The document discusses the structure and functions of education and schools in Pakistan. It describes the five levels of Pakistan's education system from primary to university level. It then provides details about the organization, curriculum and examinations at each education level. The document also discusses the impact of education on communities, including promoting sustainable development, reducing poverty and gender gaps, and improving health. Finally, it notes issues with Pakistan's primary education system like many children being out of school and lacking quality education.

1. School, Community and Teacher

2. I) Structures and Functions of Education
and Schools in Pakistan
II) Impact of Education/Schools on
Community

3. I) Structures and Functions of Education and
Schools in Pakistan


4. Structure and Functions of schools and
community in Pakistan
 Organization of the Education System and of its Structure
Pakistan’s education system is divided into five levels:
1. Primary (grades one through five)
2. Middle (grades six through eight)
3. High (grades nine and ten, leading to the Secondary School
Certificate)
4. Intermediate (grades eleven and twelve, leading to a Higher
Secondary School Certificate)
5. University programs (Tertiary Education) leading to graduate and
advanced degrees.

5. CONTI-
Primary Schooling:
 This stage consists of five classes I-V and enrols children of age 5-9
years. Since independence, the policy makers pronounced to make
primary education free and compulsory.
Middle Schooling:
 The middle schooling is of three years duration and comprised of
class VI, VII and VIII. The age group is 10-12 years.

6. CONTI-
High Schooling
 The Board of Intermediate and Secondary Education conducts the
examination. A certificate of secondary school is awarded to the
successful candidates.
Note: Vocational Education is normally offered in high schooling.
There are varieties of trades offered to the students and after
completion of the course they get jobs as carpenters, masons,
mechanics, welders, electrician, refrigeration, beauticians, tailoring,
and similar other trades.

7. CONTI-
Higher Secondary Education
 The higher secondary stage is also called the “intermediate stage” and is
considered a part of college education.
 Higher Secondary Education consists of classes XI to XII. During two years stay in
this cycle of education, a student at the age of 16 years in this stage can opt for
general education, professional education or technical education.
 The Board of Intermediate and Secondary Education (BISE) conducts the
examination and awards a Certificate of Higher Secondary School Education
(HSSC).
 According to 1979 Education Policy, all schools were to be upgraded to higher
Secondary Schools. Middle sections of high schools were to be linked with primary
schools (designating elementary education). This system has limited success and
some problems were experienced. Keeping in view the problems this system is
being introduced gradually.

8. a) Higher Education
 To obtain a degree, 4 years of higher education after 10 years of primary and
secondary schooling is required.
 Students who pass their first-degree stage are awarded a Bachelor’s degree in arts
or science, typically at the age of 19 years.
 In order to complete an honour's course , at Bachelor level ,four year’s study is
required.
 Further, a two years course is required for Master’s degree who has completed two
years Bachelors’ degree.
 The Master of Philosophy (MPhil) takes two years after the Master’s Degree.
 The PhD (Doctorate of Philosophy) is a research degree which requires 3-5 years’
study.

9. b) Professional and Technical
Education
 The duration of post secondary education varies in technical and
professional fields. The polytechnic diploma is a three-year
course.
 A bachelor’s degree in medicine (MBBS) requires 5 years of
study after intermediate stage (12 years of schooling).
 Similarly, a bachelor’s degree course both in engineering and
veterinary medicine is of 4 years’ duration after the intermediate
examination.

10. b)Non-university level:
 Polytechnics, technical and commercial institutes
offer courses at Post-Secondary School Certificate
level. They provide courses lasting between one and
three years that lead to Certificates and Diplomas.

11. Madrassah Education
 Side by side with modern education system there is also religious education system,
which provides Islamic education.
 These institutions have their own management system without interference from either
the provincial or federal governments. However, grants-in-aid are provided to these
institutions by the government.
 Efforts have been made by the present government to bring the Madrassah in the
mainstream under Education Sector Reforms. The main purpose of mainstreaming
Madrassah is to enlarge employment opportunities for their graduates.
 Pakistan Madrassah Education Boards are established to regulate the Madaris
activities.

12. Non-formal Education
 There are millions of people in Pakistan who have no access to formal education
system. It is not possible for the formal system to meet educational needs of the rapidly
growing population.
 Non-formal Basic Education School scheme has been introduced for those who have
no access to formal education. These schools are called Basic Education Community
Schools(BECS)This scheme is very cost-effective.
 Under this scheme primary education course is taught in forty months.
 Non-formal schools are opened in those areas where formal schools are not available.
Government provides teacher’s salary and teaching material whereas community
provides school building/room. There are 6371 NFBE schools functioning in the
country.

13. Conti-
 Basic Education Community Schools The Ministry of Education,
Trainings and Standards in Higher Education, Government of Pakistan
is running the nationwide Non-Formal Primary Education Program in all
provinces and regions of Pakistan, named as “Basic Education
Community Schools”.
 BECS is running thousands of schools in the country including FATA,
Khyber Pakhtunkhwa, Balochistan, Sindh, Punjab, Gilgit-Baltistan, AJ &
Kashmir and Islamabad (ICT).
 3 million out of school children educated since 2006 by BECS and
almost 6 Million are in enrolment.

14. Conti-
 The BECS prefers to enrol female students and employ female teachers to impart
education in its schools; 80% of teachers are females, and 60% of learners are female.
 The BEC Schools are based on Non-Formal basic education system having a single
home based room for school (Class I-V) where the premises is provided free of cost by
the community.
 In each BEC School, 30 learners of age group 4-16 years are mandatory.
 Single teacher is responsible for classes I to V of a school by adopting multi-grade
teaching methods; based on concurrent curriculum.
 The teachers’ honorarium, learning material and text books are provided by the
Government of Pakistan.

15. Objectives of BECS
 The objective of BECS is:
“to strengthen non-formal approach to supplement the formal
education for eradication of illiteracy and achievement of
Universal Primary Education (UPE) as envisaged by
Constitution of Pakistan (Article 25-A) and in MDGs, by
extending free and flexible basic education opportunities to out-
of-school children and youth, having no access to the formal
system of education, especially disadvantaged children and
girls”.

20. Conti-

21. Video
 https://youtu.be/grsxcZE8Zb0

22. Examinations
 Examinations are usually held annually, which are the main criterion to promote the students to
higher classes or to retain them in the same class.
 However, recently a system of automatic promotion up-to grade-III has been introduced in
some schools. In the primary classes, examinations are conducted by the respective schools.
However, at the end of the fifth year of the primary stage a public examination was used to held
by the education department for promotion to the next grade, which is now taken by the
schools itself by year2020.
 Similarly, the examinations in Middle Schools are held by the individual schools but there is a
public examination at the end of grade VIII conducted by the Education Department for
awarding of scholarships.
 The Board of Intermediate and Secondary Education (BISE) conducts the examinations of
Secondary and Higher Secondary.
 The degree level examinations are conducted by the respective universities.

23. Teachers’ Training
 Pre-Service Teacher Training
 In-Service Teacher Training

24. Administrative and Supervisory Structure
and Operation
 According to the Constitution of Pakistan (1973), the Federal Government is
entrusted the responsibility for policy, planning, and promotion of educational
facilities in the federating units.
 This responsibility is in addition to the overall policymaking, coordinating and
advisory authority; otherwise, education is the provincial subject.
 The Federal Ministry of Education administers the educational institutions
located in the federal capital territory.
 Universities located in various provinces are administered by the provincial
governments, but are exclusively funded by the federal government through
the Higher Education Commission(HEC)

25. Purpose of Education/ Schools
 Education-
 transmission of knowledge, skills and understanding
 School- is an organization that provides instruction; an institution for
teaching of children
 School is considered as a first and foremost a social institution, that
is an established organization having an identifiable structure and
asset of function meant to preserve and extend social order.

26. The Four Purposes of Schooling
 Intellectual Purpose
To teach basic cognitive skills such as reading, writing and mathematics to transmit specific
knowledge
 Political Purpose
To inculcate faithfulness to the existing political order (patriotism)
 Social Purpose
To socialize children into the various roles, behaviours, and value of the society. This Process
referred to by sociologist as socialization is a key ingredient in the stability of any society.
 Economic Purpose
To prepare students for their later occupational roles and to select, train and allocate individuals
into the division of labour.

27. Functions of Schools
 Social institutions have functions that are both manifest and
latent.
 Manifest functions are the ones that society intends/ expects
those institutions to have.
 Latent functions are the ones that are not intended, but which
come about even so.

28. 1.Educational Functions
 It refers to the contribution of schools to the development and
maintenance of education at the different levels of society •
 Individual level- important for schools to help students to learn how to
learn and help teachers to learn how to teach.
 Institutional level- School serve as a systematic place for systematic
learning, teaching and disseminating knowledge.
 Community and society levels- schools provide service for different
educational needs of the local community

29. 2. Technical/Economic Functions
 refer to the contributions of schools to the technical/economic development and
needs of the individual, the institution, the local community, the society and the
international community. •
 The individual level-schools can help students to acquire knowledge and skills
necessary to survive and compete in a modern society or competitive skills
 Institutional level- school are service organizations providing quality service
 Community and society level- schools education supplies the high quality forces
necessary in international competitions

30. 3. Human/Social functions
 it refers to the contribution of schools to human development
and social relationships at different levels of the society
 Individual level- School help develop students to develop
themselves psychological, socially and physically .
 Institutional level- school is a social entity or social system
composed of different human relationships.
 Community and society levels- schools serve the social
needs or functions of the local community

31. 4.Political Functions
it refers to the contribution of schools to the political development at different levels
of society.
 Individual level- School help students to develop positive civic attitudes and skills
to exercise the rights and responsibilities of citizenship
 International level- School acts as a place for systematically socializing students
into a set of political norms, values, and beliefs
 Community and society level- schools play an important role to serve the political
needs of the local community Political Function-

32. 5.Culture Functions
 It refers to the contributions of schools to the cultural transmission and develop at
different levels of society.
 Individual level- school help student to develop their creativity and aesthetic awareness
and to be socialized with the successful norms, values and beliefs of society.
 Institutional level- school acts as a place for systematic cultural transmission to
reproduction of the next generation •
 Community and society levels- schools often serve as a cultural unit carrying the explicit
norms and expectations of the local community.
 International levels- schools can courage appreciation of cultural diversity and
acceptance of different norms, traditions, values and beliefs in different countries and
regions.

33. 6.Conservation and Preservation
Function-
 Conservation ( is an act of preventing from decay, waste or loss)
 Preservation (is an act of maintaining, protecting or keeping
something in existence.
 The school conserves and preserves through its libraries and other
devices recorded accumulated experiences of the past generations
such as knowledge, inventions, mathematics, science, historical facts,
skills, customs, traditions, languages, literature, music, writing, and
the arts.

34. II) Impact of Education on Society

35. 1. Education is Fundamental to Sustainable Development
 One of the main arguments for public education is that, as individuals in a society
become more knowledgeable, the entire population becomes more knowledgeable
 it is a powerful driver of development and one of the strongest instruments for
reducing poverty and improving health.
 it enables people to be more productive, to earn a better living and enjoy a better
quality of life, while also contributing to a country’s overall economic growth
 Education is critical for breaking the poverty cycle and its importance is reflected
in the commitments of the Millennium Development Goals (MDGs) and Education
for All (EFA).

36. 2.Education can help Bridge the Gap between Ethnic, Religious and
Cultural Tensions
 If people are not raised to be active from their childhood on, to be
responsible participants in their communities and to participate in the
activities needed towards achieving development, then it is less likely
that any form of peace will be sustainable in the long term.
 And peace is a key ingredient to meaningful progress.

37. Conti-
 For many years, women were not allowed to attend School or obtain an
Education
 Because of this, there is a large gender gap, which only creates further problems
 Women who gain an education are working toward minimizing the gap to further the abilities of
women around the world
 An education often prevents young girls from being married off into a potentially limiting, harmful
situation.
 Additionally, women with an education are able to make better, informed decisions for
themselves .
 They often wait longer to have children than those who do not have an education .
 Women with an education have on average three children, while uneducated women have on
average seven children

38. Conti-
3.People who have an education are significantly healthier than those who are not
 A child who is born to an educated mother is 50 percent more likely to survive past the age of five .
 In the same way, every additional year of education a mother has lowers the child mortality rate by
two percent .
 Another area in which health could improve with education is decreasing the cases of HIV/AIDS.
 If every child in the world receives a primary education, seven million cases of HIV could be avoided
in the next 10 years.
 A secondary education lowers people’s risk of HIV by 75 percent .
 Such a strong correlation has been seen that education is considered a “social vaccine” for girls in
avoiding HIV.

39.  Unfortunately, the state of primary education system in Pakistan is very
miserable.
 Millions of children are out of school and victims of child labour and the
remaining who are going to any school are not getting any quality education
either.
 Various factors are responsible for poor situation of primary education system
which includes lack of infrastructure, shortage of qualified teachers, uneven
student-teacher ratio, absence of laboratories, teacher absenteeism, non-use
of modern techniques of teaching and poor teacher parents’ interaction.

40. 4. Education Decreases Poverty
About 61 million children are not enrolled in primary school
 Of these kids, 40 million live in poverty.
 It is hardest for those living below the poverty line to even imagine sending their kids to school because
in many countries, obtaining an education is not free.
 If there must be a choice between eating a meal and educating a child, most families would choose
eating a meal.
 Boys are often kept out of school so they can work and bring in money for the family, while girls are kept
out to farm, cook and do other things in the home that are needed to keep the family functioning .
 If those living in poverty can get an education, they can pull themselves out of those living conditions.
 They can find a job and earn an income, which is a key part to ending poverty .
 An education is an invaluable tool for anyone living in poverty today.

41. 5. Education has the Potential to Decrease Malnutrition
 Malnutrition is a severe problem that many poor countries are facing today.
Education has the potential to decrease malnutrition in these countries
 According to USAID, educating girls is one of the best ways to fight hunger, even
outperforming temporarily increasing a country’s food supply.
 Education can provide people with new, more effective farming techniques, which
can increase crop production and decrease malnutrition .
 Additionally, studies show that if women farmers had the same education as men
farmers, crop production could rise by up to 20 percent

42. 6. Steady Economic Growth
 In order for a country to see steady economic growth, education must be a
priority
 For every year of education, a person’s average earnings increase by 10
percent.
 This means that the GDP could increase by one percent every year if all citizens
receive a quality education.
 With regard to women, if girls receive the same education as boys, developing
countries could gain up to $90 billion each year.
 No country in history has seen a steady economic increase without at least 40
percent literacy rate.
 Education also increases a person’s chance at obtaining a steady job

43. 7. Good form of education helps individuals in enhancing their
decision making process
 It develops their logical thinking and
 makes them attentive before making an important
decision in life

44. Negative impact of Education on Society
All the good that education has brought in to the society, there are negatives
as well.
 Criminals, anti-social elements and terrorists are now making use of
modern science and technology to destroy the every framework of the
civilized society.
 Even information upon Bombs and chemical weaponry manufacturing is
available on Internet, which in the wrong hands has led to loss of many lives
over the past few years.
 So, education if properly utilized can boost the dignity of life and can act as
the source of nourishment and strength to the mankind.
 If misused it can also have a negative impact on society.

45. Factors that play a major role in weak state of our beginning
Education System
 Governments and higher authorities pay little or no pay
attention to this poor situation which is seeking their due
attention.
 The country’s budget preferences are clear of the fact that
education is not a priority for our policymakers.
 If we want to compete with the developing world we would
have to revisit our policies and set our priorities right.

46. CONTI-
 Moral Impact Education is worsening the level of moral values a child has. It
inculcates a kind of competitiveness that borders on unhealthy relationships.
 They are taught that marks and trophies are everything you need to lead a
successful life.
 The how and why are not so important, just mug up the what – that’s what is
taught to a kid and that’s what he grows up learning.
 The society has sunk far too deep in this muck to get out now – it is a
custom, a tradition to teach our kids to come first in class and no less.
 This is creating not a wholesome adult but a competitive animal out of our
little kids.

47. CONTI-
 The modern education system is all about getting loads of garbage
into a little mind
 It expects a student to complete huge portions and that’s what
students are doing – but in a wrong way.
 This is one of the saddest aspects of modern society – we have
knowledge but no wisdom to use it.

48. CONCLUSION
 Indeed, nearly six million Pakistani children are currently out of school, and many more are not
learning even basic mathematics or reading skills.
 Dropout rates are high and, perhaps worst of all, terrorists and extremists have been targeting
schools, blowing up their buildings and threatening their teachers, particularly in the northern
part of the country.
 In a particularly tragic incident on 6th December, 2014 terrorists attacked young students and
teachers at a school in Peshawar.
 Education is the most important criteria for individual as well as collective development of a
society and a state.
 and Primary education is the basic bedrock upon which whole building of education and
human development stands. It provides the child with basic insight to a new world and
provides him with the necessary tools to proceed through various fields of life.

49. Factors are Responsible for Poor
Situation of Primary Education system
 Unfortunately, the state of primary education system in Pakistan is very miserable.
 Millions of children are out of school and victims of child labour and the remaining who are going to
any school are not getting any quality education either.
 Various factors are responsible for poor situation of primary education system which includes:
i. lack of infrastructure,
ii. shortage of qualified teachers,
iii. uneven student-teacher ratio,
iv. absence of laboratories,
v. teacher absenteeism,
vi. non-use of modern techniques of teaching
vii. and poor teacher parents’ interaction.

50.  It is necessary to reform our primary education system on an emergency basis.
First, a major large piece of our budget and energies should be allocated to
reform and modernize our primary education system. Secondly, an efficient
supervision system should be established which not only supervises the
performance of teachers but also works as a discipline and accountability
institution. Such necessary measures when taken with honesty will not only
help us resolving the basic problems but will encourage us to improve our primary
education system. Considering every step, an initiative towards educational
development system, Pakistan can compete in the developed world and prosper
in the long run.

51. Qs/Ans Session