Formal education in Pakistan includes 5 levels - primary, middle, secondary, intermediate, and university level. It has a planned curriculum and is offered through structured schools and colleges. However, the document provides a critical analysis of some issues with formal education in Pakistan, including that the methodology focuses on exposition rather than desired behavioral objectives, assessments are used more for administration than improving the system, and it is often disconnected from students' needs and community needs.

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2. FORMAL EDUCATION
(COMPARATIVE EDUCATION)

3. Submitted to:
Ma’am Nighat
Submitted by:
Sehrish Riaz
(Roll No. 34)

4. CONTENT
1. Education
2. Formal Education
2.1. Definition
2.2. Meaning
2.3. Characteristics
2.4. Types of Formal Education
2.4.1. General Education
2.4.2. Specific Education
2.5. Levels of Formal Education
2.5.1. Primary Level
2.5.2. Middle Level
2.5.3. Secondary Level
2.5.4. Intermediate Level
2.5.5. University Level
2.6. Critical Analysis of Formal Education in Pakistan

5. 1. EDUCATION
• According to Albert Einstein:
“Education is not the learning of facts, but the
training of mind to think.”
• According to F. J. Brown:
“Education is a process that begins at birth and continues
throughout the life. Education is life and all of life is Education.”
• According to B. F. Skinner:
“Education means growth and growth means
many sided development.”

6. 2. FORMAL EDUCATION
2.1. Definition:
• “Formal Education is a planned program of learning offered in a sequential
organization such as primary, secondary and university education. The
planned education being offered by schools and colleges is called formal
education.”
• “Formal Education refers to the hierarchically structured and chronically
graded learning organized and provided by the formal school systems and
for which certification is required in order for the learner to progress through
the grades or move to higher levels.”

7. 2.2. MEANING:
• Formal Education is the education that occurs within an organized and
structured context. It is usually located in institutions dedicated to education
or training, structured via learning objectives or learning strategies, facilitated
by a teacher or trainer, intentional on the part of the learner and leads to
certification.

8. 2.3. CHARATERISTICS:
• Formal Education has planned curriculum with specified period and for the
specific age group.
• It is highly institutionalized, graded and vertically linked in schooling structure.
• The central or school authorities determine the contents of formal education.
• It is compulsory for the students to assimilate the prescribe contents and their
performance is systematically evaluated. These contents represent an
organized learning experience having set aim of education.
• Teaching and learning in schools is systematic and coherent.
• Teachers conduct teaching on the basis of educational levels and school
timetable.
• Examinations determine achievements of students.

9. 2.4. TYPES OF FORMAL EDUCATION:
• There are two types of Formal Education:
i. General Education
ii. Specific Education

10. 2.4.1. GENERAL EDUCATION:
• Education that caters the common needs of every individual is called
general education.
• In Pakistan, Elementary education (Grades: I-VIII) is general education to
meet the needs of all.
• It offers knowledge and skills that is useful for every individual such as
language for communication, basics of Science, Social Studies, Islamiat,
Mathematics And English.

11. 2.4.2. SPECIFIC EDUCATION:
• Education that is undertaken for a purpose is called specific education.
• Different people perform different functions. The specific education prepares
them for these special functions such as Doctor, Engineer, Teacher,
Accountant, etc.

12. 2.5. LEVELS OF FORMAL EDUCATION:
• The Education system of Pakistan falls into five levels:
i. Primary level
ii. Middle level
iii. Secondary level
iv. Intermediate level
v. University level

13. 2.5.1. PRIMARY LEVEL:
• Primary education comprises of Grades I-V.
• The language of instruction is either Urdu or the regional language.
• The curriculum includes reading, writing, arithmetic, General Science, Social
Studies, Islamic Education and Physical Education.

14. 2.5.2. MIDDLE LEVEL:
• Middle level education comprises of Grades VI-VIII.
• The curriculum includes Home-Economics, Computer, Electricity, Agriculture,
and the compulsory subjects of Urdu, English, Mathematics, Sciences, Social
Studies, and Islamic Studies.
• Non-Muslims are exempt from Islamiat-Islamic Studies. Instead they are
taught Moral Education and Ethics.

15. 2.5.3. SECONDARY LEVEL:
• Secondary Education comprises of Grades IX-X.
• Students can specialize in Sciences, Humanities, or Technical streams.
• Compulsory subjects for all are English, Urdu, Islamiat, Pakistan Studies And
Mathematics.

16. 2.5.4. INTERMEDIATE LEVEL:
• Intermediate consists of two classes XI-XII.
• It is considered as the part of College Education.
• In this level, students get general and technical education.
• Students can specialize in Science, Humanities, or Technical streams.

17. 2.5.5. UNIVERSITY LEVEL:
• To obtain a Degree, four years of Higher Education is required (Grades XIII-
XVI).
• Students who pass first Degree stage are awarded a Bachelor’s Degree.
• After Bachelor’s Degree, two years course is required for Master’s Degree.
• A Doctoral Degree requires normally 3 years to study after the completion of
a Master’s Degree course.

18. 2.6. CRITICAL ANALYSIS OF FORMAL
EDUCATION IN PAKISTAN:
• The methodology is basically expositive, scarcely relating to the desired behavioral
objectives-as a matter of fact, it is but seldom that such targets are operationally established.
• Assessments are made on general basis, for administrative purposes and are infrequently used
to improve the education process. Their character is, for the most part, punitive, obeying a
mono-directional methodology that fails to stimulate students and to provide for their active
participation in the process, though in most cases, failures are ascribed to them.
• The setting up of a formal education system does not consider the students’ standards, values
and attitudes that are relevant to the education system which, generally, is not tested or
assessed at the level of student acceptance, as well as for efficacy and efficiency.
• The objectives aimed at the personal growth of students are negligence and, the basic
principles of learning fail to be considered in the planning and the performance of education
systems.
• Formal education cannot disguise its aloofness from the real needs of the students and of the
community.