Assignment No.

Subject: Pakistan Studies

Department: BS-Commerce First Semester

Section: A

Abdul Haq Campus – Morning

Teacher: Sir Minhaj Mousivi

Submitted By: Muhammad Waqar

 EDUCATIONAL POLICIES OF PAKISTAN

ALL PAKISTAN EDUCATION CONFERENCE 1947

When Pakistan came into being in August 1947, the major concern of the
Government was the speedy rehabilitation of millions of refugees and
restructuring of the administrative machinery, but it was equally aware of the
importance of education as the most essential sector and the integral part of the
development of the new born country. The First All Pakistan Education
Conference was therefore, called at Karachi from November 27 to December 1,
1947.

The Father of the Nation Quaid-e-Azam in his historic message to the Conference
provided guide lines for the restructuring of education system in future. He
stressed the need of having a system of education inspired by the culture and
ideological aspirations of the people and also having, regard to the modern
conditions and the vast developments that had taken place around the world. He
was of the view that academic education only was not enough; there was an
immediate and urgent need of scientific and technical education. He also
emphasized the need of building up the character of the future generation.

In the augural address Mr. Fazal ur Rehman, Federal Minister for Interior,
Information, Broadcasting and Education and Chairman of the Conference
pointed out the weaknesses of the system of education inherited from the British
rule such as it intended to serve a narrow utilitarian purpose it lacked realism and
it was unable to adjust itself to the needs of rapidly changing society. Moreover,
in his view, the system was over, literary biased and had utterly un-inspiring
character. He recommended three dimensional type of education to be
introduced in Pakistan such as spiritual education, social education and vocational
education. In his view, the future of education should only be build up on these
foundations, but an ideal integration should also be brought about in these
elements, representing a whole system. In his proposed scheme, he attached the
highest importance to ‘spiritual element because it had been neglected in the
past.

Main Issues Focused in the Deliberations of the Conference

The deliberations in the Conference were focused on several important issues

relating to education such as:

 Integration of moral, social and vocational elements in the system of

education.
 Compulsory primary education.
 Compulsory physical education.
 Compulsory military training in colleges
 Training of citizenship
 The problem of illiteracy
 The problem of medium of instruction
 Technical and vocational education
 Education for women
 Establishment of Advisory Board of Education
 Establishment of Inter-Universal Board
 Promotion of Scientific Research and
 Establishment of Overseas Scholarship Scheme
Important Recommendations:

Following are the recommendations forwarded by various subcommittees

constituted to work on various levels and types of education in the conference:

 Six-Year free and compulsory education should be provided and should be

gradually raised to eight years in future.
 Private sector should be encouraged to provide pre-primary education to
children between ages of 3-4 years.
 Education should be based on Islamic concept of universal brotherhood
social democracy and social Justice.
 Provinces should take necessary steps for the training of teachers.
 The common language of the country should be Urdu.
 As a transitional measure English should- be retained as a compulsory
language at school level.
 Physical activities should receive special emphasis in educational
institutions.
 Steps should .be taken to bring Madrassas into line with the existing system
of education
 Provincial governments and Stales should introduce special classes for
adults, and school teachers should be trained for this purpose.
 College students should take part in mass literacy campaign and should also
be trained for this purpose
 Primary schools should be co-educational or otherwise according to the
local needs.
 Separate schools for girls should be provided at secondary stage and
domestic sciences should be introduced as compulsory subjects to the
curriculum.
 Two medical colleges for women (one in each wing) should be established
as soon as possible.
 Educational, facilities for female students should be provided in schools.
 Industrial homes for women he established to get training in various
vocations.
 Ways and means should be undertaken for introducing free and
compulsory primary education in the tribal and backward areas of Pakistan.
 Scholarship to poor and deserving children be provided.
 Grants should be made available to students intending to pursue research
in scientific and technological fields.
 A scheme for exchange of students and teachers between domains of
Pakistan and other countries should be formulated.
 A Council of Technical Education for Pakistan should be set up.
 Fundamental scientific and industrial research should be promoted.
 An Inter-University Board of Pakistan should be formed.
 The widest possible use of educational broadcast and educational films be
made at all stages of .education.
 A scheme be prepared for the setting up of National Library and Museum in
Pakistan.
 A central Institute of Islamic Research be established for organizing and
stimulating Islamic research according, to the modern needs of the society.
COMMISSION ON NATIONAL EDUCATION, 1959

The Commission on National Education was appointed by a resolution adopted by

the government on 30th December, 1958. The main reason was that the existing
system of education was not adequate to meet the requirements of the nation. It
was inaugurated by the President Mohammad Ayub Khan on January 5, 1959.
Addressing on the occasion, the President stressed the need for a reorganization
and re-orientation of the existing educational system, which would fetter reflect
our spiritual, moral and cultural values and to meet the challenges of the growing
needs of the nation in the field of science and technology. The Commission
analyzed all the previous reports and the prevailing situations of the country and
the reforms movements in other societies and submitted a comprehensive report
to the government after one year in 1960.

The salient features of the report are briefly described as:

Primary Education:

 In view of the Commission, compulsory education at elementary level was

necessary for skilled manpower and intelligent citizenry. For this purpose at
least eight years schooling was required. The Commission recommended
achieving 5-years compulsory schooling within the period of 10 years and 8
years compulsory schooling within a total period of 15 years.
 The main objectives of primary education should be to make a child
functionally literate, to develop all aspects of his personality, to equip him
 with basic knowledge and skills and to develop in him habits of industry,
integrity and curiosity.
 The curriculum should be adapted to the mental-abilities of the children. It
must be designed to develop basic skills. Teaching methods should be
activity-oriented. Religious education should be made compulsory and due
emphasis should be given to the teaching of national language.
 School buildings and furniture should be simple, inexpensive, and clean and
adapted to local style and material.
 Training facilities should be provided to teachers to meet the requirements
of compulsory primary education. Refresher courses should also be
arranged for un-trained teachers.
 The Commission recommended that land, building, furniture, teaching
materials arid residential accommodation for teachers should be provided
by the community and government may however; give financial assistance
to the backward areas.

The administrative recommendations by the Commission should be entrusted to

local bodies. It should be organized on district level in West Pakistan and on sub-
division level in East Pakistan.

Secondary Education:

 The Objectives of Secondary Education: The Commission recommended

that secondary education should be recognized as a complete stage in itself
and organized as a separate academic and administrative unit. It should
bring about the full development of the child as an individual, as a citizen,
 as a worker, and as a patriot, to enable him to enjoy and, understand the
benefits of social and economic progress and scientific development.
 Duration of Secondary Level: Secondary education should improperly
consisted of classes IX-XII but until compulsory education was extended to
the first eight years classes VI-VIII should be considered a part of secondary
education. For the present, it should be divided into three stages/classes
VI-VIII (Middle) classes IX-X (Secondary) and classes Xl-XII (Higher
Secondary).
 Curriculum of Secondary Education: The Commission recommended that
the curriculum of secondary education should be based on two principles.
First it must provide a compulsory core of subjects to give every pupil the
knowledge needed to live a useful and successful life. Secondly, it should
include additional subjects and training to prepare him for a definite
Vocation and career. The teaching of national language, science and
mathematics should receive greater emphasis. English should be taught as
a functional subject. Religious education should be made compulsory in
class V-VIII and optional thereafter.
 Teacher Training: The commission was of the view that teachers must be
trained properly before entering teaching profession. Teachers should be
paid, adequate salary. Teachers from class VI-X should work for 225 days
during the year (excluding vacation). The services of Education Extension
Centre already established to improve the quality of education, should be
fully utilized by the Central and Provincial Governments.
 Facilities and Equipment: The Commission maintained that efforts should
be made by educational authorities and community to provide facilities like
 classrooms, science labs, workshops, libraries, garden plots, playgrounds
and equipment.
 Evaluation and Examinations: The commission recommended that the
system of examination should be reorganized and the award of certificate
be based on the performance of the student in (i) public examinations
conducted by University Board of Secondary Education (75 percent marks)
and (ii) his school, record including the results of periodical tests and
appraisal of habits and general behavior (25 percent marks). For private
candidates, separate examinations, called External Examination, should be
held.
 Organization: The Commission maintained that regulation, control and
development of education at-secondary and higher secondary levels
(classes IX-XII) should be entrusted to the Boards of Secondary Education.
The territorial jurisdiction of the Boards should follow the jurisdiction of
various universities in the country. New Boards should be set up at
Peshawar, Hyderabad and Rajshahi and the jurisdiction of the Boards at
Karachi and Dacca should be extended to include higher secondary
(intermediate) stage.

Higher Education

 Higher Education as a Distinct Stage: As recommended in the Report of the

Commission, higher education should be recognized as a distinct stage and
the present intermediate classes should be transferred from the jurisdiction
of the university to board of secondary education. The essence of higher
education, as viewed, by the Commission, Was a community of scholarship.
 The essentials were not only to set examinations, nor the degree it
conferred, but its capacity to encourage teachers and scholars to engage
themselves in research and to pass on to the next generations the results of
their studies.
 Admission: Admission to the degree colleges and universities should be
after the completion of the present intermediate stage covering twelve
years of schooling. The universities and colleges should determine their
own requirements of admission on the basis of:
i. The Students performance in higher secondary education.
ii. His achievement and accumulative class record during the previous
stage of education.
iii. His aptitude for higher education to be determined scientifically by
standardized tests.
 Duration of the Courses: In order to improve the standard at university
level, bachelor degree courses should be extended from two to three years.
There should be two types of courses at degree level; the pass course and
the honor course. The course leading to degree of MA, M.Sc. should require
at least two years in one subject. The period recommended for Ph.D. is
minimum two years and maximum five years.
 Subject of Study: The Commission recommended that courses and curricula
should be revised and improved periodically, so as to make them updated
and to provide for growing needs of the country, particularly in the specific
areas of science and technology. New 62 subjects like sociology, home
economics, public and business administration, journalism etc should be
introduced in universities.
 Examinations: The Commission was of the view that the system, of
examinations had been criticized for dominating higher education, thus it
should be reorganized and the award of degree should be based on the
performance of students in final examination conducted by university, (75
percent marks) and record in the periodical tests as well as class work (25
percent mark). Students should obtain pass marks in both assessments.
Pass marks should be fixed/40.0 percent in each paper and 50.0 in
aggregate. For Second Division marks should be 60.0 percent and for First
Division 70.0 percent of the total marks.
 Research in the Universities: Research was thought one of the essential
features of the university education. Not only it was of national importance
in the developing economy but it also had a further value as a means of
keeping a teacher active, creative and updated and of enabling him to
stimulate and inspire his students. The Commission, therefore,
recommended building up strong departments in which both teaching and
research would have prominence. The Commission further recommended
that each university should setup a “Committee of Advanced Studies” to
supervise and coordinate the research work in the universities.
Fundamental research should be given priority.
 Other Recommendations: Other recommendations in the field of higher
education, forwarded by the Commission were related to the functions of
teachers in a university, the selection and promotion of teachers, co-
ordination of higher education, student’s welfare and discipline. A
programme of guidance and counseling was also recommended by the
Commission to be organized in the universities.
NATIONAL EDUCATION POLICY 1972–80

The President of Pakistan Zulfiqar Ali Bhutto, in his address to the nation on 15th
March 1972, presented the salient features of Education Policy 1972-80. He
observed that the education system imposed in the pan was much rigid inflexible
and was availed only by the privileged few who .constitute the elite group in the
country. The expenditure on education was mostly incurred on “bricks and
mortars” as compared to that on teachers and books. Therefore, the government
expressed its commitment to set up a system of education that caters the needs
of the masses and along with being modern will carry the spirit of religion and
culture.

Objectives of the Policy:

The principal objectives of the policy were:

 Ensuring the preservation, promotion and practice of the ideology of

Pakistan.
 Building, up-national cohesion through conscious use of educational
process.
 Mobilizing the youth for leadership role through participation in various
social service programmes.
 Addressing illiteracy in the shortest possible time.
 Equalizing access to education through provision of special facilities for
women, under-privileged groups and special children.
 Designing curricula relevant to the nations emerging social and economic
needs.
  Providing a comprehensive programme of studies for integrating general
and technical education.
 Providing academic freedom and due autonomy to educational institutions.
 Ensuring active participation of teachers, students and representatives of
parents and the community in educational affairs.

Free and Universal Education

The policy forwarded the following statements on free and universal education.

 Education will be free and universal upto class X. This would be achieved in
two phases.
i. In the first phase from 1st October 1972, education upto class VIII would be
made free for boys and girls in all types of schools.
ii. In phase second, starting from 1st October 1979, free education would be
provided to class IX and X in all schools.

Elementary Education (Class VI-VIII)

 According to the policy, it was anticipated that primary education would

become universal for boys by 1979 and for girls by 1984.
 To accommodate the increased enrolment 38000 additional rooms for
primary classes and 23000 rooms for middle classes would be constructed.
 In providing school facilities, priority would be “given to rural and backward
areas.
 The universalization of elementary education would require 2.25 lakh
additional teachers.
  Text books and writing materials would be provided free to primary school
children.
 Curricula, syllabus and text-books would be revised to eliminate
overloading and to emphasize the learning of concept, skill and encourage
observation, experimentation, practical work and creativity.

Secondary and Intermediate Education:

 Enrolment: Secondary education, as stated earlier in the policy, would be

made free which would provide access to secondary education to children
from the less privileged families. By 1980, it was estimated that the
enrolment from the present 10 percent would be doubled both in
secondary and intermediate levels.
 Shift towards Science and Technology: According to the policy, the
expansion of science and technical education would result in the
progressive integration of general and technical education in schools and
colleges. At that time 60 to 70 percent of students, in secondary schools
and colleges were enrolled in arts subject. Therefore, the policy maintained
that by 1980, One third of enrolment would be in each of the three main
streams arts, science and technical/occupational subjects. This meant an
increase in enrolment in technical subjects from 5 percent at that time to
33 percent and for science subjects from 23 percent to 30 percent by 1980,
would be ensured.
 Integrated Science Courses: A stated in the policy, integrated science
courses including mathematics, biological and physical sciences would be
introduced at high and intermediate stages to give students more
 comprehensive and diversified preparation to get entry into higher
institutions of professionals and general education. To meet the immediate
need, specially developed short in-service science and technical teacher
training programmes, would be launched during summer vacation.

Higher Education:

Specific provisions on development, improvement arid innovation of higher

education made in the policy, are briefly stated:

 Universities: The policy envisaged that new universities at Multan, Saidu

Sharif and Sakkar, would be established. Jamia Bahawalpur would be
convened into full-fledged university, The Agriculture College of Tandu Jam,
N.B.D Engineering College Karachi and the Agriculture University at Lylpur
(now Faisalabad will have addition of new faculties. A constituent Medical
College would be added to the University of Baluchistan. A collaborative
programme would be developed between P1NSTECH (Pakistan Institute of
Nuclear Science and Technology) and universities.
 University Grants Commission: In order to co-ordinate the programmes of
universities and to develop their faculties without duplication and waste, a
University Grants Commission would be established.
 University Ordinance: The ill-famed University Ordinance, which had
caused much unrest among the students and teachers, would be replaced
by enlightened and progressive legislation that would democratize the
working of universities.
 Professional Councils: For maintaining standard of education in various
professional fields and to maintain 65 uniformity among them, professional
councils would be established for agriculture law and engineering.
 Centres of Excellence: To minimize the dependence on foreign training for
our experts and specialists Centres of Excellence would be established
which would be financed by the Central government.
 Area Study Centres: The policy maintained that Area Study Centres for
research and advanced studies of contemporary societies would be
established general universities.
 Pakistan Study Centre: As there was inadequate understanding of the
language and literature of one region-by the other region of Pakistan,
therefore, it was thought necessary that each general university should
establish a Department of Undergraduate Study of Languages, Literature
and Culture of various, regions of Pakistan. Moreover, for research pm-
poses and post graduate studies in the above areas, a National Institute of
Pakistan studies would be established at Islamabad University.
 Shift-towards Science and Technology: The policy envisaged that a
progressive integration would be achieved of general, scientific and
technical education at degree level, Science education stream would be
added in degree colleges wherever it was not available and technical and
occupational stream would be introduced at degree level and in the major
occupational fields.
 National Professorship: A programme of National Professorship would be
instituted-so that highly qualified scholars and scientists might continue as
teachers and research workers.
  National Research Fellowship: As no programme in the country existed to
assist and encourage scientists arid scholars of outstanding merit to
continue their studies and research work therefore, a National Research
Fellowship would be initiated in universities and other appropriate
institutions.
 People’s Open University: According to the Policy, a People’s Open
University would be established to provide part-time education facilities
through correspondence courses, tutorials, seminars, workshops, labs, TV
and Radio Broadcasts and other main communication media.
 Book Bank/National Book Foundation: Book Banks would be established in
colleges and universities for students. Moreover a National Book
Foundation would be established to strengthen the national production of
books and reading materials to compete with similar foreign material
effectively.

NATIONAL EDUCATION POLICY 1978

An Education Conference in 1977 was held at Islamabad, which provided both

spirit and substance to the National Education Policy 1978, by Martial Law regime.
The factors which led to the formulation of policy are better reflected in the
statement of Mr. Mohammad Ali H. Hoti, Minister of Education on the Policy
while presenting its salient features in the cabinet meeting on 12th October,
1978. He said that the irregular efforts made by various governments in the past
were mainly confined to lip service and left much to be desired. The nation was
still without any clear direction resulting in confusion and unrest among people.
There was, therefore, need to clearly set the direction, define objectives and
develop practical plans through the process of education. Both population and
illiteracy were growing, at alarming rate. The participation rate at primary and
secondary levels was low and there were disparities and the curricula were not
relevant and the system of higher education was not geared to support
development.

Aims of the Policy:

The following aims were set for the policy:

 To foster in the hearts and minds of the people of Pakistan in general and
the students in Pakistan, in particular, deep and abiding loyalty to Islam and
Pakistan.
 To create awareness in every student that he as a member of, Pakistani
nation as well as a part of Muslim Ummah, is expected to contribute
towards the welfare of fellow Muslims.
 To produce citizens who are fully conversant With the Pakistan Movement
and its ideology, foundation, its history and culture.
 To develop and inculcate in accordance with Holy Quran and Sunna, the
character, conduct and motivation expected of a true Muslim.
 To provide and ensure equal educational opportunities to all citizens of
Pakistan and to safeguard the rights of minorities.
 To impart quality education and develop the creative and innovative
facilities of the people.
 To provide minimum acceptable level of functional literacy and
fundamental education to all citizens of the country,
  To create interest and love for learning and discipline among the youth.
 To promote and strengthen scientific, vocational and technological
education, training and research in the country.

Primary Education:

i. Development and Improvement: The policy, envisaged that primary

school enrolment would be increased that all boys of school age were
enrolled by 1982-83. Universal enrollment for boys would be attained by
1986-87. In case of girls, universalization would be achieved by 1992.
Necessary provision in the form of physical facilities, instructional
materials and pre-service and in-service education of teachers would be
made to achieve the target. A number of non-formal means would also,
be used to achieve universalization of primary education opening of
nearly five thousand mosques schools was a step in that direction.
ii. Other programmes for the development of primary education in the
policy were related to:
 60 percent literary rate by 1982-83.
 About 17000 new primary schools would be setup.
 Nearly 1300 new primary schools would be opened mainly in the rural
areas.
 About 5000 mosque schools would be established for boys.
 Equipment would be provided to strengthen 12000 existing schools.
 Text books would be supplied to all students at primary level.
 About 100 supplementary Readers would be provided to each new primary
school.
  All primary schools would be provided Teaching Kits.
 A nationwide School Mapping exercise would be earned out to evolve a
process of school location planning.
 Fund budgeted for primary education would not be used for other
purposes,
 Community resources and participation would be effectively mobilized.
 The policy initiated to recognize, institutionalize, and strengthen “Mohalla
Schools” to provide educational facilities to female children, youth, and
adults in the community.
 The policy for adults also provided to establish Village Workshop .Schools
under phased programmes to impart useful skills to drop out and other left
out children.

Secondary Education:

 The nature and status of secondary education as viewed in the policy: In

view of the policy secondary education played a very important role in the
system. It was both a terminal stage for majority of students and also a
significant determinant of quality of higher and professional education. The
policy maintained that the existing four tier system of education namely
primary, secondary, college and university, would be replaced by a three
tier system of elementary, secondary and university education in a phased
manner. Classes IX and X would be added to all intermediate 68 colleges
while classes XI and XII would be added to selected high schools. Physical
facilities such as science labs, teaching and individual aids, hostels would be
provided to the secondary schools, particularly in rural areas. A wide range
 of curriculum offering would be introduced at the secondary stage for
greater diversification according to the aptitude of the students.
 Other Programmes for Development and Improvement of Secondary
Education: a. Mathematics would be introduced as a compulsory subject. b.
The present scheme of agro-technical subjects would be received and
necessary changes would be made in the light of the past experiences so as
to make it more purposeful. c. One thousand middle schools would be
upgraded to high level and 200 new schools would be opened. d. New
science laboratories and libraries would be set up to the secondary schools
where these did not exist. e. 1150 residence for teachers, especially for
female teachers would be constructed. f. Second shift would be introduced
in schools wherever feasible, in order to increase the enrollment.

Science Education:

Science education has been separately and specially treated in the policy because
of its vital role in the national development. Science education, as viewed by
policy makers, provided a sound base for scientific research and technological
development. The policy maintained that a National Centre for Science Education
would be established to improve science teaching through research and
innovation and, to promote and popularize science and technology among masses
through’ science fairs, museums and films etc. The policy further provided that
the National Educational Equipment Centre would be further strengthened in
order to improve the quality and supply of equipment to school laboratories.

Technical and Vocational Education:

The policy observed that technical and vocational education in the past was not
job oriented and there had been no arrangement for identifying the needs of and
providing training to 80 percent rural population, to make them productive. In
order to improve technical and vocational education, it had been decided to
introduce production oriented curriculum related to market requirements in all
technical and vocational institutes. An Advisory Committee having representatives
of trade and industry would be constituted to keep training responsive to the
changing market requirements. Small production units would be established with
technical and vocational institutes under a phased programme. Evening
programme would be introduced in technical and vocational institutes for the 69
benefit of the community. Wherever needed separate vocational schools for
dropped out students would also be established. Moreover, a College of Technical
Education would be established to provide pre-service training to the teachers
and to improve in-service training programmes. The College would also undertake
activities such as establishing academic models for training staff development and
preparation of books needed for various levels of training.

Teacher Education: Teacher is the pivot of the entire system of education. The
policy maintained that candidates admitted to the teacher education institutions
would be required to possess strong commitment to the ideology of Pakistan. It
had further stated that in order to ensure continuous professional growth, all
teachers would be required to undergo at least one in-service training course
during every five years. All the primary teacher training institutions and normal
schools would be upgraded to colleges of elementary teachers. The Academy of
Higher Education of the University Grants Commission would provide pre-service
and at least one in-service training opportunity to all university and college
teachers every five years; The Academy of Educational Planning and Management
would be established to provide opportunities of training to a large number of
administrators and supervisors-working at different levels of educational system.
Other provisions laid down in the policy related to the constitution of Admission
Committees for the selection of suitable candidates according to the principles
laid down in the policy; strengthening of provincial Education Extension Centres
and In-service Training Centres; strengthening of in-service training facilities of
the Allama Iqbal Open University and revision of pre-service curricula at PTC, CT,
B.Ed., M.Ed., levels.

Higher Education:

 College Education: A College occupies an extremely important position in

the system of education. Therefore, the policy maintained that adequate
physical facilities, healthy academic atmosphere; hostel accommodation
and well-balanced academic and recreational activities would be provided,
to students, so that they could fulfill their critical role in the national
development.

Other provisions laid down in the policy:

 Degree colleges would have only class XIII-XVI i.e. degree programmes of
four years duration to be imported as higher education.
 Completion of improvised structures.
 Girls colleges, which had been upgraded to degree level in the past, would
be provided with adequate buildings.
 Minimum strength of degree colleges would be fixed. 70
  Teaching of science subjects would be consolidated.
 Book Bank scheme would be re-casted.
 Social and cultural life of colleges would be revived and strengthened.
 An organized “Guidance and Counseling” service would be introduced,
i. Adequate scientific equipment could be provided to colleges.
ii. University Education: Educational progress and academic uplift of a
university is determined by the quality of teaching in its institutions of
higher learning. There had been a rapid growth in university education in
the past. Therefore, there was an imperative need for its consolidation,
improvement and further development.

The followings are the main features of the steps taken by the policy in the said
direction.

 The admission procedure to higher education institutions and professional

colleges would be re-determined and institutionally improved.
 A Bureau of Placement would be established to facilitate employment of
students after completion of their studies
 The entire funding of the universities would be borne by the Federal
Government. However, universities would not be federalized.
 The University Grants Commission (UGC) would be strengthened to
coordinate and regulate higher education and research in the country.
 A National Institute of Educational Research would be established to
supervise and co-ordinate research on crucial national issues and problems.
  Agitational politics in universities and colleges would be discouraged in
order to create an atmosphere conducive for better education on the
campuses.
 A National Students Centre would be established to study and conduct
researches on student’s problems, issues and attitudes.
 National Education Council would be set up as an autonomous independent
body, composed of outstanding scholars for reviewing government policies
and programmes in the field of education and to serve as a brain trust or
think tank on education for consultation on various educational problems
and issues.

NATIONAL EDUCATION POLICY 1992

Introduction The edifice of the National Education Policy 1992, had been
structured on the basis of “guide-lines’’ provided by the Prime Minister’s Directive
on 10th February, 1991, on the basis of the input received from contract
educationists, administrators and members of the Standing Committees of the
National Assembly and the Senate. The Federal Minister of Education announced
the policy on 20th December, 1992.

The depressing situation which warranted its formulation was the then prevailing
system of education, which despite its several times expansion, had not been able
to meet the challenges of the modern age.

Keeping in view the weaknesses in the system as well as the aspiration the nation
to develop as a productive and progressive society, the entire system of education
needed to be re-examined, the priorities to be re-fixed, and the strategies to be
revised to make the system capable of meeting the demands of a progressive
economy and the social, cultural and political development of society.

The Thrust of Policy:

The main objections of the policy were:

 To restructure the continuing education system on modern lines in

accordance with the principles of Islam so as to create a healthy, forward
looking and democratic society.
 To improve the quality of education and promote research activities in the
universities, especially in the modern fields of science and technology.

Primary Education:

 Status of Primary Education: Primary education had been recognized in the

policy as fundamental right of every Pakistani child and it would be made
compulsory and free so as to achieve universal enrollment of children by
the end of the decade, the medium of instruction would be determined by
the provinces. Special efforts would be made for improving the quality, of
education. Development of primary education in private sector would be
encouraged but its commercialization would be discouraged through strict
control and supervision.
 Important provisions laid down in the policy for development of primary
education were:
i. About 26500 new primary school teachers would be trained.
ii. About 107000 new primary and mosque schools would be opened.
iii. One room each would be added in 20000 existing one room schools.
 iv. About 24750 shelters less primary schools would be provided with two
rooms each.
v. The pay structure and service conditions of .primary school teachers would
be 72 improved.
vi. Primary curricula from class I-III would be developed in integrated form.
vii. Quran Nazira would start from class 1 and would be completed in the
terminal years.
viii. The contributing factors of drop out would be studied and appropriate
special input would be designed to reduce wastage.
ix. In areas where female participation is low, special incentive oriented
programme, would be introduced to encourage the enrolment and
retention of female students in schools.
x. Primary Directorates would be created at Federal and Provincial levels.
xi. Teachers would be given training on the new concepts, introduced in
curricula.
xii. The Teaching kit would be upgraded.

Quality of Public Instruction:

Improvement of the quality of public instructions would receive high priority as

maintained in the policy, such as:

 Major changes would be introduced in curricula, textbooks, teaching

methods and evaluation techniques. The training of teachers would
emphasize the acquisition of practical skills. The role of the teacher would
be redefined. Teaching learning process would be strengthened through
 various types of inputs and the delivery of educational services would be
improved.
 Particularly on educational side, curricula would be revised to encourage
creativity and progressive thinking through project oriented education. The
linkage among curriculum development, text books writing teacher training
and examination would be reinforced. Moreover, science, curricula could
be revised and made competitive with the demand of new knowledge. A
strategy for introducing a wide range of vocational subjects relevant to the
job market and self employment would be formulated.
 Emphasizing the importance of teacher training for bringing about
.improvement in teaching learning process. The policies maintained that
the teacher training institutions would be equipped and strengthened and
their faculty would be provided opportunities to update their, knowledge
and skill. Teacher training curricula would also be updated. The need for
increasing the duration of teacher training would be assessed: Moreover
Mobile Training Units would be setup for on the job training of teachers.

Higher Education and Science:

 Policy statement As maintained in the policy a liberal, free, democratic and

competitive university culture rooted in Islamic values would be promoted.
Participation rate of higher education would be enhanced. The programme
of higher education would be improved through increased input in
graduate study programmes and research. Higher education, which was
supply-oriented, would be made demand-oriented. Universities would be
 encouraged to generate funds by various means; Participation of teachers
at international conferences would be facilitated.
 Other strategies for development and improvement of higher education as
laid down in the policy, are briefly stated:
i. More funds would be provided to universities for research.
ii. A separate high education services policy would be formulated,
iii. Liberal grants would be provided for books, journals to universities.
iv. Degree education would be diversified to increase employability of the
graduates.
v. Progressive privatization of public sector would be encouraged.
vi. A National Council of Academic Award would be established.
vii. Industrial Parks to improve industry-university relationship would be set up.
viii. Colleges of Distance Education would be established in the provinces.
ix. High technology disciplines in selected polytechnics and Engineering
Universities would be introduced.
x. Zero based budgeting for allocation of funds to universities, would be
introduced.

Administration and Management of Education:

 Policy Statement It has been pointed out in the policy that failures in the
past had been less related to resources scarcity than to the administration
and management inadequacies. The management of education required
special type of professional expertise but the educational managers were
not trained in that art. The policy maintained that managerial and
administrative skills of educational personnel would be improved through
 professional training in techniques and methods of educational
administration. The process of decision making would be effectively
coordinated and monitored. The Academy of Educational Planning and
Management, would be further strengthened to enable it expand it to
training programmes to the provinces.
 Other strategies laid-down in the policy for development and
improvement:
i. School Management Committee would be constituted at village and
institutional level.
ii. Not more than 15 primary schools would be allocated to each supervisor.
iii. The number of Directorates of Technical Education would be increased.
iv. Directorates of Colleges would be established at the divisional level in each
province.
v. The existing code of education would be revised.
vi. A code of ethics for teachers and administrators would be developed and
followed strictly.
vii. Financial rules would be revised and effective and simple procedures would
be devised for expenditure under different heads of account.
viii. The District Education Officer would be delegated appropriate financial,
administrative and personnel management powers.
ix. The provincial government would establish Academies of Educational
Planning and Management.

THE NATIONAL EDUCATION POLICY 1998-2010

The Prime Minister of Pakistan asked the Ministry of Education to formulate a
“National Education Policy” that would smoothly lead the nation into the next
century. The Ministry after a comprehensive process of consultation with
scholar’s administrators, leaders of public opinion and representatives of NGO’s
to design an initial draft presented the policy to the cabinet on 21st January,
1998. The cabinet appointed a subcommittee of Ministers of various
departments. Finally, the Prime Minister, in a National Convention on Education,
announced the salient features of the policy on 21st February 1998.

Objectives of the Policy:

The following are the Specific Objectives of the Policy:

i. Attaining acceptable level of literacy by universalization of basic education.

ii. Providing quality education.
iii. Encouraging private investment in education.
iv. Making education purposeful and job oriented.
v. Ensuring the quality of higher education.
vi. Reforming the examination system.
vii. Evolving an effective decentralized management.
viii. Creating relationship between supply and demand of teachers.
ix. Raising the quality of teacher education.
x. Achieving universal primary education by using formal and non-formal
approaches.
xi. Making curriculum development a continuous process.
xii. Developing technical and vocational education the country.

Elementary Education:
Elementary education is the fundamental right of the people. It is bedrock and a
foundation of the entire educational pyramid as compared to other sectors.
Therefore, the government had attached greater importance in the policy to the
problems of eradicating illiteracy and promoting primary education all over
Pakistan.

 Issues and Constraints in Elementary Education Some major issues and

challenges in elementary education which had been, pointed out in the
policy were as:
i. More than 5.5 million primary schools age (5.9 years) children were left
out.
ii. About 45 percent children were dropping out of schools at primary level.
iii. Teachers absenteeism was a common practice in primary schools.
iv. Learning materials were inadequate.
v. Above one fourth of primary school teachers were untrained.
 Programme Forwarded in Policy for Improvement and Development of
Elementary Education.
i. Quality of elementary education would be improved.
ii. Character building on Islamic lines would be assigned top priority.
iii. Teacher’s competence would be improved through ensuring relevant
training programmers.
iv. All types of disparities and imbalances would be eliminated.
v. Out of school children would be given high priority.
vi. Financial resources base of elementary education would be diversified.
vii. Non-formal system would be adopted as a complement to formal system.
viii. Management and supervision would be improved through decentralization
and accountability.

Secondary Education:

 The State of Secondary Education: Secondary education (IX-XII) is an

important sub-sector of the entire educational system. It provides the
middle level work force for the economy as well as acts as a feeder for
higher level education. The policy makers had pointed out-some
weaknesses in secondary education, such as:
i. Secondary education had not attracted attention in terms of efforts and
investment in the past.
ii. There had been unplanned expansion in secondary education and irrational
distribution of schools.
iii. The provision of science and mathematics teachers had not been
considered seriously.
iv. The introduction of technical and vocational education at secondary level
remained a controversial issue.
v. Physical facilities and text books were inadequate.
 Programmes laid down in policy for improvement of secondary education:
i. Setting up one Model Secondary School initially at each district level,
ii. Introduction of a definite vocation or career at secondary level.
iii. Revision of curricula for secondary and higher secondary level would be
initiated.
iv. Multiple text books would be introduced at secondary school level.
 v. A comprehensive in-service and pre-service teacher training programme
would be launched in the area of assessment and evaluation for the
improvement of public examinations.
vi. Project method of teaching would be initiated at secondary level.
vii. Education Service Commission would be established for recruitment of
teachers.
viii. Salary structures of teachers would be based on qualification.
ix. Education Card would be provided to needy students.

Higher Education:

Higher education today is recognized as a capital investment and is of paramount

importance for economic and social development of the country. Only higher
education can produce individuals with advanced knowledge and skills required
for positions of responsibility in government, business, and other professions. In
the light of these requirements, the policy had forwarded the following
“guidelines” for the improvement 76 and development of higher education in
future.

 Guide Lines:
i. Preservation of Islamic values and cultural identity of the nation.
ii. Producing highly qualified manpower for meeting the needs of the country.
iii. Ensuring the access to quality higher education on merit,
iv. Contribution to the advancement of knowledge and prosperity of the
nation.
 Objectives of Higher Education The following objectives were set in the
policy for higher education:
 i. To inculcate Islamic Ideology and moral values and preservation of our
religion and cultural heritage.
ii. To equip the individuals with the latest knowledge and technology.
iii. To provide sufficient base of scientific knowledge to every student and to
enable him/her to contribute towards nation building efforts.
iv. To provide intellectual facilities and develop capabilities of individuals to,
enable them to play effective role in society.
v. To produce highly educated and technically skilled manpower as required
for the country.
vi. To facilitate access to higher education, to advance learning and to
generate knowledge.
 Policy Provisions/Programmes The following policy provisions/programmes
had been laid down in the policy for the improvement and development of
higher education in future:
i. Access to higher education would be expanded to at least 5 percent of the
age group.
ii. Merit would be the only criteria for entry into higher education.
iii. New disciplines emerging sciences would be introduced in the public sector
universities.
iv. Through provision of adequate-students support service, better teachers
and good management, the wastage rate would be reduced.
v. Selected disciplines at major universities would he transformed into
“Centers of Advanced Studies and Research”.
vi. Allocation of resources to professional education would be enhanced.
vii. Institutions of professional education would be encouraged to generate
internal resources.
viii. Reputed degree colleges would be given autonomy and degree awarding
status.
ix. The libraries and laboratories, of universities and colleges would, be
strengthened to meet the international standard.
x. Curricula at university level would be revised for all stages.
xi. M. Phil arid Ph. D programmes would be launched on a large scale in the
Centres of Excellence and other universities departments.
xii. Linkage programmes with foreign universities would be developed to
promote international cooperation and academic mobility.
xiii. A system of assessment of teacher’s performance would be introduced for
the improvement of teaching learning process.
xiv. A Teachers Service Training Academy would be established for improving
in-service training.
xv. The government would initiate a programme to utilize the services, of the
Pakistanis serving in developed countries in various institutions.
xvi. Extensive guidance and counseling services would be provided to students
in higher institutions.

National Education Policy 2009:

The National Education Policy (NEP) 2009 is the latest in a series of education
policies dating back to the very inception of the country in 1947. The review
process for the National Education Policy 1998-2010 was initiated in 2005 and the
first public document, the White Paper, was finalized in March 2007. The White
Paper, as designed, became the basis for development of the Policy document.
Though four years have elapsed between beginning and finalization of the
exercise, the lag is due to a number of factors including the process of
consultations adopted and significant political changes that took place in the
country.

Two main reasons prompted the Ministry of Education (MOE) to launch the
review in 2005 well before the time horizon of the existing Policy (1998 - 2010)
firstly, the Policy did not produce the desired educational results and
performance remained deficient in several key aspects including access, quality
and equity of educational opportunities and, secondly, Pakistan’s new
international commitments to Millennium Development Goals (MDGs) and Dakar
Framework of Action for Education for All (EFA). Also the challenges triggered by
globalization and nation’s quest for becoming a knowledge society in the wake of
compelling domestic pressures like devolution and demographic transformations
have necessitated a renewed commitment to proliferate quality education for all.

Specific Objectives of the Policy:

The policy stated a clear vision as: “Our education system must provide quality
education to our children and youth to enable them to realize their individual
potential and contribute to development of society and nation, creating a sense
of Pakistani nationhood, the concepts of tolerance, social justice, democracy,
their regional and local culture and history based on the basic ideology
enunciated in the Constitution of the Islamic Republic of Pakistan.”

The major objectives of the policy arc as under:

To revitalize the existing education system with a view to cater to social, political
and spiritual needs of individuals and society.

 To play a fundamental role in the preservation of the ideals, which led to

the creation of Pakistan and strengthen the concept of the basic ideology
within the Islamic ethos enshrined in the 1973 Constitution of Islamic
Republic of Pakistan?
 To create a sense of unity and nationhood and promote the desire to create
a welfare State for the people of Pakistan.
 To promote national cohesion by respecting all faiths and religions and
recognize cultural and ethnic diversity.
 To promote social and cultural harmony through the conscious use of the
educational process.
 To provide and ensure equal educational opportunities to all citizens of
Pakistan and to provide minorities with adequate facilities for their cultural
and religious development, enabling them to participate effectively in the
overall national effort.
 To develop a self reliant individual, capable of analytical and original
thinking, a responsible member of society and a global citizen.
 To aim at nurturing the total personality of the individual: dynamic, creative
and capable of facing the truth as it emerges from the objective study of
reality.
 To raise individuals committed to democratic and moral values, aware of
fundamental human rights, open to new ideas, having a sense of personal
responsibility and participation in the productive activities in society for the
common good.
 To revive confidence in public sector education system by raising the
quality of education provided in government owned institutions through
setting standards for educational inputs, processes and outputs and
institutionalizing the process of monitoring and evaluation from the lowest
to the highest levels.
 To improve service delivery through political commitment and
strengthening education governance and management.
 To develop a whole of sector view through development of a policy and
planning process that captures the linkages across various sub sectors of
the education system.
 To enable Pakistan to fulfill its commitments to achieve Dakar Framework
of Action, Education For All goals and Millennium Development Goals
relating to education.
 To widen access to education for all and to improve the quality of
education, particularly in its dimension of being relevant to the needs of
the economy.
 To equalize access to education through provision of basic facilities for girls
and boys alike, under-privileged/marginalized groups and special children
and adults.
 To eradicate illiteracy within the shortest possible time through
universalizing of quality elementary education coupled with
institutionalized adult literacy programmes.
 To enable an individual to earn his/her livelihood honestly through skills
that contribute to the national economy and enables him/her to make
informed choices in life.
  To lay emphasis on diversification from general to tertiary education so as
to transform the education system from supply-oriented to demand-
driven and preparing the students for the world of work.
 To encourage research in higher education institutions that will contribute
to accelerated economic growth of the country. To organize a national
process for educational development that will reduce disparities across
provinces areas and support coordination and sharing of experiences.

Elementary Education:

Primary education is a weak link in education in Pakistan. The Policy focuses

attention on two large and critical problems facing the sector: (i) low participation
and narrow base of the sector; and (ii) poor quality of provision. Despite some
progress in recent years, access rates remain low as 66% for primary are the
lowest compared to the selected reference countries. Even though 2005 rates
have improved in 2006-07, Pakistan still faces the risk of defaulting on EFA 2015
targets. The narrow base is further attenuated through high dropout rates. The
survival rate to Grade 5 is 72%. Of those who succeed in completing Grade V.
there is a further loss to the system through those not making the transition to
the secondary level. Pakistan cannot afford to live with the narrow base in the
perspective of long term economic and social development of the nation.

Policy Actions:

i. All children boys and girls shall be brought inside school by the year 2015.
ii. Official age for primary education shall be 6 to 10 years. The official age
group for next levels of education shall also change correspondingly.
 iii. Government shall make efforts to provide the necessary financial resources
to achieve the EFA goals.
iv. Wherever feasible, primary schools shall be upgraded to middle level.
v. International Development Partners shall be invited through a well
developed plan for expanding school facilities.
vi. High priority shall be paid to reducing the dropout rates. An important
element of this effort should be to provide financial and food support to
children who drop out because of poverty.
vii. Food based incentives shall be introduced to increase enrolment and
improve retention and completion rates, especially for girls.
viii. Schools shall be made more attractive for retaining the children by
providing an attractive learning environment, basic missing facilities and
other measures.
ix. Government shall establish at least two “Apna Ghar” residential schools in
each province to provide free high quality education facilities to poor
students.
x. Every child, on admission in Grade I, shall be allotted a unique ID that will
continue to remain with the child throughout his or her academic career.

Secondary and Higher Secondary Education:

The secondary and higher secondary school system prepares young people for
life. It has two important roles in this respect providing skills to the labor market,
as many students leave formal schooling at this time; and providing input to the
tertiary system. The system does not provide an adequate base for both these
functions. Quite apart from the quality of instruction at this level, a central
question that Pakistan’s education policy makers confront is the level of skill
development and preparation that can be achieved by twelve years of school
education as a terminal qualification.

The present system has shortcomings in two main respects: it has a narrow base
that leaves a large number of young people outside the system and the quality of
skills it produces does not appropriately match the needs of the labor market.
Some of the policy actions needed to address these concerns have already been
outlined in section above, dealing with elementary education. The additional
reform initiatives described below are specifically meant for secondary and higher
secondary education. Access and participation rates at this level of schooling in
Pakistan are low in comparison to reference countries. Pakistan’s national
average ratio of secondary to primary school is 1:6 but, in certain parts of the
country, it reaches the high figure of 1:13. There is a clear need for expanding the
provision. At the same time, efforts have to be made to cut the high dropout rates
and induce more out of school youths back to the school system, particularly girls,
whose participation is still very low.

Policy Actions:

i. Provision shall be expanded, particularly in the rural areas and of schools

dedicated for girls. Priority shall be given to those locations where the ratio
of secondary schools is low.
ii. Student support shall be increased to prevent students from dropping out
of school for financial reasons.
iii. Schools shall introduce more student-centered pedagogies.
 iv. Counseling facilities shall be made available to students from the
elementary level onwards, in order to constructively utilize their energies,
to deal with any displays of aggression amongst young students and to
address any other psychological distress that a student may be in, by
suggesting a suitable remedy.
v. Life Skills Based Education (LSBE) shall be promoted.
vi. Counseling at higher secondary level must also address the career concerns
of young students and encourage them to take up studies as per their
aptitude other than the “accepted” fields of study, be it technical,
vocational or any other area of study.
vii. Schooling shall also be made more attractive by adding community service
programmes.
viii. Grades XI and XII shall not be part of the college level and shall be merged
with the school level, forming part of existing secondary schools where
needed and provision of necessary human and physical resources shall be
ensured. This exercise shall be undertaken after a detailed study of the
failures of similar previous efforts.
ix. A system for ranking of primary and secondary educational institutions
across the country shall be introduced with rankings based on result
outcomes, extra-curricular activities and facilities provided to the students.
This will encourage healthy competition amongst schools.
x. To create an order for excellence in the country, a “National Merit
Programme” shall be introduced to award bright students.

Higher Education:
Good quality, merit-oriented, equitable and efficient higher education is the most
crucial instrument for translating the dream of a knowledge-based economy into
reality. The tertiary sector contributes as well in the attainment of social goals of
developing civic responsibility, social cohesion and a more tolerant society. An
important function of higher education is research through which it contributes to
the innovation process, economic growth, sustainable development and social
cohesion.

The Higher Education Commission (HEC) was created to serve as the apex body
for all matters pertaining to policy, plans, programs, standards, funding and
oversight of higher education in the country and transform the higher education
sector to serve as an engine of growth for the socioeconomic development in the
country. The HEC is responsible to formulate policies, guiding principles and
priorities for higher education institutions for promotion of socio-economic
development of the country, funding of higher education institutions,
accreditation and quality assurance of academic programs and preparation of
plans for the development of higher education and express its opinion on all
matters relating thereto.

Policy Actions:

i. Steps shall be taken to raise enrolment in higher education sector from

existing 4.7% to 10% by 2015 and 15% by 2020.
ii. Investment in higher education shall be increased to 20% of the education
budget along with an enhancement of the total education budget to 7% of
GDP.
 iii. A two-fold strategy for R&D promotion at universities shall be pursued. In
the first case, basic research in the universities and research institutions
shall focus on building the capacity to conduct and absorb cutting edge
research. The second strand shall be a focus on knowledge mobilization
that is, transmission of research knowledge through various forms of
university industry partnerships and incubator programmes and science
parks to the business sector. This commercialization strategy aims at
assisting the innovation process of the economy.
iv. Competitive research grants for funding must be available to ensure that
the best ideas in areas of importance are recognized, and allowed to
develop.
v. Opportunities for collaboration with the world scholarly community should
be provided for both postgraduate students and faculty.
vi. Tenure Track system of appointment of faculty members will be
institutionalized.
vii. ICT must be effectively leveraged to deliver high quality teaching and
research support in higher education, both on campus and using distance
education, providing access to technical and scholarly information
resources, and facilitating scholarly communication between researchers
and teachers.
viii. Additional television channels should be dedicated to the delivery of high-
quality distance education programmes.
ix. Faculty development doctoral and post-doctoral scholarships shall be
awarded to meritorious students for pursuing their studies both in Pakistan
and abroad.
 x. For promoting quality in its teaching function, universities shall specialize in
particular areas, rather than each university attempting to cover the whole
range of programmes
xi. A continuous professional development (CPD) programme shall be
designed for College and university teachers. The CPD, among other things,
shall include the practice of subject-wise refresher courses for college
teachers; Provinces/Area education departments shall ensure training of
college teachers in pedagogical skills and educational administration.
xii. Universities shall develop quality assurance programmes, which include
peer evaluation including foreign expertise.
xiii. Ranking system of the universities shall be made more broad-based,
including parameters that directly reflect the quality of learning.
xiv. Need-based scholarship programs shall be developed and instituted to
enhance equitable access to higher education.
xv. Campuses of existing universities shall be established in second and third
tier cities to facilitate the spread of higher education.
xvi. Recognizing the importance of social sciences in developing better social
understanding, transmission of civic and cultural values and the potential to
reduce conflict, universities shall pay greater attention to this area in their
research function.
xvii. A broad-based education system must be developed to ensure that
graduates have not only mastered their respective areas of specialization
but arc also able to effectively interact with people having a wide variety of
backgrounds.
xviii. Universities shall introduce integrated four-year Bachelor degree
programmes.
xix. Existing standardization of libraries and library professionals shall be
reviewed keeping in view latest developments in the field of medical,
engineering, information technology and other fields of professional and
higher education to support academic work and research.
xx. The lecturers selected through the Public Service Commission’s shall be
required to get at least six months pre-service training diploma in teaching
methodologies, communication skills, research and assessment techniques,
so as to equip them with necessary teaching skills to undertake the job.
xxi. Universities shall develop standards for colleges affiliated with them and
these must then be categorized accordingly. Colleges falling below a certain
level must be warned and eventually disaffiliated.
xxii. Accreditation councils will be established to allow accreditation of
undergraduate programs in the respective disciplines for which these
councils are established.
xxiii. Science-based education at the bachelor’s level, including professional
degree programmes, shall contain subjects in social sciences to allow the
graduates to develop a more balanced world view.
xxiv. Research linked to local industry, commerce, agriculture etc. shall be
encouraged to support these areas through indigenous solutions and create
linkages between academia and the market.
xxv. In order to ensure adherence to minimum standards of quality by all
universities/ degree awarding institutions, the HEC shall develop a process
for periodic reassessment of various programmes offered by institutions
 with regard to renewal of their degree awarding status. This provision shall
be applicable to both public and private sector universities.
xxvi. Universities shall be encouraged to develop split-degree programmes in
collaboration with foreign universities of good repute.
xxvii. Universities of technology should be established to produce technologists
required by industry.
xxviii. National Centres in areas of economic importance should be identified and
strengthened to contribute and compete at an international level.
xxix. Institutions of higher learning should be encouraged and supported to
generate intellectual properly that is duly protected.
xxx. It is necessary to focus on implementation excellence, which will require
adoption of modern project management and reporting techniques as well
as computerized financial management systems.

Specific Recommendation:

i. Many specific recommendation regarding curriculum development, teacher

training, technical education, examination system and quality of education
were given. Some of them are as under:
ii. Literacy rate shall be increased up to 86% by 2015 through up-scaling of
ongoing programmes of adult literacy and non formal basic education in
the country.
iii. Government shall develop a national literacy curriculum and identify the
instructional material, teacher training modules and professional
development programmes to support the curriculum. The curriculum shall
be objectives driven, so as to facilitate assimilation of trainees into
 mainstream economic activity, by imparting skills training as per local needs
and market trends.
iv. A system shall be developed to mainstream the students of non-formal
programmes into the regular education system, and a system of
equivalence shall be developed to permit such mainstreaming. New
literates shall receive formal certification so as to facilitate their entry into
government schools.
v. Provinces and district governments shall allocate a minimum of 4% of
education budget for literacy and non-formal basic education (NFBE).
vi. National Education Foundation (NEF) programmes, currently in practice up
to grade 5 shall be expanded up to grade 10, wherever required.
vii. Special literacy skills programmes shall target older child laborers, boys and
girls (aged between 14 and 17 years). Special educational stipends shall be
introduced to rehabilitate child laborers.
viii. Arrangements shall be made to use school buildings (where available) for
adult literacy after school hours.
ix. In-service teachers training in mathematics shall be provided, with due
attention to developing conceptual understanding, procedural knowledge,
problem solving and practical reasoning skills.
x. In-service teacher training in science shall be based on real life situations,
use of science kits and provision of science kits to all primary and middle
schools.
xi. Teacher allocation plans, likewise, shall be based on school needs and
qualifications of teachers. Over the next two years, Governments shall
 develop a rationalized and need based school allocation of teachers, which
should be reviewed and modified annually.
xii. Provincial and Area Administrations shall develop effective accountability
mechanisms, including EMIS data on teacher deployment, to control
absenteeism and multiple jobholding,
xiii. Institutionalized and standardized in-service teacher training regime shall
be established in those provinces where it has not already been done.
xiv. In-service training shall cover a wide range of areas: pedagogy and
pedagogical content knowledge; subject content knowledge; testing and
assessment practices; multi-grade teaching, monitoring and evaluation; and
programmes to cater to emerging needs like trainings in languages and ICT.
xv. Training needs shall be assessed on the basis of research and training
programmes.
xvi. Governments shall take steps to improve social status and morale of
teachers. These include: up-scaling of teacher salaries as part of
establishing a separate teaching cadre and teaching career; teachers’
professional development, and a reward system based on performance
measures.

REFERENCE: https://lms.su.edu.pk/download?filename=1586982123-unit-
3.pdf&lesson=603