Foundations of education 831 unit 6 historical development of education in pakistan - dr. zaheer ahmad

Foundations of education 831 unit 6 historical development of education in pakistan - dr. zaheer ahmad

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  Foundations of Education(831) Unit 6: Historical Development of Education in Pakistan Dr. Zaheer Ahmad Course Coordinator
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  Objectives of theCourse • explain the important features of foundations of education; • specify the role of educational thinker in education; • appreciate the philosophical, psychological, foundations of education; • discuss the modes of education; • discuss historical development of education in Pakistan; • evaluate the issues and problems of education.
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  Objectives of theUnit • Describe the development of education in pre-Pakistan period • Discuss the progress of education in the period; ▫ from 1947 to 1958 ▫ from 1959 to 1971 ▫ from 1972 to date • Identify the main reforms through educational policies • Point out the major constraints in achieving the educational aims • Appreciate the efforts of the policy makers and planners in education
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  Pre-Partition Period • Dominationof Islamic education in subcontinent before British introduce system of education. • Characteristics of Islamic education • Free education • Large scale education • High status of teacher • No boundaries age limit
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  Introduction of BritishEducation in Subcontinent • Focus on English and modern fields of education • Underlying purpose by Lord Mikale to produce such individuals who are Indian by race and color and English by thinking. Which means to produce Babu class, clerks, superintendent, supervisors, etc. that will be used as support to run the British government in subcontinent by helping in developing interaction and communication with Britishers and local people.
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  Period from 1947to 1958 • At the time of establishment of Pakistan we had two universities out of 21, 83 colleges, 3 engineering colleges, 108 teachers training schools, 39000 primary schools, 9000 secondary schools. • First education conference was held in 1947 to streamline and direct the system of education in newly born country
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  Period from 1947to 1958 • The minister of education Fazal ur Rehman made the following recommendations: ▫ The educational system should be inspired by the Islamic ideology, emphasizing among many of its characteristics those of universal brother hood, tolerance and justice. ▫ Free and compulsory education should be introduced for a period of five years which should be gradually raised to eight years. ▫ Primary schools could be co-educational or otherwise according to local needs. ▫ A comprehensive scheme should be prepared fro the re- organization of technical education suited to the economic needs of the country and the peculiar genius of our people.
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  Period from 1947to 1958 • Poor infrastructure • Lot of problems and issues • Immigration of a large part of population from India to Pakistan • Security issues
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  Period from 1959to 1971 • This period introduce the most comprehensive report on for re-organizing and restructuring the then education system. The purpose was to establish a national education system which would better reflect our spiritual / moral and cultural values as well as compete with the international standards.
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  Period from 1959to 1971 • The aims and objectives : 1. To meet the individual and collective needs and aspiration of the people. 2. Development of vocational abilities and training for leadership. 3. Preservation of the ideals which led to the creation of Pakistan. 4. A sense of patriotism and national integration to be developed. 5. Formation of character.
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  Period from 1959to 1971 • This was the most comprehensive education report in the history of Pakistan which covered almost all aspects/ components of education system and which generated plans of action for different departments of education in Pakistan.
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  Period from 1972to date • In 1973 third constitution of Pakistan was introduced in article 37, 38 of the constitution education was given the priority which is as under: Article 37: “The state shall—(a) promote with special care the educational and economic interest of backward classes or areas; (b) remove illiteracy and provide free and compulsory education within the minimum possible period; (c) make technical and professional education generally available and higher education accessible to all on the basis of merit; (f) enable people of all areas, through education, training, agricultural and industrial development and other methods, to participate fully in all forms of national activities, including employment in the service of Pakistan…” Article 38: The state shall…(d) provide basic necessities of life such as food, clothing, housing, education and medical relief for all such citizens, irrespective of classes and castes as are permanently or primarily unable to earn their livelihood on account of infirmity, sickness or unemployment.
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  • In recentpast article 25-A was introduced which requires free and compulsory education of ten years for the students age 5-16 years. • Different national education policies, plans were introduced improve and strengthen the system of education but still we are facing those problems that we had 1947. The salient features of different education policies/ plans are as under: ▫ Well framed policies ▫ Need and situation based ▫ Focus on burning issues ▫ Compatible with international standards ▫ A blend of Islamic ideology and science and technology ▫ Educational policies and plans were comprehensive in nature very ideal appealing and promising on the paper ▫ Had the potential to reshape and restructure education ▫ Hardly any aspect of education remained missing ▫ All types and levels were addressed
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  Major Gaps andGrey Areas in the Implementation of the Policies • Lack of political will • Less priority to education • Low budget to education to education • Release of even less amount to education • Faults in procedures and practices • Non-availability of competent and educational personnel • Illiteracy and poverty of the people • Discontinuation of the policies and plans due to change in government • Hiring of teachers and educational personnel on political basis • Unstable government system • Threats on borders and wars with India • Separation of East Pakistan / fall of Dhakka • Educational policies and plans had implications for curriculum development, teachers training, training of administration and assessment practices but these were not operationalized at required time.