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100 Must-Read Essays and CSS Solved Past Papers Questions for CSS and PMS Aspirants

• December 3, 2022
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These 100 Must-Read Solved Pakistan Affairs and Current Affairs Questions and Essays will help aspirants of CSS and PMS Score High!

100 Must-Read Essays

Whether CSS or PMS, both examinations require aspirants to have a good command of presentation skills, as knowledge alone has never helped anyone qualify for them. It has been seen aspirants with heaps of information and relevant knowledge cannot make it through because they fail to present their perspectives on the papers fluently, coherently, and confidently. Unfortunately, none in Pakistan has ever produced relevant and quality solved past papers to help aspirants understand what and how to write to score high and qualify for the exams. As a result, nearly 90% of the aspirants fail their essay papers straight away. And almost 70% remain unable to cross 50 marks on their compulsory and optional papers. 

However, aspirants who learn to write their knowledge and ideas generally qualify for the examinations or score the highest marks. Students of Sir Syed Kazim Ali have been the glaring examples. They have been qualifying for their essay papers in a single go for years as they not only learn writing skills but also give this skill serious practice till their papers. Moreover, they are the only officers, qualifiers, and aspirants who have been writing  CSS Past Papers’ Essays  and  CSS Solved Past Papers  of compulsory and optional subjects on the Cssprepforum website, which is freely available for all. 

About CSS Solved Past Papers

Writing has undoubtedly been the base through which CSS and PMS examiners evaluate aspirants’ opinions and knowledge. The better the English writing and presentation skills, the higher the chances of succeeding in the examinations. Simply, writing skills have been the only vehicle an aspirant possesses to transfer his arguments, ideas, and viewpoints on a specific topic to his examiner. So, presenting your arguments coherently, fluently, and relevantly is, undoubtedly, the key to success in the CSS and PMS examinations in Pakistan. So, to help aspirants, who have constantly been asking for CSS past papers questions, Cssprepforum has decided to publish the  CSS-solved past papers and essays  attempted by Sir Syed Kazim Ali students who either qualified for the exams or scored the highest marks. 

No matter whether you are going to take the following CSS and PMS attempt or you have just planned to prepare for them, these CSS Solved Past Papers by qualifiers and highest scorers will definitely help you know the following:

• ✓ How to understand the topics
• ✓ How to break the topics down
• ✓ How to outline your arguments or ideas
• ✓ How to start a 20-Marks question to score high marks
• ✓ How to start an essay to qualify for the CSS and PMS
• ✓ How to write body paragraphs
• ✓ What is unity and coherence in writing
• ✓ How to connect sentences and paragraphs
• ✓ And much more

We are trying our best to publish all the past five years solved past papers questions by the top scorers, qualifiers, and Howfiv team, so you are advised to bookmark this article and keep visiting it daily. It will take us around a month to publish them all.

• CSS Solved Essays

The followings are the CSS and PMS past papers essays solved by Sir Syed Kazim Ali students, who either qualified for exams or scored the highest marks in the essay paper. They are uploaded to help CSS and PMS aspirants know how to develop an outline, write introductory paragraphs, and present their arguments. Click on any to continue reading.

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BUILDING SKILLS FOR LIFE

This report makes the case for expanding computer science education in primary and secondary schools around the world, and outlines the key challenges standing in the way. Through analysis of regional and national education systems at various stages of progress in implementing computer science education programs, the report offers transferable lessons learned across a wide range of settings with the aim that all students—regardless of income level, race, or sex—can one day build foundational skills necessary for thriving in the 21st century.

Download the full report

Introduction.

Access to education has expanded around the world since the late 1990s through the combined efforts of governments, bilateral and multilateral agencies, donors, civil society, and the private sector, yet education quality has not kept pace. Even before the COVID-19 pandemic led to school closures around the world, all young people were not developing the broad suite of skills they need to thrive in work, life, and citizenship (Filmer, Langthaler, Stehrer, & Vogel, 2018).

The impact of the pandemic on education investment, student learning, and longer-term economic outcomes threatens not only to dial back progress to date in addressing this learning crisis in skills development but also to further widen learning gaps within and between countries. Beyond the immediate and disparate impacts of COVID-19 on students’ access to quality learning, the global economic crisis it has precipitated will shrink government budgets, potentially resulting in lower education investment and impacting the ability to provide quality education (Vegas, 2020). There is also a concern that as governments struggle to reopen schools and/or provide sufficient distance-learning opportunities, many education systems will focus on foundational skills, such as literacy and numeracy, neglecting a broader set of skills needed to thrive in a rapidly changing, technologically-advanced world.

Among these broader skills, knowledge of computer science (CS) is increasingly relevant. CS is defined as “the study of computers and algorithmic processes, including their principles, their hardware and software designs, their [implementation], and their impact on society” (Tucker, 2003). 1 CS skills enable individuals to understand how technology works, and how best to harness its potential to improve lives. The goal of CS education is to develop computational thinking skills, which refer to the “thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer” (K-12 Computer Science Framework Steering Committee, 2016). CS education is also distinct from computer or digital literacy, in that it is more concerned with computer design than with computer use. For example, coding is a skill one would learn in a CS course, while creating a document or slideshow presentation using an existing program is a skill one would learn in a computer or digital literacy course.

Research has shown that students benefit from CS education by increasing college enrollment rates and developing problem-solving abilities (Brown & Brown, 2020; Salehi et al., 2020). Research has also shown that lessons in computational thinking improve student response inhibition, planning, and coding skills (Arfé et al., 2020). Importantly, CS skills pay off in the labor market through higher likelihood of employment and better wages (Hanson & Slaughter, 2016; Nager & Atkinson, 2016). As these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship.

The benefits of CS education extend beyond economic motivations. Given the increasing integration of technology into many aspects of daily life in the 21st century, a functional knowledge of how computers work—beyond the simple use of applications—will help all students.

Why expand CS education?

By this point, many countries have begun making progress toward offering CS education more universally for their students. The specific reasons for offering it will be as varied as the countries themselves, though economic arguments often top the list of motivations. Other considerations beyond economics, however, are also relevant, and we account for the most common of these varied motives here.

The economic argument

At the macroeconomic level, previous research has suggested that countries with more workers with ICT (information, communications, and technology) skills will have higher economic growth through increases in productivity (Maryska, Doucek, & Kunstova, 2012; Jorgenson & Vu, 2016). Recent global data indicate that there is a positive relationship between the share of a country’s workforce with ICT skills and its economic growth. For example, using data from the Organisation for Economic Cooperation and Development (OECD), we find that countries with a higher share of graduates from an ICT field tend to have higher rates of per capita GDP (Figure 1). The strength of the estimated relationship here is noteworthy: A one percentage point increase in the share of ICT graduates correlates with nearly a quarter percentage point increase in recent economic growth, though we cannot determine the causal nature of this relationship (if any). Nonetheless, this figure supports the common view that economic growth follows from greater levels of investment in technological education.

At the microeconomic level, CS skills pay off for individuals—both for those who later choose to specialize in CS and those who do not. Focusing first on the majority of students who pursue careers outside of CS, foundational training in CS is still beneficial. Technology is becoming more heavily integrated across many industrial endeavors and academic disciplines—not just those typically included under the umbrella of science, technology, engineering, and mathematics (STEM) occupations. Careers from law to manufacturing to retail to health sciences all use computing and data more intensively now than in decades past (Lemieux, 2014). For example, using data from Germany, researchers showed that higher education programs in CS compared favorably against many other fields of study, producing a relatively high return on investment for lower risk (Glocker and Storck, 2014). Notably, completing advanced training in CS is not necessary to attain these benefits; rather, even short introductions to foundational skills in CS can increase young students’ executive functions (Arfe et al., 2020). Further, those with CS training develop better problem-solving abilities compared to those with more general training in math and sciences, suggesting that CS education offers unique skills not readily developed in other more common subjects (Salehi et al., 2020).

For those who choose to pursue advanced CS studies, specializing in CS pays off both in employment opportunities and earnings. For example, data from the U.S. show workers with CS skills are less likely to be unemployed than workers in other occupations (Figure 2). Moreover, the average earnings for workers with CS skills are higher than for workers in other occupations (Figure 3). These results are consistent across multiple studies using U.S. data (Carnevale et al., 2013; Altonji et al., 2012) and international data (Belfield et al., 2019; Hastings et al., 2013; Kirkeboen et al., 2016). Further, the U.S. Bureau of Labor Statistics has projected that the market for CS professionals will continue to grow at twice the speed of the rest of the labor market between 2014 and 2024 (National Academies of Sciences, 2018).

A common, though inaccurate, perception about the CS field is that anybody with a passion for technology can succeed without formal training. There is a nugget of truth in this view, as many leaders of major technology companies including Bill Gates, Elon Musk, Mark Zuckerberg, and many others have famously risen to the top of the field despite not having bachelor’s degrees in CS. Yet, it is a fallacy to assume that these outliers are representative of most who are successful in the field. This misconception could lead observers to conclude that investments in universal CS education are, at best, ineffective: providing skills to people who would learn them on their own regardless, and spending resources on developing skills in people who will not use them. However, such conclusions are not supported by empirical evidence. Rather, across STEM disciplines, including CS, higher levels of training and educational attainment lead to stronger employment outcomes, on average, than those with lesser levels of training in the same fields (Altonji et al., 2016; Altonji and Zhong, 2021).

The inequality argument

Technology—and particularly unequal access to its benefits—has been a key driver of social and economic inequality within countries. That is, those with elite social status or higher wealth have historically gotten access to technology first for their private advantages, which tends to reinforce preexisting social and economic inequalities. Conversely, providing universal access to CS education and computing technologies can enable those with lower access to technological resources the opportunity to catch up and, consequently, mitigate these inequalities. Empirical studies have shown how technological skills or occupations, in particular, have reduced inequalities between groups or accelerated the assimilation of immigrants (Hanson and Slaughter, 2017; DeVol, 2016).

Technology and CS education are likewise frequently considered critical in narrowing income gaps between developed and developing countries. This argument can be particularly compelling for low-income countries, as global development gaps will only be expected to widen if low-income countries’ investments in these domains falter while high-income countries continue to move ahead. Rather, strategic and intensive technological investment is frequently seen as a key strategy for less-developed countries to leapfrog stages of economic development to quickly catch up to more advanced countries (Fong, 2009; Lee, 2019).

CS skills enable adaptation in a quickly changing world, and adaptability is critical to progress in society and the economy. Perhaps there is no better illustration of the ability to thrive and adapt than from the COVID-19 pandemic. The pandemic has forced closures of many public spaces across the globe, though those closures’ impacts have been disproportionately felt across workers and sectors. Workers with the skills and abilities to move their job functions online have generally endured the pandemic more comfortably than those without those skills. And even more importantly, the organizations and private companies that had the human capacity to identify how technology could be utilized and applied to their operations could adapt in the face of the pandemic, while those without the resources to pivot their operations have frequently been forced to close in the wake of pandemic-induced restrictions. Thus, the pandemic bestowed comparative benefits on those with access to technology, the skills to use it, and the vision to recognize and implement novel applications quickly, while often punishing those with the least access and resources (OECD, 2021).

Failing to invest in technology and CS education may result in constrained global competitiveness, leaving governments less able to support its citizens. We recognize that efforts to expand CS education will demand time and money of public officials and school leaders, often in the face of other worthy competing demands. Though the contemporary costs may even seem prohibitive in some cases, the costs of inaction (while less immediately visible) are also real and meaningful in most contexts.

Beyond economics

We expect the benefits of CS education to extend beyond economic motivations, as well. Many household activities that were previously performed in real life are now often performed digitally, ranging from banking, shopping, travel planning, and socializing. A functional knowledge of how computers work—beyond the simple use of applications—should benefit all students as they mature into adults given the increasing integration of technology into many aspects of daily life in the 21st century. For example, whether a person wants to find a job or a romantic partner, these activities frequently occur through the use of technology, and understanding how matching algorithms work make for more sophisticated technology users in the future. Familiarity with CS basic principles can provide users more flexibility in the face of constant innovation and make them less vulnerable to digital security threats or predators (Livingstone et al., 2011). Many school systems now provide lessons in online safety for children, and those lessons will presumably be more effective if children have a foundational understanding of how the internet works.

Global advances in expanding CS education

To better understand what is needed to expand CS education, we first took stock of the extent to which countries around the world have integrated CS education into primary and secondary schools, and how this varied by region and income level. We also reviewed the existing literature on integrating CS into K-12 education to gain a deeper understanding of the key barriers and challenges to expanding CS education globally. Then, we selected jurisdictions at various stages of progress in implementing CS education programs in from multiple regions of the world and income levels, and drafted in-depth case studies on the origins, key milestones, barriers, and challenges of CS expansion.

Progress in expanding CS education across the globe

As shown in Figure 4, the extent to which CS education is offered in primary and secondary schools varies across the globe. Countries with mandatory CS education are geographically clustered in Eastern Europe and East Asia. Most states and provinces in the U.S. and Canada offer CS on a school-to-school basis or as an elective course. Multiple countries in Western Europe offer CS education as a cross-curricular topic integrated into other subjects. Latin America and Central and Southeast Asia have the most countries that have announced CS education programs or pilot projects. Countries in Africa and the Middle East have integrated the least amount of CS education into school curricula. Nevertheless, the number of countries piloting programs or adopting CS curricula indicate a global trend of more education systems integrating the subject into their curriculum.

As expected, students living in higher-income countries generally have better access to CS education. As Figure 5 shows, 43 percent of high-income countries require students to learn CS education in primary and/or secondary schools. Additionally, high-income countries also offer CS as an elective course to the largest share of the population. A further 35 percent of high-income countries offer CS on a school-to-school basis while not making it mandatory for all schools. Interestingly, upper-middle income countries host the largest share of students (62 percent) who are required to learn CS at any point in primary or secondary schools. Presumably, many upper-middle income countries likely have national economic development strategies focused on expanding tech-related jobs, and thus see the need to expand the labor force with CS skills. By contrast, only 5 percent of lower-middle income countries require CS during primary or secondary school, while 58 percent may offer CS education on a school-to-school basis.

Key barriers and challenges to expand CS education globally

To expand quality CS education, education systems must overcome enormous challenges. Many countries do not have enough teachers who are qualified to teach CS, and even though there is growing interest among students to pursue CS, relatively few students pursue more advanced training like CS testing certifications (Department for Education, 2019) or CS undergraduate majors compared to other STEM fields like engineering or biology (Hendrickson, 2019). This is especially true for girls and underrepresented minorities, who generally have fewer opportunities to develop an interest in CS and STEM more broadly (Code.org & CSTA, 2018). Our review of the literature identified four key challenges to expanding CS education.:

1. Providing access to ICT infrastructure to students and educators

Student access to ICT infrastructure, including both personal access to computing devices and an internet connection, is critical to a robust CS education. Without this infrastructure, students cannot easily integrate CS skills into their daily lives, and they will have few opportunities to experiment with new approaches on their own.

However, some initiatives have succeeded by introducing elements of CS education in settings without adequate ICT infrastructure. For example, many educators use alternative learning strategies like CS Unplugged to teach CS and computational thinking when computers are unavailable (Bell & Vahrenhold, 2018). One study shows that analog lessons can help primary school students develop computational thinking skills (Harris, 2018). Even without laptops or desktop computers, it is still possible for teachers to use digital tools for computational thinking. In South Africa, Professor Jean Greyling of Nelson Mandela University Computing Sciences co-created Tanks, a game that uses puzzle pieces and a mobile application to teach coding to children (Ellis, 2021). This is an especially useful concept, as many households and schools in South Africa and other developing countries have smartphones and access to analog materials but do not have access to personal computers or broadband connectivity (McCrocklin, 2021).

Taking a full CS curriculum to scale, however, requires investing in adequate access to ICT infrastructure for educators and students (Lockwood & Cornell, 2013). Indeed, as discussed in Section 3, our analysis of numerous case studies indicates that ICT infrastructure in schools provides a critical foundation to expand CS education.

2. Ensuring qualified teachers through teacher preparation and professional development

Many education systems encounter shortages of qualified CS teachers, contributing to a major bottleneck in CS expansion. A well-prepared and knowledgeable teacher is the most important component for instruction in commonly taught subjects (Chetty et al. 2014 a,b; Rivkin et al., 2005). We suspect this is no different for CS, though major deficiencies in the necessary CS skills among the teacher workforce are evident. For example, in a survey of preservice elementary school teachers in the United States, only 10 percent responded that they understood the concept of computational thinking (Campbell & Heller, 2019). Until six years ago, 75 percent of teachers in the U.S. incorrectly considered “creating documents or presentations on the computer” as a topic one would learn in a CS course (Google & Gallup, 2015), demonstrating a poor understanding of the distinction between CS and computer literacy. Other case studies, surveys, and interviews have found that teachers in India, Saudi Arabia, the U.K., and Turkey self-report low confidence in their understanding of CS (Ramen et al., 2015; Alfayez & Lambert, 2019; Royal Society, 2017; Gülbahar & Kalelioğlu, 2017). Indeed, developing the necessary skills and confidence levels for teachers to offer effective CS instruction remains challenging.

To address these challenges, school systems have introduced continuous professional development (PD), postgraduate certification programs, and CS credentials issued by teacher education degree programs. PD programs are common approaches, as they utilize the existing teacher workforce to fill the needs for special skills, rather than recruiting specialized teachers from outside the school system. For example, the British Computing Society created 10 regional university-based hubs to lead training activities, including lectures and meetings, to facilitate collaboration as part of the network of excellence (Dickens, 2016; Heintz et al., 2016; Royal Society, 2017). Most hubs involve multi-day seminars and workshops meant to familiarize teachers with CS concepts and provide ongoing support to help teachers as they encounter new challenges in the classroom. Cutts et al. (2017) further recommend teacher-led PD groups so that CS teachers can form collaborative professional networks. Various teacher surveys have found these PD programs in CS helpful (Alkaria & Alhassan, 2017; Goode et al., 2014). Still, more evidence is needed on the effectiveness of PD programs in CS education specifically (Hill, 2009).

Less commonly, some education systems have worked with teacher training institutions to introduce certification schemes so teachers can signal their unique qualifications in CS to employers. This signal can make teacher recruitment more transparent and incentivize more teachers to pursue training. This approach does require, though, an investment in developing CS education faculty at the teacher training institution, which may be a critical bottleneck in many places (Delyser et al., 2018). Advocates of the approach have recommended that school systems initiate certification schemes quickly and with a low bar at first, followed by improvement over time (Code.org, 2017; Lang et al., 2013; Sentance & Csizmadia, 2017). Short-term recommendations include giving temporary licenses to teachers who meet minimum content and knowledge requirements. Long-term recommendations, on the other hand, encourage preservice teachers to take CS courses as part of their teaching degree programs or in-service teachers to take CS courses as part of their graduate studies to augment their skillset.2 Upon completing these courses, teachers would earn a full CS endorsement or certificate.

3. Fostering student engagement and interest in CS education

Surveys from various countries suggest that despite a clear economic incentive, relatively few K-12 students express interest in pursuing advanced CS education. For example, 3 out of 4 U.S. students in a recent survey declared no interest in pursuing a career in computer science. And the differences by gender are notable: Nearly three times as many male students (33 percent) compared to female students (12 percent) expressed interest in pursuing a computer science career in the future (Google & Gallup, 2020).

Generally, parents view CS education favorably but also hold distinct misconceptions. For instance, more than 80 percent of U.S. parents surveyed in a Google and Gallup (2016) study reported that they think CS is as important as any other discipline. Nevertheless, the same parents indicated biases around who should take CS courses: 57 percent of parents think that one needs to be “very smart” to learn CS (Google & Gallup, 2015). Researchers have equated this kind of thinking to the idea that some people could be inherently gifted or inept at CS, a belief that could discourage some students from developing an interest or talent in CS (McCartney, 2017). Contrary to this belief, Patitsas et al. (2019) found that only 5.8 percent of university-level exam distributions were multimodal, indicating that most classes did not have a measurable divide between those who were inherently gifted and those who were not. This signals that CS is no more specialized to specific groups of students than any other subject.

Fostering student engagement, however, does not equate to developing a generation of programmers. Employment projections suggest the future demand for workers with CS skills will likely outpace supply in the absence of promoting students’ interest in the field. Yet, no countries expand access to CS education with the expectation of turning all students into computer programmers. Forcing students into career paths that are unnatural fits for their interests and skill levels result in worse outcomes for students at the decision margins (Kirkeboen et al., 2016). Rather, current engagement efforts both expose students to foundational skills that help navigate technology in 21st century life and provide opportunities for students to explore technical fields.

A lack of diversity in CS education not only excludes some people from accessing high-paying jobs, but it also reduces the number of students who would enter and succeed in the field (Du & Wimmer, 2019). Girls and racial minorities have been historically underrepresented in CS education (Sax et al., 2016). Research indicates that the diversity gap is not due to innate talent differences among demographic groups (Sullivan & Bers, 2012; Cussó-Calabuig et al., 2017), but rather a disparity of access to CS content (Google & Gallup 2016; Code.org & CSTA, 2018; Du & Wimmer, 2019), widely held cultural perceptions, and poor representation of women and underrepresented minorities (URMs) among industry leaders and in media depictions (Google & Gallup, 2015; Ayebi-Arthur, 2011; Downes & Looker, 2011).

To help meet the demand for CS professionals, government and philanthropic organizations have implemented programs that familiarize students with CS. By increasing student interest among K-12 students who may eventually pursue CS professions, these strategies have the potential to address the well documented lack of diversity in the tech industry (Harrison, 2019; Ioannou, 2018). For example, some have used short, one-time lessons in coding to reduce student anxiety around CS. Of these lessons, perhaps the best known is Hour of Code, designed by Code.org. In multiple surveys, students indicated more confidence after exposure to this program (Phillips & Brooks, 2017; Doukaki et al., 2013; Lang et al., 2016). It is not clear, however, whether these programs make students more likely to consider semester-long CS courses (Phillips & Brooks, 2017; Lang et al., 2016).

Other initiatives create more time-intensive programs for students. The U.S. state of Georgia, for example, implemented a program involving after-school, weekend, and summer workshops over a six-year period. Georgia saw an increase in participation in the Advanced Placement (AP) CS exam during the duration of the program, especially among girls and URMs (Guzdial et al., 2014). Other states have offered similar programs, setting up summer camps and weekend workshops in universities to help high school students become familiar with CS (Best College Reviews, 2021). These initiatives, whether one-off introductions to CS or time-intensive programs, typically share the explicit goal of encouraging participation in CS education among all students, and especially girls and URMs.

Yet, while studies indicate that Hour of Code and summer camps might improve student enthusiasm for CS, they do not provide the kind of rigorous impact assessment one would need to make a definitive conclusion of their effectiveness. They do not use a valid control group, meaning that there is no like-for-like comparison to students who are similar except for no exposure to the program. It is not clear that the increase in girls and URMs taking CS would not have happened if it were not for Georgia’s after-school clubs.

4. Generating and using evidence on curriculum and core competencies, instructional methods, and assessment

There is no one-size-fits-all CS curriculum for all education systems, schools, or classrooms. Regional contexts, school infrastructure, prior access, and exposure to CS need to be considered when developing CS curricula and competencies (Ackovska et al., 2015). Some CS skills, such as programming language, require access to computer infrastructure that may be absent in some contexts (Lockwood & Cornell, 2013). Rather than prescribing a curriculum, the U.S. K-12 Computer Science Framework Steering Committee (2016) recommends foundational CS concepts and competencies for education systems to consider. This framework encourages curriculum developers and educators to create learning experiences that extend beyond the framework to encompass student interests and abilities.

There is increasing consensus around what core CS competencies students should master when they complete primary and secondary education. Core competencies that students may learn by the end of primary school include:

• abstraction—creating a model to solve a problem;
• generalization—remixing and reusing resources that were previously created;
• decomposition—breaking a complex task into simpler subtasks;
• algorithmic thinking—defining a series of steps for a solution, putting instructions in the correct sequence, and formulating mathematical and logical expressions;
• programming—understanding how to code a solution using the available features and syntax of a programming language or environment; and
• debugging—recognizing when instructions do not correspond to actions and then removing or fixing errors (Angeli, 2016).

Competencies that secondary school students may learn in CS courses include:

• logical and abstract thinking;
• representations of data, including various kinds of data structures;
• problem-solving by designing and programming algorithms using digital devices;
• performing calculations and executing programs;
• collaboration; and,
• ethics such as privacy and data security (Syslo & Kwiatkowska, 2015).

Several studies have described various methods for teaching CS core competencies. Integrated development environments are recommended especially for teaching coding skills (Florez et al., 2017; Saez-Lopez et al., 2016). 2 These environments include block-based programming languages that encourage novice programmers to engage with programming, in part by alleviating the burden of syntax on learners (Weintrop & Wilensky, 2017; Repenning, 1993). Others recommended a variety of teaching methods that blend computerized lessons with offline activities (Taub et al. 2009; Curzon et al., 2009, Ackovska et al., 2015). This approach is meant to teach core concepts of computational thinking while keeping students engaged in physical, as well as digital, environments (Nishida et al., 2009). CS Unplugged, for example, provides kinesthetic lesson plans that include games and puzzles that teach core CS concepts like decomposition and algorithmic thinking.

Various studies have also attempted to measure traditional lecture-based instruction for CS (Alhassan 2017; Cicek & Taspinar, 2016). 3 These studies, however, rely on small sample sizes wherein the experiment and control group each comprised of individual classes. More rigorous research is required to understand the effectiveness of teaching strategies for CS.

No consensus has emerged on the best ways to assess student competency in core CS concepts (So et al., 2019; Djambong & Freiman, 2016). Though various approaches to assessment are widely available—including classical cognitive tests, standardized tests in digital environments, and CS Unplugged activity tests—too many countries have yet to introduce regular assessments that may evaluate various curricula or instructional methods in CS. While several assessments have been developed for CS and CT at various grade levels as part of various research studies, there have been challenges to broader use. This is due to either a lack of large-scale studies using these assessments or diversity in programming environments used to teach programming and CS or simply a lack of interest in using objective tests of learning (as opposed to student projects and portfolios).

Fortunately, a growing number of organizations are developing standardized tests in CS and computational thinking. For example, the International Computer and Information Literacy Study included examinations in computational thinking in 2018 that had two 25-minute modules, where students were asked to develop a sequence of tasks in a program that related to a unified theme (Fraillon et al., 2020). The OECD’s PISA will also include questions in 2021 to assess computational thinking across countries (Schleicher & Partovi, 2019). The AP CS exam has also yielded useful comparisons that have indirectly evaluated CS teacher PD programs (Brown & Brown, 2019).

In summary, the current evidence base provides little consensus on the specific means of scaling a high-quality CS education and leaves wide latitude for experimentation. Consequently, in this report we do not offer prescriptions on how to expand CS education, even while arguing that expanding access to it generally is beneficial for students and the societies that invest in it. Given the current (uneven) distribution of ICT infrastructure and CS education resources, high-quality CS education may be at odds with expanded access. While we focus on ensuring universal access first, it is important to recognize that as CS education scales both locally and globally, the issues of curricula, pedagogies, instructor quality, and evaluation naturally become more pressing.

Lessons from education systems that have introduced CS education

Based on the available literature discussed in the previous section, we selected education systems that have implemented CS education programs and reviewed their progress through in-depth case studies. Intentionally, we selected jurisdictions at various levels of economic development, at different levels of progress in expanding CS education, and from different regions of the world. They include Arkansas (U.S.), British Columbia (Canada), Chile, England, Italy, New Brunswick (Canada), Poland, South Africa, South Korea, Thailand, and Uruguay. For each case, we reviewed the historical origins for introducing CS education and the institutional arrangements involved in CS education’s expansion. We also analyzed how the jurisdictions addressed the common challenges of ensuring CS teacher preparation and qualification, fostering student demand for CS education (especially among girls and URMs), and how they developed curriculum, identified core competencies, promoted effective instruction, and assessed students’ CS skills. In this section, we draw lessons from these case studies, which can be downloaded and read in full at the bottom of this page .

Figure 6 presents a graphical representation summarizing the trajectories of the case study jurisdictions as they expanded CS education. Together, the elements in the figure provide a rough approximation of how CS education has expanded in recent years in each case. For example, when South Korea focused its efforts on universal CS education in 2015, basic ICT infrastructure and broadband connectivity were already available in all schools and two CS education expansion policies had been previously implemented. Its movement since 2015 is represented purely in the vertical policy action space, as it moved up four intervals on the index. Uruguay, conversely, started expanding its CS education program t a lower level both in terms of ICT infrastructure (x-axis) and existing CS policies (y-axis). Since starting CS expansion efforts in 2007, though, it has built a robust ICT infrastructure in its school systems and implemented 4 of 7 possible policy actions.

Figure 6 suggests that first securing access to ICT infrastructure and broadband connectivity allows systems to dramatically improve access to and the quality of CS education. Examples include England, British Columbia, South Korea, and Arkansas. At the same time, Figure 6 suggests that systems that face the dual challenge of expanding ICT infrastructure and broadband connectivity and scaling the delivery of quality CS education, such as Chile, South Africa, Thailand, and Uruguay, may require more time and/or substantial investment to expand quality CS education to match the former cases. Even though Chile, Thailand, and especially Uruguay have made impressive progress since their CS education expansion efforts began, they continue to lag a few steps behind those countries that started with established ICT infrastructure in place.

Our analysis of these case studies surfaced six key lessons (Figure 7) for governments wishing to take CS education to scale in primary and secondary schools, which we discuss in further detail below.

1. Expanding tech-based jobs is a powerful lever for expanding CS education

In several of the case studies, economic development strategies were the underlying motivation to introduce or expand CS education. For example, Thailand’s 2017 20-year Strategic Plan marked the beginning of CS education in that country. The 72-page document, approved by the Thai Cabinet and Parliament, explained how Thailand could become a more “stable, prosperous, and sustainable” country and proposed to reform the education curriculum to prepare students for future labor demands (20-year National Strategy comes into effect, 2018). Similarly, Arkansas’s Governor Hutchinson made CS education a key part of his first campaign in 2014 (CS for All, n.d.), stating that “Through encouraging computer science and technology as a meaningful career path, we will produce more graduates prepared for the information-based economy that represents a wide-open job market for our young people” (Arkansas Department of Education, 2019).

Uruguay’s Plan Ceibal, named after the country’s national flowering tree, was likewise introduced in 2007 as a presidential initiative to incorporate technology in education and help close a gaping digital divide in the country. The initiative’s main objectives were to promote digital inclusion, graduate employability, a national digital culture, higher-order thinking skills, gender equity, and student motivation (Jara, Hepp, & Rodriguez, 2018)

Last, in 2018, the European Commission issued the Digital Education Action Plan that enumerated key digital skills for European citizens and students, including CS and computational thinking (European Commission, 2018). The plan encouraged young Europeans to understand the algorithms that underpin the technologies they use on a regular basis. In response to the plan, Italy’s 2018 National Indications and New Scenarios report included a discussion on the importance of computational thinking and the potential role of educational gaming and robotics in enhancing learning outcomes (Giacalone, 2019). Then, in 2019, the Italian Ministry of Education and the Parliament approved a legislative motion to include CS and computational thinking in primary school curricula by 2022 (Orizzontescuola, 2019).

In some cases, the impetus to expand CS education came more directly from demands from key stakeholders, including industry and parents. For example, British Columbia’s CS education program traces back to calls from a growing technology industry (Doucette, 2016). In 2016, the province’s technology sector employed 86,000 people—more than the mining, forestry, and oil and gas sectors combined, with high growth projections (Silcoff, 2016). The same year, leaders of the province’s technology companies revealed in interviews that access to talent had become their biggest concern (KPMG, 2016). According to a 2016 B.C. Technology Association report, the province needed 12,500 more graduates in CS from tertiary institutions between 2015 and 2021 to fill unmet demand in the labor market (Orton, 2018). The economic justification for improving CS education in the province was clear.

Growing parental demand helped create the impetus for changes to the CS curriculum in Poland. According to Kozlowski (2016), Polish parents perceive CS professions as some of the most desirable options for their children. And given the lack of options for CS education in schools, parents often seek out extracurricular workshops for their children to encourage them to develop their CS skills (Panskyi, Rowinska, & Biedron, 2019). The lack of in-school CS options for students created the push for curricular reforms to expand CS in primary and secondary schools. As former Minister of Education Anna Zalewska declared, Polish students “cannot afford to waste time on [the] slow, arduous task of building digital skills outside school [ and] only school education can offer systematic teaching of digital skills” (Szymański, 2016).

2. ICT in schools provides the foundation to expand CS education

Previous efforts to expand access to devices, connectivity, or basic computer literacy in schools provided a starting point in several jurisdictions to expand CS education. For example, the Uruguayan government built its CS education program after implementing expansive one-to-one computing projects, which made CS education affordable and accessible. In England, an ICT course was implemented in schools in the mid-1990s. These dedicated hours during the school day for ICT facilitated the expansion of CS education in the country.

The Chilean Enlaces program, developed in 1992 as a network of 24 universities, technology companies, and other organizations (Jara, Hepp, & Rodriguez, 2018; Sánchez & Salinas, 2008) sought to equip schools with digital tools and train teachers in their use (Severin, 2016). It provided internet connectivity and digital devices that enabled ICT education to take place in virtually all of Chile’s 10,000 public and subsidized private schools by 2008 (Santiago, Fiszbein, Jaramillo, & Radinger, 2017; Severin et al., 2016). Though Enlaces yielded few observable effects on classroom learning or ICT competencies (Sánchez & Salinas, 2008), the program provided the infrastructure needed to begin CS education initiatives years later.

While a history of ICT expansion can serve as a base for CS education, institutional flexibility to transform traditional ICT projects into CS education is crucial. The Chilean Enlaces program’s broader institutional reach resulted in a larger bureaucracy, slower implementation of new programs, and greater dependence on high-level political agendas (Severin, 2016). As a result, the program’s inflexibility prevented it from taking on new projects, placing the onus on the Ministry of Education to take the lead in initiating CS education. In Uruguay, Plan Ceibal’s initial top-down organizational structure enabled relatively fast implementation of the One Laptop per Child program, but closer coordination with educators and education authorities may have helped to better integrate education technology into teaching and learning. More recently, Plan Ceibal has involved teachers and school leaders more closely when introducing CS activities. In England, the transition from ICT courses to a computing curriculum that prioritized CS concepts, instead of computer literacy topics that the ICT teachers typically emphasized before the change, encountered some resistance. Many former ICT teachers were not prepared to implement the new program of study as intended, which leads us to the next key lesson.

3. Developing qualified teachers for CS education should be a top priority

The case studies highlight the critical need to invest in training adequate numbers of teachers to bring CS education to scale. For example, England took a modest approach to teacher training during the first five years of expanding its CS education K-12 program and discovered that its strategy fell short of its original ambitions. In 2013, the English Department for Education (DfE) funded the BCS to establish and run the Network of Excellence to create learning hubs and train a pool of “master” CS teachers. While over 500 master teachers were trained, the numbers were insufficient to expand CS education at scale. Then, in 2018 the DfE substantially increased its funding to establish the National Center for Computing Education (NCCE) and added 23 new computing hubs throughout England. Hubs offer support to primary and secondary computing teachers in their designated areas, including teaching, resources, and PD (Snowdon, 2019). In just over two years, England has come a long way toward fulfilling its goals of training teachers at scale with over 29,500 teachers engaged in some type of training (Teach Computing, 2020).

Several education systems partnered with higher education institutions to integrate CS education in both preservice and in-service teacher education programs. For example, two main institutions in British Columbia, Canada—the University of British Columbia and the University of Northern British Columbia—now offer CS courses in their pre-service teacher education programs. Similarly, in Poland, the Ministry of National Education sponsored teacher training courses in university CS departments. In Arkansas, state universities offer CS certification as part of preservice teacher training while partnering with the Arkansas Department of Education to host in-service professional development.

Still other systems partnered with nonprofit organizations to deliver teacher education programs. For instance, New Brunswick, Canada, partnered with the nonprofit organization Brilliant Labs to implement teacher PD programs in CS (Brilliant Labs, n.d.). In Chile, the Ministry of Education partnered with several nongovernmental organizations, including Code.org and Fundación Telefónica, to expand teacher training in CS education. Microsoft Philanthropies launched the Technology Education and Literacy in Schools (TEALS) in the United States and Canada to connect high school teachers to technology industry volunteers. The volunteer experts support instructors to learn CS independently over time and develop sustainable high school CS programs (Microsoft, n.d.).

To encourage teachers to participate in these training programs, several systems introduced teacher certification pathways in CS education. For example, in British Columbia, teachers need at least 24 credits of postsecondary coursework in CS education to be qualified to work in public schools. The Arkansas Department of Education incentivizes in-service teachers to attain certification through teaching CS courses and participating in approved PD programs (Code.org, CSTA, ECEP, 2019). In South Korea, where the teaching profession is highly selective and enjoys high social status, teachers receive comprehensive training on high-skill computational thinking elements, such as computer architecture, operating systems, programming, algorithms, networking, and multimedia. Only after receiving the “informatics–computer” teacher’s license may a teacher apply for the informatics teacher recruitment exam (Choi et al., 2015).

When faced with shortages of qualified teachers, remote instruction can provide greater access to qualified teachers. For example, a dearth of qualified CS teachers has been and continues to be a challenge for Uruguay. To address this challenge, in 2017, Plan Ceibal began providing remote instruction in computational thinking lessons for public school fifth and sixth graders and integrated fourth-grade students a year later. Students work on thematic projects anchored in a curricular context where instructors integrate tools like Scratch. 4 During the school year, a group of students in a class can work on three to four projects during a weekly 45-minute videoconference with a remote instructor, while another group can work on projects for the same duration led by the classroom teacher. In a typical week, the remote instructor introduces an aspect of computational thinking. The in-class teacher then facilitates activities like block-based programming, circuit board examination, or other exercises prescribed by the remote teacher (Cobo & Montaldo, 2018). 5 Importantly, Plan Ceibal implements Pensamiento Computacional, providing a remote instructor and videoconferencing devices at the request of schools, rather than imposing the curriculum on all classrooms (García, 2020). With the ongoing COVID-19 pandemic forcing many school systems across the globe to adopt remote instruction, at least temporarily, we speculate that remote learning is now well poised to become more common in expanding CS education in places facing ongoing teacher shortages.

4. Exposing students to CS education early helps foster demand, especially among underserved populations

Most education systems have underserved populations who lack the opportunity to develop an interest in CS, limiting opportunities later in life. For example, low CS enrollment rates for women at Italian universities reflect the gender gap in CS education. As of 2017, 21.6 percent and 12.3 percent of students completing bachelor’s degrees in information engineering and CS, respectively, were women (Marzolla, 2019). Further, female professors and researchers in these two subjects are also underrepresented. In 2018, only 15 percent and 24 percent of professors and researchers in CS and computer engineering, respectively, were women (Marzolla, 2019). Similar representation gaps at the highest levels of CS training are common globally. Thus, continuing to offer exposure to CS only in post-secondary education will likely perpetuate similar representation gaps.

To address this challenge, several education systems have implemented programs to make CS education accessible to girls and other underserved populations in early grades, before secondary school. For instance, to make CS education more gender balanced, the Italian Ministry of Education partnered with civil society organizations to implement programs to spur girls’ interest in CS and encourage them to specialize in the subject later (European Commission, 2009). An Italian employment agency (ironically named Men at Work) launched a project called Girls Code It Better to extend CS learning opportunities to 1,413 middle school girls across 53 schools in 2019 (Girls Code It Better, n.d.). During the academic year, the girls attended extracurricular CS courses before developing their own technologically advanced products and showcasing their work at an event at Bocconi University in Milan (Brogi, 2019). In addition to introducing the participants to CS, the initiative provided the girls with role models and generated awareness on the gender gap in CS education in Italy.

In British Columbia, students are exposed to computational thinking concepts as early as primary school, where they learn how to prototype, share, and test ideas. In the early grades of primary education, the British Columbia curriculum emphasizes numeracy using technology and information technology. Students develop numeracy skills by using models and learn information technology skills to apply across subjects. In kindergarten and first grade, curricular objectives include preparing students for presenting ideas using electronic documents. In grades 2 to 3, the curricular goals specify that students should “demonstrate an awareness of ways in which people communicate, including the use of technology,” in English language arts classes, as well as find information using information technology tools. By the time students are in grades 4 and 5, the curriculum expects students to focus more on prototyping and testing new ideas to solve a problem (Gannon & Buteau, 2018).

Several systems have also increased participation in CS education by integrating it as a cross-curricular subject. This approach avoids the need to find time during an already-packed school day to teach CS as a standalone subject. For example, in 2015, the Arkansas legislature began requiring elementary and middle school teachers to embed computational thinking concepts in other academic courses. As a result, teachers in the state integrate five main concepts of computational thinking into their lesson plans, including (1) problem-solving, (2) data and information, (3) algorithms and programs, (4) computers and communications, and, importantly, (5) community, global, and ethical impacts (Watson-Fisher, 2019). In the years following this reform, the share of African American students taking CS in high school reached 19.6 percent, a figure that slightly exceeds the percentage of African Americans among all students—a resounding sign of progress in creating student demand for CS education (Computer science on the rise in Arkansas schools, Gov. drafts legislation to make it a requirement for graduation, 2020).

After-school programs and summer camps, jointly organized with external partners, have also helped promote demand for CS education through targeted outreach programs to commonly underserved populations. For example, Microsoft Thailand has been holding free coding classes, Hour of Code, in partnership with nonprofit organizations, to encourage children from underprivileged backgrounds to pursue STEM education (Microsoft celebrates Hour of Code to build future ready generations in Asia, 2017). In the past decade, Microsoft has extended opportunities for ICT and digital skills development to more than 800,000 youth from diverse backgrounds—including those with disabilities and residents of remote communities (Thongnab, 2019). Their annual #MakeWhatsNext event for young Thai women showcases STEM careers and the growing demand for those careers (Making coding fun for Thailand’s young, 2018). Also in Thailand, Redemptorist Foundation for People with Disabilities, with over 30 years of experience working with differently abled communities in that country, expanded their services to offer computer trainings and information technology vocational certificate programs for differently abled youth (Mahatai, n.d.).

In British Columbia, Canada, the Ministry of Education and other stakeholders have taken steps to give girls, women, and aboriginal students the opportunity to develop an interest in CS education. For example, after-school programs have taken specific steps to increase girls’ participation in CS education. The UBC Department of Computer Science runs GIRLsmarts4tech, a program that focuses on giving 7th- grade girls role models and mentors that encourage them to pursue technology-related interests (GIRLsmarts4tech, n.d.). According to the latest census, in 2016, British Columbia’s First Nations and Indigenous Peoples (FNIP) population—including First Nations, Metis, and Inuits—was 270,585, an increase of 38 percent from 2006. With 42.5 percent of the FNIP population under 25, it is critical for the province to deliver quality education to this young and growing group (Ministry of Advanced Education, Skills and Training, 2018). To this end, part of the British Columbia curriculum for CS education incorporates FNIP world views, perspectives, knowledge, and practices in CS concepts. In addition, the B.C. based ANCESTOR project (AborigiNal Computer Education through STORytelling) has organized courses and workshops to encourage FNIP students to develop computer games or animated stories related to their culture and land (Westor & Binn, 2015).

As these examples suggest, private sector and nongovernmental organizations can play an important role in the expansion of CS education, an issue we turn to now.

5. Engaging key stakeholders can help address bottlenecks

In most reviewed cases, the private sector and nongovernmental organizations played a role in promoting the expansion of CS education. Technology companies not only helped to lobby for expanding CS education, but often provided much-needed infrastructure and subject matter expertise in the design and rollout of CS education. For example, Microsoft Thailand has worked with the Thai government since 1998 in various capacities, including contributing to the development and implementation of coding projects, digital skills initiatives, teacher training programs, and online learning platforms (Thongnab, 2019; Coding Thailand, n.d.). Since 2002, Intel’s Teach Thailand program has trained more than 150,000 teachers. Additionally, Google Coding Teacher workshops train educators on teaching computational thinking through CS Unplugged coding activities (EduTech Thailand, 2019). The workshop is conducted by Edutech (Thailand) Co., Ltd., an educational partner of Google, which adapted the Google curriculum to the Thailand education context. Samsung has been engaged in a smart classroom project that has built futuristic classroom prototypes and provided training for 21st century competencies (OECD/UNESCO, 2016).

In England, nongovernmental organizations have played an important role in supporting the government’s expansion of CS education. The DfE has relied on outside organizations for help in executing its CS education responsibilities. The DfE’s NCEE, for instance, is delivered by a consortium including the British Computing Society, STEM Learning, and the Raspberry Pi Foundation—three nonprofit organizations dedicated to advancing the computing industry and CS education in the country (British Computing Society, n.d; STEM Learning, n.d.; Raspberry Pi Foundation, n.d.).

Chile’s Ministry of Education developed partnerships with individual NGOs and private companies to engage more students, especially girls. These initiatives offer the opportunity for hands-on learning projects and programming activities that students can perform from their home computers. Some of the same partners also provide online training platforms for teacher PD.

Industry advocacy organizations can also play an important role in the expansion of CS education. For example, in Arkansas, the state’s business community has long supported CS education (Nix, 2017). Accelerate Arkansas was established in 2005 as an organization of 70 private and public sector members dedicated to moving Arkansas into a more innovation- and knowledge-based economy (State of Arkansas, 2018). Similarly, in England, a network of organizations called Computing at School established a coalition of industry representatives and teachers. It played a pivotal role in rebranding the ICT education program in 2014 to the computing program that placed a greater emphasis on CS (Royal Society, 2017).

To ensure sustainability, one key lesson is that the government should coordinate across multiple stakeholders. The reliance on inputs from external organizations to drive CS education implies that the heavy reliance on NGO-provided training and resources in Chile have been insufficient to motivate more schools and teachers to include CS and computational thinking in classroom learning activities. By contrast, the DfE has effectively coordinated across various nongovernmental organizations to expand CS education. Similarly, Arkansas’s Department of Education is leading an effort to get half of all school districts to form partnerships with universities and business organizations to give students opportunities to participate internships and college-level CS courses while in high school (Talk Business & Politics, 2020). In sum, the experience of decades of educational policies across the education systems reviewed shows that schools require long lasting, coordinated, and multidimensional support to achieve successful implementation of CS in classrooms.

6. When taught in an interactive, hands-on way, CS education builds skills for life

Several of the cases studied introduced innovative pedagogies using makerspaces (learning spaces with customizable layouts and materials) and project-based learning to develop not only skills specific to CS but also skills that are relevant more broadly for life. For example, Uruguayan CS education features innovative concepts like robotics competitions and makerspaces that allow students to creatively apply their computational thinking lessons and that can spark interest and deepen understanding. In addition, computational thinking has been integrated across subject areas (e.g., in biology, math, and statistics) (Vázquez et al., 2019) and in interdisciplinary projects that immerse students in imaginative challenges that foster creative, challenging, and active learning (Cobo & Montaldo, 2018). For instance, students can use sensors and program circuit boards to measure their own progress in physical education (e.g., measuring how many laps they can run in a given period).

Similarly, in New Brunswick, Brilliant Labs provide learning materials to schools so they can offer students CS lessons using makerspaces that encourage students to develop projects, engage with technology, learn, and collaborate. These makerspaces enable students to creatively apply their CS and computational thinking lessons, sparking interest and deepening understanding of CS and computational thinking.

Thailand’s curricular reforms also integrated project-based learning into CS education. Thai students in grades 4-6 learn about daily life through computers, including skills such as using logic in problem-solving, searching data and assessing its correctness, and block coding (e.g., Scratch). Then, students in grades 7-9 focus on learning about primary data through objectives that include using programming to solve problems, collecting, analyzing, presenting, and assessing data and information, and textual programming such as Python. Finally, students in grades 10-12 focus on applying advanced computing technology and programming to solve real-world problems, using knowledge from other subjects and data from external sources (Piamsa-nga et al., 2020).

After two years of nationwide discussions from 2014 to 2016, the Polish Ministry of National Education announced the creation of a new core curriculum for CS in primary and secondary schools (Syslo, 2020). The new curriculum’s goals included students using technology to identify solutions for problems in every day and professional situations and supporting other disciplines—such as science, the arts, and the social sciences—in innovation (Panskyi, Rowinska, & Biedron, 2019).

CS skills are increasingly necessary to function in today’s technology-advanced world and for the future. They enable individuals to understand how technology works, and how best to harness its potential to improve lives. As these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship.

Our findings suggest six recommendations for governments interested in taking CS education to scale in primary and secondary schools. First, governments should use economic development strategies focused on expanding technology-based jobs to engage all stakeholders and expand CS education in primary and secondary schools. Indeed, such a strategy helps attract and retain investors and foster CS education demand among students. Second, provide access to ICT infrastructure in primary and secondary schools to facilitate the introduction and expansion of CS education. Third, developing qualified teachers for CS should be a top priority. The evidence is clear that a qualified teacher is the most important factor in student learning, and thus preparing the teacher force needed for CS at scale is crucial. Fourth, expose students early to CS education to increase their likelihood of pursuing it. This is especially important for girls and other URM groups historically underrepresented in STEM and CS fields. Fifth, engage key stakeholders (including educators, the private sector, and civil society) to help address bottlenecks in physical and technical capacity. Finally, teach CS in an interactive, hands-on way to build skills for life.

Through studying the cases of regional and national governments at various levels of economic development and progress in implementing CS education programs, governments from around the globe can learn how to expand and improve CS education and help students develop a new basic skill necessary for the future of work and active citizenship.

Case studies

For a detailed discussion of regional and national education systems from diverse regions and circumstances that have implemented computer science education programs, download the case studies.

file-pdf Arkansas file-pdf British Columbia file-pdf Chile file-pdf England file-pdf Italy file-pdf New Brunswick file-pdf South Korea file-pdf South Africa file-pdf Uruguay

About the Authors

Emiliana vegas, co-director – center for universal education, michael hansen, senior fellow – brown center on education policy, brian fowler, former research analyst – center for universal education.

• 1. Denning et al. (1989) defined the discipline of computing as “the systematic study of algorithmic processes that describe and transform information: their theory, analysis, design, efficiency, implementation, and application.”
• 2. Integrated development environments include programs like Scratch (Resnick et al., 2009), Code.org (Kelelioglu, 2015), and CHERP3 Creative Hybrid Environment for Robotics Programming (Bers et al., 2014).
• 3. The authors of these studies conclude that self-teaching methods and laboratory control methods may be effective for teaching programming skills.
• 4. In 2019, President Tabaré Vázquez stated that “All children in kindergartens and schools are programming in Scratch, or designing strategies based on problem-solving” (Uruguay Presidency, 2019).
• 5. Remote instruction via videoconferencing technology improved learning in mathematics in an experiment in Ghana (Johnston & Ksoll, 2017). It is very plausible that Uruguay’s approach to giving computational thinking instruction via videoconference could also be effective.

Acknowledgments

The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s), and do not reflect the views of the Institution, its management, or its other scholars.

Brookings gratefully acknowledges the support provided by Amazon, Atlassian Foundation International, Google, and Microsoft.

Brookings recognizes that the value it provides is in its commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment.

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Essay on “Aims, Objective and Problems of Education” for CSS, PMS

• December 6, 2021
• Essay for CSS PMS and Judiciary Exam

This is an essay on “Aims, Objective and Problems of Education” for CSS, PMS. Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, habits, and personal development. Educational methods include teaching, training, storytelling, discussion, and directed research. Education is the basic need of every society. So to analyze its aims, objectives, and problems, here is a complete essay on the topic of Essay on “Aims, Objective and Problems of Education” for CSS, PMS, and All Judiciary Examinations.

In this essay, you will learn about the aims, objectives, and problems of Education in Pakistan. Here you will also find the solution for achieving a high education standard in Pakistan.

Essay on “Aims, Objectives, and Problems of Education”

Introduction View of Quaid-e-Azam Aims and objectives of education

• Lack of education budget
• Different syllabus
• Different mediums of instruction
• Outdated syllabus
• Lack of teacher training
• Outdated teaching methodology
• Lack of quality education
• Failed education policy
• Flawed education system
• Other social problems
• Increase education budget up to 4 % of GDP
• Uniformity of Educational Systems
• Updated and research-based curriculum
• Abolish feudalism, a root cause of all social problems in Pakistan
• Teachers’ appointments on a merit basis
• Teachers’ training
• Effective educational policies
• Promoting research culture
• Free education
• Reforming examination system

Role of HEC

• Recommendations

Essay on “Aims, Objective and Problems of Education” for CSS, PMS

Introduction.

Quaid-e-Azam said:

“You know that the importance of education and the right type of education cannot be overemphasized. Under foreign rule for over a century, sufficient attention has not been paid to the education of our people. There is an immediate and urgent need for giving scientific and technical education to our people in order to develop science, commence and, trade and particularly well-planned industries. We should not forget that we have to compete with the world. which is moving very fast in this direction. ”

(Pakistan Educational Conference, 1947)

Education plays the role of leadership in society. The functions of educational institutions are to develop people physically, mentally, psychologically, socially, and spiritually. It improves and promotes the economic, social, political, and cultural life of the nation. Until now the role of secondary and college education in Pakistan has been simply preparation for tertiary education, which in the minds of most people means strictly· a university education.

All over the world universities are guiding and co-operating with the industrial and .agricultural development organizations and they are developing their economics rapidly and meaningfully. There is a close link between education and development. In Pakistan, after more than six decades, the developmental indicators are not showing positive results. The participation rate at higher education is low compared to other countries of the region.

There are problems with the quality of staff, students, library and laboratory. Relevance with society needs, research facilities, financial crisis, art students more than science students, weaknesses of examination, ineffective governance , and academic results are not at par with international standards.

Aims and objectives of education

Since independence, attempts have been made to relate the education system to the needs and inspirations of the country. Various commissions and committees were established from time to time during the educational history of Pakistan by various regimes. It is however our sad to observe that in spite of all efforts and importance given to the education sector, standards of education have gone down. It is a matter of serious concern to find that educational degrees awarded in Pakistan have lost their past prestige and recognition. However, aims and objectives of education are formulated by various national educational policies as:

• To reestablish the existing education system with a view to providing the social, political, and spiritual needs of society.
• preserve the ideology of Pakistan within the Islamic ethos ensured in the 1973 constitution
• promote unity and patriotism and the desire for the welfare state
• preserve and promote cultural and ethical norms and religious toleration
• provide equal educational opportunities to all citizens of Pakistan
• create responsible members of society and global citizens
• develop democratic and moral values
• review confidence in public education systems by raising the quality of education in government institutions
• improve services of education governance and management
• improve the quality of education particularly relevant to the need of the economy
• eradicate illiteracy within the shortest possible time through different illiteracy programs
• enable the individuals to earn their livelihood through skills which further contribute to the national economy
• encourage planning has been µndertaken by the government but without taking the ground realities into account and without the participation of the community and proper implementation of these policies. Research in higher education institutions that will contribute to the economic growth of the country.
• To organize a national process for education development that will reduce disparities across the country.

Problems for Education System

Today Pakistan is facing a number of problems i.e. poverty, insecurity, terrorism, sectarianism, and many more, and the base provided to all these problems by lack of awareness, tolerance, and illiteracy, developed by an ineffective educational system. The vital role and significance of the education system are largely neglected in Pakistan. There are also some other factors responsible for instability in Pakistan but education is the crucial one. The education system of Pakistan is facing some serious problems.

Though 67 years have been passed and 23 policies and actions planned have been introduced yet the education sector is waiting for the solution of its problem i.e. multiple systems of education, lacking adequate funds, inadequate physical, and other facilities, poor examination system, dropouts, low enrollment rate, inconsistency in education policies, aimless education, no free and compulsory education, political interference, corruption, outdated curricula, poor management and supervision, lack of research, the secularization of education and deficiency of professional teachers. In order to address these problems, there is a dire need for the formulation of rational policies and plans as well as an adequate system for their implementation.

The word education is derived from the Latin word “Educare” which literally means “to bring out”. Thus education in a way can mean the bringing out and the development of all the inherent potentialities of an individual. Education is a constructive factor for any society. It opens a new horizon for people to perceive things· in different dimensions. We need education because without it we cannot be a united and strong nation.

We cannot properly understand our national aims and the way of achieving them if most of our people remain uneducated. If most of our people get an education they can understand the value of unity and discipline in life. They can cooperate with one another in different fields of life. They can understand and work for their own high aims and those of their nation or country. They can understand and obey the law of land and become good citizens. Education can enable our people to make proper industrial; agricultural, and technical progress. Educated people prove to be more efficient and beneficial for society.

Today our education system does not offer the environment and opportunity of one and equal system of education. We have a very divisive education system that has created a huge gap among the nation and penetrated deeply into our culture. Thus different tiers have been created in our system over a period of 67 years to facilitate the hold of the elite over the governing of our nation .

There are many systems working in the country, resulting in social division and conflict. Today our multiple tier education systems can be highlighted in the following categories:

The share of public education expenditure in national budgets increased in many regional countries but it has declined in Pakistan. According to the International Crisis Group, Pakistan is one of only 12 countries in the world that spends less than 2 percent of its GDP on education. According to the Economic Survey of Pakistan (2015-16), Pakistan spends around 2 % of its GDP on the education sector.

Less than fifty percent of the funds allocated for development expenditure of the Ministry of  Education at the federal level are actually utilized. A major reason for this underutilization of funds is their complex financial allocation and release system. The province lacks the finical resources to achieve the goal of universal primary education.

A lot of political interference is noted in the appointments transfer and violation of merit. Most of the time, educators’ seats are predecided leaving job seekers in panic. MPAs and MNAs quotas have badly affected the recruitment system of education. Pakistan has not been able to develop basic administration and infrastructure for effective planning. Planning is based too much on the idea of political official and little gross root enrollment.

Cambridge Education system (foreign educatio~ system) is exclusively for the children of very rich so that they can after graduation goes overseas for higher education on the foreign exchange provided to them by Pakistan State Bank. So the students from the elite class follow the “O” and “A” levels curriculum instead of Pakistan’s domestic, poor quality curriculum. They have little or no awareness of their religion and culture.

Pakistan Secondary Education System is provided by private and government schools, one for the middle class and the other for the poor. The one for the middle class has medium instruction in English and the other one in Urdu. The children from these institutions, if they happen to have good grades and the parental financial capital go to the colleges of their preference, and the rest either become clerks/ cashiers/ salesperson in a shop/worker in the factory/ any other work which comes in their way.

Madrassah Education System is supposed to provide religious education; however, poverty is another factor that restricts the parents to send their children to public or private school so that they prefer to send their children to madrassah where education is free. Religious madrassas churn out yet another class that is usually unaware of the world outside their own.

Education develops the roots of any nation. Any nation prepares its generation according to their ideological, cultural, social, and religious norms through education but the education system of Pakistan is entirely aimless. It would probably be more correct to say that its sole aim is to produce manpower for running the administration which was inherited by Pakistan from the colonial system. Our education system is producing goods for no means and use.

Socially culturally and politically unrest is caused by improper education of our new generation, who can play a role of a weapon for the development of the country. Our education system did not preserve our social cultural and religious norms in the 21st century where western countries have made huge advancements towards science and technology we are still lagging behind in them in the respective fields. Our system is not imparting knowledge. Development of thinking, reasoning, and talent creation is missing.

Over the years since independence public has seen various political parties in the action, various reforms about education, various declarations on paper but nothing has been fulfilled in a prosperous way. The main reason for the failure of our educational system is the grooming of less technical faculty. Our methods have been stereotyped and new techniques of teaching and materials to make lessons more interesting to the students have not been adopted. Most of our teachers joined teaching just as a job to earn their livelihood.

Cramming is part and parcel of our academic calendar, students are asked to spoon-feed the technical terms instead of perceiving their fundamental concept, emphasis is given on amount then on logic. Over these years education department has hardly spent any funds on advanced coaching of “their faculty staff which still stuck in the old age teaching techniques and are unaware of modem methods of teaching and convincing students thorough sheer knowledge. Students are not able to lose library and other modem educational facilities nor are they able to get help from their teachers.

Rote learning is common practice both because of the educational tradition and because of the lack of teaching material. Teachers rely mainly on the lecture method. One of the chronic problems of our education system is the shortage of teachers due to which merit criteria are ignored though the number of teachers has been gradually increasing it does not match favorably with the number of students and there is a gap between the students and teachers ratio.

Pakistan’s emphasis is given on quantity, not on quality which will make things more worse for our future generation. The curriculum of our education system is not based on its objectives to create the power of reasoning in a child. It has no direct connection with the practical life which the students will have to face when he becomes mature person in society. Our curriculum is not updated to compete with the rest of the world in modem education. Our national survival both in terms of economic and defense potentials depends entirely on the kind of education we provide to our children. The basic problem is that our curriculum is not promoting the interest of the student towards practical work and scientific knowledge.

A number of educational policies were introduced from time to time by various regimes in the history of Pakistan for reforms but due to lack of implementation and inconsistency, it showed no result. Major policies decisions are made under threats from the strongest pressure group or by the political leaders for their own political slogan rather than in keeping with the overall needs of the country. Little is no research is done on the implication of these policies and their long-term costs. Similarly, there is hardly any harmonization between the federal and provincial governments which leads to poor policy implementation. There are also complaints that the government’s consultation with the nonstate sector does not necessarily result in action. Teachers have also been generally ignored in the policy-making process.

Corruption is one of the major contributing factors to the failure of educational policy. It is due to a lack of accountability and transparency along with the low salaries of the staff. Similarly, a large number of schools are operating in the records but do not actually exist, rose in the record by some corrupt officials. There is also political, social-cultural, and moral corruption found in our education system. Teachers poorly paid in the best of circumstances, made extra money by tutoring and payment of bribes. The ultimate corruption was the outright sale of bogus certificates and degrees. For transferring and posting often required payment of bribes to government agencies.

Examinations are ·conducted to test the ability of a student and find out his standard of academic learning and knowledge. By the use of illegal practice in our examinations has become very widespread and spoiled its objectives. The problem of illegal practices concerns the examiners the invigilators, the students, the parents, and the examination board. The students look upon a degree as a passport to employment in a commercial commodity that can be purchased if you pay the price.

Unfortunately, some parents also share the same views and have actively helped their children in using unfair means to pass the examination but the most tragic part of the story is that our educationists have also been contaminated by the poison of this evil. Our poor examination system encourages rote learning and cramming. This system is criticized for its tendency to define education as the pursuit of high marks~d not the development of intellectual power through learning. Our examination system is not regarding as an accurate measure of actual achievement and future performance. This poor system spoiled our education standards. In Sindh and Balochistan, students are allowed to use their helping material like books and notes during paper timing.

Any nation prepares its generation according to its ideology, culture, and religion through education. Pakistan is an ideological state based on Islamic ideology but it is still unclear that what should be the Islamic content of our curriculum. Our system of education is not able to protect our religious norms and guide our new generation according to Islam. Despite highlighting technological and literal knowledge backwardness, the government is concentrating on abolishing Islamic norms and values and hinders the patriotism of the Pakistani people.

The provision of providing basic education has been a goal since independence and enrolment have been increasing but the percentage of students completing primary school has been falling. Only 30 percent of those who enroll in .primary education ever reach their matriculation exam. The major problem in our education is a large number of dropouts. It is estimated that it is mostly due to economic reasons and an unattractive school environment. Thus our school-going children cannot even acquire the basic skill of learning and a number of them fall back into the category of illiterates.

Though Pakistan has made some effort and improving the enrollment rates at the primary level, the achievement at present in this regard is still far below that of other countries in the region. The present enrollment rate at Pakistan is 54 percent for males and 30 percent which is very low and comparable to other countries of the region which have by and large crossed the 100 percent mark for both males and females. Teacher absenteeism, untrained teachers, inadequate materials, and obsolete teaching methods are the main reasons for low enrolment in schools. Most of the public schools are poorly managed, impart education of poor quality, use poorly written textbooks and use curricula that are not relevant for the needs of the 21st century.

Seeking knowledge is the religious duty of every Muslim to get it is the religious duty of every Muslim. To get it done is the biggest responsibility of the state. In our education system is there is no free and compulsory education for the entire citizen available on an equal basis. In the other countries of the region, there is free and compulsory basic education in order to create discipline and feelings of common identity and integration, irrespective of their social and economic background.

Following are some suggestions to improve the education system in Pakistan:

The solution to Improve Education System

Lack of funding is also a problem. According to UNO standards, a country should allocate 4 percent of its GDP towards education but in Pakistan, very low spending on education is found, only about 2 percent of the GDP. Moreover, it is very clear that if existing funds are utilized fairly then there could be no shortfall of funds. There are many systems working here, resulting in social division and conflict. For example, we have English medium schools, Urdu medium schools, and religious madrasas. Therefore, a uniform system of education for all citizens should be introduced. One medium of instruction should be introduced, for which English is suggesting which the demand of the modem world is.

The curriculum is usually inappropriate or at least inadequate for the set goals in many disciplines. There should be an integrated system in which one step leads to the next to enable a student to develop a truly sound base for the discipline he or she is interested in. The curriculum should be made updated to compete he the modem world. Computer education should also be introduced gradually. Religious education should be incorporated into the curriculum.

At the proper stage, the Arabic language should also be introduced for greater unity in the Ummah, and for a better understanding of Islam. A true understanding of Islamic teaching can only be achieved if the people of Islamic ideology are given due importance in the teaching of Islamiyat, Pakistan studies, and the Arabic language. The curriculum should be made interesting by institutions like museums, internet clubs, libraries, etc. Interesting and informative documentaries and activities should also be designed. Contributions from the public can also be sought for this purpose.

We can improve the quality of our education through teachers’ training because the education can only be good as the teachers. Teaching is not as much easy a profession as it is considered in our country. Hence while hiring teachers there should be a very c1itical process. In our country, most teachers are hired due to their relationships with local MNAs. And in most places teachers are hired but they do not attend schools in remote places.

Sometimes teachers put anyone else in their place and enjoy their pay while sitting at home and give some percentage to their substitute teachers. The hiring process should include written tests, interviews, and demonstrations. Teaching is an art and everyone could not teach, it should be checked through demonstrations. Government should compare its training mode with the training of elite schools teachers. Or government should train trainers from elite school trainers to improve the whole training menu.

Introduce high-quality selection procedure for higher level teachers and introduce modem teaching techniques by use of A.V aids. Stress should be given to developing basic skills because usually, even our postgraduates lack basic skills. Poor teaching is the most prominent problem, so various teams of experts should be involved in performing the improvement teaching methods by introducing and implementation of various training. Modem techniques should be adopted. Instruction in science, history, and social studies should be incorporated in language teaching at the primary and secondary levels through activities and projects.

The teaching job is not attractive in Pakistan. Most girls and boys do teaching just for time to pass in their study gaps. The teacher’s job has no respect and status in our country, that’s why we have a lot of low standard and unqualified teachers. The hiring process, facilities, and pay packages of teachers also show that a teaching job is a poor job and professional people do not prefer it.

Government should make this job attractive by announcing a number of income packages especially for those who are hired in remote areas. Remote area teachers should be facilitated by residents and transport facilities along with additional pay. An attractive salary package should be introduced for the teachers and other officials to minimize the chances of corruption. Another problem with Pakistan is brain drain.

Capable and outstanding professionals prefer foreign jobs instead of serving in their own country. This is due to the low financial output and indifferent attitude of go. By facilitating them we can restore our outstanding professionals. Award system should also be introduced in the shape of medals and increments for good performance.

Implementation of policy should be insuring instead of introducing new policies. There should consistency in these policies which can provide gradual steps for one another for better implementation.

Teachers professors and other educationists should be consulted in the policy-making process. The research is the key to the solution of many problems and has basic significance in bringing the above qualities and improvement in education. In recognition of this fact, the national institute of educational research should be established to conduct research, facility, and communication, provide gelidness and counseling. Universities professors should be facilitated to conduct research.

We are just allocating less than two percent of GDP. The educational budget should be increased at par with international limited research-related activities. The Standard of Universities should be research centers only and must not be allowed to conduct graduate or post-graduate examinations. High priority should be given to research and development and technology, in .order to solve practical problems.

Free and compulsory education should be provided on equal bases up to metric. Primary education should be made compulsory and free of cost; it is already free of cost but not compulsory. To show good results in educational reforms great stress should be given examination system. Education ministry should try their best to conduct a pure examination system. It is suggested that equal importance should be given to external as well as to internal assessment, to eliminate the chances of corruption and illegal promotion.

Students should be given more scholarships and government should support intelligent and outstanding students. Higher education commission should send position holder students of intermediate under their strict observations and conditions, to foreign developed countries for studies, with full facilities and contracts to return after completion of studies. China adopts the same strategy to meet global competitiveness. Banks should be encouraged to give student loans on an easy basis.

In developed countries, besides teacher training, there is a strong concentration on parents’ training. Children passed only 8 to 6 hours with teachers and the remaining 16 hours with parents. Children learn from all sorts of activities and experiences in their life therefore there is a dire need to improve all teachers (parents are real teachers). Parents should be trained that how should they behave with their children in different matters, how could they create tolerance and a democratic attitude in their children.

The present government should declare a national educational emergency and involve the whole nation, including the army, in waging a war against illiteracy. For this, it is suggested that it should be made a mandatory requirement for various degree programs that the candidates, after taking their exams, shall spend a specified period of time in teaching at assigned institutions which should be given in a judicious and practical manner, Ask for volunteers with specified qualifications to contribute their services in their areas of work or residence under organized bodies of the government. Ask the public to contribute voluntarily for this purpose financially.

In a nutshell, education provides the base for socio-economic development. An educational system of poor quality may be one of the most important reasons why poor countries do not grow. In Pakistan, the quality of education is on the decline in spite of the fact that the present government has initiated drastic measures in uplifting the quality and quantity of education. It is evident that without teachers’ transformation we cannot transform the education system for improving the quality of education.

The importance of higher education as an engine of socio-economic development for Pakistan cannot be overestimated. Good quality, merit-based, equitable, efficient tertiary education and 104 research are essential to develop a knowledge economy, to improve standards of living, and to avail of social benefits like better health, lower crime, civic responsibility, environmental awareness, and more tolerant and inclusive society.

With an ever-increasing population and increasing demands from the economy, widening and increasing participation has remained a permanent goal of the higher education/sector in Pakistan. Unfortunately, lack of political will and finances over’ decades have produced a higher education sector that is both small in size and low in performance, a condition that is not compatible with national objectives to develop as a modem and competitive society.

Additional factors like poor quality of education at the secondary level, poor grasp of the English language by students, and the unstable socio-political environment of universities heavily impact the quality equilibrium. At the tum of this century, only 2.9% of the approximately 21 million people between the ages of 17 and 23 in Pakistan had access to university education. At present, there are a total of 114 universities in the country – only 64 in the public sector. There 0 has been a proliferation of private universities in recent years, but they have tended to specialize in market-oriented disciplines like IT, Management Sciences, and Business.

The Higher Education Commission (HEC) was formed ‘in 2002 with strong political support and substantial budgetary allocations to start an extensive reform process in higher education. To improve access, learning needs for the 21st century had to be balanced with the willingness/capacity of institutions to expand. It has therefore been a priority to optimize the utilization of existing resources and focus on physical infrastructure development, as well as technological infrastructure development so that modem approaches including distance education methodologies can play their proper role.

To raise participation in higher education, the HEC has also focused on quality improvement in faculty, research and learning environment, curricula, governance, assessment, accreditation of institutions, and industrial linkages. Equity issues have been approached mainly through the provision of need-based scholarships for marginalized groups. As per the latest data, enrolment in public institutions is now increasing at approximately 30% per year – at par with the private sector.

The HEC has declared the following as its core strategic aims:

• faculty development
• Improving access
• Promoting excellence in learning and research
• Relevance to the economy
• Developing leadership, governance, and management
• Enhancing quality
• Physical and technological infrastructure develop

As has been discussed above, higher education has only recently received greater emphasis than ever before. If we recall the goal of the 1947 Education Policy statement, it was expected that a class of elite would be created through higher education that would determine the quality of our civilization and would direct and plan our national life. This aspiration is true even today and investment in higher education will permit society to achieve this goal. The issues of relevance and quality of higher education will allow the product of a university to be equipped with the capacity to innovate, create and determine the contours of a knowledge-based economy.

The emphasis on quality needs to be further strengthened, as only numerical achievement in the field of higher education is not a necessary guarantor of a quality product. Our universities must become centers of research and creative learning, providing answers today to the questions of tomorrow and not learning today the answers of yesteryears.

Presently with the national investment in education at 2.2% of the GDP, investment in higher education is around 15% of this outlay. In our view, while investment in education should rise, over the next 4 years, to 4% of the GDP, the share of higher education should rise to the level of about 18- 20% of the total investment during the same period. In another 5 years, while the investment in education should increase to 6% of the GDP, a quarter of that investment should go to higher education by 2015.

While higher education has been in the limelight over the last 3 years, it has been perceived to be at the cost of elementary and secondary education. However, in absolute numbers, higher education needs further financial resources. It is another matter that investment in elementary and secondary education (including higher secondary education and TVE) must be substantially increased to create an inter-sector balance between various sub-sectors.

The perception that education is completed only on obtaining a tertiary degree does not necessarily hold good and this needs to be changed. Only those interested in research should go for higher education. It also appears that the emphasis on sciences is at the expense of humanities thus compromising the transmission of basic and cultural values. It also appears that Higher Education Commission (HEC) is working in divorce from other policy frameworks. While the HEC is keen to improve the key areas of access, quality, and relevance, quality issues in higher education institutions continue to persist and more long-term answers are needed rather than a celebration of short-term numerical achievements.

There is a serious concern about the quality of distance learning provided by Allama Iqbal Open University (AIOU). This has pervasive repercussions on the quality of such pursuits and particularly affects in-service capacity enhancement programs. It is understood that AIOU is conscious of its current weaknesses but strong commitment and investment need to be made in AIOU because of the widespread influence that it has over so many areas of learning and production of skilled people for economic development.

Greater investment needs to be made an assurance of quality product from higher learning and the HEC must ensure that assessment procedures in higher education are of the highest international standards and the HEC being a regulator needs to be a guarantor of all university degrees in Pakistan for minimum acceptable standards. Regarding the relevance of university education, the issue will be separately addressed in this document.

Education provides the base for socio-economic development. An educational system of poor quality may be one of the most important reasons why poor countries do not grow. In Pakistan, the quality of education is on the decline in spite of the fact that the present government has initiated drastic measures in uplifting the quality and quantity of education. The quality of teachers especially at the primary level is still questionable. It is evident that without teachers’ transformation we cannot transform the education system for improving the quality of education. In this regard, a series of education reforms in the area of teacher education was introduced in the public sector but their vision seemed to be narrow, hence, they failed to make any substantial impact on the quality of teachers and the teaching process. Eventually, it further affected the quality of education being offered in schools. The education system of Pakistan is facing new challenges. It has yet to be developed at par with other developing countries in the region.

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Education in Pakistan| CSS Essays

Introduction:.

 The key factor to prosperity and stability of a nation is education.  Quality of education is the backbone of development of country.  Getting education is necessary for personal as well as social prosperity.  Education is the best aid to improve skills, mind and to help you expose better innovations.  It is education which makes us better citizen to be able to survive in any kind of environment.  Without education it’s difficult and quite impossible to explore good and bad.  Due to education we know the dignity of hard work and development in different fields of life.  In this way we become capable of respecting and obeying laws and regulations for improving living standards. 

Without education it’s not possible to improve productivity and creativity of a nation.  With education we can get good position in the eye of other nations.  Life is not about dreaming only.  It’s all about to make our dreams true and reach our destinations.  Achievement of goals and visions is not possible without getting education.  Vision can be a type of goal or target to describe high goals for future.  Educational curriculums help us to develop social consciousness, and national integration requirements. 

Problems and Hurdles in Education System of Pakistan:

Uniformity is key factor for enhanced educational system of a nation.  Uniformity refers to same standards to all individuals.  Holding back gifted individuals is really worse thing.  Educational medium varies in private sectors from public sectors.  Government must be aware of injustice in distribution of educational funds as well as in uniformity of education system for all sectors.  We are lacking budgets, physical facilities, teaching qualities and educational policies as well. Our education system is still backward in this most innovative century.  We are still stuck to back and primitive notions.  Like educational system of Pakistan is still parallel as we are still contrasting on the basis of teaching methods, examination systems and boards that conduct exams. That is the reason we have lowest literacy rate of 55% and Pakistan stands at 160 th among world’s nation in terms of educational standards. 

Almost 25M of children never have touched the schools in fact.  Most of Pakistani students mostly prefer to dropout at primary level.  Our children are only human resource for future development of this nation.  Quality of development is as good as human capital generated by the country.  So, it’s important to give equal access to every individual for quality education. 

How to improve the Education System in Pakistan?

For improving educational system of Pakistan we should take severe steps as early as possible.  Technical education must be a mandatory part of secondary education in Pakistan.  Financial problems do not allow our children to get education.  So, regarding these economics incentives must be provided to students that will encourage the parents to make their children educated.  In this way we can decrease the dropout ratio. 

Infrastructure:  

Local government system is the better aid to promote education in every part of the country.  Students must be provided with suitable places for better learning.  Students must be provided with the facilities of lab, library, theatre, and many other.  The principle infrastructure of a school is classroom.  Adequate classrooms with pleasant looks and decorations must be provided in all sectors.  Better school infrastructure is always considered as the main factor for improving academic performance.  In fact, good quality infrastructure enhances learning and decreases dropout rates. 

Positive Learning Environment:

Most of researches have shown that educational system mainly depends upon the learning environment.  Learning environment is the vital element in student success.  Student getting education in positive environments are supposed to be more motivated and concerned.  Positive learning environment promote respect for nature, teaches to be a good citizen being kind to both animals and people and develop a healthy lifestyle in student.  Positive environment is vital for improving attention and to reduce anxiety. 

Conclusion:

In short we can’t deny the importance of education in the development of a country.  It’s true that pen is stronger than a sword.  It’s the responsibility of government, parents, teachers as well as students to play their part in improving the educational systems.  We have to say good bye to few common things being held for a long time including cramming, shortcuts for getting good grade and old syllabus which have no concern with the practical lives of students.  We must focus on one syllabus that must be introduced for whole nation. 

Indeed, we believe in one curriculum one nation.  

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Top 50 CSS Essay Topics in Pakistan for Exam Success: A Comprehensive List Covering Key Issues for National Development

 The CSS exam is one of the most competitive exams in Pakistan and requires a deep understanding of various topics to succeed. One of the most important components of this exam is the essay writing section. Candidates are required to write on a given topic within a specified time limit. Therefore, it is crucial to be well-prepared for this section.

To help candidates prepare for the essay writing section, we have compiled a list of the top 50 essay topics for the CSS exam in Pakistan. These topics cover a wide range of issues that are important for the development and progress of Pakistan. They include education, democracy, terrorism, foreign policy, healthcare, energy, and much more.

The first topic on the list is the importance of education in modern society. This topic is significant because education is the foundation of any society's progress. It explores the challenges and prospects of the education system in Pakistan and the role of education in shaping the country's future.

The second topic is the role of media in today's world. This topic is important because media is a powerful tool that can shape public opinion and influence decision-making. The essay can explore the impact of traditional and social media on society, its pros, and cons, and the responsibility of media in promoting social harmony.

The third topic is women empowerment in Pakistan. This topic highlights the importance of gender equality and women's empowerment in a society's development. The essay can explore the challenges and opportunities for women in Pakistan and the measures needed to promote their rights.

Other topics on the list include democracy and its challenges in Pakistan, terrorism and its impact on Pakistan's economy, climate change and its effects on Pakistan, corruption in Pakistan, the role of judiciary in Pakistan, economic challenges faced by Pakistan, and the significance of the China-Pakistan Economic Corridor (CPEC).

• Importance of education in modern society
• Role of media in today's world
• Women empowerment in Pakistan
• Democracy and its challenges in Pakistan
• Terrorism and its impact on Pakistan's economy
• Climate change and its effects on Pakistan
• Corruption in Pakistan
• The role of judiciary in Pakistan
• Economic challenges faced by Pakistan
• The significance of the China-Pakistan Economic Corridor (CPEC)
• Role of social media in shaping public opinion
• The importance of the English language in Pakistan
• Prospects and challenges of the Pakistani film industry
• Pakistan's foreign policy challenges
• The role of the youth in nation-building
• Impact of globalization on Pakistan
• Challenges faced by the agriculture sector in Pakistan
• The importance of tourism for Pakistan's economy
• Cybersecurity challenges in Pakistan
• The importance of art and culture in Pakistan
• Human rights issues in Pakistan
• The role of civil society in Pakistan
• Challenges faced by Pakistan's healthcare system
• The role of NGOs in Pakistan
• Pakistan's energy crisis
• The importance of water conservation in Pakistan
• The impact of social media on Pakistani society
• Pakistan's relations with its neighboring countries
• Education system in Pakistan: challenges and prospects
• The role of sports in Pakistani society
• Youth unemployment in Pakistan
• Religious extremism in Pakistan
• Population explosion in Pakistan
• The role of science and technology in Pakistan's development
• The future of democracy in Pakistan
• Pakistan's space program and its potential
• The role of Pakistani women in politics
• Pakistan's defense strategy
• The impact of the internet on Pakistani society
• Cyberbullying in Pakistan
• Pakistan's education emergency
• The potential of renewable energy in Pakistan
• The role of Pakistan in the war against terrorism
• The impact of sectarianism on Pakistani society
• The significance of Pakistan's coastal belt
• The challenges of urbanization in Pakistan
• Pakistan's cultural diversity and national unity
• The impact of the Afghan conflict on Pakistan
• The role of the police in Pakistan
• The impact of inflation on the common man in Pakistan

In conclusion, the top 50 essay topics for the CSS exam in Pakistan cover a wide range of issues that are essential for the country's development and progress. Candidates should prepare well for these topics to succeed in the essay writing section of the CSS exam. They should be aware of the current issues and challenges in Pakistan and have a deep understanding of the country's history, culture, and society.

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Home Article CSS exam — the need to transform the education system

CSS exam — the need to transform the education system

ENVIRONMENT influences the development of individuals. The environment plays a crucial role in shaping the future of individuals. It plays a significant role in shaping an individual’s learning process through the input they receive. Moreover, it’s not just education that shapes one’s mindset, but also access to opportunities that provide the best life experiences. In Pakistan, CSS offers young individuals a chance to serve their country while also providing them with various opportunities for professional growth. However, this exam challenges students to avoid cramming and embrace critical thinking. With job prospects dwindling, a majority of university graduates now have their sights set on the CSS exam as they hope to enter the civil services.

The FPSC provides a clear guideline for exam preparation, but there is a significant gap between its demands and the education system we have in the country. The FPSC report on the CSS exam highlights the importance of strong critical thinking skills for students to pass. Furthermore, it has also been noted that students must engage in extensive reading to acquire proficiency in diverse areas and solve questions that encompass multiple aspects. Moreover, it has been indicated that students must possess a competitive intellectual level and exhibit their capacity for innovative thinking. FPSC expects aspirants to possess strong English writing skills, considering it a top requirement.

To meet these demands, one must invest both time and money to acquire the required skills. Unfortunately, in Pakistan, the education system falls short of providing a fair playing field for all individuals to flourish. CSS exam features students from different backgrounds. The majority of people belong to the middle and lower middle class, and a large number of students in this group receive education from the government sector. On the flip side, there are plenty of students who are from affluent and elite families. These students take advantage of excellent educational opportunities, enabling them to become the type of students who can fulfil FPSC’s requirements.

CSS witnesses a large number of foreign graduates every year, who smoothly progress towards their career goals in civil services. In CSS, one’s allocation greatly relies on the interview phase following their qualification in the written part of the exam. The importance of exposure and life experiences is once again highlighted in this phase. Candidates with better education and experience typically perform better and secure desirable positions in civil services. Those who lack access to quality education suffer in their performance in exams and interviews. Based on the statistical analysis of CSS results, it can be inferred that the majority of top performers in CSS are either foreign graduates or graduates from the best universities in Pakistan.

Hence, there is an opportunity gap, owing to the disparities in the education sector, between individuals with access to superior educational resources and those without. In the realm of competitive exams, the education system should offer a fair chance for everyone to take part in CSS. Ensuring fairness in exams and interviews is not enough for a fair chance; the education system must also be transformed to give equal opportunities to those from disadvantaged backgrounds. The transformation of the country’s schooling system into a uniform system is necessary to ensure equal education and opportunities for all children. A system needs to be designed to ensure that all students, regardless of their family background and access to quality education, develop the intellectual capacity to compete in this examination.

Furthermore, there exists a vast gap in English writing abilities among students in the country. Learning a language demands consistent effort from students and teachers alike, spanning several years. Regrettably, the education system in Pakistan fails to provide students with the necessary English writing skills, even after they graduate. On the flip side, those who can afford quality education breeze through CSS exams with the assistance of their honed English writing skills. The interview process poses a recurring challenge for underprivileged students, particularly those from marginalized areas striving to leave an impression. The system demonstrates a preference for individuals who excel in speaking and writing. The education system holds the responsibility of training all students equally, enabling genuine competition in competitive exams.

The focus of educational reforms should be on revamping government school and college infrastructure and curriculum. Negligence must be surpassed and educational equality should be embraced. The CSS exam necessitates years of skill development, with students from top educational systems excelling in a limited time, while those with poor educational backgrounds struggle to reach the finish line of this competitive race. The determination of policymakers is what determines it. States that have worked towards eliminating educational disparities have accomplished their objectives. The only solution to provide equal opportunities in CSS is to reform our education system for the benefit of the middle and lower classes.

The idea of education promoting disparities seems illogical, as some states have made efforts to provide education to all and reduce societal disparities. Singapore stands out as a prime example of a nation with a 97 percent literacy rate and equal educational opportunities. Selecting the best candidates for serving Pakistan is the main goal of the CSS exam. However, if educational disparities persist and we don’t reform the education sector, this competitive exam will lose its competitiveness, benefiting only the privileged.

CSS aims to integrate all segments of the population into the mainstream and offers an opportunity for everyone to join civil services and serve the country. Unless the education system is revamped to offer equal education to all children, the CSS exam competition will remain largely one-sided. Although anyone can develop a skill enough to pass CSS, many choose not to try due to the immense effort required to enhance writing, intellectual, and communication skills in a limited timeframe. We need to revolutionize the education sector to empower our children to excel in competitive exams. It’s a responsibility that extends beyond our nation. It is incumbent upon us, morally and ethically.

—The writer is CSS Officer, based in Sargodha.

Email: [email protected]

views expressed are writer’s own.

Waqar Hassan

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The Role of Education in Nation Building

Education plays a critical role in character-building of nations. It sculpts individuals’ personalities and instills values such as integrity, honesty, responsibility and respect for others into them. Furthermore, education equips people with the knowledge and abilities needed to make informed decisions as productive members of society.

Education is integral to any nation’s development:

Education is key to building human capital and equipping its citizens for the future. It not only imparts knowledge and skills, but it is also instrumental in character formation – shaping an individual’s personality while helping develop essential qualities like integrity, honesty, responsibility and respect for others. Thus it plays an essential role in nation character building.

Character development is the practice of creating oneself through intentional choices:

Character development involves instilling individuals with moral and ethical principles that guide their actions, such as honesty, integrity, empathy, respect and responsibility. Education is the keystone of character building; providing individuals with knowledge and skills necessary for becoming productive members of society while shaping an individual’s character for life in various ways:

Empathy, critical thinking and responsible decision-making: these three core qualities should guide decisions made within an organization.

Education plays a pivotal role in cultivating empathy, critical thinking and responsible decision-making – qualities essential for building an inclusive society. Education exposes individuals to diverse viewpoints while combatting stereotypes and prejudices that act as barriers against creating cohesive societies.

It can help individuals develop critical thinking abilities.

Critical thinking skills are indispensable in assessing information, analyzing complex problems, and making sound decisions. Furthermore, critical thinking allows individuals to challenge the status quo, question authority figures and advocate for change – thus education can play a vital role in creating citizens who stand up for what they believe in while fighting for what’s right.

Education can help individuals develop critical thinking skills needed for evaluating information, analyzing complex problems, and making informed decisions. Furthermore, education promotes values such as integrity and honesty that help establish strong bonds within communities.

Education plays an essential role in inculcating values such as integrity and honesty:

These values are essential to building trust and forging strong relationships within any community. An educated individual understands the significance of being honest and transparent and are more likely to uphold these principles both personally and professionally.

Education provides individuals with an avenue for developing an awareness and sense of social responsibility:

It emphasizes the value of contributing positively to society and making an impactful statement about who they are as an individual and member of their communities. Education fosters citizens committed to making a better world a reality for themselves and those they live alongside.

Education plays an essential part in shaping the nation. Governments and other stakeholders should prioritize investing in education to equip citizens to contribute actively towards national development.

Why education is necessary for character building in nations?

Education is critical in shaping individuals’ personalities and values. Providing them with knowledge, skills, and values necessary to become responsible and productive members of society.

Education can assist individuals in making sound decisions:

As they gain knowledge and skills needed to understand the impacts of their actions, they become better prepared to make choices that align with their values and beliefs. As such, this program helps develop responsible citizens. Who consider both the effects of their actions on society as well as potential ramifications of such decisions.

Education fosters empathy and understanding among individuals:

The Education provides them with an opportunity to gain exposure to different cultures, religions, and beliefs from which they may benefit greatly in developing empathy and understanding between individuals – an essential trait in building an inclusive and cohesive society.

Education helps individuals develop critical thinking abilities:

Critical thinking skills are indispensable for evaluating information, analyzing complex problems, and making informed decisions. Furthermore, critical thinking skills enable individuals to challenge the status quo, question authority figures, and advocate for change. Thus making education essential in shaping individuals who stand up for what they believe in and fight for what is right.

Education can help individuals develop values such as integrity and honesty:

Which are essential for building trust and forging strong relationships within any community. An educated individual understands the significance of being honest and transparent, which they will uphold both personally and professionally.

Education helps individuals develop a sense of responsibility towards society:

Education emphasizes the value of making positive contributions to society and having an effectful effect on their world, leading them down a path of contributing positively. Therefore, education helps create citizens dedicated to building better futures for themselves and their communities.

Summary: Education plays an integral part in shaping individuals’ personalities and values to become responsible and productive members of society.

Education plays an instrumental role in aiding individuals to make informed decisions:

It empowers young people with the knowledge and skills needed to understand the consequences of their actions and make choices in line with their values and beliefs. Thus, education plays a significant role in creating responsible citizens who consider the impact they have on society.

Education actively fosters compassion and understanding between individuals:

By giving them exposure to diverse cultures, religions, and beliefs they are provided with an invaluable opportunity to gain knowledge of other perspectives. Which may contribute to fostering empathy and understanding between individuals in an inclusive society.

Education can assist individuals in developing critical thinking skills. These abilities are indispensable when evaluating information, analyzing complex problems, making informed decisions, challenging authority structures. Advocating for change or standing up for what they believe in – all hallmarks of citizenship education! Education helps create individuals who stand up for what is right and fight to defend it.

Education can also aid individuals in developing values like integrity and honesty. That are integral to building trust within communities and forming lasting relationships. An educated person understands the significance of upholding honesty and transparency as personal values in both their personal and professional lives.

Education can actively aid individuals in building an understanding of social responsibility:

Education helps instill in students the importance of contributing positively to society and making an impactful mark on the world around them. Thus, education helps develop citizens who are committed to building a brighter future for themselves and their communities.

Future of Nation is in Education:

Education is integral to any country’s future success as it helps form its citizens of tomorrow. An effective education system should equip individuals with all of the knowledge and abilities required for contributing positively towards its development and progress.

An actively educated population is essential to any nation’s competitive edge in an increasingly globalized economy. Nations with highly educated workers often attract more foreign investments, leading to job creation and economic expansion. An educated populace also drives innovation and entrepreneurship – key ingredients in creating new industries and driving economic development.

Education contributes directly to more engaged and informed citizens, with educated citizens understanding their rights and responsibilities and participating in democratic processes actively. Such engagement results in better governance, greater accountability and a more just society.

An educated population is better prepared to address the challenges of tomorrow. With our increasingly interconnected and complex world. The ability to think critically and solve problems effectively becomes ever more essential – something only an actively educated population possesses the skills and knowledge for. A highly educated population also possessing these capabilities can effectively address global issues like climate change, poverty, and conflict head on.

An educated population actively enhances social mobility and reduces inequality. Education gives individuals the chance to enhance their socio-economic standing while at the same time helping reduce poverty and inequality. An informed population contributes significantly towards building greater cohesion and stability – two components essential for sustained prosperity and security of any nation.

Conclusion: In conclusion, we have explored the vital role that education has on shaping national character and shaping the future of a country. Education provides individuals with the knowledge, skills and values required to become contributing and responsible members of society. Education fosters critical thinking skills, empathy and an ethos of responsibility towards society. An educated population is key for any country’s economic expansion, social progress, and long-term prosperity. Thus, it is imperative that governments and other stakeholders invest heavily in education so as to equip their citizens to contribute to its development. Indeed, success for any nation depends on providing quality education services for its people.

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Well written sir, thank you

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Essay on Importance of Education for Students

500 words essay on importance of education.

To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.

Importance of Education in Life

First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology . Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Education in Society

First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine , computers, take place due to Education.

Education is a ray of light in the darkness. It certainly is a hope for a good life. Education is a basic right of every Human on this Planet. To deny this right is evil. Uneducated youth is the worst thing for Humanity. Above all, the governments of all countries must ensure to spread Education.

FAQs on Essay on Importance of Education

Q.1 How Education helps in Employment?

A.1 Education helps in Employment by providing necessary skills. These skills are important for doing a high paying job.

Q.2 Mention one way in Education helps a society?

A.2 Education helps society by spreading knowledge. This certainly is one excellent contribution to Education.

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Education for Women in Pakistan English essay with quotations

 The students of 2nd year class 12 can see the following essay. It is in the smart syllabus 2020 - 21 for 2nd year English. The essay on the importance of female education in Pakistan has been given here. The essay on education for women in Pakistan is an outstanding version. The is specially written for 2nd year and college level and degree level students.

Impact of internet on youth essay

Education for Women Essay with quotations

The essay includes quotations and an outline. Students can get good marks with an essay including an outline and quotations.

Importance of Female Education English Essay

You educate a man; you educate a man. You educate a woman; you educate a generation - Brigham Young

Women should be treated as human beings, not as domestic animals

Seeking knowledge is obligatory for every Muslim (Man and woman).

No nation can ever be worthy of its existence that cannot take its women along with the men.

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The Most Important CSS Concept to Learn

The Cascade is how CSS was designed from the very beginning, and there’s a reason it’s called CSS — Cascading Style Sheets!

Sadly, CSS has a poor reputation for the same fundamental concept upon which it is built.

But what exactly is the Cascade, and is it as bad as most people make it sound?

Introduction

Let’s say John writes a bunch of CSS, and then gets on the browser to test it. To his surprise, the styles he wrote aren’t applied to the element he just styled, instead some other styles are!

You see that right there? That’s one of the worst things everyone complains about when they say “CSS sucks”.

With CSS, multiple styles can affect a single element. So, you have a paragraph on a web page. But this paragraph may be styled by any CSS block, literally.

It’s like having a global JavaScript variable that can be manipulated by any function within the code. A recipe for disaster, it seems.

But again, the Cascade forms the fundamental reasoning behind how CSS was created in the first place.

Embrace it?

Well, you can’t change it.

What is the Cascade?

The cascade is how the browser determines what styles to apply to a particular element. It’s that simple, and it makes a decent interview question for a front-end developer.

Luckily, the nightmares associated with the cascade can be understood, as it is governed by just two factors:

• The specificity of the element selectors
• The order of the styles being written

Let’s have a quick look at those.

Selector Specificity

You can liken selector specificity to how the human mind interprets instructions.

For example, consider the graphic below:

If I said to you, “Pass me the red box.”, which would you pass to me? There’s two of them!

You may ask the follow up question, “Which of the boxes, a or b?” .

Or you may even grab both boxes! Aren’t they both red boxes?

This is the situation the browser finds itself when dealing with specificity.

When you say, style the paragraph a red background color…

Since there could be a lot of paragraph elements on the page, the browser goes, “what paragraph?”

The browser can’t ask you a follow up question, so it goes ahead and attempts to style every paragraph on the page with a red background.

However, if you had gone ahead to say, style the paragraph with a class name of reddy with a red background:

That is a more specific request!

Now, the browser will style the specific paragraph element(s) you have requested.

Technically, the browser takes a look at every selector that targets a specific element and assigns “scores” to each of them, and the one with a higher specificity score wins.

The way it computes the scores is simple.

Assume the browser — while interpreting your CSS — had 4 goal posts.

• For every inline style that targets an element using the style attribute, 1 goal is assigned to goal post (a) .
• For every id selector, 1 goal is assigned to post (b) .
• For every class selector, attribute selector, and pseudo-classes present, 1 goal is assigned to post (c) .
• For every element selector and pseudo-element, 1 goal is assigned to post (d) .

The way I remember this is by using the acronym, SICAPEP:

Upon assigning points, the total points are calculated by concatenation , as digits in a 4-digit number.

A Quick Specificity Example

Consider the following style declarations:

How would the browser calculate the specificity “points” for these selectors?

#nav .removed > a:ho ver

Here’s the breakdown:

(a) There’s no inline style, so the score for the first goal post is 0.

(b) There’s one id selector, #nav , that’s a score of 1 for the second goal post.

(c ) There’s also one class selector, .removed and one pseudo-class selector, :hover , which sums up to a score of 2 for the third goal post.

(d) There’s one element selector, a , that’s a score of 1 in the fourth post.

Here’s the graphical representation of the scores.

The total specificity score is concatenated as 0121 .

As with regular math, 0001 is smaller than 0005 , and 0121 is greater than 0021 .

Now, you understand how specificity is calculated.

Can you attempt to calculate the specificity for the other selector, li:last-child h3 .title ?

Let me know what you arrive at in the comment section :)

Style Order

The second factor that influences the cascade is the order of styles. A really basic example can be seen with styling the same element in 2 different code blocks.

For example:

Even though both selectors have the same specificity, 0011 , the order of the ruleset comes into play.

The second declaration will overrule the former, and the paragraph will be blue and not red.

Trick Question

Considering the document below, what would be the color of the link text?

Blue or red?

Note that the link is styled both inline, and within the <style>&l t;/style> block.

Oh, if you’re feeling confident, just say the answer loud — to yourself.

But the real answer is, the inline style always wins. The goal is scored in the first post, which beats any goals in any of the other posts.

The final specificity will be in the order of thousands — 1000 — and that beats 9 goals in the second post. 1000 is greater than 0900.

NOTE: As pointed out by Paul McCann in the comment section, the paragraph above is an over simplification. Have a look at what he says .

Hopefully, you’ve now being armed with the solid understanding of how the cascade works. Learning more advanced CSS will now probably come easier, and, more importantly, you now know where to look when you have those pesky bugs.

Catch you later!

Ready to become Pro?

I have created a free CSS guide to get your CSS skills blazing, immediately. Get the free ebook .

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Essay Outline: Education in Pakistan (By Mureed Hussain CSP)

Table of Contents

Essay Outline: Education in Pakistan

1. introduction.

a. Essential for prosperity and stability b. Make vision c. Infuse objectivity d. Establish national integration

2. Problems/Hurdles in the Education System of Pakistan

a. Lack of uniformity in education b. Parallel system of education c. Low literacy rate d. Higher dropout at primary level e. Adult illiteracy f. Hostile socio-political environment g. Negligible enrollment at higher education h. Mass poverty

Check also:  English Grammar MCQs

3. Causes of Poor Education System in Pakistan

a. Less importance to education b. Apatheticall role of government c. Population explosion d. Lack of resources e. Ineffective educational infrastructure f. Dogmatic curriculum g. Faulty examination system h. Political instability i. Feudalism j. Overcrowded class rooms k. Untrained teachers l. Political polarization

4. Effects due to Poor Education System of Pakistan

a. Mass poverty | Essay Outline b. Bad governance | Essay Outline c. Huge level of corruption d. Lack of tolerance

5. Measurements to Improve Educating System of Pakistan 

a. Better infrastructure b. Friendly environment c. Teacher, students and parents triangle d. Constructive syllabus e. Uniform system of examination f. Skill based teaching methodology g. Efficient teachers

6. Conclusion

Watch video: 25 preparation tips on how to study for css at home | essay outline.

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About the author

Shahzad Faisal Malik is the administrator of CSSTimes.pk and is responsible for managing the content, design, and overall direction of the blog. He has a strong background in Competitive Exams and is passionate and sharing information with others. Shahzad Faisal Malik has worked as a Graphic Designer/Content Creator at CSSTimes in the past. In his free time, Shahzad Faisal Malik enjoys watching Cricket, writing blogs for different websites and is always on the lookout for new and interesting content to share with the readers of this website. As the website administrator, Shahzad Faisal Malik is dedicated to providing high-quality content and fostering a welcoming and engaging community for readers. He looks forward to connecting with readers and hearing their thoughts and feedback on the website.

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