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The Constitution of Pakistan sets out an egalitarian view of education based on values  responding to the requirements of economic growth.  Article 38 (d) speaks of instilling moral  values and of providing education to all citizens  irrespective of gender, caste, creed, or race.  Article 37(b) explicitly states that the State of  Pakistan shall endeavor  “to remove illiteracy and  provide free and compulsory secondary education  within minimum possible period”. Article 34  requires that “steps shall be taken to ensure full participation of women in all the spheres of  national life”. It is in this perspective that Pakistan has made a commitment to achieve six Dakar  EFA Goals within the specified target dates. In contrast to this vision for education,  there has been little commitment to achieve the  ambitions of a National Educational Policy. Governance and management of education have  fallen short of the commitments. As a consequence, Pakistan’s education system, is far from  being a cohesive national system, is afflicted with fissures that have created parallel systems of  education and has performed poorly on the criteria of access, equity and quality.   . As the ‘Vision 2030’ describes it, the reality  on the ground is “the divide between the  prevalent school structure and differences in levels of infrastructure and facilities, media of  instruction, emolument of teachers, and even  examination systems between public and private  sectors. The rich send their children to private  run English medium schools which offer foreign  curricula and examination systems; the public schools enrol those who are too poor to do so.”  This divide can be further categorized across low  cost private schools and the elite schools. There  is another divide between the curriculum that is  offered to the children enrolled in Deeni Madaris  and the curriculum in the rest of the public  and private establishments. There is also an  unresolved and continuing debate on how and  what religious and moral values to be taught  through the educational system and how to accommodate non-Muslim minorities.   . Pakistan’s commitment to universal primary education by 2015 under EFA Framework  appears elusive on current performance, as participation is low and drop-out rates continue to be  high. There are persistent gender and rural-urba n disparities. Girls continue to remain under- represented in the education system, both public and private. The rural urban divide is stark on  most indicators of school provision and participation, which becomes particularly attenuated in  some Provinces and Areas. International comparisons of education quality  are also not very  encouraging. An education system cannot remain in isolation of the challenges and opportunities  provided by globalization. These are in the field  of business and commerce, technology, cultural  values, identity and many more. Unfortunately  a comprehensive national analysis and debate on  the potential impact and possible benefits of  globalization has been a major deficit.