Educational Policies of Pakistan & India since inception: A comparative analysis

 Educational policy is “an organized mental framework with the general goals, norms, and principles contained in the social philosophy of a given society” (Sikandar Hayat, 2000:37).

 After the separation of the subcontinent, there is no educational policy as at that time Pakistan was a newborn country. Education was considered one of the most important factors in the development of the new nation by its founders as visible in the first education conference held as early as November 1947 (3 months after the independence). The nation’s founder Muhammad Ali Jinnah in his inaugural address said:

“There is no doubt that the future of our State will and must greatly depend upon the type of education we give to our children and the way in which we bring them up as future citizens of Pakistan.”

Educational policies and plans will be put forward since then, but the results are not remarkable.

POLICY DOCUMENTS

1. Report of the Commission on National Education (1959)

2. The new Education Policy (March 1970)

3. The Educational Policy 1972 – 80

4. National Education Policy and implementation Program 1979

5. National Education Policy 1992

6. National Educational Policy 1998 – 2010

The Pakistan Educational Conference 1947:

The Pakistan Educational conference did emphasize the fair provision of education for all. There should be an Integration of spiritual and social education and physical training where secondary schools made a fair provision for all learners (Government of Pakistan, 1947).

 Commission on National Education 1959:

 The Commission on National Education was appointed by a resolution adopted by the government on 30"' 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 President, Mohammad Ayub Khan on January 5, 1959.

 New Education Policy 1970:

The first formal education policy was formulated in 1970 which laid a stronger emphasis on improving the education system of the country. According to Aziz (1986), a special focus was placed on the improvement of the deteriorating quality of higher education in this policy.

 Education Policy 1972-80:

On December 16, 1971, East Pakistan seceded and became Bangladesh. When the people's s party came to power in Pakistan, Zulfiqar Ali Bhutto announced the education policy on March 29, 1972. In the National Education Policy 1972-1980, provision of free education up to classes IX and X from October 1974 was recommended. The more radical change was the nationalization of privately managed educational institutions.

National Education Policy and Implementation Program 1979:

In 1979 National Educational Conference was held for reviewing the education system and developed the following aims:

·         Fostering loyalty to Islam.

·         Creation of concept of Muslim Ummah.

·         Promotion of science and technical education.

·         Equal opportunities.

This policy was not implemented properly and failed due to a lack of planning and financial resources.

 National Education Policy 1992:

According to this, All students can gain competence, without exception or excuse, and schools must organize themselves to promote equitable learning for all students. The institute addresses how differences in race, language, income, skills, and gender, but no representation of gender inequality—a place of honors and recognition given to teachers in society. School leaders strive to create schools with equal access and equal support for all students & restructuring staff by assessing student progress through disaggregated data. Inclusive education practices of disability education further expand concepts to support learners from different groups with a wide range of requirements (NEP, 1992).

 National Education Policy 1998-2010:

The major objectives of this policy were as follows;

1.       To make the Quranic principles and Islamic practices an integral part of the education system.

2.       To achieve universal primary education.

3.       To meet the basic educational needs of every individual.

4.       To expand basic education.

5.       To ensure equal opportunity for higher education.

6.       Laid emphasis on diversification.

7.       To make curriculum development a continuous process.

8.       To introduce in-service training programs for the betterment of education.

 Education Sector Reform 2001-2005:

This originated from the policy of 1998-2010 and focuses on the development of human resources. The major thrust areas of ESR are as follows:

1.       Promulgation of compulsory education.

2.       Free textbooks.

3.       Equal access to opportunities for learning.

4.       Improving all aspects of quality education.

5.       Introduction of new educational curricula.

6.       Development of training learning resources and materials.

7.       Offering incentives for the private sector.

8.       Introduction of computer course at all levels.

9.       Strengthening of research in higher education.

10.   Grant for affiliation of madras.

National Education Policy 2009:

Equalize access to education by offering special services for girls & boys, underprivileged/marginalized communities & disadvantaged children and adults alike. Where all are treated the same, cultivate a bias-free community where people benefit equally. Promote the principles of goodwill, equality, and respect for human rights, universal brotherhood, understanding & coexistence. Widen access to education for all and boost the standard of education. Standardize institutionalized teacher training arrangements, certification procedures & accreditation processes in acquiescence with the National Professional Standards for Teachers

Equity in education must also take into account not only fair access to education at a given level, but also the quality of the program, the training and assessment materials and procedures, the diverse forms of studying and the perceptions of experience, and all those that have the ability to do so. Where all are treated the same, cultivate a bias-free community where people benefit equally. Education equality must then take into account not only fair access to education to a given level but also the quality of curricula, training and assessment methods and procedures, diverse learning approaches and information views, and all those that have the ability to do this (NEP,2009).

In contrast, India has an excellent center of learning. India has the best educational system and research shows that India take interest in higher education policy since its independence. The Indian education system was functioning since the ancient age.

University Education Commission (1948):

 The first Commission to be appointed in independent India was the University Education Commission of 1948, under the chairmanship of Dr. S. Radhakrishnan. The Commission, which produced a comprehensive report, set for itself the task of not only reorienting the education system to face the challenges emerging from a long period of colonization but also to increase the country’s general prosperity, create an effective and functional democracy, and reduce socio-economic inequalities. Higher education for the next generations was envisaged as one of the principal aims of the education policy that the country was proposing to formulate. This Commission had aimed at creating universities that would provide knowledge and wisdom for the comprehensive development of the personality. It considered university education as a pivotal step toward a higher level of learning.

Secondary Education Commission (1952):

 The Secondary Education Commission was set up under the chairmanship of Dr. A. Lakshmanaswami Mudaliar in 1952. The Commission submitted its report to the Government in 1953. The report gave a broader view about the educational problems of Indians and proposed to increase the efficiency of production. The report of the Commission suggested diversification of high school courses and the establishment of multipurpose high schools. Another proposal was that of introducing a uniform pattern throughout India. Further, it also recommended the setting up of technical schools.

Indian Education Commission (1964-66):

 The Mudaliar Commission was followed by the appointment of the Indian Education Commission under the chairmanship of D. S. Kothari. Popularly known as the Kothari Commission, it was entrusted with the task of dealing with all aspects and sectors of education and advising the Government on the evolution of a National System of Education. It is in accordance with the recommendations of this Commission that the National Educational Policy of 1968 was formulated.

National Policy on Education (1968):

 In 1968 the Government of India had formulated the National Policy on Education, in response to the recommendations of the Kothari Commission The policy suggested the provision of compulsory education to children in the 6-14 years age group as proposed in the Indian Constitution. Further, it also recommended that regional languages must be encouraged for being used in secondary schools. The Commission was of the opinion that English had to be the medium of instruction in schools and it considered Hindi as the national language. The National Policy on Education also promoted the development of Sanskrit, which was the symbol of India’s cultural heritage. This policy recommended to the Government of India that 6 percent of the national income be spent on education.

Draft National Policy on Education (1979):

 The Draft National Policy on Education – 1979 proposed the development of an educational system that helped people not only to enhance their knowledge but also academic skills. It also called for building awareness of morals and ethics among students so that they can develop a good personality and become worthy citizens.

National Policy on Education (1986):

 The Government of India initiated the National Policy on Education in 1986. Its major objective was to provide education to all sections of society, with a particular focus on scheduled castes, scheduled tribes, other backward classes, and women, who were deprived of educational opportunities for centuries.

National Policy on Education (1992):

 The National Policy on Education – 1992 stressed on promotion of development and strengthening of national integration. The National Policy on Education (1992) emphasized the need for greater transformation of the Indian educational system, with a focus on quality enhancement. The policy also stressed developing moral values among students and bringing education closer to life.

The education for all Movement or Sarva Shiksha Abhiyan (SSA):

 It is a central government program aimed at universalizing elementary education in a time-bound manner. This program has been in operation since 2000-2001. However, its origin dates back to 1993-94, when the District Primary Education Programme (DPEP) was launched. It aimed at creating an ideal system of education that enabled individuals to develop and inculcate knowledge, create awareness of social and human values, and build a strong character.

Right to Education Act (2009):

 The Act came into existence on 1st April 2010 and since then India became one of the 135 countries to make education a fundamental right of every child. Further, this Act specifies that all private schools have to reserve 25% of seats for children of socially disadvantaged groups. It also laid down that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. For school dropouts, there is special training, given under this Act. Since education is a concurrent issue in the Indian Constitution, the responsibilities of the implementation of this Act have been distributed among the center, state, and local governmental bodies. The central government bears 70 percent of the expenses of the implementation of this Act and 30 percent is provided by the state government.

Concluding Remarks:

Pakistan prepared a report in1959 on the recommendations of the National Education Commission and three national education policies of Pakistan was published in the years 1970, 1972-1980, and 1979, while India did not formulate a new education policy only revision of the existing policy was done by the Government officials. In Pakistan, three education policies were published in 1992, 1998, and 2009, while India revised the policy in 1986 and amended it in 1992. So far, its policy did not change till now.

Group Members:

Ayesha Abbasi, Arbaz Khan, Barkha Khan, Bilal Akram

Bs-PA&G-06(M)

National university of modern languages Islamabad