Educational policy

1. EDUCATIONAL POLICY
Definition of Policy: - (Policy, Plan, Program and Project)
Public policy is commonly embodied "in constitutions, legislative acts, and judicial decisions."
Education policy refers to the collection of laws and rules that govern the operation of education
systems.
The Policy Process: -
Steps in the Policy Process
Formulating the policy
Adopting the policy
Implementation of the policy
INTRODUCTION
Education is a social function thus it serves the society, which maintains it. Education for
an independent sovereign state is almost different from a dominated nation. Just after
independence, in 1947, an All Pakistan Education Conference was convened. Need for
the Universal Primary Education (UPE) was agreed to by the participants of the
conference.
The Education Policy 1972-80 reiterated free and universal primary education; financial
constraints were the major hindrances to its success. Benchmarks of National Education
Policy and Implementation Programme 1979 about primary education were curious,
novel and innovative. Mosque Schools, Community Schools were the off shoots of the
policy but couldn’t be a success. EDUCATION:-
Virtues are leading purposes of Education. POLICY:-
A plan or course of action, as a government political party, or business designed to
influence and determine decisions, action and other matters.
PUBLIC POLICY:-
Public +policy =public policy
Public= masses, government, people living in state

2. Policy= policy is a future and present way of action to follow.
Government does many things .they regulate and conflict with in society. They organize
society to carry on conflict with other societies.”
EDUCATION POLICY:-
Education policy refers to the collection of laws and rules that govern the operation of
education systems.
The Policy Process: -
The sequence of steps through conceptualization, startup and evaluation of policy.
Steps in the Policy Process:
Formulating the policy
Adopting the policy
Implementation of the policy
EDUCATIONAL POLICIES, CONFERENCES, FIVE YEAR PLANS &
COMISSIONS IN THE EDUCATION IN PAKISTAN.
Landmarks of Development in Education in Pakistan
Pakistan Education Conference, 1947:- This Educational conference was held in 1947.
This conference emphasize on the following objectives: provision of free and compulsory
primary education; opening of pre-primary schools and provision of proper training of
teachers.
The First Five Year Plan (1955-60):- Govt. of Pakistan (1956) introduced the First Five
Year Plan (1955-60) in 1956. The plan noted that 50.3 percent of the children between
the ages of 6-11 were in schools. The plan stated the objectives: the provision of
universal free primary education, increase enrolment, improvement in the quality of
education, provision of need-based curriculum; and training of teachers. Report Of The
Commission On National Education 1959:- Govt. of Pakistan (1960b) described that the
National Education Commission was appointed in December, 1958. The commission
recommended: the provision of compulsory primary education; ensure community
participation; development of curriculum; provision of in-service teacher training and two
years teacher training after matriculation.

3. The Second Five Year Plan (1960-65):- It emphasized: to raise the enrolment; revise
curricula; and in-service training of teachers (Govt. of Pakistan, 1960). The target of
enrolment was fully achieved, free primary stage was introduced and programmes of in-
service training of primary school teachers were started (Govt. of Pakistan, 1965). The
Third Five Year Plan (1965-70) :- It envisaged: to increase enrolment from forty five
percent in 1965 to seventy percent in 1970; reduce dropout; and improve the quality of
education. The plan realized that examination system encouraged memorization (Govt. of
Pakistan 1965). The rate of implementation remained low (Govt. of Pakistan 1970b). The
New Education Policy 1970 :- The policy and the Fourth Five Year Plan (1970-1975)
remained unimplemented due to war with India.
The Education Policy 1972-1980 :- Govt. of Pakistan (1972) emphasized: the
nationalization of private education institutions; provision of universal and free primary
education; increase enrolment; provision of free textbooks; revision of curricula and
teacher training courses; and replacement of annual examination with continuous
evaluation. Govt. of Pakistan (1976) observed that in 1972, private institutions were
nationalized. Nationalization did not result either in the expansion or qualitative
improvement of education (Govt. of Pakistan, 1979). Govt. of Pakistan (1977) asserted
that the schemes of studies were finalized and revised curricula were introduced. In-
service teacher training was improved. The curriculum for teachers training was changed
and examination system was revised. Govt. of Pakistan (1978b) noted that the curriculum
of teachers training programme was revised.
The plan aimed at: universal enrolment by 1986-87; increase in participation rate from 54
percent to 68 percent by 1982-83; improvement in the quality of instruction and
curricula; provision of free textbooks; extension of in-service training facilities; and
reformation of examination system (Govt. of Pakistan, 1978a).
National Education Policy And Implementation Programme 1979:- According to Govt.
of Pakistan (1979), the policy objectives were: to attain universal primary education by
1986-87; improve the quality of education; supply free textbooks; review curricula;
improve the quality of teacher education; train educational administrators and

4. supervisors; and improve the examination system. The National Education Council was
established to keep an eye on the implementation of educational programmes. Govt. of
Pakistan (1980) described that new curriculum was introduced with emphasis on Islam
and ideology of Pakistan. In-service training was arranged. The Sixth Five Year Plan
(1983-88):- It emphasized: the universal primary education; increase in participation rate
from 48 percent in 1982-83 to 75 percent in 1987-88; utilization of mosques to
accommodate classes I to III; provision of separate girls schools; and redesigning of
teacher education curricula (Govt. of Pakistan, 1983). Govt. of Pakistan (1988) noted that
although the sixth plan achievements were lower than the targets, considerable progress
was made in the education sector. Several innovative projects to improve the quality of
education were launched on an experimental basis.
The Seventh Five Year Plan (1988-1993):- It envisaged: the universalization of primary
education by 1992-93; improvement in the quality of education; legislation for
compulsory primary education; improvement in textbooks; compulsory in-service
training; and establishment of Educational Testing and Measurement Services (Govt. of
Pakistan, 1988). Govt. of Pakistan (1993a) analyzed that some of the important policy
initiatives proposed in the plan could not be implemented.
National Education Policy 1992:- Within one year of the declaration of the policy, the
political government was ousted. The Eighth Five Year Plan (1993-1998) :- It
emphasized: universal access to primary education; enrolment of additional 5.548 million
children; increase participation rate; enactment and enforcement of compulsory primary
schooling; encourage private sector; qualitative improvement of the curricula;
reformation of teacher training curricula; enhancement of entry qualification of teachers
and qualitative improvement of the examination system (Govt. of Pakistan, 1993). Govt.
of Pakistan (1994) noted that a project was launched through distance education
programme to train untrained teachers. Govt. of Pakistan (1996) further noted that in-
service short term and log term training programmes were also conducted. Govt. of
Pakistan (1998b) observed that Non-formal Basic Education schools were provided to
achieve the target of Universal Primary Education. Social Action Programme for

5. education was initiated. The quality of education was improved and private sector was
encouraged. Compulsory Primary Education Act could not be implemented. National
Education Policy 1998-2010 :- Govt. of Pakistan (1998a) stated the objectives: to
integrate primary and middle level education into elementary education; to enhance gross
participation rate from existing 71 percent to 90 percent by the year 2002-03 and 109
percent by 2010; to reduce disparities; to introduce uniform curricula; to develop new and
demanding curricula; to raise entry qualification of teachers; to reform examination
system.
The Ninth Five Year Plan (1998-2003):- It emphasized: to achieve universal primary
education by 2010; increase the participation rate for boys from 89 percent to 100 percent
and for girls from 60 percent to 80 percent; expand the involvement of private sector in
education; provide free textbooks to girls; ensure the quality of education; legislation for
compulsory primary education; and develop curricula (Govt. of Pakistan, 1998b).
THE NATIONAL EDUCATIONAL 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 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. Literacy and Non-Formal Education:- Eradication of illiteracy through
formal and informal means for expansion of basic education through involvement of
community. The existing disparities in basic education will be reduced to 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 105% 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

6. revising curricula, imparting in-service training to the teachers, raising entry
qualifications for teachers from matriculation to intermediate, revising teacher training
curricula, improving management and supervision system and reforming the existing
examination and assessment system.
Integration of primary and middle level education in to elementary education (I-VIII).
Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level.
At the elementary level, a system of continuous evaluation will be adopted to ensure
attainment of minimum learning competencies for improving quality of education.
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 base for technical and vocational education
shall be broadened through introduction of a stream of matriculation (Technical) on pilot
basis and establishment of vocational high schools. Multiple textbooks shall be
introduced at secondary school level.
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. To upgrade the quality of pre-service teacher
training programmes by introducing parallel programmes of longer duration at post-
secondary and post-degree levels i.e. introduction of programs of FA/FSc education and
BA/BSc education . The contents and methodology parts of teacher education curricula
will be revised. Technical and Vocational Education:- To develop opportunities for
technical and vocational education in the country for producing trained manpower,
commensurate with the needs of industry and economic development goals. 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. A National Council for Technical Education
shall be established to regulate technical education.

7. 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.
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. Private Sector in Education:-
Encouraging private investment in education. There shall be regulatory bodies at the
national and provincial levels to regulate activities and smooth functioning of privately-
managed schools and institutions of higher education through proper rules and
regulations. Matching grants shall be provided for establishing educational institutions by
the private sector in the rural areas or poor urban areas through Education Foundations.
Existing institutions of higher learning shall be allowed to negotiate for financial
assistance with donor agencies in collaboration with the Ministry of Education. 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. Innovative Programmes:- 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. 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 Prime Minister and Provincial Chief Ministers will be the Chief of National and

8. Provincial Education Councils respectively which will ensure achievements of targets.
Data collected through Provincial EMISs and collated by AEPAM through National
Education Management Information System (NEMIS) shall be recognized as one source
for planning, management, monitoring, and evaluation purposes to avoid disparities and
confusion.
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.
SECONDARY EDUCATION
Secondary education (IX-XII) is an important sub-sector of the entire educational system.
Higher education, which is expected to produce quality professionals in different fields,
hinges on the quality of secondary education. This level of education, therefore, needs to
be revamped in such a way that it prepares young men and women for the pursuit of
higher education as well as prepares them to adjust to their practical lives meaningfully
and productively.
Secondary education is a stage where a student enters adolescence. In the past, secondary
education could not attract attention in terms of efforts and investment. The number of
primary schools has crossed the mark of 145,000. It is, therefore, most appropriate to
address the problems of secondary education seriously. With increased emphasis on
quality of primary education and renewed efforts to check the high dropout rate at
primary level, the secondary level of education now needs to be prepared for
comparatively heavier influx of aspirants to this level.
6.1. Compared to primary and elementary education, the base of secondary education is
very narrow. It arises out of the present practice of designating the posts in secondary
schools. The ratio of science students at Degree and Master's levels is also not
encouraging. Even in townships and cities, the female secondary schools do not
have teachers in science and mathematics. !
6.2. The Education Policy (1979) introduced a 3-tier system of education. Under this
system, all the schools were to be upgraded to higher secondary schools having classes
XI-XII. Middle sections of high schools were to be linked with primary schools. This

9. system has had limited success. The middle classes (VI-VIII) in a large majority of
schools still continue to be a part of high schools and upgradation of schools to higher
secondary levels could not take place. In Balochistan, for example, only one secondary
school was upgraded as higher secondary school, but it had finally to be downgraded.
Consequently, agriculture education deserves high priority.
During the seventies, the concept of agro-technical education was introduced and
technical/vocational subjects were introduced as elective component at Class IX & X
level.
3. Theoretically, the demand for vocational education still persists. With the passage of
time, the concept of vocational education has undergone changes. It is now being
interpreted as a skill which prepares a student to respond to the call of practical life, if
one chooses to work after secondary level of education.
4. The quality of schooling is linked with the qualifications of teacher, curriculum,
educational materials, teaching methodologies, equipment and physical facilities. The
performance measure of the students and teachers is based on their examination results
only. There is a need to train teachers in test construction and evaluation.
5. Teachers at the intermediate level are subject specialists.
6. Training of high school teachers takes place in teacher training institutions but formal
training is not required in order to appear the B.Ed examination. Though reforms in
teacher training are urgently required yet they would not succeed without concomitant
reforms in other aspects of schooling.
7. Textbooks for schools are inadequate in many respects. National Education Policy
1998-2010 textbook writing skills are rare and need to be further developed through
training courses.
8. Introducing competition into the production of school textbooks in Pakistan will be
quite complicated, because of the power the Textbook Boards have acquired, both
through legislation and custom.
9. Learning programs designed to meet the needs of growth and development, in
Pakistan, in the future will require good quality textbooks. More and better learning

10. materials will be an essential ingredient in improving the quality of education at these
stages.
10. Physical facilities, such as, classrooms, laboratories, libraries, furniture and
equipment are better provided in the higher stages of education. Colleges are better
equipped than schools. On the whole, lack of well-designed and well-equipped
classrooms and laboratories hinder the proper delivery of the level of education
appropriate to secondary and intermediate stages.
11. The following broad conceptual framework needs to be kept in view while launching
the programs of reforms for secondary education:
ii. Adequate preparation to enter the world of work as well as pursuit of higher education.
iii. Greater access to secondary education, specially for the female population, meeting
the requirements of students from elementary education.
Improved quality of teachers both in terms of academic and professional
accomplishment. This will also imply supply of improved teaching-learning material and
improved method of training.
vi. Removing existing discrepancies in present secondary and higher secondary schools
in terms of staff and budget.
vii. Keeping in view our own past experiences and that of other countries, the whole
question of integrating technical and vocational education with secondary education
needs to be re-examined.
2 Objectives
1 To prepare the students for the world of work, as well as pursuit of professional and
specialized education.
2. To design a system of recruitment, training and selection of teachers in such a way that
well-qualified and trained teachers are available for all subjects offered at secondary
level.
3, To introduce a system of evaluation which emphasizes learning of concepts and
discourages rote memorization.

11. 4. To remove ambiguities and contradictions in the operation of 3-tier system of
education and design rules, regulations and practices that ensure smooth functioning of
the system.
5. To adopt a balanced approach towards integration of technical/vocational education
and evolve a system, which is cost-effective and practicable.
3 Policy Provisions
1 Setting up one model secondary school initially at each district level.
2 Introduction of a definite vocation or a career at secondary level.
3 Revision of curriculum for secondary and higher secondary levels will be initiated.
4 Multiple textbooks shall be introduced at secondary school level.
5 The present rigidly compartmentalized scheme of studies at the Secondary School
Certificate (SSC)/Higher Secondary School Certificate (HSSC) level will be replaced by
a flexible system where a student would be free to choose any subject from a
comprehensive list of subjects required.
6 A comprehensive in-service and pre-service teacher training program shall be launched
in the area of assessment and evaluation for the improvement of public examinations.
7 Project method of teaching shall be initiated at the secondary level of education by
emphasizing learning by doing.
8 The Education Service Commission will be established for the recruitment of teachers.
9 Education Card shall be provided to the needy students.
4 Physical Targets
The present participation rate at secondary level is 32% which will be raised to 48% by
providing new teachers and increasing the number of schools.
5 Implementation Strategy
To overcome this problem, the proposed District Education Authority will be assigned
complete authority for location of new schools. The District Education Offices will
prepare list of their annual demands. The authority will develop contact with the
communities and prepare feasibility for new schools. Communities demanding schools
will have to contribute land and labour for the construction of schools. ii. In order to

12. reduce burden on the government and to utilize non-conventional resources, the work of
Education Foundation will be regulated through District Education Authorities.
iii. Access to quality education is the basic right of every citizen. National Education
Policy 1998-2010 one model school at each district headquarter. The concept of model
school is based on equitable availability of educational opportunities. Based upon the
agreement of the provincial governments, 25% of the districts will be carefully selected,
in consultation with the District Education Authorities to open these schools.
iv. It is not possible to provide guidance and counselling service in each secondary
school. The government has already established National Education Testing Service
(NETS).
6. Curriculum and Learning Materials
iv. The Provincial Textbook Boards enjoy complete monopoly over production and
distribution of textbooks. 44manner. In order to perform that operation effectively, the
Ministry of Education will design models for evaluation of textbooks in selected
disciplines at secondary level and conduct a model trial.
v. The concept of competitive textbooks in science and English will be introduced,
gradually initially at the secondary level. The approved textbooks will then be supplied to
the Ministry of Education. The Ministry of Education will select at least three best
textbooks in each discipline.
vi. There is a general demand for integrating technical education into general education.
In proposed model schools, a limited number of technologies, prevalent in the country
will be introduced. Examinations Extensive in-service training programs for teachers
shall be conducted in assessment techniques. Teachers
i. B.S.Ed. (Bachelor of Science Education) and B.A.Ed. (Bachelor of Arts Education)
programs shall be implemented throughout the country parallel to the B.Ed program.
ii. Due to a problem in the designation of posts in the provincial budgets, availability of
science and mathematics teachers remains an issue. The Provincial Governments will be
required to undertake surveys of secondary and higher secondary schools in areas of their
jurisdiction, to determine the number of science and mathematics teachers on the basis of

13. operational school time-tables. The budget book from the year 2000 will reflect separate
posts for science and mathematics teachers.
iii. Anomalies existing between teachers directly recruited by the Public Service
Commission with Master degrees and the promotees of the educational institution with
Bachelor degrees will be resolved by the Provincial governments.
iv. An education code of ethics shall be developed and strictiy enforced through
legislation.
v. The role of National Education Testing Service (NETS) shall be expanded to cover the
entire spectrum of education in a phased manner.
National Survey (Govt. of Pakistan, 1999) reported that private sector was involved for
expansion of education. The revised curriculum was based on the needs of the society.
Govt. of Pakistan (2000) observed that overall participation rate was 89 percent (boys 99
percent and girls 79 percent). Free textbooks were given to poor girl students of rural
areas. Govt. of Pakistan (2001) further observed that the Ministry of Education initiated
Education Sector Reforms (ESR) aimed at qualitative and quantitative improvement.
National Survey (Govt. of Pakistan, 2002) observed that an ordinance for compulsory
primary education was promulgated. The Ministry of Education had launched a project to
give free textbooks initially in Islamabad Capital Territory. Govt. of Pakistan (2003)
stated that National Education Assessment System (NEAS) was established. Govt. of
Pakistan (2005) described that free textbooks were being provided.
Govt. of Pakistan (2006) concluded that the Gross Enrollment Rate (GER) for the
primary schools (age 5-9) increased from 72 percent in 2001-02 to 86 percent in 2004-05.
Two main indicators that show the changes in the primary schooling were Gross
Enrollment Rate (GER) and Net Enrollment Rate (NER). That increase from 72 percent
in 2001-02 to 86 percent in 2004-05 was a result of targeted and resilient policies of the
government.