Knowledge is defined in the Oxford English Dictionary as (i) expertise, and skills acquired by a person through experience or education;

the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation. Philosophical debates in general start with Plato's formulation of knowledge as "justified true belief". There is however no single agreed definition of knowledge presently, nor any prospect of one, and there remain numerous competing theories. Knowledge acquisition involves complex cognitive processes: perception, learning, communication, association and reasoning. The term knowledge is also used to mean the confident understanding of a subject with the ability to use it for a specific purpose if appropriate. See Knowledge Management for additional details on that discipline.

EDUCATION
At independence, Pakistan had a poorly educated population and few schools or universities. Although the education system has expanded greatly since then, debate continues about the curriculum, and, except in a few elite institutions, quality remained a crucial concern of educators in the early 1990s. Adult literacy is low, but improving. In 1992 more than 36 percent of adults over fifteen were literate, compared with 21 percent in 1970. The rate of improvement is highlighted by the 50 percent literacy achieved among those aged fifteen to nineteen in 1990. School enrollment also increased, from 19 percent of those aged six to twenty-three in 1980 to 24 percent in 1990. However, by 1992 the population over twenty-five had a mean of only 1.9 years of schooling. This fact explains the minimal criteria for being considered literate: having the ability to both read and write (with understanding) a short, simple statement on everyday life. Relatively limited resources have been allocated to education, although there has been improvement in recent decades. In 1960 public expenditure on education was only 1.1 percent of the gross national product (GNP); by 1990 the figure had risen to 3.4 percent. This amount compared poorly with the 33.9 percent being spent on defense in 1993. In 1990 Pakistan was tied for fourth place in the world in its ratio of military expenditures to health and education expenditures. Although the government enlisted the assistance of various international donors in the education efforts outlined in its Seventh Five-Year Plan (1988-93), the results did not measure up to expectations.
Structure of the System:-Education is organized into five levels: primary (grades one through five); middle

(grades six through eight); high (grades nine and ten, culminating in matriculation); intermediate (grades eleven and twelve, leading to an F.A. diploma in arts or F.S. science; and university programs leading to undergraduate and advanced degrees. Preparatory classes (kachi, or nursery) were formally incorporated into the system in 1988 with the Seventh Five-Year Plan. Academic and technical education institutions are the responsibility of the federal Ministry of Education, which coordinates instruction through the intermediate level. Above that level, a designated university in each province is responsible for coordination of instruction and examinations. In certain cases, a different ministry may oversee specialized programs. Universities enjoy limited autonomy; their finances are overseen by a University Grants Commission, as in Britain. Teacher-training workshops are overseen by the respective provincial education ministries in order to improve teaching skills. However, incentives are severely lacking, and, perhaps because of the shortage of financial support to education, few teachers participate. Rates of absenteeism among teachers are high in general, inducing support for community-coordinated efforts promoted in the Eighth Five-Year Plan (199398). In 1991 there were 87,545 primary schools, 189,200 primary school teachers, and 7,768,000 students

enrolled at the primary level, with a student-to-teacher ratio of forty-one to one. Just over one-third of all children of primary school age were enrolled in a school in 1989. There were 11,978 secondary schools, 154,802 secondary school teachers, and 2,995,000 students enrolled at the secondary level, with a studentto- teacher ratio of nineteen to one. Primary school dropout rates remained fairly consistent in the 1970s and 1980s, at just over 50 percent for boys and 60 percent for girls. The middle school dropout rates for boys and girls rose from 22 percent in 1976 to about 33 percent in 1983. However, a noticeable shift occurred in the beginning of the 1980s regarding the postprimary dropout rate: whereas boys and girls had relatively equal rates (14 percent) in 1975, by 1979-- just as Zia initiated his government's Islamization program--the dropout rate for boys was 25 percent while for girls it was only 16 percent. By 1993 this trend had dramatically reversed, and boys had a dropout rate of only 7 percent compared with the girls' rate of 15 percent. The Seventh Five-Year Plan envisioned that every child five years and above would have access to either a primary school or a comparable, but less comprehensive, mosque school. However, because of financial constraints, this goal was not achieved. In drafting the Eighth Five-Year Plan in 1992, the government therefore reiterated the need to mobilize a large share of national resources to finance education. To improve access to schools, especially at the primary level, the government sought to decentralize and democratize the design and implemention of its education strategy. To give parents a greater voice in running schools, it planned to transfer control of primary and secondary schools to NGOs. The government also intended to gradually make all high schools, colleges, and universities autonomous, although no schedule was specified for achieving this ambitious goal.
Female Education:-Comparison of data for men and women reveals significant disparity in educational

attainment. By 1992, among people older than fifteen years of age, 22 percent of women were literate, compared with 49 percent of men. The comparatively slow rate of improvement for women is reflected in the fact that between 1980 and 1989, among women aged fifteen to twenty-four, 25 percent were literate. United Nations sources say that in 1990 for every 100 girls of primary school age there were only thirty in school; among girls of secondary school age, only thirteen out of 100 were in school; and among girls of the third level, grades nine and ten, only 1.5 out of 100 were in school. Slightly higher estimates by the National Education Council for 1990 stated that 2.5 percent of students--3 percent of men and 2 percent of women- -between the ages of seventeen and twenty-one were enrolled at the degree level. Among all people over twenty-five in 1992, women averaged a mere 0.7 year of schooling compared with an average of 2.9 years for men. The discrepancy between rural and urban areas is even more marked. In 1981 only 7 percent of women in rural areas were literate, compared with 35 percent in urban areas. Among men, these rates were 27 and 57 percent, respectively. Pakistan's low female literacy rates are particularly confounding because these rates are analogous to those of some of the poorest countries in the world. Pakistan has never had a systematic, nationally coordinated effort to improve female primary education, despite its poor standing. It was once assumed that the reasons behind low female school enrollments were cultural, but research conducted by the Ministry for Women's Development and a number of international donor agencies in the 1980s revealed that danger to a woman's honor was parents' most crucial concern. Indeed, reluctance to accept schooling for women turned to enthusiasm when parents in rural Punjab and rural Balochistan could be guaranteed their daughters' safety and, hence, their honor.
Reform Efforts:-Three initiatives characterized reform efforts in education in the late 1980s and early

1990s: privatization of schools that had been nationalized in the 1970s; a return to English as the medium of instruction in the more elite of these privatized schools, reversing the imposition of Urdu in the 1970s;

and continuing emphasis on Pakistan studies and Islamic studies in the curriculum. Until the late 1970s, a disproportionate amount of educational spending went to the middle and higher levels. Education in the colonial era had been geared to staffing the civil service and producing an educated elite that shared the values of and was loyal to the British. It was unabashedly elitist, and contemporary education--reforms and commissions on reform notwithstanding--has retained the same quality. This fact is evident in the glaring gap in educational attainment between the country's public schools and the private schools, which were nationalized in the late 1970s in a move intended to facilitate equal access. Whereas students from lower-class backgrounds did gain increased access to these private schools in the 1980s and 1990s, teachers and school principals alike bemoaned the decline in the quality of education. Meanwhile, it appears that a greater proportion of children of the elites are traveling abroad not only for university education but also for their high school diplomas. The extension of literacy to greater numbers of people has spurred the working class to aspire to middleclass goals such as owning an automobile, taking summer vacations, and providing a daughter with a onceinconceivable dowry at the time of marriage. In the past, Pakistan was a country that the landlords owned, the army ruled, and the bureaucrats governed, and it drew most of its elite from these three groups. In the 1990s, however, the army and the civil service were drawing a greater proportion of educated members from poor backgrounds than ever before. One of the education reforms of the 1980s was an increase in the number of technical schools throughout the country. Those schools that were designated for females included hostels nearby to provide secure housing for female students. Increasing the number of technical schools was a response to the high rate of underemployment that had been evident since the early 1970s. The Seventh Five-Year Plan aimed to increase the share of students going to technical and vocational institutions to over 33 percent by increasing the number of polytechnics, commercial colleges, and vocational training centers. Although the numbers of such institutions did increase, a compelling need to expand vocational training further persisted in early 1994. Education:-Education in Pakistan is divided into five levels:primary(grades one through five);middle (grades six through eight);high(grades nine and ten, leading to the Secondary School Certificate);intermediate(grades eleven and twelve, leading to a Higher Secondary School Certificate);and university programs leading to graduate and advanced degrees. All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.

Pre-school:-A child may begin his/her schooling at a pre-school at the age of 3. Over the last few years, many new kindergarten (sometimes called montessori) schools have also sprung up in Pakistan. Post-secondary:-Students can then proceed to a College or University for Bachelor of Arts (BA) or Science (BSc) or Commerce/Business Administration (BCom/BBA) degree courses. There are two types of Bachelor courses in Pakistan namely Pass or Honours. Pass constitutes two years of study and students normally read three optional subjects (such as Chemistry, Mathematics, Economics, Statistics) in addition to almost equal number of compulsory subjects (such as English, Pakistan Studies and Islamic Studies) whereas Honours are three or four years and students normally specialize in a chosen field of study such as Biochemistry (BSc Hons. Biochemistry). It is important to note that Pass Bachelors is now slowly being phased out for Honours throughout the country. Students may also after earning their HSSC may study for professional Bachelor degree courses such as engineering (B Engg), medicine (MBBS), vetrinary medicine(DVM) law (LLB), agriculture (B Agri), architecture (B Arch), nursing (B Nurs) etc. which are of four or five years duration depending on the degree.Further after passing the diploma of associate engineer(3-Year study after SSC)can take in admission in B.Tech engineering.B.Tech(Hon's) degree consists of four years.

Some Masters Degrees also consist of 1.5 years. Then there are PhD Education as well in selected areas. One has to choose specific field and the suitable university doing research work in that field. PhD in Pakistan consists of minimum 3-5 years. Pakistani universities churn out almost 1.2 million skilled graduates annually. The government has announced a $1 billion spending plan over the next decade to build 6 state-of-the-art science and engineering universities. The scheme would be overseen by the Higher Education Commission. ORGANIZATIONAL HISTORY:-In the late 1940s, the State College initiated various efforts at offcampus classes, taught chiefly at night. These "branches" were informally known as "Little WSCs." The program at Spokane was the most extensive. It survived in limited form following fiscal cutbacks in 1951 that basically cancelled the larger effort, with a program of night classes that lasted until 1968. In the years following 1970, distance classes, video-tape instruction and similar programs led to the reestablishment of off-campus classes in various cities around Washington, and even one in an out-of-state location. These classes all involved spe cial subjects, mainly technical, and often were presented at the request of employers. In the years 1977-80, these programs became involved in complex state wide educational planning effort and in so-called "turf wars" that arose as schools with low enrollment sought to deploy their excess faculty members in extended campus programs. Five-year plans of Pakistan:- Pakistan's economic development planning began in 1948. By 1950 a sixyear plan had been drafted to guide government investment in developing the infrastructure. But the initial effort was unsystematic, partly because of inadequate staffing. More formal planning--incorporating overall targets, assessing resource availability, and assigning priorities--started in 1953 with the drafting of the First Five-Year Plan (1955-60). In practice, this plan was not implemented, however, mainly because political instability led to a neglect of economic policy, but in 1958 the government renewed its commitment to planning by establishing the Planning Commission. The Second Five-Year Plan (1960-65) surpassed its major goals when all sectors showed substantial growth. The plan encouraged private entrepreneurs to participate in those activities in which a great deal of profit could be made, while the government acted in those sectors of the economy where private business was reluctant to operate. This mix of private enterprise and social responsibility was hailed as a model that other developing countries could follow. Pakistan's success, however, partially depended on generous infusions of foreign aid, particularly from the United States. After the 1965 Indo-Pakistani War over Kashmir, the level of foreign assistance declined. More resources than had been intended also were diverted to defense. As a result, the Third Five-Year Plan (1965-70), designed along the lines of its immediate predecessor, produced only modest growth. When the government of Zulfiqar Ali Bhutto came to power in 1971, planning was virtually bypassed. The Fourth Five-Year Plan (1970-75) was abandoned as East Pakistan became independent Bangladesh. Under Bhutto, only annual plans were prepared, and they were largely ignored. The Zia government accorded more importance to planning. The Fifth Five-Year Plan (1978-83) was an attempt to stabilize the economy and improve the standard of living of the poorest segment of the population. Increased defense expenditures and a flood of refugees to Pakistan after the Soviet invasion of Afghanistan in December 1979, as well as the sharp increase in international oil prices in 1979-80, drew resources away from planned investments (see Pakistan Becomes a Frontline State , ch. 5). Nevertheless, some of the plan's goals were attained. Many of the controls on industry were liberalized or abolished, the balance of payments deficit was kept under control, and Pakistan became self-sufficient in all basic foodstuffs with the exception of edible oils. Yet the plan failed to stimulate substantial private industrial investment and to raise significantly the expenditure on rural infrastructure development.

The Sixth Five-Year Plan (1983-88) represented a significant shift toward the private sector. It was designed to tackle some of the major problems of the economy: low investment and savings ratios; low agricultural productivity; heavy reliance on imported energy; and low spending on health and education. The economy grew at the targeted average of 6.5 percent during the plan period and would have exceeded the target if it had not been for severe droughts in 1986 and 1987. The Seventh Five-Year Plan (1988-93) provided for total public-sector spending of Rs350 billion. Of this total, 38 percent was designated for energy, 18 percent for transportation and communications, 9 percent for water, 8 percent for physical infrastructure and housing, 7 percent for education, 5 percent for industry and minerals, 4 percent for health, and 11 percent for other sectors. The plan gave much greater emphasis than before to private investment in all sectors of the economy. Total planned private investment was Rs292 billion, and the private-to- public ratio of investment was expected to rise from 42:58 in FY 1988 to 48:52 in FY 1993. It was also intended that public-sector corporations finance most of their own investment programs through profits and borrowing. In August 1991, the government established a working group on private investment for the Eighth Five-Year Plan (1993-98). This group, which included leading industrialists, presidents of chambers of commerce, and senior civil servants, submitted its report in late 1992. However, in early 1994, the eighth plan had not yet been announced, mainly because the successive changes of government in 1993 forced ministers to focus on short-term issues. Instead, economic policy for FY 1994 was being guided by an annual plan. Private school:-Private schools, or independent schools, are schools not administered by local, state, or national government, which retain the right to select their student body and are funded in whole or in part by charging their students tuition rather than with public (state) funds. In the United Kingdom and some other Commonwealth countries the use of the term is generally restricted to primary and secondary educational levels: it is almost never used of universities or other tertiary institutions. Private education in North America covers the whole gamut of educational activity. Private schools range from pre-school to tertiary level institutions. Annual tuitions at K-12 schools range from nothing at tuition-free schools to more than $40,000 at several boarding schools. The secondary level includes schools offering grades 7 through 12 and grade 13. This category includes preparatory schools or "prep schools", boarding schools and day schools. Tuition at private secondary schools varies from school to school and depends on many factors, including the location of the school, the willingness of parents to pay, peer tuitions, and the endowment. High tuition, schools claim, is used to pay higher salaries for the best teachers, and also used to provide enriched learning environments including a low student to teacher ratio, small class sizes and services such as libraries, science laboratories, and computers. Some private schools are boarding schools. Some military schools are privately owned or operated as well. Religiously affiliated or denominational schools form a subcategory of private schools. Some such schools teach religious lessons together with the usual academic subjects to impress their particular faith's beliefs and traditions in the students who attend. For example, The Epstein School in Atlanta, Georgia teaches conservative Judaism to its students. Others use the denomination as more of a general label to describe on what the founders based their belief, while still maintaining a fine distinction between academics and religion. They include parochial schools, a term which is often used to denote Catholic Christian schools. Other religious groups represented in the K-12 private education sector include Protestants, Jews, Muslims, and the Orthodox Catholics. Many educational alternatives, such as independent schools, are also privately financed. Private schools often avoid some state regulations, although in the name of educational quality, most comply with regulations relating to the educational content of classes. Religious private schools often simply add religious instruction to the courses provided by local public schools. Special assistance schools aim to improve the lives of their students by providing services tailored to very specific needs of individual students. Such schools include tutoring schools and schools to assist the learning of handicapped children.