The National Education Assessment System

7/28/2019 The National Education Assessment System

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INSTITUTION TYPES

Types of higher education institutions:

UniversityCollege

Institute

Higher education credentials:

Secondary School Certificate

Intermediate Certificate

Bachelor Degree (Pass)Bachelor's Degree (Honors)

Bachelor's Degree

Master's Degree

Master of Philosophy

Doctor's Degree

Doctor of Literature, Doctor of Science, Doctor of Law

STRUCTURE OF EDUCATION SYSTEM

Pre-higher education:

Duration of compulsory education:

Age of entry: 5

Age of exit: 15

Structure of school system:

Primary

Type of school providing this education: Primary School

Length of program in years: 5

Age level from: 5 to: 10


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Middle

Type of school providing this education: Middle School



Secondary

Type of school providing this education: Secondary School



Certificate/diploma awarded: Secondary School Certificate or Matriculation

Technical Secondary

Type of school providing this education: Technical Secondary School



Certificate/diploma awarded: Secondary School Certificate (in Technical Subjects)

Higher Secondary

Type of school providing this education: Intermediate Colleges

Length of program in years: 2Age level from: 15 to: 17

Certificate/diploma awarded: Intermediate Certificate Or Higher Secondary School

Certificate

Secondary Education:

Secondary education is divided into three cycles: three years' middle school, two years'

secondary and two years' higher secondary. On completion of the second cycle, pupils

take the Secondary School Certificate or Matriculation Examination. Pupils may then

study for a further two years, specializing in Science or Arts. At the end of this period,

pupils take the examinations for the Intermediate Certificate or Higher Secondary School

Certificate. Vocational secondary schools offer courses leading to the Secondary School

Certificate in technical subjects.


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Higher Education:

Higher education is provided by universities and professional universities and their

constituent colleges and in colleges affiliated to universities. Universities are autonomous

organizations founded by the central or provincial parliament. The senate, the syndicate

and the academic council are the main university bodies responsible for matters

concerning studies. The University Grants Commission serves as a clearinghouse for

development schemes of the universities; provides support to centres of excellence, area

study centres and Pakistan study centres; supports research fellowships and research

programmes; and organizes pre-service and in-service training of university teachers.

Pakistan's first university for women, Fatima Jinnah Women's University, has opened in

Rawalpindi. It offers degree programmes in Business Administration, Computer Science,

Economics, English, Fine Arts and Islamic Studies.

Main laws/decrees Governing Higher Education:

Decree: National Education Policy Year: 1992

Academic year: Classes from: Sep to: Jun

Long vacation from: Jul to: Aug

Languages of instruction: English, Urdu

Stages of studies:

Non-university level post-secondary studies (technical/vocational type):

Non-university level:

Polytechnics, technical and commercial institutes offer courses at Post-Secondary School

Certificate level. They provide courses lasting between one and three years that lead to

Certificates and Diplomas.

University level studies:

University level first stage: Bachelor's Degree:

Bachelor's Pass Degrees are normally obtained after a two-year course and Honours


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Degrees after a three year course in Arts, Science and Commerce. First degrees in

Engineering take four years and in Medicine five years. New universities have also

introduced a three-year Bachelor Degree course.

University level second stage: Master's Degree, BEd, LLB:

A Master's Degree requires two years' study after a Pass Degree and one year after an

Honours Degree. The BEd requires one year's study beyond a Bachelor's Degree in Arts

or Science. The LLB is a postgraduate qualification and entry to the three-year course is

by the Bachelor's Degree in any other subject.

University level third stage: MPhil, PhD:

The Master of Philosophy (MPhil) takes two years after the Master's Degree. The PhD

(Doctorate of Philosophy) is a research degree which requires three years' study beyond

the Master's Degree.

University level fourth stage: Higher Doctorate:

The degrees of Doctor of Literature (DLitt), Doctor of Science (DSc) and Doctor of Law

(LLD) are awarded after five to seven years of study.

Formal System of Education in Pakistan.

In formal education system, there are a number of stages, which are illustrated in the

diagram in Annexure-I as described briefly below:

Pre Primary Schooling: Pre-primary education is functional and managed in schools

through out country. Public schools provide pre-primary education as part of socialization

process. The students attending pre-primary class are called Kachi. National Education

EFA Action Plan Policy, 1998-2010 provided recognition to Kachi class as proxy for


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early childhood education. According to National Education Policy, 1998-2010, the

Kachi class will be introduced as formal class in the primary schools. The age group for

pre-primary is 5.

Primary Schooling:

This stage consists of five classes I-V and enrolls children of age 5-9 years. Since

independence, the policy makers pronounced to make primary education free and

compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the

gross participation rate was 71 percent in 1999, for male it was 80 percent and for female

it was 61 percent. For urban female it was 92 and for rural it was 50 percent. The lowest

participation rate observed for rural female in Sindh Province that was 33 percent. The

net enrolment rate was 42 percent, for urban male it was 47 percent and 37 percent for

rural female.

Middle Schooling:

The middle schooling is of three years duration and comprised of class VI, VII and VIII.

The age group is 10-12 years. The participation rate at middle school was about 34

percent during 2000-2001. Males were 36 percent and females were 33 percent.

High Schooling:

The high school children stay for two years in classes IX and X. The Board of

Intermediate and Secondary Education conducts the examination. A certificate of

secondary school is awarded to the successful candidates. The participation rate at high

school was about 22 percent in 2000-2001 of which, 24 percent were males and 20

percent were females. Vocational Education is normally offered in high schooling. There

are varieties of trades offered to the students and after completion of the course they get


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jobs as carpenters, masons, mechanics, welders, electrician, refrigeration and similar

other trades. There are 498 vocational institutions with an enrolment of about 88

thousand in 2001-2002.

Higher Secondary Education:

The higher secondary stage is also called the intermediate stage and is considered a part

of college education. Higher Secondary Education consists of classes XI to XII. During

two years stay in this cycle of education, a student at the age of 16 years in this stage can

opt for general education, professional education or technical education. The Board of

Intermediate and Secondary Education (BISE) conducts the examination and awards a

Certificate of Higher Secondary School Education (HSSC). According to 1979 Education

Policy, all schools were to be upgraded to higher Secondary Schools. Middle sections of

high schools were to be linked with primary schools (designating elementary education).

This system has limited success and some problems were experienced. Keeping in view

the problems this system is being introduced gradually.

Higher Education:

To obtain a degree, 4 years of higher education after 10 years of primary and secondary

schooling is required. Students who pass their first-degree stage are awarded a Bachelors

degree in arts or science, typically at the age of 19 years. In order to complete an honors

course at Bachelors degree level an additional one years study is required. Further, a

two years course is required for Masters degree who have completed two years

Bachelors degree. A doctoral degree requires normally 3 years of study after the

completion of a masters degree course.

Professional and Technical Education:

The duration of post secondary education varies in technical and professional fields. The

polytechnic diploma is a three-year course. A bachelors degree in medicine (MBBS)


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requires 5 years of study after intermediate stage (12 years of schooling). Similarly, a

bachelors degree course both in engineering and veterinary medicine is of 4 years

duration after the intermediate examination.

Madrassah Education:

Side by side with modern education system there is also religious education system,

which provides Islamic education. These institutions have their own management system

without interference from either the provincial or federal governments. However, grants-

in-aid are provided to these institutions by the government. During 2000 there were 6761

religious institutions with an enrollment of 934,000, of which 132,000 were female

students in 448 institutions (Khan, 2002). Efforts have been made by the present

government to bring the Madrassah in the mainstream under Education Sector Reforms.

The main purpose of mainstreaming Madrassah is to enlarge employment opportunities

for their graduates. Pakistan Madrassah Education Boards are established to regulate the

Madaris activities.

Non-formal Education:

There are millions of people in Pakistan who have no access to formal education system.

It is not possible for the formal system to meet educational needs of the rapidly growing

population. Non-formal Basic Education School scheme has been introduced for those

who have no access to formal education. This scheme is very cost-effective. Under this

scheme primary education course is taught in forty months. Non-formal schools are

opened in those areas where formal schools are not available. Government provides

teachers salary and teaching material whereas community provides school

building/room. There are 6371 NFBE schools functioning in the country.

Examinations:

Examinations are usually held annually, which are the main criterion to promote the


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students to higher classes or to retain them in the same class. However, recently a system

of automatic promotion up-to grade-III has been introduced in some schools. In the

primary classes, examinations are conducted by the respective schools. However, at the

end of the fifth year of the primary stage a public examination is held by the education

department for promotion to the next grade. Another examination is held for the

outstanding students to compete for the award of merit scholarships. Similarly, the

examination in Middle Schools are held by the individual schools but there is a public

examination at the end of grade VIII conducted by the Education Department for

awarding of scholarships. The Board of Intermediate and Secondary Education (BISE)

conducts the examinations of Secondary and Higher Secondary. The degree level

examinations are conducted by the respective universities.

Teachers Training:

In Pakistan, there are 90 Colleges of Elementary Education which offer teachers training

programs for Primary Teaching Certificate (PTC) and Certificate in Teaching (CT) to

primary school teachers. For secondary school teachers, there are 16 Colleges of

Education, offering graduate degrees in education and there are departments of education

in 9 universities which train teachers at the masters level. There are only 4 institutions

which offer in-service teachers training. Besides these, the Allama Iqbal Open

University, Islamabad, offers a very comprehensive teachers training program based on

distance learning; its total enrolment is about 10,000 per annum of which 7,000 complete

various courses every year

Private Education Sector:

Private sector involvement in education is encouraging. The Federal Bureau of Statistics

survey (1999-2000) indicates that there are 36,096 private educational institutions in

Pakistan. About 61 percent of the institutions are in urban areas and 39 percent in rural

areas. The percentage share of private sector in enrollment is 18 percent at primary

school level, 16 percent at middle school level and 14 percent at high school level.


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It has been observed that most of the private schools select their own curricula and

textbooks, which are not in conformity with public schools. Majority of the schools are

English Medium which attracts the parents for sending their children to these schools.

Most of the schools are overcrowded and do not have adequate physical facilities. These

schools are usually charging high fees from the students. Most of the schools are

unregistered; therefore, in most cases the certificates issued by these institutions are not

recognized by public schools. Majority of these institutions are functioning in the rented

buildings.

The National Education Policy 1998-2010 proposed that there shall be regulatory bodies

at the national and provincial levels to regulate activities and smooth functioning of

privately managed schools and institutions of higher education through proper rules and

regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the

setting up of educational facilities by the private sector. Grants-in-Aid for specific

purposes shall be provided to private institutions. Setting up of private technical

institutions shall be encouraged. Matching grants shall be provided for establishing

educational institutions by the private sector in the rural areas or poor urban areas through

Education Foundation. In rural areas, schools shall be established through public-private

partnership schemes. The government shall not only provide free land to build the school

but also bear a reasonable proportion of the cost of construction and management. Liberal

loan facilities shall be extended to private educational institutions by financial

institutions.

Despite all shortcomings of private education mentioned above, PIHS survey indicates

that enrolment rates in public schools have declined since 1995-96 particularly a large

decline has been observed in rural areas. It is generally perceived by parents that quality

of education in private schools are better than the public schools, therefore, those parents

who can afford prefer to send their children to private schools. These trends indicate that

the public education system is unable to meet public demand for providing quality

education in the country.


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Administrative and Supervisory Structure and Operation

According to the Constitution of Pakistan (1973), the Federal Government is entrusted

the responsibility for policy, planning, and promotion of educational facilities in the

federating units. This responsibility is in addition to the overall policymaking,

coordinating and advisory authority; otherwise, education is the provincial subject. The

Federal Ministry of Education administers the educational institutions located in the

federal capital territory. Universities located in various provinces are administered by the

provincial governments, but are exclusively funded by the federal government through

the Higher Education Commission.

The Federal Ministry of Education is headed by the Minister of Education. The most

senior civil servant in the Ministry is the Education Secretary assisted by Joint Secretary

and Joint Educational Advisors of each wing. There are 6 wings in the Federal Ministry

of Education and each wing is headed by Joint Educational Advisor

The provincial Education Departments are headed by their respective Provincial

Education Ministers. The civil servant in charge of the department is the Provincial

Education Secretary. The provinces are further divided into districts for the purpose of

administration. The head of the Education Department in a district is Executive District

Officer (EDO). Literacy Department functions separately in case of Punjab and Sindh

only it is headed by Executive District Officer (EDO) literacy. In the Provinces of NWFP

and Balochistan, literacy is the part of Education Department. The hierarchy then runs

down to the District Education Officer, Sub-district Education Officer, Supervisors or

Assistant Sub-district Education Officers .

At the grass root level (the union council level), Learning Coordinators (LCs) provide

academic guidance as well as supervise the schools. The administrative structure has

been decentralized under the Devolution Plan. Village Education Committees (VECs)/

School Management Committees (SMCs) have been set up in the provinces at grass root


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level.

Present Scenario of Education in Pakistan

The government of Pakistan recognized that education is the basic right of every citizen;

therefore, access to education for every citizen is crucial for economic development and

for poverty alleviation. The present government has given much importance to education

sector it has not only emphasized raising the present literacy rate but also emphasized

improving the quality of education. The over all estimated literacy rate was 50.5 percent,

for male 63 percent and for female 38 percent during 2001-2002. Urban literacy rate was

70 percent and rural literacy rate is 30 percent during the same period. Pakistan net

primary enrolment rate was 66 percent (male 82 percent, female 50 percent) and gross

enrolment rate was 78 percent (male 91 percent, female 64 percent) during 2000-01.

About 45 percent children who enrolled in grade-1 drop out before completing primary

education cycle (male drop out 45 percent, female drop out 54 percent). There are about 4

million children of 5-9 age group who are left out of school. The left out includes those

children who never enrolled and those who drop out.

Enrolment at primary level was 16.63 million during 2000-01. The gross enrolment at

middle level was 34 percent, male 36 percent and female 33 percent in 2000-01. The

gross enrolment at secondary level was 22 percent, 20 percent for female and 24 percent

for male. The total number of Arts and Science colleges were 916 (male 536 and female

380) with the enrolment of 763,000 during 2000-01. There are 68 universities in Pakistan

with the enrolment of 1.1 million. Out of the total universities, 40 universities are

managed by public sector. There are 203,439 educational institutions in Pakistan of

which 36,096 institutions are run private sector and the share of the private sector is about

18 percent.

The major issues and challenges of the education system include low literacy rate, high

drop out rate, wide spread teacher absenteeism, weak management and supervision

structure, shortage of trained and qualified teachers specially female, lack of teachers


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dedication, motivation and interest in their profession and lack of physical facilities.

Moreover the curriculum is mostly outdated, irrelevant and does not fulfill the

requirements of present day.

Education For All (EFA):

Education For All refers to the global commitment to ensure that by 2015 all children

would complete primary education of good quality (Universal Primary Completion), and

that gender disparity would be eliminated in primary and secondary education preferably

by 2005 and no later than 2015. This commitment was made at the World Education

Forum in Dakar, Senegal in April 2000 and reaffirmed in the Millennium declaration in

New York in September 2000. The Government of Pakistan is attaching top priority to

EFA. The country has ten year Perspective Development Plan (2001-11) to visualize the

long term macro-economic and sectoral growth strategies, Poverty Reduction and Human

Development is the priority area of the Plan. Sector-wide development approach covering

all the sectors of education has been adopted under the Perspective Plan. In order to

address the EFA implications linkage plan focusing on development of other sectors of

Education has also been prepared.

Nearly 80% of the ESR covers different goals of Education for All by 2015, reducing

illiteracy by 50 percent with a focus on reducing the gender gap by 2015, life skills and

learning opportunities for youth and adults; and early childhood education. The targeted

groups for EFA goals belong to disadvantaged communities with minimal opportunities.

These groups are highly vulnerable, without access to learning facilities, or public sector

facilities, which are functioning at sub-optimal levels.

.CENTRAL ISSUES AND PROBLEMS IN PAKISTAN EDUCATION SYSTEM

AND THEIR NEEDED REFORMS:

The existing education delivery system is not meeting the needs and aspirations of the
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society as such particularly, it is a challenge to the provinces and districts for the 21st

century. Moreover, prior to devolution, the policy and planning have been undertaken by

the central and provincial governments without taking into account the ground realities

and without the participation of community. The main objectives of the devolution plan is

to empower the community at the grassroots level in planning, management, resource

mobilization and utilization, implementation, monitoring and evaluation of the education

system to improve the service delivery at that level. The main inherent issues of

education systems are: teachers absenteeism, high drop out rates particularly at primary

level, high repetition rates, low completion rates, inequalities by gender, location and

social groups, low literacy rate and unsatisfactory performance of schools, these issues

have been addressed under DOP through empowerment of local communities.

The present government has initiated political and administrative devolution under its

reforms agenda under Local Government Plan 2000. The Local Government Ordinance

was promulgated on 14th August 2001. Under devolution, political power, decision-

making authority, and administrative responsibilities have been moved as closes as

possible to the village, union council, tehsil and district levels, with only the major

policy-making, coordination, and special service functions being retained with the central

and provincial governments. The main purpose of the devolution is to improve the

service delivery at the grass root level in various sectors.

It is believed that highly centralized system of education is greatly hampering the

efficiency and effectiveness of delivery service at the grass-root level. Successive

governments addressed this problem in their policies and plans since 1947.

The present government has envisioned with a clear commitment to reform a number of

aspects of education system framed within the 1998-2010 National Education Policy and

ten year perspective development plan 2001-2011 to increase educational opportunities

for all children, to enhance the efficiency and effectiveness of delivery service at grass

root level. ESR is an Action Plan for 2001-2005, has been fully integrated into the

Interim Poverty Reduction Strategy Paper and about 80% of the ESR packages covers


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adult literacy, Education for All and technical education. Devolution plan is the

mainframe for implementation of ESR. The education sector reforms (ESRs) have been

design to address the following areas of education system:

1. Comprehensive literacy and poverty reduction program.

2. Expansion of primary elementary education.

3. Introduction of technical stream at the secondary level.

4. Improving the quality of education through teacher training.

5. Higher education sector reforms.

6. Public-private partnership.

7. Innovative programs.

Discipline covered at Undergraduate level

BA/BS (Hons) Four Years Bachelors Degree Program)

GC University, Faisalabad offers quality education thats why it has initiated four years

(Honors) Bachelors degree program in various disciplines as per requirements of HEC

and to achieve the international education standard. The main purpose of this program is

to provide students the well-rounded education opportunities with expertise in their

discipline of choice.

System and Structure

It is four years bachelor degree program and there are two semesters, i.e. winter and

spring, of 18 weeks duration, in an academic year. The students complete the required


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course work in 8 semesters. They have the option of cut off point after completing two

years of their bachelors program but they will be awarded a Bachelor Pass Degree only.

Students would have the facility of readmission in his/her 4 years bachelor program but

he/she has to apply within the prescribed period for re-admission, otherwise he/she will

lose the right of re-admission.

There is mid Semester tests after eight weeks from the start of teaching of a Semester and

is conducted by the relevant Department. There is also a summer session of 8 to 10 weeks

duration as a part of an academic year and will be optional. Students who wish to

improve D, E and F grade (s) may enroll in this session in the courses offered.

Benefits of 4 Years (Honors) Program:

International standard degree

Research oriented

Career oriented

Internship opportunities in well reputed organization

Independent project formulation and simulation

Presentations and seminars

Leading to one year Masters Program

Job opportunities at BS 17 levels

Bachelor of Science:

(Computer Science, Information Technology, Software Engineering) (Morning

Programs)

In order to make the BCS program aligned with the needs of the profession, the BCS

program is being re-launched as Bachelor of Science in Computer Science, BS(CS).In

addition the following new degree programs are also being launched starting August

2008:


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- BS in Software Engineering, BS (Soft. Eng.)

- BS in Information Technology, BS (IT).

Karachi institute economics and technology

Bachelor of Computer Arts (BCA) Program is being offered in

collaboration with Premier Graphics & Animation (PGA).

(www.premiergraphic.com)

The BCA 4 years degree program is offered at the City Campus in the mornings. The

program meets the HEC and international standards for full-length 4-year bachelors

degree. With advances in digital technology and its integration with the field of arts - new

technical avenues and areas have been formed. These include Graphic Design, Media

Production, Animation and Multimedia. This program is geared towards harnessing a

work force, which will meet the ever-increasing demand in these specialized areas.

National Education Assessment System (NEAS)

The National Education Assessment System (NEAS) was established to undertake

systematic evaluations of student learning achievement across Pakistan and share the

analytical results with both policy makers and practitioners to inform the education

quality reform process. With data that is comparable across regions and over time, NEAS

can identify gaps and bring about improvements in the curriculum, teaching and

classroom support practices, as well as in the development of learning aids.

Bank Support

NEAS is a key pillar of the Governments national education policy that focuses on

improving the quality of education services and aims to produce life long

independent learners. The World Bankis providing a $3.63 million loan, in

partnership with the Department for International Development (DFID) (which is
http://www.premiergraphic.com/http://www.premiergraphic.com/


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providing funding equivalent to $1.14 million) to support the National Education

Assessment System (NEAS).

This technical support is for the design and administration of student assessments,

capacity building of technical expertise required for the development and analysis

of the assessments, and facilitating the dissemination of findings to stakeholders.

Bank support is also directed towards strengthening the administrative and

management structure of the asses Achievements

Since 2003, NEAS has made rapid progress in strengthening both its institutional

arrangements and its technical capacity.

Key achievements of NEAS include:

Establishment of an administrative structure, with the federal as well as all regional

assessment centers now both fully functional and fully staffed;

Intensive capacity building efforts, with technical staff provided access to both

international degree programs and in-country training, the latter conducted by the World

Bank Institute in partnership with NEAS and the World Bank;

Successful completion of all planned assessments, including the baseline surveys that

establish standard benchmarks against which future trends in student learning will be

measured;

Initial results for levels of student learning in Grade IV and VIII that provide insight

into key weakness in the current system (see Graph);

Improvement in quality of item writing (tests of student competency), instrument

design, data collection and sampling procedures, and coverage of the curriculum which

leads to an improvement in the overall quality of the assessment;

Regular dissemination of test results to key stakeholders so that the findings can be

incorporated in reform of policy and procedures;

Development of a communication strategy which includes the launch of a website

(www.neas.gov.pk) and circulation of quarterly new letters by federal and provincial

assessment centers; and


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Partnership agreements with other education institutions, such as the Institution of

Education and Research (IER) Punjab and the Federal College of Education, to

strengthen training and development of key technical skills in the assessment system.

Strengthening the Education System

For NEAS to be established as a student assessment system on par with international

standards, several key steps towards institutional strengthening, capacity building and

improvement in technical quality and processes should be undertaken.

- Further investment in the technical proficiency of key staff is required, in both

specialized skills (item writing, sampling, test procedures) and core expertise (report

writing, comparative analysis).

- This will facilitate improvements in test and instrument design, and will support robust

research and analysis. Extending the dissemination of results and findings to primary

stakeholders, particularly teacher trainers, textbook developers and policy makers is

important.

- Deeper understanding of the assessment process and stronger linkages between

assessment systems and other education sub-departments (such as teacher professional

development centers, examination units, curriculum wing, and textbook development)

will aid better informed and strategic use of assessment information for improvements in

student learning.

The longer term sustainability of NEAS will depend not only its establishment as an

autonomous body and but also the degree of integration between the federal and regional

assessment centers so that cross learning and implementation of best practice is

facilitated. With continuous improvements in test instruments and key technical skills,

NEAS will be able to track overall system efficiency as well as individual student

performance, and identify key areas for intervention that will lead to improvement of the

quality and effectiveness of the education system.


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Development Projects:

The Government of Pakistan has set a target to double enrollment in higher education

over the next 5 years whilst bringing about significant improvements in the quality of

education delivered at higher education Institutions across the country. In order to

achieve these objectives, the Government is making significant investments towards

developing institutional facilities, introducing new disciplines in cutting-edge and market

based technologies, developing human resource including faculty, improving research

facilities and student services, creating linkages with local & foreign universities and

promoting university-industry interaction, amongst many others. The planning and

development activities of the Commission aim to meet reform objectives through the

development, funding and implementation of projects in these key areas.

Academic Infrastructure

In pursuit of institutional excellence in teaching and research, HEC has made massive

investments to upgrade the physical infrastructure of universities, particularly to cater for

the requirements of increased enrollment in higher education and to accommodate the

students admitted through various human resource development programs. Cognizant of

the fact those traditional brick-and-mortar solutions to improve access will only have animpact to limited degree, HEC has developed a comprehensive ICT strategy to utilize

ICTs and distance education to provide education to the masses.

Decades of under-investment in the Higher Education system have led to under-

development of physical infrastructure of universities. Strategies for increasing

enrollment in higher education, improving research capacity and improving quality of

education programs succeed only when the necessary infrastructure for these intervention

strategies is in place. In this regard, HEC is complementing these activities through a host

of physical and technological infrastructure programs to provide high-quality education

services to the sector.


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The Planning and Development division of HEC has continued to work with the Planning

and Finance divisions of the Government of Pakistan to ensure that development needs of

the various public sector universities are provided for. The development expenditure of

the universities is allocated on the basis of performance and need, where the need is

defined both in terms of the particular requirements of that institution as well as the need

for improvement in the higher education sector at a macro level. Universities are

encouraged to submit development projects that are relevant to their institutional needs.

These projects are submitted for review by the appropriate authority (DDWP, CDWP or

ECNEC- dependant on project expenditure) and funds are released accordingly.

Documents

The National Education Assessment System