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| educational planning in pakistan: Planning for Education in Pakistan Adam Curle, 1966 Educational planning for developing countries is a much more strenuous and unpredictable enterprise than its name suggests. Among its hazards are the mental and physical strain, including illness, to which the foreign adviser is subject, the often critical absence of data, the instability of the economy, and particularly the idiosyncrasies of politicians and administrators. Through his own experience as a consultant to developing nations, Mr. Curle became intimately familiar with the problems and responsibilities of the foreign expert. In his wryly realistic view, the advisor, far from being a remote and godlike figure, is thrust in the middle of confusing and often frustrating conditions. He emphasizes the need for wisdom and common sense on the advisers part and gives a thoroughly practical appraisal of what accomplishments can be reasonably expected. Mr. Curle deals extensively with the state of education in Pakistan, where he was an adviser off and on for ten years. |
| educational planning in pakistan: Higher Education Planning D. Kent Halstead, 1979 |
| educational planning in pakistan: Development of Education in Pakistan Pakistan. Bureau of Educational Planning and Management, 1977 |
| educational planning in pakistan: Educational Planning , 1968 |
| educational planning in pakistan: Fundamentals of Educational Planning , 1970 |
| educational planning in pakistan: Research in Education , 1974 |
| educational planning in pakistan: Educational Planning in a Frontier Zone Adele M. E. Jones, 1993 This book examines the factors affecting educational planning in a developing society especially in an area bound by strict tribal traditions and categorized as poorly developed and resourced (North West Frontier Province of Pakistan). International interests and internal power conflicts add to the difficulties and uniqueness of such planning. The book is cross disciplinary although it focuses on planning for education. It breaks new ground by proposing theories of change which are rarely considered in educational planning, and questions the role of formal education in relation to 'development' and suggests that various systems of education exist in the society under study. It proposes that analysis and consideration of social structures such as 'Khanism' and 'Maliki' system, 'Jirga' and 'Hujra' be built into planning rather than work against it or in isolation from it. |
| educational planning in pakistan: The Literature of Education W. Kenneth Richmond, 2019-01-15 Original blurb: The volume of writing on educational topics has increased so prodigiously in recent years that the student is likely to lose himself in a sea of print. This may lead him to opt for the first book that comes to hand, or waste time rifling through half a dozen when a thorough grasp of one key text is all that is needed. Reading lists commonly look impressive, not to say daunting. In fact, the multifarious titles conceal an enormous amount of duplication, an endless raking over of other people’s research findings. ‘It is a safe bet’, writes W. Kenneth Richmond, ‘that less than 5 percent of the contents of any new book on education will be in any way original’. This critical bibliography, originally published in 1972, is concerned with the noteworthy books and major official reports that had appeared in the English language during the twenty-five years prior to publication. In his introduction and in the commentaries prefacing each section the author explains the background to the genuinely new departures of the period and describes successive changes in the climate of educational opinion. |
| educational planning in pakistan: Power and Responsibility in Education Keith Watson, Celia Modgil, Sohan Modgil, 1997-01-01 This study, by more than 130 contributors, assesses the moves to decentralize educational administration. The text contains overviews by individual authors, and joint papers forming dialogues between different academic contenders. It provides a survey of educational policies and planning, and an analysis of the changes in England and Wales. Curriculum control, privatization and leadership issues are also debated. This book is one of four volumes which consider the educational dilemmas facing governments, professional educators and practising administrators in the current educational climate. The issues are addressed from international and comparative perspectives. |
| educational planning in pakistan: Resources in Education , 1993-02 |
| educational planning in pakistan: Academic Work and Identities in Teacher Education Jean Murray, Clare Kosnik, 2016-04-08 With its focus on the work and identity of teacher educators, this book addresses an essential but under-researched area in teacher education. It makes a major contribution to analysing the field and develops existing research on the working lives and identities of teacher educators. The book explores ideas about the future of teacher education and the implications for policy changes in education systems across the world. It brings together studies from across the globe on how teacher educators, within higher education institutions, function as both academics and professionals in different institutions and nations. It also considers professional learning for teacher educators as an occupational group and makes practical suggestions for change and improvement in this often neglected area of higher education. The book deliberately draws on research from a range of traditions, including life history, policy analysis, ethnography and self-study. The contributions come from major researchers in teacher education in Australia, Continental Europe, the USA and Canada, the UK and Asia. This book was originally published as a special issue of the Journal of Education for Teaching. |
| educational planning in pakistan: The Colonial and National Formations of the National College of Arts, Lahore, circa 1870s to 1960s Nadeem Omar Tarar, 2022-02-08 Utilizing archival sources, this book examines the formation and evolution of the National College of Arts (NCA) in Lahore, a pivotal institution shaping the art, architecture, and design landscape of contemporary Pakistan since the 19th century. Theoretical analysis reveals how the NCA, as a bureaucratic entity, has influenced the development of design schools, museums, and artistic practices in both British India and Pakistan, initially under the influence of British art education from South Kensington. The study traces the institution's history from its metropolitan European roots during the British colonial period through the American restructuring of art education administration and pedagogy in the early years of independence. It explores how frameworks of art history and anthropology have been used to construct and objectify Pakistani art and artists. By deconstructing these disciplinary frameworks, the book sheds light on how imperial and nationalist discourses have intersected to influence and redefine artistic and cultural identities within Pakistan. |
| educational planning in pakistan: Learning and Doing Policy Analysis in Education: Examining Diverse Approaches to Increasing Educational Access Maria Teresa Tatto, Justin Bruner, Fida Hussain Chang, Corvell George Cramfield, Tara Miyoko Kintz, Nai-Cheng Kuo, Sandra Kurtti Pylvainen, Andleeb Sharif, 2012-09-17 This book originated in a policy analysis class at Michigan State University taught during 2010. Using Professor Tatto’s unique approach to teaching policy analysis, the professor and students agreed to construct a class that represented a reflective and grounded experience in the policy analysis of a current and relevant issue with global ramifications; we began exploring policies that were developed at the global level and that were implemented locally. We investigated the surge of globally developed standards and regulations in an effort to improve education. Our goal was to learn cross-nationally about policies that seek to reform curriculum and instruction under efficiency and global competitiveness arguments, such as Education for All (EFA) and its USA cousin No Child Left Behind (NCLB). We knew our work would be bounded by the time available in a one-semester class, and by resource constraints. We did exploratory inquiry supported by literature reviews, reports on rigorous research studies, and in one case an exploratory case study. The policies we chose to explore, such as EFA and NCLB, offered us the opportunity to examine current reform tendencies that are intended to provide access to quality education for all children, the preparation of teachers to support diverse populations, the organization of schools to accommodate these children in response to vague policy mandates, and power issues affecting the different constituencies and stakeholders. The effects of these and other policies were difficult to track because research is scant and decisions are frequently made based on ideology or political persuasion. Our purpose was to explore the critical issues that originated such policies, and to search for documented evidence regarding policy implementation and effectiveness. We investigated the factors that seemed to interfere with successful implementation, from conceptual, theoretical, and methodological perspectives. In this class we learned that there are not ready-set frameworks for policy analysis, but rather that these have to be constructed according to the issues that emerge as policies are conceptualized and implemented to fit local contexts and needs. The book pays particular attention to the contexts of policy, including the evolving conceptualization of global and local systems of governance, knowledge regimes, and policy spaces. The book is designed for faculty and doctoral students in education who are interested in understanding diverse frameworks for policy analysis, and for those in the general public who are interested in the policies we analyze here. |
| educational planning in pakistan: Good Governance and Result Based Monitoring Sarfraz Khawaja, 2011 |
| educational planning in pakistan: Education in the Broader Middle East Gari Donn, Yahya Al Manthri, 2013-05-13 This book brings together academics and postgraduate students, practitioners and Ministry officials all of whom are wedded to developing an understanding of what is happening to education in the broader Middle East. They cover many countries whilst recognising that many more could have been included. In drawing attention to education in Pakistan, Palestine, Oman, Turkey and Qatar they indicate the wide range of education 'policy borrowing' and, most importantly, the effects of this exchange. The contributors know that the countries of the broader Middle East are not alone in having purchased glitzy, glossy and tantalisingly wonderful educational reforms, only to find how quickly they became outdated. In other words, they became a 'baroque arsenal' of educational goods, services and models of practice which, having been discussed, designed and generated many years before in countries elsewhere, have then been sold and delivered to the unsuspecting countries of the broader Middle East. It is argued that many of the countries of the region did not suspect that their purchases were, more frequently than not, the 'off-loading' of failed educational experiments in countries of 'the centre'. This book discusses what this means not only for educational reform projects but also for the impact upon regional political stability. The two final chapters discuss the underlying key concerns of gender and of cross-border education. |
| educational planning in pakistan: CURRICULUM REFORM IN PAKISTAN Amna Afreen, 2022-02-25 I have written this book in an effort to explore how the history of Pakistan has resulted in the critical problems weighing down its education system. The book examines the questions: Why and how has a small elite class come to rule Pakistan? And how has their rule worsened the country’s problems? The focus will be to critically examine the elements of the Pakistani national curriculum and madrasas and their effects on Pakistani society. The book represents the fusion of my experiences in Pakistan with extensive literature analysis, interviews, and textbook analysis. This research began when I came to the United States in January 2015 through the SAR program. I wanted to know the answers to profoundly unsettling questions. How can a society be so intolerant that a scholar educated solely in Pakistan is disregarded and assassinated while many Western-educated scholars with traditional insular thoughts are not only appreciated but flourishing? I wanted to know why Pakistani elites have so much power and freedom while lower classes are profoundly oppressed. Elites who barely pay taxes have been in power for generations while those that pay taxes suffer from sky-high inflation. The influential religious leaders mostly belong to the elite class while their followers are mostly lower class. Ruling families and social classes mostly control appointed positions. Do those in power not have a responsibility to speak on issues of social justice rather than limiting themselves in claiming that theirs is the only true form of Islam? Why don’t they work to end the disparity of quality education between classes in Pakistan? Instead, many elites run their own lucrative elite Islamic schools. More importantly, why do the ulama (which literally means “those who possess knowledge [ilm], particularly of Islam”) maintain a tight hierarchical system in the madrasa (Islamic seminary) community that rarely allows poor intelligent students to attain leadership positions? Why are the ulama silent in the face of ruthless murder of and discrimination against Pakistani minorities? Book Review: Pakistan Educational Reforms is a major study of education in Pakistan and its national and madrasa curriculum that fosters national and religious sectarian divisions, intolerance and conflicts. Dr. Amna Afreen documents the political, socio-economic and religious causes-limited government funding, widespread poverty and illiteracy and the poor training and performance of teachers- that have produced a failed educational system at urban and rural government and religious schools (madrasa) and offers a series of potential solutions and reforms. -- John L. Esposito, University Professor and Founding Director of The Alwaleed Center for Muslim-Christian Understanding, Georgetown University. |
| educational planning in pakistan: Leadership for Education for Sustainable Development (ESD) Mir Zaman Shah, 2024-12-23 This book explores the dynamic interplay between educational leadership, sustainable development, and quality education. Drawing on postcolonial and development theories, it examines the colonial legacies and lingering neocolonial influences on postcolonial Pakistan’s development and education. Situated in a close analysis of Aga Khan Schools in Chitral District in Khyber Pakhtunkhwa Province, it analyses the key challenges and opportunities educational leaders face in realising the promise of quality education for all. The author critically engages with the global SDG frameworks and simultaneously examines the locally sensitive strategies educational leaders employ to promote access to quality education for sustainable development (ESD). |
| educational planning in pakistan: International Teacher Education Lily Orland-Barak, Cheryl J. Craig, 2015-08-24 The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries. |
| educational planning in pakistan: Educational Administration in India Dr.Kotreshwaraswamy A. Surapuramath, |
| educational planning in pakistan: Global Perspectives on Teacher Education Colin Brock, 1997-01-01 All over the world teachers are at the sharp end of education. Whatever the level of development of any given country, expectations of them are always high, usually too high. They tend to be routinely blamed for the ills of society and are rarely given credit. Is there now a situation of crisis in teacher education worldwide? This book highlights the predicament of teachers in widely differing locations and situations. |
| educational planning in pakistan: Education in West Central Asia Mah-E-Rukh Ahmed, 2013-06-20 Education in West Central Asia is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of each country in the region. With chapters covering Iran, Pakistan, Afghanistan, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan, the book critically examines the development of education provision in each country as well as local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook will be an essential reference for researchers, scholars, international agencies and policy-makers at all levels. |
| educational planning in pakistan: The Wiley International Handbook of Educational Foundations Alan S. Canestrari, Bruce A. Marlowe, 2018-09-12 Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context. The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance. The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity. The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as: Educational reform in India, Pakistan, and China The global implications of equity-driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers. |
| educational planning in pakistan: Educational Planning in India: Reports of committees and commissions, five year plans, statistical tables J. C. Aggarwal, 1992 |
| educational planning in pakistan: The USAID Pre-Service Teacher Education Program and Teacher Professionalization in Pakistan Khushbakht Hina, 2017-06-23 Since the establishment of Pakistan in 1947, the country has announced more than 15 education policy regimes directing the improvement of education. Each policy has been ambitious in its aims and critical of past failures. A common feature of all policies, plans, programs, and schemes, however, is that all of them have failed to achieve their objectives. Even programmes using international resources have been unsuccessful in significantly changing Pakistan's education sector. The country has been well-advised over the past decade by local, international and donor agencies regarding what is not. |
| educational planning in pakistan: World Yearbook of Education 2016 Antoni Verger, Christopher Lubienski, Gita Steiner-Khamsi, 2016-01-08 This latest volume in the World Yearbook of Education series examines the global education industry both in OECD* countries as well as developing countries, and presents the works of scholars based in different parts of the word who have significantly contributed to this area of research. Focusing on the areas of cross-over in public-private partnerships in education, WYBE 2016 critically examines the actors and factors that have propelled the global rise of the education industry. Split into three key sections, Part I explores how education agendas are shaped; Part II considers the private financing of education and the export of school improvements to professional consultancies; and Part III analyses new market niches, such as low-fee private schooling and for-profit education provisions. The book draws upon case studies of many global organizations, including: The Bill and Melinda Gates Foundation Pearson Affordable Learning Fund Bridge International Academies Teach for All Omega Schools Co-edited by three internationally renowned scholars, Antoni Verger, Christopher Lubienski and Gita Steiner-Khamsi, WYBE 2016 will be a valuable resource for researchers, graduates and policy makers who are interested in the global education industry. *Convention on the Organisation for Economic Co-operation and Development. |
| educational planning in pakistan: Contemporary Problems of Pakistan J. Henry Korson, 1974 |
| educational planning in pakistan: Public-Private Partnerships in Education , |
| educational planning in pakistan: What is Next in Educational Research? Si Fan, Jill Fielding-Wells, 2016-07-08 What is Next in Educational Research? enables the reader to peek into research at the forefront of a diverse range of education fields as it is being conducted by beginning researchers. The book illustrates the extensive range of research being undertaken in education through a broad range of issues, topics and methodologies that will underpin and provoke research well into the future. The five sections address a range of topics, including: issues in design and methodology, social integration, language education, leadership, and issues in contemporary education. Each chapter makes a valuable contribution to existing educational research, and is a testament to the potential of these researchers to lead innovative educational research projects. Both higher degree by research students and their supervisors will find this book particularly useful and interesting as it provides examples of quality research higher degree writing, illustrates a variety of contemporary methodologies, and supports the early publication of student work. |
| educational planning in pakistan: Education and the UN Sustainable Development Goals Kim Beasy, Caroline Smith, Jane Watson, 2023-11-02 This book focuses on the complex relationship between education and the Sustainable Development Goals (SDGs) and highlights how important context is for both critiquing and achieving the Goals though education, given the critical role teachers, schools and curriculum play in young people’s lives. Readers will find examples of thinking and practice across the spectrum of education and training sectors, both formal and informal. The book adds to the increasing body of literature that recognises that education is, and must be, in its praxis, at the heart of all the SDGs. As we enter the third decade of the 21st century, we have a clear understanding of the wicked and complex crises regarding the health of life on our planet, and we cannot ignore the high levels of anxiety our young people are experiencing about their future. Continuing in the direction of unsustainable exploitation of people and nature is no longer an option if life is to have a flourishing future. The book illustrates how SDGs are supported in and by education and training, showcasing the conditions necessary to ensure SDGs are fore fronted in policy reform. It includes real-world examples of SDGs in education and training contexts, as well as novel critiques of the SDGs in regard to their privileging of anthropocentrism and neoliberalism. This book is beneficial to academics, researchers, post graduate and tertiary students from all fields relating to education and training. It is also of interest to policy developers from across disciplines and government agencies who are interested in how the SDGs relate to education. |
| educational planning in pakistan: Comparative Education Through the Literature Thelma Bristow, Brian Holmes, 1968 |
| educational planning in pakistan: Distance Education for Teacher Training Hilary Perraton, 2002-03-11 Distance education, combining the use of correspondence texts, broadcasting and limited opportunities for face-to-face study, has been used in at least a hundred teacher training programmes over the last 25 years. Distance Education for Teacher Training is the first comparative review of the use of distance education and open learning for the training and upgrading of teachers. The book contains case studies using a broadly common format both to describe and analyse distance teacher training programmes in eleven countries across five continents. The case studies describe the methods used to examine how far the craft of teaching can be studied at a distance. Using a standardised microeconomic framework, they provide unique data on the comparative costs of training teachers by distance and conventional methods. The authors then draw general conclusions about the advantages and drawbacks of using distance education or open learning, about the conditions for success, and about comparative effects and costs. Distance Education for Teacher Training will be of value to all concerned with teacher education, whether in developing or industrialised countries, and to those working in and planning for distance education and open learning. |
| educational planning in pakistan: International Education Daniel Ness, Chia-Ling Lin, 2015-03-17 This encyclopedia is the most current and exhaustive reference available on international education. It provides thorough, up-to-date coverage of key topics, concepts, and issues, as well as in-depth studies of approximately 180 national educational systems throughout the world. Articles examine education broadly and at all levels--from primary grades through higher education, formal to informal education, country studies to global organizations. |
| educational planning in pakistan: The Routledge International Handbook of Language Education Policy in Asia Andy Kirkpatrick, Anthony J. Liddicoat, 2019-04-17 This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future. |
| educational planning in pakistan: Serving Library Users from Asia John Hickok, 2019-06-12 Asian populations are among some of the fastest growing cultural groups in the US. This book is a comprehensive guide to serving library users from 24 specific Asian countries. It begins with a broad overview of how libraries can better serve Asian communities and then devotes a chapter to each country, providing wealth of valuable resources. |
| educational planning in pakistan: Women's Education in Developing Countries Elizabeth M. King, M. Anne Hill, 1997-07-01 Why do women in most developing countries lag behind men in literacy? Why do women get less schooling than men? This anthology examines the educational decisions that deprive women of an equal education. It assembles the most up-to-date data, organized by region. Each paper links the data with other measures of economic and social development. This approach helps explain the effects different levels of education have on womens' fertility, mortality rates, life expectancy, and income. Also described are the effects of women's education on family welfare. The authors look at family size and women's labor status and earnings. They examine child and maternal health, as well as investments in children's education. Their investigation demonstrates that women with a better education enjoy greater economic growth and provide a more nurturing family life. It suggests that when a country denies women an equal education, the nation's welfare suffers. Current strategies used to improve schooling for girls and women are examined in detail. The authors suggest an ambitious agenda for educating women. It seeks to close the gender gap by the next century. Published for The World Bank by The Johns Hopkins University Press. |
| educational planning in pakistan: Insights in teacher education: 2022 Stefinee Pinnegar, Ramona Maile Cutri, 2024-04-22 |
| educational planning in pakistan: A Demographic Approach to Educational Planning in Pakistan Masihur Rahman Khan, 1967 |
| educational planning in pakistan: Teacher Education Yearbook XXIV LeAnn G. Putney, Nancy P. Gallavan, PhD, University of Central Arkansas, Professor of Teacher Education, Department of Teaching and Learning, 2013-2014 President, Association of Teacher Educations (ATE), 2015-12-17 The Association of Teacher Educators (ATE) Yearbook XXIV offers 16 captivating chapters related to establishing a sense of place or belonging for P-12 students, classroom teachers, teacher candidates, and teacher educators. |
| educational planning in pakistan: Disaster Risk Reduction Approaches in Pakistan Atta-Ur- Rahman, Amir Nawaz Khan, Rajib Shaw, 2015-01-20 This book is a pioneering regional work and provides a balanced approach of theory and practice in disaster risk reduction (DRR) in Pakistan. The book analytically discusses the status of DRR and draws examples and lessons from national and community-level programs and projects and events in the country. The book covers different types of disasters facing Pakistan, including geo-physical and hydro-meteorological hazards. This work incorporates and draws some of the key lessons learned from the pre-disaster and disaster phases to the post-disaster phase, providing an effective framework in the form of those lessons. The rich content is based on a selection of available documents, a consultative workshop with academicians from different universities undertaking DRR higher education programs, and the editors’ own knowledge and experience in the field. Special emphasis is given to analyzing field experiences from academic perspectives, and pinpointing key issues and the policy relevance of DRR. Disaster Risk Reduction Approaches in Pakistan is organized into three sections with a total of 20 chapters. Section one provides the outline and basics of DRR strategies applied at the national level with supporting examples from a global review. Section two specifically highlights the wide ranges of hazards experienced in Pakistan and presents examples, policy options, institutional set-ups, risk reduction strategies, and key lessons learned. The third section of the book is given to approaches and issues of DRR practices with examples of disaster responses. |
| educational planning in pakistan: Enhancing Business Stability Through Collaboration Ari Kuncoro, Viverita, Sri Rahayu Hijrah Hati, Dony Abdul Chalid, 2017-10-16 Business practices in emerging markets are constantly challenged by the dynamic environments that involve stakeholders. This increases the interconnectedness and collaboration as well as spillover effect among business agents, that may increase or hold back economic stability. This phenomenon is captured in this proceedings volume, a collection of selected papers of the 10th ICBMR 2016 Conference, held October 25—27, 2016 in Lombok, Indonesia. This ICBMR’s theme was Enhancing Business Stability through Collaboration, and the contributions discuss theories, conceptual frameworks and empirical evidence of current issues in the areas of Business, Management, Finance, Accounting, Economics, Islamic Economics, and competitiveness. All topics include aspects of multidisciplinarity and complexity of safety in research and education. |
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