objectives of education policy 1972 80

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The 1972 educational policy of pakistan: an historical account of its marxian content, iftikhar ur rehman durrani , sarfraz hussain ansari, volume x, issue no ii, 2018, issra papers.

After the dismemberment of Pakistan in 1971, the Pakistan People’s Party came into power and promulgated its education policy in 1972. The party was founded in 1967 and its Foundation Documents contained Marxian phrases like ‘social change through inexorable process of history’, etc. Though, the 1972 education policy did have some Marxian content, it was very much diluted. For example, the new policy contained the milder phrase ‘comprehending nature of technical and social change’. This paper takes the view that Marxian ideas had to compete with existing more important modes of culture and politics in Pakistan, particularly the claim that the country had Islamic origin. The study traces the failure of early efforts at promoting communist ideas and espousal of such ideas by Pakistan People’s Party in its Foundation Document in 1967. It then discusses dilution of such ideas by the time they were incorporated in the National Education Policy 1972-80, highly modified and made very much palatable to Pakistani population.

Pakistan People’s Party ,  socialism ,  Marxian Ideas ,  Communist Party of Pakistan

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Education Policy Provisions and Objectives. A Review of Pakistani Education Policies

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Eresearch Journal ISSN: 2706-8242 , Shamaila Hasan

This paper aimed to look at present education system of Pakistan. There exists an inherent promise and intensive potential in educational policies of Pakistan for revolutionizing socioeconomic change in the country through education. Pakistan since its independence in 1947 has faced the insufficient educational institutions and lack of qualified teachers which resulted in challenges of access and quality. To deal with educational problems, a number of educational policies were released. The policies came at different times, during different regimes, in with diverse policy document. They varied in their size, intention and seriousness. The existing education system in Pakistan is considered not being adequately responsive to the demand of quality education. There is a wide range of issues and concerns related to the teaching and learning setup. To improve the existing education system of Pakistan development of any strategy should give due consideration to these issues and concerns. Introduction:

sabahat mujeeb

The current study evaluates the local and global trends of education policy in Pakistan. This critical analysis revolves around the framework of all the policies, implemented in Pakistan. The focus on the current education policy development process, which was initiated by the Pakistan Ministry of Education in 2005 and which culminated into a White Paper on education in 2007 and a subsequent education policy in September 2009. The research suggests the dire need to bring reformations in the policies and to integrate global policies into local context.

Khushbakht Alya

National Education Policies provide a broad course of action for the pursuit of educational objectives and educational setup in a country. A number of educational policies have been presented since 1947. There are different policy provisions provided for various levels of education. These policy provisions are the statements that describe the operation of the policy. Importance of every level of education cannot be denied but secondary education is considered to be the most crucial stage for personality building and the successful entry of younger generation into the adulthood. This research study focuses on " The Policy Provisions for Secondary Education in National Education Policy 1998-2010 and their Achievements ". The research study was descriptive in nature including a documentary analysis and survey type. Population of this research study was the heads and teachers working at the secondary level. The open ended questionnaires were used as the research tools. The questionnaire was based on the five point Likert scale. This first hand information received through questionnaires had made it lot easier to understand and find out the obstacles and the hindrances in successful implementation of the policy provisions. The study concluded that there are satisfactory policy provisions present for secondary education in NEP 1998-2010 and many of them are being achieved but still there is a need to increase the participation rate of the students at this level.

International Journal of Commerce, Industry and Entrepreneurship Studies (UTISGAD)

UTISGAD Journal

The basic and foremost purpose of this study is to analyze the impact of educational policies on education and the development of Pakistan. The independent variables like GDP, net enrollment rate, gross enrollment rate, literacy rate, reserves for education, and HDI are used to analyze the level of development of the education sector and education is used as a dependent variable in this paper. The data was gathered from the World Bank, Ministry of Education, Statistical Bureau of Pakistan and Human Development Report. The study found that low educational budget, child labor, insufficient teachers and lack of modern teaching skills in teachers, provincial conflicts which cause unequal education and the poor and ineffective government policies are the important causes of poor education and development of Pakistan.

Zubair Rasheed

Chhajro Khalil

Riaz Shirazi

Bilal Yousaf

This study was meant to explore and report the problems being confronted by the education in Pakistan and suggest for the resolution of these problems. Education plays the role of leadership in the society. The functions of the educational institutions are to develop the people physically, mentally, psychologically, socially and spiritually. It improves and promotes the economic, social, political and cultural life of the nation. There is no doubt in accepting the fact that education brings about a change in the social, political and cultural scenario of the country; though the change remains slow but it does have an impact on the society at large. Until now the role of secondary and college education in Pakistan has been simply preparation for tertiary education, which in the minds of most people means strictly a university education. All over the world universities are guiding and co-operating with the industrial and agricultural development organizations and they are developing their economics rapidly and meaningfully. There is a close link between education and development. In Pakistan, after more than five decades, the developmental indicators are not showing positive results. The participation rate at higher education is low comparatively to other countries of the region. There are problems of quality of staff, students, library and laboratory. Considering the gigantic problems of education in Pakistan, I select this topic for research.

The current technology era has provided education with a significant position to survive a society in this globalized world. However, Pakistan has made several efforts to raise the country’s education status but still unsuccessful in achieving the targets, for instance, struggling with low literacy. The current situation is mainly due to the poor implementation of educational policies. Therefore, a critical analysis of Pakistan education policies was done to understand the root causes of poor implementation and provide suggestions to resolve the weak areas. The study was followed by adopting a retrospective approach to review past literature, i.e., Education policies, research articles, project reports, and related literature. The study identified several barriers: excessive expectations, centralized targets, ambiguous objectives, political influence, inadequate funding and resources, lack of collaboration, scarcity of teachers’ professional development, and poor supervision. In con...

Saadat Rana

Pakistan is a rapidly growing economy, with a strategy of reducing poverty and generating prosperity for all through industrial development by technology up-gradation and greater export orientation. Such circumstances define the relevance of a robust education sector in Pakistan, which would allow it to meet its human resource requirements. Pakistan needs to produce more workers, technicians, supervisors, managers, and researchers. It needs to expand its education base by improving the retention rate of students at primary, secondary and tertiary levels and by establishing more educational institutions across the country. Further, the quality of education needs considerable improvement by inducting better qualified teachers, adopting better education techniques and implementing effective examination mechanisms.

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National Education Policies

Since independence in 1947, a variety of documents were developed on National Education Policies as guidelines on access, quality and governance in education sector of Pakistan;

• National Education Conference (1947)
• National Education Commission Report (1959)
• The Education Policy (1972)
• National Education Policy (1979)
• National Education Policy (1992)
• National Education Policy (1998-2010)
• National Education Policy (2009)
• Draft National Education Policy (2017)

Salient Features of the Education Policy (1979)

The primary objective of this policy was to “Islamize” education in Pakistan, and to develop a curriculum more suited to national aspirations and a minimum level of literacy was to be ensured. The elitist, two-tiered system of education was to be eradicated by directing government sponsored English medium schools to adopt Urdu as a medium of education. Thus, the unfair advantage the students of English medium schools had in the job market to be eliminated.

Another significant decision in the policy was the recognition of Madrassa, or Mosque school, as an educational institution per se.

Salient Features of the Education Policy (1992)

The Education Policy 1992 was focused on the following;

• Achieving universal primary education, eliminating drop-out rates, and fulfilling the basic learning needs by the year 2002.
• Encouraging involvement of the private sector for participation in the education system.
• Stressing women’s education.
• Raising the quality of an extensive in-service teachers’ training program.
• Diversification of vocational streams along with expansion of graduate and postgraduate level courses.
• Reforming of examination system.
• Introducing computer education at school level.
• Encouraging community participation in educational affairs.

Salient Features of the National Education Policy (1998)

The main features of the Education Policy (1998-2010) are as under;

• Every child of six to twelve year age group will be in a school within five years.
• Katchi class at primary level shall be introduced as part of the effort to improve the achievement of pupils.
• Access to elementary education shall be increased, through effective aid optimum utilization of existing facilities and services, as well as provision of new facilities and services.
• Improving the quality, access and efficiency of elementary education.
• Strengthening, governance, management/planning, supervision, monitoring & evaluation.
• Ensuring financial sustainability of elementary education and also to build institutional capacity.

Salient Features of the National Education Policy (2009)

The policy document identifies policy actions in pursuit of two overarching objectives:

• Widening access to education; and
• Improving quality

It also speaks about the two important gaps:

• Commitment and
• Implementation.

Key Policy Actions identified are as follows:

• Provinces and Area Governments shall affirm the goal of achieving universal and free primary education by 2015 and up to class 10 by 2025.
• Provincial and Area Governments shall develop plans for achieving these targets, including intermediate enrolment targets and estimates of the required financial, technical, human and organizational resources.
• The plans shall also promote equity in education with the aim of eliminating social exclusion and promoting national cohesion. Greater opportunities shall be provided to marginalized groups of society, particularly girls.
• To achieve the commitments of Government of Pakistan towards Education for All (EFA) and the MDGs, inclusive and child-friendly education shall be promoted.
• Special measures shall be adopted to ensure inclusion of special persons in mainstream education as well as in literacy and Technical and Vocational Education (TVE) programs.
• Governments shall improve provision of quality educational at all levels.
• National Standards for educational inputs, processes and outputs shall be determined. A National Authority for Standards of Education shall be established. The standards shall not debar a provincial and area government/organization from having its own standards higher than the minimum prescribed standards.
• Provincial Governments and district authorities shall establish monitoring and inspection systems to ensure quality education and service delivery in all institutions.
• Steps shall be taken to make provision of education relevant to the employability in market and for promoting innovation in the economy.
• Universities and research institutes shall place greater emphasis on mobilizing research for promoting innovation in the economy. The National Education Policy (2009) NPA to Accelerate Education-Related MDGs, National Plan of Action Pakistan (2013-16).
• Educational inputs need to be designed with comprehension of the challenges and opportunities related to globalization. Strategies shall be developed to optimize opportunities and minimize the potential negative impacts.

Salient Features of Draft National Education Policy, 2017

Following the salient features of the draft National Education Policy;

• Provide free and compulsory education up to Matric in compliance with the provisions of Article 25 (A) of the Constitution.
• Meeting the learning needs of the child which include learning tools (literacy, numeracy, problem solving and oral expression) and learning contents (knowledge, skills, value and attitude).
• Honor national and international commitments in education and literacy.
• Promote culture of research and innovation.
• Increase investment in education to 4% of GDP.
• Expand, strengthen and promote universal, comprehensive Early Childhood Education with an objective to ensure holistic development of child to prepare for formal schooling.
• Achieve universal quality primary education covering all the three dimensions/ aspects of universalization i.e. universal access/enrolment; universal retention; and universal achievement by 2020.
• Expand and strengthen the facilities and services for middle and secondary level education by upgrading more primary schools to middle and secondary level.
• Expand and extend the existing non-formal basic education program to middle level (VI-VIII).
• Achieve the target of literate Pakistan through launching the country wide campaign of literacy for all and through all.
• Re-introduce the quality technical and vocational education stream in selected schools at secondary and higher secondary school level to comply with national TEVTA standards.
• Establish trade schools at sub-district and district level.
• Encourage, facilitate quality private sector education.
• Achieve gender parity, gender equality and empower women and girls within shortest possible time.
• Improve the quality of education by introducing reforms of new initiatives in curriculum formulation, textbook and instructional materials development, teacher training, examination and assessment and monitoring and supervision.
• Recruit competent, capable and committed scholar-teachers purely on merit basis at all level of education.
• Develop and implement National Curriculum Framework and National Standards for each subject from Grade 1-12.
• Institutionalize new curriculum formulation, textbook development and review process in the light of 18 th Amendment in consultation with National Curriculum Council.
• Promote regulated and monitored Public-Private Partnership for educational development.
• Improve coordination at local, district, provincial, national and international levels in education and literacy especially to achieve national and international commitments such as SDGs.
• Increase the investment in education by increasing the allocation, simplifying the procedures of releases and expenditure and improving the absorptive capacity of the system.
• Professional finance staff to be hired at the district levels to monitor the effective, timely utilization of funds according to the plans for increasing access upgrading the facilities and hiring of teachers on merit.
• Support to Deeni Madaris to utilize their services for promotion of adult literacy and non-formal basic education.
• Suggest effective mechanisms for implementation of education policy provisions. Educational administrators at Federal and Provincial levels to be held accountable for failure in timely implementation of policies and plans.

Focus of All the Policies

The main focus of all these policies was that the government must take steps to allocate enough resources to make sure that Education in the country is;

• Available: There must be adequate materials, classrooms, schools, trained teachers to ensure that quality education is available to every child.
• Accessible: Schools must be within reach and fit for purpose. They must be affordable for all children. There must be no discrimination for gender, race, religion or any other reason.
• Acceptable: Education must be of a high quality and include relevant information that is appropriate. Children with disabilities have the right to the same quality of education.
• Adaptable: Schools and school systems must be suitable for the communities they serve.

Shahbaz, S. T. (2018). Report of the Committee on Education Sector Reforms in Pakistan. Islamabad: Federal Ombudsman Pakistan.

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The education policy, 1972-1980.

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I need the education policy of 1972 of Pakistan. is anyone there to help me out with this? Thanks and Regards, RakJav

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Pakistan Education Policy

• Educational conference 1947
• Report of the Commission on National Education 1959
• Education Policy 1972-80
• Education policy 1978
• National Education policy 1998-2011

From 1947 to 1998 all the policies emphasized upon the promotion of literacy, universal primary education, improvement in the quality of education and promotion of science and technical education. Stress was also laid on the quality of teacher training, improvement in the textbooks and the examination and evaluation system. High targets were set for improving primary education and literacy rate but in reality those targets could not be achieved.

After 5z years, literacy rate is 51%. The important aspect of Education policy 1972-80 was nationalization of private institutions but it damaged the system of education. In the policy of 1978 teaching of Islamiat and Pakistan Studies was made compulsory from class lX to degree level.

During this period Social Action Programme was started for improvement of education by opening new schools for female children. Literacy Commission was set up with an objective of spreading literacy in the country. But in practice the objectives of education could not be achieved as per targets set in the policies due to meagre allocation of funds for different sectors of education, defective supervision and mismanagement of the educational institutions.

Private sector was totally ignored and was kept away to share in the promotion of education. The examination system suffered from a number of malpractices. The Teacher training system could not be improved. Therefore, government decided to prepare a comprehensive Education policy to meet the challenges of the modern world. In this Perspective National Education policy 1998-2011 was prepared and enforced in the country.

suggested role of university and university teacher teacher in the light of education commission 1947

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