Drawbacks In The Educational System Of Pakistan.

There is no proper planning. Planning needs correct facts and figures which are not available. Innovations are neither research based nor are introduced after proper preparation. They are introduced with a stroke of pen, and are cancelled in equal haste.

Education policies are framed, but policies are framed, but are fully implemented Over 1000 recommendations were made but only 25% were implemented. In Pakistan teachers are a neglected community. No incentive is provided by the governments or the society to the teachers and they are a community which is famous for its intellectual and economical backwardness.

The lack of funds is the most important drawback. The government does not have enough money to build more primary schools so that they may accommodate all the children in the school going age. The result is that the primary and the secondary schools are being crowded with children.

School buildings are in a bad shape. Buildings are neglected and dilapidated. They are thousands of schools without proper classrooms. There is no proper furniture or facilities of drinking water, toilets and playing grounds

Low standard of public sector education

As the majority of Pakistan economy is poor and 70% of the literate people want to get education from the public sector due to unaffordability of expensis The main purpose of this post is to share with you people is that why of education system of the public sector is bad if we visit any govt primary or secondary school then we will see that teachers are sleeping ,or sitting idel,or abousing the students.What is this?Are you people are agree?Teachers are geting paying but not doing their part of duty....No one can take action aganist them.......

unequal distribution of education r u agree

The Miseducation of Pakistan

At independence, Pakistan had a poorly educated population and few schools or universities. Although the education system has expanded greatly since then, Adult literacy is low, but improving. The rate of improvement is highlighted by the 50 percent literacy achieved among those aged fifteen to nineteen in 1990. However, by 1992 the population over twenty-five had a mean of only 1.9 years of schooling. This fact explains the minimal criteria for being considered literate:
Relatively limited resources have been given to education, although there has been improvement in recent times. In 1960 public expenditure on education was only 1.1 percent of the gross national product.Although the government enlisted the assistance of various international donors in the education efforts outlined the results did not measure up to expectations.
Structure of the System
Education is organized into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, culminating in matriculation); intermediate (grades eleven and twelve, leading to an F.A. diploma in arts or F.S. science; and university programs leading to undergraduate and advanced degrees. Preparatory classes (kachi, or nursery) were formally incorporated into the system in 1988 with the Seventh Five-Year Plan.
Academic and technical education institutions are the responsibility of the federal Ministry of Education, which coordinates instruction through the intermediate level. Above that level, a designated university in each province is responsible for coordination of instruction and examinations. In certain cases, a different ministry may oversee specialized programs. Universities enjoy limited autonomy; their finances are overseen by a University Grants Commission, as in Britain.