The existing education delivery system is not meeting the needs and aspirations of the society. It is a challenge to empower the community at the grassroots level to plan, manage, implement, monitor and evaluate the education system along with resource mobilization and its utilization, to improve the service delivery at that level.
Education is the systematic process of instruction for the development of character or mental powers. The primary stage of education is of prime importance for the edifice of career. Soundness and tidiness of this stage enable a child to raise a standard of his personality. Unfortunately, the importance of this stage in our country is largely ignored. The drawbacks are multifarious in nature and require considerations on the part of the responsible. Government just follows the same principle of making policies in closed rooms and draft curriculum which was followed in the colonial era. Even now a days in our country, both the public sector and private sector have the capacity to publish books yet not according to the psychological level of the subject. They have borrowed ideas from elsewhere in the world and feel proud to present it in seminars and workshops.
Another obstacle of our primary education system is that of different school systems for varied classes of the society....again following the agenda of the colonial rulers, empowering a particular section of the society, typically known as the feudal lords, to run the affairs of the state and to be easily affected by the name of modernism, enlighten moderation etc. Teachers and school authorities of private sector are also highly responsible for the poor status of primary education system in our country. They have interests in building of the students but to earn more and more money even they are also not highly qualified.
Pakistani education system needs improvement / reform. It is non reliable in many regards. Students do not sit in class to understand what they have learned but want to qualify for the next class with passing grades. They are not interested in getting something after a year in a classroom, but are eager to gain admission into the higher standard. It is our classroom situation and examination approach that spoil studentsââ‚¬â„¢ inner charm. It does not provide us a human being with innovative ideas but, but the studious.
Examinations direct the entire education system, but extensive cheating, negligence and mismanagement have made the results unreliable regarding student performance and learning. As a solution, many voices call for enforcement of discipline and punishment of copy culture mafias that may be the solution, but marginal. Therefore, instead of trying these quick fixes, it will be necessary to address the root problem.
In a modern educational system, well-designed tests are essential element of the learning process as to strengthen the analytical and problem-solving capabilities of a student. They put a student to test the level of knowledge which has been properly internalized and act as benchmarks of progress. Pakistan public school examination system serves this purpose poorly resulting that poorly designed test papers discourage many good students.
To overcome the situation, following recommendations are submitted:
Practical exhibition of political will of Government / state by increasing 01% of GDP for education every year for 5-7 years continuously till it reaches 10% with absolute no cut on its budget during the fiscal year at any cost.
De-politicization of administrative set-up of education department in respect of transfer and posting affairs.
Administrative setup revamping by introducing result oriented structure of teacher, principal and supervisor placement and promotion system.
Transparency in teachers' recruitment by absolute non-politicization of education system followed by standardization of teachers training across the board.
The present curricula & textbooks be prepared in accordance with present global needs by making classroom interactive and learning place rather than a space for tedious rote-learning. Teachers be prepared to augment critical thinking, problem solving ability and decision making capability through student participation in the formulation and testing of hypotheses by using standardized methods of inquiry and evidence.
Books be not provided free but all students / parents be allowed to borrow free books from school administration for one academic session from grade IV onwards. The same books be given to the students of next session to save the printing cost to be utilized on improvement of physical infrastructure of schools along with teachers' training and monitoring systems. However, if the books are torn out / damaged by the students, a nominal fine may be imposed on students / parents as to inculcate sense of responsibility among them.
Segregation of different school systems also needs to be minimized maintaining at least the uniform curricula and assessment system / pattern by identifying and implementing uniform strategies, across the board, making subject matter meaningful for students, exposing them towards a variety of learning styles, encouraging students to connect their learning to practical life. to create learning experiences that are the subject of meaning for students, address a variety of learning styles, encouraging students to their interests and inquiries and help students connect their learning to personal goals .
Over hauling of assessment / examination system / pattern at multiple horizons:
By introducing variety of assessment patterns for evaluation of studentsââ‚¬â„¢ learning and their ability of further growth and development.
By changing school based present examination system / pattern in all schools from grade IV to XII. Students should not be merely checked against their rote-learning but they should be assessed individually for their reading capabilities, listening & writing skills, concept clarity of what they have been taught and for the comprehension of knowledge which has been imparted during the academic session. By separating these skills it is expected that the vision of the student would be broadened as they will feel free to read, write, memorize and comprehend the information imparted.
By introducing uniform (across the province level at least) & quantitatively verifiable qualitative indicators for assessment system at primary (grade V), lower secondary (grade VIII), secondary (grade X) and higher secondary stages (grade XII) by assessing students in the domains of academic excellence along with analytical & decision making skills incorporated with indigenous moral value system.
Being school head as principal / administrator, on individual basis, following adjustments may be undertaken without challenging the present examination and assessment system at primary and lower secondary school level:
Without mutating present curricula & textbooks the classroom be made interactive and learning place rather than a space for tedious rote-learning. This could be achieved by evaluating students' performance through a variety of assessment techniques for formal and informal education.
Students from grade IV to VIII should be assessed individually for their reading capabilities, listening & writing skills, concept clarity of what they have been taught and for the comprehension of knowledge which has been imparted during the academic session. By separating these skills it is expected that the vision of the student would be broadened as they will feel free to read, write, memorize and comprehend the information imparted.