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Prepared by
Mirza Arhsad Baig
Submitted to
Dr. Abdul Aziz
“All Those Equal, those who know and those who do not
know?” (AL – QURAN 39:9)
DEDICATION
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
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.
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
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.
There is no definitive order though most processes involve some sort of structure in their
implementation
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
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
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
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.