Elements of process of education Aims Curriculum Pedagogy Evaluation

1. Elements of the process of education
1. 1. 1.3 Elements of the Process of Education
2. 1.3.1 Aims
3. 1.3.2 Curriculum
4. 1.3.3 Pedagogy
5. 1.3.4 Evaluation
4.2. Sociological Role in Education Education should help in transmitting the folk-ways
traditions and other institutional patterns in sociological organization. But education is not
only to transmit the past cultural heritage, it also help in the process of re-construction of
our modes of living –i.e., it is to develop new social patterns in such areas as health, leisure,
vocation and home life. Thus from the sociological point of view, education can be
regarded as a conservative, creative and critical. Conservative: Literally it means opposing
great or sudden changes. It is political or moral Ideology according to which certain values
or behaviors are enforced, maintained and encouraged. It is thought that theses values or
behaviors keep the people decent and civilized. These values or behaviors are not universal
or accepted by all social groups. Different social groups accept different social values and
behaviors and maintain them. However, there are number of values and behaviors to which
at least a majority of social conservatives adhere. Education is not merely a question of
adopting man to certain given level of development but of producing individuals capable
of the existing form of society beyond itself to further stage. Conservative function is
essential as it prevents discarding of the older for simply being old. It retains values and
ideas on merit and efficacy. Critical: All the values and behaviors do not achieve the status
of universal acceptance at all the times. Globalization, modernization, technology and
changing family patterns affect them positively or negatively. People give judgments
regarding values and behaviors in the light of factors affecting them. These values and
behaviors are put them to test. Critical thinking involves thinking reflectively and
evaluating the ideas, value and behaviors are not constant or permanent, they keep on
changing. Education is creator of society. It keeps an eye on the desirability and acceptance
of such social norms thrown up from time to time, and takes on an overall critical overview.
These measures and control may be direct or in direct, suggestive or prescriptive, but are

2. definitely normative in nature Creative: It means having power or ability to create with the
help of imagination and intelligence. The role of society is not stagnant. It is dynamic. The
society develops new ideas and novel beliefs. The societies which do not create new ideas
and beliefs cannot stand with the modern and changing world. The role of society to create
new ideas, beliefs and values is important. These are the role on the basis of which society’s
progress and prosper. The creative function lies in providing for the development of open
mindedness to meet the changes which have already begun and which inevitably increase
in our dynamic world. The ability to think creatively is essential for social progress.
6. 2. This is the creative role of the society which focuses on development of new ideas,
beliefs and values which are more beneficial.
7. .1. Educational Economics; Concept & Meanings What Economics is??? ALFERD
MARSHAL; “It’s a Social Science which deals with how human being is performing his
daily actions, it is the study of efforts of human being at individual and collective level,
which is robust relationship that how he/she get strive for prosperity and how resources
should be utilized for maximum level of utility.” Education & Economics • Every Country
development is dependent on two main factors; • Natural Resource; • Fertile Countryside,
Forests, Minerals, Canal & Rivers and • Human Capital • Well Educated, Skillful and Well
Trained Human Capital Model • Human Capital; “an individual’s productive capacity. •
Human Capital may be increased by investments in: – Education, – Training (Skill
Development), and – Health Care • Individuals with more Human Capital receive higher
pay (since they are more productive). Education as Human Capital • Education =
Investment in Human Capital & Investment of Capital • Education is responsible for social
and economic development • Capital declines with immobility. Factors influencing Human
Capital Investment • Interest Rate (toward Education and training) • The age of the
individual, • The costs of education, and • The wage differential between high school and
college graduates. Creation of Wealth and Education • Elements in the creation of wealth
(labor, physical capital, technology), are enhanced through education • Educated workers
are more productive • All areas of resources are refined through education • Human
capital—greater productivity in management Education: An Important Industry •
Education is the country’s largest industry. • There is a positive relationship between
education and economic growth. • Economic philosophies affect fiscal matters and the

3. educational program. A Public Sector Responsibility • Government through policies
produces education services • Private sector organizations respond to consumer demand •
Education--a political responsibility at three levels of government through taxation
8. 3. • Federal system-public education designed to produce equity • As educational services
increases, economic productivity and wealth increases • Educational system—result and
determinant of social and economic progress • Education produces no free services •
Producer’s Good—Human Capital • Consumer’s Good—Purchaser of Education and
wants as a consumer Stimulates Economic Growth • Education is important to increases in
economic productivity • The scope of educational services are determined by 
Constituency Members’ Experiences  Government Officials  Community (Society) 
Those with no direct relationship to education interest group. Economic Benefits of
Education  Range of Job Opportunities  Job Security  Taxes paid to state  Life
Expectancy  Averages Earnings Noneconomic Benefits of Education • Free democratic
society—well-informed and responsible citizens • Schools--source of moral and ethical
values • Preservation of nation’s culture and people’s sense of identify • External
benefits—justify taxation to finance education  Healthier society  More informed
electorate  More productive labor force  Raised standard of living  Enhanced
economic growth 5.2. Education as Investment The concept of human capital introduced
by Nobel Laureate Theodore W Schultz in 1961 and elaborated upon by Nobel Laureate
Gary Becker in 1964 implies that individuals acquire skills and knowledge to increase their
values in the labour market. It is however, observed that there are three main mechanisms
for acquisition of human capital. These three mechanisms include: 1. Experience 2.
Training 3. Education Out of these three, education has been identified as the primary
source for most individuals. The amount of education acquired by workers has impact on
labour market experience. The most direct way that education affects the labour market
experience of workers is through increased productivity, thus increasing their earnings. The
more education individuals acquire, the better they are able to absorb new information,
acquire new skills and familiarize themselves with new technologies (Bartel and
Lichtenberg, 1991).
9. 4. By increasing their human capital, workers enhance the productivity of their labour and
of the other capital they use at work. 1) Earnings If higher levels of productivity reflect

4. higher levels of human capital, which are primarily a result of increased education, then a
positive relationship should exist between educational attainment and earnings. A high
school graduate when considering college will factor in the costs of education as well as
the benefits. The cost of education borne by student consists not only of tuition and living
expenses but also of foregone earnings. Beyond high school, foregone wages are the largest
component of investment in education. Any estimate of return to schooling must include
the investment costs of that schooling. As noted previously, there is an increasing wage
premium paid to workers with high levels of human capital attained through skills, training,
and education. 2) Employment Mincer (1993) observed that the amount of education an
individual receives not only affects his earnings, but the quality of his employment as well.
He added that educated workers have three advantages relative to less-educated workers,
which are as follows. 1. Higher wages 2. Greater employment stability 3. Greater upward
mobility in income. Increased earnings by workers with higher education levels are a result
of two factors. 1. Increased human capital results in higher productivity that allows workers
to extract higher hourly wages. 2. Increased education increases labor force participation,
decreases the probability of unemployment, and decreases job turnover. However, highly
educated workers labour a greater number of hours annually for higher hourly wages than
their less educated labor market competitors. The negative relationship between education
and unemployment exists due to two factors: more efficient job searching and increased
job- specific human capital among those with higher levels of education. Our discussion
so far points to the fact that investment in education is beneficial to an individual in terms
of earnings as well as opportunity for employment. Besides these benefits there are other
advantages that cannot be measured in terms of naira and kobo but are considered highly
significant. This will be our focus of discussion in the next section. 3) Non-Market Private
Effects Evaluations of the returns to schooling often analyze the labour market returns to
education. The compensation for increased human capital formation is not limited to the
earning of money. Education often affects the quality of life in ways rarely thought about
or recognized.
10. 5. 6.2. Commission on National Education (1959) INTRODUCTION The Commission on
National Education was appointed by a resolution adopted by the government on 30th
December 1958. The main reason was that the existing system of education was not

5. adequate to meet the requirements of the nation. .it was inaugurated by the President
Mohammad Ayub Khan on January 5, 1959. Addressing on the occasion, the President
stressed the need for a reorganization and re-orientation of the existing educational system,
which would better reflect our spiritual, moral and cultural values and to meet the
challenges of the growing needs of the nation in the field of science and technology. The
Commission analyzed all the previous reports and the prevailing situations of the country
and the reforms movements in other societies and submitted a comprehensive report to the
government after one year in 1960. The salient features of the report are briefly described
as: (a)PRIMARY EDUCATION In view of the Commission, compulsory education at
elementary level was indispensable for skilled manpower intelligent citizenry. For this
purpose at least eight years schooling was required. The Commission recommended
achieving S-years compulsory schooling within the period of 10 years and 8 years
compulsory schooling within a total period of 15 years. The main objectives of primary
education should be to make a child functionally literate, to develop all aspects of his
personality to equip him with basic knowledge and skills and to develop in him habits of
industry, integrity and curiosity. The curriculum should be adapted to the mental abilities
of the children. It must be designed to develop basic skills. Teaching methods should be
activity-oriented Religious education should be made compulsory and due emphasis should
be given to the teaching of Rational language. School buildings and furniture should be
simple, inexpensive, clean and adapted to local style and material. Training facilities should
be provided to teachers to meet the requirements of compulsory primary education.
Refresher courses should also be arranged for untrained teachers. The Commission
recommended that land, building, furniture, teaching materials and residential
accommodation for teachers should be provided by the community and government may
however, give financial assistance to the backward areas. The administrative
recommendations by the Commission should be entrusted to local bodies. It should be
organized on district level in West Pakistan and on sub-division level in East Pakistan.
(b)SECONDARY EDUCATION The Objectives of Secondary Education: The
Commission maintained that secondary education should be recognized as a complete stage
in itself and organized as a separate academic and administrative unit. It should bring about
the full development of the child as an individual, as a citizen, as a worker, and as a patriot,

6. to enable him to enjoy and understand the benefits of social and economic progress and
scientific development. Duration of Secondary Level: Secondary education should
improperly consisted of classes IX- XII but until compulsory education was extended to
the first eight years classes VI-VIII
11. 6. should be considered a part of secondary education. For the present, it should be divided
into three stages/classes VI-VIII (Middle) classes IX-X (Secondary) and classes XI-XII
(Higher Secondary). Curriculum of Secondary Education: The Commission recommended
that the curriculum of secondary education should be based on two principles. First it must
provide a compulsory core of subjects to give every pupil the knowledge needed to live a
useful and happy life. Secondly, 1t should induce additional subjects and training to prepare
him for a definite vocation and career. The teaching of national language, science and
mathematics should receive greater emphasis. English should be taught as a functional
subject. Religious education should be made compulsory in class V-flhl and optional
thereafter. Teacher Training: The commission was of the view that teachers must be trained
property before entering teaching profession. Teachers should be paid adequate salary.
Teachers from class VI-x should work for 223 days during the year (exuding vacation).
The services of Education Extension Centers already established to improve the quality of
education, should be fully utilized by the Central and Provincial Governments. Facilities
and Equipment: The Commission maintained that efforts should be made by educational
authorities and community to provide facilities like darkroom’s, science labs, workshops,
koraris garden plots, playgrounds and equipment to achieve the objectives of diversified
multipurpose secondary schools in future. Evaluation and Examinations: The Commission
recommended that the system of examination should be recognized and the award of
certificate be based on the performance of the student in fi) public examinations conducted
by University (Board of Secondary Education (75 percent marks) and (ii) his school record
including the results of periodical tests and appraisal of habits d general behavior (25
percent marks). For private candidates, separate examinations, called External
Examination, should be held. Organization: The Commission maintained that regulation,
control and development of education at secondary and higher secondary levels (classes
IX-XII) should be entrusted to the Boards of Secondary Education. The territorial
jurisdiction of the Lords should follow the jurisdiction of various universities in the

7. country. New Boards should be set up at Peshawar,, Hyderabad and Rajshahi and the
jurisdiction of the Boards at Karachi and Dacca, should be extended to induce higher
secondary (intermediate) stage. (c)HIGHER EDUCATION Higher Education as a Distinct
Stage: As envisaged in the Report of the Commission, higher education should be
recognized as a distinct stage and the present intermediate dashes should be transferred
from the jurisdiction of the university to board of secondary education. The essence of
higher education, as viewed by the Commission, was a community of scholarship. The
essentials were not only to Set examinations, nor the degree it conferred, but its’ capacity
to encourage teachers and scholars to engage themselves in research and to pass on to the
next generations the results of their studies. Admission: Admission to the degree colleges
and universities should be after the completion of the present intermediate stage covering
twelve years of schooling. The universities and colleges should determine their own
requirements of admission on the basis of: The Students performance in higher secondary
education. His achievement and accumulative class record during the previous stage of
education. His aptitude for higher education to be determined scientifically by standardized
tests.
12. 7. Duration of the Courses: In order to improve the standard at university level, bachelor
degree courses should be extended from two to three years. There should be two types of
courses at degree level; the pass course and the honor course. The course leading to degree
of MA, M.Sc. should require at least two years in one subject. The period recommended
for Ph.D. is minimum two years and maximum five years. Subject of Study: The
Commission recommended that courses and curricula should be revised and improved
periodically so as to make them updated and to provide for growing needs of the country,
particularly in the specific areas of science and technology. New subjects like sociology,
home economics, pubic, and business administration, journalism etc should be introduced
in universities. Examinations: The commission was of the view that the system of
examination had been criticized for dominating higher education. The Commission
recommended that the system should be reorganized and the award of degree should be
based on the performance of students in final examination conducted by university, (75
percent marks) and record in the periodical tests as well as class work (25 percent mark).
Students should obtain pass marks in both assessments. Pass marks should be fixed/40.0

8. percent in each paper and 50.0 in aggregate. For Second Division marks should be 60 %
and for First Division 70 % of the total marks. Research in the Universities: Research was
thought one of the essential features of the university education. Not only it was of national
importance in the developing economy but it also had a further value as a means of keeping
a teacher active, creative and updated and of enabling him to stimulate and inspire his
students. The Commission, therefore, recommended build up strong departments in which
both, teaching and research would have prominence. The Commission further
recommended that each university should set-up a “Committee of Advanced Studies” to
supervise and coordinate the research work in the universities. Fundamental research
should be given priority. Other Recommendation: Other recommendations in the field of
higher education, forwarded by the Commission, related to the functions of teachers in a
university, the selection and promotion of teachers, coordinator of higher education,
students welfare and discipline. ‘A programmer of guidance and ounsel1flg was also
recommended by the Commission to be organized in the universities 6.7. National
Educational Policy (1998-2010) Improving the quality Expanding excess for out of school
children Especially underprivileged groups Improving management Supervisory services
Capacity building Institutional development Financial sustainability Salient Features of
National Education Policy 1998-2010 Aims and objectives of Education and Islamic
Education Education and training should enable the citizens of Pakistan to lead their lives
according to
13. 8. the teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train
them as a true practicing Muslim. To evolve an integrated system of national education by
bringing Deeni Madaris and modern schools closer to each stream in curriculum and the
contents of education. Nazra Qur'an will be introduced as a compulsory component from
grade I-VIII While at secondary level translation of the selected verses from the Holy
Qur'an will be offered. Literacy and Non-Formal Education The current literacy rate of
about 39% will be raised to 55% during the first five years of the policy and 70% by the
year 2010. Functional literacy and income generation skills will be provided to rural
women of 15 to 25 age. Group and basic educational facilities will be provided to working
children. Functional literacy will be imparted to adolescents (10-14) who missed out the
chance of primary education. The existing disparities in basic education will be reduced to

9. half by year 2010. Elementary Education About 90% of the children in the age group (5-
9) will be enrolled in schools by year 2002-03. Gross enrolment ratio at primary level will
be increased to 100% by year 2010 and Compulsory Primary Education Act will be
promulgated and enforced in a phased manner. Full utilization of existing capacity at the
basic level has been ensured by providing for introduction of double shift in existing school
of basics education. Quality of primary education will be improved through revising
curricula. Secondary Education One model secondary school will be set up at each district
level. A definite vocation or a career will be introduced at secondary level. It would be
ensured that all the boys and girls, desirous of entering secondary education, become
enrolled in secondary schools. Curriculum for secondary and higher secondary will be
revised and multiple textbooks will be introduced. The participation rate will be increased
from 31% to 48% by 2002-03. Higher Education Access to higher education shall be
expanded to at least 5% of the age group 17-23 by the year 2010. Merit shall be the only
criterion for entry into higher education. Access to higher education, therefore, shall be
based on entrance tests. Reputed degree colleges shall be given autonomy and degree
awarding status. Local M.Phil. And Ph.D programs shall be launched and laboratory and
library facilities will be strengthened.
14. 9. Students from backward areas, who clear entry tests, would compete amongest
themselves. In order to eliminate violence, all political activities on the campus shall be
banned. Teacher Education To increase the effectiveness of the system by institutionalizing
in-service training of teachers, teacher trainers and educational administrators through
school clustering and other techniques. The contents and methodology parts of teacher
education curricula will be revised. Both formal and non-formal means shall be used to
provide increased opportunities of in- service training to the working teachers, preferably
at least once in five years. Technical and Vocational Education To improve the quality of
technical education so as to enhance the chances of employment of Technical and
vocational Education (TVE) graduates by moving from a static, supply- based system to a
demand-driven system. Development of technical competence, communication skills,
safety and health measures and entrepreneurial skills etc. shall be reflected in the curricula.
Emerging technologies e.g. telecommunication, computer, electronics, automation,
petroleum, garments, food preservation, printing and graphics, textile, mining, sugar

10. technology, etc. greatly in demand in the job market shall be introduced in selected
polytechnics. A National Council for Technical Education shall be established to regulate
technical education. Information Technology Computers shall be introduced in secondary
schools in a phased manner. School curricula shall be revised to include recent
developments in information technology, such as software development, the Information
Super Highway designing Web Pages, etc Library and Documentation Services School,
college and university libraries shall be equipped with the latest reading materials/services.
Internet connection with computer shall be given to each library. Mobile library Services
for semi-urban and remote rural areas shall be introduced. Private Sector in Education
Encouraging private investment in education. Schools running on non-profit basis shall be
exempted from all taxes. Curricula of private institutions must conform to the principles
laid down in the Federal Supervision of curricula, Textbooks and Maintenance of Standards
of Education Act, 1976.
15. 10. The fee structure of the privately managed educational institutions shall be developed
in consultation with the government. Existing institutions of higher learning shall be
allowed to negotiate for financial assistance with donor agencies in collaboration with the
Ministry of Education. Innovative Programs The National Education Testing Service will
be established to design and administer standardized tests for admission to professional
institutions. Qualifying these tests will become a compulsory requirement for entry to
professional education. This mechanism is expected to check the incidence of malpractice
in examinations. Likewise, standardized tests shall be introduced for admission to general
education in universities. Implementation Monitoring and Evaluation A comprehensive
monitoring and evaluation system has been envisaged from grass-roots to the highest level.
The District Education Authority will be established in each district to ensure public
participation in monitoring and implementation. The education Ministers at the Federal
and Provincial levels will oversee monitoring committees, responsible for implementation
at their levels. The total expenditure of the government on education will be raised from
its present level of 2.2% to 4% of GNP by the year 2002-03 (p.132). 1. Introduction
Education Sector Reform 2003 (ERS 2003) Program is built upon the long term vision of
the National Education Policy 1998 – 2010 and ten year perspective development plan
2001 – 2011 (Shami) Government of Pakistan has also formulated its policy its policy for

11. promoting economic growth. Education for All (EFA) and Million Development Goal
(MDG) including poverty in the Interim Poverty Reduction Strategy (IPRS) 2. Aims of
Education Reform Sector 2003 (ERS 2003) 1. Sector reforms based on efficiency and
equity; 2. Political will to boost education as the anchor for economic revival; 3. Poverty
reduction strategy program, 4. Resource mobilization from all channels; 5.
Decentralization through Devolution plan ensuring Grass-Root Level participation in
educational planning and implementation; 6. Encouraging and supporting Government
Private Sector partnership to meet the challenges 7. Education For All (EFA) Action Plan
and Ordinance for compulsory Primary Education; 3.Mission Statement Developing
Human Resources in Pakistan as a pre-requisite for Global Peace, Progress and Prosperity.
16. 11. 4.Vision 1. Quality Education enabling all citizens to reach their maximum potential;
2. Produce responsible, enlightened and skilled citizens; 3. Integrate Pakistan into the
global framework of human – centered economic development 5.Major Area of Education
ERS 2003 was initiated in 2001, with systematic attention on major areas of education such
as: 1. Universal Primary Education (UPE) 2. Adult Literacy 3. Vocalization of General
Secondary Education 4. Revamping of Science Education 5. Promotion of Technical
Education 6. Quality Assurance 7. Mainstreaming of Madrasahs 8. Public Private
Partnership 9. Higher Education 5.1. Universal Primary Education Target/Reform The
education for all emphasize quality universal Education ,through ensuring access and
increasing participation rate upto 100% reducing gender disparity and enhancing
completion rate 70%. Action Plan 1. Promulgation of compulsory Primary Education
Ordinance; 2. Improving infrastructure in existing primary school. 3. Initiation of Early
Childhood Education stage in schools. 4. Construction of new schools 5. Community Basic
Education Schools, and 6. Free textbooks for children and free Braille books to the visually
handicapped people 5.2. Adult LiteracyTarget/Reform Under the Reforms National
Commission for Human Development (NCHD) has been set up with the President of
Pakistan as its Chairman. The Commission has developed district-based infrastructure to
reach people. The task encompasses establishment of literacy centers throughout the
country. The National plan of action on Education for All (2001-2015) targets to open
525.000 literacy centers with 118,000 teachers by 2016. The literacy program implies
district specific targets, literacy cycle of 6-8 months with due involvement of mass medic

12. mobilization campaign. The National Plan spells out three phases of adult literacy plan
(2000-15) each phase comprising five years with overall goals as under: Action Plan 1.
Ensuring that the learning needs of all young people and adults are met, through equitable
access to appropriate learning, life skills and citizenship program. 2. Achieving 50%
improvement in the levels of adult literacy by 2015, especially for women, and equitable
access to basic and continuing education for all adults. 3. AIl, especially in literacy, flume
racy and essential life skills, achieves improving all aspects of the quality of education and
ensuring excellence of ail so that recognized and measurable learning outcomes.
17. 12. 5.3. Vocalization of General Secondary EducationTarget/Reform To make education
meaningful and work oriented technical stream has been introduced at secondary school
level Action Plan 1. The existing scheme of studies to be revised to accommodate a new
technical stream along with Science and Humanities streams, 2. Introduction of 34
area/gender specific trades selected against specific criteria, 3. Development of teaching
learning resource materials, Construction of workshops in schools and 4. Increasing
enrollment from 7 to 50 5.4. Revamping of Science EducationTarget/Reform The Reforms
aim at improving quality of science education by providing updated science equipment,
professional growth of teachers and facilities. Action Plan 1. Constriction’s of science
laboratories, 2. Establishment of mathematic resource rooms, 3. Provision of equipment
and consumables, 4. Development of video textbooks, 5. Training of head teachers,
managers, master trainers and teachers. 5.5. Promotion of Technical
EducationTarget/Reform The Reforms focus qualitative and quantitative improvements of
technical education Action Plan 1. Establishment of one polytechnic at each district
headquarters for boys, One polytechnic for girls at each divisional headquarter, 2. One
mono-technicfor men in sparsely populated district, 3. One mono-technicfor women in
thickly populated districts. 5.6. Quality AssuranceTarget The Reforms has major target to
improve quality of educationAction Plan 1. Revision of curricula for classes I-XII,
harmonization of teachers training programs, 2. Introduction of multiple textbooks scheme,
3. Professional development of planners, managers, teacher educators, teachers at all
levels, 4. Setting up of professional cadre for planning and management of education, 5.
Strengthening of teachers training institutions, 6. Examination reforms and setting up of
examination boards in private sector, 7. Establishment of national education assessment

13. system, 8. System of academic audit-linkage of grants/ incentives with quality, 9. Increase
of non-salary budget by 3% annually. 5.7. Mainstreaming of MadrasahsTarget/Reform The
Reforms aim to streamline the religious, educational institutions in the country for
enlarging employment opportunities for their graduates and making it compatible with the
emerging needs. Action Plan 1. Incentive program to facilitate teaching of subjects like
English, General Math, General Science, Computer Science, Social Studies/ Pakistan
Studies at primary and secondary levels,
18. 13. 2. English, Economics, Computer Science and Pakistan Studies at higher secondary
level. 3. One time grant package on affiliation with Madrasahs Education Board. 4. The
Reforms advocate reviewing and revising curricula of religious education. 5. Pakistan
Madrasahs Education Board has been established to look after the affairs of schools. 5.8.
Public Private PartnershipTarget The Reforms aim at improved service delivery through
public private partnership Action Plan 1. Offering incentive package for private sector; 2.
Involvement of private sector in the management of underutilized public sector institutions;
3. Facilitating grants and soft loans for the development of education 4. Introduction of
Adopt School program; 5. Maximizing utilization of, public school buildings by school up
gradation in the afternoon shifts from primary to higher secondary levels through
community participation project; 6. Introduction of information technology courses in
schools through public private partnership; etc. 5.9. Higher Education Target/Reform The
reforms advocate shift towards human resource development through qualitative and
quantitative improvements of higher education Action Plan 1. restrictively of research in
institutions of higher learning, 2. Professional development of teachers, 3. Increasing
access to higher education, 4. Increasing enrollment, 5. encouragement for private sector
universities, 6. Increasing financial allocations, 7. up-gradation of science and social
science programs, 8. Introduction of IT education, etc. 7.3. Up-Gradation of UGC to HEC
(2004) • UGC established in 1947 • The institution was revised in 1974 and came its
modern form in 2002 with additional executive reforms granted by the constitution • The
universities were formerly accredited by UGC established in 1947. • Higher education
efforts preceded the UGC in 2002. HEC (Higher commission of Pakistan) • HEC is an
autonomous, independent and constitutionally established institution. • It established in
2002 by preceding the UGC efforts. • Under a new revised reforms HEC is made

14. responsible for formulating higher education policy Programs and projects under HEC
causes of degradation of UGC • These are some programs which have been performing the
HEC and not the UGC.
19. 14. • Degree attestation • Faculty development • Curriculum revision • Higher education
infrastructure development • Indigenous scholarships • Foreign scholarships • Conference
travel grants • Increase industry and university research collaboration • Developing new
technology policies. • Patent filing support. Motto of HEC and UGC University Grants
Commission: • The main motto of UGC was to maintain standard of education and
establish a uniform policy all over the country Higher Education Commission: •
Facilitating Institutes of higher learning to serve as an Engine of Growth for the Socio-
Economic Development of Pakistan. Programs of HEC The running of following programs
may be credited to HEC:  Capacity building of the faculty  Under taking of revision of
curriculum  Development of infrastructure of higher education  Award of indigenous
 Grant of foreign scholarships  Patent filing support  Travel grant for participation in
the conferences  Increasing collaboration between industry and university research 
Bringing in technology reforms Reforms of HEC HEC revitalize the functions of UGC: o
16 years degree programs be initiated like the rest of the world. o Resources made available
should be utilized to the optimum. o Faculties among public and private sector universities
be made equal. o Monitoring be made a regular feature of the inputs, processes and
products. o Private universities be standardized. o Emphasize on qualitative aspect of
education rather than quantitative education. o Adequate attention to research and support
be given. o Institutional frameworks be made functional to the optimum. o Systems be
made efficient and effective in terms of their functioning. o Nature of design and delivery
be made free of problems. o Systems be funded adequately. o An interface between
industry and universities be developed. o Wastages of funds should be minimized. o
Research base should be made adequately strong.
20. 15. o Internationalization and Globalization be addressed in all the processes right from
planning onwards. o Lifelong learning and continuing education be encouraged. o
Structural, functional, instructional and pedagogical constraints be possibly overcome. o
Fee structure of private universities should be adjusted. o Foreign Direct investment in
Education sector be encouraged. o Debt Financing in Education sector be fashioned o

15. There should be moral training in higher education institutions. o Westernization on the
name of modernization should not be promoted. o Social balances be created. o The
resources made available should be used to the optimum. o Universities with no exception
be asked to come up to the minimum standards defined in terms of faculty quality, practical
reliability, and monetary solvency. o Centers of excellence should strive to develop a
research culture to give birth to the intellect of highest grit. CONCLUSION: REASON OF
UPGRADATION OF UGC INTO HEC • UGC aim was to maintain quality of education
and implement uniform education policy all over the country. • In 1976, UGC had no real
financial powers. • Therefore, UGC remained ineffective institutions in 2000. •Resultantly,
the standard of education in Pakistan declined considerably. Ultimately HEC has been
established in 2002. • HEC revitalize, invigorate the standard of education by adopting
modern policies of education.