Educational Policy 2019 (Pakistan)

1. 1
Education Policy 2019
01 Vision / Objective /Aims /
Civic Sensibility / Historical
Perspective
 Patriotic feeling is favorable in policy
making of the country. Stories of great
heroes of homeland as well as world heroes
are added in the curriculum. History,
including past conflicts (internal/external),
either favorable or not is added truthfully
to convey lessons learnt.
 Indeed, majority of our public is Muslim,
yet there should be choice of subject at
every stage, no compulsory subject. Vision
of the policy is to make good humans, not
good Muslims.
02 Primary/Secondary Education
and Management
 It is free and compulsory for all.
 Appointment of teachers is purely on merit
and subject-wise.
 Train teachers properly for effective
teaching and make a mechanism for quality
assurance.
 Traditional teaching methods are replaced
by modern trends to equip schools with AV
aids, white boards, and well equipped
libraries.
 At this stage more focus is on critical
thinking rather than on mere content
learning.

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03 Higher Education  A compulsory training is given to all
university graduates in their respective
fields. All organizations are bound to spare
at least 5% quota for internship and
training for fresh graduates.
 Higher education is free till doctoratelevel.
Certain scholarships are awarded to needy
and meritorious students.
 Special programs such as weekend/off-
campus for job holders (professionals), are
initiated. Employers are bound to give
NOCs and study leaves to their employees.
04 Medium of Instruction  At primary level, education is imparted in
students’ mother tongue. However, English
and Urdu are optional languages from class
six and onwards as medium of instruction.
 To avoid conflicts, everyone respects each
other’s languages.
05 Religious and Madrassa
Education
 Madrassa is concerned with religious
education. All religions of the world preach
peace and welfare of human beings.
 Madrassas avoid extremist approaches that
create problems for other religious
minorities.
 In Madrassa, it is believed that Western
and scientific education is not suitable for
Muslims. Government makes committees
that convince them to take part in scientific
and modern education.
06 Curriculum  Same curriculum is used by all educational
institutions.
 There is need of reforms in curriculum and
textbook designing. Subject experts and all
stakeholders (professors, teachers and
students) are involved in curriculum
framework and design.
 Curriculum is according to the current
needs of learners.

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07 Gender and Education  Co-education is the best mode of learning
and highly appreciated in the world.
However, in specific areas of our country
more schools and colleges for girls are
opened to increase and encourage female
education.
 There is a big gape of literacy among male
and female citizens, so provide more
opportunities like promotion of distance
education and stipends to girls.
08 Private Education  It is a non-profit business; ownership of
private educational institutions is only
allowed to educationists.
 Private institutions follow rules and
regulations set by the government.
 There is a fix percentage (5%) for the poor
and private institutions never increase fees
without coordination with the government.
09 Literacy and Non-formal
Education
 Literacy of male and female is raised to
equal ratio.
 Rural population is deprived of literacy due
to lack of facilities and socio economic
conditions. So, steps are taken to fill that
gap and provide equal education
opportunities to every citizen.
 There is ban on child labor.
10 Technical Education  Diversion to specific field, for example
technical, medical, engineering and
arts/commerce occurs after matriculation.
 It is widely observed that the workforce,
technicians, drivers, laborers etc. are
mostly illiterate or have improper
qualifications (education) that create
problem. Basic education (certification)
towards their specific field is mandatory.
 It is a duty of the concerned institution to
provide one-year compulsory
apprenticeship to all diploma holders.

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11 Political Scenario  Although political leaders are the
governors of organizations, still there is no
direct influence of politics in educational
institutions and students.
 Student politics is encouraged in limited
boundaries.
12 Teacher Trainings and
Service Conditions
 Appointment of teachers is purely on merit
and subject specific and need based.
 Trainers themselves are highly trained who
are motivated by giving fringe benefits.
 Before and after-service teachers’ training
programs are compulsory.
 A team of experts inspects the whole
process from teachers’/trainers’
qualifications, their interaction during
training. It is shared with policy makers for
improvement.
Muhammad Azeem Abro
MS (Education), 18F-003
SMI University, Karachi