Notes Booklet

(Foundation of Education)

Semester 1

Course Code 3111

Revised by: Fakhra Tariq

Pakistan Institute of Applied and Social Sciences
(PIASS), Kasur.
Course Title: Foundations of Education
Course Code: EDUC3111
Credit Hours: 3(3+0)
Course Description

This course enables the students to describe the elements and process of education. The
students will be able to comprehend education in philosophical, psychological, sociological,
and economic perspectives. The course will also enable them to discuss the views of
educational thinkers. It will help students to discuss the educational initiatives from 2002 to
date.

Course objectives

After completion of this course, the students will be able to:

• understand and analyze the elements and the process of education

• comprehend the process of education in philosophical, psychological, sociological,

and economical perspectives

• discuss the philosophical thoughts of educational thinkers

• discuss the significant educational initiatives from 2002 to date

Course Contents

1 Concept, Types and Process of Education

1.1 Concept of Education – Meaning, Scope and Importance

1.2 Modes of Education – Informal, Formal and Non-formal

1.3 Elements of the Process of Education

1.3.1 Aims and objectives

1.3.2 Curriculum

1.3.3 Pedagogy

1.3.4 Evaluation

2 Philosophical Perspective of Education

2.1 What is philosophy? Explaining Educational Philosophy

2.2 Branches of Philosophy

2.2.1 Ontology

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 2.2.2 Epistemology

2.3.1 Axiology

2.3 Styles of Philosophy

3 Educational Philosophies (Assumptions, curriculum, role of teacher and student,

classroom management, and evaluation)

3.1 Perennialism

3.2 Progressivism

3.3 Essentialism

3.4 Social Reconstructionism 4 Psychological Perspective

4.1 Educational Psychology: Concept and meaning

4.2 Role of Psychology in Learning

4.3 Role of Psychology in Teaching 5 Socio-economic Perspective

5.1 Educational Sociology: Concept and meaning

5.2 Sociological Roles in Education (conservative, critical and creative)

5.3 Social functions of Education

5.4 Education as investment

5.5 Education and economic development

6. Historical Perspective

6.1 Education in Primitive Societies

6.2 Pioneers in Education

6.3 Historical of Muslim Education

6.4 Development of Education in British Period

6.5 Educational movements in history

7. Significant Educational Policies and Initiatives

7.1 National Educational Policies

7.2 Education Sector Reform

7.3 Current education status

7.4 Vision 2025

Teaching and Learning Strategies

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• In general, collaborative, and interactive approaches. Discussion/assignments/
presentations, projects using “learner-centered” methods.

• “Reflective Journals” on each session

• Maintaining course portfolios.

Suggested Readings

Ahmed, K. (1972). Principles of Islamic Education. Lahore: Islamic Publications Ltd.

Canestrari, A. (2009). Foundations of Education. New York: Sage Publications.

Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development. New York: Sage
Publications. Gutek, G. L. (2004). Philosophical and Ideological Voices in Education.
Boston: Pearson.

Government of Pakistan, Ministry of Education (2002). Education Sector Reforms

Action Plan. Islamabad

Government of Pakistan. (2009). National education policy 2009. Islamabad. Mangal,

S.K. (2012). Advanced Educational Psychology. PHI learning: New Delhi

Ornstein, A.C and Levine, D.U (1995). An Introduction to the Foundations of Education.
Boston:

Houghton Mifflin Company.

Semel, S. F. (2010). Foundations of education: The essential texts. USA: Routledge

23
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Chapter 1

1.1 CONCEPT OF EDUCATION MEANING,SCOPE AND IMPORTANCE :

Etymologically, the word education is derived from educare (Latin) “bring up”, which is

related to educare “bring out”, “bring forth what is within”, “bring out potential” and

educere. “To lead”

Education in the largest sense is any act or experience that has a formative effect on the

mind, character or physical ability of an individual. In its technical sense, education is the process

by which society deliberately transmits its accumulated knowledge, skills and values from one

generation to another.

Webster defines education As the Process of Education or Teaching (now that’s really

useful, isn’t it?) Educate is further defined as “to develop the knowledge, skill, or character of…

“Thus, from these definitions, we might assume that the purpose or education is to develop the

knowledge.

Definitions of education

Concepts of Education as defined by Western philosophers

1. Socrates: “Education means the bringing out of the ideas of universal validity which are

latent in the mind of every man”.

2. Plato: “Education is the capacity to feel pleasure and pain at the right moment. It develops

in the body and the soul of the pupil all the beauty and all the perfection which he is capable

of.”

3. Aristotle: “Education is the creation of a sound mind in a sound body”.

4. Rousseau “Education of man commences at his birth: before he can speak before he can

understand he is already instructed. Experience is the forerunner of the perfect”.

5. Herbert Spencer. “Education is complete living”.

The Concepts of Education as given by prominent Indian educationists are as follows

Principles of Education and School Organization;

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
1. Upanishad: “Education is for liberation”.
2. Bhagavad Gita: “Nothing is more purifying on earth than wisdom”.

3. Shankaracharya: “Education is the realization of self”.

4. Gunrunner: “Education is self-realization and service to people”.

5. Panint: “Human education means the training which one gets from nature”.

6. Vivekanand: “Education is the manifestation of the divine perfection, already existing in

man”.

7. Gandhi: “By education, I mean an all-round drawing out of the best in the Child and man

body mind and spirit”.

8. Tagore: “The widest round leading to the solution of all our problems is education”.

9. Sri Aurobindo: “Education which will offer the tools whereby one can live for the divine,

for the country for oneself and for others and this must be the ideal of every

School which calls itself national”.

In the modern times it has acquired two different shades of meaning namely:

(1) An institutional instruction, given to students in school colleges formally and

(2) A pedagogical science, studied by the student of education.

Nature of Education

As the meaning of education, so its nature which is very complex. The natures of education

are.

(a) Education is life-long process- Education is life long process because every stage of life

of an individual is important for educational point.

(b) Education is a systematic process- it refers to transact its activities through a systematic

institution and regulation.

(c) Education is development of individual and the society- it is called a force for social

development, which brings improvement in every aspect in the society.

(d) Education is modification of behavior- Human behavior is modified and improved

through education process.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
(e) Education is a training- Human senses, mind, behavior, activities; skills are trained in a

constructive and socially desirable way.

(f) Education is instruction and direction- it directs and instructs an individual to fulfill his

desires and needs for exaltation of his whole personality.

(g) Education is life- life without education is meaningless and like the life of a beast every

aspect and incident needs education for its sound development.

(h) Education is continuous reconstruction of our experiences- As per the definition of

John Dewey education reconstructs and remodels our experiences towards socially

desirable way.

(i) Education is a power and treasure in human being through which he is entitled as the

supreme master on the earth.

Therefore, the role of education is countless for a perfect society and man. It is necessary for

every society and nation to bring holistic happiness and prosperity to its individuals.

Scope of Education

Scope means range of view outlook field or opportunity of activity operation and application.

Education has a wider meaning and application.

Education

Educational Philosophy

Philosophy of education cavers aims of education, nature of education, importance of

education, function of education its very old and essential part of education.

Educational Psychology.

Main aim of education is the development of child. Psychology helps to understand the child

better and development of child with respect of physical, mental, emotional, social adjustment,

individual difference, personality, thinking, reasoning, problem solving.

Educational sociology

A child lives in the society so it’s important for him to know about the society the nature of

society, type of society, interdependence between culture and society.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
History of education

It is also important to know background, origin, development, growth and aspect of the

subjects.

And also education system method of teaching during ancient period, medieval period,

British period and modern period.

Economics of education

For the growth of business and market the world class economical education is important for

each and important.

Method of teaching

In ancient time the pupils were passive listeners but now they actively participate with the

teacher in the process of education. So the skill and proficiency of difference teaching methods

needs to be developed.

Education administration and supervision

The educational institution and the system have to be supervised and administrated smoothly

so that the process of education goes well. Regulation of fund, democratic administration,

autonomy, personnel management etc.

Problems of education

This scope includes problems of teaching management of education and also suggestion and

remedies for it.

Population education

Viewing at the undesirable growth of population, awareness is created through population

education.

Environmental education

Ecological in balances have drown the attentions of intelligence today.

So looking at the environmental problems study of environment education has great

importance.

1.2 MODES/TYPES OF EDUCATION

Formal education
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Highlights

i. Planned with a particular end in view.

ii. Limited to a specific period.

iii. Well-defined and systematic curriculum iv. Given by specially qualified teachers.

v. Includes activities outside the classroom vi.

Observes strict discipline

(i) Planned with a particular end in view

Formal education is planned with a particular end in view. It is given in school, college and

similar other institutions which are established with the purpose. In this way it is direct schooling,

instruction and tuition.

(ii) Limited to a specific period

Formal education is limited to a specific period or stage. It is provided according to certain set

rule and regulations. It is in the form of systematic, planned and guided instruction.

(iii) Well-defined and systematic curriculum

Forma education has a well-defined and systematic curriculum. This curriculum is based on

certain aims and objectives. These aims are in conformity with the needs of the society and the

state.

(iv) Given by specially qualified teachers

Formal education given by specially qualified teachers they are supposed to be efficient in the

art of instruction.

(v) Includes activities outside the class-room

In modern progressive schools, the process of education is not merely restricted the four walls

of the lass-room. There are more activities outside the class-room than inside it.

(vi) Observes strict discipline

Formal education observes strict discipline. The pupil and the teacher are both aware of the

fact an engage themselves in the process of education.

It may, however, be mentioned that any process of teaching which involves supervision,

instruction, set plan, definite aims and principles amounts to formal education
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Informal Education

Highlights

i. Incidental and spontaneous ii. Not-

pre-planned iii. Not imparted by any

specialized agency iv. No prescribed time-

table or curriculum

v. May be negative also

(i) Incidental and spontaneous

Informal education is incidents and spontaneous. There is no conscious effort involved in it.

Courtesies gentleness, etc. learnt in a market place or in a hotel or in one’s sitting room amount to

informal education.

(ii) Not-pre-Planned nor deliberate

Informal education is an educative activity which is neither pre-planned nor deliberate. The

child learns many habits, manners and patterns while living with others or moving in different

spheres like home, society groups etc.

(iii) Not imparted by any specialized agency

Unlike formal education, informal education is not imparted by any specialized agency such as

school or college.

(iv) No prescribed time-table or curriculum

Informal education is not given according to any fixed time-table or through formal means of

education. There is no set curriculum required. Informal education consists in experiences and

actual living in the family or community.

(v) May be negative education also

Informal education may take to negative direction also. Instances are not rare when one learns

stealing, or some other forms of misbehaviors from the experiences which the child may casually

have in the street, in the market, in the cinema hall or in some other such place.

In the words of an expert, informal Education is “the process, by which a person imbibes

attitudes, develops skills, cultivates values and acquires knowledge, without there being any
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
organization or system about it. This would include the deliberate attempts of parents and elders

in the family and community to help the young ones grow and adapt themselves to the

environment. Informal Education would also include all incidental learning that takes place while

at work or at play and during travels-as well as spontaneous learning through films, radio and

television.”

(C) Non-Formal Education

Non-formal education is one the recent concepts getting into use. Indian involvement in non-

formal education has increased as a result of our interest in making education a life-long affair

rather than a matter of formal schooling.

Highlights

i. Derived from the expression formal education.

ii. Outside the realm of formal education.

iii. Conscious and deliberate. iv. To be organized for a homogeneous group.

v. Serving the need of the identified group.

(i) Derived from the expression formal education

The expression non-formal in non-formal education has been derive from the expression

formal in formal education by using the pre-fix non-

(ii) Outside the realm of formal Education.

Unlike inform education which is unstructured, spontaneous and without formality nonformal

education would be structured and planned, but outside realm of formal education. “Any

organized, systematic education activity, carried outside the framework of the established formal

system whether operating separately or as an important feature of some broad activity, that is

intended to serve identifiable learning clienteles a learning objectives.”

(iii) Conscious and deliberate

Non-formal education consciously and deliberately organized any systematically implemented.

(iv) To be organized for homogeneous group

Non-formal education should be organized for a homogeneous group; such a grot has to be

identified in terms of the learning needs of the group member.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
(v) Serving the need of the identified group

Non-form, education should be programmed to serve the needs of the identify group. This

will necessitate flexibility in design of the curriculum and the scheme of evaluation.

1.3 Elements of educational process

The elements of educational process are:

(a) Aims (b) Curriculum (c) Pedagogy (d) Evaluation

Aims:

Every individual is born with talents. The aim of education is the development of these talents or

potentialities. The aim of education is intellectual, physical social, spiritual aesthetical and ethical

development of man.

(b) Curriculum

The aims of education are achieved through curriculum. It includes curricular (subject matter) and

co-curricular activities for the intellectual, physical, social, spiritual aesthetical and ethical

development of the child.

(c) Pedagogy:

Pedagogy is concerned with teaching methods. In order to present the contents (subject matter)

to the learners, different methods are required. These may range from informal to formal methods.

There are variety of methods like lecture method, activity method, problem solving method etc.

today we also have software as well as hardware technology.

(d) Evaluation:

Evaluation is concerned with knowing the value of anything. In the education process different

things are evaluated e.g., contents, methods, student performance. The different techniques are

used for evaluation e.g., tests, interviews, questionnaires, observation etc.

Chapter 2:

PHILOSOPHICAL PERSPECTIVE OF EDUCATION

2.1 What is Philosophy?

The term philosophy has been derived from two Greek words “Philos” which means loves of and

Sophia which means “wisdom” so the word philosophy means love of wisdom”.
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Aristotle View:

“A Science which investigates the nature of being as it is in itself”.

Plato View:

“Philosophy aims at a know of a internal nature of things”.

Coleridge:

“The science of science”

Educational Philosophy

An educational philosophy is a personal statement of a teacher's guiding principles about

"big picture" education-related issues, such as how student learning and potential are most

effectively maximized, as well as the role of educators in the classroom, school, community, and

society.

2.2 Branches of education philosophy

There are following three areas of philosophy.

A. Epistemology

It is the branch/area of philosophy which deals with the nature of knowledge. It discusses the

nature, sources, scope and applicability of knowledge. It also discusses:

 What we know,

 How we know,

 What is the difference between knowing and believing?

 How can we show that knowledge is true?

The task of epistemologist is to consider what is meant by the psychological concepts as

“feeling”, motivation, learning etc.

B. Ontology

It is the branch/area of philosophy which deals with the nature of reality. It asks the question,

what is real? The major areas of discussion in ontology are

 Existence

 Reality
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
 Cosmology
 Nature

 Nature of human being

C. Axiology

It is the branch/area of philosophy which deals with the nature of values, the types of values and

the problems of values. It asks the questions like

 What is good?

 What is attributable to humans?

Axiology is divided into

Ethics:

It is concerned with concepts of good and bad, right wrong; Aesthetics:

It is concerned with beauty and enjoyment. It asks questions like

What is beautiful?

What aspects produce enjoyment?

2.3 Styles of philosophy

1) Speculative: search for order and linkage in ideas.

2) Perspective: opinion and ideas of THINKERS.

3) Occidental: understand each cause and effect.

4) Continental: historical connection of all ideas.

5) Analytical: process of logical discourse.

6) Pure: based on thought experiments.

7) Applied: practical application of ideas.

Historical Types of Philosophy

1) Ancient
From Greece to Roman
2) Medieval
Rediscovery of Greek thoughts

3) Eastern

Chinese-Arabic -Hindu

4) Western
German -American -French
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.

Historical movements of Philosophy

1) Pre —Socratic (500 B.C)

2) Socratic (600 B.C-300 AD)

3) Greco-Roman (395-800)

4) Arabic medieval (800-1400)

5) Renaissance (1400-1750)

6) Age of revolution (1750-1900)

7) Modern world (1900-1950)

8) New postmodern (1950-present)

ISLAM Empiricism

All ideas must be tested against observation of the world.

Dualism

Mind and body problem —difference in mental and physical nature

Phenomenalism

Physical object does not exist but only view as perception.

Materialism

View that only existing reality is form of matter.

Positivism

Believe that knowledge without evidence is not possible

Pragmatism

What is useful is worth full, unpractical ideas are rejected.

Idealism

Knowledge is directly related in idea or images.

Chapter 3:
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Educational Philosophies
3.1 PRENNIALISM

The most conservative, traditional, or inflexible of the five philosophies in perennialism, a

philosophy.

Drawing heavily from classical definitions of education. Perennialsits believes that

education, like human nature, is a constant. Because the distinguishing characteristic of humans is

the ability to reason, education should focus on developing rationality. Education for the

perennialist,

• Is a preparation for life, and

• Student should be taught the world’s permanencies through structured study.

Aims of education

• Homan being are essentially the same. Education should be essentially the same for

everyone.

• The function of man, as a man, is the same in very age and in every society since it results

from his nature as a man.

• The basic good is that of developing the intellect and the learning of enduring truths or

principle that have passed the test of time.

Student

• It is the responsibility of the school to help him develop both side of the student, rational

and spiritual side.

• They focused and emphasized three type of exercise like reason, memory, and will.

• Teachers push students to use their mind and develop the power of reasoning.

• Emphasis is placed on thinking deeply and analytically,

• Teachers are the authority in directing students through the curriculum.

• Students need to be involved in Socratic dialogue.

Discipline

Discipline in the classroom is essential to learning. A noisy classroom is not a desirable place for

learning to take place. Students should be taught have work, respect for authority, and discipline.
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Teachers are to help students keep their non-productive instincts in check, such as aggression or

mindlessness.

Teacher

• Teacher must serve as a benevolent taskmaster, exercising the mind of the students in order

to help them develop their rational faculties.

• Teacher is dominant and prominent throughout the classroom. Teachers are

individuals with good liberal education.

• Teaching is orderly and carefully articulated.

• Teacher dispenses knowledge, students absorb.

• Engages students in thinking beyond rote memorization.

Curriculum

Perennialists are educationally conservative in the requirement of a curriculum focused upon

fundamental subject areas, the students.

• Read through the works of the great thinkers of history.

• Traditional subjects of study emphasized (Train the mind in traditional subjects) Core

curriculum consists of social studies, mathematics, the sciences, music, and art.

• Vocational education is the dilution of the curriculum.

• Higher education has an inappropriate emphasis on developing learner’s skills.

What is knowledge worthy

• View knowledge as unchanging.

• The classics of western civilization are taught internalizing wisdom of the ages is stressed

eternal truths are learned through studying great books.

• Students are taught the basic skills they will need as they nature and encounter rigorous

study.

• Students are not in opposition to define what of value for them to learn. Content included

in the curriculum have passed the test of time High value is given to subjects such as

philosophy, history, literature, the classics mathematics.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Perennialism Today

• Emphasis tests that assess thinking and deeper levels of learning.

• Critics view as a backward looking approach that ignores realities of the contemporary

world.

3.2 ESSENTIALISM

Essentialism is an educational theory. As a term it means that ideas and skills basic to a culture

should be taught to all alike it is a conservative educational theory that arose in response to

progressive education. It is rooted in both idealism and realism. It basically emphasis the authority

of the teacher and the value of the subjects matter curriculum for the essentialist’s education

involves the learning of the basic skills, arts and sciences that have been developed in the past.

William Bagley (1974 – 1946) was an important historical

essentialist.

Aims

• Teacher “essential information and values”

• Transmitting the cultural heritage, intellectual knowledge, and moral values.

• Instilling the virtues of discipline and have work. How to treat Students

• The teacher is the authority and establishes rules.

• All students learn the prescribed content.

• The job of the students is to listen and to learn

• Modifying instruction to accommodate individuals’ differences is not a priority.

• Little support for individualization.

• The students learn passively by sitting in their desks and listening to the teacher.

What Knowledge is Worthy

• The knowledge mostly used is that which is essential for a person to well and

contribute to society.

• There is a core of information and values all students should learn knowledge comes from

memorizing content and internalizing.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
• Skills of traditional subjects

• Knowledge comes from hard work.

Teacher’s Role

• Teacher is responsible for motivating students.

• Teacher dispenses knowledge of traditional subjects, students absorb.

• As an expert import essential knowledge.

• Direct focused tasks.

Student’s Role

• Student motivation frequently comes from teacher.

• Students need to be disciplined and work hard to learn.

• Listen and learn.

• Trust that the teacher knows best.

Who decides what to teach

• Essentialist does not define who should decide what to teach, however, they do not give

students a voice in to debate.

• Usually high-profile committees are established to provide input regarding education.

• The future of education is too important to be left in the hands of unknown individuals

who have no accountability.

Curriculum

• The basics (Reading, Writing and arithmetic)

• Primary emphasis on what is learned rather than how it is learned.

• Generally opposed to multicultural content because it distracts from common cultural

heritage.

• Art and humanities are not what the student needs to prepare for their useful adulthood.

They are okay for personal pleasure-viewed as frills and when budgets are tight, they are

the first cut.

• Rigorous common core of traditional courses is taught.

• Computer literacy is also considered important.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
• Traditional academic subject, plus technology, seen as valuable.

• Vocational education not encouraged.

Instructional methods

• Traditional methods such as direct instruction and Socratic Method are used.
• Other methods are used when they can be effective.

Essentialism Today

• No child left behind legislation is clearly essentialist.

• Common curriculum.

• Rigorous standards.

• High levels of performance for all students regardless of their ability levels.

3.3 PROGRESSIVISM

Progressivism is a philosophical theory, which ascribes ultimate reality to essence embodied in a

thing perceptible to the senses. The education theory of progressivism or progressive education

Experimentalism. Although some of its ideas are more relevant to pragmatism or experimentalism

yet it is a different theory of education. In its origin the progressive education movement was

largely individualist in character and part of the larger socio-political movement of general reform

that characterized American live in the late 19thand early 20th centuries.

Aims

• Helping individuals learn how to solve problems using the scientific method. Active

involvement is critical.

• Facilitating the unique development of each individual. Providing students with the

freedom to pursue their questions and interests.

• Teaching learners how to think, not what to think.

How to treat students

• All children’s have value and dignity with a night to an education.

• Students should be allowed to develop naturally; their needs and interests respected and

given priority.
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
• The role of the teacher is to help students identify and clarify questions and guide

investigations.

• Learners are active, self motivated.

• Every student has unique needs and interests.

What is Taught

• Knowledge is viewed and temporary, not universal and.

• Knowledge that has the most worth has been tested experimentation.

• Educated people need to adapt to and direct change.

• Knowledge is obtained by students as they interact with people and things.

• Students construct knowledge from what they see, hear, and do.

• Information and skills are of interest to the students.

• Process of knowing is more important than product.

Who decides what teach

• Ultimately it is the students who decide what is worth knowing.

• A cluster of traditional and rigorous knowledge is important.

• The teacher uses the Students interest to lead into the content of traditional subjects.

• The teacher needs to have a breadth of understanding of a variety of subject to guide

students to important knowledge.

Curriculum

• Broad curriculum including arts and vocational studies.

• Strong emphasis on natural and social sciences.

• Individual topics are learned through meaning full experiences.

• Integrated curriculum includes topics of interest to students.

Role of Teacher

• Stimulating students and guiding their interests.

• Posting questions that bring new or puzzling dimensions of a topic to light.

• Engage students in meaningful games and methods.

• Know the important questions to ask.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
• Use field trips, cooperative problem solving and simulations.

• Teacher serves as a facilitator.

Instructional Method

• Constructive and cooperative learning is preferred.

Progressivism Today

• Instructional strategies in establishment of rules.

• Treating students with respect and dignity.

• However, many policy makers have a more traditional and conservative view of the

purpose of education.

3.4 RECONSTRUCTIONISM

Social reconstructionsm is a philosophy that emphasizes the addressing of social question and a

quest to create a better society and worldwide democracy.

Reconstructionists educators focus on a curriculum that highlights social reform as the aim of

education John Dewey suggested the term “reconstructionism” in the title of his book,

“Reconstruction in philosophy” Theodore Brameld and George counts recognized that

education was the means of preparing people for creating this new social order.

On the other hand Paulo Freire (1921-1997) and critical theorists, like social

deconstructionists, believe that system must be changed to overcome oppression and improve

human conditions.

Aims

• Building a just society.

• Teaching students how to make decisions and take action that will produce a better world.

How treat student

• Students are capable of identifying injustice and searching for solutions.

• Students need to learn to identify issues and work for improvement through active

involvement.

• Students need to explore and make decisions about the issues they define.
 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
• Social deconstructionists would see protests as an indication that school programs are

succeeding.

• Students are the hope for future growth and change in society.

• Students are capable of changing society if given necessary Knowledge and skills.

What is Worthy

• Content needs to address issues and question.

• Believe even young Children can and do develop considerable depth of knowledge when

they are doing something they consider to be important.

• Life skills necessary for serving as successful change agents in society are south.

What is worth knowing

• Students make decisions regarding what they need to learn.

• Teachers may use content and information to help identify critical issues that need to be

investigated.

• Teachers should insist that students thoroughly investigate the topic and gather all the

relevant information and viewpoints.

• Teachers lead by modeling democratic actions and exciting students about the need for

social change.

• Much true learning occurs outside the classroom as students work to change society.

• The information and skills needed to be a part of society while working to implement

positive change is important.

Role of teacher

• Much like that of the progressive teacher however focus is on social issues.

• Raise the consciousness of students about issues and problems.

• Engage students in the learning process.

• Include service learning activities which require applying knowledge to solve real problems.

Curriculum

• Understanding social justice and equity issues are important.

• Strategies are heeded to implement social change.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Methods

Methods vary, with their intent being to guide students to an understanding of social issues and

constructive methods of dealing with them.

Chapter 4:

PSYCHOLOGICAL PERSPECTIVE

4.1 Educational psychology: Concept and meaning;

Definition of psychology
The word psychology is the combination of two Greek words psyche (Soul, mind, self and logy

(study, investigate). In simple words psychology investigate, the mental process, and its

manifestations in social relations of men and animals.

Other definitions of Psychology

• The science of the mind or of mental states and processes.

• The science of human and animal behavior.

• The sum or characteristics of the mental states and processes of a person or class of

persons, or of the mental states and processes involved in a field of activity.

Educational psychology

Educational psychology concerned with human maturation, school learning, teaching methods,

guidance, and evaluation of aptitude and progress by standardized tests.

Definition of Educational Psychology

The following are definitions of education psychology by well known psychologists:

1. ”Educational psychology is that branch of psychology which deals with teaching and

learning and also covers the entire range and behavior of the personality as related to

education.” Skinner

2. “While general psychology is pure science, educational psychology is its application in the

field of education with the aim of socializing an individual and modifying his behavior.”

Anderson

3. "It is the systematic study of the educational growth and development of a child.” Stephen
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Lecturer Education, PIASS Kasur.
4. “It is the science of education.” E.A. Peel

5. “It is the study of those facts and principles of psychology which helps to explains and

improves the process of education.” Walter B. Kolesink

Nature and Scope of Educational Psychology

S.S Chanhan has given detail and comprehensive statements about the nature and scope of

educational psychology, which are as follows:

1. It applies psychological findings in education.

2. Educational Psychology studies systematically an individual development in

educational set up.

3. It enables a teacher to perform his/her role in very effective manner in order to make the

learning & teaching process productive one.

4. Educational Psychology is the scientific study of an individual life stages development from

birth to death and so on.

4.2 Role of Psychology in Learning

Learning Process

• Receiving Information

• Accepting or Taking in the information

• Assimilating the information

• Storing the information

• Applying the information

Receiving

• Learning begins when one receives new information that one finds interesting.

• Human being always receive information’s from various sources, all of them are not relevant.
So they accept what relevant and rejects irrelevant ones.
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Lecturer Education, PIASS Kasur.
Taking In

• Once information is received and irrelevant parts are filtered out, one assimilate the
information

• The amount of information taken varies with every individual because each individual has
a different ability to sensory perception.

• Individual learn from what they takensince they are differ in their ability to take their
learning ability also differ.

Assimilating

• It is the process of connecting new information with the already existing framework of
thought.

• For learning occur a connection between the new information and the prior stored
information has to be made.

• Assimilating is also a process where a learning conflict may occur. Learning Conflict is a
situation where the new information is found contradictory to the existing framework of
thought.

Storing

• Assimilated information is stored for future use

Applying

• Learning process is complete only when the learner is able to recall and apply the stored
information

PRINCIPLES OF LEARNING

1. Recency

2. Appropriateness

3. Motivation

4. Primacy

5. Two-way communication

6. Feedback

7. Active Learning

8. Multi-sense Learning
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Lecturer Education, PIASS Kasur.
9. Exercise

Theories of learning

• Reinforcement Theory

• Cognitive Theory

• Social Learning Theory

• Goal setting Theory

• Need Theory

• Expectancy Theory
• Experimental Learning Theory

• Learning to learn & self-development

Role of Psychology in Selecting Content

Definition of Curriculum

All the learning which is planned and guided by the school, whether it is carried on groups

or individually, inside or outside the school.

Definition of Content

Content comes in any form (audio, text, and video) and it informs, entertains, enlightens, or

teaches people who consume, it (Derek Halpern).

Definition of Content

Content is defined as “Information to be learned in school, another term for knowledge (a

collection of facts, concepts, generalization, principles, and theories).

Purposes of content

• To Help organize materials

• To help a sequential relationship of material

• To present material basic to a general understanding or a course.

• To present application.

• To furnish a source of valuable information.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Characteristics of Content

• Specificity

• Consistency

• Sequence

• Context

• Share-ability

The content is

• United with the goals and objectives of the basic education curriculum.

• Responds to the needs of the learner.

Includes cognitive skill and affective elements.

• Fully and deeply covers the essential to avoid the “mile-wide-and-inch-deep”

impression.

• That is of use of the learners.

• That is practical and achievable.

• Facts are basic in the structure of cognitive subject matter. But content must go beyond

facts.

• Working out a process of conceptual understanding means teaching and learning beyond

facts. This can be done by the use of the thematic or the integrated approach.

• Subject matter content integrates the cognitive, skill, and affective components.

• The cognitive content includes facts, concept, principles, hypothesis, theories and laws.

• The skill component dwells on thinking skill and manipulative skills.

 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.

Content Analysis

“Content analysis is a research method used to analyze learning by interpreting words and images

from documents, film, art, music, and other cultural products and media”

Steps of Content Analysis

The ten step of content analysis are.

• Copy and read through the transcript – make brief notes in the margin when

interesting or relevant information is found.

• Go through the notes made in the margins and list the different types of information

found.

• Read through the list and categorized each item in a way that offers a description of what

it is about.

• Identify whether or not the categories can be linked any way and list them as major

categories (or themes) and /or minor categories (or themes).

• Compare and contrast the various major and minor categories.

If there is more than one transcript, repeat the first five stages again for each transcript.

• When you have done the above with all of the transcripts, collect all of the categories or

themes and examine each in detail and consider if it fits and its relevance.

• Once all the transcript data is categorized into minor and major categories/themes review

in order to ensure that the information is categorized.

• Review all of the categories and ascertain whether some categories can be merged or if

some need to them be sub-categorized.

• Return to the original texts and ensure that all the information that needs to be categorized

is done.

Strengths and Weaknesses of content Analyses.

Strengths

Content analysis has several strengths as a research method

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• It is a great method because it is unobtrusive. It has no effect on the person being studied

since the cultural artifact has already been produced.

• It is relatively easy to gain access to the media source or publication the researcher wishes

to study.

• It can present an objective account of events, themes, and issues that might not be

immediately apparent to a reader viewer or general consumer.

Weaknesses

Content analysis also has several weaknesses as a research method.

• It is limited in what it can study. Since it is based only on mass communication – visual,

oral, or written – it cannot tell us what people really think about these images or whether

they affect people’s behavior.

• It may not be as objective as it claims since the researcher must select and record data

accurately. In some cases, the researcher must make choices about how to interpret or

categorize particular forms of behavior and other researchers may interpret it

differently.
A final weakness of content analysis is that it can be time consuming.

Criteria for selection of content

Following principles are followed

• Validity

• Significance

• Balance

• Self-sufficiency

• Interest

• Utility

• Feasibility

Principles for selection of contents

• Balance
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• Articulation

• Sequence

Balance

Content curriculum should be fairly distributed in depth and breadth of the particular learning are

or discipline. This will ensure that the level or area will not be overcrowded or less crowded.

Articulation

Each level of subject matter should be smoothly connected to the next, glaring gaps or wasteful

over laps in the subject matter will be avoided

Sequence

This is the logical arrangement of the subject matter. It refers to the deepening and

broadening of contents it is taken up in the higher levels.

Integration

The horizontal connections are needed in subject areas that are similar so that learning will be

related to one another.

The constant repetition review and reinforcement of learning are what are referred to as

Continuity.

Content Selection in Student – Centered Curriculum

• Student comes to have a more realistic idea of what can be achieved in a given course.

Learning comes to be seen as a process of gradually reaching achievable goals.

• Students develop greater sensitivity to their role as learner, and their rather vague notions

of what it is to be a learner can become much sharper.

• Self-evaluation becomes more feasible.

• Classroom activity can be seen to relate to the learner’s real-live needs.

• To development of competences can be seen as a gradual, rather than an all or nothing

process.

Continuity:

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Aims for selecting content

• To provide student with effective learning strategies.

• To assist students to identify their preferred ways of learning.

• To develop skill needed to negotiate the curriculum.

• To encourage students to set their own objective.

• To encourages students to adopt realistic goals and time frames.

• To develop the students skills of by self-evaluation.

Procedures for selection of content

• The judgmental Procedure

• The experimental Procedure

• The Analytical Procedure

• The consensual Procedure

Judgmental Procedure

The curriculum worker’s judgment hardly leads to the best selection of subject matter.

The most “objective” selection of content by this procedure requires that his interests, knowledge, and

ideals rise above special social groups and embrace the common good. In short, this procedure perhaps

more than any other method of content selection-demands broad social vision and freedom from the

restricting influences of partisan rationalization.

Phases of the Judgmental Procedure

• What social and educational objectives should be accepted?

• What is the existing state of affairs in which these objectives are considered desirable and

appropriate, and in which they must be realized?

• What subject matter best satisfies these objectives under the existing condition?

Experimental procedure

The General Pattern of Experimentation:

• A hypothesis, that is, an idea to be tried out

• Control of the conditions of the try-out

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• An objective account of the results

• Checking the result against the hypothesis to find whether or not the hypothesis is

true.

Forms of Experimental procedure

• Tentative selection of subject matter in accordance with a criterion.

• Hypothesis that the tentatively selected subject matter meets the conditions of the

criterion.

• Prescribed conditions of the try-out (description of children, teacher, classroom, methods of

teaching, materials to be used, and other factors affecting the experiment). Objective technique

for determining the result

• Checking the results against the hypothesis to find whether or not is subject matter satisfies the

criterion.

Analytical Procedure

The analytical procedure is one of the most widely known methods of content

selection. It has been closely identified with the criterion of utility, although it has been used with

other criterion. In general, it consists of an analysis of the things people do in order to discover

the subject matter functioning in these activities.

Forms of Analytical Procedure

There are three forms of the analytical procedure

• First is activity analysis in which the purpose is to discover the general kinds of activities engaged

in by people of a given national group or region.

• Second job analysis is activity analysis applied to vocational opportunities. To determine what

should be taught in the professional preparation of teachers.

• Third form of this procedure is simply the analysis to determine the generally useful knowledge

and skills.

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Lecturer Education, PIASS Kasur.
Role of Psychology in Teaching/pedagogy:

Psychology plays important role in selection of contents and the way of teaching in the classroom.

Understanding of psychology is necessary for curriculum developers while devising learning

experiences and conditions for learning. In selecting learning experiences and teaching methods

curriculum developers should consider.

• Learning theories.

• Motivational techniques

• Personality

• Teaching methods

• Teaching and learning styles

Importance of psychology in pedagogy

Teacher is like a philosopher who guides his student. He is responsible to be aware about growth

and development of the students. It is educational psychology which enables the teacher to use

various techniques. The importance of educational psychology and teachers has the following

points.

• Educational psychology helps teacher to know that how learning takes place.

• It enables a teacher that how learning process should be initiated, how to motivate, how to

memorize or learn.

• It helps teachers to guide the students in right direction in order to canalized student’s abilities in

right direction.

• It informs a teacher, about the nature of the learners and his potentialities.

• It helps a teacher to develop a student personality because the whole education process is for

student’s personality development.

• It helps a teacher to adjust his methodologies of learning to the nature demand of the learner.

• It enables a teacher to know the problems of individual differences and treat every student on his

/ her merit.

• It helps a teacher that how to solve the learning problems of a student.

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• It helps teachers that how to evaluate a student’s that whether the purpose of teaching

& learning has been achieved.

Importance of educational Psychology in Education

Following are the points which show the importance of education psychology in education. It also

shows how educational psychology and education have importance for another.

Learner

Educational psychology studies various factors which have impacts upon students, which may

include home environment, social groupings, peer groups, his / her emotional sentiments, and

mental hygiene etc. various methods are used in order to get the desired data about the learner in

order to know about him / her mentality and behavior and its manifestations.

The learning Process

Here educational psychology investigates that how information and knowledge be transferred and what

kinds of methodologies should be used for that purpose.

Learning Situation

Educational Psychology studies the factors which are situational in nature that how environment

like of classroom be managed and how discipline be maintained. Besides it, it studies various Audio

Video Aids & it role in facilitating the teaching learning process.

Curriculum Development

Education psychology helps curriculum developers that what kind of curriculum should be made

and what kinds of content be given to teachers to transfer to the next generation.

Evaluation Techniques

Educational psychology helps educators that what kinds of evaluation techniques should be used

to test the learner that to what extend information and concept have been transferred.

Chapter 5:

SOCIO-ECONOMIC PERSPECTIVE

5.1 Socio-education, Concept and Meaning:

• Individual intellectual changes with socio political changes.

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• Fullest self-development in a direct manner.

• Herbert Spencer “It is the art of self-representation”.

Educational Sociology

• Study of the educational objectives and organization in light of an analysis of group life as a whole.

• F.j Brown “Educational Sociology is a combination of study of an individual and its cultural

environment, in which society groups are included”.

• Early days it is considered as the child must learn their parent’s trade.

• School has long been considered information mongers shop.

• Later on leadership roles are introduced in sociological education.

• Peter Harlod defines sociology of education as “the study of origins, organizations, institutions

and development of human society”.

• Emile Durkheim who is regarded as the father of sociology of education clearly defines

sociology of education as “a systematic study of sociology perspective.

Scope of educational sociology

The most important sociological considerations are

• Core values of society

• Culture
• Changing values of people

• Demands of modernization

• Criterion of a good family life

• New form of cooperation

• Population explosion

• Economic efficiency

5.2 Sociological Roles in Education (conservative, critical, and creative)

Conservative

Literally in means opposing great or sudden changes.

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It is political or moral ideology according to which certain values or behaviors are enforced,

maintained or encouraged. It is thought that these 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 values and behaviors and maintain then. However, there are number

of values and behaviors to which at least a majority of social conservatives adhere.

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 to test. Critical thinking involves

thinking reflectively and evaluating the ideas, value and behaviors. This is the critical role of the

society that values and behaviors are not constant or permanent, they keep on changing.

Creative

It means having power or ability to create with the help of intelligence and imagination.

The role of society is not stagnant. It is dynamic. The society develops new and novel ideas and 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 very important. This is the role on

the basis of which societies progress and prosper.

5.3 Social functions of Education

Let us now examine some of the significant functions of education.

To completes the Socialisation Process:

The main social objective of education is to complete the socialisation process. The family gets the
child, but the modern family tends to leave much undone in the socialisation process.

The school and other institutions have come into being in place of family to complete the
socialisation process. Now, the people feel that it is “the school’s business to train the whole child
even to the extent of teaching him honesty, fair play, consideration for others and a sense of right
and wrong”.

The school devotes much of its time and energy to the matter such as co-operation, good
citizenship, doing one’s duty, and upholding the law. Directly through textbooks, and indirectly
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through celebration of programmes patriotic sentiments are instilled. The nation’s past is
glorified, its legendary heroes respected, and its military ventures justified

To Transmit the Central Heritage:

All societies maintain themselves by the exploitation of a culture. Culture here refers to a set of
beliefs and skills, art, literature, philosophy, religion, music, etc. that are not carried through the
mechanism of heredity. They must be learned.

This social heritage (culture) must be transmitted through social organisations. Education has this
function of cultural transmission in all societies. It is only at the upper levels of the school that
any serious attempt has been, or now is, made to deal with this area.

For the Formation of Social Personality

Individuals must have personalities shaped or fashioned in ways that fit into the culture. Education,
everywhere, has the function of the formation of social personalities.

Education helps in transmitting culture through proper moulding of social personalities. In this
way, it contributes to the integration of society. It helps men to adapt themselves to their
environment, to survive, and to reproduce themselves.

Reformation of Attitudes:
Education aims at the reformation of attitudes wrongly developed by the children already. For
various reasons the child may have absorbed a host of attitudes, beliefs and disbeliefs, loyalties
and prejudices, jealousy and hatred, etc. These are to be reformed.

It is the function of education to see that unfounded beliefs, illogical prejudices and unreasoned
loyalties are removed from the child’s mind. Though the school has its own limitations in this
regard, it is expected to continue its efforts in reforming the attitudes of the child.

Education for Occupational Placement—an Instrument of Livelihood:

Education has a practical end also. It should help the adolescent for earning his livelihood. Education has
come to be today as nothing more than an instrument of livelihood.

It should enable the student to eke out his livelihood. Education must prepare the student for
future occupational positions. The youth should be enahled to play a productive role in society.
Accordingly, great emphasis has been placed on vocational training.

Conferring of Status:
Conferring of status is one of the most important functions of education. The amount of education
one has is correlated with his class position. This is true in U.S.A., U.S.S.R., Japan,
Germany and some other societies. Education is related to one’s position in the stratification structure in
two ways:

(1) An evaluation of one’s status is partially decided by what kind of education one has received
and (2) many of the other important criteria of class position such as occupation, income, and
style of life, are partially the results of the type and amount of education one has had. Men who

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finish college, for example, earn two and a half times as much as those who have only a grammar
school education.

Education Encourages the Spirit of Competition:

The school instills co-operative values through civic and patriotic exhortation or advice. Yet the
school’s main emphasis is upon personal competition.

For each subject studied the child is compared with the companions by percentage of marks or
rankings. The teacher admires and praises those who do well and frowns upon those who fail to
do well.

The school’s ranking system serves to prepare for a later ranking system. Many of those who are
emotionally disappointed by low ranking in the school are thereby prepared to accept limited
achievement in the larger world outside the school.

Other Functions of Education:

Peter Worsley has spoken of a few more functions of education. Some of them may be noted:

A. Education Trains in Skills that are required by the Economy:

The relation between the economy and education can be an exact one. For example, the number
and productive capacity of engineering firms are limited by the number of engineers produced by
education.

In planned economy, normally, it is planned years in advance to produce a definite number of

doctors, engineers, teachers, technicians, scientists, etc. to meet the social and economic needs of
the society.

B. Fosters Participant Democracy:

Education fosters participant democracy. Participant democracy in any large and complex society
depends on literacy. Literacy allows full participation of the people in democratic processes and
effective voting. Literacy is a product of education. Educational system has thus economic as well
as political significance.

C. Education Imparts Values:

The curriculum of a school, its “extra-curricular” activities and the informal relationships amongst
students and teachers communicate social skills and values. Through various
activities a school imparts values such as ‘co-operation’ or team spirit, obedience, ‘fair play’. This is also
done through curriculum, that is, through lessons in history, literature, etc.

D. Education Acts as an Integrative Force:

Education acts as an integrative force in society by communicating values that unite different
sections of society. The family may fail to provide the child the essential knowledge of the social
skills, and values of the wider society.

The school or the educational institutions can help the child to learn new skills and learn to interact
with people of different social backgrounds.

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E. Values and Orientations which are Specific to Certain Occupations are also provided by
Education:
For example, the medical students are socialised and educated in a particular way in medical
college. This may help them to become proper medical practitioners. Other values and
orientations relevant to the functioning of industrial society are also provided by education.

5.4 EDUCATION AS INVESTMENT

Emphasis of Education

Today many countries place great emphasis on developing an education system that can produce

workers able to function in new industries, such as those in the fields of technology and science.

Education & Lifestyle

An individual with bachelor’s degree, on average, will earn that of a high almost 3 times as much as a

school dropout.

A Better Society

A country’s economy becomes more productive as the proportion of educated workers

increases, since educated workers are able to more efficiently carry out tasks that require literacy

and critical thinking.

A comparison

Countries with a greater portion of their population attending and graduating from schools see faster

economic growth than countries with less-educated workers.

More Education, a Better Economy

The highly educated earner spends and contributes significantly more to the economy than does the

less educated earner.

Human Capital

The concept of human capital refers to

• Education

• On-job training

• Work experience of the labor force

Higher Productivity

• Such Investments provide returns to the individual as well as to the economy as a whole.

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• Individuals benefit from higher earnings, and the economy as a whole benefits from higher

productivity.

Education as Investment

Education, more than any other social investment, raises the standard of living by

increasing employability & income level, thereby increasing tax revenue to support even more

education.

Raising Standards

• Education also increases quality of life issues, not only for the educated individuals themselves,

but throughout the entire community.

• Thus, education helps in raising standards

Wide Influence of Education

Among the social sciences, it is difficult to find a discipline that is not related one way or

another with the role of education in society.

Impact of Education

Education economists analyze both what:

• Determines or creates education.

• What impact education has on individuals and the societies and economies in which they live?

Mission

• The primary mission of the economics of education group is to identify

• Opportunities for improved efficiency

• Quality of education

• Promote effective education reform processes

Audrey Hepburn says

Quality Education has the power to transform societies in a single generation, provide children

with the protection of hazards they need from poverty, labor exploitation and disease and give

them the knowledge, skills and confidence to reach their full potential.

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New Currency

Education is the new currency by which nations maintain economic competitiveness and global

prosperity.

Economic Prosperity

Education and training not only promote economic prosperity, but they can reduce inequality and

the impact of disadvantaged backgrounds.

Human Capital, an Asset

Education is the most effective way for able young people of poor backgrounds to rise in the

economic hierarchy, because human capital is the main asset of 90 percent of the population.

Education Inequality

This is why income inequality in a nation is greater when inequality in education is greater. Indeed,

income inequality in more generally related to inequality in all types of human capital in training

and health, as well as in schooling.

Synergy between Knowledge and Human Capital

Economic Growth closely depends on the synergies between new knowledge and human capital,

which is why large increases in education and training have accompanied major advances in

technological knowledge in all countries that have achieved significant economic growth.

Education, a Weapon

Education is the most powerful weapon which you can use to change the worlds.

Importance of Education in Islam

Are those equal, those who know and those who do not know?

Learn to lead

Hence, it is clear that for individuals, societies and nations, education is the only foundation which can

help them the lead in their prescribed or chosen fields.

Education for All

Keeping in view the importance of education, it is the responsibility of government to invest in

human capital for the betterment of the individuals and the prosperity of the country.

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Education is a vital investment for human and economic development:

Education is a vital investment for human and economic development and is influenced by the

environment within which it exists. Changes in technology, labor market patterns and general

global environment, all require policy responses. Traditions, culture and faith all reflect upon the

education system and at the same time are also affected by them. The element of continuity and

change remains perpetual and it is up to the society to determine its pace and direction.

We are living in an inquiring and innovation-oriented society. The demand of twenty first century

is novelty, creativity, and integration of knowledge at global level, research, critical and analytical

thoughts. Rapidly social changes are creating uncertainty and complexity in the society. To prepare

the children and youth to cope with the present situation needs to develop analytical and critical

thinking, skill and attitude that would make them more flexible and innovative to deal with

uncertainty and crises at national and global level. The greatest need of the hour is to redesign

curriculum, textbook, teaching methodology and children’s literature, formal and non-formal

educational systems, it has been demonstrated by researcher that active learning (questioning and

investigate the nature of topic) develop creativity and stimulate for learning.

Cultural values of the majority of Pakistanis are derived from Islam. Since an education system

reflects and strengthens social, cultural and moral values therefore, Pakistan’s educational

interventions have to be based on the core values of religion and faith. Curriculum plays crucial

role in national integration and harmony. Curriculum role as observed in the national Education

Policy (1979) should aim enable the learners to learn knowledge, develop conceptual and

intellectual skills, attitudes, values and aptitudes conductive to the all-round development of their

personality and proportionate with the societal, economic and environmental realities at national

and international level

Whitehead (1962) says “culture is the activity of thought, and receptiveness to beauty and humane

feeling”. A child is a human being in embryo, a man to be and we are responsible to the future for

him. It is considered that a child learns 90 percent of his personality by his nurturing. It is, perhaps

easier to educate a child in beginning than reeducation him when he has already formed. Therefore,

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books for children are not simply a source of entertainment rather inculcate intelligence and values.

In Russia, America and

Japan children’s literature is considered a great cultural and educational phenomenon, and creation

of books for children is responsibility of the states. The manifest and latent functions of children’s

literature is to transmit knowledge, myth, mores, values, folkways, legendry

personalities, superstitions and beliefs which are integral part of a culture.

Textbooks are the most widely used as a teaching tool which represent our national culture.

Textbooks reveal our national values, culture, and ideology of a nation. A good text book can be

a “teacher in print”, and sometime even superior to an average teacher. In fact they are influence

towards national integration by sharing common national culture.

The selection, organization and presentation of subject matter in textbooks show

philosophy, integrity, values and intellectual thoughts of a nation.

Questioning methodology is a powerful tool to build analytical and critical skills in pupils. In the

world of knowledge the emphasis has not to be merely mastery to extant the knowledge but on

the acquisitions of capacity to think and analyze facts logically and conclude its own.

Teachers must adopt such teacher methodology by which students must learn how to discard old

ideas and replace them with modify ideas. As Toffler once said

“learn how to learn”.

Schools of the future will be designed not only for “learning” but for “thinking”. More and more

insistently, today’s schools and colleges are being asked to produce men and women who can

think, who can make new scientific discoveries, who can find more adequate solutions to impelling

world problems, who cannot be brainwashed, men and women who can adapt to change and

maintain sanity in this age of acceleration. This s a creative challenge to education.

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Lecturer Education, PIASS Kasur.

.5 Education and Economic development: Pakistani perspective

Importance of education in economic development

Education, a strong correlation with economic development Islamabad, Oct 12: Education is considered

to have a strong correlation with social and economic development.

In contemporary times when the focus is on the ‘knowledge economy’ the role of education becomes all

the more important in the development of human capital.

After all, a society of literate and skilled citizens has more chances of development at the economic

and social levels.

Education can reduce poverty and social injustice by providing the underprivileged resources and

opportunities for upward social mobility and social inclusion. Yet, until the National Education

Policy (NEP) 2009 was unveiled, the budgetary allocation for education in Pakistan was on the

decline.

The lack of political commitment of the state has resulted in multiple educational systems which

are inherently discriminatory and biased in nature. A large number of students are unable to attend

schools. According to the Education For All Global Monitoring Report

(2007), almost 6.5 million children in Pakistan do not go to school. Countries like India, Ethiopia,

Mozambique, Ghana, Niger, Kenya and Mali are placed in relatively better positions. The only

country that has a worse situation than Pakistan’s is Nigeria, with more than eight million children

out of school.

A large number of students who make it to schools, however, drop out by class five. According

to NEP, about 72 per cent make it to grade five which means dropout rate of 28 per cent. This

significant figure further brings down the chunk of the population that makes it to school.

Such a large number of students outside school mean that they are deprived of the

opportunity to learn and acquire skills for playing a meaningful role in society. Social exclusion is

a great loss at the individual and societal levels. Most of these out-of-school children experience

poverty and unemployment and some get involved in criminal activities as well. Constitutionally,

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Lecturer Education, PIASS Kasur.
the provision of basic education to citizens is the state’s responsibility. Is the state carrying out its

responsibility? The state needs to analyses the reasons behind the number of out-of-school

children. They come from poor families and cannot afford the luxury of education despite their

desire for it.

The real issue of educational apartheid comes to the surface only after joining a school.

Enrolling in a school does not ensure the provision of quality education. There is one question

may include the state of the building, faculty, management, curriculum, textbooks, examination

system and medium of instruction as well as the socio-economic background of the children.

The reference to socio-economic background in crucial as school like social classes are

stratified in terms of social status. So social exclusion is not only at the access level but also at the

quality level. The widening difference between private and public schools is responsible for the

gaping chasm between resources and opportunities given to the poor and the rich. Children from

elite schools have enhanced chances of employment and social integration whereas children from

public schools, no matter how bright they are, are disadvantaged in terms of getting exposure to

quality education.

The famous slogan ‘education of all’ needs to be revisited. Is it sufficient to enroll every

child in school? The continuance of disparity and exclusion goes on depending on the quality of

the school. Thus the slogan needs to focus on ‘quality education for all’. It is the quality aspect

which is missing in disadvantaged schools. Instead of taking some constructive measures to

improve the conditions the state is taking the easy route of offering private schools as an

alternative.

Government officials publicly give statements that public schools have failed and the only

alternative left is private schools. I do not intend to underplay the significant role private schools

can play in the uplift of the educational system in Pakistan. My only contention is that they are

there to complement the system and should not be presented as an alternative to public education.

Education has failed miserably to reduce poverty gaps, social injustice and oppression. The

education policy suggests that “the educational system of Pakistan is accused of strengthening the

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Lecturer Education, PIASS Kasur.
existing inequitable social structure as very few people from publicsector educational institutions

could move up the ladder of social mobility”.

What action plan has been given in the new education policy to ensure that this won’t

happen in the future? Simply referring to a problem does not mean that it has been taken care of.

The education policy should have given a clear and concrete blueprint to combat social exclusion,

inequality and social injustice. The existing discriminatory educational systems are not only

perpetuating the socio-gaps between the haves and have-nots they are also responsible of further

widening these gaps.

The writer is director of the Centre of Humanities and Social Sciences at the Lahore school of

Economics and author of rethinking Education in Pakistan

Chapter 6:

Historical Perspective

6.1 Education in Primitive Education:

Life among primitive or tribal people was very simple compared with the complex life that people have
today. Their means of livelihood were hunting and gathering wild fruits and vegetables. There was no
reading or writing and information was transmitted through word of mouth, songs, gestures,
ceremonial, rites and the like.

Aims of Education

1. Security and survival

2. Conformity

3. Preservation and transmission of traditions

✓ Relatively simple

✓ Relatively narrow social and cultural contacts

✓ Extraordinary conservative and prone to superstitions

✓ The organization of primitive life is tribal not political so that one function of education is to enable
one to live with his relatives

✓ Absence from primitive cultures of reading and writing

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Historical perspective of Education :

Vocational. This includes learning the skills in procuring basic necessities of life like
hunting, constructing a hut, etc.

Religious (animistic). Consisted in learning how to participate in ritualistic practices to please or

to appease the unseen spirits roaming around.

Agencies of Education

• Home —there was no formal agency for education, the family was the center for practical training.
• Environment — it provides the primitive people a very good place of training.

Methods of Instruction

1. All instruction was done informally.

2. Observation and imitation.

3. Simple telling and demonstration.

4. Participation.

Egyptian Education

Egypt, the gift of the Nile, is situated in the northern part of the African continent. Ancient
Egypt was a desert country watered only by the Nile River which flooded the country from
August to October, leaving behind a very rich black earth. The government of Egypt was
autocratic, ruled by a king called Pharaoh who had absolute power.

Aims of Egyptian Education

1. Training of Scribes
2. Religious
3. Utilitarian
4. Preservation of cultural patterns

Types of Education

1. Religious Education
2. Vocational- professional education
3. Military Education
4. Public Administration
5. Priesthood Education
6. Home Arts Education

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Lecturer Education, PIASS Kasur.

Agencies of Education

1. Home
2. Temple Schools
3. Military Schools
4. Court Schools
5. Vocational Schools
Greek Education

The Greeks are a mixture of the Aryan and Germanic people, two great races. But because of the
presence of natural barriers such as mountain and bodies of water, they lived in tribal isolation
and developed differences. They considered it as an honor to serve their country in any capacity.
There were many Greek city-state but two of them rose above all others. These were Sparta and
Athens.

Spartan Education

Sparta was in the south of Corinth in the southern section of the Peloponnesian peninsula.
Spartan education was based upon the laws of Lycurgus. It was the basis of Spartan political,
social and educational system. This turned Sparta into a totalitarian soldier state. This system
lasted for 700 years from the 9th to the 2nd century B.C. especially during the 5th century.

Aim of Education

1. Military. To make every citizen invincible in war, possessing physical perfection and
complete obedience to the state.
2. Discipline. To develop conformity and obedience, courage strength, cunning, endurance
and patriotic efficiency.
Agencies of Education

The State was the sole agency of education. Every phase was controlled by the State.

Athenian Education

Ancient Athens was the leading cultural center of the Greek world. Many of the most gifted
writers of Greece lived there. They wrote works of drama, history, lyric poetry and philosophy
that have influenced literature up to the present time.

In many ways, the city was a birthplace of Western civilization. Education was supervised
by the State although education was not compulsory. It was not clear, however, if the State
maintained public schools.

Aims of Education

1. Good citizenship
2. Individual excellence
3. Man-sided development

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Lecturer Education, PIASS Kasur.
4. Agencies of Education
1. Private schools. They were the first schools for boys.
2. Home. The girls were taught at home by their mother and slave nursemaids.
3. State. It was not clear of the state maintained public schools but education was supervised by
State although education was not compulsory.
Roman Education

Originally, the Italian peninsula was occupied by Italians, Etruscans, and Greeks who settled in
Sicily and the south. The Italian tribes were the Sabella’s, the Umbrian’s and the Latins. Out of
the mixture of these peoples emerged the strong energetic Romans. These peoples also develop
city-states, and Latium, the city-states of Rome, became the most powerful. The romans judge
things by their usefulness.

Aims of Education

1. Utilitarian. Education was for practical purpose, to produce men who would be active and efficient
in daily life.
2. Moral. To produce good citizens who knew how to exercise their rights, fulfil their duties and
obligations, and acquire virtues such as piety, obedience, manliness, courage, bravery, industry,
honesty, prudence, etc.

3. Military. To train to be good soldiers and conquerors in war.

4. Civic and political. To train men to be participative and wise in politics. S. Religious. To train men
to have reverence for the gods.

Agencies of Education

1. Home
2. Shop and Farm
3. Military Camp
4. Forum
5. Private Schools

6.2 Pioneers in Education

Comenius 1592-1679 (Czeck)

❑ Role of Teacher - To be a permissive facilitator of learning to based instruction on child's stages of

development.

❑ Significance - Helped develop a more humanistic view of the child; devised an educational method.

❑ Influence on Today's School - schools organized according to children's stages of development.

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Lecturer Education, PIASS Kasur.
Locke 1632-1704 (English)

❑ Purpose of Education - to develop ideas in the mind based on perception; to educate individuals
capable of self-government.

❑ Curriculum - Reading, writing, arithmetic, foreign language, mathematics, history, civil government,
physical education.

❑ Method of Instruction - Sensation; story, gradual, cumulative, learning

Rousseau 1732-1773 (Swiss French)

❑ Purpose of Education - To create a learning environment that allows the child to innate, natural
goodness to flourish.
❑ Curriculum - Nature; the environment

❑ Method of Instructions - Sensation; experience with nature

Pestalozzi 1748-1827 (Swiss)

• Purpose of Education - To develop the human being's moral, mental, and physical powers
harmoniously use of sense of perceptions in forming clear ideas.
• Curriculum - Object lessons; form, number, sounds
• Method of Instructions - Sensation; object lessons; simple to complex; near to far; concrete to
abstract.

Herbart 1776-1841 (German)

❑ Purpose of Education - To contribute to the human being's moral development through knowledge
and ethics.

❑ Curriculum - Curriculum correlation, interests, morals; logics, mathematics, literature, history,

music, art.

❑ Method of Instructions - Preparation, presentation, association, systematization, application.

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Lecturer Education, PIASS Kasur.
Froebel 1782-1852 (German)

❑ Purpose of Education - To bring out and to develop the talent spiritual essence of the child in
prepared environment.

❑ Curriculum - Songs, stories, games, gifts, occupation

❑ Method of Instructions - Self-activity; play

Spencer 1820-1903 (English)

❑ Purpose of Education - To enable human beings to live effectively, economically, scientifically

❑ Curriculum - Practical, utilitarian and scientific objects.

❑ Method of Instructions - Sensation and the scientific method; activities.

Dewey 1859-1952 (American)

❑ Purpose of Education - to contribute to the individual's personal, social and intellectual growth.

❑ Curriculum - Making and doing; history and geography science; problems

❑ Method of Instructions - Problems solving according to the scientific method

Montessori (1870-1952)

❑ Purpose of Education - To assist children's sensory, muscular, and intellectual development in

a prepared environment.

❑ Curriculum - Motor and sensory skills; pre-planned materials

❑ Method of Instructions - Spontaneous learning; activities; practical, sensory and formal skills
exercises.

Counts 1889-1974 (American)

 Purpose of Education — To create a new society that encompasses science, technology and
democracy.
 Curriculum Social issues, history, science, technology, and the social science.
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Lecturer Education, PIASS Kasur.
 Method of Instructions Problem solving according to social methodologies.

Piaget 1896-1974 (Swiss)

 Purpose of Education — To organize education in terms of children's patterns of growth

and development.
 Curriculum — Concrete and formal operations
 Method of Instructions Individualized programs; exploration and experimentation with
concrete materials.

Hutchins 1899-1977 (American)

 Purpose of Education —To educate human beings to search for truth, which is found in
the wisdom of human race.
 Curriculum — Liberal arts and sciences; great books
 Method of Instructions— Identifying, analyzing and reflecting on intellectual concerns.

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Lecturer Education, PIASS Kasur.
6.3History of Muslim Education

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

6.4 Development of education in British Period

 First Educational Institutes East India Company

 The Calcutta Madrasa

 Sanskrit College
 Fort William College

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.

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Lecturer Education, PIASS Kasur.

6.5 Educational movements in History:

Plato believed that children would never learn unless they wanted to learn. In The Republic, he
said, “... compulsory learning never sticks in the mind." An educational debate in the time of the
Roman Empire arose after Christianity had achieved broad acceptance. The question concerned
the educational value of pre-Christian classical thought: "Given that the body of knowledge of
the pre-Christian Romans was heathen in origin, was it safe to teach it to Christian children?

Modern reforms

Though educational reform occurred on a local level at various points throughout history, the
modern notion of education reform is tied with the spread of compulsory education. Education
reforms did not become widespread until after organized schooling was sufficiently systematized
to be 'reformed.'

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Lecturer Education, PIASS Kasur.
In the modern world, economic growth and the spread of democracy have raised the value of
education and increased the importance of ensuring that all children and adults have access to
high-quality, effective education. Modern education reforms are increasingly driven by a growing
understanding of what works in education and how to go about successfully improving teaching
and learning in schools. However, in some cases, the reformers' goals of "high-quality education"
has meant "high-intensity education", with a narrow emphasis on teaching individual, test-
friendly sub skills quickly, regardless of long-term outcomes, developmental appropriateness, or
broader educational goals.

Reforms of classical education

Western classical education as taught from the 18th to the 19th century has missing features that
inspired reformers. Classical education is most concerned with answering the who, what, where,
and when? Questions that concern a majority of students. Unless carefully taught, group
instruction naturally neglects the theoretical "why" and "which" questions that strongly concern
fewer students.

Classical education in this period also did not teach local (vernacular) languages and cultures.
Instead it taught high-status ancient languages (Greek and Latin) and their cultures. This
produced odd social effects in which an intellectual class might be more loyal to ancient cultures
and institutions than to their native vernacular languages and their actual governing authorities.

England in the 19th century

Before there were government-funded public schools, education of the lower classes was by the
charity school, pioneered in the 19th century by Protestant organizations and adapted by the
Roman Catholic Church and governments. Because these schools operated on very small
budgets and attempted to serve as many needy children as possible, they were designed to be
inexpensive.

The basic program was to develop "grammar" schools. These taught only grammar and
bookkeeping. This program permitted people to start businesses to make money, and gave them
the skills to continue their education inexpensively from books. "Grammar" was the first third of
the then-prevalent system of classical education.

Joseph Lancaster

The ultimate development of the grammar school was by Joseph Lancaster and Andrew Bell
who developed the monitorial system. Lancaster started as a poor Quaker in early 19th century
London. Bell started the Madras School of India. The monitorial system uses slightly more-
advanced students to teach less-advanced students, achieving student-teacher ratios as small as 2,
while educating more than a thousand students per adult. Lancaster promoted his system in a
piece called Improvements in Education that spread widely throughout the English-speaking
world.

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Lecturer Education, PIASS Kasur.

Discipline and labor in a Lancaster school were provided by an economic system. Scrip, a form
of money meaningless outside the school, was created at a fixed exchange rate from a student's
tuition. Every job of the school was bid-for by students in scrip, with the largest bid winning.
However, any student tutor could auction positions in his or her classes. Besides tutoring,
students could use scrip to buy food, school supplies, books, and childish luxuries in a school
store. The adult supervisors were paid from the bids on jobs.

With fully developed internal economies, Lancaster schools provided a grammar-school

education for a cost per student near $40 per year in 1999 U.S. dollars. The students were very
clever at reducing their costs, and once invented, improvements were widely adopted in a school.
For example, Lancaster students, motivated to save scrip, ultimately rented individual pages of
textbooks from the school library, and read them in groups around music stands to reduce
textbook costs. Students commonly exchanged tutoring, and paid for items and services with
receipts from "down tutoring."

Lancaster schools usually lacked sufficient adult supervision. As a result, the older children acting
as disciplinary monitors tended to become brutal task masters. Also, the schools did not teach
submission to orthodox Christian beliefs or government authorities. As a result, most English-
speaking countries developed mandatory publicly paid education explicitly to keep public
education in "responsible" hands. These elites said that Lancaster schools might become
dishonest, provide poor education and were not accountable to established authorities.

Lancaster's supporters responded that any schoolchild could avoid cheats, given the opportunity,
and that the government was not paying for the education, and thus deserved no say in their
composition.

Lancaster, though motivated by charity, claimed in his pamphlets to be surprised to find that he
lived well on the income of his school, even while the low costs made it available to the poorest
street-children. Ironically, Lancaster lived on the charity of friends in his later life.[6]

Progressive reforms in Europe and the United States

The term progressive in education has been used somewhat indiscriminately; there are a number
of kinds of educational progressivism, most of the historically significant kinds peaking in the
period between the late 19th and the middle of the 20th centuries.

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Child-study

Jean-Jacques Rousseau

Jean-Jacques Rousseau has been called the father of the child-study movement. It has been said that
Rousseau "discovered" the child (as an object of study).

Rousseau's principal work on education is Emile: Or, On Education, in which he lays out an
educational program for a hypothetical newborn's education to adulthood. Rousseau provided a
dual critique of both the vision of education set forth in Plato's Republic and also of the society
of his contemporary Europe and the educational methods he regarded as contributing to it; he
held that a person can either be a man or a citizen, and that while Plato's plan could have
brought the latter at the expense of the former, contemporary education failed at both tasks. He
advocated a radical withdrawal of the child from society and an educational process that utilized
the natural potential of the child and its curiosity, teaching it by confronting it with simulated
real-life obstacles and conditioning it by experience rather than teaching it intellectually. His
ideas were rarely implemented directly, but were influential on later thinkers, particularly Johann
Heinrich Pestalozzi and Friedrich Wilhelm August Fröbel, the inventor of the kindergarten.

Horace Mann

In the United States, Horace Mann (1796 – 1859) of Massachusetts used his political base and
role as Secretary of the Massachusetts State Board of Education to promote public education in
his home state and nationwide. His crusading style attracted wide middle class support.

Historian Ellwood P. Cubberley asserts:

No one did more than he to establish in the minds of the American people the conception that
education should be universal, non-sectarian, free, and that its aims should be social efficiency,
civic virtue, and character, rather than mere learning or the advancement of sectarian ends.

National identity

Education is often seen in Europe and Asia as an important system to maintain national, cultural
and linguistic unity. Prussia instituted primary school reforms expressly to teach a unified version
of the national language, "Hochdeutsch". One significant reform was kindergarten, whose
purpose was to have the children spend time in supervised activities in the national language,
when the children were young enough that they could easily learn new language skills.

Since most modern schools copy the Prussian models, children start school at an age when their
language skills remain plastic, and they find it easy to learn the national language. This was an
intentional design on the part of the Prussians.

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In the U.S. over the last twenty years, more than 70% of non-English-speaking school-age
immigrants have arrived in the U.S. before they were 6 years old. At this age, they could have
been taught English in school, and achieved a proficiency indistinguishable from a native
speaker. In other countries, such as the Soviet Union, France, Spain, and Germany this approach
has dramatically improved reading and math test scores for linguistic minorities.

John Dewey

John Dewey, a philosopher and educator based in Chicago and New York, helped conceptualize
the role of American and international education during the first four decades of the 20th
century. An important member of the American Pragmatist movement, he carried the
subordination of knowledge to action into the educational world by arguing for experiential
education that would enable children to learn theory and practice simultaneously; a well-known
example is the practice of teaching elementary physics and biology to students while preparing a
meal. He was a harsh critic of "dead" knowledge disconnected from practical human life.

Dewey criticized the rigidity and volume of humanistic education, and the emotional
idealizations of education based on the child-study movement that had been inspired by
Rousseau and those who followed him. He presented his educational theories as a synthesis of
the two views. His slogan was that schools should encourage children to "Learn by doing.
“He wanted people to realize that children are naturally active and curious. Dewey's
understanding of logic is best presented in his "Logic, the Theory of Inquiry" (1938). His
educational theories were presented in "My Pedagogic Creed", The School and Society, The
Child and Curriculum, and Democracy and Education (1916). Bertrand Russell criticized
Dewey's conception of logic, saying "What he calls "logic" does not seem to me to be part of
logic at all; I should call it part of psychology."

The question of the history of Deweyan educational practice is a difficult one. He was a widely
known and influential thinker, but his views and suggestions were often misunderstood by those
who sought to apply them, leading some historians to suggest that there was never an actual
implementation on any considerable scale of Deweyan progressive education.[citation needed]
The schools with which Dewey himself was most closely associated (though the most famous,
the "Laboratory School", was really run by his wife) had considerable ups and downs, and
Dewey left the University of Chicago in 1904 over issues relating to the Dewey School.

Dewey's influence began to decline in the time after the Second World War and particularly in the
Cold War era, as more conservative educational policies came to the fore.

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The administrative progressives

Horace Mann, regarded as the father of American public education

The form of educational progressivism which was most successful in having its policies
implemented has been dubbed "administrative progressivism" by historians. This began to be
implemented in the early 20th century. While influenced particularly in its rhetoric by Dewey and
even more by his popularizers, administrative progressivism was in its practice much more
influenced by the Industrial Revolution and the concept economies of scale.

The administrative progressives are responsible for many features of modern American
education, especially American high schools: counseling programs, the move from many small
local high schools to large centralized high schools, curricular differentiation in the form of
electives and tracking, curricular, professional, and other forms of standardization, and an
increase in state and federal regulation and bureaucracy, with a corresponding reduction of local
control at the school board level.

These reforms have since become heavily entrenched, and many today who identify themselves
as progressives are opposed to many of them, while conservative education reform during the
Cold War embraced them as a framework for strengthening traditional curriculum and standards.

Reforms arising from the civil rights era

From the 1950s to the 1970s, many of the proposed and implemented reforms in U.S. education
stemmed from the civil rights movement and related trends; examples include ending racial
segregation, and busing for the purpose of desegregation, affirmative action, and banning of
school prayer.

1980s

In the 1980s, some of the momentum of education reform moved from the left to the right, with
the release of A Nation at Risk, Ronald Reagan's efforts to reduce or eliminate the United States
Department of Education.

"[T]he federal government and virtually all state governments, teacher training institutions,
teachers' unions, major foundations, and the mass media have all pushed strenuously for higher
standards, greater accountability, more "time on task," and more impressive academic results".

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This shift to the right caused many families to seek alternatives, including "charter schools,
progressive schools, Montessori schools, Waldorf schools, Afrocentric schools, religious schools
- or teaching them at home and in their communities."

In the latter half of the decade, E. D. Hirsch put forth an influential attack on one or more
versions of progressive education, advocating an emphasis on "cultural literacy"—the facts,
phrases, and texts that Hirsch asserted every American had once known and that now only some
knew, but was still essential for decoding basic texts and maintaining communication. Hirsch's
ideas remain significant through the 1990s and into the 21st century, and are incorporated into
classroom practice through textbooks and curricula published under his own imprint.

1990s and 2000s

Most states and districts in the 1990s adopted Outcome-Based Education (OBE) in some form
or another. A state would create a committee to adopt standards, and choose a quantitative
instrument to assess whether the students knew the required content or could perform the
required tasks. The standards-based National Education Goals (Goals 2000) were set by the U.S.
Congress in the 1990s. Many of these goals were based on the principles of outcomes-based
education, and not all of the goals were attained by the year 2000 as was intended. The
standards-based reform movement culminated in the No Child Left Behind Act of 2001, which
as of 2016 is still an active nationwide mandate in the United States.

Trump Administration

President Donald Trump relegated concerns in education to state governments. This began with
the Every Student Succeeds Act (ESSA) which limits the role of the federal government in
school liability. Giving states more authority can help prevent considerable discrepancies in
educational performance across different states. ESSA was approved by former President
Obama in 2015 which amended and empowered the Elementary and Secondary Education Act
of 1965. The Department of Education has the choice to carry out measures in drawing
attention to said differences by pinpointing lowest-performing state governments and supplying
information on the condition and progress of each state on different educational parameters. It
can also provide reasonable funding along with technical aid to help states with similar
demographics collaborate in improving their public education programs.

During his campaign, Trump criticized the 2010 Common Core States Standard and other cases
of “federal government overreach. His advocacy was to give state and local governments more
responsibilities over education policies. Trump appointed Betsy DeVos as education secretary.
She also supported the idea of leaving education to state governments under the new K-12
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Lecturer Education, PIASS Kasur.
legislation. DeVos cited the interventionist approach of the federal government to education
policy following the signing of the ESSA. The primary approach to that rule has not changed
significantly. Her opinion was that the education movement's populist politics or populism.
Encouraged reformers to commit promises which were not very realistic and therefore difficult
to deliver.

Modernizing the Education System

Many opinion makers say the situation in all American social institutions is the same. These
institutions which include government, higher education, healthcare, and mass media are still
attuned with the traditional or original economic system. There is a need to upgrade to a digital
information economy. More providers of higher education which include colleges and
universities, non-traditional entities like school districts, libraries, and museums, and forprofit
organizations will surface. All of these stakeholders will reach out to bigger audiences and use
similar tools and technologies to achieve their goals. An article released by CBNC.com said a
principal Senate Committee will take into account legislation that reauthorizes and modernizes
the Carl D. Perkins Act. President George Bush approved this statute in 2006 on August 12,
2006. This new bill will emphasize the importance of federal funding for various Career and
Technical (CTE) programs that will better provide learners with in-demand skills. Congress can
provide more students with access to pertinent skills in education according to 21st century
career opportunities.

At present, there are many initiatives aimed at dealing with these concerns like innovative
cooperation between federal and state governments, educators, and the business sector. One of
these efforts is the Pathways to Technology Early College High School (P-TECH). This six-year
program was launched in cooperation with IBM, educators from three cities in New York,
Chicago, and Connecticut, and over 400 businesses. The program offers students high school
and associate programs focusing on the STEM curriculum. The High School Involvement
Partnership, private and public venture, was established through the help of Northrop
Grumman, a global security firm. It has given assistance to some 7,000 high school students
(juniors and seniors) since 1971 by means of one-on-one coaching as well as exposure to STEM
areas and careers. In 2016, Time.com published an article mentioning that one way of
reenergizing the United States economy is to provide quality education and training
opportunities for American youngsters. There is a need to update funding streams for schools at
the federal, state, and local levels such as Pell Grants addressing the requirements of college
students. The Grant or specific amount of money is given by the government every school year
for disadvantaged students who need to pay tuition fees in college.

Higher education

Higher education in the United States of America has always been regarded as exceptional
worldwide although there are apprehensions regarding expensive and quality education,
unimpressive completion rates, and increasing student debt. These issues raised doubts as to the
effectiveness of the conventional approach to higher education. There have been numerous
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Lecturer Education, PIASS Kasur.
proposals for federal reforms to enhance the status of higher education in the US. Some of the
recommendations included making institutions liable for students/ nonattendance or dropping
out of school, changing the obsolete accreditation process in overseeing access to federal
subsidies, and allowing access to free education.

Strengths-based education

This uses a methodology that values purposeful engagement in activities that turn students into
self-reliant and efficient learners. Holding on to the view that everyone possesses natural gifts
that are unique to one's personality (e.g. computational aptitude, musical talent, visual arts
abilities), it likewise upholds the idea that children, despite their inexperience and tender age, are
capable of coping with anguish, able to survive hardships, and can rise above difficult times.

Career and Technical Education

President Donald Trump signed the Strengthening Career and Technical Education for the 21st
Century Act (HR 2353) on July 31, 2018. This is the first law the American president signed that
made meaningful amendments to the federal education system. It reauthorizes the Carl D.
Perkins Career and Technical Education Act, a $1.2 billion program modified by the United
States Congress in 2006.

Legislators have repeatedly rebuffed the efforts of Trump and education secretary Betsy DeVos
to implement school choice programs funded by the federal government. The move to change
the Higher Education Act was also deferred. Business and education groups such as the Council
of Chief State School Officers as well as the National Governors Association commended the
US Congress for its prompt work during the past month. However, some advocacy
organizations like Advanced CTE and Association for Career and Technical Education are
apprehensive that said law can urge states to set passive laws for Career and Technical
Education.

The new legislation takes effect on July 1, 2019 and takes the place of the Carl D. Perkins Career
and Technical Education (Perkins IV) Act of 2006. Stipulations in Perkins V enables school
districts to make use of federal subsidies for all students' career search and development
activities in the middle grades as well as comprehensive guidance and academic mentoring in the
upper grades. sAt the same time, this law updates and magnifies the meaning of "special
populations" to include homeless persons, foster youth, those who left the foster care system,
and children with parents on active duty in the United States armed forces.

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Lecturer Education, PIASS Kasur.
SIGNIFICANT EDUCATIONAL INITIATIVES

Education Sector Reforms:

7.2Education Sector Reforms (2003)

The education sector reforms (ESR) originate from education Policy 1998-2010 and focuses on

the development of human resources in Pakistan as prerequisite for global peace, progress and

prosperity. It has three fold purposes quality education enabling all citizens to reach the maximum

potentials; produce responsible, enlightened and skilled populace and integrate Pakistan into the

framework of human centered economic development. It suggests following strategies:

• Sector reforms based on efficiency and equity;

• Political will to boost education as the anchor for economic revival;

• Poverty reduction strategy program;

• Resource mobilization from all channels;

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• Decentralization through devolution Plan ensuring grass-root level participation in educational

planning and implementation;

Encouraging and supporting Government private Sector partnership to meet the challenges;

• EFA Action Plan and Ordinance for compulsory Primary Education; and

• Outcome based planning, budgeting and auditing

Following are the major thrust areas of the Education Sector Reforms (ESR)

Universal Primary Education (UPE)

The education for all emphasizes quality and universal primary education through ensuring access and

increasing participation rate to 100% reducing gender disparity and enhancing completion rate 70% in

order to achieve the targets the reforms implies:

• Promulgation of Compulsory Primary Education ordinance.

• Improving infrastructure IN existing primary school.

• Initiation of Early Childhood Education stage in schools.

• Construction of new schools.

• Community Basic Education School, and

• Free textbooks for children and free Braille books to the visually handicapped people.

Adult Literacy

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 mobilization campaign.

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Lecturer Education, PIASS Kasur.

The National Plan spells out three phases of adult literacy plan (2000-15) each phase

comprising five years with overall goals as under:

• Ensuring that the learning needs of all young people and adults are met through equitable

access to appropriate learning, life skills and citizenship program.

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.

• All, especially in literacy, numeracy and essential life skills, achieves improving all aspects

of the quality of education and ensuring excellence of all so that recognized and measurable

learning outcomes.

Vocationalization of General Secondary Education

To make education meaningful and work oriented technical stream has been

introduced at secondary school level. The Reforms imply:

• The existing scheme of studies to be revised to accommodate a new technical stream along

with Science and Humanities streams,

• Introduction of 34 area/gender specific trades selected against specific criteria,

• Development of teaching learning resource materials,

• Construction of workshops in schools and

• Increasing enrolment from 7% to 50%

First phase of the program has been completed.

Revamping of Science Education

The Reforms aim at improving quality of science education by providing updated

science equipment, professional growth of teachers and facilities. It implies

• Construction of science laboratories

• Establishment of mathematic resource rooms

• Provision of equipment and consumables

• Development of video textbooks

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Lecturer Education, PIASS Kasur.

• Training of head teachers, managers, master trainers and teachers

Promotion of Technical Education

The Reforms focus qualitative and quantitative improvements of technical education.

It implies:

• Establishment of one polytechnic at each district headquarters for boys

• One polytechnic for girls at each divisional headquarter

One mono technic for men in sparsely populated district

• One mono technic for women in thickly populated districts

It also entails development textbooks and manuals, construction of workshops, training of

teachers, and revision of curricula and introduction of new emerging technologies.

Quality Assurance

The Reforms has major target to improve quality of education. The related Reforms encompass:

• Revision of curricula for classes I-XII, harmonization of teachers training programs

• Introduction of multiple textbooks scheme

• Professional development of planners, managers, teacher educators, teachers at all

levels

• Setting up of professional cadre for planning and management of education

• Strengthening of teachers training institutions

• Examination reforms and setting up of examination boards in private sector

• Establishment of national education assessment system

• System of academic audit-linkage of grants/incentives with quality

• Increase of non-salary budget by 3% annually

As per Reforms curricula of all school subjects have been revised and new textbooks have

boon produced. Extensive teachers training programs have been organized throughout the country

and 175,000 master teacher trainers and teachers have been trained. Diploma in education has

been launched to upgrade teacher qualification to 12+1½ years replacing PTC/CT courses,

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Lecturer Education, PIASS Kasur.

national education Assessment System has been established with provincial network in all

provinces. Examination reforms as planned have been introduced throughout the country.

Mainstreaming of Madrassahs

The Reforms aim to streamline the religious, education institutions in the country for enlarging

employment opportunities for their graduates and making it compatible with the emerging needs.

The Reforms advocate reviewing and revising curricula of religious education. Pakistan Madrassah

Education Board has been established to look after the affairs of schools. The Reforms offer:

• Incentive program to facilitate teaching of subjects like English, General Math, General

Science, Computer Science, Social Studies / Pakistan Studies at primary and secondary

levels,

• English, Economics, Computer Science and Pakistan Studies at higher secondary

level. One time grant package on affiliation with Madrassah Education Board

Public Private Partnership

The Reforms aim at improved service delivery through public private partnership by:

• Offering incentive package for private sector

• Involvement of private sector in the management of underutilized public sector

institutions

• Facilitating grants and soft loans for the development of education

• Introduction of Adopt School program

• Maximizing utilization of public school buildings by school up gradation in the afternoon

shifts from primary to higher secondary levels through community

participation project

• Introduction of information technology courses in schools through public private

partnership; etc.

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.

Higher Education

The reforms advocate shift towards human resource development through qualitative and

quantitative improvements of higher education. The major aspects of the Reforms

include:

• Strengthening of research in institutions of higher learning

• Professional development of teachers

• Increasing access to higher education

• Increasing enrolment
• Encouragement for private sector universities

• Increasing financial allocations, up gradation of science and social science programs

Introduction of IT education, etc.

For better governance and management of higher education Higher Education

Commission has been established and University Ordinance has been promulgated.

Recently new government has asked the concerned authorities to formulate a new

education policy and accordingly spadework has been initiated.

National plan of Action for Basic and Non-Formal Education (2004)

EFA National Plan of Action (NPA) has been developed through broad-based consultations

with principal actors of EFA and all stakeholders. Education Sector Reforms (2001-02-200506)

aimed at the development of education sector as a whole with a special focus on EFA goals,

served as foundation of the NPA. Allocations of Rs. 1.574 Billion with additional Rs.

2.00 Billion in the current financial year for ESR implementation over and above the regular

budget, despite economic difficulties, is a clear expression of political will and government

commitment to Education for all.

The planning framework of National Plan of Action (NPA) is the six EFA goals as stated in the

Dakar Framework for Action.

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
The main objectives of NPA interlaid are (I) to reach the disadvantaged population groups in

rural and urban areas with emphasis on girls and women, (II) to promote community

participation and ownership of basic education programs at the grassroots, and (II) to improve

relevance and quality of basic education through enhancing learning achievements of the

children, youth and adults. The sector wide order of priorities of the plan is Primary Education,

Adult Literacy and Early Childhood

Education.

Primary Education

In EFA Primary Education has been assigned top priority. Universalization of Primary

Education (UPE) in terms of universal enrolment/access; universal retention/completion and

universal achievement latest by 2010 in case of boys and 2015 in case of girls is the avowed goal

and target of national, provincial and district EFA plans.

The target of 73% net participation rate under ESR/EFA plan of action for primary

education was set. Achievement in terms of net participation rate could not be assessed due to

non-availability of data/statistics. However, gross enrolment at primary level (I-V) is estimated to

be 83%.

Declining population growth rate; high intake rate in grade I; increased enrolment in

primary classes (I-V); reduced dropout rate (from 50% to 35%) increased allocation for primary

education (more than 50% budget of education sector is allocated for primary education); and

adequate infrastructure (around 200,000 institutions including Formal Primary schools, Masjid

Maktab Schools, Primary Sections of Middle and Secondary Schools. Deeni Madaris, Private

Sector Schools and Non-formal Basic Education Schools cater to the needs of primary age group

children) are the achievements and strengths of primary Education in Pakistan. Whereas, a large

number of out of school (more than 6 million) children; gender and area disparities; lack of

effective community participation; deteriorating quality of education and shortage of required

funds are some of the lacking and weaknesses of the system which need to be addressed on

priority basis.

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Lecturer Education, PIASS Kasur.
Adult Literacy

In literacy 10,000 adult Literacy Centers in public sector and more than 2000 in private

sector against the target of 270,000 during the period 2001-3 could be opened.

Literacy rate could be enhanced to 5 1.6% against the target of 56% during this period.

The shortfall was mainly due to non-availability of the required resources by the international

Development Partners, Federal, Provincial and District Governments. Secondly,

implementation of ESR was delayed for one year and started in the year 2002 instead of 2001.

The above mentioned initiatives in literacy; plus declining population growth rate

(reduced from 3% in 1991 to 2.1% in 2003); and increasing participation rate at primary level has

resulted in considerable increase (2.2% against 1.1% per year average increase from 1981

– 1998) in literacy. At present (2003-4) the adult literacy rate is estimated to be 54% (male

66% female 42%)

Consequent upon that the targets of adult literacy rate for ESR first phase (up to 20056)

are revised to 58% (male 69% female 47%) against 60% previously targeted. The current

projection is based on actual evidence at present and may be revised upwards if implementation

in 2004-2005 is seen to be more robust on account of government, NCHD, US AID, and JICA

funded initiatives in literacy. The backlog of 264,000 literacy centers will be adjusted accordingly

during the remaining period of 1st 2nd and 3rd phases of EFA Plan of action spread evenly across

the period 2004/- to 2014.

Early Childhood Education (ECE)

Early Childhood Education is one of the priority areas of education for all. Some of the

major Programmes on ECE launched in Pakistan are as follows.

• In the public sector primary schools, especially in rural areas, children below 5 years of

age do attend the schools informally, and learn basic concepts of literacy and numeracy.

• In private sector schools, especially schools run on commercial basis, pre-primary

education is well organized, being an essential part of primary and research of the

program to capture the impact on early years on learning, parental and teacher’s

engagement.

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Lecturer Education, PIASS Kasur.
• Children Resource International (CRI) is also implementing ECE in another 100 schools

across public sector and non-elite private sector.

• The Teachers Resource Center (TRC) which has developed the national ECE curriculum

has been engaged to provide support to all partners in various areas especially in teachers’

training and classroom material development and dissemination of ‘taleemi bastas’ of

learning kits for ECE and early primary years.

EMIS data indicates that Pre-primary age group gross enrolment in public sector was

2.97 (male 1.67: female 1.30%) million in 2001-02. Since, private sector ECE data is not available

therefore adding to it 50% of private sector enrolment (as is the present ratio between public and

private sector in Primary education I-V) the gross enrolment comes out to be 4.5 million which is

57% of the ECE age group population of 7.9 million in 2002. It shows that we have achieved the

NPA target of 27.5% net participation rate of ECE in 2002.

7.1National Educational policies in Pakistan

Pakistan at the time of independence was facing numerous problems, but the government was well

aware of the importance of education. Therefore, the First Education Conference was held in

Karachi in November 1947, which provided guidelines for reconstruction of the future system of

education in Pakistan; similarly, a Commission on National Education was set up in 1959 to

provide a comprehensive framework for the reorganization and reorientation of the education

system in the country.

 National Education Policy 1972 was the first policy in the country.

 The Education Policy 1972-80 aimed at revolutionary changes to be brought about in the system.

 The National Education Policy 1979 was more ideologically oriented and the education policies

of 1992 and 1998 were more comprehensive and innovative. But all these policies, conferences

and commission reports were not fully implemented in letter and spirit; some have not even seen

the light of the day. Various political, economic and attitudinal factors are involved in such a

situation which need separate discussion.

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Lecturer Education, PIASS Kasur.

The First All Pakistan Education Conference was therefore, called at Karachi from November 27

to December 1, 1947.

Pakistan Education Conference was therefore, called at Karachi from November 27 to December

1, 1947.

Main Issues Focused in the Deliberations of the Conference:

The deliberations in the Conference were focused on several important issues relating to education

such as:

1. Integration of moral, social and vocational elements in the system of education. Compulsory

primary education.

2. Compulsory physical education.

3. Compulsory military training in colleges

4. Training of citizenship

5. The problem of illiteracy

6. The problem of medium of instruction

7. h) Technical and vocational education

8. Education for women

9. Establishment of Advisory Board, of Education

10. k) Establishment of Inter-Universal Board

11. l) Promotion of Scientific Research and

m) Establishment of Overseas Scholarship Scheme

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 adequate to meet the

requirements of the nation.

 It was inaugurated by the President Mohammad Ayub Khan on January 5, 1959.

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Lecturer Education, PIASS Kasur.
 Addressing on the occasion, the President stressed the need for a reorganization and re-

orientation of the existing educational system, which would fetter 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 analysed 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:

Primary Education

a. In view of the Commission, compulsory education at elementary level was necessary for skilled

manpower and intelligent citizenry. For this purpose at least eight years schooling was required.

The Commission recommended achieving 5-years compulsory schooling within the period of 10

years and 8 years compulsory schooling within a total period of 15 years.

b. 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.

c. 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 national language.

d. School buildings and furniture should be simple, inexpensive, and clean and adapted to local

style and material.

e. Training facilities should be provided to teachers to meet the requirements of

compulsory primary education. Refresher courses should also be arranged for un-trained teachers.
f. The Commission recommended that land, building, furniture, teaching materials arid residential
accommodation for teachers should be provided by the community and government may however;
give financial assistance to the backward areas.
Secondary Education
1. The Objectives of Secondary Education
2. The Commission recommended that secondary education should be recognized as a complete
stage in itself and organized as a separate academic and administrative unit.

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Lecturer Education, PIASS Kasur.
3. It should bring about the full development of the child as an individual, as a citizen, as a worker,
and as a patriot, to enable him to enjoy and, understand the benefits of social and economic
progress and scientific development.
4. 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 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 Xl-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 successful life.
 Secondly, it should include 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-VIII and optional thereafter.

Teacher Training
 The commission was of the view that teachers must be trained properly before entering teaching
profession.
 Teachers should be paid, adequate salary.
 from class VI-X should work for 225 days during the year (excluding vacation).
 The services of Education Extension Centres already established to improve the quality of
education, should be fully utilized by the Central and Provincial Governments.
Higher Education
a. Higher Education as a Distinct Stage:
 As recommended in the Report of the Commission, higher education should be
Recognized as a distinct stage and the present intermediate classes 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.

NATIONAL EDUCATION POLICY 1972–80

Introduction
The President of Pakistan Zulfiqar Ali Bhutto, in his address to the nation on 15
March 1972,presented the salient features of Education Policy 1972-80.
He observed that the education system imposed in the pan was much rigid inflexible and was
availed only by the privileged few who .constitute the elite group in the country. The expenditure
on education was mostly incurred on “bricks and mortars” as compared to that on teachers and
books.
Therefore, the government expressed its commitment to set up a system of education that caters
the needs of the masses and along with being modern will carry the spirit of religion and culture.
Objectives of the Policy:

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Lecturer Education, PIASS Kasur.
The principal objectives of the policy were:
a. Ensuring the preservation, promotion and practice of the ideology of Pakistan.
b. Building, up-national cohesion through conscious use of educational process.
c. Mobilizing the youth for leadership role through participation in various social
service programmes.
d. Addressing illiteracy in the shortest possible time.
e. Equalizing access to education through provision of special facilities for women,under-privileged
groups and special children.
f. Designing curricula relevant to the nations emerging social and economic needs.
g. Providing a comprehensive programme of studies for integrating general and
technical education.
h. Providing academic freedom and due autonomy to educational institutions.
i. Ensuring active participation of teachers, students and representatives of parents and the
community in educational affairs.
Free and Universal Education:
The policy forwarded the following statements on free and universal education.
a. Education will be free and universal up to class X. This would be achieved in two phases.
i. In the first phase from 1st October 1972, education up to class VIII would be
made free for boys and girls in all types of schools.
ii. In phase second, starting from 1st October 1979, free education would be
provided to class IX and X in all schools.
Elementary Education (Class VI-VIII)

a. According to the policy, it was anticipated that primary education would become universal for
boys by 1979 and for girls by 1984.
b. To accommodate the increased enrolment 38000 additional rooms for primary classes and 23000
rooms for middle classes would be constructed.
c. In providing school facilities, priority would be “given to rural and backward areas.
d. The universalization of elementary education would require 2.25 lakh additional teachers.
e. Text books and writing materials would be provided free to primary school children.
f. Curricula, syllabus and text-books would be revised to eliminate overloading and to emphasize
the learning of concept, skill and encourage observation,
Secondary and Intermediate Education:
a. Enrolment
Secondary education, as stated earlier in the policy, would be made free which would provide
access to secondary education to children from the less privileged families.

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Lecturer Education, PIASS Kasur.
By 1980, it was estimated that the enrolment from the present 10 percent would be
doubled both in secondary and intermediate levels.
b. Shift Towards Science and Technology:
According to the policy, the expansion of science and technical education would result in the
progressive integration of general and technical education in schools and colleges. At that time 60
to 70 percent of students, in secondary schools and colleges were enrolled in arts subject.
Higher Education:
Specific provisions on development, improvement arid innovation of higher education made in
the policy, are briefly stated:
a. Universities

The policy envisaged that new universities at Multan, Saidu Sharif and Sakkar,
would be established. Jamia Bahawalpur would be convened into full-fledged
university, The Agriculture College of Tandu Jam, N.B.D Engineering College
Karachi and the Agriculture University at Lylpur (now Faisalabad will have addition of new
faculties. A constituent Medical College would be added to the University of Baluchistan. A
collaborative programme would be developed between P1NSTECH (Pakistan Institute of Nuclear
Science and Technology) and universities.
b. University Grants Commission, In order to co-ordinate the programmes of universities and to
develop their faculties without duplication and waste, a University Grants Commission would be
established.

NATIONAL EDUCATION POLICY 1978

Introduction
An Education Conference in 1977 was held at Islamabad, which provided both spirit and
substance to the National Education Policy 1978, by Martial Law regime. The factors
which led to the formulation of policy are better reflected in the statement of Mr.
Mohammad Ali H. Hoti, Minister of Education on the Policy while presenting its salient
features in the cabinet meeting on 12th October, 1978. He said that the irregular efforts
made by various governments in the past were mainly confined to lip service and left much
to be desired. The nation was still without any clear direction resulting in confusion and
unrest among people.
Secondary Education
I. The nature and status of secondary education as viewed in the policy:
In view of the policy secondary education played a very important role in the system.
It was both a terminal stage for majority of students and also a significant determinant
of quality of higher and professional education. The policy maintained that the existing
four tier system of education namely primary, secondary, college and university,
would be replaced by a three tier system of elementary, secondary and university
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Lecturer Education, PIASS Kasur.
education in a phased manner. Classes IX and X would be added to all intermediate
Other Programmes for Development and Improvement of Secondary Education:
a. Mathematics would be introduced as a compulsory subject.
b. The present scheme of agro-technical subjects would be received and
necessary changes would be made in the light of the past experiences so as to
make it more purposeful.
c. One thousand middle schools would be upgraded to high level and 200 new
schools would be opened.
d. New science laboratories and libraries would be set up to the secondary
schools where these did not exist.
e. 1150 residence for teachers, especially for female teachers would be
constructed.
f. Second shift would be introduced in schools wherever feasible, in order to
Increase the enrolment.

Higher Education
i. College Education:
A College occupies an extremely important position in the system of 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:
a. Degree colleges would have only class XIII-XVI i.e. degree programmes of four
years duration to be imported as higher education.
b. Completion of improvised structures.
c. Girls colleges, which had been upgraded to degree level in the past, would be
provided with adequate buildings.
d. Minimum strength of degree colleges would be fixed.
Teaching of science subjects would be consolidated.
f. Book Bank scheme would be re-casted.
g. Social and cultural life of colleges would be revived and strengthened.
h. An organized “Guidance and Counseling” service would be introduced,
i. Adequate scientific equipment could be provided to colleges.
ii. University Education:

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
NATIONAL EDUCATION POLICY 1992
5.1 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 the
basis of the input received from contract 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
Primary Education
i. Status of Primary Education
Primary education had been recognized in the policy as fundamental right of every

Pakistani child and it would be made compulsory and free so as to achieve universal
enrolment of children by the end of the decade, the medium of instruction would be
determined by the provinces. Special efforts 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 strict control and supervision.
ii. Important provisions laid down in the policy for development of primary
education were:
a. About 26500 new primary school teachers would be trained.
b. About 107000 new primary and mosque schools would be opened.
c. One room each would be added in 20000 existing one room schools.
d. About 24750 shelter less primary schools would be provided with two rooms each.
e. The pay structure and service conditions of .primary school teachers would be
improved.
f. Primary curricula from class I-III would be developed in integrated form.
g. Quran Nazira would start from class I and would be completed in the terminal
years.
h. The contributing factors of drop out would be studied and appropriate special
input would be designed to reduce wastage.
i. In areas where female participation is low, special incentive oriented
programme, would be introduced to encourage the enrolment and retention of
female students in schools.
j. Primary Directorates would be created at Federal and Provincial levels.
k. Teachers would be given training on the new concepts, introduced in curricula.
1. The Teaching kit would be upgraded.
Higher Education and Science

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Lecturer Education, PIASS Kasur.
i. Policy statement
As maintained in the policy a liberal, free, democratic and competitive university
culture rooted in Islamic values would be promoted. Participation rate of higher
education would be enhanced. The programme of 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 of higher education as laid down in
the policy, are briefly stated:
a. More funds would be provided to universities for research.
b. A separate high education services policy would be formulated,
c. Liberal grants would be provided for books, journals to universities.
d. Degree education would be diversified to increase employability of the graduates.
e. Progressive privatization of public sector would be encouraged.
f. A National Council of Academic Award would be established.
g. Industrial Parks to improve industry-university relationship would be set up.
h. Colleges of Distance Education would be established in the provinces.
I. High technology disciplines in selected polytechnics and Engineering
Universities would be introduced.
j. Zero based budgeting for allocation of funds to universities, would be
introduced.
THE NATIONAL EDUCATION POLICY 1998-2010
6.1 Introduction
The Prime Minister of Pakistan asked the Ministry of Education to formulate a “National
Education Policy” that would smoothly lead the nation into the next century. The Ministry
after a comprehensive process of consultation with scholar’s administrators, leaders of
public opinion and representatives of NGO’s to design an initial draft presented the policy
to the cabinet on 21st January, 1998. The cabinet appointed a subcommittee of Ministers of
various departments. Finally, the Prime Minister, in a National Convention on Education,
announced the salient features of the policy on 21st February 1998.
Elementary Education
Elementary education is the fundamental right of the people. It is bedrock and a foundation
of the entire educational pyramid as compared to other sectors. Therefore, the government
had attached greater importance in the policy to the problems of eradicating illiteracy and

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Lecturer Education, PIASS Kasur.
promoting primary education all over Pakistan.
i. Issues and Constraints in Elementary Education
Some major issues and challenges in elementary education which had been, pointed

out in the policy were as:

a. More than 5.5 million primary schools age (5.9 years) children were left out.

b. About 45 percent children were dropping out of schools at primary level.

c. Teachers absenteeism was a common practice in primary schools.
d. Learning materials were inadequate.
e. Above one fourth of primary school teachers were untrained.
Secondary Education
i. The State of Secondary Education
Secondary education (IX-XII) is an important sub-sector of the entire educational
system. It provides the middle level work force for the economy as well as acts as a
feeder for higher level education. The policy makers had pointed out-some
weaknesses in secondary education, such as:
a. Secondary education had not attracted attention in terms of efforts and
investment in the past.
b. There had been unplanned expansion in secondary education and irrational
distribution of schools.
c. The provision of science and mathematics teachers had not been considered
seriously.
d. The introduction of technical and vocational education at secondary level
remained a controversial issue.
e. Physical facilities and text books were inadequate.

Higher Education
Higher education today is recognized as a capital investment and is of paramount
importance for economic and social development of the country. Only higher education
can produce individuals with advanced knowledge and skills required for positions of
responsibility in government, business, and other professions. In the light of these
requirements, the policy had forwarded the following “guidelines” for the improvement and
development of higher education in future.
Objectives of Higher Education
The following objectives were set in the policy for higher education.
a. To inculcate Islamic Ideology and moral values and preservation of our
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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
religion and cultural heritage.
b. To equip the individuals with the latest knowledge and technology.
c. To provide sufficient base of scientific knowledge to every student and to
enable him/her to contribute towards nation building efforts.
d. To provide intellectual facilities and develop capabilities of individuals to,
enable them to play effective role in society.
e. To produce highly educated and technically skilled manpower as required for the
country.
f. To facilitate access to higher education, to advance learning and to generate
knowledge.
Policy Provisions/Programmes
The following policy provisions/programmes had been laid down in the policy for the
improvement and development of higher education in. future:
a. Access to higher education would be expanded to at least 5 percent of the age
group.
b. Merit would be the only criteria for entry into higher education.
c. New disciplines emerging sciences would be introduced in the public sector
universities.
d. Through provision of adequate-students support service, better teachers and
good management, the wastage rate would be reduced.
e. Selected disciplines at major universities would he transformed into “Centers
of Advanced Studies and Research”.
f. Allocation of resources to professional education would be enhanced.
g. Institutions of professional education would be encouraged to generate internal
resources.
h. Reputed degree colleges would be given autonomy and degree awarding status.
i. The libraries and laboratories, of universities and colleges would, be
strengthened to meet the international standard.
j. Curricula at university level would be revised for all stages.
k. M. Phil arid Ph. D programmes would be launched on a large scale in the
Centres of Excellence and other universities departments.
National Education Policy 2009
The National Education Policy (NEP) 2009 is the latest in a series of education policies
dating back to the very inception of the country in 1947. The review process for the National
Education Policy 1998-2010 was initiated in 2005 and the first public document, the White
Paper, was finalized in March 2007. The White Paper, as designed, became the basis for

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Lecturer Education, PIASS Kasur.
development of the Policy document. Though four years have elapsed between beginning
and finalization of the exercise, the lag is due to a number of factors including the process of
consultations adopted and significant political changes that took place in the country.

Policy Actions:
1. Steps shall be taken to raise enrolment in higher education sector from existing 4.7%
to 10% by 2015 and 15% by 2020.
2. Investment in higher education shall be increased to 20% of the education budget
along with an enhancement of the total education budget to 7% of GDP.
3. A two-fold strategy for R&D promotion at universities shall be pursued. In the first
case, basic research in the universities and research institutions shall focus on
building the capacity to conduct and absorb cutting edge research. The second strand
shall be a focus on knowledge mobilization that is, transmission of research
knowledge through various forms of university industry partnerships and incubator
programmes and science parks to the business sector. This commercialization
strategy aims at assisting the innovation process of the economy.
4. Competitive research grants for funding must be available to ensure that the best
ideas in areas of importance are recognized, and allowed to develop.
5. Opportunities for collaboration with the world scholarly community should be
provided for both postgraduate students and faculty.
6. Tenure Track system of appointment of faculty members will be institutionalized.
7. ICT must be effectively leveraged to deliver high quality teaching and research
support in higher education, both on campus and using distance education, providing
access to technical and scholarly information resources, and facilitating scholarly
communication between researchers and teachers.
8. Additional television channels should be dedicated to the delivery of high-quality
distance education programmes.
9. Faculty development doctoral and post-doctoral scholarships shall be awarded to
meritorious students for pursuing their studies both in Pakistan and abroad.
10. For promoting quality in its teaching function, universities shall specialize in
particular areas, rather than each university attempting to cover the whole range of
programmes
11. A continuous professional development (CPD) programme shall be designed for
College and university teachers. The CPD, among other things, shall include the
practice of subject-wise refresher courses for college teachers; Provinces/Area

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Lecturer Education, PIASS Kasur.
education departments shall ensure training of college teachers in pedagogical skills and educational
administration.
Universities shall develop quality assurance programmes, which include peer
evaluation including foreign expertise.
13. Ranking system of the universities shall be made more broad-based, including
parameters that directly reflect the quality of learning.
14. Need-based scholarship programs shall be developed and instituted to enhance
equitable access to higher education.
15. Campuses of existing universities shall be established in second and third tier cities
to facilitate the spread of higher education.
16. Recognizing the importance of social sciences in developing better social
understanding, transmission of civic and cultural values and the potential to reduce
conflict, universities shall pay greater attention to this area in their research function.
17. A broad-based education system must be developed to ensure that graduates have
not only mastered their respective areas of specialization but arc also able to
effectively interact with people having a wide variety of backgrounds.
18. Universities shall introduce integrated four-year Bachelor degree programmes.
19. Existing standardization of libraries and library professionals shall be reviewed
keeping in view latest developments in the field of medical, engineering,
information technology and other fields of professional and higher education to
support academic work and research.
20. The lecturers selected through the Public Service Commission’s shall be required to
get at least six months pre-service training diploma in teaching methodologies,
communication skills, research and assessment techniques, so as to equip them with
necessary teaching skills to undertake the job.
21. Universities shall develop standards for colleges affiliated with them and these must
then be categorized accordingly. Colleges falling below a certain level must be
warned and eventually disaffiliated.
22. Accreditation councils will be established to allow accreditation of undergraduate
programs in the respective disciplines for which these councils are established.
23. Science-based education at the bachelor’s level, including professional degree
programmes, shall contain subjects in social sciences to allow the graduates to
develop a more balanced world view.
24. Research linked to local industry, commerce, agriculture etc. shall be encouraged to
support these areas through indigenous solutions and create linkages between
academia and the market.

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Lecturer Education, PIASS Kasur.

25. In order to ensure adherence to minimum standards of quality by all universities/

degree awarding institutions, the HEC shall develop a process for periodic
reassessment of various programmes offered by institutions with regard to renewal
of their degree awarding status. This provision shall be applicable to both public and
private sector universities.

26. Universities shall be encouraged to develop split-degree programmes in

collaboration with foreign universities of good repute.
27. Universities of technology should be established to produce technologists required
by industry.
28. National Centres in areas of economic importance should be identified and
strengthened to contribute and compete at an international level.
Institutions of higher learning should be encouraged and supported to generate
intellectual properly that is duly protected.
30. It is necessary to focus on implementation excellence, which will require adoption of
modern project management and reporting techniques as well as computerized
financial management systems.

Self Assessment Questions:

Q. 1 What main issues were addressed in the discussions made in Education Conference
held at Karachi in 1947?
Q. 2 What “guide-lines” had been forwarded by the Commission on National Education
1959 for the reorganization of primary and secondary education in Pakistan?
Q. 3 What innovations had been suggested in the Policy 1972-80 for the development of
higher education in Pakistan?
Q. 4 To what extent the National Education Policy 1978 was ideologically oriented.
Q. 5 What strategies had been, forwarded by the National Education policy 1992, for the
development of science education in Pakistan?
Q. 6 Discuss the specific objectives set in the National Education Policy 1998–2000.

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.

Key Areas of Education Policy (2017)

The new education policy will focus on the following Key Areas.

• Ideology based Vision and Mission aimed at Unity, Faith and Discipline.
• Character building through Taleem, Tarbiyya and Tazkia.
• Holistic development of child (Physical, Social, Intellectual, Moral, Spiritual and Cognitive
etc.)
• ECD: Comprehensive Early Childhood Education and Development (3-5 years age group
children) assigning priority to 4 – 5 years age group.
• Primary Education: Universalization of Primary Education (Grade 1 – 5) covering all the
three dimensions of universalization. i.e. - Universal access/enrolment – Universal
retention/completion - Universal achievement on set standards and competencies.
• Elementary Education: Expansion of Elementary (middle level VI – VIII) Education
through both formal and non-formal modes of education.
• Non-Formal Education: Effective short-term non-formal education programs to be
developed and used to speedily integrate students in the formal system of education.
• NFE and ODL for Secondary Education: Expansion of Secondary level education through
formal and distant learning programme.
• TVET: Introduction of Technical and Vocational education in non-formal middle level
schools.
• Technical Education Stream: Reintroduction of Technical Education stream along with
Science and Humanities in selected high schools and intermediate colleges to prepare
vocationally and technically empowered human capital.
• Trade Schools: Establishment of Trade Schools in each Tehsil for male and female
trainees.

Capacity building of Education Personnel

• Merit based, professionally qualified and competent, dedicated, committed and

ideologically sound recruitment of teachers who meet National Professional Standards of
Teachers.
• Rationalize and create a balance between demand and supply of quality teachers.

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Lecturer Education, PIASS Kasur.
• Expansion and Strengthening of teacher training programmes to non-formal education
including DeeniMadaris (focusing on multi grade teaching), Higher Education Teachers,
educational managers/administrator, planner, policy makers, supervisors, paper setters.
Curriculum developers, textbook writers and publishers etc.

Curriculum Reforms and Standard Setting

• Revision of curriculum and teacher training system both, pre-service and in-service, to
make it learner centered and IT based.
• Development, approval and implementation of a National Curriculum Framework for
harmonization of standards and national integration.
• Setting of minimum National Standards for each subject/discipline and each grade/class
preferably the core subjects.
• Consensus based curriculum in the light of National Curriculum Framework and National
Standards.
• Uniform curriculum for all systems of education (public as well as private).
• Revision of Natural/Physical Sciences including IT curriculum after every 5 years and
other subjects after every 10 years.
• Main focus of junior grades curricula on learning tools i.e. literacy numeracy, problem
solving and oral expression; and learning contents i.e. knowledge, skills, values and
attitudes. Whereas, the main focus of higher grades curricula on knowledge, understanding,
analysis, synthesis and application.
• Provision of standardized facilities and services to each school/educational institution
throughout the country irrespective of gender, area, cast or creed etc.
• Revision of Scheme of Studies to make it more comprehensive and need based
• Elimination of Disparities: Gender equity and parity and remove geographical imbalances
in provision of education and training.
• Interfaith Harmony: Promoting tolerance, respect for difference of opinion and interfaith
harmony
• Research and Innovation: Creating a culture of research and innovation in universities
• Success Stories and Good Practices: Replication of success stories and good practices in
education and training at local, national and global levels.

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Literacy and Lifelong Learning

• Lifelong Learning: Knowledge based society and continuous and lifelong learning.
Literacy For All: Country wide Literacy For All and All For Literacy campaign.
• Functional Literacy: Integrated approach in Literary i.e. Basic Literacy (Reading, Writing
and Numeracy) Functional Literacy (Life Skills) and Income Generation skills literacy.
• Capacity building of Literacy Personnel: Establishment of National and Provincial
Institutes of Teacher Training for Literacy and non-formal education teachers.
• ODL: Expansion of Online and distance learning (ODL) programmes and provisions.

Financing of Education

• School/institution based and enrolment based budgeting.

• Education budget free from all types of cuts, non-lapsable and non-transferable.
• Financial reforms in education training sectors to relax the rigid rules, regulations and
simplify the tedious procedures and processes to ensure on time releases and optimum
utilization of education and training budget.
• Improvement in the absorptive capacity of the system to effectively spend the allocated
funds.
• Allocation of 4% of GDP for education and training effective 2018.
• Allocation of at least 25% provincial educational budget for quality improvement projects
and programmes.
• Regulation of fee structure of private educational institutions.

Education Governance and Community Involvement

• Establish, expand and strengthen parent-teacher and school community relationship.

• Mobilize strong political will and commitment for educational development in the country.
• Politics free, complete consensus, cooperation and support for social sector development
in particular educational development.
• Expansion and strengthening of standards-based system of pre and in-service teacher
training.

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Quality Initiatives

• Setting up Quality Assurance Cells in all public universities.

• Phasing out all one and two year Bachelor’s degrees in all universities and replace them
with 4 year degree on semester system that comply with learning outcomes and standards
of National Qualifications Framework of Pakistan 2016.
• Introduction of new National Qualifications Framework for all levels of education to
ensure achievement of learning outcomes at all levels.

Higher Education
• Continuous revision and updating of Higher Education Curriculum in the light of new
knowledge explosion by National Curriculum Review Committees of HEC and National
Accreditation Councils.
• Establish, expand and strengthen Research Centers in all the Universities to foster
innovative and applied research linking it to economic development of the country.
• Development of low cost split degree graduate indigenous programmes of studies.
• Development of programmes of Faculty sabbatical exchange to undertake teaching and
collaborative research.

Education Policy of Pakistan 2021:

The Education policy of Pakistan 2021 includes free and necessary education for the
individuals. According to the Article 25-A of the Constitution of Pakistan, “The state
shall provide free and compulsory education to all children of the age group 5 to 16 years
in such a manner as may be determined by law.”

Introduction:

On Wednesday, the Federal Education Minister Shafqat Mehmood has stated that the education
policy of Pakistan should be revamped. It is observed that the new policies in the educational
sectors would be followed by the very start of the next year.

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Lecturer Education, PIASS Kasur.
While speaking at the national conference on the “Unified National Curriculum and Our
Educational System”, he asserted that a unified curriculum has been designed at the primary
level. The conference was held at Faisal Masjid.

The unified curriculum that should be followed by 2021 will be targeting several aspects
including the teachers’ training, the language, and the application of the curriculum. All the
primary level textbooks will include a new curriculum designed by the highly effective
authorities. The newly introduced educational policies will help society in gaining unity.

Apart from the Education Minister Shafqat Mehmood, the conference was attended by Dr.
Masoom Yasinzai, prof. Dr. Ahmed Yousif Al-Draiweesh, Khurshid Nadeem, Maulana Zahid
Al-Rashdi, Dr. Sameena Malik, Zeeshan Abbasi, Dr. Ikram ul Haq, and the President of
International Islamic University, Islamabad.

Prime Minister of Pakistan:

Meanwhile, Prime Minister of Pakistan, Imran Khan has also appreciated the Education Minister
Shafqat Mehmood’s steps to bring reforms in the educational sectors. PM Imran Khan was
addressing at the joint session of the National Assembly attended by many other ministers.

Authorities have already started planning the uniform curriculum for classes 6 to 8. As far as the
current curriculum is concerned, there are three educational systems working in the country, i.e.
English Medium, Public Schools, and Madrassahs. In these educational sectors, students are
delivered to different types of education.

On the introduction of the uniform educational system, PM Imran Khan declared that the new
educational system will be introduced in their different phases,

“At the start of the academic year 2021, we will introduce the uniform education system across
the country at the primary level. Then, in April 2022, we will introduce the uniform education
system for class 6 to 8 and in the final stage at the start of the academic year 2023 we will
introduce the system for class 9 to 12.”

7.3 Current education Status:

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
Pakistan is facing a serious challenge to ensure all children, particularly the most
disadvantaged, attend, stay and learn in school. While enrollment and retention
rates are improving, progress has been slow to improve education indicators in
Pakistan.

An estimated 22.8 million children aged 5-16 are out-of-school.

Currently, Pakistan has the world’s second-highest number of out-of-school children (OOSC)
with an estimated 22.8 million children aged 5-16 not attending school, representing 44 per cent
of the total population in this age group. In the 5-9 age group, 5 million children are not enrolled
in schools and after primary-school age, the number of OOSC doubles, with 11.4 million
adolescents between the ages of 10-14 not receiving formal education. Disparities based on
gender, socio-economic status, and geography are significant; in Sindh, 52 percent of the poorest
children (58 percent girls) are out of school, and in Balochistan, 78 percent of girls are out of
school.

Nearly 10.7 million boys and 8.6 million girls are enrolled at the primary level and this drops to
3.6 million boys and 2.8 million girls at the lower secondary level.

Gaps in service provision at all education levels is a major constraint to education access. Socio-
cultural demand-side barriers combined with economic factors and supply-related issues (such as
availability of school facility), together hamper access and retention of certain marginalized
groups, in particular adolescent girls. Putting in place a credible data system and monitoring
measures to track retention and prevent drop-out of out-of-school children is still a challenge.

At systems level, inadequate financing, limited enforcement of policy commitments and

challenges in equitable implementation impede reaching the most disadvantaged. An encouraging
increase in education budgets has been observed though at 2.8 percent of the total GDP, it is still
well short of the 4 percent target.

Vision 2025:
7.4 Summary Pakistan 2025 Planning and Development Ministry
Government of Pakistan
Planning Commission has accomplished the important task of preparing the Pakistan Vision
2025 document.

■ Approval of Pakistan Vision 2025 by National Economic Council 29th May, 2014.

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 By: Fakhra Tariq
Lecturer Education, PIASS Kasur.
■ National Economic Council’s Members are:

 Mamnoon Hussain President of Pakistan

 Mohammad Nawaz Sharif Prime Minister of Pakistan
 Prof. Ahsan Iqbal Minister for Planning, Development & Reform
 Muhammad Shahbaz Sharif Chief Minister, Punjab
 Qaim Ali Shah Chief Minister, Sindh
 ParvezKhattak Chief Minister, Khyber Pakhtunkhwa
 Abdul Malik Baloch Chief Minister, Baluchistan
Contents:
■ Pillar I: Putting People First – Developing Human and Social Capital

■ Pillar II: Achieving Sustained, Indigenous and Inclusive Growth

■ Pillar III: Democratic Governance, Institutional Reform and Modernization of

the Public Sector

■ Pillar IV: Water, Energy and Food Security

■ Pillar V: Private Sector and Entrepreneurship Led Growth

■ Pillar VI: Developing a Competitive Knowledge Economy through Value Addition

■ Pillar VII: Modernizing Transportation Infrastructure and Greater Regional

Connectivity

■ Implementation, Implementation & Implementation!

■ “Passionate Pakistan” – Creating a National Brand

The Vision 2025, unveiled by Prime Minister Nawaz Sharif on August 11, 2014, the government
has placed an plan under Vision 2025 to increase the per capita income from $1,299 to $4,200
2025, bring down poverty from 49 percent population to 20 percent and increase the exports up
to $150 billion. It intends to bridge the current electricity supplydemand gap by 2018, and cater
to growing future demand by addition of 25,000MW by 2025.

The Vision 2025 aims at increasing the water storage capacity to 90 days, improve efficiency of
usage in agriculture by 20%, and ensure access to clean drinking water for all Pakistanis and
reduce food insecure population from 60% to 30%.

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Lecturer Education, PIASS Kasur.
It also envisages increasing primary school enrollment and completion rate to 100% and literacy
rate to 90%, increasing higher education coverage from 7% to 12 %, and increasing the number
of PhDs from 7,000 to 25,000, improving primary and secondary gender parity index to 1, and
increasing the female workforce participation rate from 24% to 45%, increasing the proportion
of population with access to improved sanitation from 48% to 90%, reducing infant mortality
rate from 74 to less than 40 (per 1,000 births) and reducing maternal mortality rate from 276 to
less than 140 (per 1,000 births), reducing the incidence/prevalence of hepatitis, diahorrea,
diabetes and heart disease by 50% and eyeing world championship in three sports and 30 medals
in the Asian games.

The Vision 2025 aims that Pakistan will become one of the 25 largest economies in the
world, thus, gaining the upper middle income country status, reducing the poverty level
from 49% in 2013 to less than 20% increasing the tax-to-GDP ratio from 8.5% to 18%.

On improved governance, the Vision 2025 envisages that Pakistan will be placed in the top 50th
percentile for political stability (from bottom 1 percentile), no violence/terrorism (from bottom
1 percentile), and control of corruption (from bottom 13th percentile) as measured by the
World Bank’s Worldwide Governance Indicators.

Based upon seven pillars, the Vision 2025 states that the government will focus on key areas
including developing social and human capital, achieving sustained, indigenous and inclusive
growth, governance, institutional reforms and modernisation of public sector, energy, water and
food security, private sector-led growth, developing a competitive knowledge economy and
modernizsing transportation infrastructure and greater regional connectivity.

“Pakistan Vision 2025 recognises that without an environment of security, economic

`development can neither be meaningful nor sustainable. Increased investment, growth and
economic revival is impossible without peace and security,” it further states.

A peaceful neighborhood is a prerequisite to economic growth. Externally, Pakistan desires

“peace with dignity”. We pursue a policy of zero conflict. We wish to resolve all disputes with
our neighbours peacefully. Pakistan’s ability to bridge regions like South Asia, West
Asia and Central Asia and provide an economic corridor will be strengthened by this strategy.
The policy of maintaining deterrence for our national security is critical and has to be maintained.

PPP: The public-private partnerships will be promoted through a comprehensive policy

regime. A Bureau of Infrastructure Development (BID) will be established to coordinate

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Lecturer Education, PIASS Kasur.
and oversee private sector’s participation in infrastructure development and provide a one-
stop shop facility for project approval, processing and financing.

To allow active engagement, collaboration and even leadership roles, all citizens will be
encouraged to become Vision Champions — at district, provincial and federal levels. Vision
Champions will be selected on the basis of their contribution to exceptional new ideas, notable
accomplishments in line with the Vision 2025 aspirations, and leadership roles in community-
based initiatives. Under Vision
2025, the Government of Pakistan is committed to making the government open, transparent,
accountable, and responsive to citizens.

Pakistan Vision 2025 seeks to elevate Pakistan’s position from a lower middle income to an
upper- middle income country. The economy is targeted to grow by over 8% between 2017
and 2025 with single digit inflation. To accomplish these targets, we need tax-toGDP ratio of
16-18%, and investment rate in the range of 22-25 % of GDP financed through domestic
savings of 18-21% of GDP.

A robust inflow of foreign savings is estimated at 3-4% of GDP in the medium-term to long-
term, which would enable us to finance additional investment of up to 2.7% of GDP until 2025.
To release resources for the private sector, we will bring down fiscal deficit below 4% of GDP in
the long run and attain the domestic savings rate of 18-21% of GDP in order to finance
investment from domestic resources.

Formalizing the Parallel Economy: The Vision 2025 states that the share of Pakistan’s informal
economy is estimated to be more than 50% and employment trends also show that informal
sector is the largest employer of the workforce. The informal sector provided employment to
73.5% of non- agricultural workforce in 2010-11 and trending upward.

We target that by 2025 at least half of the businesses in the informal economy will have entered
the formal economy. Governance, institutional reform & modernization of the public sector: A
responsive, inclusive, transparent and accountable system of governance is envisaged through
adoption of a holistic approach — from policy to strategy to implementation and delivery,
encompassing all administrative levels — federal, provincial, regional, district and local — in a
rule-based, result- oriented perspective.

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