PROBLEMS!!!!!!!!

Various research studies have indicated the psycho-social problems of the students, teachers, planners and managers working in the public and private sector of education in Pakistan. These problems can be studied under in three domains i.e. home-centered problems, community-centered problems and school-centered problems.

Although, the Quaid-e-Azam, Muhammad Ali Jinnah, in his message delivered in the first Education Conference 1947, categorically stressed on taking practical steps in reshaping the whole education system of the country, yet the situation regarding the education sector of Pakistan has been very uncertain and critical till yet. The commissions and policies till the recent years have beautifully worked out various strategies and plans for enhancing and changing the curriculum, giving quality education, preparing standard textbooks, resolving the problem of medium of instruction, streamlining the planning and management of the institutions, but due to the policies and reforms without implementation, the mismatch in public and private systems, the teaching of languages only and the polarization and existence of pressure groups have weakened not only the whole education system of Pakistan but the other institutions and organizations also.

Moreover, it is a fact that the attitudes of teacher, the response of student and the behavior of manager do have a crucial role in making the personality of the individuals and social progress, but in addition to this some physical problems that still exist here are the overcrowded classrooms, inadequate teaching materials, poor staffing, absence of equipped libraries and laboratories, and lack of physical facilities like playgrounds, drinking water, washrooms, recreational, common, medical and retiring rooms and furniture etc. This alarming situation has caused an awkward backwardness of the education system in the country.

Furthermore, besides the system problems as observed, it is obvious that the teachers' problems of insecurity, accommodation, remuneration, political exploitation life threats and deprivation prevent a teacher to play the role of an implementer, prompter, director, guide, counselor, manager, organizer and instructor inside the school and also halt him/her to work outside in the society as a good social.

Unfortunately, due to the lack of professional growth and leadership, teacher in Pakistan evidently faces a hurdle in the way toward lifelong and quality education. Most of the teachers are virtually literate and have regressive trends. However, the one room affair, the schools without boundary walls and the negligible participation of community also deteriorate the smooth process of education in Pakistan.

The broken homes, the social status of parents, poverty, orphanage, divorced families, crowded homes, sibling rivalry problem, family educational background, inferiority complexes, harsh discipline and child labour are also persistently showing their virulent fangs to tear down the learners in our country.

Teachers' Status in the Educational institutions of Pakistan:

Teacher is considered the most central source in putting all the educational reforms into practice at all levels. In Pakistan teachers' access to their democratic rights seems to be denied or not practiced properly according to the Policy Document of Pakistan which guarantees the realization of their democratic rights . The alarming aspects of their concerns are how to think up a plan of action that may facilitate them to have proper access to their democratic rights inside their institutions and in society as well.

Teaching is a very decent profession and a holy job. It uplifts and brings up the individuals as a responsible nation. The society has a lot of hopes from the teachers whom with the young generations have direct contact. Every nation desires excellent and fine production from schools and colleges. The learners imitate, identify and follow their teachers as model. The important part of our society is the educators who play revolutionary roles in the making of a nation. Their duty is plausible as they educate a child, the father of man, and a useful citizen of future.

Responsibilities and rights go together. Above and beyond performing a noble duty, the teachers have certain rights too. They have the right to live a respectably happy life in all aspects i.e. personal, social, cultural, religious, economic, and democratic aspirations, relations, affiliation and beliefs and practices in a proper manner. Teaching is a less attractive job in Pakistan, because the teachers face financial and economic hardships and they have to live within their limited resources. There is lack of the needed support from government and community is to facilitate them with respectable and happy life