The document summarizes key aspects of Pakistan's educational policies from 1978 to 1992. The 1978 policy focused on Islamizing education by making Islamiat a compulsory subject and revising curricula according to Islamic principles. It aimed to groom students as good Muslims. The 1992 policy aimed to restructure the education system based on Islamic principles to create a progressive democratic society. It recognized primary education as a fundamental right and aimed to achieve universal enrollment by the end of the decade. Both policies outlined reforms and programs to improve access, quality, and management at various levels of education.

1. Submitted to:
Ali Imtiaz
Submitted by:
Samia Yasir (bsf1800075)
Kainat Siddiq (bsf1800166)
Aiman Hira (bsf1800120)
Memoona Riaz
Hassan Raza (bsf1701505)
Programme:
b.ed (hons)
Semester V
Subject:
Curriculum Development
DIVISION OF EDUCATION

2. EDUCATIONAL POLICES
(1978 AND 1992)
Introduction to education polices:
An education policy is a policy
initiative, a statement, a directive, or a document issued fromtime to time by the
governmentfor the development of education in the country. Itis brief in content
but broad in concept and deep in the spirit.
The policy plays a pivotal role in the
development of education systemof a country. Itoccupies the critical phase
during which fundamentalchoices are to be made by the state, keeping in view
the emerging trends and developments in the country and around the world.
The policy is the result of a long detailed serious
deliberations, and discussions and thoughts made on various forums. It providesa
conceptual framework, sometimes, also a plan of action, for the type of education
to be implemented in the country.
Importance of Educational polices:
Polices are important becausethey help a schoolestablish rules and procedures
and create standards of quality for learning and safety, as well as expectations
and accountability. Without these, schools would
Lack the structureand function necessary to providethe educational
needs of students.
Educational polices of Pakistan:
Following are the educational polices of Pakistan:
i. All Pakistan Education Conference1947
ii. Commission on National Education, 1959
iii. National Education Policy 1972-80
iv. National Education Policy 1978
v. National Education Policy 1992.
vi. The National Education Policy 1998-2010
vii. National Education Policy 2009

3. Education Policy 1978:
Introduction:
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 boastdue 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 Education Policy 1978:
The policy aimed to groomstudents according to the teachings
of Holy Quran and Sunnah to pave way for becoming good Muslims.
Severalsuggestions werepresented to Islamizethe education of Pakistan
further.
 Itincludes to turn Islamiat as a compulsory subjectin schools, colleges,
universities and professionaland technical institutions of the country.
 All the curriculumand textbooks alterations at all levels weresuggested to
modify education systemaccording to the Ideology of Pakistan and the
principles of Islam.
 Besides this, Madaras, Makatab and Dar-ul-Uloom wereproposed to be
given due importance so that these could impact adequate religious
education.
Features of policy:
Following are the features of this policy:
I. Primary education
II. Secondary education
III. Science education
IV. Technical and vocational education
V. Teacher education
VI. Higher education
 Primary Education:
Development and Improvement
The policy, envisaged that primary school
enrolment would be increased that all boys of schoolage were enrolled by 1982-
83. Universalenrollment for boys would be attained by 1986-87. In caseof girls,
universalization would be achieved by 1992. Necessary provision in the formof
physicalfacilities, instructional materials and pre-serviceand in-serviceeducation

4. of teachers would be made to achieve the target. A number of non-formalmeans
would also, be used to achieve universalization of primary education opening of
nearly fivethousand mosques schools was a step in that direction.
Other programmes for the development of primary educationin the
policy were relatedto:
i. 60 percent literary rate by 1982-83
ii. About 17000 new primary schools would besetup. .
iii. Nearly 1300 new primary schools would be opened mainly in the rural
areas.
iv. About 5000 mosqueschools would beestablished for boys.
v. Equipment would be provided to strengthen 12000 existing schools.
vi. Text books would be supplied to all students at primary level.
vii. About 100 supplementary Readers would be provided to each new primary
school.
viii. All primary schools would beprovided Teaching Kits,
ix. A nationwide School Mapping exercise would be earned out to evolvea
process of schoollocation planning.
x. Fund budgeted for primary education would not be used for other
purposes,
xi. Community resources and participation .would be effectively mobilized.
xii. The policy initiated to recognize, institutionalize, and strengthen “Mohalla
Schools” to provideeducational facilities to female children, youth, and
adults in the community.
xiii. The policy for adults also provided to establish Village Workshop .Schools
under phased programmes to impart usefulskills to drop out and other left
out children.
 Secondary Education:
The nature and status of secondary educationas viewedinthe policy:
In view of the policy secondary education
played a very important role in the system. Itwas both a terminal stage for
majority of students and also a significant determinant of quality of higher and
professionaleducation. The policy maintained that the existing four tier systemof
education namely primary, secondary, collegeand university, would be replaced
by a three tier systemof elementary, secondary and university education in a
phased manner. Classes IX and X would be added to all intermediate 68 colleges

5. while classes XI and XII would beadded to selected high schools. Physicalfacilities
such as science labs, teaching and individual aids, hostels would be provided to
the secondary schools, particularly in ruralareas. A wide rangeof curriculum
offering would be introduced at the secondary stagefor greater diversification
according to the aptitude of the students.
Other Programs for Development andImprovement ofSecondary
Education:
a. Mathematics would be introduced as a compulsory subject.
b. One thousand middle schools would be upgraded to high level and 200
new schools would be opened.
c. New science laboratories and libraries would be set up to the secondary
schools wherethese did not exist.
d. 1150 residencefor teachers, especially for female teachers would be
constructed.
e. Second shiftwould be introduced in schools wherever feasible, in order
to increase the enrollment.
 Science Education:
Science education has been separately and specially treated in the policy because
of its vital role in the national development. Science education, as viewed by
policy makers, provided a sound base for scientific research and technological
development.
The policy maintained that a National Centre for Science Education would
be established to improve science teaching through research and innovation and,
to promote and popularizescience and technology among masses through’
science fairs, museums and films etc.
The policy further provided that the National Educational Equipment Centre
would be further strengthened in order to improvethe quality and supply of
equipment to schoollaboratories.
 Technical and vocational Education:
The policy observed that technical and vocational education in the pastwas not
job oriented and there had been no arrangementfor identifying the needs of and
providing training to 80 percent rural population, to makethem productive. In
order to improvetechnical and vocational education, it had been decided to
introduce production oriented curriculumrelated to market requirements in all
technical and vocational institutes.

6. Small production units would be established with technical and
vocational institutes under a phased programme. Evening programmewould be
introduced in technical and vocational institutes for the 69 benefit of the
community. Wherever needed separatevocational schools for dropped out
students would also established.
Moreover, a College of Technical Education would be established to
providepre-servicetraining to the teachers and to improve in-servicetraining
programmes. TheCollege would also undertake activities such as establishing
academic models for training staff development and preparation of books needed
for various levels of training.
 Teacher Education:
Teacher is the pivot of the entire systemof education. The policy
maintained that candidates admitted to the teacher education institutions would
be required to possess strong commitmentto the ideology of Pakistan. Ithad
further stated that in order to ensurecontinuous professionalgrowth, allteachers
would be required to undergo at least one in-servicetraining courseduring every
five years.
All the primary teacher training institutions and normalschools would
be upgraded to colleges of elementary teachers. The Academy of Higher
Education of the University Grants Commission would providepre-serviceand at
least one in-service training opportunity to all university and college teachers
every five years; The Academy of Educational Planning and Management would
be established to provideopportunities of training to a large number of
administrators and supervisors-working atdifferent levels of educational system.
 Higher Education:
a. College Education:
A College occupies an extremely importantposition in
the systemof education. Therefore, the policy maintained that adequate physical
facilities, healthy academic atmosphere; hostel accommodation and well-
balanced academic and recreational activities would be provided, to students, so
that they could fulfill their critical role in the national development.
Other provisions laid down in the policy:
i. Degree colleges would have only class XIII-XVI i.e. degree programmes of
four years duration to be imported as higher education.
ii. Completion of improvised structures.

7. iii. Girl’s colleges, which had been upgraded to degree level in the past, would
be provided with adequate buildings.
iv. Minimum strength of degree colleges would be fixed. 70
v. Teaching of science subjects would be consolidated.
vi. Book Bank scheme would be re-casted.
vii. Social and cultural life of colleges would be revived and strengthened.
b. University Education:
Educational progress of a university is determined by
the quality of teaching in its institutions of higher learning. There had been a rapid
growth in university education in the past. Therefore, there was an imperative
need for its consolidation, improvement and further development.
i. The entire funding of the universities would be borne by the Federal
Government. However, universities would not be federalized.
ii. The University Grants Commission (UGC) would be strengthened to
coordinate and regulate higher education and research in the country.
iii. A National Instituteof Educational Research would be established to
superviseand co-ordinate research on crucial national issues and problems.
iv. Agitation politics in universities and colleges would be discouraged in order
to create an atmosphereconducivefor better education on the campuses.
v. A National Students Centre would be established to study and conduct
researches on student’s problems, issues and attitudes.
Education Policy 1992:
Introduction:
The edifice of 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, on thebasis of the input received fromcontract
educationists, administrators and members of the Standing Committees of the
National Assembly and the Senate. The Federal Minister of Education announced
the policy on 20th December, 1992.
Keeping in view the weaknesses in the systemas well as the aspiration the
nation to develop as a productiveand progressivesociety, the entire systemof
education needed to be re-examined, the priorities to be re-fixed, and the

8. strategies to be revised to makethe systemcapable of meeting the demands of a
progressiveeconomy and the social, cultural and political development of society.
The participation rate at various levels of education had been very low
in Pakistan. The National Education Policy 1992 was another attempt to
streamline the process of education which was a victim of various external and
internal problems. So, this policy was designed by assessing futureneeds and
demands of the country, particularly in primary education and adult literacy.
The Thrust of Policy:
The main objections of the policy were:
a. To restructurethe continuing education systemon modern lines in
accordancewith the principles of Islamso as to create a healthy, forward
looking and democratic society
b. To improvethe 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:
I. Primary Education
II. Quality of public instructions
III. Higher Educationand Technology
IV. AdministrationandManagement of Education
V. Education for better living
VI. Women Education
 Primary education
Primary education had been recognized in the policy as fundamental
right of every Pakistanichild and it would be made compulsory and freeso as to
achieve universalenrollment of children by the end of the decade, the medium of
instruction would be determined by the provinces. Specialefforts would be made
for improving the quality, of education. Development of primary education in
private sector would be encouraged but its commercialization would be
discouraged through strictcontrol and supervision.
Important provisions laiddown in the policy for development of
primary education were:
I. About 26500 new primary schoolteachers would be trained
II. About 107000 new primary and mosqueschools would beopened.

9. III. One roomeach would be added in 20000 existing one room schools.
IV. About 24750 shelters less primary schools would beprovided with two
rooms each.
V. The pay structureand serviceconditions of .primary school teachers
would be improved.
VI. Primary curricula fromclass I-III would bedeveloped in integrated form.
VII. Quran Nazira would startfromclass I and would be completed in the
terminal years.
VIII. The contributing factors of drop out would be studied and appropriate
special input would be designed to reduce wastage.
IX. In areas where female participation is low, special incentive oriented
programme, would be introduced to encouragethe enrolment and
retention of female students in schools.
X. Primary Directorates would be created at Federal and Provinciallevels.
XI. Teachers would be given training on the new concepts, introduced in
curricula.
XII. The Teaching kit would be upgraded.
 Quality of Public Instruction:
Improvementof the quality of public instructions would receive high priority as
maintained in the policy, such as:
I. Major changes would be introduced in curricula, textbooks, teaching
methods and evaluation techniques. The training of teachers would
emphasizethe acquisition of practical skills.
II. Teaching learning process would be strengthened through various types of
inputs and the delivery of educational services would be improved.
III. Particularly on educational side, curricula would be revised to encourage
creativity and progressivethinking through projectoriented education. The
linkage among curriculumdevelopment, text books writing teacher training
and examination would be reinforced.
IV. Emphasizing the importance of teacher training for bringing about
improvement in teaching learning process. The policies maintained that the
teacher training institutions would be equipped and their faculty would be
provided opportunities to update their, knowledgeand skill. Teacher
training curricula would also be updated. The need for increasing the

10. duration of teacher training would be assessed: Moreover Mobile Training
Units would be setup for on the job training of teachers.
 Higher Education and Technology:
Policy statement:
As maintained in the policy a liberal, free, democratic
and competitive university culturerooted in Islamic values would be
promoted. Participation rate of higher education would be enhanced. The
programmeof higher education would be improved through increased input in
graduate study programmes and research. Higher education, which was
supply-oriented, would be made demand-oriented. Universities would be
encouraged to generate funds by various means; Participation of teachers at
international conferences would be facilitated.
Other strategies for development and improvement ofhigher
education in the policy are briefly stated:
I. More funds would be provided to universities for research.
II. A separate high education services policy would be formulated,
III. Degree education would be diversified to increase employability of the
graduates.
IV. Progressiveprivatization of public sector would be encouraged.
V. A National Council of Academic Award would be established.
VI. IndustrialParks to improveindustry-university relationship would be set
up.
VII. Colleges of Distance Education would be established in the provinces.
VIII. High technology disciplines in selected polytechnics and Engineering
Universities would be introduced.
IX. Zero based budgeting for allocation of funds to universities, would be
introduced.
 Administration and management of Education:
Policy statement:
All university administrators willbe required to undertake
training in management of higher education. All curriculums will be modernized,
in order to accommodate new knowledge and new disciplines. Universities
teachers doing research and producing M.Phil and Ph.D. students will be granted

11. a research allowance. Universities may offer a packageof incentives in the form
of better salaries and research grants to highly qualified teachers.
Other strategies laid-downin the policy for development and
improvement:
I. SchoolManagement Committee would be constituted at village and
institutional level.
II. Not morethan 15 primary schools would beallocated to each supervisor.
III. The number of Directorates of Technical Education would be increased.
IV. Directorates of Colleges would be established at the divisionallevel in each
province.
V. The existing code of education would be revised.
VI. A code of ethics for teachers and administrators would bedeveloped and
followed strictly.
VII. Financial rules would be revised and effective and simple procedures
would be devised for expenditure under different heads of account.
VIII. The DistrictEducation Officer would be delegated appropriatefinancial,
administrative and personnel management powers.
IX. The provincialgovernmentwould establish Academies of Educational
Planning and Management
 Education for woman living:
This policy stressed on strengthening women’s education as well. To improve
the female education, innovative approaches, both in the formaland non-formal
sectors wereemphasized. Recognizing the difficulties regarding this vital issue, it
stressed on the increased access of females to general and vocational education
through a wider spread of educational facilities.
 Education for better living:
The existing provision of Islamic education formed the basis for the
development of new curricula. The religious education was so directed as to
facilitate students to learn high ethical and moralvalues encoded in the spirit of
Islam. Italso prepared them, at the same time, as members of a healthy,
enlightened and forward-looking society.
Conclusion:
The different Education Policies clearly bring out that there has been concern
regarding the need to reformeducation. However, the implementation has never
matched the fine words of the policies. Financial allocations have been

12. inadequate. The resultis that in Pakistan, Education generally and Higher
Education, in particular gives the looks of abandoned child.