1. What are the main challenges faced by the public education system in Pakistan?
The public education system in Pakistan faces several challenges that hinder its effectiveness and quality. These challenges include:
1. Inadequate Funding: Public schools in Pakistan often suffer from a lack of financial resources, leading to a shortage of essential facilities, resources, and trained staff members.
2. Poor Infrastructure: Many public schools in Pakistan lack basic infrastructure facilities such as classrooms, furniture, electricity, and clean water, which affects the learning environment and student outcomes.
3. Quality of Education: The quality of education in public schools is often subpar, with outdated curriculum, untrained teachers, and limited access to educational tools and technology.
4. Gender Disparities: Gender disparities in education persist in Pakistan, with fewer girls attending school compared to boys. Cultural norms, lack of facilities, and safety concerns contribute to this issue.
5. Teacher Quality: There is a shortage of qualified and trained teachers in public schools, leading to a lack of proper instruction and support for students.
6. Inequity: Disparities exist in access to education based on socio-economic status, geographic location, and gender, leading to an inequitable education system.
Addressing these challenges in the public education system in Pakistan requires a multi-faceted approach that involves increased funding, infrastructure development, teacher training, curriculum reform, and targeted efforts to promote gender equality and inclusivity.
2. How is the public education system in Pakistan funded?
The public education system in Pakistan is primarily funded through a combination of federal and provincial government allocations, as well as external sources such as international aid and grants. Here is a breakdown of the main sources of funding for public education in Pakistan:
1. Government Budget: The federal and provincial governments allocate a significant portion of their annual budgets towards funding the public education system. These funds are used to cover operating expenses, teacher salaries, infrastructure development, and other essential costs.
2. International Aid: Pakistan receives financial assistance from international organizations, donor countries, and non-governmental organizations to support its education sector. This aid is often targeted towards specific initiatives such as improving access to education for marginalized communities, enhancing teacher training programs, or upgrading school facilities.
3. Public-Private Partnerships: In recent years, there has been a growing trend towards public-private partnerships in education in Pakistan. Private sector organizations may provide funding or resources to public schools in exchange for participation in school management or influence over curriculum development.
4. Tuition Fees and Donations: While public education in Pakistan is supposed to be free and accessible to all, there are instances where schools may charge nominal tuition fees to cover certain expenses. Additionally, donations from individuals, businesses, or community organizations can also play a role in supplementing funding for public schools.
Overall, the funding landscape for the public education system in Pakistan is complex and varied, with multiple stakeholders contributing resources to ensure the delivery of quality education to all students.
3. What is the role of the government in overseeing and regulating the public education system in Pakistan?
The government plays a crucial role in overseeing and regulating the public education system in Pakistan in order to ensure quality education and universal access for all its citizens. Here are several key ways in which the government fulfills this role:
1. Establishing Policies: The government sets policies that define the goals and objectives of the public education system, including curriculum standards, teacher qualifications, and assessment practices.
2. Allocating Funding: The government is responsible for allocating budgetary resources to support public schools, ensuring adequate funding for facilities, supplies, teacher salaries, and educational programs.
3. Monitoring and Evaluation: The government monitors the performance of schools and educational outcomes through various assessment mechanisms and evaluation tools to identify areas for improvement and ensure accountability.
4. Teacher Training and Development: The government oversees the training and professional development of teachers to ensure they have the necessary skills and knowledge to deliver quality education to students.
5. Ensuring Access and Equity: The government aims to provide equal access to education for all citizens, including marginalized and underserved populations, by implementing policies that promote inclusivity and address disparities in educational opportunities.
Overall, the government plays a critical role in setting standards, providing resources, and monitoring the public education system in Pakistan to ensure that it meets the needs of its citizens and contributes to national development.
4. How does the public education system in Pakistan compare to private schools in terms of quality of education?
In Pakistan, the public education system faces various challenges such as inadequate funding, lack of basic facilities, overcrowded classrooms, and a shortage of qualified teachers. As a result, the quality of education in public schools is often criticized for being subpar compared to private schools. Private schools typically have better infrastructure, more resources, smaller class sizes, and a greater emphasis on extracurricular activities. This leads to a generally higher quality of education in private schools, reflected in better examination results and overall student performance.
Several factors contribute to the disparity in quality between public and private education in Pakistan:
1. Funding: Private schools are often able to charge higher fees, allowing them to invest more in facilities, teacher salaries, and educational resources. Public schools, on the other hand, rely heavily on government funding which is often insufficient to meet the needs of the education system.
2. Quality of Teachers: Private schools generally have a more rigorous selection process for hiring teachers and can offer better salaries, attracting more qualified and experienced educators. In contrast, public schools often face challenges in recruiting and retaining skilled teachers due to lower salaries and limited professional development opportunities.
3. Infrastructure and Resources: Private schools typically have better infrastructure, including libraries, laboratories, and technology resources. This enables them to provide a more engaging and interactive learning environment for students compared to many public schools that lack basic facilities.
4. Curriculum and Teaching Methods: Private schools often have more flexibility in designing their curriculum and implementing innovative teaching methods tailored to the needs of students. This can result in a more personalized and effective learning experience compared to the rigid curriculum and traditional teaching methods commonly found in public schools.
Overall, while there are exceptions, the general consensus is that private schools in Pakistan tend to offer a higher quality of education compared to public schools due to factors such as better funding, infrastructure, teacher quality, and teaching methods. This disparity in quality contributes to the existing educational inequality and poses a challenge for policymakers in Pakistan to bridge the gap and ensure equitable access to quality education for all students.
5. What measures are being taken to improve teacher training and quality of education in public schools in Pakistan?
In Pakistan, several measures have been initiated to enhance teacher training and improve the quality of education in public schools. These efforts include:
1. Professional Development Programs: Various professional development programs have been introduced to enhance the skills and knowledge of teachers. These programs focus on pedagogical techniques, subject knowledge, classroom management, and assessment practices.
2. Curriculum Reforms: The government has implemented curriculum reforms to ensure that teachers are equipped with up-to-date content knowledge and teaching methodologies. The introduction of new textbooks and teaching materials has also been part of this reform.
3. Performance Evaluation: Systems for evaluating teacher performance have been established to identify areas for improvement and provide targeted support. This ensures accountability and motivates teachers to continuously enhance their teaching practices.
4. Continuous Support and Mentorship: Mentorship programs have been implemented to provide ongoing support to teachers, especially new and less experienced ones. This support helps in addressing challenges, improving teaching practices, and fostering a collaborative learning environment.
5. Collaboration with International Partners: Collaborations with international organizations and institutions have been fostered to bring in best practices in teacher training and education quality. This exchange of knowledge and expertise helps in enriching the teaching profession and raising the standards of education in public schools.
Overall, these measures aim to elevate the quality of education in public schools in Pakistan by investing in the professional development of teachers and providing them with the necessary support and resources to deliver high-quality education to students.
6. How is the curriculum developed and updated in public schools in Pakistan?
1. In Pakistan, the curriculum for public schools is developed and updated by the Ministry of Federal Education and Professional Training in collaboration with provincial education departments. The development process typically involves a diverse group of education experts, curriculum specialists, teachers, and stakeholders who work together to design a comprehensive and standardized framework that outlines the subjects, content, and learning objectives for each grade level.
2. The curriculum is periodically updated to meet the evolving needs of learners, reflect advancements in educational research, address societal changes, and align with national educational goals. This revision process often involves conducting curriculum reviews, seeking feedback from educators and communities, and incorporating recommendations from subject matter experts.
3. Additionally, the curriculum development and updating process in Pakistan is guided by the national curriculum framework, which provides a roadmap for curriculum design, implementation, and assessment. This framework emphasizes the importance of promoting critical thinking skills, fostering creativity, and ensuring the relevance of education to the country’s socio-economic context.
4. Furthermore, efforts are made to ensure that the updated curriculum is inclusive, culturally responsive, and promotes values such as tolerance, diversity, and respect for others. This may involve integrating themes related to citizenship, sustainable development, and global awareness to create a well-rounded educational experience for students.
5. Overall, the development and updating of the curriculum in public schools in Pakistan are crucial for providing quality education that equips students with the knowledge, skills, and competencies needed to thrive in a rapidly changing world. By ensuring that the curriculum remains relevant, engaging, and aligned with educational best practices, education authorities in Pakistan strive to enhance the learning outcomes and opportunities for all learners in the public education system.
7. What initiatives are in place to increase enrollment and reduce dropout rates in public schools in Pakistan?
In Pakistan, several initiatives are in place to increase enrollment and reduce dropout rates in public schools:
1. Conditional cash transfer programs: These initiatives provide financial incentives to families to enroll and keep their children in school, aiming to alleviate the financial burden of education.
2. School infrastructure improvement projects: Efforts to enhance school facilities, such as building new classrooms, providing safe drinking water, and improving sanitation facilities, are essential in attracting students to attend school.
3. School feeding programs: Providing nutritious meals to students can increase enrollment rates by addressing the issue of hunger, especially in marginalized communities where children may be more likely to drop out due to food insecurity.
4. Community outreach and awareness campaigns: Engaging with local communities to emphasize the importance of education and the negative impact of dropout, as well as mobilizing support for keeping children in school, can be effective strategies.
5. Teacher training and support: Ensuring that teachers are well-equipped to provide quality education and support to students can help in retaining students and reducing dropout rates.
6. Special initiatives for girls’ education: Implementing targeted programs to address the specific barriers faced by girls in accessing education can help increase enrollment and retention rates among female students.
7. Monitoring and evaluation systems: Establishing robust monitoring mechanisms to track attendance, dropout rates, and other relevant data can help policymakers and school administrators make informed decisions and adjust strategies to effectively address the challenge of low enrollment and high dropout rates in public schools in Pakistan.
8. How are schools assessed and monitored in terms of performance and quality of education in Pakistan?
In Pakistan, schools are assessed and monitored in terms of performance and quality of education through a variety of mechanisms:
1. Examination Boards: The performance of schools is often evaluated through standardized tests administered by examination boards at different educational levels, such as the Secondary and Higher Secondary Education Boards. These tests assess students’ academic achievement and provide a measure of school effectiveness.
2. Inspections: Government educational authorities conduct regular inspections of schools to ensure compliance with academic standards, infrastructure requirements, and teacher qualifications. Inspections also evaluate the overall learning environment and student well-being within schools.
3. Quality Assurance Programs: Various quality assurance programs are implemented by the government and non-governmental organizations to monitor and improve the quality of education in schools. These programs focus on teacher training, curriculum development, and the implementation of best educational practices.
4. National Education Policy: The government of Pakistan periodically formulates national education policies that set goals for improving the quality of education across the country. These policies often include targets for student achievement, teacher training, and infrastructure development.
5. School Performance Indicators: Schools are assessed based on performance indicators such as student attendance, dropout rates, pass rates in standardized tests, and extracurricular achievements. These indicators provide a holistic view of a school’s performance and help identify areas for improvement.
Overall, the assessment and monitoring of schools in Pakistan are essential for ensuring the delivery of quality education and addressing challenges in the education system. Continuous evaluation and accountability mechanisms play a crucial role in driving improvements and ensuring that students receive a high-quality education.
9. What are the disparities in access to education between urban and rural areas in Pakistan?
In Pakistan, there are significant disparities in access to education between urban and rural areas. These disparities manifest in various ways:
1. Infrastructure: Urban areas typically have better developed educational infrastructure including schools with proper facilities, while many rural areas lack basic infrastructure such as proper school buildings, electricity, and clean water.
2. Quality of Education: Schools in urban areas generally have better qualified teachers and resources compared to rural schools. As a result, students in urban areas often receive a higher quality education than their rural counterparts.
3. Enrollment Rates: Enrollment rates are typically higher in urban areas compared to rural areas. This can be attributed to factors such as proximity to schools, awareness about the importance of education, and availability of educational opportunities.
4. Gender Disparities: Gender disparities in access to education are more pronounced in rural areas where cultural norms and practices often restrict girls’ access to schooling. This results in lower enrollment and completion rates for girls in rural areas.
5. Socio-Economic Factors: Poverty rates are generally higher in rural areas, leading to financial constraints that hinder access to education. Families in rural areas may struggle to afford school fees, uniforms, and other educational expenses.
Overall, addressing these disparities requires targeted interventions such as improving infrastructure in rural areas, increasing teacher training and recruitment, and raising awareness about the importance of education, particularly for girls. Efforts should also focus on addressing socio-economic barriers to ensure that all children in Pakistan have equal access to quality education regardless of their location.
10. How does the public education system in Pakistan address issues of gender equality and inclusion?
In Pakistan, the public education system faces significant challenges in addressing issues of gender equality and inclusion. Here’s how the system attempts to tackle these issues:
1. Government Policies: The Pakistani government has introduced various policies and initiatives to promote gender equality in education. For example, the National Education Policy focuses on increasing access to education for girls and marginalized groups.
2. Awareness and Advocacy: Non-governmental organizations and civil society groups work to raise awareness about the importance of gender equality in education. They advocate for policy changes and strive to change societal attitudes towards girls’ education.
3. Girls’ Education Initiatives: Various programs have been implemented to specifically target girls’ education, such as providing scholarships, building girls-only schools, and offering incentives to families to send their daughters to school.
4. Teacher Training: Efforts are made to train teachers on gender-sensitive teaching methods and create safe and inclusive learning environments for all students, irrespective of gender.
5. Curriculum Reforms: The curriculum is being revised to promote gender equality, challenge stereotypes, and reflect the diverse experiences of both girls and boys.
Despite these efforts, challenges persist, such as cultural norms, poverty, and lack of infrastructure. More needs to be done to ensure that all children, regardless of gender or background, have equal access to quality education in Pakistan.
11. What role do non-governmental organizations and aid agencies play in supporting the public education system in Pakistan?
Non-governmental organizations (NGOs) and aid agencies play a crucial role in supporting the public education system in Pakistan in several ways:
1. Funding: NGOs and aid agencies often provide financial support to public schools to help improve infrastructure, provide educational materials, and enhance the overall quality of education.
2. Capacity Building: These organizations conduct training programs for teachers and school administrators to enhance their teaching skills and improve the overall quality of education delivery in public schools.
3. Advocacy and Policy Influence: NGOs and aid agencies advocate for policy changes and reforms in the education sector to ensure that the needs of the most vulnerable and marginalized children are addressed in the public education system.
4. Community Engagement: These organizations work closely with local communities to promote awareness about the importance of education and encourage parents to send their children, especially girls, to school.
5. Monitoring and Evaluation: NGOs and aid agencies often play a vital role in monitoring the effectiveness of education programs and projects in Pakistan to ensure that they are making a positive impact on students’ learning outcomes.
Overall, the support provided by NGOs and aid agencies is instrumental in addressing the challenges faced by the public education system in Pakistan and ensuring that all children have access to quality education.
12. How are special education needs and inclusive education addressed in public schools in Pakistan?
In Pakistan, special education needs and inclusive education are addressed in public schools through various initiatives and policies aimed at providing support and resources to students with diverse learning needs. Some ways in which special education needs and inclusive education are addressed include:
1. Legal Framework: Pakistan has laws such as the Disabled Persons (Employment and Rehabilitation) Ordinance and the National Policy for Persons with Disabilities, which provide a legal framework for the provision of special education services and inclusive education in public schools.
2. Special Education Centers: Public schools in Pakistan often have special education centers or units that cater to students with disabilities or special needs. These centers provide individualized support, therapies, and accommodations to help these students succeed academically and socially.
3. Inclusive Classrooms: There is a push towards creating more inclusive classrooms in public schools, where students with special education needs are integrated with their typically developing peers. This allows for greater social interaction and peer learning opportunities.
4. Teacher Training: Efforts are underway to provide teachers in public schools with training and professional development on how to support students with special education needs. This includes strategies for differentiated instruction, behavior management, and creating inclusive learning environments.
5. Support Services: Public schools may also provide support services such as speech therapy, occupational therapy, and counseling to students with special needs to address their individual learning requirements.
Overall, while there are efforts being made to address special education needs and promote inclusive education in public schools in Pakistan, there are still challenges such as lack of resources, inadequate training for teachers, and societal stigma towards disabilities that need to be overcome to ensure all students have equal access to quality education.
13. What is the role of technology in improving teaching and learning outcomes in public schools in Pakistan?
Technology plays a crucial role in improving teaching and learning outcomes in public schools in Pakistan in several ways.
1. Increased Access to Information: Technology provides students and teachers with access to a vast amount of information and resources that may not be readily available in traditional classrooms. This helps in enhancing the overall knowledge base of both students and teachers.
2. Engaging Learning Experiences: Technology can make learning more interactive and engaging through the use of educational apps, online games, simulations, and multimedia content. These tools can help in catering to different learning styles and keeping students more focused and interested in their studies.
3. Personalized Learning: Technology allows for personalized learning experiences by adapting to individual student needs and pacing. This can help in addressing the diverse learning abilities of students in public schools in Pakistan and ensuring that each student receives the support they need to succeed.
4. Skill Development: Technology can help in developing critical 21st-century skills such as digital literacy, problem-solving, collaboration, and creativity among students. These skills are essential for students to thrive in today’s fast-paced and tech-driven world.
5. Teacher Professional Development: Technology can also support teacher professional development by providing access to online training courses, resources, and tools that can help teachers enhance their teaching practices and stay updated with the latest educational trends.
Overall, the integration of technology in public schools in Pakistan can lead to improved teaching and learning outcomes by creating more engaging, personalized, and effective learning environments for both students and teachers.
14. How are extracurricular activities and sports promoted in public schools in Pakistan?
Extracurricular activities and sports are promoted in public schools in Pakistan through various means:
1. Inclusion in the Curriculum: Many public schools in Pakistan have incorporated extracurricular activities and sports into the curriculum to emphasize their importance and encourage student participation.
2. Sports Competitions: Public schools often organize inter-school sports competitions to foster healthy competition, teamwork, and sportsmanship among students. These events help promote physical fitness and overall well-being.
3. After-School Programs: Public schools offer after-school programs dedicated to extracurricular activities and sports to provide students with opportunities to explore different interests outside of academics.
4. Sports Days and Events: Public schools frequently organize sports days and events where students showcase their skills in various sports and activities. This not only promotes physical activity but also boosts students’ confidence and self-esteem.
5. Partnerships with Sports Organizations: Some public schools in Pakistan collaborate with local sports organizations and clubs to provide students with access to specialized training and coaching in specific sports.
Overall, the promotion of extracurricular activities and sports in public schools in Pakistan plays a crucial role in the holistic development of students, helping them build essential life skills and fostering a well-rounded educational experience.
15. What is the impact of poverty and socio-economic factors on access to education in Pakistan?
Poverty and socio-economic factors in Pakistan have a significant impact on access to education. Here are some key points to consider:
1. Limited Resources: Families living in poverty often struggle to afford the costs associated with education, such as school fees, uniforms, and supplies. This financial barrier can prevent children from accessing quality education.
2. Infrastructure Challenges: Schools in low-income areas may lack basic facilities and resources, making it difficult for students to learn in a conducive environment. Poor infrastructure can also contribute to high dropout rates among students from marginalized communities.
3. Quality of Education: Schools in impoverished areas may have limited resources and poorly trained teachers, leading to lower quality education. This can create disparities in learning outcomes between students from different socio-economic backgrounds.
4. Social Norms and Cultural Factors: In some regions of Pakistan, societal norms and cultural beliefs may prioritize boys’ education over girls’. This can further marginalize female students from poor backgrounds, restricting their access to education.
5. Child Labor: Poverty often forces children to work to support their families, depriving them of the opportunity to attend school. Child labor perpetuates the cycle of poverty and hinders the socio-economic mobility of disadvantaged communities.
6. Government Policies: The lack of investment in education by the government exacerbates the impact of poverty on access to education in Pakistan. Limited funding for public schools in low-income areas restricts opportunities for quality education for all children.
In conclusion, poverty and socio-economic factors in Pakistan play a significant role in hindering access to education for marginalized communities. Addressing these challenges requires a multi-faceted approach that includes improving infrastructure, increasing investment in education, and tackling social norms that perpetuate disparities in educational opportunities.
16. What measures are being taken to improve infrastructure and facilities in public schools in Pakistan?
In Pakistan, several measures are being taken to improve infrastructure and facilities in public schools:
1. Development projects: The government has initiated various development projects to upgrade existing school infrastructure and build new facilities in underserved areas.
2. Public-private partnerships: Collaborations with private sector entities are being encouraged to enhance infrastructure in public schools, such as through the construction of new buildings and provision of modern facilities.
3. Renovation efforts: Efforts are underway to renovate and rehabilitate dilapidated school buildings to create a safer and more conducive learning environment for students.
4. Technology integration: Schools are gradually incorporating technology into classrooms, providing equipment like computers, projectors, and internet access to enhance the learning experience.
5. Training and capacity building: Programs are being implemented to train teachers and staff on maintaining infrastructure and utilizing facilities effectively.
These measures aim to address the challenges faced by public schools in Pakistan and improve the overall quality of education by providing a better physical environment for students and teachers.
17. How is vocational and technical education integrated into the public education system in Pakistan?
In Pakistan, vocational and technical education is integrated into the public education system through several initiatives:
1. Curriculum integration: Vocational and technical courses are offered in secondary schools alongside academic subjects, providing students with practical skills and knowledge relevant to various industries.
2. Vocational training centers: The government has established vocational training centers across the country to provide specialized training in fields such as carpentry, plumbing, electrician, and automotive repair.
3. Technical education boards: There are technical education boards at the provincial level responsible for setting standards and conducting examinations for vocational and technical qualifications.
4. Apprenticeship programs: Public-private partnerships offer apprenticeship programs where students can gain practical experience and on-the-job training in collaboration with industry partners.
5. Vocational guidance and counseling: Schools often provide vocational guidance and counseling to help students explore different career paths and make informed decisions about their future.
Overall, the integration of vocational and technical education in the public education system in Pakistan aims to equip students with the skills and knowledge needed to pursue careers in various technical fields and contribute to the country’s workforce and economic development.
18. What are the main challenges faced by teachers in public schools in Pakistan?
Teachers in public schools in Pakistan face a myriad of challenges that hinder their ability to provide quality education to their students. Some of the main challenges include:
1. Lack of resources: Many public schools in Pakistan suffer from a lack of basic resources such as textbooks, classroom materials, and technology, making it difficult for teachers to effectively teach their students.
2. Overcrowded classrooms: Public schools in Pakistan often have overcrowded classrooms with a high student-to-teacher ratio, making it challenging for teachers to give individualized attention to each student.
3. Low salaries and poor working conditions: Teachers in public schools in Pakistan are often paid low salaries and may have to work in poor working conditions, which can lead to low morale and a lack of motivation.
4. Lack of professional development opportunities: Many teachers in public schools in Pakistan do not have access to regular training and professional development opportunities to enhance their teaching skills.
5. Cultural and social challenges: Teachers in public schools in Pakistan may also face cultural and social challenges such as gender discrimination, child labor, and violence, which can impact their ability to create a safe and supportive learning environment.
Addressing these challenges is crucial in order to improve the quality of education in public schools in Pakistan and ensure that all students have access to a quality education.
19. How is the medium of instruction determined and implemented in public schools in Pakistan?
In Pakistan, the medium of instruction in public schools is primarily determined by the national education policy, which has traditionally favored Urdu as the medium of instruction. However, the provincial governments also have the authority to determine the medium of instruction based on the linguistic and demographic composition of their respective regions. In provinces such as Sindh, Punjab, and Khyber Pakhtunkhwa, regional languages such as Sindhi, Punjabi, and Pashto are also used as mediums of instruction in public schools.
Implementation of the medium of instruction is carried out by the respective education departments at the provincial level. This involves developing curriculum materials, textbooks, and teacher training programs in the designated medium of instruction. Additionally, schools are required to adhere to the prescribed language policy to ensure consistency across the public education system.
Challenges may arise in the implementation of the medium of instruction due to resource constraints, varying levels of proficiency in different languages among students and teachers, and the need for educational materials to be available in multiple languages. Efforts are being made to address these challenges through policy reforms, curriculum development, and teacher training initiatives to ensure effective implementation of the medium of instruction in public schools across Pakistan.
20. What are the government’s long-term goals and strategies for reforming the public education system in Pakistan?
The government of Pakistan has outlined several long-term goals and strategies for reforming the public education system in the country. Some of these key objectives and strategies include:
1. Increasing access to education for all children, especially girls and children from marginalized communities, by expanding the network of schools and improving infrastructure.
2. Enhancing the quality of education by revising and updating the curriculum to make it more relevant to the needs of the 21st century, improving teacher training programs, and introducing modern teaching methods and technologies.
3. Strengthening governance and accountability in the education sector by implementing better monitoring and evaluation mechanisms, ensuring transparency in resource allocation, and promoting community participation in school management.
4. Addressing the issue of low literacy rates in the country by launching literacy campaigns and adult education programs to ensure that all citizens have the opportunity to acquire basic literacy and numeracy skills.
5. Promoting vocational and technical education to equip students with the skills needed to participate in the workforce and contribute to the country’s economic development.
Overall, the government’s long-term goals and strategies for reforming the public education system in Pakistan aim to create a more inclusive, equitable, and quality education system that prepares students for the challenges of the future and enables them to reach their full potential.