Course Education In Pakistan Problems Issues and trends course code

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Name Summia Bibi Father Name SHER MAST Khan
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SARHAD INSTITUE OF EDUCATION AND RESEARCH LAKKI MARWAT

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Q1 Define Education?Discuss major educational characteristics of

educational system during Muslim Rule in india?
Education, like philosophy is also closely related to human life. Therefore, being an
important life activity education is also greatly influenced by philosophy. Various fields of
philosophy like the political philosophy, social philosophy and economic philosophy have
great influence on the various aspects of education like educational procedures, processes,
policies, planning and its implementation, from both the theoretical and practical aspects.
Etymologically, the word education is derived from
educare (Latin) "bring up", which is related to
educere "bring out", "bring forth what is within", "bring out potential" and
educere, "to lead".
Education in the largest sense is any act or experience that has a formative effect on
the mind, character or physical ability of an individual. In its technical sense, education is
the process by which society deliberately transmits its
accumulated knowledge, skills and values from one generation to another.
Webster defines education As The Process Of Educating Or Teaching (now
that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill,
or character of..." Thus, from these definitions, we might assume that the purpose of
education is to develop the knowledge, skill, or character of students.

Educational Characteristic OF EDUCATIONIN IN THE

MUSLIM PERIOD
The process of conveying the curriculum to the students in the most effective manner needs
an effective policy and philosophy provides the base for this policy in order to know about
the real status of education in Muslim period, policy and philosophy of education is
discussed in detail.

Primary Education
In the elementary academies the regular and formal education of a child used to begin at
the age of four years, four months and four days and the teacher started it in the presence
of the relatives and peers of the child. He taught the child 'Bismillah'; the opening verse of
the chapter entitled al-Alq and the opening chapter of the Holy Quran.

Quran
At first stage, the students were taught how to read. Having made the child acquainted with
the letters of the alphabet alongwith their various forms and shapes, he was taught how to
write the letters. Then came the words and then sentences (It was Akbar the Great who was
the first to introduce the process of reading and writing simultaneously). In other words,
at first the letters of the alphabet were taught. So, having understood and recognized the
names and forms of the letters, the students were asked to read them with the help of

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calligraphy. Experience and practice helped the students read fluently without spelling out
the words. The subject of the Holy Quran was introduced after mastery over three “R”s.

Secondary Education
The following methods were used in the Secondary and Higher Secondary teaching
institutions, namely:
a) Oral method of teaching.
b) Education with the help of text books.
c) Education through debates and discussions.
d) Depth in study

a) Oral Method of Teaching

This old method of teaching was in force in almost all the elementary religious
academies. The teachers used to deliver a lecture regarding a topic or subject and the
students put down important points. During the lesson as well the student got
removed their difficulties with the help of relevant questions. The teachers too put
questions to evaluate the knowledge of the students.

b) Education with the Help of Text Books

According to this method the teacher himself readout to the students from a book
or asked a student to read it out to the class. Then he explained the difficult points.
The students too put questions to get removed the difficulties, etc.
c) Education through Debates and Discussions, etc.
The importance of depth in study cannot be ignored. So, according to this method
the students used to come to the academies duly prepared for the lessons. As a result,
the lessons used to be converted into debates, etc. Moreover, the con- temporary
scholars used to attend the lessons of the well-known teachers. In this way the
standard of discussions was of high level. In the higher academies, this method was
made the best use of and it remained in force quite successfully!
d) Depth in Study
This method is considered much successful for the serious students even today. The
students of the higher academies used to read books by themselves and pondered
over each and every word. They also compile answers to all probable objections and
criticism. While studying, the original text and its translation came first and the real
meanings and objectives always followed. In case a passage was difficult successive
readings were tried to understand it thoroughly and comprehensively.

Only the most difficult and complicated problems were put before the teachers for
solution. The teacher was regarded a reservoir of knowledge.

Monitorial System
Nearly all the religious academies had this system. Accordingly, the students of higher
grades used to teach the elementary grade students. They were responsible for discipline
as well. Any one of the students used to repeat around whatever the teacher readout. This
student was recognized as the repeater.
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Examination System
The Muslims educational system did not have the examination system like we have today.
The teachers themselves promoted the students to next grades after a test of their learning
and grasping capability. It was also customary to test the weekly progress in study. The
teacher also used to test their students during the lecture/lesson. A close link between the
teacher and the student too helped evaluate the knowledge of the student. At the
accomplishment of the last grade the students were awarded diplomas. Now, as regards the
formal tests, it was Muhammad Adil Shah of Bijapur who introduced the Annual
Examinations. They always commenced from the month of Zil Hijja. Aurangzeb Alamgir
also ordered for the monthly tests.

Although there was no regular system of formal examinations, even then an atmosphere of
competition was there for the recruitment to the royal seats and senior posts of bureaucracy.
For the post of poet laureate, many a poet rushed to the court from far-flung corners of the
country. Likewise, for other posts too it was obligatory to prove one's

Setup of Religious Academies

One salient feature of the Muslim educational system was its internal freedom. The rulers,
nobles and the rich setup academies and also looked to their financial obligations and
needs. However, the scholars and teachers enjoyed, independence regarding the
curriculum, methods-of teaching timetable and other related matters, etc.

The following kinds of religious academies existed during the Muslim rule in the Sub-
continent, namely:
a) Public Academies
b) Mosque Academies
c) Convent and Shrine Academies
d) The Alma mabers the Academies run by Scholars or societies.

Now, let us discuss each type:

a) Public Academy
In big cities, many academies and higher education institutions were run by the
government itself. However, some nobles and landlords also shared the expenditure
for their maintenance. The teachers appointed in such academies were usually the
well-known scholars. The students were also awarded scholarships/ stipends.

As regards the academies setup by the rulers, the Feroz Shah University setup by
Feroz Shah Tughlaq held an outstanding position because of its magnificence and
splendor. It was a residential institution. The teachers and the students both got
reasonable aid. The Humayun Academy was also a well-known institution. The tomb
of Humayun was also used as an academy. During the reign of Akbar the Great, the
principal mosque at Fatehpur Sekri was also a great academy. It shows Akbar's
interest in the spread of knowledge.

Shah Jehan setup an academy named Madnssa Dar-ul-Baqa in Delhi. The king

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this tradition still prevails in mosques. In the Sub-continent the elementary schools
were established in mosques only. In these schools the students were taught the Holy
Quran, elementary knowledge of Arabic and Persian, Mathematics and Calligraphy.
These schools were run on self-help basis. At the same time, the tradition of public
support of the mosques also existed. These schools enjoyed an indirect patronage of
the government.

b) Convent and Shrine Academies

The mystics and saintly guides played an important role in spreading the teachings
of Islam. People used to gather around them to benefit from their knowledge. The
devotees and generous people managed their lodging and boarding. The Centres
setup in convents and shrines for the purpose of purification of mind gradually
developed into regular teaching institutions and Universities and played an effective
role in promoting education.

c) The Almamaters Adjoining the Academies run by Scholars

To the Muslims, education and teaching processes holds the position of religious
obligation and worship. To perform this duty, scholars devoted themselves
exclusively for teaching. They voluntarily started their teaching job in mosques and
people rushed to them from far and wide to acquire knowledge. Some scholars used
to start their religious lectures even at their residences and educated the people
without any worldly or monitory gains. The well off scholars even managed the
lodging and boarding of their students. However, in this nobel deed other Muslims
also co-operated with them generously and without any personal interest.

2.1 Educational Societies

The societies and associations, like the schools and libraries, proved of great help in
educational progress. Such societies were generally formed by the members of the royalty
who maintained at their court a galaxy of poets and scholars. These scholars held
assemblages which were, at times, joined by the king himself. Following the custom of
the royalty the nobles too, had formed similar associations. It was in the time of Balban
that we for the first time come across associations, which were devoted entirely too
educational purposes. They were established by Prince Muhammad Shaheed and Prince
Bughra Khan, sons of Balban. The princes differed in their taste. So, the associations
formed by them too had different aims. The association formed by Prince Muhammad was
literary in character with Amir Khusro, the famous poet as its chairman. Its meetings were
attended by scholars and 'Ulama' from all corners of the Kingdom and discussion were held
on literary topics. Prince Bughra Khan was a lover of fine arts. The association under his
patronage had the aim of development and practice of fine arts. The nobles followed the
example set by the princes and established a number of such associations. These institutions
were of high standard

It was mainly due to the fact that during the reign of Bal- ban, which is regarded as the best
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period of Afghan rule, a large number of celebrated and selected scholars of Asia had
assembled at Delhi Court. The literary gatherings patronized by the princes provided the
people with opportunities to benefit from the scholarly discourses.

Akbar also devoted much attention to literary, scholastic and religious activities. A
debating hall was set apart for discussions with the “Ibadat Khana”, (place of worship)
Akbar used to listen to the discussions of the divines of different sects and religions. The
emperor was very fond of making experiments; there he once experimented on discovering
the natural language; there he also attempted to bring all the people of the Sub-Continent
into the fold of a new religion 'Deen-e-Ilahi', so as to unite them into one nation. These
experiments could be wrong, but the scholastic activities of the association proved very
useful to literature and science by producing, original works as well as translations of great
value. Many of the scholars who participated in the discussions held in the "Ibadat Khana"
combined their efforts in translating into Persian, Arabic and Hindi books such as,
"Moajamul Buldan", and "Tarikh-i-Kashmir". This method of collaboration was not
confined to translations alone. Even original books on history were produced through joint
efforts. But the best outcome of the method of collaboration in thePak-Indo Sub-continent
was the compilation of "Fatawa-i-Alamgiri" in the region of Alamgir who appointed a
committee headed by Mulla Nizam.

2.2 Buildings and Finances

In the Sub-continent, the Muslims started their teaching jobs in mosques. In the beginning
there was no arrangement of buildings for academies. Gradually, the inclination towards
adjoining buildings for academies developed. Shah Jehan setup a separate, grand academy
in Delhi. Its building was adjoining to the Jamia Masjid, Delhi. Moreover, in Lahore, Agra,
Gujrat and Ahmadabad, the academy buildings were constructed quite adjoining to the
mosques.

It was also common to raise academy buildings adjoining to Muslims shrines. In Bihar, the
Shrine of Shah Kabir (Sasram) and the academies adjoining to the Shrine Phulwari are
worth noting. The buildings of the public academies were very grand and splendid wherein
facilities for learning and teaching and the arrangements for lodging and boarding for both
the teachers and the students existed.

In public institutions, teachers and students were awarded scholarships and monetary help
by the government. Some academies had permanent endowments too, which met their
financial needs. Aurangzeb Alamgir ordered for gradational scholarships for the students
of special classes. King Jehangir enacted laws for the development and spread of
education and provided a strong and concrete footing to the finances of the academies.

General Discipline
The educational system was independent with regard to its internal management.
Therefore, no central concept was there for its discipline. Again, there were no prescribed
conditions regarding the admission procedure, etc. nor was there any age-limit for the
purpose. In the academies the medium of instruction was Arabic.Usually the admissions

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were completed during the month of Shawal. There was no fixed daily timetable.
However, in the Higher Education Academies, the teaching hours were from the
Morning Prayers till the time beyond the Night Prayers and they were not continuous in
character. In elementary academies the teaching hours were from morning to noon and
then after the Midday Prayer. There was no proper reciprocal connection among the
academies. Still there existed a considerable harmony among all the academies with
regard to their methods of teaching, curriculum and timetables. There was no limit of
studentship as well as teacher ship. The students were awarded diplomas and certificates
etc. according to their abilities and capabilities. For the students the epithets of ‘Fazil’,
‘Aalim’ and ‘Qabil’ were in forces which were awarded at the accomplishment of the
courses of logic & Philosophy, acquaintance with religious precepts and of literature
respectiv

Q2: Discuss main objectives of Education during British Rule In India ?

Gace Charles Grant was the founder of the British Education Policy in South Asia. He was an
employee of the East India Company and was known for his devotion to duty. In the beginning he
led a luxurious life, but afterwards he became a Christian Missionary, returned to England in 1790
A.D. and tried his best to persuade the British Parliament to support his suggestions on education.
He briefed the Parliament about the Indian Educational System and the moral status of the Indians
in a way as if the whole of South Asia had sunk deep in immorality, ignorance and vulgarity. To
care the ills, he suggested that the British Government must take over the educational setup of the
South Asians. He further suggested that in addition to the Western sciences, such as Science and
Technology, the South Asians must be compelled to study Bible while the medium of instruction
should be English. Again, the English Language and Literature must be included in the curriculum.
Hence, since 1813 A.D. these suggestions and recommendations of Charles Grant had constituted
the foundation of the British Education Policy in South Asia. That is why Charles Grant was
considered the founder of the modern education in South Asia.

Period Duration Brief Introduction

1. 1813 to 1835 A.D. From the Charter Act 1813 A.D. to the Lord Mcalley
Report.
2. 1835 to 1854 A.D. From the Mcalley report to the Wood Dispatch of
1854 A.D.
3. 1854 to 1882 A.D. From the Wood Dispatch of 1854 A.D. to the Indian
Education Commission of 1882 A.D.
4. 1882 to 1904 A.D. From the Indian Education Commission of 1882
A.D. to the Resolution of 1904 A.D.
5. 1904 to 1919 A.D. From the Resolution of 1904 A.D. to the Calcutta

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University Commission of 1919 A.D.

6. 1919 to 1929 A.D. From the Calcutta University Commission of 1919
A.D. to the Indian Statutory Commission of 1929 A.D.
7. 1929 to 1947 A.D. From the Indian Statutory Commission of 1929 A.D.
to the Establishment of Pakistan in 1947 A.D.

3.1 First Period of Modern Education

In 1813 A.D. the British Parliament revised the Charter and added clause 43 to it through
a resolution authorizing the East India Company to spend Rupees one lac (Rs. 1,00,000)
annually on the promotion of English Language and literature in Inca. The company was
also allowed to setup schools and to arrange, lectures for the purpose. In the clause the
following two points with respect to education were very eminent, namely:
a) Revival and development of literature and encouragement of the educated people in
south Asia.
b) Introduction of Scientific knowledge in British Colonies.

Now, as regards the first point, it dealt exclusively with oriental learning and ancient
sciences, while the second aimed, learning of the modern western sciences. But the later
educational policy of Britain was a practical show of the policy suggested by Charles Grant.
Its main aim was to spread English Language and literature and promote western
knowledge and culture. In this respect, the Charter Act of 1813 A.D. is considered the
foundation stone of the new educational setup in India.

As regards the money earmarked in the Charter 1813 A.D., it was too little. Further, it was
not spent properly for ten years, for during that period the Company remained at war with
the local rulers. In 1823 A.D. the Mass Education Committee was setup, but it too remained
inactive nearly for ten years.

During the first period ranging from 1813 to 1835 A.D., some Englishmen were sincere
enough to spread knowledge in South Asia with regard to Company Charter but the
Company" never bothered to encourage them. Instead, the Company ordered the Governor
of Madras to follow the policy of the Governor of Bengal who believed that education
should be confined only to the upper class South Asians, so that their services might be
used by the Company. In other words, the Company's sole aim was to prepare the people
only to serve the East India Company.

Here is a summary of the important educational events that took place between 1813 to
1835 A.D.

The missionary institutions too remained active during this period.

a) In 1815 A.D. the Bombay Education Society was setup by the Govt.
b) In 1816 A.D. the Calcutta Widyalia Education Institute was setup.
c) In 1819 A.D. it was raised to the level of a college. Here, the Indians were imparted
higher education. The medium was English. It was the first Government College in
South Asia.

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d) In 1833 A.D. the Charter Act was amended and the grant for education was enhanced
to ten lac rupees (Rs. 10,00,000) annually.

3.2 Second Period

In the British India, the second period of modern education ranges from 1835 to 1854
A.D. When Lord Macaulay's memorandum was passed by the Parliament. Lord Macaulay
set foot on the South Asians Soil on June 10, 1834 A.D. He was a legal member of the
Governor General's Executive Council. He was also the chairman of the Mass Education
Committee. In 1834 A.D. and issue, whether the medium of instruction should be English
or oriental languages, was put before the Council. As a result of vettingin the Council, a tie
was noticed and Lord Macaulay reserved his ruling for the time being. But when the issue
was brought before the Governor General's Council, he insisted that unless and until the
ancient system of knowledge and literature in South Asia was destroyed, the social and
economic progress cannot be ensured. Hence the teaching of

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European Sciences and English Language must be enforced in South Asia. Again, he
advocated that English must be the medium of instruction for all me other sciences. He
threatened that if his suggestions were not approved, he would resign from the membership
of the Governor General's Executive Council as a protest. The Governor General Lord
Buntings, who also held the same views as Macaulay did. approved his suggestions and on
March 7, 1835 A.D. he succeeded in getting the suggestions of Lord Macaulay passed by
the Executive Council in the form of a separate resolution and enforced them in south Asia
with the help of an official announcement. Hence the Macaulay memorandum served as
the fountainhead of the British educational system in South Asia for all times during their
rule and as a result the ancient educational setup in India was deprived of its very national
basis forever.

With new education policy, the Mass Education Committee started to open schools in rapid
succession. In 1835 A.D. the schools run by the Committee numbered 48. After, that at
every district headquarters a school was opened. By 1840 A.D., 40 schools of this type
were functioning. These schools became so popular that in spite of the offer of scholarships;
only few students sought admission to the Arabic and Sanskrit Schools, whilethe English
Schools were overcrowded despite the tuition fee to be charged by them.

In 1841 A.D., the Mass Education Committee was dissolved and the Council for Education
replaces it in 1842 A.D. In 1844 A.D. Lord Harding made it clear that the graduates of the
English Schools-would be preferred for government services. In this way, the very aim of
education became the attainment of a job. As the posts were limited, the unemployment
problem was acute. On the other side, the indigenous industry and agriculture sector
became bereft of the labour. The government schools were not sufficient in number to cope
with needs of the population. Resultantly, the private sector stepped in and opened new
schools. The missionary management took the lead in this sector. In Bengal alone the
missionary schools numbered 22 by 1853 A.D. follow are the educational developments
that took place in India from 1835 to 1853 A.D.
a) In 1836 A.D. the Hugli College, Calcutta and Medical College, Calcutta were
established on new lines.
b) In 1844 A.D. engineering classes were started in Hindu College, Calcutta.
c) In 1847A.D. the Engineering College, Rurki was setup.

Third Period
The third period of the new education in South Asia covers the period from 1854 to 1882
A.D. It started with the Woods Dispatch. In 1853 A.D. the East India Company's Charter
was expected to be revised. Before, 1853 A.D., a special committee from the House of
Commons examined in detail the Public Education Policy in South Asia. In 1854 A.D. this
review was sent to the Board of Directors of the Company in the Board of Control In view
of its role in the educational changes henceforth in South Asia, this letter is known as "The

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In the Wood's Dispatch (letter) mentioned above, a clear-cut opposition to the teaching of
Arabic and Sanskrit was there. The very spirit here too is the, theory of Macaulay wherein
he advocated the supremacy of Western Language and Literature in South Asia. Like
Macaulay, this Dispatch (letter) too declares oriental languages and literature a mixture of
mistakes and blunders. As regards the regional languages, the dispatch is somewhat
diplomatic. These languages are advocated to be recommended as a mediumof instruction
like English. At the same time, they were considered to be rich enough for translation and
reference purposes. This looks to be a pure Macaullian way. The important
recommendations of the Dispatch (letter) are summarized as:

Recommendations of Macaulay
1. An Educational Directorate must be setup in even district and it must be headed by
Director of Public instructions assisted by Inspectors.
2. At the Capitals (headquarters) of Calcutta, Bombay & Madras, Universities must
be established.
3. Henceforth, the general public must be kept in mind in place of the higher class in
the field of education.
4. Private schools must be awarded grants.
5. Teachers training schools must be setup in South Asia on the lines of those in
England. The trainee teachers must be awarded stipends etc.
6. The person of legal, engineering and medical sectors must also be trained.
7. Female education must also be given due importance.

Consequently, the aim of education was restricted to the seeking of jobs only and nothing
else. Therefore, it lost all its cultural and moral utility. Moreover, the enforcement of the
Dispatch Recommendations almost eliminated all the native sciences. That is why this
Dispatch is called the "Dispatch of Slavery in India". As a result; the private sector was
also brought under the control of the Govt. with the help of grants etc. At the same time,
these grants favoured the missionary educational institutions exclusively.

During this third period, the following important developments took place in the field of
education from 1854 to 1882 A.D., namely:
1. In 1856 A.D., an Engineering College was opened in Calcutta.
2. In 1857 A.D., Universities were established at Calcutta, Bombay and Madras.
Moreover, for the inspection of village schools, circle-wise Inspectors of schools
were appointed.
3. In 1864 A.D., Govt. College, Lahore was opened.
4. In 1868 A.D. educational tax was imposed on the land revenue @ one percent.
5. In 1869 A.D., a University College was established in Lahore.
6. In 1882 A.D., the University of the Punjab was established at Lahore.

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Fourth Period
The fourth period of new education in South Asia is spread from 1882 to 1904 A.D. In
1882 A.D., the Indian Education Commission was constituted under the chairmanship of
Sir William Hunter; This Commission recommended that gradually the Government must
withdraw its indirect control over education. The Commission was of the view that the
private sector should be in the teaching of compulsory subjects after class 8. During this
period, the resolution of 1943 A.D. of the Indian Govt. became public. In this resolution,
for the first time the sway of tests over curriculum was bitterly opposed and it was stressed
that the tests must never become mere admission tests. Rather they must be such as to help,
search for ability and capability.

Fifth Period
The following developments took place during the fifth' period of new education in South
Asia, i.e. from 1904 to 1919 A.D., namely:
1. In 1905 A.D., the National Council of Education was constituted for a
comprehensive planning of the national education.
2. Until now, education was attached to Home Department. In 1909 A.D., it was
merged with the Department of Education, Health and Land(s) and the office of the
Director General of Education was abolished.
3. In 1911 A.D., a grant of Rs. 10,00,000 (Rupees ten lac) was allocated for the
development of education. That year on Dec. 11, in the coronation gathering, an
encore grant of Rs. 50,00,000 (Rupees fifty lac) was also announced.
4. In 1915 A.D., the Banaras University was established through an act of the
Parliament.
5. In 1916 A.D., a Female University at Patna was opened.
6. In 1917 A.D., the Rangoon University was established.

Sixth Period
In South Asia, the sixth period of new education ranged from 1919 to 1929 A.D. The
Calcutta University Commission was constituted in 1917 A.D. It submitted its
recommendations in, 1919 A.D. It recommended that the Intermediate Classes must be de-
affiliated from the Universities. This was adopted by all the provinces except the Punjab
where this recommendation could not be implemented.

Here are the important events during the sixth period of new education, namely:
1. In 1919 A.D., the Non-cooperation movement was started in India in order to protest
against the British Reforms in India, and national schools and Universities were
established in South Asia.
2. In 1920 A.D., the Lucknow University was setup.
3. A Central Advisory Board of Education was constituted in 1921 A.D., seeking
expert opinion in the matters concerning education.
4. In 1922 A.D., the Nagpur University and the Delhi University were established.
5. In 1923 A.D., in every Municipality the basic (primary) education (of children

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from 6 to 11 years) was declared compulsory and the Municipalities were allowed
to impose the education cess to meet the expenses.
6. In 1925 A.D., the Inter University Board was constituted.

The Seventh Period

seventh period of new education in South Asia started from 1929 A.D. and lasted upto 1947
i.e. till the creation of Pakistan. In 1929 A.D., the Aid-Committee of the IndianStatutory
Commission, for the first time, surveyed the whole structure of education in South Asia.
This Committee recommended the reconstruction of the primary education system on
sound footing. The Committee opposed the holding of separate examinations for
professional and general subjects. But, in view of the circumstances prevailing in South
Asia then, the Indian Statutory Commission was boycotted. Therefore, in 1938 A.D., and
then in 1939 A.D., the Zakir Hussain Committee was constituted to review the possibility
of a general free education programme upto class 8. This Committee submitted its
recommendations regarding the end of illiteracy in South Asia. In 1944 A.D., the Central
Advisory-Board of Education included these recommendations into its report. In addition
to reformation of the primary or elementary education, the Board presented a two-sided
national scheme for education. One side of it dealt with the students of age group 14 and
it was to be implemented through the Academic High Schools, while the other side of this
scheme was to speak of those students who were above-average in graduation. This side
was to be implemented through the Technical High Schools. The Board had recommended
that in the junior section (class 8) of schools the humanities group compulsory subjects
must coin the curriculum while the senior section (from class 9 to intermediate) there must
be a variety of subjects in the curriculum. The Advisory Board recommended mother
tongue as the medium of instruction, but practically English remained the medium of
instruction in Maths/Arithmetic and Science subjects until 1947A.D.

In the seventh period the following development took place:

1. In accordance with the Govt. of India Act, 1935 A.D)., total provincial autonomy
was enforced in South Asia and the powers of the Minister for Education were
increased.
2. In 1936 A.D., the ex-Chief Inspector of the Board of Education, Mr. Herbert, and the
ex-director of Intelligence, Board of Education Mr. S.H.Wood visited South Asia
and put forward their recommendations for the reformation of education.
3. In 1945 A.D., the All India Council for Technical Education was constituted. This is
the year when a separate Department of Education in Central Govt. was setup.

Peculiarities of this Educational System

The above explained comprehensive review and survey of education in the British India
shows that this setup basically aimed to destroy the Muslim Educational Heritage. Upto
1882 A.D., it remained dominated by the Christian missionary activities. Henceforth, the
Government itself did not like the direct involvement of the missionaries in it for its own

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political ends. But in all education policies of the Government, the advancement of Western
arts, sciences, civilization and culture remained the sole aim of the Government. In this
way, the new education paved the way for preaching of Christianity, though indirectly.
Although on certain occasions the regional languages were also mentioned in the
Government policies and declarations, but all these policies and declarations remained
mere lip services and nothing more. We see that till the independence the Muslim
educational system remained cut off from its origin and base. Therefore, in 1947 A.D., i.e.
at the birth of Pakistan, the educational system we inherited was totally different from our
Islamic Concepts of Education.

ASSIGMENT

EDUCATIONAL CONFERENCE 1947

The first education conference was held in Karachi, from 20 November 1947 till 01
December 1947 and it was convened under the supervision of Qaid-e-Azam. Personally, he
was unable to attend conference due to illness but he sent a written message for the attendies
of conference which described the very clear future patern and guide line for our education
system. Before a day on 27th November 1947 in Karachi, Qaid-E-Azam gave a message to
the nation:

“I am glad that the Pakistan Educational Conference is being held tomorrow in Karachi. I
welcome you all to the capital of Pakistan and wish you every success in your deliberations,
which I sincerely hope will bear fruitful and practical results. “You know that the importance
of education and the right type of education cannot be overemphasized. Under foreign rule
for over a century, in the very nature of things, I regret, sufficient attention has not been paid
to the education of our people, and if we are to make any real, speedy and substantial
progress, we must earnestly tackle this question and bring our educational policy and
program on the lines suited to the genius of our people, consonant with our history and

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culture, and having regard to the modern conditions and vast development that have taken
place all over the world. “There is no doubt that the future of our State will and must greatly
depend upon the type of education and the way in which we bring up our children as the
future servants of Pakistan. Education does not merely mean academic education, and even
that appears to be of a very poor type. What we have to do is to mobilize our people and
build up the character of our future generations. There is immediate and urgent need for
training our people in the scientific and technical education in order to build up our economic
life, and we should see that our people undertake scientific, commerce, trade and particularly,
well-planned industries. But do not forget that we have to compete with the world which is
moving very fast in this direction. Also, I must emphasize that greater attention should be
paid to technical and vocational education. “In short, we have to build up the character of
our future generations which means highest sense of honor, integrity, selfless service to the
nation, and sense of responsibility, and we have to see that they are fully qualified or
equipped to play their part in the various branches of economic life in a manner which will
do honor to Pakistan.” (Qaid-E-Azam – Karachi – 26th November 1947) That event was the
first step for the formulation of the future educational policy of newly born Pakistan and
Qaid-E-Azam showed his great concerns for the educational conference by sending his
message for the foundations of educational policy, in which he said:

"... the importance of education and the type of education cannot be over-emphasized ... there
is no doubt that the future of our State will and must greatly depend upon the type of
education we give to our children and the way in which we bring them up as future citizens
of Pakistan ... we should not forget that we have to compete with the world which is moving
very fast in this direction."

Qaid-e-Azam delivered his concerns regarding the future of education in Pakistan in four
aspects: 1. 2. 3. 4.

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The Education system of Pakistan should suit every type of student. It should be aligned and
constant with our cultural and historical values. It should inculcate a high sense of honor and
integrity in students. It should include the latest techniques and emphasize on modern science
and technology.

The 1st Education Minister Mr. Fazal Ur Rehman explained that the aims of education in a
democratic society must be holistic. He suggested that the socio-political element entails
“training for citizenship” and proposed three dimensions of education: 1. Spiritual 2. Social
3. Vocational He stated: “The possession of a vote by a person ignorant of the privileges and
responsibilities of citizenship…is responsible for endless corruption and political instability.
Our education must… [teach] the fundamental maxim of democracy, that the price of liberty
is eternal vigilance and it must aim at cultivating the civil virtues of discipline, integrity, and
unselfish public service. (Ministry of Interior (Education Division) 1947, p.8). He also noted
that education must serve to make all members of the body politic citizens of Pakistan, “no
matter what political, religious or provincial label one may possess” (Ministry of Interior
(Education Division) 1947, p.8) Thus, the educational conference envisioned an educational
system that would prepare citizens with the knowledge and dispositions needed to create a
benevolent educated society. It was stated in the conference as: “In the sphere of higher
education which seeks to create a class of the elite that will determine the quality of our
civilization and will direct and plan our national life, so there is an urgent need for drastic
reform. We must do all we can to prevent the present aimless drift of all and sundry to high
schools and colleges and the colossal wastage which the absence of any selective principle
involves. The purveyors of knowledge in the form of cheap degrees. They are essentially
homes for the promotion of learning and have a vital role to play in raising the moral and
intellectual tone of society and of unfolding before it endless possibilities of human
development. hope that through the establishment of an inter-university board or any other
coordinating agency our universities will not only raise their existing standards of

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scholarship but also through a frequent interchange of teachers, the institution of inter-
university extension lectures, and discussion of the common problem make a worthy
contribution in all departments of human knowledge”. (Govt. of Pakistan, 1947)

The Chairman of conference formed the following Sub-Committees to come up with the
recommending guidelines in each sector: 1. Scientific Research and Technical Education
Committee. 2. Adult Education Committee. 3. University Education Committee. 4. Primary
Education Committee. 5. Secondary Education Committee. 6. University Education and
Primary and Secondary Education. 7. Women’s Education Committee 8. Committee for
scheduled caste and backward classes education 9. Cultural Relations Committee 10. Joint
meeting of the committees on the university education, scientific research and technical
education and cultural contacts 11. Joint meeting of the committees on University Education,
Women’s Education and Primary and Secondary Education The reports of various
committees were submitted for finalization on 29th November 1947, which recommended
the following stages for the execution of an educational program as first 5 years to be devoted
to planning, recruitment of teachers and training. In the 6th year, about 500,000 people were
to be made literate with an annual increase of 300,000 thereafter. The major
recommendations of the conference were: A) Free and compulsory education in Pakistan. B)
Education should be teamed with Islamic values. C) Emphasis on science and technical
education. The main emphases in that conference were on immediate actions to improve
literacy rate and it produced a strong philosophy of as well as a number of ambitious
recommendations indicating the future goals of education in Pakistan. Unfortunately, the
policies formulated in that conference

were not implemented properly due to various reasons including increased number of

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immigrants and other administrative problems of newly born Pakistan and British colonial
system was continued which proved a major setback in our education system, many of its
recommendations remained in documentary form only for the lack of institutional or
economic resources and leadership to pursue them.

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