Agha Farooq MA Article
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Revised - For Magazine
EDUCATION SYSTEM OF SINDH RURAL AREAS
Agha Ghulam Farooq
The government of
Islamic Republic of Pakistan has created outstanding progress as so much as
policy development and language international commitments cares. However, the
results of those efforts stay to be seen. It’s imperative to recognize the
sensible challenges in bridging the rural-urban instructional gap. So as to
realize the fascinating results. In rural areas, the essential infrastructure
is just about missing. Basic facilities in existing colleges square measure
drastically scarce, literacy rate in Sindh
with 56 percent, as
compared to 14 percent for
females Education is basic need for everyone, some lines for education are: A
father gives his child nothing better than a good education. By Hazrat Mohammad Peace be upon him: 2. Education is the most powerful weapon that we can use to
change the world. By Nelson Mandela. Government should take strong actions
about Sindh rural areas education.
Pakistan's education system focuses strongly on primary
education.
Despite this concentration, however, there are still many
children between 5 to 9 years of age that are
not attending school and it would appear that the primary system
needs to expand if universal
primary enrolment is to be achieved. Other countries reviewed
have significantly larger
proportions of children of primary age in their primary
education programmes. At the same time,
the system's ability to accommodate students who wish to
continue their education beyond the
primary level is relatively low, which has both economic and
social implications for Pakistan's
future. Balancing growth at the primary level with growth at the
higher levels of education should
be a priority.
Information on the flow of students from grade to grade and from
one level of education to the next
(transition rate) is required to accurately reflect the
relationship between each of the levels of
education. In the absence of these measures, the average number
of student places for each grade
was used a measure of the capacity of the education system at each
level. As primary education has a
current capacity of just over 17.8 million students, it can
accommodate an average of 3.6 million for
each grade/year (17.8 million student places divided by the 5
grades of primary school) under
existing conditions (number of teachers, current class sizes,
school facilities, etc.). Of course,
enrolment is not always divided in this way, as the lower grades
may have more students and the
higher, less students. However, it does indicate the overall
capacity to accommodate primary
students. By comparison, pre-primary education can accommodate
an average of over 3.8 million,
middle elementary 1.9
million, secondary 1.3 million and higher secondary 451,000 students.
The number of places for students in primary level education is
slightly lower than the average
places in pre-primary. It would appear likely that there will be
sufficient primary places to
accommodate students entering from pre-primary programmes.
However, if there are also large
numbers of children wishing to enter primary grade 1 who have
not been in a pre-primary
programme, there will be a shortage of primary places. An even
larger disparity occurs at the higher
levels of education: for example, the number of middle
Similarly, it is possible to compare average student places at
the upper secondary level with those at
the lower secondary level. Comparison shows that the average
number of upper secondary places
is very low (28%) compared to lower secondary. As a result, a
smaller percentage of students in
Pakistan than in other countries are able to continue their
education at the upper secondary level: see
Chart 4.
elementary places will only support about
half of the average number of those in primary schools.
Similarly, secondary places are only
available for 65% of middle elementary students and higher
secondary places for 40% of secondary
students:
The question arises of how close is Pakistan to achieving
universal primary education?
The Net Enrolment Ratio (NER) provides the answer. The NER is a
ratio of the number of students at
a level of education who are of the official age for that level
to the comparably aged population. A
value of 100% means that universal primary education has been
achieved. Pakistan's NER at the
primary level is 62%. In other words, 62% of children five to
nine years of age were attending
primary education in 2005/06.
The NER for primary education ranged from almost 80% in the
Islamabad Capital Territory (ICT) to
under 50% in Balochistan. An NER was not available for Azad
Jammu and Kashmir (AJK) or for
Federally Administered Northern Areas (FANA). 35% of children 10
to 12 years of age were
studying at the middle elementary level of education; 23% of
children 13 and 14 were studying at the
secondary level; and fewer than 10% of teenagers 15 and 16 years
of age were studying at the higher
secondary level,
The Gross Enrolment Ratio (GER) is another measure of
participation in education. It measures the
percentage of students regardless of age that are studying at
each level of education compared to the
school-age population for that level. The GER for primary
enrolment in Pakistan is almost 80% of
the school age population (5-9 years of age). Comparable GERs
for mid-elementary, secondary and
higher secondary are 45, 30 and 12 respectively when enrolment
is compared to the appropriate
population. Gross
enrolment rates are higher in urban centers than in rural areas:
The degree to which education systems rely on private education
institutions (i.e., those controlled
and managed by non-governmental organizations, such as a
religious body, trade union or business
enterprise) varies considerably from country to country. This
ranges from systems where all
education institutions are public (institutions controlled and
managed by a public education
authority or a government agency), to others where a combination
of public and private institutions
share the responsibility of teaching children. Where private
providers play an important role in the
education system, they may or may not receive public funding;
and they may or may not be required
to meet certain standards such as the provision of a set
curriculum or the professional and academic
training requirements for their teaching staff. Pakistan is an
example of a country that has both
public and private sector educational institutions, which has a
larger proportion of its youth
attending private institutions than in many other countries. As
a result, it is important for Pakistan
to obtain comprehensive data from both of these types of schools
on a regular basis, to ensure that
policy development is based on knowledge of the entire education
system - not just for the public
sector alone.
Private education institutions enroll 31% of students who are
studying in basic education (preprimary
through higher secondary). In urban centers, private schools
account for more students
(51%) than the public sector (49%). However, the situation is
reversed in rural areas, where over 80%
of students are
attending public schools,
1.
New institutes should open in rural areas.
2.
Upgrade those existed schools.
3.
Student should facilitated
4.
Government should make check and balance in schools.
This is one one para and 175 words, while 600 words are required
Education is in pathetic condition, ghost teachers, low standard in public sector schools.
U have not narrowed down the topic. Check some reports on net and give their reference.
Build a theme. Write outline
Referred back, file again till next Sunday
EDUCATION SYSTEM OF SINDH RURAL AREAS
Agha Farooq-MA prev 2k19/MC/Roll#3/Artic
The government of Islamic Republic of Pakistan has created
outstanding progress as so much as policy development and language
international commitments cares. However, the results of those efforts stay to
be seen. It’s imperative to recognize the sensible challenges in bridging the
rural-urban instructional gap. So as to realize the fascinating results,. In
rural areas, the essential infrastructure is just about missing. Basic
facilities in existing colleges square measure drastically scarce; but, these
may are earned by partaking effectively with the communities and alternative
stakeholders.the demand for education and pave the means for a property
positive angle for education. i'm not convinced that resources square measure
scarce. i feel the resources square measure up to get the optimum levels of
improvement. I think about rural communities as a chic resource to be
capitalised. They will be proactively engaged during a form of inventive and
significant ways in which to evoke a paradigm shift within the education
system.
Literacy rate in Sindh with 56 percent, as
compared to 14 percent for females
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