CURRICULUM DEVELOPMENT FOR HIGHER EDUCATION; THEIR PROBLEMS AND SOLUTIONSIntroduction One of the most important activities of the university is the development of curriculum or course outlines in consonance with the national and international demands and realities. In Pakistan, unfortunately, this activity is given the least importance since the use of popular textbooks available in the market have guided the selection of curriculum content and the topics of a syllabus. For the last few decades, scholars have been raising doubts and questions about the validity of heavy reliance on a subject-centred approach to curriculum development that is dominated by textbook contents. Furthermore, the convergence of academic disciplines in the form of broad field and problem-orientation to knowledge incorporating a variety of theoretical perspectives requires innovative procedures for the development of curriculum. For this purpose, it is imperative that university teachers are aware of modern trends in the development of curriculum. The key component of any curriculum is its instructional objectives or learning outcomes. To determine the extent to which these objectives or outcomes have been achieved, there is a need to assess students learning. Students assessment is a very complex task. Teachers often do not have the necessary background to meet its requirements appropriately. Hence, it is also necessary that teachers are exposed to a variety of tools to measure students learning. Keeping in view the above two concerns, the andragogical approach designed here to achieve these objectives is built on the ideas of constructivists who believe that knowledge is dynamic. Knowledge evolves and gets constructed as its seekers interact with the external content and context. Therefore, the design of curriculum relies upon learner-centred activities divided into following eight factors: [(1) South African Journal of Education, Volume 34, Number 3, August 2014]1. Concept of curriculum 2. Plausible steps in curriculum development 3. Student Assessment 4. Learning Outcomes & Table of Specification 5. Objective Type Tests 6. Subjective Type Tests

7. Grading System

Concept of Curriculum In the past, the term curriculum signified a course of studies followed by a pupil in a teaching institution. In the English-speaking tradition it was used as equivalent to the French concept programme dtudes. Today, it means in general terms, the contract between society, the State and educational professionals with regard to the educational activities that learners should undergo during a certain phase of their lives to learn something desirable. Definitions of curriculum Standard dictionaries define curriculum as a course of study offered by an academic institution. [(2) Bryman A 2004. Social Research Methods (2nd ed). Oxford: OxfordUniversity Press.Candella L, Dalley K & Benzel-Lindley J 2006. A case forlearning-centered curricula.Journal of Nursing Education]. Webster's concisely defines curriculum as, "A course of study offered by a school" [(3)Webster's II New Riverside Dictionary, 1984 p176]. Curriculum is also often referred to as learning content, activities, and structures as experienced by students. Ronald C. Doll, in his book, Curriculum Improvement: Decision Making and Process, goes further, stating that:The curriculum of a school is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under he auspices of that school [(4) Doll, 1996 p15].According to Ronald Doll, curriculum is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under the auspices of an academic institution. In other words, curriculum can be defined as the total experience. From this view point, Curriculum is not only the content selected and delivered, but also the planned and unplanned activities in which individuals participate as students. In educational literature, in short, the word curriculum has been defined in the following ways: 1. Curriculum is such permanent subjects as grammar, reading, logic, rhetoric, mathematics, and the greatest books of the Western world that embody essential knowledge. 1. Curriculum is those subjects that are most useful for living in contemporary society. 1. Curriculum is all planned learning for which the institution is responsible. 1. Curriculum is all the experiences learners have under the guidance of the institution. 1. Curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites. 1. Curriculum is a structured series of intended learning outcomes. 1. Syllabus and Course The other terms that are commonly used as synonymous to curriculum are syllabus and course. But curriculum can refer to any level of an educational experience, from that of a particular area within a course, to the course itself, to a broader program of study that comprises a number of different courses around a particular content area.[(5) San Francisco, CA: Jossey-Bass.Deniz 2005. The effects of student-centered science education onstudent's achievements. Masters thesis. Denizli: The Instituteof Science, Pamukkale University.Diekelman N 2002. Too much content...: Epistemologies graspand nursing education. Journal of Nursing Education,41(11):469-470].Curriculum is often used to refer to a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification; Syllabus refers to the content or subject matter, instructional strategies and evaluation means of an individual course. The collective syllabus of a program of study represents a map of the curriculum for that program. A curriculum is developed through planning for a larger program of study and then building syllabi for courses to manifest the curriculum design and plan. However, even developing a syllabus for a specific course can be thought of as a form of curriculum development. Models of Curriculum Development

Curriculum development is understood as a process implying a wide range of decisions concerning learning experiences, taken by different actors at different levels, i.e. politicians, experts, and teachers at the national, provincial, local, institutions and also international levels.The Tyler Rationale The most influential model in the field of curriculum development is Tyler's model. It is sometimes known as the 'Tyler rationale' or the 'objectives model'. The model provides a framework of how to construct a planned curriculum. The rationale for the model is based on four questions which were posed in Tyler's well-known book Basic Principles of Curriculum and Instruction. The questions provide a four-step approach which is logical, sequential and systematic. [(6) Tyler, R.W. (1949) Basic principles of curriculum and instruction. Chicago: The University of Chicago Press].The Tyler Model of Curriculum Development; Stages Process questions 1. What educational purposes should the institution seek to attain? 1. Setting objectives 1. Learning experiences and content 1. What educational experiences can be provided that are likely to attain these purposes? 1. Organizing learning experiences 1. How can these educational experiences be effectively organized? 1. How can we determine whether these purposes are being attained? 1. Evaluation Another rational/objective model was developed by Hilda Taba. [(7) Taba, Hilda. Curriculum Development.]. It was based upon the curriculum development process similar to Tyler's, but introduced additional steps and called for more information to be provided for each of them. The model is: 1. Step 1: Diagnosis of needs 1. Step 2: Formulation of objectives 1. Step 3: Selection of content 1. Step 4: Organization of content 1. Step 5: Selection of learning experiences 1. Step 6: Organization of learning experiences 1. Step 7: Determination of what to evaluate and the ways and means of doing it. Her model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy. She claimed that decisions should follow in the order of the seven steps. She advocated analyzing learners' needs by considering the society and culture in which they live and only then making decisions about the steps that follow. Therefore, she did not neglect contextual factors. However, her model has the same drawbacks as Tyler's, even though it is a more expansive model. On the positive side, the model was an advance on Tyler's and it incorporated up-to-date (at that time) knowledge from educational psychology about learning and teaching. [(8) Maclellan E & Soden R 2004. The importance of epistemiccognition in student-centered learning. Instructional Science,32(3):253-268.Martin M 2005. Reflection in teacher education: How can it besupported? Educational Action Research, 13(4):525-542].

Another group of models include elements of the rational/objective models, but go beyond by viewing curriculum development as a continuing activity and adding modifications as new information becomes available, For example, pressure from the public about new business or social needs might result in updating curriculum. A new element, called situational analysis, was introduced in the 1970s to Taba's diagnosis of needs. It refers to a detailed description and analysis of context in which a particular curriculum is to be implemented. This model comprises the following steps. 1. situational analysis 1. selection of objectives 1. selection and organization of content 1. Selection and organization of methods of teaching. evaluation of learning [(9) Hains BJ & Smith B 2012. Student centered course design:Empowering students to become self-directed learners. Journalof Experiential Learning, 35(2):357-374].Curriculum Development in Pakistan In Pakistan the procedures for the development of curriculum at various levels of schooling are apparently different. But the analyses of these procedures reveal that the key components of the curriculum development process are very much the same for all levels except that at the tertiary level of education where different kinds of stakeholders are involved in the development of curriculum whereas at the level of higher education, the process is controlled by the subject specialist. In the following paragraphs the in vogue curriculum development procedures for both levels of education are outlined for the benefit of the participant. Tertiary levels of Education It is intended to frame or revise a curriculum, the curriculum wing of the Ministry of Education sends the proposal to the provincial curriculum Bureau/Centres. These centres develop or revise the curriculum in the light of the framework provided by the curriculum wing. In the provincial centres the revision or framing of the curriculum is done by the Committees. These committees usually comprise subject specialists and persons equipped with pedagogical skills. The draft curriculum is sent to the curriculum wing, Ministry of Education, for their consideration and approval. In the Curriculum Wing, the draft curriculum on each subject received from the Provincial Centres is put up to the concerned National Review Committee. This Committee is usually constituted for each subject and comprises the nominees of the Provincial Governments and subject specialists considered suitable for the purpose. The Curriculum finalized by the National Review Committee is then put up to the Education Secretary for approval. [(10) Lea SJ, Stephenson D & Troy J 2003. Higher education studentsattitudes to student centered learning: Beyond educationalbulimia. Studies in Higher Education, 28(3):321-334].The approved curriculum is sent to the Provincial Textbook Boards for production of textbooks. Various steps involved in Curriculum Development are listed below: 1. Curriculum Wing requests the Provincial Centres to prepare draft curriculum for each subject taught in various classes up to Class XII. 1. Provincial Centres call in Committee of Experts, Teachers, and Subject Specialists on each subject. 1. Provincial Curriculum Committees prepare curriculum plan. 1. The draft plan is sent to the Curriculum Wing. 1. Curriculum Wing circulates the drafts to the selected teachers, subject specialists in schools, colleges, and other agencies concerned and invites their comments. 1. The comments are reviewed in the Curriculum Wing. 1. The National Committee of Curriculum scrutinizes the draft in the light of the comments. 1. The Committee submits its recommendations to the Ministry of Education. 1. Secretary Education accords necessary approval. 1. The Curriculum schemes duly approved are passed on to the provincial Textbook Boards for preparation of textbooks. Higher Levels of Education The procedures for curriculum development employed at higher levels of education are somewhat different from those of tertiary levels. However, the key components of the procedures at both levels are very similar. Prior to the constitution of the Higher Education Commission (HEC), the involvement of University Grants Commission (UGC) in the development of curriculum for various discipline was limited to only directive or recommendations for the updating of curriculum, to keep them in line with modern trends. [(11) Marzano, R.J. (1988). Dimensions of Thinking: A Framework for Curriculum and Instruction. ASCD: Alexandria, VA.]CENTRAL ISSUES AND PROBLEMS IN PAKISTAN EDUCATION SYSTEM AND THEIR NEEDED REFORMSThe existing education delivery system is not meeting the needs and aspirations of the society as such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover, prior to devolution, the policy and planning have been undertaken by the central and provincial governments without taking into account the ground realities and without the participation of community. The main objectives of the devolution plan is to empower the community at the grassroots level in planning, management, resource mobilization and utilization, implementation, monitoring and evaluation of the education system to improve the service delivery at that level. The main inherent issues of education systems are: teachers absenteeism, high drop out rates particularly at primary level, high repetition rates, low completion rates, inequalities by gender, location and social groups, low literacy rate and unsatisfactory performance of schools, these issues have been addressed under DOP through empowerment of local communities. The present government has initiated political and administrative devolution under its reforms agenda under Local Government Plan 2000. [(12) Marzano, R.J. (1992). A Different Kind of Classroom. Alexandria, VA: ASCD].The Local Government Ordinance was promulgated on 14th August 2001. Under devolution, political power, decision-making authority, and administrative responsibilities have been moved as closes as possible to the village, union council, tehsil and district levels, with only the major policy-making, coordination, and special service functions being retained with the central and provincial governments. It is believed that highly centralized system of education is greatly hampering the efficiency and effectiveness of delivery service at the grass-root level. Successive governments addressed this problem in their policies and plans since 1947.The present government has envisioned with a clear commitment to reform a number of aspects of education system framed within the 1998-2010 National Education Policy and ten year perspective development plan 2001-2011 to increase educational opportunities for all children, to enhance the efficiency and effectiveness of delivery service at grass root level. ESR is an Action Plan for 2001-2005, has been fully integrated into the Interim Poverty Reduction Strategy Paper and about 80% of the ESR packages covers adult literacy, Education for All and technical education. Devolution plan is the mainframe for implementation of ESR. The education sector reforms (ESRs) have been design to address the following areas of education system:1. Comprehensive literacy and poverty reduction program.

2. Expansion of primary elementary education.

3. Introduction of technical stream at the secondary level.

4. Improving the quality of education through teacher training.

5. Higher education sector reforms.

6. Public-private partnership.

7. Innovative programs. [(13) Perkins, D.N. (September 1985). What Creative Thinking Is. Educational Leadership. Vol. 42, No. 1, pp. 1824].Policies and Goals of Education System in Pakistan

Since independence, attempts have been made to relate the education system to the needs and inspirations of the country. All Education Conference was held in 1947 as per directives of the founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He provided the basic guidelines for the future development of education by emphasizing interalia, that the education system should suit the genius of our people, consonant with our history, culture and instill the highest sense of honor, integrity, responsibility, and selfless service to the nation. It should also provide scientific and technical knowledge to build up our economic life. This was followed by the appointment of various commissions, which submitted their reports periodically. The 1959 Report of the Commission on National Education enjoys a peculiar position in the history of educational reforms. There were several other commissions and policy statements up to 1973. In 1973 the civilian democratic government came up with a 1973 constitution which provided that the state shall:

(a) promote unity and observance of the Islamic moral standards;

(b) promote with special care the educational and economic interests of backward areas;

(c) remove illiteracy and provide free and compulsory secondary education within minimum possible period;

(d) make technical and professional education generally available and higher education equally accessible to all on the basis of merit;

(e) enable the people of different areas, through education , training, agriculture and industrial development , and other methods to participate fully in all form of national activities including employment in the services of Pakistan;

(f) ensure full participation of women in all the spheres of national life. [(14) Perkins, D.N. (1992). Smart Schools. London: The Free Press].

The above-mentioned goals were pursued by various policy documents announced by subsequent governments who came into power from time to time. Each policy stressed on: (a) Islamic ideology and character building; (b) the universalization of primary education and promotion of literacy; (c) science education; (d) quality of education; and (e) reduction in inequalities of educational facilities.

Formal System of Education in Pakistan

In formal education system, there are a number of stages, which are illustrated in the diagram in Annexure-I as described briefly below:Pre Primary Schooling: Pre-primary education is functional and managed in schools through out country. Public schools provide pre-primary education as part of socialization process. The students attending pre-primary class are called Kachi. National Education EFA Action Plan Policy, 1998-2010 provided recognition to Kachi class as proxy for early childhood education. According to National Education Policy, 1998-2010, the Kachi class will be introduced as formal class in the primary schools. The age group for pre-primary is 5.Primary Schooling

This stage consists of five classes I-V and enrolls children of age 5-9 years. Since independence, the policy makers pronounced to make primary education free and compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the gross participation rate was 71 percent in 1999, for male it was 80 percent and for female it was 61 percent. For urban female it was 92 and for rural it was 50 percent. The lowest participation rate observed for rural female in Sindh Province that was 33 percent. The net enrolment rate was 42 percent, for urban male it was 47 percent and 37 percent for rural female. [(15) Ramsden, P. (1992). Learning to Teach in Higher Education. London: Routledge.].

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. The participation rate at middle school was about 34 percent during 2000-2001. Males were 36 percent and females were 33 percent.

High Schooling

The high school children stay for two years in classes IX and X. The Board of Intermediate and Secondary Education conducts the examination. A certificate of secondary school is awarded to the successful candidates. The participation rate at high school was about 22 percent in 2000-2001 of which, 24 percent were males and 20 percent were females. 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 and similar other trades. There are 498 vocational institutions with an enrolment of about 88 thousand in 2001-2002. [(16) Swartz, R.J. & Parks, S. (1994). Infusing Critical and Creative Thinking into Content Instruction. Pacific Grove, CA: Critical Thinking Press & Software.].

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.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 Bachelors degree in arts or science, typically at the age of 19 years. In order to complete an honors course at Bachelors degree level an additional one years study is required. Further, a two years course is required for Masters degree who have completed two years Bachelors degree. A doctoral degree requires normally 3 years of study after the completion of a masters degree course. [(17) Taba, Hilda. Curriculum Development.]

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 bachelors degree in medicine (MBBS) requires 5 years of study after intermediate stage (12 years of schooling). Similarly, a bachelors degree course both in engineering and veterinary medicine is of 4 years duration after the intermediate examination.

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. During 2000 there were 6761 religious institutions with an enrollment of 934,000, of which 132,000 were female students in 448 institutions (Khan, 2002). 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.

Non-formal EducationThere 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. 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 teachers salary and teaching material whereas community provides school building/room. There are 6371 NFBE schools functioning in the country.

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 is held by the education department for promotion to the next grade. Another examination is held for the outstanding students to compete for the award of merit scholarships. Similarly, the examination 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.Teachers TrainingIn Pakistan, there are 90 Colleges of Elementary Education which offer teachers training programs for Primary Teaching Certificate (PTC) and Certificate in Teaching (CT) to primary school teachers. For secondary school teachers, there are 16 Colleges of Education, offering graduate degrees in education and there are departments of education in 9 universities which train teachers at the masters level. There are only 4 institutions which offer in-service teachers training. Besides these, the Allama Iqbal Open University, Islamabad, offers a very comprehensive teachers training program based on distance learning; its total enrolment is about 10,000 per annum of which 7,000 complete various courses every year.Private Education SectorPrivate sector involvement in education is encouraging. The Federal Bureau of Statistics survey (1999-2000) indicates that there are 36,096 private educational institutions in Pakistan. About 61 percent of the institutions are in urban areas and 39 percent in rural areas. The percentage share of private sector in enrollment is 18 percent at primary school level, 16 percent at middle school level and 14 percent at high school level. It has been observed that most of the private schools select their own curricula and textbooks, which are not in conformity with public schools. Majority of the schools are English Medium which attracts the parents for sending their children to these schools. Most of the schools are overcrowded and do not have adequate physical facilities. These schools are usually charging high fees from the students. Most of the schools are unregistered; therefore, in most cases the certificates issued by these institutions are not recognized by public schools. Majority of these institutions are functioning in the buildings.

The National Education Policy 1998-2010 proposed that there shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately managed schools and institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the setting up of educational facilities by the private sector. Grants-in-Aid for specific purposes shall be provided to private institutions. Setting up of private technical institutions shall be encouraged. Matching grants shall be provided for establishing educational institutions by the private sector in the rural areas or poor urban areas through Education Foundation. In rural areas, schools shall be established through public-private partnership schemes. The government shall not only provide free land to build the school but also bear a reasonable proportion of the cost of construction and management. Liberal loan facilities shall be extended to private educational institutions. Despite all shortcomings of private education mentioned above, PIHS survey indicates that enrolment rates in public schools have declined since 1995-96 particularly a large decline has been observed in rural areas. It is generally perceived by parents that quality of education in private schools are better than the public schools, therefore, those parents who can afford prefer to send their children to private schools.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.The Federal Ministry of Education is headed by the Minister of Education. The most senior civil servant in the Ministry is the Education Secretary assisted by Joint Secretary and Joint Educational Advisors of each wing. There are 6 wings in the Federal Ministry of Education and each wing is headed by Joint Educational Advisor.

The provincial Education Departments are headed by their respective Provincial Education Ministers. The civil servant in charge of the department is the Provincial Education Secretary. The provinces are further divided into districts for the purpose of administration. The head of the Education Department in a district is Executive District Officer (EDO). Literacy Department functions separately in case of Punjab and Sindh only it is headed by Executive District Officer (EDO) literacy. In the Provinces of NWFP and Balochistan, literacy is the part of Education Department. The hierarchy then runs down to the District Education Officer, Sub-district Education Officer, Supervisors or Assistant Sub-district Education Officers .

At the grass root level (the union council level), Learning Coordinators (LCs) provide academic guidance as well as supervise the schools. The administrative structure has been decentralized under the Devolution Plan. Village Education Committees (VECs)/ School Management Committees (SMCs) have been set up in the provinces at grass root level.

Present Scenario of Education in Pakistan

The government of Pakistan recognized that education is the basic right of every citizen; therefore, access to education for every citizen is crucial for economic development and for poverty alleviation. The present government has given much importance to education sector it has not only emphasized raising the present literacy rate but also emphasized improving the quality of education. The over all estimated literacy rate was 50.5 percent, for male 63 percent and for female 38 percent during 2001-2002. Urban literacy rate was 70 percent and rural literacy rate is 30 percent during the same period. Pakistan net primary enrolment rate was 66 percent (male 82 percent, female 50 percent) and gross enrolment rate was 78 percent (male 91 percent, female 64 percent) during 2000-01. About 45 percent children who enrolled in grade-1 drop out before completing primary education cycle (male drop out 45 percent, female drop out 54 percent). There are about 4 million children of 5-9 age group who are left out of school. The left out includes those children who never enrolled and those who drop out.

Enrolment at primary level was 16.63 million during 2000-01. The gross enrolment at middle level was 34 percent, male 36 percent and female 33 percent in 2000-01. The gross enrolment at secondary level was 22 percent, 20 percent for female and 24 percent for male. The total number of Arts and Science colleges were 916 (male 536 and female 380) with the enrolment of 763,000 during 2000-01. There are 68 universities in Pakistan with the enrolment of 1.1 million. Out of the total universities, 40 universities are managed by public sector. There are 203,439 educational institutions in Pakistan of which 36,096 institutions are run private sector and the share of the private sector is about 18 percent.

The major issues and challenges of the education system include low literacy rate, high drop out rate, wide spread teacher absenteeism, weak management and supervision structure, shortage of trained and qualified teachers specially female, lack of teachers dedication, motivation and interest in their profession and lack of physical facilities. Moreover the curriculum is mostly outdated, irrelevant and does not fulfill the requirements of present day.

Education For All (EFA)

Education For All refers to the global commitment to ensure that by 2015 all children would complete primary education of good quality (Universal Primary Completion), and that gender disparity would be eliminated in primary and secondary education preferably by 2005 and no later than 2015. This commitment was made at the World Education Forum in Dakar, Senegal in April 2000 and reaffirmed in the Millennium declaration in New York in September 2000. The Government of Pakistan is attaching top priority to EFA. The country has ten year Perspective Development Plan (2001-11) to visualize the long term macro-economic and sectoral growth strategies, Poverty Reduction and Human Development is the priority area of the Plan. Sector-wide development approach covering all the sectors of education has been adopted under the Perspective Plan. In order to address the EFA implications linkage plan focusing on development of other sectors of Education has also been prepared.

Nearly 80% of the ESR covers different goals of Education for All by 2015, reducing illiteracy by 50 percent with a focus on reducing the gender gap by 2015, life skills and learning opportunities for youth and adults; and early childhood education. The targeted groups for EFA goals belong to disadvantaged communities with minimal opportunities. These groups are highly vulnerable, without access to learning facilities, or public sector facilities, which are functioning at sub-optimal levels.[(17) www.wikipedia .com)CRITICAL ANANLYSIS OF WHOLE DISCUSSIONThe existing education delivery system is not meeting the needs and aspirations of the society as such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover, prior to devolution, the policy and planning have been undertaken by the central and provincial governments without taking into account the ground realities and without the participation of community. The main objectives of the devolution plan is to empower the community at the grassroots level in planning, management, resource mobilization and utilization, implementation, monitoring and evaluation of the education system to improve the service delivery at that level. The major issues and challenges of the education system include low literacy rate, high drop out rate, wide spread teacher absenteeism, weak management and supervision structure, shortage of trained and qualified teachers specially female, lack of teachers dedication, motivation and interest in their profession and lack of physical facilities. Moreover the curriculum is mostly outdated, irrelevant and does not fulfill the requirements of present day.