Education policies during British time, Deoband, Aligarh, Nadva movement

1. Department of Education
University of Sargodha
Mid Term Assignment Prepared by
Tayyaba Maher
ROLL NUMBER: BEDF19M015
Submitted To
Ma’am Zainab Sherazi
Session: BS EDUCATION 2ND (2019-2023)
Dated: 22th May, 2020

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Content:
 Major education policies during British rule and its impacts.
 Contribution of Deobund, Aligarh, Nadva moments for the development of
education.
 Process of Formulation of educational policies on Pakistan.
OBJECTIVES:
 After learning these questions student will be able to know and explain
about education policies during British rule and its impacts.
 After learning these questions student will be able to know and explain
about Deobund, Aligarh, Nadva moments
 After learning these questions student will be able to know and explain
about contribution of Deobund, Aligarh, and Nadva moments in
development of education.
 After learning these questions student will be able to know and explain
about Process of Formulation of educational policies on Pakistan.
 Identify the significance of the Charter Act of 1813
Question number 1:
 Discuss major education policies during British rule and its impacts.
Answer:
Introduction
Education policy of the British: In pre-British days, Hindus and Muslims were educated through
Pathsala and Madrassa but their advent created a new place of learning i.e. Missionaries. So they can
create a class of Indian who would be “Indian in blood and colour, but English in taste” who would act
as interpreters between the Government and the masses. Education is a powerful tool to unlock the
golden door of freedom which can change world. With the advent of the British, their policies and
measures breached the legacies of traditional schools of learning and this resulted in the need for
creating a class of subordinates. To achieve this goal, they made a number of acts to create an Indian
canvas of English colour through the education system. Initially, British East India Company was not
concerned with the development of education system because their motive was trading and profit-
making. To rule in India, they planned to educate a small section of upper and middle classes to create a
class “Indian in blood and colour but English in taste” who would act as interpreters between the
Government and masses. This was also called the “downward filtration theory”. The following steps

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and measures were taken by the British for the development of Education in India. The development of
Education during the British Period in India is discussed below:
Before British arrived in India there were well established madaris imparting education and organized
by Muslim scholars. Right from beginning of their relationship with India, the British, who had come as
traders and had become rulers and administrators, had influenced the economic, political and
educational systems of the country. Their impact on t cultural and social life of India was, however,
gradual. It is essential to review the educational policies under the British rule to understand the present
and visualize the future.
There are many education policies during British period
1. Charter Act -1813
2. Sadler Commission or Calcutta university 1917
3. General Committee of Public Instruction, 1823
4. Harttog committee 1929
5. Lord Macaulay’s Education Policy, 1835
6. Sergeant Report-1944
7. Wood’s Dispatch -1854
8. Hunter’s commission 1882
Pre-independence: British education system:
In the beginning the east India company allowed the grant initiated the idea of introduction of “Superior
“English knowledge in 1779 to serve their interest .He abused the native Indians as dishonest ,lazy and
immoral and presented the Europeans as superior nation in all aspects. The British government
continues the educational policies introduced by East India Company.
Charter Act -1813:
1. Charles Grant and William Wilberforce, who was missionary activists, compelled the East
India Company to give up its non-invention policy and make way for spreading education
through English in order to teach western literature and preach Christianity. Hence, the British
Parliament added a clause in 1813 charter that Governor-General-in-Council less than one lakh
for education and allowed the Christian Missionaries to spread their religious ideas in India.
2. Act had its own importance because it was first instance that British East India Company
acknowledged for the promotion of education in India.
3. With the efforts of R.R.M Roy, the Calcutta College was established for imparting Western
education. Three Sanskrit colleges also were set up at Calcutta.
Impacts of charter act 1813 oneducationsystem
The Charter Act of 1813 did not clarify objectives of education and the methods for improvement of
literature of the learned natives in India. The Charter Act had given stress on allotting the one lakhs
rupees only; no specific regulations were granted for establishing the schools and colleges in India.

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General Committee of Public Instruction, 1823
This committee was formed to look after development of education in India which was dominated by
Orientalists who were the great supporter of Oriental learning rather than Anglican. Hence, they created
paramount of pressure on the British India Company to promote Western Education. As a result, spread
of education in India got discursive between Orientalist-Anglicist and Macaulay’s resolution come
across with clear picture of British education system.
Impacts of GeneralCommittee of Public Instruction, 1823 on educationsystem
Hence, they created paramount of pressure on British India Company to promote Western Education. As
a result, spread of education in India got discursive between Orientalist-Anglicist and Macaulay's
resolution come across with clear picture of British education system
Lord Macaulay’s Education Policy, 1835
1. This policy was an attempt to create that system of education which educates only upper strata of
society through English.
2. English become court language and Persian was abolished as court language.
3. Printings of English books were made free and available at very low price.
4. English education gets more fund as compare to oriental learning.
5. In 1849, JED Bethune founded Bethune School.
6. Agriculture Institute was established at Pusa (Bihar)
7. Engineering Institute was established at Roorkee.
Harttog Committee 1929
This commission pointed out number of problems in Indian education and recommended that:
1. Diversified courses at middle level.
2. Emphasis on commercial and industrial education.
3. Improvement in training of teachers.
4. Expansion of female education.
Sergeant Report-1944
In 1944 sir John Sergeant studied post-war educational development and submitted a comprehension
report. The main recommendations of the report were as under:
1. There should be provisions for universal, compulsory and free education for the children
between the ages of 6 and 14.
2. Diversified courses should be provided at middle stage.
3. At high school stage, two types of courses
 Academic
 Technical

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Should be provided.
4. For technical and vocational education full-time and part-time institutions should be set up.
These may be of three types
 Junior technical schools
 Technical high school
 Senior technical institutions
5. The education of the physically and mentally handicapped children should be encouraged and
promoted.
6. Adult education should be promoted for the liquidation of illiteracy.
7. The recommended that teacher’s training should be further improved and service conditions of
the teachers should be made better.
The British education system was a system designed and implemented by the alien government for the
people of different religion, origin and place. A review of education system during British period reveals
following major characteristics:
Wood’s Dispatch, 1854
The wood’s Dispatch was the first document from the British parliament on education. Some reforms in
education system of India were made through Woods’s Despatch in 1854. A separate department of
education was created. New schools, colleges and universities were opened. Formal teaching training
institutes were established.
The Despatch had four main objectives:
1- Education was the duty of the state.
2- Besides intellectual growth, moral character building was also stressed.
3- To supply work force for East India Company.
4- To secure raw material for British industry and market to sell their goods in india.
1. It is considered as “Magna Carta of English Education in India” and contained comprehensive plan
for spreading education in India.
2. It states the responsibility of State for the spread of education to masses.
3. It recommended the hierarchy education level- At bottom, vernacular primary school; at district,
Anglo-vernacular High Schools and affiliated college, and affiliated universities of Calcutta, Bombay
and Madras Presidency.
4. Recommended English as medium of instruction for higher studies and vernacular at school level
Impact of Wood’s Despatch
The following developments were reflected post-Charles Wood’s Despatch:
1. Bombay, Madras and Calcutta universities were set up in 1857
2. In all provinces, education departments were set up
3. Bethune School (founded by J.E.D. Bethune) was started for women education
4. Agriculture Institute at Pusa (Bihar) and an Engineering Institute at Roorkee were started

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5. British India witnessed rapid westernization of education system with European headmasters and
principals in schools and colleges
6. Private Indian educators appeared
Hunter Commission (1882-83)
In 1822 Indian Education commission was establish under Hunter and progress of education was
reviewed. The commission proposed different education reforms to improve education at primary,
secondary and university levels as under:
1. Expansion of primary and secondary education.
2. Encouragement of local education.
3. Suggested to divide secondary education intp two streams one academic leading to university
and other commercial and non-education.
4. Colleges to be affiliated with universities.
5. Promotions of female education.
6. Expand teacher training.
1. It was formed to evaluate the achievements of Wood Dispatch of 1854 under W.W Hunter in 1882.
2. It underlined the state’s role in the extension and improvement of primary education and secondary
education.
3. It underlined the transfer of control to district and municipal boards.
4. It recommended two division of secondary education- Literary up to university; Vocational for
commercial career.
Sadler Commission or Calcutta University 1917
This commission promoted secondary, university, and teacher education along with vocational
education.
1. It was formed to study on the problems Calcutta University and their recommendations were
applicable to other universities also.
2. Their observations were as follows:
I. 12-year school course
II. 3-years degree after the intermediate stage
III. Centralized functioning of universities, unitary residential-teaching autonomous body.
IV. Recommended extended facilities for applied scientific and technological education, teacher’s
training and female education. Hence, we can say British education system were influence by the
aspiration of Christian Missionaries. It was injected to ensure a cheap supply of educated Indians to
increase a number of subordinate posts in administration and in British business concern. That’s why,
they emphasis on English as medium of instruction and also to glorified British conquerors and their
administration.
Impacts:

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1. It led to increase in the number of universities. Due to the suggestions of the Saddler University
Commission, a number of new universities were opened in the country. Of these, the universities at
Patna, Osmania, Aligarh, Dacca, Lucknow, Delhi, Agra, Nagpur, Hyderabad and Annamalai may be
mentioned. The number increased upto 30 within 1930.
2. It led to starting of teaching work by the universities. It not only increased in numbers, teaching
work also started in different universities. It is worth mentioning that the functions of first three
universities established in India, namely, Calcutta, Bombay and Madras were confined to affiliation,
examination and conferring degrees..
3. The recommendations of the Saddler University Commission proved fruitful in the development of
academic standard. Academic activities increased in the universities and colleges with the
introduction of Honor’s courses. The studies of different Indian languages started and facilities for
higher studies and research were also created.
4. Also the Saddler University Commission had a provision for Students welfare. For the first time
attention of the universities were directed towards student’s welfare. A Board of Students Welfare
was formed in each university.
Characteristics of education system during British period
The British education system was a system designed and implemented by the alien government for the
people of different religion, origin and place. A review of education system during British period reveals
following major characteristics:
1. The idea of universals education was not given serious consideration and thus was never pushed
forward.
2. The emphasis on English led to the neglect of Indians.
3. The educated class adapted style that made them alienated from local people.
4. The literacy content of education made the education a passport to government services.
5. There was no relationship between educational aims and social needs.
Question number 2:
 Contribution of Deobund, Aligarh, Nadva moments for the development of education.
Answer:
The British after taking over the power in the sub-continent established their education system. The
major function of this education was to promote western culture in India and to produce workers to run
their government. In the words of Macaualy (1835)” we must at present do our best to form a class of
persons Indian
In blood and color but English in taste, in opinion, in moral and in intellect.”
The Muslim’s were suspicious that English education was designed to spread Christianity. The Muslims
resented against the British education system and refused to refuse to send their children to these schools
to get them westernized. They began to lag behind the Hindus in education and jobs. This situation gave

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rise to the Muslim education moments during British Raj. The situation of downfall produced different
reactions among different classes of Muslim.
 Two aspects are prominent in the Muslim education moments:
 Islamic Traditionalism:
 Islamic Modernism:
1. Islamic Traditionalism: Prevention of Muslim education system and cultural heritage and non-
cooperation with British system of education…..Deobund Educational Movement.
2. Islamic modernism: Reconstruction through acceptance and participation in British education
system……Aligarh Educational Movement.
The establishment of two separate schools of thought created a cultural gap between graduates of these
two institutions divided the educated class of the Muslim community into two groups of Mawlana and
Mister.
Deobund Educational Movement
Darul-ulum was established at Deobund believed that the salvation of the nation rest with the acquiring
knowledge and preserving religious traditions and culture. They viewed that the salvation of the nation
rest with the acquiring knowledge of their religion. In their opinion religious awakening, religious
education and religious sentiments could help the Muslims to reconstruct the word according to their
likings.
Deobund movement is associated with Mawlana Muhammad Qasim. He has simple life style. He was
devoted to his work and exemplary for the teachers and management. The first school was started under
tree and later on a school was built attached to a mosque. The same old syllabus of Darse-e-Nizamia was
followed. The graduates of Deobund got the degree of Fazil and could add their names Deobund.
Mawlana Muhammad-ul-Hasan headed the deobund Darul-ulum from 1888 to 1920.
The presentation of Muslim identity took shape of strong rejection of modernization, colonialism and
every-thing western. The major purpose was to preserve Islamic culture and to protect the children
against the onslaught of western culture. He believed that it was difficult for a child to learn both the
religious and the modern sciences at one and the same time. The main emphasis was to receive old
social order of Islam in the modern times.
Education in the Darul-ulum emphasized the formation of specific character. It does not concern itself
with academic excellence alone but also upbringing of the students. The education has two aspects:
 Academic aspect
 Practical aspect
It is to be noted that the education in the Darul ulum was largely influenced by the ideas of shah
Waliullah.
The curriculum of the Darul Ulum was based on the Arabic and Persian courses. Among the courses
Darsi-Nizami was very popular which included Hadith, Tafseer, Fiqh Usul-i-Fiqah and Fara’id. Each

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year students had to complete books prescribed for that year. Sanad-i-Fazil, Sanad-i-Aalim and Sanad-i-
Kamil were the main degrees.
The teaching process was book oriented and teacher enjoyed important position. Students were asked to
read the book in the class. Then teacher used to explain the passage read by the students for the
comprehension of the students. Students were allowed to ask questions. The teacher used to speak most
of the time during discussion.
Features ofDeobund EducationalMovement
Features of Deobund Educational Movement are as under:
1. Rejection of western secular education.
2. Presentation of Islam as the only truth and the goodness.
3. An anti-modern science attitude.
4. Opposition to liberal and democratic government.
Aligarh EducationalMovement
Islamic modernization movement is associated with Sir Syed Ahmed Khan. He opened a high school at
Aligarh that became the birthplace of Aligarh movement. He established this school on the lines of
western Education System. He was of the view that the reconstruction and modernization of the nation
was not possible without introduction of western education among them. He was praise for Western
Education as it has scientific knowledge that enabled Western people to make progress in the world. He
went to England. After return he made his mind to set a university for the muslims on the lines of
English universities. In 1875 he established a school. He resigned from his service. He wrote Tafseer of
the Holy Quran with a realistic approach for young generation. In 1877 the school became a college. He
was awarded knighthood in 1888 and 1889 he died.
Aligarh represents Muslim modernism. The institution was secular where English held the position of
privilege. It was pro-British from the outset as a matter of policy. Aligarh movement differs from
deobund in almost all major aspects related to education and political life. But there were some basic
points common to both. Both of them responded to the same challenge that was posed by the Western
Knowledge and culture. Secondly, both established educational institutions for the educational and
cultural upbringing of Muslim youth.
Education to him should help to eliminate prejudices and unscientific outlook of life. It should help to
develop understanding and scientific outlook of life focusing both individual and society. He
emphasized learning of subjects, which are useful in life. He struggle hard to motivate people to learn.
At that time all the scientific knowledge was in English and on the other hand, it was necessary to get an
official job. When he opened the college he introduced English and other scientific subjects in
curriculum. His efforts ultimately resulted in tolerance of new ideas and modification in the attitudes of

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people towards life. He developed awareness among Muslims about the position in the society and
awoke their hidden potentials.
Aligarh tried to make English education and culture acceptable to Muslims and to bring the British
closer to the Muslims. It was suggested that all modern subjects should be taught through English
language. Like Deobund Aligarh too had faith in the principle of self-help. With passage of the
contribution increased due to confidence in the usefulness of the institution. Aligarh had even no
reservation about financial help from the government. In their view the backwardness of Muslims could
be removed through education and not through participation in politics and it would be a mistake to
divert the energies of people into political channel.
The Islamic modernism movement has following important feature:
 Adoption of western ideas, rationality and life style
 A scientific altitude
 Belief in progress, modernity and enlightenment
 Acceptance of superiority of European Knowledge thought and institutions
 Reconciliations with Colonial domination
 Belief in modern education
 Presentation of Islamic thought and culture as compatible with modern knowledge and life
Sir Syed Ahmed khan try to make Urdu as language of Muslims. This trends led to the bases of tow-
nations theory that League adopted. He formed a scientific society in 1864, the Aligarh College in 1878
and the Muhammadan Educational Conference in 1886. He also established several modern schools and
English as medium of instruction and modern knowledge as content. To him these were the means to
trains ruling class of Muslims. He tried to present Islam as a rational, scientific and modern to the British
A long line of Muslims scholars such as Ameer Ali, Mohsin-ul-Mulk, Allama Iqbal and Quaid-e-Azam
Mohammad Ali Jinnah followed Sir Syed Ahmed Khan
Nadva Educational Movement
Some Muslims scholars had reservations about Aligarh Movement for not paying proper attention to
spirituals aspirations of the Muslims. Like many Maulana Shibli Nomani considered that Aligarh
Movement cannot meet challenges that Muslims world was facing and religious schools are not keeping
pace with the needs. So this scholar wanted to have education system to equip students with both
knowledge of religions as well as worldly sciences. Nadva Movement translated these aspirations into
reality.
Establishment:
In 1894 Nadwa-ul-Ulama, in their Luckhnow sessions decided to establish Dar-ul- Uloom Nadwat
jiama that started functions in 1898 due to some financial constrains Maulana Muhammad Ah Mangheri
was appointed its first administrators. At Nadwa, Maulana Shibli Nomani had the same status as Sir

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Syed Ahmed Khan enjoyed at Aligarh. The then states-Bhopal and Hyderabad financially helped. A
great of Rs.500/- p.m. was sanctioned by the Government .The mother of the Nawab of Bahawalpur
donated Rs.50,000/-for the building of the Nadwa. The resoures pooled in this way facilitated the
construction of the Dar-ul-Uloom.
Objectives of the Movement:
The objectives of the Nadwa Movement were to plan a course of action between the Deobund and the
Aligarh Movements. They aimed at reforming the old religious sciences curriculum with the modern
trends and demands of knowledge. They also aimed of benefiting from the modern sciences. Nadwa’s
major objectives were as under.
1) To reform the curriculum ; develop the religious sciences ; improve the character of the students and
refine their manners.
2) To narrow down the differences of point of view among the Ulama and thus create relative harmony
among religious scholars.
3) To reform the Muslims at large; to strive for their progress and prosperity and to keep aloof from the
political strife in the country (South Asia).
4) To establish a first-rate and grand Dar-ul-Uloom for providing education in various arts and sciences
and for promoting virtuosity among the students.
5) To establish a department of judicial Verdict for providing guidance regards Islamic Jurisprudence
and other relevant issue.
Curriculum:
The Nadwa Movement aimed at reforming and streamlining the curriculum of the traditional Islamic
academies. Therefore; it was decided that the curriculum of old sciences should be reproduced after
incorporating modern trends. In addition modern sciences were also, included in the curriculum.
However the teachers of the Nadwa continued teaching the old curriculum even after the establishment
of the Nadwat-ul-Uloom. As regards the modern science, English was made compulsory and only the
teaching of modern Arabic was stressed out of the whole Arabic language and literature.
Salient features
i. Quran as the Nucleus: The bases of reform in the Nadwa Curriculum were Quran-Holy book and
Islamic beliefs as well as Islamic Jurisprudence was emphasized. Modern philosophy and
English language were also included in the curriculum . Moreover, litterateur and diction were
preferred. Practical training are also a part of curriculum alongside their academic educations.
Again, industrial arts were also included in the Nadwa program.
ii. The Pleasant Teacher Students Relationships: A very pleasant atmosphere prevailed at Nadwa
regarding the student teacher relationships. Allama Shibli Nomani took great pains in training his
pupils like Abdus Salam Nadvi and Syed Suleman Nadvi. These person rendered great services to
the Muslim Ummah in the field of History and Biography and many other relevant field.

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iii. Modern Arabic was taught: At Nadwa , modern Arabic was taught as living language. The
graduate of these instructions were well versed I the art of Arabic –Writing and speech. This
capability on their part was greatly honored both with and without South Asia especially in the
Arabic speaking countries of the World.
iv. Contact With The Islamic World: Dars-e-Namazi tradition was given up and under the
influenced of the educational and literary tradition in Egypt, was given special place in the
curriculum. This aspect is important in itself due to Egypt’s contact with Europe with reference to
the modern education, it helped Nadwa to do very well in the field of modern arts and sciences
Teaching of modern Arabic ansured mastery in the arts of Arabic writing and speech and owing to
contact with the different Arabic and Egyptian Scholars, this Movement remained closely linked
with their entire Islamic World.
v. Internal Freedom (Autonomy):The Nadwa kept intact its internal freedom (autonomy) and
independence of its educational and research and inspite of the public grant (government aids) it
never bargained its autonomy
vi. Huge Collection of Books: Maulana Shibli Nomani ‘s efforts bore fruits and a huge collection of
books was managed . It included his personal library, the collection of Nawab Siddiq Hassan khan
of Bhopal and those of Emad- ul-Mulk.
Impact of the Movement
I. Raiseda team of authors: The Nadwa institution, because of tis contact with the Islamic World,
Succeeded in raising such a distinguished team of author which did Outstanding work in the field
of History, Biography Literature and Journalism. The most outstanding among then, was one
Syed Suleman Nadvi.
II. Published a religious magazine: The Nadwat-ul-Ulama started a magazine titled ‘Al Nadwa,
which acted as its spokesman it influenced the ulma in general because of its religious writings.
III. Outstanding services of Darul-musannafeen: The Outstanding services rendered by Darul-
Musannafeen Azamgrah regarding slamic education and literature need no introduction.
IV. Jamia Abbasia worked as offshoot: The educational services of jamia Abbasia were highly
valuable in south Asia. This institute too was an off-shoot of the Nadwa.
V. Maulana Shibli Nomani influenced Muslim Thinkers: The Chief architect of the Nadwa
Movement was Maulana Shibli Nomani. His matchless capabilities influenced all his
contemporaries a great deal. His style and scholastic contributions had a deep impact on the 20th
century Muslim thinker.
Question number 3:
 Process of Formulation of educational
policies on Pakistan.
Answer:

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The government always initiates the process of policy formulation. In each case, the government with a
definite mandate and angle starts the process and guides it all the way through. For example, the 1947
conference was government sponsored and guided. Similarly, in 1959 policy-making was initiated by
the then President himself. A commission was appointed with clearly defined terms of reference. The
1972 policy again was the outcome of a clear guideline given by the government and was entirely
government sponsored. The Education policy 1979 again was developed under the specific instructions
and guideline given by the President himself who gave the terms of reference. The 1992 policy was not
significantly different i.e. Conference of educators and public representatives was held and the views
expressed were put together by a team of ‘exports’ in the ministry of Education. The same government
initiated the Education policy 1998-2010 after a gap of six year though earlier policy had not be lapsed.
It was obvious expectation that 1992 Education policy be owned and implemented instead of embarking
on the new one. However, a task force was formulated for the purpose, which conducted
meetings/seminars at national and provincial levels.
Policy formulation in Pakistan occurs in two ways Either the government holds a conference of eminent
educationists and leaders and hears their views and opinions on different aspects of education e.g.
curriculum, teacher training, examinations , the question of quality, vocational and teaching training ,
Pakistan ideology, etc. The topics/themes also include different levels of education e.g. Primary,
Secondary and Tertiary. These Conference are usually of two- three days duration in which sessions on
different themes are organized which often run parallel and are deliberated by groups. At the end of the
conference the groups present the reports and their views are summarized into a coherent policy outline.
These are later possessed by the ministry of education and put into a policy document.
The other method is to appoint or commission eminent educationists with clearly defined terms of
reference. The commission elicits the views and opinion of educators, thinkers, opinion leader etc.
through interviews/focus groups. it sometimes also develops questionnaires and other instruments,
which are circulated to obtain the views of different segments of the population. The response in both
cases i.e. interviews/focus groups or response to questionnaires are considered, processed and put
together into a coherent document. Of course, all the views and opinions are not necessarily reflected in
a policy document. Basically only those opinions/suggestions find their way into the policy, which are
considered appropriate by those who are putting them together or the panel of commission members
who have the mandate to produce the policy. Even the commission members have to see and decide if
the views fall in lines with the term of reference given to them and, more importantly, in accordance

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with wishing of the ruling government To what extent and in what way formulation of a policy is a
participatory process id a question hard to answer.in theory, policy formulation is participatory because
it involves the participations, either in the form of a conference or through an expert commission or
through eliciting views of different population groups in a variety of ways as indicated earlier.
Punjab Government is currently in the process of finalization of a comprehensive higher education
policy in order to implement and ensure that Pakistani universities can also be developed at par with
international standard institutions of research and innovation where quality education can help the
students to excel.
There are many education policies in Pakistan:
1. First educational conference 1947
2. Report of the commission on national education 1959
3. Education policy 1970
4. Education policy 1972-1980
5. National Education policy and implementation programme 1979
6. National Education policy 1992-2002
7. National Education policy 1998-2010
8. Education sector reforms 2001
9. National Education policy 2009
Causes of the failure of educational policy in Pakistan
The problems associated with the education system of Pakistan are:
1. lack of adequate budget
2. lack of policy implementation
3. defective examination system
4. poor physical facilities
5. lack of implementation of education policies
6. directionless education
7. low enrollment
8. high scale dropouts
9. political
10. Lack of uniformity
11. Outdated curricula
12. Lack of professional development of teachers
13. Lack of quality teachers
14. Alarming dropouts
15. Internal and external influences

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16. Lack of resources
17. Low budgetary allocation for education
18. Corruption
19. Lack of Leadership
20. Lack of Political Training
21. Unicameralism
Causes of policy implementation failure in Pakistan
National education policy (1947)
This policy couldn’t be implemented properly due to reasons including increased number of
immigrants and other administrative problems
National education policy (1959)
Unfortunately, this policy could not be implemented due to the limited resources and weak position
of the country.
National Education Policy (1970)
This policy was not implemented in Pakistan due to separation of East Pakistan, less resources
and economically weak condition of country
National Education policy (1972)
This policy was a good approach towards betterment, but has many drawbacks due to which it
cannot be achieved thoroughly e.g. universal basic education, shift towards agro-technical studies
etc.
Same as above this policy was also failed to implemented due to less resources and the two wars
between Pakistan and India. Pakistan economic rate was too low, that’s why this was fail
National education policy (1979)
This policy was also implanted properly and failed due to lack of planning and financial resources
National Education policy (1992)
Due to change in political scenario of country this policy was also a part of failure and this policy
was not implemented.
National Education policy (1998-2010)
The causes behind the failure of this policy was the quality of education and UN trained teaching
staff
Education policy (2009-2015)
The education policy 2009-2015 contains six basis pillars. That is Curriculum, textbook, assessment,
teacher, the learning environment in an institution and relevance of education to practical labor
market. The most significant action is required in improving teaching resources and pedagogical
approaches that teacher employ.

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Reference page:
1. https://nation.com.pk/24-Dec-2017/education-policy-formulation
2. https://www.slideshare.net/yhamskiey/policy-making-process
3. Book: Education in Pakistan by Dr.Pervez AslamSherazi
4. https://www.jagranjosh.com/general-knowledge/development-of-education-during-british-
period-in-india-1445314601-1
5. https://www.google.com/search?hl=en-
GB&sxsrf=ALeKk026vDnKi5i9Z5dlshBB_9xcu7dKig%3A1587126418064&ei=kqCZXue8A_
vJlAagq5foDQ&q=impacts+of+charter+act+1813+on+education+system&oq=impacts+of+chart
er+act+1813+on+education+sys&gs_lcp=CgZwc3ktYWIQARgAMggIIRAWEB0QHjIICCEQF
hAdEB4yCAghEBYQHRAeOgQIABBHOgYIABAWEB46BQgAEM0CSgoIFxIGMTItMzI0Sg
kIGBIFMTItMTlQqiFYkJQBYJCiAWgAcAJ4AIAB6wOIAekukgEIMi0xLjE0LjKYAQCgAQ
GqAQdnd3Mtd2l6&sclient=psy-ab
6. https://www.google.com/search?q=impacts+of+General+Committee+of+Public+Instruction%2C
+1823+on+education+system&oq=impacts+of+General+Committee+of+Public+Instruction%2C
+1823+on+education+system&aqs=chrome..69i57.15357j0j7&sourceid=chrome&ie=UTF-8
7. https://byjus.com/free-ias-prep/woods-despatch/
8. https://neostencil.com/upsc-modern-history-saddler-university-commission-1917-19
9. https://www.jagranjosh.com/general-knowledge/development-of-education-during-british-
period-in-india-1445314601-1
10. https://www.google.com/search?hl=en-
GB&sxsrf=ALeKk026vDnKi5i9Z5dlshBB_9xcu7dKig%3A1587126418064&ei=kqCZXue8A_
vJlAagq5foDQ&q=impacts+of+charter+act+1813+on+education+system&oq=impacts+of+chart
er+act+1813+on+education+sys&gs_lcp=CgZwc3ktYWIQARgAMggIIRAWEB0QHjIICCEQF
hAdEB4yCAghEBYQHRAeOgQIABBHOgYIABAWEB46BQgAEM0CSgoIFxIGMTItMzI0Sg
kIGBIFMTItMTlQqiFYkJQBYJCiAWgAcAJ4AIAB6wOIAekukgEIMi0xLjE0LjKYAQCgAQ
GqAQdnd3Mtd2l6&sclient=psy-ab
11. https://www.google.com/search?q=impacts+of+General+Committee+of+Public+Instruction%2C
+1823+on+education+system&oq=impacts+of+General+Committee+of+Public+Instruction%2C
+1823+on+education+system&aqs=chrome..69i57.15357j0j7&sourceid=chrome&ie=UTF-8
12. https://byjus.com/free-ias-prep/woods-despatch/
13. https://neostencil.com/upsc-modern-history-saddler-university-commission-1917-19