History of education in pakistan Essay Example

ultimately resulting in a higher standard of education (Monaza Aslam, 2003). Ghulam (2007) asserts that transforming teachers is essential for improving the education system and enhancing educational quality.

In Pakistan, there is a growing concern regarding the availability and quality of education in all regions. The quality of education greatly depends on the competence of teachers. Evaluating teacher excellence is currently an important issue. To address this concern, it is crucial to understand the concept and significance of quality. There is a strong connection between education quality and teacher quality, as various articles have attempted to explain what constitutes high-quality education and its reliance on teacher quality.

Multiple developed countries, including the United States, and educational organizations like the World Bank and International Monetary Fund (IMF), are dedicating resources to establish a comprehensive definition of quality instruction. The recognition of the importance of defining standards and benchmarks for quality instruction is evident. As a result, there is an acknowledgment of the significance of educational history and global standards that can be utilized as a benchmark for enhancing education quality (dr.).

According to Iffat (1996), there was an agreement among the curates and all participants in the policy-making process that it is necessary to establish a goal for the education system and determine how to achieve it. Monaza Aslam (2007) and M. Fayyaz (2006) have observed a discrepancy between the intended effects of policies and their actual results. Munawar (2003) states that many policies are overly comprehensive and do not directly address the primary objective of improving education quality.

The author of this paper raises important questions about defining and measuring quality instruction, as well as the relationship between instruction

quality and instructor quality. They emphasize the significance of answering these questions to understand the concept of quality education and instructors. The literature review references the viewpoints of Iffat (1996), Aslam (2003), Fayyaz (2006), and Aslam (2007) to demonstrate that education reforms have increased enrollment rates in Pakistan, but challenges remain in terms of school quality, particularly with regards to poor teacher performance. The World Bank (1997) report on Pakistan also underscores the importance of both education quality and instructor quality.

A study conducted by Iffat in 1996 supports the World Bank's focus on teacher quality. Parents' decision to send their children to school is influenced by the education's quality and the return on investment, which depends on teachers' professionalism, attitude, and school infrastructure (Munaza Aslam, 2006), (World Bank, 2003). In a 1997 study, the World Bank states that enhancing access can be achieved through improving quality. This would make attending or staying in school a more appealing choice for parents and children. Moreover, efforts to enhance quality will increase public spending efficiency and encourage parental involvement in their children's education. The World Bank emphasizes the importance of establishing standards to define education quality. They suggest evaluating it through policies that have positive effects on society as a whole. These policies include promoting labor productivity, training well-qualified teachers, enhancing infrastructure, comparing programs, and holding stakeholders accountable for meeting objectives. Defining "quality education" universally has been a difficult task over time.

Due to socio-economic differences between countries, it is not possible to generalize the definition of a good quality education system. The concept of quality education includes various factors that differ depending on time and location. Some authors

believe that a superior schooling system determines the quality of education, while others highlight the importance of teacher performance or infrastructure quality. With multiple variables impacting education quality, it is challenging to identify one single most significant characteristic as this situation evolves over time and varies from country to country.

According to Monaza Aslam (2007), in Pakistan, efforts to improve the education system have shown that policies targeting the quality and performance of teachers have been more effective than other policies. In order to enhance education quality in Pakistan, it is crucial to focus on improving teachers' performance. This viewpoint is also supported by Munawar (1996), Iffat (1996), and Jang (2006). Teachers' performance encompasses various factors such as teaching skills, professional attitude, attendance, and motivation towards learning and teaching (Henery, 1997; Munawar, 2006). It is important to continuously evaluate and invest in the quality and performance of teachers. However, the method for evaluating teachers' quality remains a separate issue.

Defining a precise measure for the quality performance of instructors when evaluating their performance is challenging. This is due to the fact that instructors' quality performance encompasses various attributes and varies across different regions.

Some researchers propose that assessing classroom efficiency, attendance, and teaching skills are important factors in measuring instructors' quality performance. These teaching skills include effective communication and the ability to give individual attention to each student.

Past studies have also considered students' learning outcomes and achievement scores as indicators of instructors' quality performance. Evaluating students' scores at the end of each term can be used as a tool to assess an instructor's effectiveness and make any necessary policy adjustments accordingly.

The achievement goals for children can vary depending

on the type of school and the characteristics of teachers. Private schools aim for higher standards by hiring qualified and experienced teachers, while public schools may choose less expensive and less qualified teachers (Munawar, 2006). Evaluating, monitoring, and assessing teacher performance are key factors in determining the quality of their teaching and its outcomes, as mentioned by Aslam (2003), Pardhan (2009), Aslam (2007), World Bank (1996), Kowsar (1995), and Harold (2009).

Monitoring and rating are crucial at all stages of policy development and implementation. This was emphasized by Munawar (2003) during a presentation for the World Bank, highlighting the significance of appraisal and monitoring in the policy-making process. The following diagram was shared during the forum to underscore the importance of appraisal and monitoring. This diagram aims to emphasize that appraisal and monitoring are important at every stage of the education process.

Characteristics Of Teachers:

For any policy to be effective, it is undeniable that appraisal and monitoring at every level are essential.

The policy should always keep in mind its goal and main objective, as policies that do not target teachers' performance will not result in any improvement. Before developing a policy that aims to target teachers, it is important to know the necessary quality criteria for teachers. Important characteristics of teachers that contribute to their performance include age, gender, qualifications, school distance, and school type (Henery, 1997), (Monaza Aslam, 2003), (Monawar, 2003), (Kowsar, 1995). These characteristics are crucial for establishing a standard required for teachers to ensure better education and improved schools. One significant characteristic that parents often consider is the gender of teachers who will interact with their children. As reported in literature, gender bias in

schools in Pakistan leads to lower educational achievements and decreases the chances of females completing their education.

Low-income families place a higher importance on saving money rather than sending their children, especially girls, to school. They typically choose schools with female teachers for their daughters. Nationwide, girls have lower enrollment rates and a higher rate of dropping out earlier compared to boys (World Bank, 2003).

Numerous studies and policies have focused on encouraging parents to send their daughters to school through the use of female teachers and gender-based instructional systems. There is ongoing debate among writers about the extent to which parental preferences reflect this issue, the potential lack of availability of single-sex schools or teachers indicated by low enrollment rates, and any noticeable differences in parents' preferences for girls' education compared to boys'. Research conducted in rural areas of Pakistan suggests definite gender bias, with a strong demand for female teachers in these regions (Monaza Aslam, 2003). Other studies on Pakistan also indicate that parents' preference for girls' education is closely linked to the gender of the teachers. Teacher shortages are common in rural areas, highlighting the need for incentives to encourage female teachers to work in remote locations (Kowsar, 1995). Despite females constituting approximately half of Pakistan's population, they receive less priority due to socio-political, economic, and cultural issues (World Bank, 2003; Fayyaz, 2006).

It has been proven in previous literature that the inclusion of female teachers is more beneficial than male teachers, as they become educators who ultimately address the gender bias issue within the country (Anne, 1995). Another crucial aspect of a teacher's performance is their qualifications, which is discussed in numerous studies. Basic

skills and training in education are necessary to maintain quality teaching, and unfortunately, these are lacking in many parts of Pakistan (Monaza Aslam, 2003), (Iffat, 1996). While a simple matric or 10th class qualified teacher may be suitable for primary level schooling, higher education requires more experienced and qualified teachers. Without proper training and a diploma in education, one cannot prove to be a good teacher (Anne, 1995). Some government schools hire teachers based on their field experience, disregarding the necessary qualifications for that position.

In addition, the cost of hiring highly qualified instructors increases. Consequently, schools must provide higher wages to attract these individuals, causing a shortage of qualified teachers. Moreover, the type of school (private or government-owned) can affect teachers' performance.

In general, most government-owned schools in Urdu medium are common, while private schools are predominantly English medium. Parents have the option to enroll their children in an English medium school, and teachers also prefer teaching at privately owned English medium schools because they receive higher salaries compared to public schools. Teachers at English medium schools demonstrate greater efficiency and a better grasp of daily lessons compared to Urdu medium schools. According to a survey conducted by the World Bank (1996), students' performance is also linked to the type of school they attend. It has been observed in Pakistan that private schools prioritize student achievement and scores.

Private schools typically provide superior instruction with highly qualified instructors, whereas government schools often hire less qualified teachers due to the increased expenses associated with hiring highly qualified educators. In a 1996 survey conducted by the World Bank analyzing Lahore's government and private schools, it was discovered that private

schools offer additional incentives to encourage dedicated efforts from their instructors, regardless of their initial qualifications upon appointment (Fayyaz, 2006).

The quality of the school environment is a crucial factor influencing teachers' decision to work at a specific school. In Pakistan, studies have revealed that government schools frequently suffer from inadequate infrastructure, resulting in high rates of student and teacher absenteeism. The proximity of the school is also significant in terms of school infrastructure. A superior school infrastructure encompasses an attractive building, enhanced facilities and services, modern teaching methods and equipment, and convenient access to the school (Monaza Aslam, 2003). The distance to the school significantly impacts teachers' preferences for teaching at a particular institution.

Even well-qualified teachers typically prefer to learn at schools nearby rather than traveling a long distance. This preference holds true unless they are offered a highly appealing salary and benefits package. The distance to a school affects both the instructors' decision and the students' decision to attend. (Munawar, 2003) According to one study, an increase in the distance to a school leads to a decrease in registrations compared to other schools. Both parents and teachers often view the time spent traveling as a cost they have to accept if the school is located further away.

In this scenario, students choose nearby schools regardless of the quality and standards of the school (Harold, 2009).

International Policies And Incentives:

When discussing literature on teachers' performance, it is important to consider international policies that aim to improve performance and quality. It is also important to examine how various international influences have impacted Pakistan in managing teachers' performance. Many developing countries, such as

India and Bangladesh, are adopting strategies that were implemented by developed countries to enhance teachers' performance. In Pakistan, there has been an observed increase and improvement in the education sector over the past decade. Policy makers are now directing their efforts in the right direction and implementing international strategies and incentives that were used to improve teachers' performance. To achieve this, they started by adopting the international definition of quality education.

The text discusses the observation of how long the generalizability of education can be applied in Pakistan (Monaza Aslam, 2003). According to the Dakar model of action 2000 and Munawar (2003), quality of education is defined as measurable learning outcomes, specifically in literacy and essential life skills. The article also discusses the importance of understanding the learning needs of teachers, trainers, and students in terms of achieving quality education. Teachers and their life experiences play a significant role in addressing the main issues in the education system. The Pakistani government has adopted the "Scale-up Movement," a program launched by the U.S school reform movement, to improve the education standards (Shahid Akbar, 2007). The "Scale-Up" program aims to motivate teachers through monetary benefits to enhance their skills and training.

The plan altered the typical educational routines and emphasized that training and learning can enhance instructors' performance and attitude towards education. Several aid agencies and donors have also initiated educational programs in developing countries, such as Pakistan, to support the advancement of the education system. One prominent donor agency in Pakistan is the United States (USAID). It has developed "Pakistan's Interim Strategic Plan for Fiscal Years 2004-2006" (Kjell Enge and Shahid Akbar, 2007).

One of the main goals of

the program was to enhance cognition, preparation, and support to improve the education quality for both females and males in Pakistan. Additionally, it aimed to enhance the capacity of educators, trainers, and education decision makers. The program established the following objectives to enhance the overall quality of educators: increasing the quantity of teachers and administrative trainers in schools and education facilities, and increasing the percentage of trained and qualified teachers. These two objectives were designed to achieve the third objective, which was to strive for good student scores.

In Pakistan, a program called the "Pakistan Teacher Education and Professional Development Program" (PTEPDP) was established, following international models. This three-year initiative was carried out from June 2003 to October 2006 with the aim of expanding and improving the instructional techniques of teachers and trainers through the establishment of teacher training colleges in Pakistan. In December 2005, faculty members from various US universities were invited to visit Pakistan in order to assist three chosen institutes in Islamabad.

The following institutions took part in this initiative: the National University of Modern Languages ( NUML ) for ESL, the National Institute of Science and Technical Education ( NISTE ) for science, and the Federal College of Education ( FCE ) for mathematics ( Kjell Enge and Shahid Akbar, 2007 ) . The goal was to assess these training institutes and propose recommendations for further improvements to enhance their performance. Some studies also suggested providing training courses, conducting workshops for teachers, and offering incentives for attending these seminars and training workshops. Others support increasing the salaries of more qualified teachers to motivate the existing staff to work harder and improve their qualifications.

Unfortunately, it has been observed that most international school reform policies primarily focus on an already well-established education system rather than on how to create a good school ( Henery, 1997 ) .

The following schemes were recommended based on international standards, as supported by Dr. Munawar (2003), Dr. Iffat (1996), and Kjell Enge, Shahid Akbar (2007). It has been learned and observed through international school reforms that maintaining a specific and focused purpose is crucial. Donor agencies are effective only if they handle their resources wisely, focusing on building facilities, developing curriculum and textbooks, and providing library instructional materials for teachers and equipment. Multimedia tools such as speakers and computer-based instruction through online portals can also be beneficial facilities for teachers.

There are various methods for enhancing the achievements of instructors, including using videos to demonstrate effective learning techniques that can serve as guidance for school staff. Monitoring training plans is also crucial. Assessing trainers and staff at each level can be used to evaluate the effectiveness of the policy. To incentivize participation in training and learning programs, instructors' contracts and terms of teaching should be reviewed after each program at the very least. Fostering a positive work environment and good relationships with other staff members is essential in promoting learning among instructors. The examination and assessment process should be more technologically advanced to prevent cheating. Additionally, monthly parent-teacher and school community meetings should be held.

Governments should take into consideration students' feedback and rating in order to assist the instruction system. They should introduce successful caput instructors and developing programmes for trainers in schools. at each of these steps, Non-Governmental Organizations (NGOs) can participate in

maintaining standards and providing essential resources. All the input strategies mentioned above, which were implemented internationally, demonstrated a positive impact on instructors' performance and school quality. However, there are still challenges in implementing and measuring the results, which require further research.

The issues and jobs related to the mentioned schemes are still debated by forums such as USAID, Asian Development Bank, and World Bank (Henery, 1997). The diagram below, from F. Henery (1997), illustrates the forces and challenges faced by organizations internationally in educational reforms. Assessing classroom patterns and student achievement scores can help identify problems and short approaches in developing plans. Henery (1997), Iffat (1996), Kjell Enge, and Shahid Akbar (2007) discuss some of the lessons learned and defects of the training programs in Pakistan.

They highlighted that many training institutes lack clarity on their main objective. Their stated objective is often a general one, driven by the personal interests of the instructors rather than a focus on learning. The authors also raised concerns about trainers' awareness of what they should be teaching. The assignments and discussions in their preparation sessions revealed a gap between the instructors' goals and their actual practices. Furthermore, the trainers themselves are not sufficiently qualified to train others. Many of the instructors who were trained in these institutes ended up adopting the same teaching style as their own trainer.

Many instructors attended training programs but still lacked necessary skills. It was also noted that there was a lack of student engagement in discussion sessions. Teachers were not encouraging questions from students, indicating a flaw in their teaching. Additionally, there was no follow-up or monitoring of these programs.

Another important factor is the absence

of instructors from schools and preparation classes. The rate of instructors' absences was even higher than that of trainers, which also contributed to the poor outcome of the program. These problems, along with others, have shown that despite the efforts made by the educational system to improve the quality of instructors and trainers, the results are still not impressive or satisfactory. These results have motivated policymakers to consider other incentives, such as revising instructors' salaries based on their performance and training institute achievements (Henery, 1997).

Another policy that is considered to be of great importance is the supervision and evaluation of previous policies and incentives. Furthermore, new policies have been developed based on past experiences (Monaza Aslam, 2003). According to the World Bank (1996), the poor educational system in Pakistan and the underperformance of educational institutes can be attributed to two main reasons. Firstly, there is a lack of interest in education among families, especially in rural areas. Secondly, there is a shortage of qualified and competent teachers in rural areas, resulting in low-quality education.

Some articles have noted that in Pakistan, it has been observed over the years that there is a belief that "those who can't do, teach" (Fayyaz, 2006). Teaching was viewed as a simple and effortless profession that anyone could pursue without much effort. This overall perception and attitude towards education negatively impacted the quality and performance of teachers. As a result of this misconception, dedicated and talented teachers were also overlooked by the education sector. They were not acknowledged or rewarded for their excellent performance, which further had a detrimental effect on the Pakistani education system.

According to Aslam (2003), instructors' household background

is a significant factor in their performance and achievement. If teachers come from well-educated families, they are likely to receive proper training and excel as educators. The family background of teachers is equally important in the educational process as any other variables. When a family has an educational background and high literacy rates among parents, particularly educated mothers and grandparents, it has a positive influence on the instructor's performance.

Furthermore, it has been observed that households in developing states like Pakistan, which have a high educational background, encourage their children to pursue teaching as a profession (Monaza Aslam, 2003), (Fayayz, 2006), (World Bank, 1996). In addition, any support provided to teachers at home has a positive impact on school achievement rates (Monaza Aslam, 2003). Generally, teachers working in government schools come from different family backgrounds. In the case of Pakistan, most government school teachers do not come from well-educated families and therefore have never received any teaching training. For these individuals, teaching is simply a job that earns them a decent income. On the other hand, it has been observed that in private schools, the instructors come from educated families and in most cases, their parents are also in the teaching profession (Monaza Aslam, 2003), (Fayyaz, 2006).

Similarly, children of educated parents have a higher rate of return compared to children of illiterate parents.

Theme 1: Teacher Qualification and Years of Experience:

As previously mentioned, the academic qualification and years of experience in teaching are important factors that cannot be ignored when it comes to improving the performance of teachers. Many articles and studies in previous literature highlight the significance of a teacher's qualification and educational background. According

to Santosh (1998) and Monaza Aslam (2003), the years of experience and qualification of teachers are crucial for achieving the goals of a better education system. Research has shown that the salaries of teachers are directly linked to their qualifications and years of experience, with experienced teachers being paid higher salaries compared to inexperienced ones.

Many schools often determine salary based solely on years of experience. However, years of experience should not be the only factor used to determine a teacher's salary. This practice promotes discrimination and hampers morale (Santosh, 1998). Salaries should be structured in a way that encourages individuals to acquire additional skills in teaching and changes their attitude towards learning. However, implementing this system is more expensive than simply basing salaries on years of experience. A major issue associated with this is accurately described as "teachers cost too much and earn too little" (ADEA, work store, 1998).

Many studies have demonstrated that employing highly qualified instructors leads to increased costs. However, these positive outcomes may not be immediately apparent and can manifest over a longer period of time. Evaluating and monitoring the immediate impact of incentive-based wages is challenging. Additionally, numerous authors have contended that the return on investment for hiring more qualified and experienced teachers falls on the lower end (Santosh, 1998). Considering the cost aspect of this policy, several studies and articles have discussed strategies to manage the high expenses while simultaneously maximizing the benefits derived from this approach.

In a survey conducted by Santosh (1998), the connection between teacher qualifications and their salaries was explored. During the 1980s, developing countries like Pakistan saw an increase in the qualifications of trained teachers. This

was due to incentives provided to highly qualified teachers, such as on-the-job training and monetary benefits. Additionally, a significant number of new teachers were hired during this time.