Critical Analysis of Science Education in Policy Perspective of Pakistan

  • Dr. Munir Khan Assistant Professor, Department of Education, University of Malakand, Dir Lower
  • Dr. Nasrin Akhtar Associate Professor, Department of Science Education, University of Okara
  • Mr. Faisal Rauf MPhil Scholar, Department of Education, Virtual University of Pakistan, Lahore
Keywords: Science Education, National Education Policy, Critical Analysis


Worldwide developments in the sciences have changed human lives radically.  Science education has an important role in enabling school learners to understand something of what the sciences have found and how the findings were made, along with an awareness of the place of the sciences in any modern society.  The objectives of this analytical document study were to review and draw from a wide range of national education polices reports of commissions and conferences and to explore and summarize the issues that need to be addressed, since independence of Pakistan in 1947.  These policy documents and reports identify a lack of progress and other studies suggest why.  In the light of the findings as well as studies set in other countries, it is suggested that a coherent approach is needed where the curricula in the sciences, the resources to be made available and the assessment systems to be employed are all focusing on the wider aims of science education. In this, there can be a move away for the dominance of memorization and recall towards wider educational goals.  The training of science teachers also needs major overhaul.  In this way the evidence suggests that a rich and effective provision in science education can be developed and implemented.