“Poverty is humiliation, the sense of being dependent on them, and of being forced to accept rudeness, insults, and indifference when we seek help.” —Latvia 1998
In the simplest term, poverty may be defined as a social condition where individuals do not have financial means to meet the most basic standards of life that is acceptable by the society. Individuals experiencing poverty do not have the means to pay for basic needs of daily life like food, clothes and shelter.
Poverty also staves people off from accessing much needed social tools of well-being like education and health requirements. The direct consequences stemming from this problem are hunger, malnutrition and susceptibility to diseases which have been identified as major problems across the world. It impacts individuals in a socio-psychological way with them not being able to afford simple recreational activities and getting progressively marginalized in the society.
The term poverty is interconnected with the notion of the poverty line/ threshold that may be defined as the minimum figure of income that is required in a particular country for maintaining the socially acceptable quality of life in terms of nutritional, clothing and sheltering needs. The World Bank has updated its international poverty line figures to 1.90 USD (Rs. 123.5) per day on October 2015 (based on prices of commodities in year 2011-2012), from 1.5 USD(Rs. 81) as a response to the changes in the cost of living across the world as per current economy. The organization estimates that – “Just over 900 million people globally lived under this line in 2012 (based on the latest available data), and we project that in 2015, just over 700 million are living in extreme poverty.”
Poverty is a worldwide cause of concern even in economically stable countries like the USA. Current statistics state that over half the populations in the world, about 3 billion people, are forced to live on less than 2.5 dollars per day. In India, as per 2014 government reports, monthly per capita consumption expenditure is Rs. 972 per person in rural areas and Rs. 1407 per person in urban areas. This data is currently being accepted as the poverty threshold of the country. As of 2015, 21.9% of the total population lives below the national poverty threshold, as per the data of Asian Development Bank, that’s a whopping 269.7 million individuals not having enough money.
Causes of Poverty in India
Factors contributing to the persistent problem of poverty in the country are many and they need to be identified in order to be addressed properly. They can be categorized under the following heads.
1. Demographic – the main factor that contributes to poverty-ridden state of the country from a demographical point of view is the problem of over population. The growth of population in the country has so far exceeded the growth in economy and the gross result is that the poverty figures have remained more or less consistent. In rural areas, size of the families is bigger and that translates into lowering the per capita income values and ultimately lowering of standard of living. Population growth spurt also leads to generation of unemployment and that means diluting out of wages for jobs further lowering income.
2. Economic –there are a host of economic reasons behind persistence of the poverty problems which are outlined hereunder:-
a. Poor Agricultural Infrastructure –Agriculture is the backbone of Indian economy. But outdated farming practices, lack of proper irrigation infrastructure and even lack of formal knowledge of crop handling has affected the productivity in this sector tremendously. As a consequence there is redundancy and sometimes complete lack of work leading to decreased wages that is insufficient for meeting daily needs of a labourer’s family plunging them into poverty.
b. Unequal distribution of assets – with the economy changing directions rapidly, the earning structure evolves differently in different economic income groups. Upper and middle income groups see a faster increase in earnings than lower income groups. Also assets like land, cattle as well as realty are distributed disproportionately among the population with certain people owning majority shares than other sectors of the society and their profits from these assets are also unequally distributed. In India it is said that 80% wealth in the country is controlled by just 20% of the population.
c. Unemployment – another major economic factor that is causative of poverty in the country is the rising unemployment rate. Unemployment rates is high in India and according to a 2015 survey data, at the all-India level, 77% of families do not have a regular source of income.
d. Inflation and Price hike – the term Inflation may be defined as an increase in prices of commodities coinciding with the fall in the purchasing value of money. As a direct consequence of inflation, effective price of food, clothing items as well as real estate rises. The salaries and wages do not rise as much in keeping up with the inflated prices of commodities leading to effective decrease of the per capita income.
e. Faulty economic liberalization – the LPG (Liberalization-Privatization-Globalization) attempts initiated by the Indian Government in 1991 were directed towards making the economy more suited to international market-trends to invite foreign investments. Successful to certain extent in reviving the economy, the economic reforms had detrimental effects on increasing the wealth distribution scenario. Rich became richer, while the poor remained poor.
3. Social – The various social issues plaguing the country that contributes towards poverty are:-
a. Education and illiteracy – Education, rather its lack thereof and poverty form a vicious cycle that plagues the nation. Not having enough resources to feed their children, the poor consider education to be frivolous, preferring children to start contributing to the family’s income rather than draining them. On the other hand, lack of education and illiteracy prevent individuals from getting better paying jobs and they get stuck at jobs offering minimum wages. Improvement of quality of life gets hindered and the cycle once again comes into action.
b. Outdated Social Customs – Social customs like the caste system cause segregation and marginalization of certain sections of the society. Certain castes are considered untouchables still and are not employed by upper caste, leaving very specific and low paying jobs that they can live off. Economist K. V. Verghese put forth the problem in a very lucid language, “Caste system acted as a springboard for class exploitation with the result that the counterpart of the poverty of the many is the opulence of the few. The second is the cause of the first.”
c. Lack of skilled labour – lack of adequate vocational training makes the huge labour force available in India largely unskilled, which is unsuitable for offering maximum economic value. Lack of education, much less higher education, is also a contributing factor towards this.
d. Gender inequality–the weak status attached with women, deep-rooted social marginalization and long embedded perceptions of domesticity renders about 50% of the country’s population unable to work. As a result the women of the family add to the number of dependents that need to be fed instead of being able to contribute considerably in the family income which might assuage the poverty situation of the family.
e. Corruption – despite considerable efforts from the government in the forms of various schemes to mollify the poverty situation, allegedly only 30-35% actually reaches the beneficiaries due to wide-spread practices of corruption in the country. Wealthy people with privileged connection are able to acquire more wealth simply by bribing government officials to maximize their profits from such schemes while the poor remain in a state of neglect for not being able to assert such connections.
4. Individual – individual lack of efforts also contribute towards generating poverty. Some people are unwilling to work hard or even not willing to work altogether, leaving their families in the darkness of poverty. Personal demons like drinking and gambling also leads to draining of the family income inciting poverty.
5. Political – in India, socio-economic reform strategies has been largely directed by political interest and are implemented to serve a choice section of the society that is potentially a deciding factor in the elections. As a result, the issue is not addressed in its entirety leaving much scope of improvements.
6. Climatic – maximum portion of India experiences a tropical climate throughout the year that is not conducive to hard manual labour leading to lowering of productivity and the wages suffer consequently.
Effects of Poverty
The resounding effect of poverty echoes through various layers of an India citizen’s life. If we try to have a systematic look at them, we should proceed under the three following heads:-
1. Effect on Health – one of the most devastating effects that poverty has is on the overall health of the nation. The most prominent health issue stemming from poverty is malnutrition. The problem of malnutrition is widespread in all age-groups of the country but children are most adversely affected by this. Limited income in larger families leads to lack of access to sufficient nutritious food for their children. These children over time suffer from severe health problems like low body weight, mental, physical disabilities and a general poor state of immunity making them susceptible to diseases. Children from poor backgrounds are twice as susceptible to suffer from anemia, nutrient deficiencies, impaired vision, and even cardiac problems. Malnutrition is a gross contributor of infant mortality in the country and 38 out of every 1,000 babies born in India die before their first birthday. Malnutrition among adult also leads to poor health in adults that leaches their capacity for manual labour leading to a decrease in income due to weakness and diseases. Poverty also causes definite decline in the sanitary practices among poor who cannot afford proper bathrooms and disinfectants. As a result susceptibility to waterborne diseases peak among the poor. Lack of access to as well as means to procure appropriate treatment also affects overall mortality of the population which is lower in poor countries than developed nations like the USA.
2. Effects on Society – poverty exerts some gravely concerning effects over the overall societal health as well. These may be discussed along the following lines:-
a. Violence and crime rate – incidence of violence and crime have been found to be geographically coincident. In a backdrop of unemployment and marginalization, the poor resort to criminal activities to earn money. Coupled with lack of education and properly formed moral conscience, a poverty ridden society is more susceptible to violence by its people against its own people from a sense of deep-seated discontent and rage.
b. Homelessness – apart from a definite drop in the esthetic representation of the country, homelessness affects child health, women safety and overall increase in criminal tendencies.
c. Stress – lack of money is a major cause of stress among the middle-class and the poor and leads to decline in productivity of individuals.
d. Child labour – one of the hallmarks of a poverty-ridden society is the widespread practices of exploitation and the worst of it comes in the form of child labour. Large families fail to meet the monetary needs of the members and children as young as 5 years are made to start earning in order to contribute to the family income.
e. Terrorism – proclivity of youth towards terrorism stems from a combination of extreme poverty and lack of education making them susceptible to brainwashing. Terrorist organizations offer poverty-ridden families money in exchange for a member’s participation in their activities which induces a sense of accomplishment among the youth.
3. Effect on Economy –poverty is a direct index indicating success of the economy of the country. The number of people living under the poverty threshold indicates whether the economy is powerful enough to generate adequate jobs and amenities for its people. Schemes providing subsidies for the poor of the country again impose a drain on the economy.
The measures that should be taken to fight the demon of poverty in India are outlined below:-
1. Growth of population at the current rate should be checked by implementation of policies and awareness promoting birth control.
2. All efforts should be made to increase the employment opportunities in the country, either by inviting more foreign investments or by encouraging self-employment schemes.
3. Measures should be taken to bridge the immense gap that remains in distribution in wealth among different levels of the society.
4. Certain Indian states are more poverty stricken than others like Odhisha and the North East states. Government should seek to encourage investment in these states by offering special concessions on taxes.
5. Primary needs of people for attaining a satisfactory quality of life like food items, clean drinking water should be available more readily. Improvement of the Subsidy rates on commodities and Public Distribution system should be made. Free high school education and an increased number of functioning health centers should be provided by the government.
|Federal Ministry of Education|
Education in Pakistan is overseen by the Federal Ministry of Education and the provincial governments, whereas the federal government mostly assists in curriculum development, accreditation and in the financing of research and development. Article 25-A of Constitution of Pakistan obligates the state to provide free and compulsory quality education to children of the age group 5 to 16 years. "The State shall provide free and compulsory education to all children of the age of five to sixteen years in such a manner as may be determined by law".
The education system in Pakistan is generally divided into six levels: preschool (for the age from 3 to 5 years), primary (grades one through five), middle (grades six through eight), high (grades nine and ten, leading to the Secondary School Certificate or SSC), intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate or HSSC), and university programs leading to undergraduate and graduate degrees.
The literacy rate ranges from 87% in Islamabad to 20% in the Kohlu District. Between 2000 and 2004, Pakistanis in the age group 55–64 had a literacy rate of almost 38%, those ages 45–54 had a literacy rate of nearly 46%, those 25–34 had a literacy rate of 57%, and those ages 15–24 had a literacy rate of 72%. Literacy rates vary regionally, particularly by sex. In tribal areas female literacy is 9.5%. While Azad Jammu & Kashmir has a literacy rate of 74%. Moreover, English is fast spreading in Pakistan, with more than 92 million Pakistanis (49% of the population) having a command over the English language, which makes it one of the top English-speaking nations in the world. On top of that, Pakistan produces about 445,000 university graduates and 10,000 computer science graduates per year. Despite these statistics, Pakistan still has one of the highest illiteracy rates in the world and the second largest out of school population (5.1 million children) after Nigeria.
Stages of formal education
Only 87% of Pakistani children finish primary school education. The standard national system of education is mainly inspired from the British system. Pre-school education is designed for 3–5 years old and usually consists of three stages: Play Group, Nursery and Kindergarten (also called 'KG' or 'Prep'). After pre-school education, students go through junior school from grades 1 to 5. This is followed by middle school from grades 6 to 8. At middle school, single-sex education is usually preferred by the community, but co-education is also common in urban cities. The curriculum is usually subject to the institution. The eight commonly examined disciplines are:
Most schools also offer drama studies, music and physical education but these are usually not examined or marked. Home economics is sometimes taught to female students, whereas topics related to astronomy, environmental management and psychology are frequently included in textbooks of general science. Sometimes archaeology and anthropology are extensively taught in textbooks of social studies. SRE is not taught at most schools in Pakistan although this trend is being rebuked by some urban schools. Provincial and regional languages such as Punjabi, Sindhi, Pashto and others may be taught in their respective provinces, particularly in language-medium schools. Some institutes give instruction in foreign languages such as Turkish, Arabic, Persian, French and Chinese. The language of instruction depends on the nature of the institution itself, whether it is an English-medium school or an Urdu-medium school.
As of 2009, Pakistan faces a net primary school attendance rate for both sexes of 66 percent: a figure below estimated world average of 90 percent.
Pakistan's poor performance in the education sector is mainly caused by the low level of public investment. Public expenditure on education has been 2.2 percent of GNP in recent years, a marginal increase from 2 percent before 1984-85. In addition, the allocation of government funds is skewed towards higher education, allowing the upper income class to reap majority of the benefits of public subsidy on education. Lower education institutes such as primary schools suffer under such conditions as the lower income classes are unable to enjoy subsidies and quality education. As a result, Pakistan has one of the lowest rates of literacy in the world and the lowest among countries of comparative resources and socio-economic situations.
Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each of the school years, students are required to pass a national examination administered by a regional Board of Intermediate and Secondary Education (or BISE).
Upon completion of grade 9, students are expected to take a standardised test in each of the first parts of their academic subjects. They again give these tests of the second parts of the same courses at the end of grade 10. Upon successful completion of these examinations, they are awarded a Secondary School Certificate (or SSC). This is locally termed as 'matriculation certificate' or 'matric' for short. The curriculum usually includes a combination of eight courses including electives (such as Biology, Chemistry, Computer and Physics) as well as compulsory subjects (such as Mathematics, English, Urdu, Islamic studies and Pakistan Studies).
Students then enter an intermediate college and complete grades 11 and 12. Upon completion of each of the two grades, they again take standardised tests in their academic subjects. Upon successful completion of these examinations, students are awarded the Higher Secondary School Certificate (or HSSC). This level of education is also called the FSc/FA/ICS or 'intermediate'. There are many streams students can choose for their 11 and 12 grades, such as pre-medical, pre-engineering, humanities (or social sciences), computer science and commerce. Each stream consists of three electives and as well as three compulsory subjects of English, Urdu, Islamiat (grade 11 only) and Pakistan Studies (grade 12 only).
Alternative qualifications in Pakistan are available but are maintained by other examination boards instead of BISE. Most common alternative is the General Certificate of Education (or GCE), where SSC and HSSC are replaced by Ordinary Level (or O Level) and Advanced Level (or A Level) respectively. Other qualifications include IGCSE which replaces SSC. GCE and GCSE O Level, IGCSE and GCE AS/A Level are managed by British examination boards of CIE of the Cambridge Assessment and/or Edexcel International of the Pearson PLC. Generally, 8-10 courses are selected by students at GCE O Levels and 3-5 at GCE A Levels.
Advanced Placement (or AP) is an alternative option but much less common than GCE or IGCSE. This replaces the secondary school education as 'High School Education' instead. AP exams are monitored by a North American examination board, College Board, and can only be given under supervision of centers which are registered with the College Board, unlike GCE O/AS/A Level and IGCSE which can be given privately.
There is another type of education in Pakistan which is called "Technical Education", gathering technical and vocational Education. The vocational curriculum starts at grade 5 and ends on grade 10. Three boards, Punjab Board of Technical Education (PBTE), KPK Board of Technical Education (KPKBTE) and Sindh Board of Technical Education (SBTE) offering Matric Tech. course (equivalent to 10th grade) and Diploma in Associate Engineering (DAE) in technologies like Civil, Chemical, Architecture, Mechanical, Electrical, Electronics, Computer and many more. DAE is a three years program of instructions which is equivalent to 12th grade. Diploma holders are called associate engineers. Either they can join their respective field or can take admission in B.Tech. or BE in their related technology after DAE.
According to the UNESCO's 2009 Global Education Digest, 6% of Pakistanis (9% of men and 3.5% of women) were university graduates as of 2007. Pakistan plans to increase this figure to 10% by 2015 and subsequently to 15% by 2020. There is also a great deal of variety between age cohorts. Less than 6% of those in the age cohort 55-64 have a degree, compared to 8% in the 45-54 age cohort, 11% in the 35-44 age cohort and 16% in the age cohort 25-34.
After earning their HSSC, students may study in a professional institute for Bachelor's degree courses such as engineering (BE/BS/BSc Engineering), medicine (MBBS), dentistry (BDS), veterinary medicine (DVM), law (LLB), architecture (BArch), pharmacy (Pharm.D) and nursing (BSc Nursing). These courses require four or five years of study. The accreditation councils which accredit the above professional degrees and register these professionals are: Pakistan Engineering Council (PEC), Pakistan Medical and Dental Council (PMDC), Pakistan Veterinary Medical Council (PVMC), Pakistan Bar Council (PBC), Pakistan Council for Architects and Town Planners (PCATP), Pharmacy Council of Pakistan (PCP) and Pakistan Nursing Council (PNC). Students can also attend a university for Bachelor of Arts (BA), Bachelor of Science (BSc), Bachelor of Commerce (BCom) or Bachelor of Business Administration (BBA) degree courses.
There are two types of Bachelor courses in Pakistan: Pass or Honors. Pass degree requires two years of study and students normally read three optional subjects (such as Chemistry or Economics) in addition to almost equal number of compulsory subjects (such as English, islamiyat and Pakistan Studies). Honours degree requires four years of study, and students normally specialize in a chosen field of study, such as Biochemistry (BSc Hons. Biochemistry).
Pass Bachelors is now slowly being phased out for Honours throughout the country.
Most of Master's degree programs require two years education. Master of Philosophy (MPhil) is available in most of the subjects and can be undertaken after doing Masters. Doctor of Philosophy (PhD) education is available in selected areas and is usually pursued after earning a MPhil degree. Students pursuing MPhil or PhD degrees must choose a specific field and a university that is doing research work in that field. MPhil and PhD education in Pakistan requires a minimum of two years of study.
Nonformal and informal education
Out of the formal system, the public sectors runs numerous schools and training centres, most being vocational-oriented. Among those institutions can be found vocational schools, technical training centres and agriculture and vocational training centres. An apprenticeship system is also framed by the Pakistanese State. Informal education is also important in Pakistan and regroups mostly school-leavers and low-skilled individuals, who are trained under the supervision of a senior craftsman.
See also: Women's education in Pakistan
In Pakistan, gender discrimination in education occurs among the poorest households but is non-existent among rich households. Only 18% of Pakistani women have received 10 years or more of schooling. Among other criticisms the Pakistani education system faces is the gender disparity in enrollment levels. However, in recent years some progress has been made in trying to fix this problem. In 1990-91, the female to male ratio (F/M ratio) of enrollment was 0.47 for primary level of education. It reached to 0.74 in 1999-2000, showing the F/M ratio has improved by 57.44% within the decade. For the middle level of education it was 0.42 in the start of decade and increased to 0.68 by the end of decade, so it has improved almost 62%. In both cases the gender disparity is decreased but relatively more rapidly at middle level.
The gender disparity in enrollment at secondary level of education was 0.4 in 1990-91 and 0.67 in 1999-2000, showing that the disparity decreased by 67.5% in the decade. At the college level it was 0.50 in 1990-91 and reached 0.81 in 1999-2000, showing that the disparity decreased by 64%. The gender disparity has decreased comparatively rapidly at secondary school.
There is great difference in the rates of enrollment of boys, as compared to girls in Pakistan. According to UNESCO figures, primary school enrollment for girls stand at 60 per cent as compared to 84 percent for boys. The secondary school enrollment rate stands at a lower rate of 32 percent for females and 46 per cent males. Regular school attendance for female students is estimated at 41 per cent while that for male students is 50 per cent.
A particularly interesting aspect of this gender disparity is representation of Pakistani women in STEMM (science, technology, engineering, mathematics and medicine). In 2013, the issue of women doctors in Pakistan was highlighted in local and international media. According to Pakistan Medical and Dental Council, in many medical colleges in Pakistan, as many as 80% of students are women, but majority of these women do not go on to actually practice medicine, creating a shortage of doctors in rural areas and several specialties (especially surgical fields). In 2014, Pakistan Medical and Dental Council introduced a gender-based admission policy, restricting women to 50% of available seats (based on the gender ratios in general population). This quota was challenged and subsequently deemed unconstitutional (and discriminatory) by Lahore High Court. Research indicates several problems faced by women doctors in Pakistan in their career and education, including lack of implementation of women-friendly policies (like maternity leave, breast-feeding provisions and child-care facilities), and systemic sexism prevalent in medical education and training. Pakistan's patriarchal culture, where women's work outside the home is generally considered less important than her family and household obligations, also make it difficult for women to balance a demanding career. Despite the importance of the issue, no new policies (except now-defunct-quota) have been proposed or implemented to ensure women's retention in workforce.
In Pakistan, the quality of education has a declining trend. Shortage of teachers and poorly equipped laboratories have resulted in the out-dated curriculum that has little relevance to present day needs.
Since the HEC's reforms have been carried out in 2002, HEC has received praise from the international higher education observers. Prof. Atta-ur_Rahman, founding Chairman of HEC, has received number of prestigious international awards for the remarkable transformation of the higher education sector under his leadership. German academic, Dr. Wolfgang Voelter of Tübingen University in Germany over viewed the performance of HEC under the leadership of Prof. Atta-ur-Rahman and described the reforms in HEC as "A miracle happened." After teaching and visiting in 15 universities of Pakistan, Voelter wrote that the "scenario of education, science and technology in Pakistan has changed dramatically, as never before in the history of the country. The chairperson of the Senate Standing Committee on Education recently announced the first 6 years of HEC under Prof. Atta-ur-Rahman as "Pakistan's golden period in higher education". Recently ThomsonReuters in an independent assessment of Pakistan's progress in international publications has acknowledged that in the last decade there has been a fourfold increase in international publications and a tenfold growth in highly cited papers, statistics that were better than the BRIC countries 
American academic Prof. Fred M. Hayward has also praised the reform process undertaken by Pakistan, admitting that "since 2002, a number of extraordinary changes have taken place." Hayward pointed out that "over the last six years almost 4,000 scholars have participated in PhD programs in Pakistan in which more than 600 students have studied in foreign PhD programs." The HEC instituted major upgrades for scientific laboratories, rehabilitating existing educational facilities, expanding the research support, and overseeing the development of one of the best digital libraries in the region. Seeking to meeting the international standard, a quality assurance and accreditation process was also established, of which, ~95% of students sent abroad for training returned, an unusually high result for a developing country in response to improved salaries and working conditions at universities as well as bonding and strict follow-up by the commission, Fulbright, and others."
The HEC's reforms brought about by Prof. Atta-ur-Rahman were also applauded by the United NationsCommission on Science and Technology for Development (UNCSTD) which reported that the "progress made was breath-taking and has put Pakistan ahead of comparable countries in numerous aspects." In limited time, the HEC established and provided free access to scientific literature by high-speed Internet for all universities, the upgrade of research equipment accessible across the country, and the programme of establishing new universities of science and technology, including science parks attracted the foreign investors, prove the efficiency and the long-term benefits for the country enabled. The UNCSTD has closely monitored the development in Pakistan in the past years, coming to the unanimous conclusion that HEC's program initiated under the leadership of Prof. Atta-ur-Rahman is a "best-practice" example for developing countries aiming at building their human resources and establishing an innovative, technology-based economy.". A number of institutions have been named after Prof. Rahman including the “Atta-ur-Rahman Institute of Natural Product Discovery” (RIND) at Malaysia’s largest university, Universiti Teknologi Mara  and the Atta-ur-Rahman School of Applied Biosciences at National University of Science & Technology in Islamabad .
Prof. Atta-ur-Rahman has won four international awards for the revolutionary changes in the higher education sector brought in the HEC. The Austrian government conferred its highest civil award (“Grosse Goldene Ehrenzeischen am Bande") in recognition of his eminent contributions. Nature, a leading science journal, has also written a number of editorials and articles about the transformation brought about in Pakistan in the higher education sector under the HEC. In an article entitled "Pakistan Threat to Indian Science" published in a leading daily newspaper Hindustan Times, India, it has been reported that Prof. C. N. R. Rao, Chairman of the Indian Prime Minister's Scientific Advisory Council made a presentation to the Indian Prime Minister at the rapid progress made by Pakistan in the higher education sector under the leadership of Prof. Atta-ur-Rahman, Chairman, Higher Education Commission. It was reported that as result of the reforms brought about in Pakistan " Pakistan may soon join China in giving India serious competition in science". "Science is a lucrative profession in Pakistan. It has tripled the salaries of its scientists in the last few years.". Prof. Atta-ur-Rahman was conferred the highest national Award of the People's Republic of China in September 2014 for his contributions to develop strong linkages between Pakistan and China in various fields of higher education, science and technology.
Dr Javaid Laghari the next Chairman continued the reforms initiated earlier. During his 4-year tenure, the world ranking of universities declined due to budgetary cuts and other problems faced by HEC, although seven Pakistan universities were ranked among the top 250 universities of Asia according to QS World University Rankings 2013. Research output out of Pakistan increased by over 50% within three years, which was the second highest increase worldwide. According to Scimago world scientific database, if Pakistan continues at the same pace, its ranking will increase from 43 to 27 globally by 2017.
Main article: Abdus Salam
Abdus Salam was a Pakistani theoretical physicist and Nobel laureate in physics for his work on the electroweak unification of the electromagnetic and weak forces. Salam, Sheldon Glashow and Steven Weinberg shared the 1979 Nobel prize for this work. Salam holds the distinction of being the first Pakistani to receive the Nobel Prize in any field. Salam heavily contributed to the rise of Pakistani physics to the Physics community in the world.
Ayub Ommaya was a Pakistani neurosurgeon who heavily contributed to his field. Over 150 research papers have been attributed to him. He also invented the Ommaya Reservoir medical procedure. It is a system of delivery of medical drugs for treatment of patients with brain tumours.
Mahbub-ul-Haq was a Pakistani economist who along with Indian economist Amartya Sen developed the Human Development Index (HDI), the modern international standard for measuring and rating human development.
Atta-ur-Rahman is a Pakistani scientist known for his work in the field of natural productchemistry. He has over 1052 research papers, books and patents attributed to him. He was elected as Fellow of the Royal Society (London) in 2006  and won the UNESCO Science Prize in 1999.
Education expenditure as percentage of GDP
Public expenditure on education lies on the fringes of 2 percent of GDP of this nation. However, in 2009 the government approved the new national education policy, which stipulates that education expenditure will be increased to 7% of GDP, an idea that was first suggested by the Punjab government.
The author of an article, the history of education spending in Pakistan since 1972, argues that this policy target raises a fundamental question: What extraordinary things are going to happen that would enable Pakistan to achieve within six years what it has been unable to lay a hand on in the past six decades? The policy document is blank on this question and does not discuss the assumptions that form the basis of this target. Calculations of the author show that during the past 37 years, the highest public expenditure on education was 2.80 percent of GDP in 1987-88. Public expenditure on education as a percentage of GDP was actually reduced in 16 years and maintained in 5 years between 1972–73 and 2008-09. Thus, out of total 37 years since 1972, public expenditure on education as a percentage of GDP either decreased or remained stagnant for 21 years. The author argues if linear trend were maintained since 1972, Pakistan could have touched 4 percent of GDP well before 2015. However, it is unlikely to happen because the levels of spending have had remained significantly unpredictable and unsteady in the past. Given this disappointing trajectory, increasing public expenditure on education to 7 percent of GDP would be nothing less than a miracle but it is not going to be of godly nature. Instead, it is going to be the one of political nature because it has to be "invented" by those who are at the helm of affairs. The author suggests that little success can be made unless Pakistan adopts an "unconventional" approach to education. That is to say, education sector should be treated as a special sector by immunizing budgetary allocations for it from fiscal stresses and political and economic instabilities. Allocations for education should not be affected by squeezed fiscal space or surge in military expenditure or debts. At the same time, there is a need to debate others options about how Pakistan can "invent" the miracle of raising education expenditure to 7 percent of GDP by 2015.
Main article: Rankings of universities in Pakistan
According to the Quality Standard World University Ranking for 2014, QAU, PIEAS, AKU, NUST, LUMS, CIIT, KU, Punjab University, UAF and UET Lahore are ranked among top 300 universities in Asia.
Religion and education
Education in Pakistan is heavily influenced by religion. For instance, one study of Pakistani science teachers showed that many rejected evolution based on religious grounds. However, most of the Pakistani teachers who responded to the study (14 out of 18) either accepted or considered the possibility of the evolution of living organisms, although nearly all Pakistani science teachers rejected human evolution because they believed that ‘human beings did not evolve from monkeys.’ This is a major misconception and incorrect interpretation of the science of evolution, but according to the study it is a common one among many Pakistani teachers. Although many of the teachers rejected the evolution of humans, " all agreed that there is ‘no contradiction between science and Islam’ in general".
Literacy rate (Census)
From census to census the definition of literacy has been undergoing changes, with the result that the literacy figure has vacillated irregularly during the last 5 censuses. A summary of the censuses is as follows:
|1951 (West Pakistan)||17.9%||21.4%||13.9%||N/A||N/A||One who can read a clear|
print in any language
|1961 (West Pakistan)||16.9%||26.1%||6.7%||34.8%||10.6%||One who is able to read with|
understanding a simple letter in any language
|Age 5 and above|
|1972||21.7%||30.2%||11.6%||41.5%||14.3%||One who is able to read and|
write in some language with understanding
|Age 10 and Above|
|1981||26.2%||35.1%||16.0%||47.1%||17.3%||One who can read newspaper|
and write a simple letter
|Age 10 and Above|
|1998||43.92%||54.81%||32.02%||63.08%||33.64%||One who can read a newspaper|
and write a simple letter, in any language
|Age 10 and Above|
|2017 (awaiting census results)||“Ability to read and understand simple text in any language from a newspaper or magazine, write a simple letter and perform basic mathematical calculation (ie, counting and addition/subtraction).”|
Literacy rate by Province
Literacy rate of Federally Administered Areas
Youth literacy rate (2012)
|Country||Youth literacy rate||Male||Female|
As of January 2015, the International Schools Consultancy (ISC) listed Pakistan as having 439 international schools. ISC defines an 'international school' in the following terms "ISC includes an international school if the school delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English-speaking country, or if a school in a country where English is one of the official languages, offers an English-medium curriculum other than the country's national curriculum and is international in its orientation." This definition is used by publications including The Economist.
- ^Riazul Haq. "Education woes: Pakistan misses UN target with 58% literacy rate". The Express Tribune.
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