Education: Vision 2015 (MDGS GOAL)

Two inter-related upcoming events are likely to be significant indications of the federal government’s effort and commitment to improving education in general and to achieving the Education for All Millennium Development Goals in particular.


One is the National Education Policy 2009 and the other is the federal budget, in particular the expenditure on education as a percentage of GDP.

It is widely believed NEP 2009 will be finalised and approved by the federal cabinet soon after a final round of consultations, although the new policy has been in the pipeline since a review of the previous 1998-2010 policy was initiated in 2005 and a white paper drawn up in 2007.

A significant aspect of the 70-page draft of NEP 2009, which is available on the website of the federal ministry of education, is the policy of increasing the total education expenditure from the current less than three per cent of GDP to five per cent of GDP in 2010 and then to seven per cent by 2015. Five per cent of GDP is the international average expenditure on education, with the majority of countries in the world spending at least four per cent of their GDP on education.

The policy of increasing the education expenditure, if it is implemented effectively, could help put us on track to reducing the distance towards the 2015 EFA goals.

According to Unesco, large increases in spending on education are known to be associated with substantial progress on EFA goals.

For instance, Ethiopia, Kenya, Mozambique and Senegal have sharply increased the share of national income invested in education and each has seen a significant decline in the number of out-of-school children.

Despite our National Education Policy 1998-2010 and the 2001 National Plan of Action roadmap towards achieving the EFA goals, which enabled us to make some progress in our education indicators in the 2000s, we have been consistently ranked in the lowest of three categories in the EFA Development Index published yearly by Unesco since 2002.

Worse still, Pakistan - and fellow South Asian countries Bangladesh, Nepal, India and Bhutan - are part of nearly thirty countries in the world considered to be ‘off track’ in achieving or ‘far from’ achieving EFA as a whole, according to the EFA Global Monitoring Report 2009.

 This assessment is based on recent trends in our education indicators as well as on our current spending on education, which at 2.7 per cent of GDP (2006) is even lower than the already low South Asian region’s median public expenditure on education of 3.3 per cent.

 Most of our education index indicators are not only the lowest in South Asia (outside of Afghanistan) but they are also lower than the South Asian average figures, which are already among the lowest in the developing regions.
 Our adult literacy rate, for instance, is 54 per cent, which is lower than the South Asian average of 64 per cent and the developing countries’ average of 79 per cent.


 Our tertiary Gross Enrolment Ratio is only 4.5 per cent whereas the regional average is more than double of our figure, 11 per cent, which is already lower than the developing countries’ GER average of 17 per cent.
 We also have the third largest number of out-of-school children in the world, viz., 6.8 million (after Nigeria, 8.1 million, and India, 7.2 million) and the future outlook is discouraging.

Unesco’s projections for 2015 (based on past trends) is that Pakistan will have the largest out-of-school population (3.7 million) in the region, and the second largest in the world - after Nigeria with a projected figure of 7.6 million out-of-school in 2015 - with India’s out-of-school children in 2015 projected to drop drastically to 0.6 million.

 This gloomy outlook of ours with regards to EFA could change for the better in the next or subsequent Global Monitoring Reports if we demonstrate commitment in improving our education system’s performance in all aspects - access, equity and quality.
 

This commitment can be demonstrated through a significant increase in our expenditure on education in terms of GDP as well as through the adoption - by the federal cabinet - and the effective implementation of NEP 2009. The latter outlines policies to correct the problems and deficiencies that plagued the previous national education policy and prevented us from leaping towards the EFA goals.

In Pakistan there are several schools which are yet closed and ratio of education is decreasing day by day to some factors which are involved in it in the shelter of politics and Feudilism.
Do pakistan achieve it Goal and how to target education in pakistan and save schools and other institutes from land Mafia .






Source( DAILY DAWN 09 Jun, 2009 )Our total primary Net Enrolment Ratio is 66 per cent, which is considerably lower than the regional average of 86 per cent. Our secondary Gross Enrolment Ratio is 30 per cent, which is only half of the developing countries’ average of 60 per cent and considerably lower than the regional average of 51 per cent.

Education and NGO's Task in Remote Areas

Pakistan is classified into the 3rd World countries mainly due to the connection of poverty with education or Literacy Rate. Poverty is the biggest disadvantage and the largest obstacle in the development of our country. Pakistan is an agricultural country and the profession of many people living in Pakistan is with this vast category. The people in this category and the farmers are unable to feed their families fully and as a result, development stops and population increases.

This great increase in the population of the Pakistan is a hindrance in the correct and efficient caring of the family. That is why many of the people are unable to provide such and such level of education to their children and so the literacy rate of the country on the whole decreases. The second main problem is related to the people living in villages and other small places. It is said that the population of the villages is many times more than of the urban people. This is why the people cannot teach and train their children and a vast number of illiterate children remain in the country.
 
NGO's work out in rural areas in sindh or in pakistan is going back due to lack of system and few factors.
Feudilism, Political base, and others.NGO's working in Pakistan since after partition but not formed Progress as motivation.NGO's claim that there only task is to create social awareness but when people fell that NGOs are not helping them concretely, they lose interest and merely social awareness is of no use to them. 
 
Some of the clever participants turn this opportunity to their own favors by manipulating different NGOs to get funds in the name of social work. They know that projects are foreign funded and there is no commitment and sincerity behind it.

Most NGOs have more or less become family business making big profit .if you are a good pretender you can generate huge funds. As it is discussed above that Ngos receive funds from broad but nobody knows where and how these funds are utilized. So, people don’t trust NGOs foe help as they consider them as fraud.
                                WAJID ALI KHASKHELI

Dosti

Teaching is art

Teacher is our 2nd guardians who knows what have to feed to children and they are very much familiar in corporation with students.

If teachers are good trained than Government school are best space to gain education but if a good school having formal activities and  less paid to teaching staff as their profession(Evalution) because what teacher do child will adobt it easily because psychological term persaution comes with regular meeting, ideas, communication.

so it should be necessary teacher( faculty) well paid and well qualified and should trained at least for a month.

faculty should aware relation between student and teacher and how to behave to students and what are qualities of a good teacher which make his/her Performance best.

The education sector reforms (ESRs) have been design to address the following areas of education system:
1. Comprehensive literacy and poverty reduction program.
2. Expansion of primary elementary education.
3. Introduction of technical stream at the secondary level.
4. Improving the quality of education through teacher training.
5. Higher education sector reforms.
6. Public-private partnership.
7. Innovative programs.

WAJID ALI KHASKHELI

Education In Pakistan

Education has never been Pakistan's strong point. As part of his program to overall Pakistan's institutions in the 1970s, Zulifiqar Ali Bhutto nationalized private educational institutions, many of which were gifts by Peoples.

The resulting mediocrity soon gave way to apathy, a phenomenon further compounded by the "quota system." This obstacle in the way of an equitable merit-based system exists even today.

The result of these measures is the travesty that passes for education in Pakistan. There are basically three kinds of schools: the elite private institutions that category to the upper class; the government-run schools serving the lower of the population and the religious school.

Private schools have become a necessity for contemporary Pakistani society since the government has failed to provide quality education for its population. A majority of parents, even those from lower income brackets, send their children to private schools so they can receive an education that will enable them to be competitive.

Also, most Pakistanis want their children to learn English. Private schools offer all instruction in English while government schools offer instruction in either Urdu or the local provincial language.

The feudal state of Pakistani society has prevented meaningful educational reforms from taking place. And, in many rural areas where the local tribal chief's word is law, schools will not function without his say so. There are many cases where chiefs will not allow any schools in their "jurisdiction."

Nowadays Government Education policies yet as usual which failed to serve the nation and still the rate of literacy degrading day by day.