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Educational polices 1978 to 1992 pakistan

The document summarizes key aspects of Pakistan's education policies from 1978 and 1992. The 1978 policy focused on Islamization of education and promoting Islamic ideology. It made Islamiat compulsory and revised curriculum to align with Islamic principles. The 1992 policy aimed to improve access, quality, and management of education. It sought to expand primary education, improve teacher training, and reform curriculum and evaluation. Both policies emphasized developing education in accordance with Islamic values and principles.

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Topic Sir Ali Imtiaz Education Polices 1978 and 1992 Submitted to
Presented by Samia Yasir Kainat Siddique Syed Hasan raza Aiman Hera Memoona Riaz
Policy • A method of action selected, by Government, Institution, from among alternative and in the light of even conditions to guide and usually, to determine present and future decision.
Education Education is about learning skills and knowledge. It also means helping people to learn how to do things and support them to think about what they learn. It also important for educators to teach ways to find and use information.
Education policy  It is a policy or a document issued from time to time by the Government for the development of education in the country.  The policy is the result of a long detailed serious deliberations and discussions and thoughts made on various forms.  It provides a conceptual framework sometimes also a plan of action for the type of education to be implemented in the country.
Educational policy 1978  The Education Policy 1978 appeared under the military regime of General Muhammad Zia-ul-Huq.  In this policy the Islamisation of education got a great boast due to which it was also called Islamic Educational Policy.  The policy focused on the promotion of the Islamic Ideology and religious identity of the people of Pakistan.
Aim of policy 1978  The basic aim of this policy is to groom students according to the teachings of Holy Quran and sunnah.  It includes turning Islamiat as a compulsory subject in all institutions of country.  All the curriculum and textbooks alterations at all levels were suggested to modify education system according to the Ideology of Pakistan and the principles of Islam.
Features of policy Following are the features of this policy: Primary education Secondary education Science education Technical and vocational education Teacher education Higher education
Primary Education Programmes for the development of primary education in the policy were related to:  60% literacy rate  17000 new primary schools would be setup  13000 primary schools for rural areas  5000 Mosque schools would be established for boys  All primary schools would be provided teaching kits  Fund budgeted for primary education would not be used for other purposes
Secondary Education  Four tier system of education would be replaced by a three tier system education in a phased manner.  Science labs, teaching/aids and hostels  Mathematics would be introduced as a compulsory subject  Second shift to increase enrollment.  1000middle schools would be upgraded to high level and 200 new schools would be opened.  1150 residence for teachers, especially for female teachers would be constructed.
Science Education  National Centre for Science Education would be established to improve science teaching through research and innovation. Technical and vocational education  80% training center built in rural areas to improve their technical and vocational education.  Small production units would be established with technical and vocational institutes  A College of Technical Education would be established to provide pre- service training to the teachers and to improve in-service training programmes.
Teacher Education  All teachers would be required to do at least one service training course during every five years.  Strong committed to ideology of Pakistan  AEPM establishment  Strengthening of provisional education extension centers and AIOU for CT, PTC, B.ED
Higher Education College education:  Teaching of science subjects would be consolidated.  Book Bank scheme would be re-casted.  Social and cultural life of colleges would be revived and strengthened.  Degree colleges would have only class XIII- XVI i.e. degree programmes of four years duration to be imported as higher education.
University Education  The University Grants Commission (UGC) would be strengthened to coordinate and regulate higher education and research in the country.  A National Institute of Educational Research would be established to supervise and co- ordinate research on important national issues and problems.  A National Students Centre would be established to study and conduct researches on student’s problems, issues and attitudes.
Educational Policy 1992  The National Education Policy 1992, had been structured on the basis of “guide-lines’’ provided by the Prime Minister’s Directive on 10th February, 1991. The Federal Minister of Education announced the policy on 20th December, 1992.  The participation rate at various levels of education had been very low in Pakistan. The National Education Policy 1992 was attempt to streamline the process of education which was a victim of various external and internal problems.
The Thrust of Policy: The main objectives of the policy were:  To restructure the continuing education system on modern lines in accordance with the principles of Islam so as to create a healthy, forward looking and democratic society  To improve the quality of education and promote research activities in the universities, especially in the modern fields of science and technology.
Features of Policy Following are the features of this educational policy: Primary Education Quality of public instructions Higher Education and Technology Administration and Management of Education Education for better living Women Education
Primary Education  Development of primary education in private sector would be encouraged  About 26500 new primary school teachers would be trained  About 107000 new primary and mosque schools would be opened.  The pay structure and service conditions of .primary school teachers would be improved  Teachers would be given training on the new concepts, introduced in curricula.  The Teaching kit would be upgraded.
Quality of Public Instructions  Major changes would be introduced in curricula, textbooks, teaching methods and evaluation techniques  Teaching learning process would be strengthened through various types of delivery of education  The policies maintained that the teacher training institutions would be equipped and their faculty would be provided opportunities to update their, knowledge and skill
Higher Education and Technology:  Participation rate of higher education would be enhanced  Universities would be encouraged to generate funds by various means; Participation of teachers at international conferences would be facilitated.  All university administrators will be required to undertake training in management of higher education.  All curriculums will be modernized, in order to accommodate new knowledge and new disciplines.
Conti……  More funds would be provided to universities for research.  A separate high education services policy would be formulated,  Degree education would be diversified to increase employability of the graduates.  Colleges of Distance Education would be established in the provinces.
Administration and management of Education  School Management Committee would be constituted at village and institutional level.  Not more than 15 primary schools would be allocated to each supervisor.  The number of Directorates of Technical Education would be increased.
Education for woman living:  This policy stressed on strengthening women’s education as well  . To improve the female education, innovative approaches, both in the formal and non-formal sectors were emphasized.
Education for better living:  The existing provision of Islamic education formed the basis for the development of new curriculam.  The religious education was so directed as to facilitate students to learn high ethical and moral values encoded in the spirit of Islam.
Conclusion:  The different Education Policies clearly bring out that there has been concern regarding the need to reform education  The implementation has never matched the fine words of the policies.
Educational polices 1978 to 1992 pakistan