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Critically analyze the Education

policies of Pakistan with especial


influence to the policy of 1998-2010
and highlight the important features
of secondary education.

Prepared by
Mirza Arhsad Baig

Submitted to
Dr. Abdul Aziz

Subject: - Education in Pakistan


Submission date: - August 23, 2009
In Partial Fulfillment of the Requirement for the Degree of M. Phil in Education
Institution of Education & Social Sciences
Hamdard University.
2009

“All Those Equal, those who know and those who do not
know?” (AL – QURAN 39:9)
DEDICATION

“TO MY BELOVED PARENTS WHO GUIDED AND


HELPED ME TO CONCENTRATE ON MY STUDY
WITH FULL DEVOTION.”
ACKNOWLEDGEMENT

For the completion of this study we are much thankful to GOD, ALLAH almighty, who
enabled us to do something on the topic.

To our most respectable teacher Dr. Abdul Aziz, Acting Director, faculty of Huminities
and social sciences, Hamdard University, whose experience was the basic source of
efforts. We pay our heartiest gratitude for their wondrous guidance, planning &
administration without which this thesis was unable to be produced in given time period.

We are also owe to our all family members, group members, field experts and others, by
their handsome encouragement, co-operation, guidance and suggestions the study became
more easy and formal.

Shahid Ali
M. Phil (Education)
August 16, 2009
CONTENTS

S.NO. CONTENTS PAGE NO.


1 Introduction
2 A general overview of education policies since 1947
3 To understand the policy and its procedure
4 A general comparison of 1992 and 1998 policies
5 Importance of secondary education
To compare the secondary educational issues between these
6
two policies
7 Comparison of Physical Targets
8 Conclusion
9 References
INTRODUCTION
Allah has created man superior to all living and non living things.
Man is superior to all things due to wisdom and consciousness. In platonic
terminology, education is the training of each individual to do, for what his
talents particularly suit, in such a way as to be beneficial for the whole social
group.
Education is a social function thus it serves the society, which
maintains it. Its first and foremost role is to conserve the existing culture, by
transmitting it from generation to generation (Siddiqui, 1986).
It is difficult to argue with the inference that the purpose behind
the creation and development of human life is essentially the march of
human society towards high pedestals of civilization, through a continuing
process. Human history thus far testifies that knowledge is the key driver of
human development, enabling it to add value to civilized life. Knowledge is
essentially the product of education, only a rare and few have been endowed
in history with the capacity to gain knowledge through intuition. Societies
that emphasize education have historically prospered in comparison with
those who relish the comfort of ignorance, confining themselves to a cocoon
of benign inactivity which retards growth. Ever since societies developed
into states, it has been the obligation of the independent State to recognize
education as a right of the citizen. Therefore, States have always encouraged
education and provided education directly, as far as possible. With the
renaissance driven by the Muslim scholars of the early centuries of the
second millennium, the world realized that human kind had to be the main
focus of human enquiry and, thus, enquiry into human life and the
environment concerning it has made it possible for humanity to reach the
state of knowledge which it finds itself endowed with today. There is no
possibility of societies and States, desiring to respond to the changing
demands of growth not to invest individually, socially and materially in
education to embark on a path of progress and realize their potential in the
comity of nations. An unwillingness to respond to change through
acquisition of knowledge degenerates society – faith degenerating into
dogma, legacy degenerating into nostalgia and commitment to ideas
degenerating into obduracy. Education therefore is the undeniable driver of
the engine of progress.
Education for an independent sovereign state is almost different
from a dominated nation. Pakistan on coming to being inherited many
problems; illiteracy the top most. Just after independence, in 1947, an All
Pakistan Education Conference was convened. Need for the Universal
Primary Education (UPE) was agreed to by the participants of the
conference. The Education Policy 1972-80 reiterated free and universal
primary education; financial constraints were the major hindrances to its
success. Benchmarks of National Education Policy and Implementation
Programme 1979 about primary education were curious, novel and
innovative. Mosque Schools, Community Schools were the off shoots of the
policy but couldn’t be a success. The causes may be the planning mismatch,
financial limitations, growing imports, decreasing exports, challenged GNP
and population explosion.
A policy could only be a success when; the existing shortfalls are
made the footing, the match with the resources is sought and the viable
methods of implementing the policies are suggested and followed. Policies
normally encompass the targets to be reached, lime light the gray areas, and
the most tangible implementation strategies.
Landmarks of Development in Education in Pakistan
Pakistan Education Conference, 1947:- This Educational conference was
held in 1947. This conference emphasize on the following objectives:
provision of free and compulsory primary education; opening of pre-primary
schools and provision of proper training of teachers.
The First Five Year Plan (1955-60):- Govt. of Pakistan (1956) introduced
the First Five Year Plan (1955-60) in 1956. The plan noted that 50.3 percent
of the children between the ages of 6-11 were in schools. The plan stated the
objectives: the provision of universal free primary education, increase
enrolment, improvement in the quality of education, provision of need-based
curriculum; and training of teachers. Govt. of Pakistan (1960) analyzed that
accomplishments were disappointing. No significant improvements were
made. Enrolment did not increase to the extent expected.
Report Of The Commission On National Education 1959:- Govt. of
Pakistan (1960b) described that the National Education Commission was
appointed in December, 1958. The commission recommended: the provision
of compulsory primary education; ensure community participation;
development of curriculum; provision of in-service teacher training and two
years teacher training after matriculation.
The Second Five Year Plan (1960-65):- It emphasized: to raise the
enrolment; revise curricula; and in-service training of teachers (Govt. of
Pakistan, 1960). The target of enrolment was fully achieved, free primary
stage was introduced and programmes of in-service training of primary
school teachers were started (Govt. of Pakistan, 1965). The curriculum
committee was formed in early 1960 to prepare the curriculum, but the
curriculum committee unfortunately, did not frame any syllabi for class I to
V. (Govt. of Pakistan, 1966)
The Third Five Year Plan (1965-70) :- It envisaged: to increase enrolment
from forty five percent in 1965 to seventy percent in 1970; reduce dropout;
and improve the quality of education. The plan realized that examination
system encouraged memorization (Govt. of Pakistan 1965). The rate of
implementation remained low (Govt. of Pakistan 1970b). Thirty seven
percent of the enrolment target was achieved (Aziz, 1986).
The New Education Policy 1970 :- The policy and the Fourth Five Year
Plan (1970-1975) remained unimplemented due to war with India.
The Education Policy 1972-1980 :- Govt. of Pakistan (1972) emphasized:
the nationalization of private education institutions; provision of universal
and free primary education; increase enrolment; provision of free textbooks;
revision of curricula and teacher training courses; and replacement of annual
examination with continuous evaluation. Govt. of Pakistan (1976) observed
that in 1972, private institutions were nationalized. Nationalization did not
result either in the expansion or qualitative improvement of education (Govt.
of Pakistan, 1979). The period of 1972-77 was called non-planned period. In
1977, after thirty years of independence, the importance of curriculum
revision was realized by the political government. Govt. of Pakistan (1977)
asserted that the schemes of studies were finalized and revised curricula
were introduced. In-service teacher training was improved. The curriculum
for teachers training was changed and examination system was revised.
Govt. of Pakistan (1978b) noted that the curriculum of teachers training
programme was revised.
The Fifth Five Year Plan (1978-83):- In 1978, the Fifth Five Year Plan
(1978-1983) was introduced. The plan aimed at: universal enrolment by
1986-87; increase in participation rate from 54 percent to 68 percent by
1982-83; improvement in the quality of instruction and curricula; provision
of free textbooks; extension of in-service training facilities; and reformation
of examination system (Govt. of Pakistan, 1978a).
National Education Policy And Implementation Programme 1979:-
According to Govt. of Pakistan (1979), the policy objectives were: to attain
universal primary education by 1986-87; improve the quality of education;
supply free textbooks; review curricula; improve the quality of teacher
education; train educational administrators and supervisors; and improve the
examination system. The National Education Council was established to
keep an eye on the implementation of educational programmes. Govt. of
Pakistan (1980) described that new curriculum was introduced with
emphasis on Islam and ideology of Pakistan. In-service training was
arranged. Govt. of Pakistan (1983a) further observed that the participation
rate declined from 54 percent in 1977-78 to 48 percent in 1982-83.
The Sixth Five Year Plan (1983-88):- It emphasized: the universal primary
education; increase in participation rate from 48 percent in 1982-83 to 75
percent in 1987-88; utilization of mosques to accommodate classes I to III;
provision of separate girls schools; and redesigning of teacher education
curricula (Govt. of Pakistan, 1983). Govt. of Pakistan (1988) noted that
although the sixth plan achievements were lower than the targets,
considerable progress was made in the education sector. Several innovative
projects to improve the quality of education were launched on an
experimental basis.
The Seventh Five Year Plan (1988-1993):- It envisaged: the
universalization of primary education by 1992-93; improvement in the
quality of education; legislation for compulsory primary education;
improvement in textbooks; compulsory in-service training; and
establishment of Educational Testing and Measurement Services (Govt. of
Pakistan, 1988). Govt. of Pakistan (1993a) analyzed that some of the
important policy initiatives proposed in the plan could not be implemented.
About 3.1 million additional children (including 1.5 million girls) were
enrolled at the primary level against the target of 4.6 million (including 2.7
million girls).
National Education Policy 1992 :- Within one year of the declaration of the
policy, the political government was ousted. Therefore, it could not be
implemented (Shah, 1998).
The Eighth Five Year Plan (1993-1998) :- It emphasized: universal access
to primary education; enrolment of additional 5.548 million children;
increase participation rate; enactment and enforcement of compulsory
primary schooling; encourage private sector; qualitative improvement of the
curricula; reformation of teacher training curricula; enhancement of entry
qualification of teachers and qualitative improvement of the examination
system (Govt. of Pakistan, 1993). Govt. of Pakistan (1994) noted that a
project was launched through distance education programme to train
untrained teachers. Govt. of Pakistan (1996) further noted that in-service
short term and log term training programmes were also conducted. Govt. of
Pakistan (1998b) observed that Non-formal Basic Education schools were
provided to achieve the target of Universal Primary Education. Social Action
Programme for education was initiated. Community participation was
started. The quality of education was improved and private sector was
encouraged. Some of the targets remained unaccomplished, mainly due to
financial constraints. Compulsory Primary Education Act could not be
implemented. The target of increasing enrolment from 12.414 million to
17.962 million with a net increase of 5.548 million children, thereby raising
the participation rate from 68.9 percent to 87.7 percent, remained
unaccomplished.
National Education Policy 1998-2010 :- Govt. of Pakistan (1998a) stated
the objectives: to integrate primary and middle level education into
elementary education; to enhance gross participation rate from existing 71
percent to 90 percent by the year 2002-03 and 109 percent by 2010; to
reduce disparities; to introduce uniform curricula; to develop new and
demanding curricula; to raise entry qualification of teachers; to reform
examination system.
The Ninth Five Year Plan (1998-2003):- It emphasized: to achieve
universal primary education by 2010; increase the participation rate for boys
from 89 percent to 100 percent and for girls from 60 percent to 80 percent;
expand the involvement of private sector in education; provide free
textbooks to girls; ensure the quality of education; legislation for
compulsory primary education; and develop curricula (Govt. of Pakistan,
1998b).
Vision 2025 (2005):- In January 2005, the MoE launched this visioning
exercise aimed at delineating a widely shared understanding of what
Pakistan’s education system will look like and how it will function in the
year 2025. Such that quality education is provided to all children in a
manner that is financially feasible. Understood in this sense, vision
reflects something well beyond where we are now, yet something we have
the potential to achieve, given the accuracy of the assumptions
supporting the vision. These assumptions include the fact of population
growth, economic growth, and education expenditure.

National Survey (Govt. of Pakistan, 1999) reported that private sector was
involved for expansion of education. The curriculum was being revised. The
revised curriculum was based on the needs of the society. Govt. of Pakistan
(2000) observed that overall participation rate was 89 percent (boys 99
percent and girls 79 percent). Free textbooks were given to poor girl students
of rural areas. Govt. of Pakistan (2001) further observed that the Ministry of
Education initiated Education Sector Reforms (ESR) aimed at qualitative
and quantitative improvement. National Survey (Govt. of Pakistan, 2002)
observed that an ordinance for compulsory primary education was
promulgated. The Ministry of Education had launched a project to give free
textbooks initially in Islamabad Capital Territory. Govt. of Pakistan (2003)
stated that National Education Assessment System (NEAS) was established.
Govt. of Pakistan (2005) described that free textbooks were being provided.
Govt. of Pakistan (2006) concluded that the Gross Enrollment Rate (GER)
for the primary schools (age 5-9) increased from 72 percent in 2001-02 to 86
percent in 2004-05. The Net Enrolment Rate (NER) was 42 percent in 2001-
02 and had increased significantly to 52 percent in 2004-05. Two main
indicators that show the changes in the primary schooling were Gross
Enrollment Rate (GER) and Net Enrollment Rate (NER). The last four years
had witnessed 14 percentage points increase in the gross primary enrollment
which was more than 3 percentage point per annum increase on average.
That increase from 72 percent in 2001-02 to 86 percent in 2004-05 was a
result of targeted and resilient policies of the government.

In Pakistan, the education system is three-tiered: elementary (grade 1-8),


secondary (grade 9-12), and tertiary or higher education, after 12 years’
schooling. The elementary education comprises of two distinct stages i.e.
Primary (grade 1-5) and middle (grade 6-8) and is offered in primary and
middle schools. In primary schools, the children are enrolled at the age of
five. The secondary education consists of two stages: the secondary and the
higher secondary. The secondary education is of two years duration and
comprised of grades 9-10 and is imparted in secondary schools. The higher
secondary education comprises of two years duration (grade 11-12) and is
offered at both intermediate colleges and higher secondary schools. The
higher education in Pakistan starts after the completion of grade 12. The
universities, colleges and other such institutions impart higher and
professional education (Shami & Hussain, 2006).
INTRODUCTION

The ideology of Pakistan lays down two important obligations for the government.
Firstly, education will be accessible to all citizens secondly; it shall enable them to
prepare enlightment and civilized individuals committed to the cause of Islam. Education
is central to socio-economic development of a country. It plays a critical role in building
human capability and accelerates economics growth through knowledge, skill and
creative strength of society.
Secondary education (IX-XII) is an important sub-sector of the entire education
system. It is a stage where a student enters adolescence. This is a most crucial stage of
life. The basic perceptions and modes of behaviors start taking shape and problem of
adjustment with the new roles in life assume critical significance.

According to the Constitution of the Islamic Republic of Pakistan, 1973 – Article 37-b
“The State shall remove illiteracy and provide free and compulsory secondary education
within minimum possible period”

On the one hand, it provides the middle level work force for the economy and on
the other, it act as a feeder for the higher levels of education. In the past secondary
education could not attract attention in term of efforts and investment.
This study will compare the 1992 policy and 1998 policy. Major focuses on this study are
following.
• A general overview of education policies since 1947
• To understand the policy and its procedure
• A general comparison of 1992 and 1998 policies
• Importance of secondary education
• To compare the secondary educational issues between these two policies
• Conclusion
EDUCATIONAL POLICY

Definition of Policy: - (Policy, Plan, Program and Project)

A policy is typically described as a deliberate plan of action to guide decisions and


achieve rational outcome(s).

Public policy can be generally defined as the course of action or inaction taken by
governmental entities (the decisions of government) with regard to a particular issue or
set of issues. Other scholars define it as a system of "courses of action, regulatory
measures, laws, and funding priorities concerning a given topic promulgated by a
governmental entity or its representatives." Public policy is commonly embodied "in
constitutions, legislative acts, and judicial decisions."

Education policy refers to the collection of laws and rules that govern the operation of
education systems.

A plan or course of action, as a government political party, or business designed to


influence and determine decisions, action and other matters.

The Policy Process: -

The sequence of steps through conceptualization, startup and evaluation of policy.

There is no definitive order though most processes involve some sort of structure in their
implementation

Steps in the Policy Process

• Defining of the issue


• Setting the agenda
• Formulating the policy
• Adopting the policy
• Implementation of the policy
• Analysis / interpretation of the courts
A GENERAL COMPARISON OF 1992 AND 1998 POLICIES

1992 Policy
Part I 1. Context and conceptual 13. National service
• Identifies the framework 14. Media in education
weaknesses 2. Objectives of the policy 15. Funding and resource generation
• Describe the 3. Religious and moral education 16. Privatization of education

conceptual 4. Primary education 17. Educational industry

framework 5. Literacy 18. Administration and management

• quantitative 6. Quality of public instruction of education

expansion needed 7. National testing service 19. Education cadre

for 10 years 8. Teaching and vocational 20. Manpower planning and


26 CHAPTERS

education education
9. Higher education and science 21. Computer education
10. development of social science 22. Examination and evaluation
11. Campus violence 23. Education for rural development
12. Student welfare 24. Physical education, sports and
games

Background
Policy statement
Strategy
Part II 1. The implementation plan
Implementation process
Part III Report survey 1. targets, cost, analysis and Resources

1998 Policy
1. Introduction 10. Secondary Education
2. Aims And Objectives 11. Library And Documentation Services
3. Religious and Moral Education 12. Physical Education And Sports
4. Literacy And-Formal Education 13. Private Sector in Education
26 CHAPTERS

5. Elementary Education 14. Innovative Programs


6. Secondary Education 15. Implementing, Monitoring and
7. Secondary Education evaluation
8. Teaching and Vocational Education 16. Financial Outlay
9. Teaching and Vocational Education 17. Tables

→Conceptual framework →Objectives →Policy provision →Physical targets


→Implementation Strategy

IMPORTANCE OF SECONDARY EDUCATION

Secondary education (IX-XII) is an important sub-sector of the entire education


• Provides the middle level work force for the economy.
• Acts as a feeder for the higher level of education.
• Personality development
• A stage where a scheme develop
• Promote technical & vocational training.
• Creating a balance between middle level work and higher level education.
• Produce quality of trainer and educators
• Committed to pursuing a long-term career in the particular field.

COMPARISON THE SECONDARY EDUCATIONAL ISSUE


1992 POLICY
Chapter 8: - Technical and Vocational Education
8.2 Policy Statement
8.2.1 Following points are included in this policy statement
• Technical and Vocational Institutions will be increased and facilitated
• Technical and Vocational Institutions will be available at Tehsil level
• Private Sector will be invited
• Technical Training Institute, one in each province and link with the
National Teaching Training College at the federal level
• General and Secondary School in Evening Shift
• One vocational subject will be a compulsory part of general education
(computer)
• More opportunities will be provided for women
The following characteristics are the most important feature of the 1992 policy
• Emphasis on privatization
• Encouraging the private sector in education
• Emphasis on higher education
• Vocational education
• Introduced computer education
o Operating system, programming and software preparation at secondary /
high secondary level
o Subject of computer science introduced as an optional subject at higher
secondary and degree level

1998 POLICY
Chapter 6: - Secondary Education
6.3 Policy Provision
6.3.1 Setting up one secondary school initially at each district level
6.3.2 Introduction of a Vocational or a career secondary level
6.3.3 Revision of curriculum for secondary and higher secondary levels will be
initiated.
6.3.5 The present rigidly compartmentalized scheme of studies at the Secondary School
Certificate (SSC) / Higher Secondary School Certificates (HSSC) level will be
replaced by a flexible system where a students would be free to choose any
subject from a comprehensive list of subjects required.
6.3.10 Private and foreign investment shall be explored in the field of education and
framework of incentives / encouragement to such entrepreneurs shall be provided
6.3.12 Education cards shall be provided to the needy students
6.3.13 Guidance centers shall be established on the pattern and in collaboration with
such centers in the Universities to provide guidance and counseling services

Chapter 8: - Technical and Vocational Education (Secondary Education)


8.3 Policy Provision
8.3.3 Institutional- industry linkages shall be strengthened to enhance the
relevance of training to the requirements of the job market
8.3.7 In-service training shall be provided to improve quality of existing
teachers and a pre-service teacher training program of B. Ed. (Technology)
shall be introduced to provide trained instructors for polytechnics and
vocational institutes
8.3.8 New institutions shall be established to improve spatial coverage and
access to TVE. Evening shift shall be started in the existing institutions
where demand exists
8.3.10 Emerging technologies e.g. telecommunication, computer, electronics,
automation, petroleum, garments, food preservation, printing and graphics,
textile, mining, sugar technology, etc, greatly in demand to the job market
shall be introduced in selected polytechnics.
8.3.11 Computer education shall be made a compulsory component of the
curriculum of technical education and computer laboratories with related
facilities shall be established in all the polytechnic institution of
technology.
8.3.16 Opportunity for further education shall be provided to the graduates
polytechnic institutes / colleges of technology
8.3.18 The base for technical and vocational education shall be broadened
through introduction of a stream of Matric (Technical) on pilot basis and
establishment of vocational high schools

Chapter 10: - Secondary Education (Information Technology in Education)


10.3 Policy Provision
10.3.1 Computer literacy (computeracy) shall be spread among all educational
planners and managers and will be made an integral part of all
management training courses conducted at federal and provincial levels
10.3.2 Computers shall be introduced in secondary schools
10.3.4 Educational institutions shall be provided internet facilities
10.3.5 The subject of computer education shall be introduced at higher secondary
and degree levels in a phased manner
10.3.7 Computer education shall be made compulsory component for all training
program in the education sector
10.3.10 Software development competitions shall be launched at the national level
for all studies
10.3.13 A cyber-institute will be established in Islamabad
10.3.14 The facilities of e-mail via internet will be provided to all institutions of
higher learning
10.3.15 Centers of advance computer science and information technology shall be
established in all universities

COMPARISON OF PHYSICAL TARGETS


1992
POLICY TARGETS
Secondary Education
Targets 1992 2002
School 19,000 48,487
Enrolment 4,750,000 9,150,000
Teachers 130,000 338,586
Higher Secondary School
Targets 1992 2002
Colleges 535 935
Enrolment 450,000 835,000
Teachers 8,026 14,025
TVE
Targets 1992 2002
Institution 60 99
Enrolment 26,000 60,643
Teachers 1,546 4,176

1998
POLICY TARGETS
Secondary Education
Targets 1998 2002
School 1100 1660
Enrolment 195,000 338200
Teachers 160,50 205,10
Higher Secondary School
Targets 1998 2002
Colleges 350,00 590,00
Enrolment 600,00 810,00
Teachers 1040 1340
Secondary Vocational / commercial
Targets 1998 2002
Institution 410,00 535,00
Enrolment 3210 4110
Teachers 330 410
Mono/ Poly Technical
Targets 1998 2002
Institution 84,00 127,00
Enrolment 4212 5870
Teachers 214 269

CONCLUSION
REFERENCES
It is difficult to argue with the inference that the purpose behind
the creation and development of human life is essentially the march of
human society towards high pedestals of civilization, through a continuing
process. Human history thus far testifies that knowledge is the key driver of
human development, enabling it to add value to civilized life. Knowledge is
essentially the product of education, only a rare and few have been endowed
in history with the capacity to gain knowledge through intuition. Societies
that emphasize education have historically prospered in comparison with
those who relish the comfort of ignorance, confining themselves to a cocoon
of benign inactivity which retards growth. Ever since societies developed
into states, it has been the obligation of the independent State to recognize
education as a right of the citizen. Therefore, States have always encouraged
education and provided education directly, as far as possible. With the
renaissance driven by the Muslim scholars of the early centuries of the
second millennium, the world realized that human kind had to be the main
focus of human enquiry and, thus, enquiry into human life and the
environment concerning it has made it possible for humanity to reach the
state of knowledge which it finds itself endowed with today. There is no
possibility of societies and States, desiring to respond to the changing
demands of growth not to invest individually, socially and materially in
education to embark on a path of progress and realize their potential in the
comity of nations. An unwillingness to respond to change through
acquisition of knowledge degenerates society – faith degenerating into
dogma, legacy degenerating into nostalgia and commitment to ideas
degenerating into obduracy. Education therefore is the undeniable driver of
the engine of progress.
FOREWORD
The National Education Policy (1998-2010) has been framed in
the perspective of historical developments, modern trends in education.
trainin^and_ejnerging requirements of society in terms of national integrity
and socio-economic development. The State of Pakistan, soon after
independence, demonstrated its commitment to education by convening the
National Conference on Education in November, 1947. The Conference took
stock of the situation and expressed aspirations of the Nation and those of
the then Muslim League Government. Quaid-i-Azam Muhammad Ali Jinnah
provided vision for the future. Keeping in view the goals for the Nation,
thc_1959 Education Policy, popularly known as Sharif Commission Report
was a step forward in that direction. This policy reiterated the objectiveJPof
1947 Educational Conference and provided a rational framework for
translating the abstract concepts into^ practical realities. The policy did not
provide any physical targets, leaving them to the discretion of the agents of
implementation. Substantial results could not be achieved owing to frequent
changes in education policies from time to time. The last one came in 1992
during the first tenure (1990-93) of Prime Minister, Muhammad Nawaz
Sharif. Within one year of the declaration of the policy, the Muslim League
government was ousted. The ideas put forth in the policy, therefore, could
not be implemented. After coming into power again in 1997, the Muslim
League government took a fresh and vigorous look on the educational
problems of the society. In view of the rapid developments taking place all
over the world and the enormous changes in the socio-economic fabric of
our own society, it was deemed essential to express the aspirations and
intentions of the government in the crucial area of education with renewed,
vigour and fresh outlook.
Prime Minister, Muhammad Nawaz Sharif directed the Ministry
of Education to formulate a new Education Policy. An honest endeavour has
been made to reflect aspirations of the Prime Minister as well as the people
of Pakistan in compiling this document and to make it practicable and
implementable. It is a dynamic document which is open to improvement
with the passage of time.
Education is now universally recognized to be the prime key to
moral, cultural, political and socio-economic development of a nation.
Nations taking bold initiatives in this regard, have made revolutionary
reforms and performed miracles during the last two decades. Being
conscious of this reality, one of my main tasks has been to mobilize the
political will and seek support from all sections of the society. The Prime
Minister of Pakistan has given me full support in this national endeavour
resulting in the genesis of the present policy. It requires a realistic and
pragmatic view of the entire education system. Learning from our past
experiences, lop-sided thrusts and unattainable targets could not be
transferred into reality. The basic objectives of universal basic education,
diversified secondary education and high quality tertiary education have
been emphasized, without affecting the holistic and balanced approach,
which forms the basis of this policy. The major concern of creating an
enlightened Muslim society permeates through all these areas.

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