DIVERSE EDUCATION SYSTEM IN PAKISTAN

ABDUL MAJEED
2093-SE/BS (ECONOMICS) F13
ECN 450 Practical Skill Project
Supervisor
DR FAIZ-UR-RAHIM
INTERNATIONAL INSTITUTE OF ISLAMIC ECONOMICS
INTERNATIONAL ISLAMIC UNIVERSITY
ISLAMABAD.
May 2017
 Certificate

This is to certify that Abdul Majeed, student of BS Economics, have successfully completed his

project on “Diverse education system in Pakistan” in fulfillment requirements of the course of

ECN 450 practical skill project.

_______________ _______________

Dr.Faiz-ur-Raheem HOD

Table of Contents

Chapter 1 Introduction …………………………………………..7

Chapter 2 Literature Review……………………………………..9

2.1 PUBLIC EDUCATION SYSTEM………………………………..9

2.2 PRIVATE EDUCATION SYSTEM……………………...11

2.3 RELIGIOUS EDUCATION SYSTEM…………………12

Chapter 3 Methodology and Data……………………………..14
3.1 Methodology ……………………………………………..14
3.2 Data……………………………………………………..16
Chapter 4 Analysis and interpretation ………………………………18
4.1 Data analysis ……………………………………………...18
Chapter 5 conclusion………………………………………..….33
REFRENCES…….…………………………………35

Dedicated To my Parents
 Acknowledgement

I would like to be thankful to those who have helped out or contributed throughout my research.

I honored and appreciated to the one dearest personality named as Dr.Faiz-ur-Raheem who have

done a great task and their valuable guidance assist me to complete my undergraduate research

project and move me on the right track and Special thanks and credit goes Dr.Faiz-ur-Raheem

who provided his precious guidance to Complete research on time. A special thanks to the

responders of the research questionnaire and for their effort in fulfilling the questionnaire.

Eventually, I must express a great gratitude to my parents, brothers and sisters who have

sacrifice their whole life to have a better future, always stand like a wall in front of me to fight

against every difficulties that make hurdle in our ways and provide support and encouragement

throughout our studies. This accomplishment wouldn’t be possible without their effort, support

and encouragement.

Thank You
 ABSTRACT
This project is analyze the problem of diverse education system in Pakistan, this problem has

been faced in this country from the last several decades. In this project I try to explain that how

this problem has occurred? Who promote this system in Pakistan? Which kinds of people getting

benefits from this education system? Why the state doesn’t remove this system to make a single

sector of education? In this Project, 30 respondent’s views have been observed to know their

thoughts and some difficulties pertaining in their way and eventually suggested some proper

solution to solve the problem prevailing in the Pakistan. For the stated purpose the data collected

from Islamabad.

ABDUL MAJEED

Chapter 1

INTRODUCTION:
1.1 Background

We all know the importance of education. It is the most important aspect of any nation’s survival

today. Education builds up the nations; it determines the future of a nation. The system of

education includes all institutions that are involved in delivering formal education (public and
private, for-profit and nonprofit, or instruction) and their faculties, students, physical

infrastructure, resources and rules. In a broader definition the system also includes the

institutions that are directly involved in financing, managing, operating or regulating such

institutions (like government ministries and regulatory bodies, central testing organizations,

textbook boards and accreditation boards). The rules and regulations that guide the individual

and institutional interactions within the set up are also part of the education system. So that’s

why we have to adopt our education policies very carefully because our future depends on these

policies. If we adopt good and best policies for education then we can get high standard

education in Pakistan. But unfortunately we had failed to adopt good education policies in

Pakistan. Instead of making good policies we installed various kinds of education system in all

over the world. some of the people getting education in public sector, some are getting education

in private and some of the people are getting in different religious institute like madrasas and

mosque. This is such serious problems which worldly were facing and still can't solve this

problem.

1.2 Objectives:

The aim of this project is to show how this highly diversified educational system contributes

towards an ill-integrated political structure. Here we should assume some basic conditions as

constant so as to have a good grasp of what we are focusing on. The first assumption is that the

diversity in educational system is not the only factor determining the whole political structure

because there are many factors contributing to the whole system. Secondly, I will be focusing

more on private and madras’s sectors with provincial educational system and the British

educational system as sources of comparison. Moreover, I will only include the politicians and

bureaucracy in the political structure. Furthermore I have conducted interviews to further help

me write this paper. I will also provide the limitations of these concepts towards the end of this

paper. In the first part of the essay I will provide a short history of these three educational
systems; I will then try to answer the question of how the diversity in the education system

determines the political structure of the country. To understand these different institutions and

their graduates is to understand how polarized the Pakistani society is, which hampers the social

cohesion and the commitment to a curse policy.

Chapter 2

Literature Review

Pakistan is a country that has a very diverse education system. These systems are arranged in

different categories. A good way to ensure that the diversity of education helps to improve

instead of harming the political structure is to consider the concept of ‘social capital’. Social

capital does not have a clear, undisputed meaning, for substantive and ideological reasons. Many

Academics have defined it keeping in mind various circumstances. The education system of

Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384 students with the help

of 1,535,461 teachers. The system includes 180,846 public institutions and 80,057 private

institutions. Hence 31% educational institutes are run by private sector while 69% are public

institutes.

2.1 PUBLIC EDUCATION SYSTEM:

This is the first category of education in Pakistan; most of the middle and poor class of people

are getting education in these sectors of education. Government are the sponsor of these sectors

they provide free of cost education in this category. These schools provide education to the lower
and lower middle social classes. The infrastructure of these schools was constructed by the

government with funds from foreign aid which the country received in its earlier years of

independence due to its alliances with western countries.  But this sector was facing very

difficulties. Pakistan poor performance in the education sector is mainly caused by the low level

of public investment. This category of education is available in rural area of Pakistan. Provincial

educational system is the formal education system designed to provide people, with basic

education which is mostly free of cost. They are state sponsored and they are mostly Urdu

medium schools. They also account for 2.2% of the GDP expenditure from government. These

schools provide education to the lower and lower middle social classes. After partition they

provided the bulk of low skilled and low educated labor to the industries and government and

bureaucratic offices. The infrastructure of these schools was constructed by the government with

funds from foreign aid which the country received in its earlier years of independence due to its

alliances with western countries. With the passage of time they proved to be obsolete as

government was not providing the necessary funds and guidance. People with higher incomes

jumped to private institutions in which British education system was followed while lower

income groups remained to benefit from the same government schools. The public sector is

further divided into different kinds of education systems. Which are as follows?

2.1.1 Military Institution:

In the second category we have the Cadet colleges and military colleges which are mostly state

sponsored and emerged because the State felt their necessity. Apart from these schools the state

needed some other institutions which could provide officers for the Pakistani Army and

bureaucracy (mostly police and foreign Office). For that purpose Cadet Colleges and military

colleges were established in Ayub Khan’s regime. They were established in many regions

especially where there were cantonments such as Kohat, HasanAbdal, Petaro and Jehlum. Cadet

colleges were funded by military but gradually funds were restricted to very low amounts

keeping in view the economic conditions of the Alumni of these Cadet colleges. The students of

Cadet College apply mostly for armed forces and public service competitive exams and because
of their good education they mostly get themselves into these services. They interact in the

military and Bureaucratic academies with their seniors and there they evolve into different

groups. For example Kohatians, Abdalian and Alamgerians who compete with one another in

these academies. In one sense they increase competition but on the other hand they are mostly

involved in rent seeking. For example, a cadet from Cadet College Kohat was an Academy

commander who was protecting his Kohatian junior from punishment. Hence these groupings in

return do not take advantage of the training what the academies want to provide them. When

these cadets graduate from these academies they get higher ranks. When there is a chance of

promotion they approach their higher ranked seniors who prefer them instead of others who may

be better than them.

2.2 PRIVATE EDUCATION SYSTEM:

These schools system are further divided into different sectors on the basis of modernity,

economic resources or state sponsorship. Here we have the provincial educational system, the

federal educational system, British educational system, Feudal educational system and local

private schools which employ western methods of education. The rich class can achieved these

types of education. the poor cannot approach to get education. The Power elites in Pakistan

come from the same economic backgrounds. Since inequality in Pakistan is higher, people on the

upper strata go to study in same education institutions such as the ‘Branded’ education

institutions. Because they know that if they are educated in private Schools they will have better

future lives. Also they are able to get the high quality education since they have the ability to pay

higher fees for getting that education. This attitude of getting higher quality education leads them

to study in same institutions and they interact in their classes to a very high degree. Then they

interact again when they are about to graduate to apply for jobs. The senior alumni of the

institutions are always ready to help their new graduating colleagues.

2.3 RELIGIOUS EDUCATION SYSTEM:

In this category, "Religious Education" refers to the academic teaching of religious studies. We

have religious Madrassas as the indigenous educational systems found as thousands in numbers

in mostly rural areas of all the four Provinces of Pakistan. In secular usage, religious education is

the teaching of a particular religion and its varied aspects: its beliefs, doctrines, rituals, customs,

rites, and personal roles. In Western and secular culture, religious education implies a type of

education which is largely separate from academia, and which (generally) regards religious

belief as a fundamental tenet and operating modality, as well as a prerequisite for attendance.

Most Madrasas teach mostly Islamic subjects such as Tafseer (Interpretation of Holy Quran),

Hadith (thousands of sayings of Prophet Muhammad), Fiqh (Islamic Law), Arabic Language,

but include some non-Islamic subjects (such as logic, philosophy, mathematics). For the majority

of Pakistani families Madras’s may provide "the only realistic option" to educate their sons, but

critics have complained that many madras’s offer almost no instruction beyond the memorizing

of the Quran, and that they encourage extremism, as analysis of the profiles of suicide bombers

who have struck in at least one region of Pakistan have found most attended madrasas.The

madras rose as colleges of learning in the Islamic world in the 11th century, though there were

institutions of learning earlier. They catered not only to the religious establishment, though that

was the dominant influence over them, but also the secular one. To the latter they supplied

physicians, administrative officials, judges and teachers. Estimates of the numbers of madras’s

vary, but all agree their number has grown enormously, having expanded greatly during and after

the rule of President General Zia-ul-Haq (1977–1988). According to The News International, in

1947 there were only 189 madras’s in Pakistan but "over 40,000" by 2008. According to David

Commines their number grew from around 900 in 1971 to over 8000 official ones and another

25,000 unofficial ones in 1988. In 2002 the country had 10,000-13,000 unregistered madrassas

with an estimated 1.7 to 1.9 million students, according to Christopher Candland. According to

the New York Times, as of 2009 there more than 12,000 registered madrasas and more

unregistered ones in Pakistan. In some areas of Pakistan they outnumber the underfunded public
schools.

Chapter 3
. Methodology and Data

3.1. Methodology

3.1.1 Research Methodology

Research methodology is to provide you the procedure of each step involve in the research

problem. It also illustrates each step of the research problem along with proper logic behind the

methods. The study of the research methodology is for enhancement the efficiency and to make

the project more flexible, economical and appropriate. The construction of the research

methodology guides the researcher to be on the right track.

The methodology which adopted in the current research paper is in such format: The raw data

has classified and organized in tabulate form in excel spreadsheet. Later on, the result acquire

from the questionnaire is transform into the percent form for some meaningful and useful

illustration.

The frequency distribution of the distinct parts of the questionnaire has presented in the tabulate

form. For instance, Issues regarding Admission and Administration underlies in a frequency

distribution. Similarly, the same pattern follows for other parts of the questionnaires such as

Issues regarding Hostels and Accommodation, Issues regarding Expenditures and Issues

regarding Language and Teachers.

The questions which students has raised dramatically and repeatedly will be describe and

presented through some different sort of charts and as well as through tables. Our mainly focus

will be on those questions which make some hurdle in the way of the students and I will also

focus on those issues which afghan students do cries expressly but in our analysis come out to be

wrong.

Finally, a proper interpretation will be there for some problems of diverse education system in

Pakistan and we will try to recommend a proper solution to these critical problems.

3.1.2 Sampling Methodology

Target population:

Population from which sample has been drawn are the students who are acquiring education in

different institution, Islamabad, and to It includes a greater part of Masters, Bachelors and PHD

Scholars. The sample selected from both Male and female participants.

Sample:

While to design the sample, the researcher has to focus a few points which need more

concentration. Researcher has to decide the unit of sample, sampling unit may be based on

geographical area such as district, province, in our framework the sample unit is Islamabad. The

second point which a researcher must focus is source of data; actually it asserts that from where

the data has collected. The third point is related to the sample size, the sample should not be too

much lower due to yielding biasness and minimize the reliability of the data.

Sampling Method:

The probability sampling method has been adopted, under which random sampling technique is

the best choice to researcher.

The probability sampling is the sample in which the probability of each element involve in the
sample is known and it actually represent the whole truth population while random sample is lies

under the category of probability sampling in which the researcher selects the sample on random

basis. For instance, 10th student in the second line,4th student in the last line,7th student in the 10th

and 2nd student in first line of the class is actually comprises of random sampling and this sample

will involve each student in class by having the same chances in falling the sample.

3.2. Data

3.2.1 Data collection

A questionnaire conducted for collection of the primary data in all over Islamabad.

Approximately, 30 questionnaires were distributed among the students in different institution at

Islamabad on random basis. Beside this, the data has collected from students in distinct

departments (Economics, Computer Science, Engineering and Technology and so on) on random

basis.

Finally, the size of the sample 30 observations in which responders reflect their truth information

and this 30 observation will carry out throughout our research in order to analyze the data and

suggest a proper solution to these issues. The value of these types of projects or using questioner

method is that I find out more areas which I previously never had gone through and also have

experience of gain knowledge about people’s life and also their point of view and gone through

their different problem so I enjoyed my work more and more and thanks for ALLAH to give me

each and every thing after watching or observed the people way of living, and finally I attached

my questioner at the end of project at appendix page.

 Chapter 4
Analysis and Interpretation

4.1 Data Analysis

Q.1 Age

Frequent of Percentage of
Age Respondent Respondent Cum.
10_15 1 3.33 3.33
16_20 9 30 33.33
21_25 17 56.67 90
above 25 3 10 100
Total 30 100

Interpretation: The above analysis clearly show that out of 30 respondents, approximately
3.33 percent respondents come under the age group of 10-15 and the 30 percent respondents lies
in the age of 16-20 and 56.67 percent lies in the age of 21-25 and the remaining 10 percent
respondents come above 25 age.

Q.2 Gender
Frequent of Percentage of
Gender Respondent Respondent Cum.
Male 23 76.67 76.67
Female 7 23.33 100
Total 30 100

Interpretation: the graph show that in this project 76.67 percent male and remaining 23.33
percent female had participated. Both male and female express their views about this research.

Q.3 Qualification

Percentage of
Qualification Frequent of Respondent Respondent Cum.
Matriculation 4 13.33 13.33
F.sc 7 23.33 36.67
BS 17 56.67 93.33
MS 2 6.67 100
Total 30 100

Interpretation: the above graph show the qualification of the respondents, 13.33 percent is in
matric, 23.33 percent are in F.sc, 56.67 percent are in BS and the remaining 6.67 percent are in
MS. Most of the participants are under graduate.

Q.4 The sector in which respondent get education.

Frequent of Percentage of
Education sectors Respondent Respondent Cum.
Public sector 15 50 50
Private sector 12 40 90
Religious sector 3 10 100
Total 30 100

Interpretation: this graph show the education sector of respondents in which the respondents
were getting education. 50 percent of the respondents were getting their education in public
sector while 40 percent people were getting education in private sector and the remaining 10
percent were getting education in religious sector.

Q.5 has the respondent satisfied from that sector.

Frequent of Percentage of
Satisfied sectors Respondent Respondent Cum.
Yes 19 63.33 63.33
NO 11 36.67 100
Total 30 100

Interpretation: this graph shows the satisfaction level of the respondents. 63.33 percent people
were satisfied from their respected sector while 36.67 were not satisfied.

Q.6 is it possible to develop a single sector of education?

Developed a single Frequent of Percentage of
education sector Respondent Respondent Cum.
Yes 16 53.33 53.33
NO 14 46.67 100
Total 30 100
Interpretation: this graph shows the views of the respondents about to develop a single sector in
all over the state. 53.33 percent agreed that there is possibility to developed a single education
sector while 46.67 people has disagreed.

Q.7 who promote this system?

Frequent of Percentage of
Promote this system Respondent Respondent Cum.
Government 14 46.67 46.67
Business class 12 40 86.67
Charity organization 4 13.33 100
Total 30 100

Interpretation: the above graph shows that 46.67 percent government promote this system
while 40 percent promote by business class and 13.33 percent promote by charity organization.

Q.8 creation of this system has the cause of bad teaching method.

Bad teaching Frequent of Percentage of

method Respondent Respondent Cum.
YES 21 70 70
NO 9 30 100
Total 30 100
Interpretation: the above graph show that due to bad teaching method of our teachers has the
caused to create this system. 70 percent respondents were agreed and 30 percent people has
disagreed.

Q.9 creation of this system might be the cause of traditional and cultural method.

Cause of traditional Frequent of Percentage of

and cultural method. Respondent Respondent Cum.

YES 15 50 50

NO 15 50 100

Total 30 100

Interpretation: in this graph 50 percent has agreed that this is the cause of traditional and
cultural method of teaching while a 50 percent person has disagreed.

Q.10 is this system leads class base differences?

class base Frequent of Percentage of
differences Respondent Respondent Cum.
YES 20 66.67 66.67
NO 10 33.33 100
Total 30 100
Interpretation: this graph shows that due to this system of education there are class base
differences in the state. 66.67 percent respondents have agreed and 33.33 percent has disagreed.

Q.11 curse or bad educational policies create this system.

Curse educational Frequent of Percentage of

policies Respondent Respondent Cum.
YES 20 66.67 66.67
NO 10 33.33 100
Total 30 100

Interpretation: this graph shows that whether our curse or bad policies create this system or not
in which 66.67 percent has agreed while 33.33 has disagreed.

Q12. This education system is sponsored equally by government.

Frequent of Percentage of
Sponsored by govt Respondent Respondent Cum.
YES 14 46.67 46.67
NO 16 53.33 100
Total 30 100
Interpretation: this graph shows that this system is sponsored equally by government or not in
which 46.67 percent people have agreed while 53.33 has not agreed.

Q13. May government include the religious literature in the syllabus of education system?

Including of Frequent of Percentage of

religious literature Respondent Respondent Cum.
YES 21 70 70
NO 9 30 100
Total 30 100

Interpretation: this graph shows whether government include religious literature in current
education system or not. 70 percent has agreed with this decision and 30 percent has not agreed.

Q14. How much budget is enough for good education system?

Budget for good Frequent of Percentage of Cum.

education Respondent Respondent
20% 4 13.33 13.33
30% 12 40 53.33
 40% 8 26.67 80
more than 40% 6 20 100
Total 30 100

Interpretation: the above graph shows how much budget are enough for good education which
government can specify. 13.33 percent people say 20%, 40 percent people agreed on 30%. 26.67
percent respondents agreed with 40% and remaining 20 percent agreed with more than 40%.

Q15. Is diverse education system is able to develop the country?

can this system is
able to develop the Frequent of Percentage of
state Respondent Respondent Cum.
YES 15 50 50
NO 15 50 100
Total 30 100

Interpretation: this graph shows that could this system is able to develop the state. 50 percent
people have agreed with this while 50 respondents have disagreed.
 Chapter 5
Conclusion:

The reforms required in the education system of Pakistan cannot be done by the government

alone, public-private participation and a mix of formal as well as non-formal education can pull

out majority of country’s population from illiteracy. Similarly, to make the youth of the country

an asset, attention should also be paid to vocational and technical training. A good way to ensure

that the diversity of education helps to improve instead of harming the political structure is to

consider the concept of ‘social capital’. Social capital does not have a clear, undisputed meaning,

for substantive and ideological reasons. Many Academics have defined it keeping in mind

various circumstances. Three definitions seem relevant here. Social capital is about the value of

social networks, bonding similar people and bridging between diverse people, with norms of

reciprocity or 'a resource that actors derive from specific social structures and then use to pursue

their interests; it is created by changes in the relationship among actors.

Research findings and recommendations:

There is a need for implementation of national education policy and vision 2030 education goals.

An analysis of education policy suggests that at the policy level there are several admirable

ideas, but practically there are some shortcomings also.

It may not be possible for the government at the moment to implement uniform education system

in the country, but a uniform curriculum can be introduced in educational institutes of the

country. This will provide equal opportunity to the students of rural areas to compete with
students of urban areas in the job market.

Since majority of Pakistani population resides in rural areas and the access to education is a

major problem for them, it seems feasible that a balanced approach for formal and informal

education be adopted. Government as well as non-government sector should work together to

promote education in rural areas.

The government should take measures to get school buildings vacated which are occupied by

feudal lords of Sindh, Baluchistan and Punjab. Efforts should be made to ensure that proper

education is provided in those schools.

The federal government is paying attention to the vocational and technical training, but it is

important to make the already existing vocational and technical training centers more efficient so

that skilled youth could be produced.

Since education is a provincial subject, the provincial education secretariats need to be

strengthened. Special policy planning units should be established in provinces’ education

departments for implementation of educational policies and formulation of new policies

whenever needed.

References:
Hassan, Dr Hussain Hamid, introduction to the study of Islamic law, Islamabad: Shariah

Academy, 1977

Bhalla, V. (2005). International students in Indian universities. International Higher Education,

Ali Qadir, Between secularism/s: Islam and the institutionalization of modern higher education

in mid-nineteenth century British India, British Journal of Religious Education, 2013,

Garrett, R. (2004). The Global Education Index, 2004 report. Observatory on borderless higher
education. London: Association of Commonwealth Universities. 

Bahadur, Asif (LUMS) Essays-articles.blogspot.com/2011/10/diverse-education...

D Mitchell, I Desai - … Inclusive Education: evaluating old and new …, 2005

Appendix
Questionnaire

Q1. Age

10-15

16-20

21-25

Above 25

Q2.Gender

Male

Female
 Q3.Qualification

Matriculation

F.sc

BS

MS

Q4.In which sector are you getting education?

Public sector

Private sector

Religious sector

Q5.Are you satisfied from that sector?

Yes

No

Q6.Is it possible to develop a single sector of education?

Yes

No

Q7. Who promote the diverse education system in Pakistan?

Government

Business class

Charity Organization

Q8. Do you think form of bad teaching method we face this problem?

Yes

No
Q9.Do you behave traditional and cultural way of education may create this problems?

Yes

No

Q10.Do you think divert education system leads to class base difference?

Yes

No

Q11.Could curse educational policy promotes this diverse education system?

Yes

No

Q12.Do you think diverse education system is sponsored equally by government (the state)?

Yes

No

Q13. Could the government include the religious literature in the syllabus of education system?

Yes

No

Q14. What do you think how much budget is enough for good education system?

20%

30%

40%

More than 40%

Q15. Do you think diverse education system is able to develop the country?
Yes

No

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