TOPIC:

1
AREA OF INTEREST:
“FINANCIAL ASSISTANCE AND THE DEVELOPMENT OF
EDUCATION SECTOR OF PAKISTAN”

PRESENTED TO:
Sir Sami Ullah

PRESENTED BY:
Mareya Rajput BBA-SP09-072

Section:
11C

Table of Content

2
Description Page No.

Abstract (Executive summary) 7

Focus area 7

Research problem 8
• Some key facts
• Area of interest

Literature Review 9

Theoratical Framework 9-10

• Construction of hypothesis

Research design 11-13

• Purpose of study
• Type of investigation
• Study setting
• Measurement scale
• Unit Of Analysis
• Sampling procedure
• Time and cost
• Instruments of data collection

EDUCATION SECTOR OF PAKISTAN 13

• Introduction
• Investment in terms of GDP
• Budgetary allocations
• Literacy rate

Education levels 14-15

• Schooling
• Higher education
• Professional and Technical Education

History 16
• Foreign funding
3
Azad kashmir ratios 17

Comparison of literacy rates 16

 All praises belong to almighty Allah who is the supreme authority knows the ultimate
relations underlying all sorts of phenomenon going on in this universe and whose
blessings and exaltation flourished our thoughts, our ambitions and our modest efforts in
making a research on

“FINANCIAL ASSISTANCE AND THE SOCIAL SECTOR DEVELOPMENT”

We also offer our humblest thanks to HOLY PROPHET HAZRAT MUHAMMAD

(PBUH) who is the forever torch of guidance and knowledge for humanity as a whole.

We deem it our utmost pleasure to avail this opportunity to express gratitude and deep
sense of obligation to our respected Sir Sami Ullah for her valuable and dexterous
guidance, scholarly criticism, untiring help, compassionate attitude, kind behavior and
moral support. Through the Project he helped us and guided us in every aspect, as that
was a very new experience for us.

ACKNOWLEDGED BY:

Mareya Rajput BBA-SP09-072

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ABSTRACT

The purpose of this research article is to investigate the key issues, problems and the new
challenges in education sector of Pakistan. The study will find out the impacts of financial
assistance on the education sector of Pakistan. Education plays the role of leadership in the
society. The functions of the educational institutions are to develop the people physically,
mentally, psychologically, socially, and spiritually. It improves and promotes the economic,
social, political and cultural life of the nation. Until now the role of secondary and college
education in Pakistan has been simply preparation for tertiary education, which in the minds of
most people means strictly a university education. All over the world universities are guiding and
co-operating with the industrial and agricultural development organizations and they are
developing their economics rapidly and meaningfully. There is a close link between education
and development. In Pakistan, after more than five decades, the developmental indicators are not
showing positive results. The participation rate at higher education is low comparatively to other
countries of the region. There are problems of quality of staff, students, library and laboratory.
Relevance with society needs, research facilities, financial crisis, arts students more than science
students, weaknesses of examination, ineffective governance and academic results are not at par
with international standards. Considering the gigantic problems of education in Pakistan, we as a
group selected this topic for research.
This study attempts to review and examine that what kind of problems have engulfed the
country’s education system and what is the impact of financial assistance on the development of
education sector and what kind of specific policies and programs, existing provisions and
strategies should the Govt. adopt to improve the structure of education in Pakistan.
In this context, the study will focus on:-
• Critical analysis of National Education Policies and Plans on education sector
development.
• Identification of problems and obstacles in achieving universal education system.

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 • Examining the role of private sector in the development of Basic Education
• Learning achievements and outcomes
• Role of financial assistance in development of education sector.

RESEARCH PROBLEM

Pakistan is a country with a population of more than 160 million people living in this land of
peace. Having been rich in minerals, significant agriculture, flourishing industry and huge human
capital (labor force) is lacking substantially in the social sector development. We as a group
focused our efforts to the DEVELOPMENT OF SOCIAL SECTOR OF PAKISTAN. We are
conducting a research program on the issue of social sector development in Pakistan and what
are the effects of a gigantic financial assistance provided for the development of social sector of
Pakistan. The reason being is to figure out the forces and elements which are playing a secret
role in causing social crises. The crux of matter is that Pakistan has received more than 11 billion
$ from the STATES on account of military and SOCIAL DEVELOPMENT AID from 2001 to
date. The development programs and systems have become dilapidated and decrepit. The society
is suffering a lot from mismanagement and the social sector of the economy has been ruined.

SOME KEY FACTS

• 70 % population of Pakistan is directly or indirectly involved with agricultural activities.

• Large amounts on account of aid have been received by the Govt.

• Having a population of more than 160 million.

• Pakistan having been ranked at 43rd number in corruption in social sector.

AREA OF INTEREST
Social sector development is a very broad topic and includes a lot of sub topics like

• Health sector development

• Education sector development

• Poverty alleviation

• Unemployment management
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 • And many more

But our area of interest is to find out the development of the educational sector of Pakistan.
Why Pakistan is having a worse education system in the country and what effects can the
financial aid have on the development of this sector.

LITERATURE REVIEW
After selecting the topic of

“The effects of financial assistance on the development of the education sector of Pakistan”

We will move towards the most important step of our research that is the LITERATURE
REVIEW. We will conduct literature review to obtain secondary data and to obtain the
information about others findings. Our literature review will include the review of economic
survey of Pakistan, journals, books, news papers, biographies, research papers etc.

• Economic survey of Pakistan

We will consult the economic survey of Pakistan as a pioneer supporting work for our
research process. Reason behind is that it is the most authenticated source ratified by the
concerned Govt. department.

• Editorials on education problems

We will consult the editorials written on the issue of education problems and some
valuable suggestions because we consider the editorial as an expert’s opinion. Expert’s
opinion means a lot in understanding and evaluating a topic.

• Financing of Education in Pakistan

• Literacy trends in Pakistan
• Basic Education in Pakistan
• Population Censuses Reports (1998) of the four provinces and federal areas, Punjab,
Sindh etc.
• Population projections by National Institute of Population Studies (NIPS);

Theoretical Framework
.

Inventory of Variables

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Following are the variables involved in the research.

DEPENDENT VARIABLE
In this scenario the education sector development is a dependent variable. It is so because the
education development is directly related to the financial assistance provided. It is dependent on
the funds that can improve the education sector.

INDEPENDENT VARIABLE
The financial assistance is an independent variable because it can have different kinds of effects
on the development of the education sector. The more financial aid the more will be the
development in education structure of Pakistan. So it acts as an independent variable.

INTERVENING VARIABLE
The external and internal threats involved in the system are intervening variables. The policies
that will ensure the judicious usage of the funds are intervening variables.

The external threats like terrorism, cultural backwardness, no female education etc. may pose
threats to the development of educational sector.

Schematic Diagram

Intervening variables

Education terrorism

Development cultural backwardness

Female education

Financial assistance

CONSTRUCTION OF HYPOTHESIS
It includes any educated assumption made to carry on the research proposal. We have to discuss
the relationship between certain variables that have been included in this research. The role of
intervening variable is also obvious.
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If more financial assistance will be injected into the education system then it will develop
further.

More financial assistance will lead towards a rigorous education system

OBJECTIVE AND UNIVERSE

Our objective or purpose is to make findings about the development of educational sector of
Pakistan and the boundaries of our research paper will be the geographical location of Pakistan
and we will cover the total period but obviously our focus would be on the time period from
2007 to date. We will strictly follow the guideline to be pertinent to our topic.

RESEARCH DESIGN
PURPOSE OF STUDY

Explanatory research is going to b conducted as the problem is clearly defined.

TYPE OF INVESTIGATION

Causal research is going to be done to identify the cause and effect relationship among
variables by systematically changes in the values of variables.

STUDY SETTING

Field experiment is conducted for a long period of time in natural setting to check the
causal relationship.

MEASUREMENT SCALE

We will develop a measurement scale for different variables involved in the research process.
Like the relationship between the flour crises and the administration and policies or strategies.

• INDEPENDENT VARIABLE

We will measure the independent variable financial assistance in the Pakistani currency
Rs.

• DEPENDENT VARIABLE

We will measure the dependent variable educational development in poor, average,

excellent.
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 • INTERVENING VARIABLE

We will measure the intervening variables on scales like low, average and high.

UNIT OF ANALYSIS

Individuals and groups

TIME AND COST

We need a handsome amount for conducting this research and a moderate time of nearly
30 days to complete this research. and it is longitudinal study.

SAMPLING PROCEDURE

We will select a sample of 100 executives, experts, policy makers, professors and people
related to the education department.

SAMPLING TECHNIQUES

We have selected 100 members in a sample by using the judgmental sampling and further
we have selected members through QUOTA sampling. We have made five groups and
we have selected twenty people each from a group.

INSTRUMENTS OF DATA COLLECTION

• QUESTIONNAIRE

A list of questions asked to a selected sample from the

population of Pakistan. Our population will be the executives of the education
department, the policy makers of the Govt. and universities, university and school
officials. Etc

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 • SURVEY

We will conduct multiple surveys to the randomly selected

Universities, colleges, schools, libraries and the education department offices to gather as
much data as possible.

• INTERVIEWS

We will take information from the previous interviews or we

will seek some important personality related to our research. We have developed a list of
different questions that can enhance our view in completing our research.

• SECONDARY DATA

We will consider all possible sources of getting secondary data. like

• Economic survey of Pakistan

We will consult the economic survey of Pakistan as a pioneer supporting work for our
research process. Reason behind is that it is the most authenticated source ratified by the
concerned Govt. department.

• Editorials on education problems

We will consult the editorials written on the issue of education problems and some
valuable suggestions because we consider the editorial as an experts opinion. Experts
opinion means a lot in understanding and evaluating a topic.

Further more we have consulted books by experts of education department, editorials,

magazines, journals, posts, etc.

EDUCATION IN PAKISTAN
INTRODUCTION
Education is extensively regarded as a route to economic prosperity being the key to scientific
and technological advancement. Hence, it plays a pivotal role in human capital formation and a
necessary tool for sustainable socio-economic growth. Education also combats unemployment,
confirms sound of social equity, tolerance, self esteem and spread of political socialization and
11
cultural vitality. It raises the productivity and efficiency of individuals and thus produces skilled
manpower capable for leading the economy towards the path of economic development.

INVESTMENT IN TERMS OF GDP

Being an important component of social sector, Government is adopting most feasible strategies
for the growth of educational sector including dependence on thee available financial resources,
Paradigm of structural development and essential Elements of policy framework. Public expend
denture on education as a percentage to GDP is lowest in Pakistan due to fiscal resources
constraint that Paved to the way to synchronization n in terms off GDP Allocation. The trend of
investment on Education in Terms oaf GDP has been 2.50 % and 2.47 % ion the Years 22006-07
and 2007-8 respectively whereas it is estimated to be 22.10 % during the 2008-099. It is on the
lower side in accordance to its requirement given the importance of the sector but seems
appropriate in terms of current financial situation of the economy.

BUDGETARY ALLOCATIONS

The budget allocation has increased by 8.6 % in 2008-009 as against an increase off 17 % in
20007-08. For 2007-08, an allocation of Rs. 6508.78 million was made in Public Sector
Development Program (PSDP) for Ministry of Education. However, the original allocation was
reduced to Rs. 4384.94 million where as Rs. 3788.06 million were got released. In addition to
this, government has also released Rs. 525 million, which made the total release as Rs. 4313...6
million for the financial year 2007-008. PSDP allocation for the current financial year (22008-
09) stood at Rest. 62669.652 million But Economic Survey 2008-09 due to financial constraints
it has been reduced by 33% to Rest. 4162 million.

LITERACY

Our education system has to meet the basic learning needs of our society emphasizing basic
literacy and life skills, increasing access and completion of quality education, address gender
problem, geographical and structural disparities, and enhance the efficiency of education
governance. According to Pakistan Social and Living Measurement (PSLM) Survey (2009-10),
the overall literacy rate (age 10 years and above) is 57% (69% for male and 45% for female) in
2009-10 compared to 56% (68% for male and 44% for female) in 2008-09 and in 2007-08 it is
55%(67% for male and 42% female). Literacy remains higher in urban areas (71%) than in rural
areas (49%) and more in men (69%) compared to women (44%). When analyzed provincially,
literacy rate in Punjab stood at 59 % followed by Sindh (56%), NWFP (49%) and Baluchistan at
46%. The literacy rate of Punjab and Baluchistan has improved considerably during 2006-07 to
2007-08.

LEVEL OF EDUCATION

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PRIMARY EDUCATION

• Pre-Primary Education

Pre-Primary Education constitutes Early Childhood Education (ECE), Prep or Kachi classes of
children having age of 3-4 years. A decrease of 0.25% in Pre-Primary enrolment (7.403 million)
in 2007-08 over 2006-07 (7.423 million) has been observed and during 2008-09, it is estimated
to increase by 1.2%.

• Primary Education (Classes I – V)

A number of 157,899 Primary Schools with 438,823 Teachers are functional (Table

10.4).Moreover, 184 new schools have been added since July 2009.GPI in Primary

Education stood at 0.85.

• Middle Education (Classes VI-VIII)

40,837 Middle Schools with 320,609 Teachers are functional (Table 10.4) and 589 new schools
have been added since July 2009.GPI remained 0.77 in Middle Education.

• Secondary Education (Classes IX-X)

23,967 Secondary Schools with 374,249 Teachers are functional (Table 10.4). 400 new schools
have been added since July 2009 and GPI has been 0.75 in Secondary Education.

• Higher Secondary / Inter Colleges (Classes XI-XII)

An enrolment of 1.0 million is estimated in 2008-09 over 961,661 in 2007-08 and 902,448 in
2006-07. 3,218 Higher Secondary Schools / Inter Colleges with 74,222 Teachers are functional
(Table 10.4). 174 new schools / Inter Colleges have been added since July 2009. GPI has been
0.99 in Higher Secondary Education.

HIGHER EDUCATION
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 • Universities Education

An enrolment of 741,092 is estimated in 2008-09 in Higher Education over 640,061 in 2007-08.

Four new Universities have been added since July 2007, making the total number to 124
universities with 46,893 Teachers in both Private and Public Sectors (Tables 10.4). GPI has been
0.86 in University Education. Over the past three years, 17 new universities had been granted
Charters. Majority of these have been opened in areas where Higher Education opportunities
were previously unavailable. Twenty-three new and advance disciplines were launched.
Furthermore, 11 foreign institutions were allowed to operate in Pakistan through franchising /
collaborative arrangements with local institutions of higher education.

• 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.

HISTORY

Literacy Since 1947

• 1951 Census: One who can read a clear print in any language. 16.4%
• 1961 Census: One who is able to read with understanding a simple letter in any language
16.3%
• 1972 Census: One who is able to read and write in some language with understanding
21.7%
• 1981 Census: One who can read newspaper and write a simple letter 26.2% According to
UNESCO report the literacy rate in Pakistan was 8 percent in 1984
• 1998 Census: One who can read a newspaper and write a simple letter, in any language.
43.9%
• The present (2009) projected literacy rate for Pakistan is 57% (male 69%: female 45%)

COMPARISON OF LITERACY RATES IN 1972 & 2009

Literacy by Province (1972 to Present)

1972 2009
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Province Literacy rate % Province Literacy rate

Punjab 20.7% Punjab 57.7 %

Sindh 30.2% Sindh 57.7%
NWFP 15.5% NWFP 49.9%
Baluchistan 10.1% Baluchistan 48.8%

AZAD KASHMIR Ratios

Azad Kashmir had a literacy rate of 62% back in 2004. Higher than any other region in Pakistan.
Out of 62% about 55.47% were people at the age of 10 or a little above of it, 70.52% were male
and 40.46% were female. However, only 2.2% were graduates compared to the average of 2.9%
for the whole of Pakistan in 2004.

FOREIGN FUNDING
There are two main types of external assistance.

• Multi-lateral Foreign Assistance. It covers assistance from the Banks and UN Agencies.
• Bi-lateral Foreign Assistance. It comprises assistance from any country to Pakistan.

The efforts for materializing assistance of 1974 million US dollars succeeded during the last few
years for improvement of education in the country. This assistance is sought in the form of kind,
grant, loan, etc. from Islamic Development Bank, World Bank, Asian Development Bank,
European Union, UNICEF, UNESCO, UNDP, UNFPA, ILO, WFP, US AID, CIDA of Canada,
DFID of UK, GTZ of Germany, JICA of Japan, and NORAD of

Norway, AUS AID of Australia, etc. In addition, Canadian Government is providing $ 450
million (Canadian dollars) for development of Teachers’ Education throughout the country.
Similarly, Government of Germany has also provided Rs. 7.0 billion approx. for improvement of
Elementary Education System in NWFP and School libraries in Punjab Provinces.

CHART OF EXPENDITURE ON EDUCATION

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RECOMMENDATIONS
Based on some major issues, which have emerged, the Study recommends the following:

FINANCIAL PUBLIC SECTOR INVESTMENT

The major issue in education in Pakistan is low financial public sector investment. Although
education enjoys the highest priority on the social sector agenda, yet allocations are not provided
according to the requirements. It is strange to note that in the federal and provincial budgets,
public sector allocations to education have steadily declined over the past five years from 2.7%
of GDP in 1995-97 to 1.8% of GDP in 2001-2002. It is, therefore, recommended that all efforts
should be made to enhance the budgetary allocation to education to 4% of GDP. In addition,
innovative approaches should be adopted to generate additional resources for increasing funds
for the education sector, especially to primary education, adult literacy and early childhood
education if Dakar targets have to be met by 2015.

PROPER ALLOCATIONS OF BUDGET

It has been observed that at present, an extremely high proportion (over 95%) of education
budgets at the provincial levels are spent on recurrent heads, particularly on salaries of teaching
staff, with negligible proportions i.e., below 5%, remaining for development expenditures due to
delays and budgetary cuts in view of shortfall in resources. It is recommended that
developmental budget should be increased, so that infrastructure can be strengthened for
providing basic educational facilities.

FINANCIAL MANAGEMENT

16
It was found that education suffers from inefficient financial management and outdated
procedures which have adversely affected the implementation of education programs and
projects. The development projects are prepared by the Ministry/Departments of Education,
which are approved, by the Planning and Development Division/ Department (through PDWP,
CDWP and ECNEC) but the funds are allocated by the Finance Division (through Priorities
Committee, APCC, and NEC). It is not unusual to observe that funds particularly for higher-cost
projects are seldom allocated according to the approved phasing due to thin funding. This is
mainly due to low budgetary allocation to education, which entails repeated revision of projects
based on escalated costs, hampering their implementation. It is recommended that obstacles in
management and procedural systems hindering the efficient utilization of allocated resources
should be removed through an overhaul of the financial procedures governing release of funds.

FINANCIAL ASSISTANCE TO PRIVATE SECTOR

It was found that the overall enrolment growth rate was 13% in private
Sector whereas it was only 3% in public sector this indicates that private
Sector is playing vital role in the development of education, but financial
Assistance is not being provided to private sector. It is recommended that
Financial assistance may be given to private sector.

PRIMARY EDUCATION MUST FOR ALL

For poor people, education can serve as a bulwark against volatility: even the
fundamental skills learned in primary school can make a critical difference for the
survival of families when government services fall short or during times of economic
crisis. The widening of educational access thus can help to eradicate poverty even before
it begins to yield returns in the labor market.(Stern 2001).
Hence Government takes actions in order to make possible that all children’s must attend
primary school system and there must be law for this and government provide funds to
the education system to assure that all children’s have the facility of primary schooling,

THERE IS NO GENDER DISPARITIES:

Pakistan’s social indicators were dismally low in absolute, as well as, in relative terms. In
1990, after such impressive growth performance almost two thirds of the country’s
population was illiterate, enrolment ratios were dismally Low, the drops out rates were
quite high, gender disparities in access to education were rampant and the quality of
17
higher education was on a declining path. By most indicators, basic schooling
investments in Pakistan were low and growing less rapidly than on the average for low-
income countries. The reasons for Pakistan’s low educational status are varied but one
important factor is that Pakistan’s educational system is highly fragmented and
segmented.

So there is need to educate and aware the peoples that male and females are equal and
above 50% of population is females so must be educated and a educated female can
handle the family more better than an uneducated female.

EDUCATION SYSTEM NEEDS REFORMS:

At the primary level. The parents have the choice to send their children either to a Madrassah or
to an English Medium primary school or Urdu medium primary school. The English medium
schools are further divided into ‘elite’ schools and’ non-elite’ schools. Most English medium
schools are in the private and while the majority of the Urdu medium schools are run by the
Government.

As I mentioned above government focus on primary school enrolment. There are also need
reforms in education system for this government needs a equality base education system and that
differences in society must be abolished and we are Muslims and Islam is also the region of
equality.

• ALLOCATED MORE FUNDS IN BUDGET TO EDUCATION SYSTEM.

Pakistan’s economy is beginning to improve, but 60% of the government’s budget is dedicated to
Defence and Debt-Servicing (paying back IMF and World Bank loans) while only 3% is
allocated to education. The average income of families living in southern Punjab is Rs.1490 and
the average family size is 5.5. Most parents have a tough time deciding whether or not to send
their children to school.

The 2003Educational Reforms that the government has introduced provide free education for
students up to the matrix level. But this program still not in full working condition so
government must improve the funds and this program must be implementing.

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 • IMPROVE THE LEVEL OF EDUCATION IN VILLAGES

With the problem of costs of attending schools now dealt with there is a dire need to improve the
level of education in villages.

Students have no access to science education and schools are free from all facilities so with the
awareness government provide all equipments to the schools privately some NGO’s work on this
like “SEPG Science Education in Pakistan Group” government support the private sector to
make more interest in education system in rural areas.

• OLD EDUCATION SYSTEM REPLACED BY NEW SYSTEM OF

RESEARCH

Another fact is the rigid system of education. The old 'ratification' (memorization) system is part
of our education system in which there is no adaptability and flexibility.
The main reason why research process has not developed in Pakistan is the lack of resources.
Many people have left the field of research because of lack of resources though people have
skills.
So in order to improve there is again a need of funds so government provide more financial add
to this.

• PREVENT AND MINIMIZE THE PROBLEM OF DROP OUT

As mentioned above legislation may be made for providing compulsory education but enforced
gradually. To minimize the drop out ratio the most important factor is poverty so free textbooks
and free education provide to the people, there some other factors also involved but we focused
mainly in financial problems that cause more damages.

• TEACHERS TRAINING

In order to improve the results we must trained over teachers and told them the requirements of
21st century. Punishments of students stopped and guide the teachers that they used new
equipments like audio and visual adds to develop more interest in children. Teachers must be
trained in order to maintain better liaison with the parents and students and must be aware of
better techniques of studies.

And the profession of teaching (particularly at primary level) should be made more attractive by
improving salary scales so that suitable person is drawn and retained in greater numbers so that,
economic factors do not adversely affect the teaching.

• PRIORITY SHOULD BE GIVEN TO RURAL AREAS

19
Providing better physical facilities, priory should be given to rural areas. Where infrastructure is
not available union halls, community centers and other suitable buildings should be used for
school purpose.

And physical conditions of school should be attractive for children.

• LAWS FOR CHILD LABOUR

Laws made for those children who are below 12 years and man not be allowed to get any
employment. This will make little easier to bring the child’s back to school.

LAST NOTE
Though considerable progress has been observed during the past decade in
the participation of NGOs and private sectors in the field of education,
especially primary and university education, but more involvement of
NGOs and private organizations would benefit the delivery of education
services. To facilitate this, the national and provincial education foundations
also need to play a more active role in guiding and coordinating NGOs and
private organizations in “adopting” public schools and supporting rural
community schools to achieve rapid progress in achieving the Dakar goals.

CONCLUSION
Education provides the base for socio-economic development. An educational system of poor
quality may be one of the most important reasons why poor countries do not grow. In Pakistan,
the quality of education is on the decline in spite of the fact that the present government has
initiated drastic measures in uplifting the quality and quantity of education. Quality of teachers
especially at primary level is still questionable. It is evident that that without teachers’
transformation we cannot transform the education system for improving the quality of education.
In this regard, a series of education reforms in the area of teacher education were introduced in
the public sector but their vision seemed to be narrow, hence, they failed to make any substantial
impact on the quality of teachers and teaching process. Eventually, it further affected the quality
of education being offered in schools. Education system of Pakistan is facing new challenges. It
has yet to be developed at par with other developing countries in the region.

REFERENCES
20
THE EDUCATION CHALLENGE: HUMAN DEVELOPMENT IN SOUTH ASIA.
(2007). Human Development Center, Islamabad.

FEDERAL BUREAU OF STATISTICS (2008). Pakistan Integrated Household Survey Round 2.

Government of Pakistan.

SPDC (2002). Human Development Report Social Policy and Development Centre, Islamabad.

HIGHER EDUCATION IN DEVELOPING COUNTRIES: Peril and Promise by Task Force on

Higher Education. Education Watch Report 2008 by SAHE-Pakistan.

Analysis to Issues in Basic Education in Developing Countries. An Exploration of

Policy Options for Improved Delivery to Action. Technical Paper no.298. Washington DC: The
World Bank.

PAKISTAN STATISTICAL YEAR BOOK (2009). Federal Bureau of Statistics,

Government of Pakistan

SCHWILLE, J. & EISEMONT, D. (1991). Is Grade Repetition Always Wasteful? New Data and
Unanswered Questions. Bridge Research Report Series no. 7.
SERPELL, R. (1999).

The Significance of Schooling. Life Journeys in an African Society. Cambridge University

Press.

Appendix

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