Review of Education Policy 2009

Critical Analysis (Review) of National Education Policy Draft 2009
Regarding Primary Level

by Ateeq

Education is a dynamic phenomenon that’s why there is always need 

to review, and revisit the course of actions and the methodology to 
excel in the field by nations.
Let us see what does the words Policy and Draft mean?
and does the current education policy draft meet the needs of the day
and for the years yet to come with specific focus at primary level ?
while analyzing the draft we would strive to find the positives and the
negatives of the document. And critically analyze the document.
Before going in to details of the draft, let us be acquainted with the 
terms, Policy and Draft. So that we are in better position to see what
are we going to see. Policy means a definite course or method of action
selected to guide and determine present and future decisions.
Draft means to create the wording of a document. So we are here to
analyze the draft of a document created to determine the method of
action for present and future education of the country at primary level.
Briefing(background) :It would be appropriate to have a glance over 

some of the facts and figures given in this draft of National Education
Policy 2009 regarding our area in specific, the primary level.
The document says that studies estimate that education of early years 

is a sound investment.1 For each dollar invested in quality education 
at this stage, governments provide a return ranging from 2 to 13 dollars.
According to the document, There was a considerable progress at the 

primary level, from 2001-02 to 2005-06.
The Gross Enrollment Ratio(G.E.R.) rose from 71 %(2001-02) to 84 %

(2005-06) This progress is evident in the N.E.R. (Net Enrolment Rate)
as well, The primary school N.E.R.rose from 57 % to 66 %.
The drop-out rate is cut down from 43 % to 28 % in public sector at 

primary level.But one third of primary school age children remain out
of the school.The Rural Urban Divide is another aspect of the society.  
On this end the proposed Policy Draft has some interesting figures
Between the Urban and Rural there is a difference of one 1 % at primary level, meaning
thereby that in the Urban areas G.E.R. 85 % and in the Rural areas is 84 %
At secondary level it is 48 % and 22 %
In terms of survival rate to grade 5 is only 67 % to 94 % in the urban areas.
But pupil teacher ratio is is favourable in the rural primary schools
Rural primary schools > 39 students per teacher
Urban primary school > 43 students per teacher
Water sources > Urban 90%
> Rural 63 %
Sanitation sources> Urban 88 %
Rural 56 %
Another interesting figure given in the draft is of the teacher quality
At primary level the teachers are 100%according to the standards
But (according to the draft) the standards are widely believed to be unsatisfactory.

Public private provision
At primary stage the overall share of private schools is 32 %
The policy draft says that the role of private sector has been expanding in the recent years
as there are several reasons for this relative growth and this growth is the reflection of the
shortcomings of the public sector to provide quality education.
Rising the Quality of Education
The issue is discussed in chapter 7 of the document. According to the document of the
proposed policy draft 2009, In developed countries close to two thirds ofchildren’s
performance in early schooling depends on factors outside the school, namely on the
home environment, socio economic status of the parents, parent education particularly
The mother’s and the learning resources available at home.
While for the remaining one third, teacher quality and leadership at school are believed to
be the more important factors.
2 The policy draft further says that there are five-six pillarsthat have the major contribution
These are:
The learning environment
3 “And the relevance of Education to practical lfe/ labour market”
The draft suggests that the reform of the teaching quality is of the highest priority
Curriculum Reform
The Draft has discussed the Curriculum at primary level in the following manner.
“In basic primary Education the most important missing element is the diffused focus on
the local context. However efforts have been made to overcome the deficiencies in
curriculum development and its translation into meaningful knowledge.
This was the briefing about the Policy Draft of National Education Policy, 2009 at
primary level.”
Suggestions and the policy Actions recommended by the National Education Policy
Primary Education official age shall be 6 to 10 years.
4 To achieve EFA Goals, efforts shall be made by the Govt.
All primary schools shall be upgraded to the middle level.
To expand school facilities 5 International Development Partners shall be invited.
5. To reduce the drop-out rates Govt. shall provide financial support to the
children who drop-out because of poverty.
6 Schools shall be made more attractive for providing attractive learning
6. At elementary level the requirement for teaching shall be a Bachelor’s
Degree with B.ed. shall be ensured by 2018.
PTC and CT shall be phased out through encouraging the present set of
teachers to improve their qualifications, while new hiring shall be based on the
advanced criteria.
Although the draft of the National education policy 2009 is an informative and the
latest document available having facts and figures that help us in understanding the
overall current situation of the education at different levels in general and primary in
specific. Being a student of Education these facts and figures are needed and are
But there are some hars realities as well on the other hand that should be kept in
As we know that this is the draft of the National policy of Education And when we
see the from this angle then this document does not seem much impressive. One feels
that the draft has been drafted in a hurry without any deep thinking.
This can be seen by havin g an other look on the sentences that have been underlined.
a. As in reference No.1 and 3 it is evident that the dominating factor of the policy is
the bread and butter aim of education instead of other high motives and aspirations.
b. Moreover if we look at refernce No.3 it is felt that the draft is drafted in so much
hurry. As we know this is a draft of Education policy that is supposed to hold the
future of the nation, and in such a sensitive document the language is so much casual
as it says that “there are five-six pillars”.It does not seem fair.
c. In reference No.4 it is said that efforts shall be made by the Govt. to achieve the
EFA. Goals, but what efforts would be made, and how would they be implemented
and exercised, what would be the scope of those efforts, no details are given.
d.Refering to No. 5, it is said that International development partners shall be invited.
Though in the draft the role of I.D.P. is limited and it is said that they will work under
he provincial education department. But we know the reality, and have seen the
ground realities, that are more bitter. When the IDPs come and assist us they are
interested in implementing their own agendas and vested interests.
Anyway the National Education Policy of an Ideaological state like Pakistan demands
much depth which this policy draft is lacking. Therefore it is recommended that it
may be revised and made to the needs of the day and years to come and should be
made, pragmatic and the Islamic provision should be inculcated according to the
Constitution of Islamic Republic Of Pakistan.
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