Education policies of Pakistan

 In this era of science and technology, education is getting more significant place in the society as it is the only way to excel in global context so the planning of education should be updated and relevant to the needs of society, With the better promotion of education, the illiteracy rate and unemployment rate decline. Several reports examine Pakistan's education policy documents, such as five-year plans, reforms, programs, and programmes (Ali, 2017; Ashraf & Hafiza, 2016 Ahsan, 2003). The aims and objectives of educational policies were emphasized on the “character building‟ of the nation-state from the Islamic thoughts and viewpoint. Since Pakistan was established, both civilian and military governments have made efforts for educational policy planning. Several experiments have been undertaken to evaluate strategies, initiatives, projects, and services in order to assess educational outcomes and achievement. 

Since 1st educational conference 1947 to 2021 policies the emphasis was laid on free and compulsory education but Pakistan failed to achieve it yet because of the sincerity of the goal did not produce results, however. The literacy rate has remained constant over the first ten years of the life of the nation. At the same time Pakistan see the diversity in each policy e.g. Education policy 1970 emphasis on science and technology education, in 1972-80 nationalization of private institutions, in 1979 the main focus was on Islamic and spiritual education, Urdu as a medium of instruction, In 1992 Demand oriented curriculum was in focus, in 1998-2010 equal opportunities to higher education. Education Sector Reforms 2003 programme is built upon the long term vision of National Education Policy 1998-2010 and ten year perspective development plan 2001-11. During the 59 years since independence, efforts to increase enrolment and literacy were not rare. All policies were partially implemented due to financial and political constraints.

In the development procedure of quality of education, educational policies are plays a key element role (Schultz, 1961; Psacharopoulos & Woodhull, 1985). In the early 1960s, the World Bank has launched the program for developing countries through building human capital in order to decrease poverty & facilitate in improving the system of health, remove inequality from genders, enhance social equality, maintain peace with political stability through education. The link between education and policies are most of the time is directly connected between schools, colleges & universities

Educational Policies Education policy is at the center of the political agenda of governments. Ongoing global pressures have stressed the importance of education policy in relation to economic growth and social citizenship. Educational policy is made up of the prevailing values and government policies as well as the curriculum laws and regulations that regulate. Thus, policies on schooling will directly influence what people learn when they grow older. Training aids people in improving their potential and recognizing the opportunities and potential they have (Malik, 2015)

National Educational Policies of Pakistan Education was regarded as one of the most significant factors that led to the growth and development of the country, as evident in Congress' hosting of the first education conference in November 1947. The founder of Pakistan, Muhammad Ali Jinnah, said in his inaugural statement, which is elaborated as: "There is no doubt that the future of our state can and must depend heavily on the kind of education we provide to our children and the manner in which we make them a future people from Pakistan.” Since 1947, numerous education initiatives have been introduced to improve Pakistan's education system, but not a single program has been fully enforced and has not been accomplished; one of the significant factors is that the turbulent political condition of our country, where no single elected government has completed its term of office, has faced the challenges of martial law

Elementary Education in Pakistan  

Elementary education in any system of education occupies the pivotal position. The individual is provided training of the basic knowledge, skills and attitudes. For providing training the needs, problems, facilities and the psychological principals are kept in view for selecting the knowledge, skills and attitudes to be imparted to the students. Primary education should be co-education otherwise according to the local needs. Elementary education at the time of independence was of four years duration. In 1947 in the meeting of All Pakistan conference it was decided to make this duration from four to five years. 

Productivity of Education policies and Five year plans 

Unluckily the planning made for education policies did not become the part of our five year development plans. Periods of education policies and Five-year plan were quite different. Importance of education did not remain the same in different periods and governments. Importance of educational department varied as compared to other department. Rupees specified in budget did not motion to meet, demands and promises. After specification of money it was never fully paid, therefore the targets of educational policies and five-year plans were never achieved

The Pakistan Educational Conference 1947 

Since 1947, various educational programs have been placed in place to develop Pakistan's education system, but not a single program that has been completely adopted and not yet completed, one of the important reasons being that the volatile political situation in our region, where no single elected government has completed its term of office, has faced the challenges of martial law (Government of Pakistan,

Implementations National Education Policy 1970 

The circumstances in that period were not peaceful. In 1971, the country was divided into two, Pakistan and Bangladesh. During this, Government of Yahua Khan was dissolved. all the previous policies, financial crisis created serious obstacles in the implementation of this policy. In 1972, Zulfiqar Ali Bhutto came to rule. He rejected this policy and issued a new one so in this way this policy was not implemented

Implementations National Education policy 1972-80 

Most of the suggestions of this policy were political decision and were no based on research. Pak India war of 1971 created a serious financial crisis that was a serious obstacle in the implementation of this policy. In 1977 Zia-ul-Haq dissolved the government. Zia-ul-Haq issued another policy in 1978 and new teachers were recruited during the policy period. Professional subjects were tried to introduce. All the institutions were nationalized and equalization was promoted. Free elementary education for all did not match to the economy of the country. It is our bad luck that we simply announce the educational policy and did not plan to acquire desired results. It also happened with this policy; new schemes were introduced without feeling the economic crisis

Implementation National education policy 1978 

There is no discrimination in schooling for boys and girls. The same facilities should be provided for girls and boys around the country. Equal opportunities for all genders. The environment ensures that student’s opinions, voices, & ideas are valued and respected by their peers & instructor. Developing creative and innovative faculty through in service training. 

Funds are not enough for the implementation of policies. Government accepted the certificates of “Deeni Madaris”. Arabic teachers were appointed. Teaching of Holy Quran was made compulsory. Urdu was tried to adopt as medium instruction at elementary level 

Implementations National education Policy 1992 

1. Computer education was not introduced. 2. Targets of new elementary schools were not achieved. 3. The targets were set for 2002 but Nawaz Sharif Government was dissolved in 1998. Therefore required results were not achieved form this policy.

National Education Policy 1998-2010 

Freedom, democracy and civil rights have become the subject of attention on inequality and interpersonal causes that have diversified into inequity. Gender disparity is related to a lack of economic development. Indeed, there is a rising consensus among economists that women's education and empowerment are instrumental in achieving economic prosperity and addressing poverty.

The 21st century is referred to as the century of information technology so that technical and scientific understanding is expanding at a fast pace. Physical services, such as classrooms, labs, libraries, chairs, and appliances, are best provided in secondary schools.

National Education Policy 2009 

Equalize access to education by offering special services for girls & boys, underprivileged/marginalized communities & disadvantaged children adults alike. Promote the principles of goodwill, equality, and respect for human rights, universal brotherhood, understanding & coexistence. Standardize institutionalize teacher training arrangements, certification procedures & accreditation processes in acquiescence with the National Professional Standards for Teachers. Continuous Professional Development (CPD) programme for both non-formal and formal education teachers at secondary & all levels (NEP, 2009)

National Education Policy 2017-2025 

Ensure dignity and justice in secondary education for all girls. Pursuant to Article 25-A, it is the responsibility of the government to offer free and quality education to higher secondary schools. The government also guarantees equality & fairness in secondary education for all children with an internationally compatible curriculum, trained training tools for teachers and an appraisal framework. For the learning of pupils, instructional materials such as posters, audio-visual aids, maps, teaching kits, educational CDs, etc., have been given to schools and have ensured that they are used successfully to increase the standard of education. Establish a school atmosphere that promotes the physical, emotional and academic growth of children to become productive people able to contribute to society. A child-friendly school atmosphere was welcome for all students to study. Provide the requisite facilities, resources and infrastructure for comprehensive education at all stages of education in both public and private sector educational institutions. Continued career learning is a daily function related to the graduation and advancement of teachers

Single National Curriculum 2020-2021 

All children have a fair & equal opportunity to receive high-quality education & provide equity in education. Respecting the diversity of gender, religion, color, caste, creed & people with special needs in the local and global context. Focus on Values, Life Skills Based and Inclusive Education

Findings: 

1. Political unstable circumstances were the main reasons due to that plans and educational policies failed. 2. It is happened that five year plans and educational policies introduced without considering the economic crisis of the country as after war of 1965 and 1971, there were serious financial crisis in the country. 3. There is a need to change whole system to get maximum benefits. 4. Since independence educational policies and plans were made they were not fully implemented. 5. Govt. announced free education, which did not match the economy of the country. 6. Syllabus of elementary education did not fulfill the demands of Islam and modern world. 7. Time period of educational policies and plans was totally different. 8. Funds allocated in budget were not sufficient to meet the requirements of the plans. 9. After the allocation of expenditure it was not fully paid so that the five year plans and educational policies were not fully implemented. 10. It was promised to provide facilities in the education sector but it was merely a dream. 11. Political pressure on education sector his created a serious problem. 12. It has been observed that character building was not stressed in educational policies and five year plans. 13. Facilities (buildings, furniture, dispensary, equipment’s of sports and other teaching, learning material. Curriculum activities.) For elementary education were not equally distributed in our country. 14. Although women education was stressed but proper arrangements were not made for it. 15. Proper attention was not made seriously to raise literacy rate.