
Annexure

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