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2456-2408
ISSN
| Open Articles | First published: 4 September 2018 |

Critical Analysis of Education Policies in Pakistan: A Sustainable Development Perspective

Faheem Khushik
 University Clermont Ferrand, CERDI (Center of Studies and Research on Interntional Development), France
Arnaud Diemer
 University Clermont Ferrand, CERDI (Center of Studies and Research on Interntional Development), France
DOI https://doi.org/10.15520/sslej.v3i09.2282
Vol 3 No 09 (2018): under process | Page No: 01-16 | Google Scholar
How to Cite
(1)
Khushik, F.; Diemer, A. Critical Analysis of Education Policies in Pakistan: A Sustainable Development Perspective. sslej 2018, 3, 01-16.

Abstract

This article explores, from a sustainable development perspective, the vision and priority areas which have been focused on in all the major educational policy documents of Pakistan from1947 to 2017. Firstly, the study presents some results from a literature review of the links between education and development. We analyse different Pakistan national education policy documents from 1947 to 2017, and discuss thepost-2009 scenarios (after the 2010, 18th Constitutional Amendment[i], education became the responsibility of provinces). Secondly, the study focuses on the results of the Decade of Education for Sustainable Development (2005–14) in Pakistan. If education for sustainable development means allowing every human being to acquire the knowledge, skills, attitudes, and values necessary to shape their own sustainable future, it also means including key sustainable development issues (climate change, energy, food security, biodiversity, peace, tolerance, etc.) into the teaching and learning methods to change behaviours. Education for Sustainable Development could be a key driver for Higher education.


 


[i]18th Constitutional amendment bill passed by National Assembly in April 2010

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