Assignement Ep

8/14/2019 Assignement Ep

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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


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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)


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DEDICATION

TO MY BELOVED PARENTS WHO GUIDED AND

HELPED ME TO CONCENTRATE ON MY STUDY

WITH FULL DEVOTION.


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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


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CONTENTS

S.NO. CONTENTS PAGE NO.

1 Introduction2 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

6To compare the secondary educational issues between these

two policies

7 Comparison of Physical Targets

8 Conclusion

9 References


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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 endowedin 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 ofthe 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


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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 couldnt 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 washeld 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. ofPakistan, 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)


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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 theexamination 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.


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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 theimportant 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 ActionProgramme 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


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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

Pakistans 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


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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 mainindicators 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 andprofessional education (Shami & Hussain, 2006).


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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


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EDUCATIONAL POLICY

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

A policy is typically described as a deliberate plan of action to guide decisions andachieve rational outcome(s).

Public policy can be generally defined as the course of action or inaction taken bygovernmental 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 "inconstitutions, 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


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A GENERAL COMPARISON OF 1992 AND 1998 POLICIES

1992 Policy


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26CHAPTERS

Part I

Identifies the

weaknesses

Describe the

conceptual

framework

quantitative

expansion needed

for 10 years

1. Context and conceptual

framework

2. Objectives of the policy

3. Religious and moral education

4. Primary education

5. Literacy

6. Quality of public instruction

7. National testing service

8. Teaching and vocational

education

9. Higher education and science

10. development of social science

11. Campus violence

12. Student welfare

13. National service

14. Media in education

15. Funding and resource generatio

16. Privatization of education

17. Educational industry

18. Administration and managemen

of education

19. Education cadre

20. Manpower planning and

education

21. Computer education

22. Examination and evaluation

23. Education for rural developmen

24. Physical education, sports and

games

Background

Policy statement

Strategy

Part II

Implementation process

1. The implementation plan

Part III Report survey 1. targets, cost, analysis and Resources

1998 Policy


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26CHAPTERS

1. Introduction

2. Aims And Objectives

3. Religious and Moral Education

4. Literacy And-Formal Education

5. Elementary Education

6. Secondary Education


8. Teaching and Vocational Education

9. Teaching and Vocational Education


11. Library And Documentation Services

12. Physical Education And Sports

13. Private Sector in Education

14. Innovative Programs

15. Implementing, Monitoring and

evaluation

16. Financial Outlay

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


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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 Education6.3 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 level6.3.3 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 bereplaced 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 provided6.3.12 Education cards shall be provided to the needy students

6.3.13 Guidance centers shall be established on the pattern and in collaboration withsuch centers in the Universities to provide guidance and counseling services

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

8.3 Policy Provision


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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 existingteachers and a pre-service teacher training program of B. Ed. (Technology)

shall be introduced to provide trained instructors for polytechnics and

vocational institutes8.3.8 New institutions shall be established to improve spatial coverage and

access to TVE. Evening shift shall be started in the existing institutions

where demand exists8.3.10 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 technology8.3.18 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 educationalplanners 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 schools10.3.4 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 manner10.3.7 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 studies10.3.13 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 learning10.3.15 Centers of advance computer science and information technology shall be

established in all universities

COMPARISON OF PHYSICAL TARGETS


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POLICY TARGETS

Secondary Education

Targets 1992 2002

School 19,000 48,487

Enrolment 4,750,000 9,150,000

Teachers 130,000 338,586Higher 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 5870Teachers 214 269

CONCLUSION


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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 mainfocus 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 ofthe 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


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Documents

Assignement Ep