Assignement Ep

Critically analyze the Education policies of Pakistan with especial influence to the policy of 1998-2010 and highlight the important features of secondary education.

Prepared by Mirza Arhsad Baig Submitted to Dr. Abdul Aziz

Subject: - Education in Pakistan Submission date: - August 23, 2009

In Partial Fulfillment of the Requirement for the Degree of M. Phil in Education Institution of Education & Social Sciences Hamdard University. 2009

“All Those Equal, those who know and those who do not know?”

(AL – QURAN 39:9)

DEDICATION “TO MY BELOVED PARENTS WHO GUIDED AND HELPED ME TO CONCENTRATE ON MY STUDY WITH FULL DEVOTION.”

ACKNOWLEDGEMENT For the completion of this study we are much thankful to GOD, ALLAH almighty, who enabled us to do something on the topic. To our most respectable teacher Dr. Abdul Aziz, Acting Director, faculty of Huminities and social sciences, Hamdard University, whose experience was the basic source of efforts. We pay our heartiest gratitude for their wondrous guidance, planning & administration without which this thesis was unable to be produced in given time period. We are also owe to our all family members, group members, field experts and others, by their handsome encouragement, co-operation, guidance and suggestions the study became more easy and formal.

Shahid Ali M. Phil (Education) August 16, 2009

CONTENTS S.NO. 1 2 3 4 5 6 7 8 9

CONTENTS Introduction A general overview of education policies since 1947 To understand the policy and its procedure A general comparison of 1992 and 1998 policies Importance of secondary education To compare the secondary educational issues between these two policies Comparison of Physical Targets Conclusion References

PAGE NO.

INTRODUCTION Allah has created man superior to all living and non living things. Man is superior to all things due to wisdom and consciousness. In platonic terminology, education is the training of each individual to do, for what his talents particularly suit, in such a way as to be beneficial for the whole social group. Education is a social function thus it serves the society, which maintains it. Its first and foremost role is to conserve the existing culture, by transmitting it from generation to generation (Siddiqui, 1986). It is difficult to argue with the inference that the purpose behind the creation and development of human life is essentially the march of human society towards high pedestals of civilization, through a continuing process. Human history thus far testifies that knowledge is the key driver of human development, enabling it to add value to civilized life. Knowledge is essentially the product of education, only a rare and few have been endowed in history with the capacity to gain knowledge through intuition. Societies that emphasize education have historically prospered in comparison with those who relish the comfort of ignorance, confining themselves to a cocoon of benign inactivity which retards growth. Ever since societies developed into states, it has been the obligation of the independent State to recognize education as a right of the citizen. Therefore, States have always encouraged education and provided education directly, as far as possible. With the renaissance driven by the Muslim scholars of the early centuries of the second millennium, the world realized that human kind had to be the main focus of human enquiry and, thus, enquiry into human life and the environment concerning it has made it possible for humanity to reach the state of knowledge which it finds itself endowed with today. There is no possibility of societies and States, desiring to respond to the changing demands of growth not to invest individually, socially and materially in education to embark on a path of progress and realize their potential in the comity of nations. An unwillingness to respond to change through acquisition of knowledge degenerates society – faith degenerating into dogma, legacy degenerating into nostalgia and commitment to ideas degenerating into obduracy. Education therefore is the undeniable driver of the engine of progress. Education for an independent sovereign state is almost different from a dominated nation. Pakistan on coming to being inherited many problems; illiteracy the top most. Just after independence, in 1947, an All Pakistan Education Conference was convened. Need for the Universal Primary Education (UPE) was agreed to by the participants of the

conference. The Education Policy 1972-80 reiterated free and universal primary education; financial constraints were the major hindrances to its success. Benchmarks of National Education Policy and Implementation Programme 1979 about primary education were curious, novel and innovative. Mosque Schools, Community Schools were the off shoots of the policy but couldn’t be a success. The causes may be the planning mismatch, financial limitations, growing imports, decreasing exports, challenged GNP and population explosion. A policy could only be a success when; the existing shortfalls are made the footing, the match with the resources is sought and the viable methods of implementing the policies are suggested and followed. Policies normally encompass the targets to be reached, lime light the gray areas, and the most tangible implementation strategies. Landmarks of Development in Education in Pakistan Pakistan Education Conference, 1947:- This Educational conference was held in 1947. This conference emphasize on the following objectives: provision of free and compulsory primary education; opening of pre-primary schools and provision of proper training of teachers. The First Five Year Plan (1955-60):- Govt. of Pakistan (1956) introduced the First Five Year Plan (1955-60) in 1956. The plan noted that 50.3 percent of the children between the ages of 6-11 were in schools. The plan stated the objectives: the provision of universal free primary education, increase enrolment, improvement in the quality of education, provision of need-based curriculum; and training of teachers. Govt. of Pakistan (1960) analyzed that accomplishments were disappointing. No significant improvements were made. Enrolment did not increase to the extent expected. Report Of The Commission On National Education 1959:- Govt. of Pakistan (1960b) described that the National Education Commission was appointed in December, 1958. The commission recommended: the provision of compulsory primary education; ensure community participation; development of curriculum; provision of in-service teacher training and two years teacher training after matriculation. The Second Five Year Plan (1960-65):- It emphasized: to raise the enrolment; revise curricula; and in-service training of teachers (Govt. of Pakistan, 1960). The target of enrolment was fully achieved, free primary stage was introduced and programmes of in-service training of primary school teachers were started (Govt. of Pakistan, 1965). The curriculum committee was formed in early 1960 to prepare the curriculum, but the curriculum committee unfortunately, did not frame any syllabi for class I to V. (Govt. of Pakistan, 1966)

The Third Five Year Plan (1965-70) :- It envisaged: to increase enrolment from forty five percent in 1965 to seventy percent in 1970; reduce dropout; and improve the quality of education. The plan realized that examination system encouraged memorization (Govt. of Pakistan 1965). The rate of implementation remained low (Govt. of Pakistan 1970b). Thirty seven percent of the enrolment target was achieved (Aziz, 1986). The New Education Policy 1970 :- The policy and the Fourth Five Year Plan (1970-1975) remained unimplemented due to war with India. The Education Policy 1972-1980 :- Govt. of Pakistan (1972) emphasized: the nationalization of private education institutions; provision of universal and free primary education; increase enrolment; provision of free textbooks; revision of curricula and teacher training courses; and replacement of annual examination with continuous evaluation. Govt. of Pakistan (1976) observed that in 1972, private institutions were nationalized. Nationalization did not result either in the expansion or qualitative improvement of education (Govt. of Pakistan, 1979). The period of 1972-77 was called non-planned period. In 1977, after thirty years of independence, the importance of curriculum revision was realized by the political government. Govt. of Pakistan (1977) asserted that the schemes of studies were finalized and revised curricula were introduced. In-service teacher training was improved. The curriculum for teachers training was changed and examination system was revised. Govt. of Pakistan (1978b) noted that the curriculum of teachers training programme was revised. The Fifth Five Year Plan (1978-83):- In 1978, the Fifth Five Year Plan (1978-1983) was introduced. The plan aimed at: universal enrolment by 1986-87; increase in participation rate from 54 percent to 68 percent by 1982-83; improvement in the quality of instruction and curricula; provision of free textbooks; extension of in-service training facilities; and reformation of examination system (Govt. of Pakistan, 1978a). National Education Policy And Implementation Programme 1979:According to Govt. of Pakistan (1979), the policy objectives were: to attain universal primary education by 1986-87; improve the quality of education; supply free textbooks; review curricula; improve the quality of teacher education; train educational administrators and supervisors; and improve the examination system. The National Education Council was established to keep an eye on the implementation of educational programmes. Govt. of Pakistan (1980) described that new curriculum was introduced with emphasis on Islam and ideology of Pakistan. In-service training was arranged. Govt. of Pakistan (1983a) further observed that the participation rate declined from 54 percent in 1977-78 to 48 percent in 1982-83.

The Sixth Five Year Plan (1983-88):- It emphasized: the universal primary education; increase in participation rate from 48 percent in 1982-83 to 75 percent in 1987-88; utilization of mosques to accommodate classes I to III; provision of separate girls schools; and redesigning of teacher education curricula (Govt. of Pakistan, 1983). Govt. of Pakistan (1988) noted that although the sixth plan achievements were lower than the targets, considerable progress was made in the education sector. Several innovative projects to improve the quality of education were launched on an experimental basis. The Seventh Five Year Plan (1988-1993):- It envisaged: the universalization of primary education by 1992-93; improvement in the quality of education; legislation for compulsory primary education; improvement in textbooks; compulsory in-service training; and establishment of Educational Testing and Measurement Services (Govt. of Pakistan, 1988). Govt. of Pakistan (1993a) analyzed that some of the important policy initiatives proposed in the plan could not be implemented. About 3.1 million additional children (including 1.5 million girls) were enrolled at the primary level against the target of 4.6 million (including 2.7 million girls). National Education Policy 1992 :- Within one year of the declaration of the policy, the political government was ousted. Therefore, it could not be implemented (Shah, 1998). The Eighth Five Year Plan (1993-1998) :- It emphasized: universal access to primary education; enrolment of additional 5.548 million children; increase participation rate; enactment and enforcement of compulsory primary schooling; encourage private sector; qualitative improvement of the curricula; reformation of teacher training curricula; enhancement of entry qualification of teachers and qualitative improvement of the examination system (Govt. of Pakistan, 1993). Govt. of Pakistan (1994) noted that a project was launched through distance education programme to train untrained teachers. Govt. of Pakistan (1996) further noted that in-service short term and log term training programmes were also conducted. Govt. of Pakistan (1998b) observed that Non-formal Basic Education schools were provided to achieve the target of Universal Primary Education. Social Action Programme for education was initiated. Community participation was started. The quality of education was improved and private sector was encouraged. Some of the targets remained unaccomplished, mainly due to financial constraints. Compulsory Primary Education Act could not be implemented. The target of increasing enrolment from 12.414 million to 17.962 million with a net increase of 5.548 million children, thereby raising

the participation rate from 68.9 percent to 87.7 percent, remained unaccomplished. National Education Policy 1998-2010 :- Govt. of Pakistan (1998a) stated the objectives: to integrate primary and middle level education into elementary education; to enhance gross participation rate from existing 71 percent to 90 percent by the year 2002-03 and 109 percent by 2010; to reduce disparities; to introduce uniform curricula; to develop new and demanding curricula; to raise entry qualification of teachers; to reform examination system. The Ninth Five Year Plan (1998-2003):- It emphasized: to achieve universal primary education by 2010; increase the participation rate for boys from 89 percent to 100 percent and for girls from 60 percent to 80 percent; expand the involvement of private sector in education; provide free textbooks to girls; ensure the quality of education; legislation for compulsory primary education; and develop curricula (Govt. of Pakistan, 1998b). Vision 2025 (2005):- In January 2005, the MoE launched this visioning exercise aimed at delineating a widely shared understanding of what Pakistan’s education system will look like and how it will function in the year 2025. Such that quality education is provided to all children in a manner that is financially feasible. Understood in this sense, vision reflects something well beyond where we are now, yet something we have the potential to achieve, given the accuracy of the assumptions supporting the vision. These assumptions include the fact of population growth, economic growth, and education expenditure.

National Survey (Govt. of Pakistan, 1999) reported that private sector was involved for expansion of education. The curriculum was being revised. The

revised curriculum was based on the needs of the society. Govt. of Pakistan (2000) observed that overall participation rate was 89 percent (boys 99 percent and girls 79 percent). Free textbooks were given to poor girl students of rural areas. Govt. of Pakistan (2001) further observed that the Ministry of Education initiated Education Sector Reforms (ESR) aimed at qualitative and quantitative improvement. National Survey (Govt. of Pakistan, 2002) observed that an ordinance for compulsory primary education was promulgated. The Ministry of Education had launched a project to give free textbooks initially in Islamabad Capital Territory. Govt. of Pakistan (2003) stated that National Education Assessment System (NEAS) was established. Govt. of Pakistan (2005) described that free textbooks were being provided. Govt. of Pakistan (2006) concluded that the Gross Enrollment Rate (GER) for the primary schools (age 5-9) increased from 72 percent in 2001-02 to 86 percent in 2004-05. The Net Enrolment Rate (NER) was 42 percent in 200102 and had increased significantly to 52 percent in 2004-05. Two main indicators that show the changes in the primary schooling were Gross Enrollment Rate (GER) and Net Enrollment Rate (NER). The last four years had witnessed 14 percentage points increase in the gross primary enrollment which was more than 3 percentage point per annum increase on average. That increase from 72 percent in 2001-02 to 86 percent in 2004-05 was a result of targeted and resilient policies of the government. In Pakistan, the education system is three-tiered: elementary (grade 1-8), secondary (grade 9-12), and tertiary or higher education, after 12 years’ schooling. The elementary education comprises of two distinct stages i.e. Primary (grade 1-5) and middle (grade 6-8) and is offered in primary and middle schools. In primary schools, the children are enrolled at the age of five. The secondary education consists of two stages: the secondary and the higher secondary. The secondary education is of two years duration and comprised of grades 9-10 and is imparted in secondary schools. The higher secondary education comprises of two years duration (grade 11-12) and is offered at both intermediate colleges and higher secondary schools. The higher education in Pakistan starts after the completion of grade 12. The universities, colleges and other such institutions impart higher and professional education (Shami & Hussain, 2006).

INTRODUCTION The ideology of Pakistan lays down two important obligations for the government. Firstly, education will be accessible to all citizens secondly; it shall enable them to prepare enlightment and civilized individuals committed to the cause of Islam. Education is central to socio-economic development of a country. It plays a critical role in building human capability and accelerates economics growth through knowledge, skill and creative strength of society. Secondary education (IX-XII) is an important sub-sector of the entire education system. It is a stage where a student enters adolescence. This is a most crucial stage of life. The basic perceptions and modes of behaviors start taking shape and problem of adjustment with the new roles in life assume critical significance. According to the Constitution of the Islamic Republic of Pakistan, 1973 – Article 37-b “The State shall remove illiteracy and provide free and compulsory secondary education within minimum possible period” On the one hand, it provides the middle level work force for the economy and on the other, it act as a feeder for the higher levels of education. In the past secondary education could not attract attention in term of efforts and investment. This study will compare the 1992 policy and 1998 policy. Major focuses on this study are following. •

A general overview of education policies since 1947

•

To understand the policy and its procedure

•

A general comparison of 1992 and 1998 policies

•

Importance of secondary education

•

To compare the secondary educational issues between these two policies

•

Conclusion

EDUCATIONAL POLICY Definition of Policy: -

(Policy, Plan, Program and Project)

A policy is typically described as a deliberate plan of action to guide decisions and achieve rational outcome(s). Public policy can be generally defined as the course of action or inaction taken by governmental entities (the decisions of government) with regard to a particular issue or set of issues. Other scholars define it as a system of "courses of action, regulatory measures, laws, and funding priorities concerning a given topic promulgated by a governmental entity or its representatives." Public policy is commonly embodied "in constitutions, legislative acts, and judicial decisions." Education policy refers to the collection of laws and rules that govern the operation of education systems.

A plan or course of action, as a government political party, or business designed to influence and determine decisions, action and other matters. The Policy Process: The sequence of steps through conceptualization, startup and evaluation of policy. There is no definitive order though most processes involve some sort of structure in their implementation Steps in the Policy Process • • • • • •

Defining of the issue Setting the agenda Formulating the policy Adopting the policy Implementation of the policy Analysis / interpretation of the courts

A GENERAL COMPARISON OF 1992 AND 1998 POLICIES 1992 Policy

Part I • •

26 CHAPTERS

•

Identifies the

1. Context and conceptual

13. National service

framework

14. Media in education

weaknesses

2. Objectives of the policy

15. Funding and resource generation

Describe the

3. Religious and moral education

16. Privatization of education

conceptual

4. Primary education

17. Educational industry

framework

5. Literacy

18. Administration and management

quantitative

6. Quality of public instruction

expansion needed

7. National testing service

19. Education cadre

for 10 years

8. Teaching and vocational

20. Manpower planning and

of education

education

education

9. Higher education and science

21. Computer education

10. development of social science

22. Examination and evaluation

11. Campus violence

23. Education for rural development

12. Student welfare

24. Physical education, sports and games Background Policy statement Strategy

Part II

1. The implementation plan

Implementation process Part III Report survey

1. targets, cost, analysis and Resources

1998 Policy

26 CHAPTERS

1. Introduction

10. Secondary Education

2. Aims And Objectives

11. Library And Documentation Services

3. Religious and Moral Education

12. Physical Education And Sports

4. Literacy And-Formal Education

13. Private Sector in Education

5. Elementary Education

14. Innovative Programs

6. Secondary Education

15. Implementing, Monitoring and

7. Secondary Education

evaluation

8. Teaching and Vocational Education

16. Financial Outlay

9. Teaching and Vocational Education

17. Tables

→Conceptual framework

→Objectives →Policy provision

→Physical targets

→Implementation Strategy

IMPORTANCE OF SECONDARY EDUCATION Secondary education (IX-XII) is an important sub-sector of the entire education •

Provides the middle level work force for the economy.

•

Acts as a feeder for the higher level of education.

•

Personality development

•

A stage where a scheme develop

•

Promote technical & vocational training.

•

Creating a balance between middle level work and higher level education.

•

Produce quality of trainer and educators

•

Committed to pursuing a long-term career in the particular field.

COMPARISON THE SECONDARY EDUCATIONAL ISSUE

1992 POLICY Technical and Vocational Education Policy Statement Following points are included in this policy statement Technical and Vocational Institutions will be increased and facilitated Technical and Vocational Institutions will be available at Tehsil level Private Sector will be invited Technical Training Institute, one in each province and link with the National Teaching Training College at the federal level • General and Secondary School in Evening Shift • One vocational subject will be a compulsory part of general education (computer) • More opportunities will be provided for women The following characteristics are the most important feature of the 1992 policy • Emphasis on privatization • Encouraging the private sector in education • Emphasis on higher education • Vocational education • Introduced computer education o Operating system, programming and software preparation at secondary / high secondary level o Subject of computer science introduced as an optional subject at higher secondary and degree level Chapter 8: 8.2 8.2.1 • • • •

1998 POLICY Chapter 6: Secondary Education 6.3 Policy Provision 6.3.1 Setting up one secondary school initially at each district level 6.3.2 Introduction of a Vocational or a career secondary level 6.3.3 Revision of curriculum for secondary and higher secondary levels will be initiated. 6.3.5 The present rigidly compartmentalized scheme of studies at the Secondary School Certificate (SSC) / Higher Secondary School Certificates (HSSC) level will be replaced by a flexible system where a students would be free to choose any subject from a comprehensive list of subjects required. 6.3.10 Private and foreign investment shall be explored in the field of education and framework of incentives / encouragement to such entrepreneurs shall be provided 6.3.12 Education cards shall be provided to the needy students 6.3.13 Guidance centers shall be established on the pattern and in collaboration with such centers in the Universities to provide guidance and counseling services Chapter 8: 8.3

Technical and Vocational Education (Secondary Education) Policy Provision

8.3.3 8.3.7

8.3.8 8.3.10

8.3.11

8.3.16 8.3.18

Institutional- industry linkages shall be strengthened to enhance the relevance of training to the requirements of the job market In-service training shall be provided to improve quality of existing teachers and a pre-service teacher training program of B. Ed. (Technology) shall be introduced to provide trained instructors for polytechnics and vocational institutes New institutions shall be established to improve spatial coverage and access to TVE. Evening shift shall be started in the existing institutions where demand exists Emerging technologies e.g. telecommunication, computer, electronics, automation, petroleum, garments, food preservation, printing and graphics, textile, mining, sugar technology, etc, greatly in demand to the job market shall be introduced in selected polytechnics. Computer education shall be made a compulsory component of the curriculum of technical education and computer laboratories with related facilities shall be established in all the polytechnic institution of technology. Opportunity for further education shall be provided to the graduates polytechnic institutes / colleges of technology The base for technical and vocational education shall be broadened through introduction of a stream of Matric (Technical) on pilot basis and establishment of vocational high schools

Chapter 10: Secondary Education (Information Technology in Education) 10.3 Policy Provision 10.3.1 Computer literacy (computeracy) shall be spread among all educational planners and managers and will be made an integral part of all management training courses conducted at federal and provincial levels 10.3.2 Computers shall be introduced in secondary schools 10.3.4 Educational institutions shall be provided internet facilities 10.3.5 The subject of computer education shall be introduced at higher secondary and degree levels in a phased manner 10.3.7 Computer education shall be made compulsory component for all training program in the education sector 10.3.10 Software development competitions shall be launched at the national level for all studies 10.3.13 A cyber-institute will be established in Islamabad 10.3.14 The facilities of e-mail via internet will be provided to all institutions of higher learning 10.3.15 Centers of advance computer science and information technology shall be established in all universities

COMPARISON OF PHYSICAL TARGETS

1992

Targets School Enrolment Teachers Targets Colleges Enrolment Teachers Targets Institution Enrolment Teachers

Targets School Enrolment Teachers Targets Colleges Enrolment Teachers Targets Institution Enrolment Teachers Targets Institution Enrolment Teachers

POLICY TARGETS Secondary Education 1992 19,000 4,750,000 130,000 Higher Secondary School 1992 535 450,000 8,026 TVE 1992 60 26,000 1,546 1998 POLICY TARGETS Secondary Education 1998 1100 195,000 160,50 Higher Secondary School 1998 350,00 600,00 1040 Secondary Vocational / commercial 1998 410,00 3210 330 Mono/ Poly Technical 1998 84,00 4212 214

CONCLUSION

2002 48,487 9,150,000 338,586 2002 935 835,000 14,025 2002 99 60,643 4,176

2002 1660 338200 205,10 2002 590,00 810,00 1340 2002 535,00 4110 410 2002 127,00 5870 269

REFERENCES

It is difficult to argue with the inference that the purpose behind the creation and development of human life is essentially the march of human society towards high pedestals of civilization, through a continuing process. Human history thus far testifies that knowledge is the key driver of human development, enabling it to add value to civilized life. Knowledge is essentially the product of education, only a rare and few have been endowed in history with the capacity to gain knowledge through intuition. Societies that emphasize education have historically prospered in comparison with those who relish the comfort of ignorance, confining themselves to a cocoon of benign inactivity which retards growth. Ever since societies developed into states, it has been the obligation of the independent State to recognize education as a right of the citizen. Therefore, States have always encouraged education and provided education directly, as far as possible. With the renaissance driven by the Muslim scholars of the early centuries of the second millennium, the world realized that human kind had to be the main focus of human enquiry and, thus, enquiry into human life and the environment concerning it has made it possible for humanity to reach the state of knowledge which it finds itself endowed with today. There is no possibility of societies and States, desiring to respond to the changing demands of growth not to invest individually, socially and materially in education to embark on a path of progress and realize their potential in the comity of nations. An unwillingness to respond to change through acquisition of knowledge degenerates society – faith degenerating into dogma, legacy degenerating into nostalgia and commitment to ideas degenerating into obduracy. Education therefore is the undeniable driver of the engine of progress. FOREWORD

The National Education Policy (1998-2010) has been framed in the perspective of historical developments, modern trends in education. trainin^and_ejnerging requirements of society in terms of national integrity and socio-economic development. The State of Pakistan, soon after independence, demonstrated its commitment to education by convening the National Conference on Education in November, 1947. The Conference took stock of the situation and expressed aspirations of the Nation and those of the then Muslim League Government. Quaid-i-Azam Muhammad Ali Jinnah provided vision for the future. Keeping in view the goals for the Nation, thc_1959 Education Policy, popularly known as Sharif Commission Report was a step forward in that direction. This policy reiterated the objectiveJPof 1947 Educational Conference and provided a rational framework for translating the abstract concepts into^ practical realities. The policy did not

provide any physical targets, leaving them to the discretion of the agents of implementation. Substantial results could not be achieved owing to frequent changes in education policies from time to time. The last one came in 1992 during the first tenure (1990-93) of Prime Minister, Muhammad Nawaz Sharif. Within one year of the declaration of the policy, the Muslim League government was ousted. The ideas put forth in the policy, therefore, could not be implemented. After coming into power again in 1997, the Muslim League government took a fresh and vigorous look on the educational problems of the society. In view of the rapid developments taking place all over the world and the enormous changes in the socio-economic fabric of our own society, it was deemed essential to express the aspirations and intentions of the government in the crucial area of education with renewed, vigour and fresh outlook. Prime Minister, Muhammad Nawaz Sharif directed the Ministry of Education to formulate a new Education Policy. An honest endeavour has been made to reflect aspirations of the Prime Minister as well as the people of Pakistan in compiling this document and to make it practicable and implementable. It is a dynamic document which is open to improvement with the passage of time. Education is now universally recognized to be the prime key to moral, cultural, political and socio-economic development of a nation. Nations taking bold initiatives in this regard, have made revolutionary reforms and performed miracles during the last two decades. Being conscious of this reality, one of my main tasks has been to mobilize the political will and seek support from all sections of the society. The Prime Minister of Pakistan has given me full support in this national endeavour resulting in the genesis of the present policy. It requires a realistic and pragmatic view of the entire education system. Learning from our past experiences, lop-sided thrusts and unattainable targets could not be transferred into reality. The basic objectives of universal basic education, diversified secondary education and high quality tertiary education have been emphasized, without affecting the holistic and balanced approach, which forms the basis of this policy. The major concern of creating an enlightened Muslim society permeates through all these areas.