1. Foundations of Education (831)
Unit 6: Historical Development of Education in
Pakistan
Dr. Zaheer Ahmad
Course Coordinator
2. Objectives of the Course
• explain the important features of foundations of
education;
• specify the role of educational thinker in education;
• appreciate the philosophical, psychological, foundations
of education;
• discuss the modes of education;
• discuss historical development of education in Pakistan;
• evaluate the issues and problems of education.
3. Objectives of the Unit
• Describe the development of education in pre-Pakistan
period
• Discuss the progress of education in the period;
▫ from 1947 to 1958
▫ from 1959 to 1971
▫ from 1972 to date
• Identify the main reforms through educational policies
• Point out the major constraints in achieving the
educational aims
• Appreciate the efforts of the policy makers and planners
in education
4. Pre-Partition Period
• Domination of Islamic education in
subcontinent before British introduce system of
education.
• Characteristics of Islamic education
• Free education
• Large scale education
• High status of teacher
• No boundaries age limit
5. Introduction of British Education in
Subcontinent
• Focus on English and modern fields of education
• Underlying purpose by Lord Mikale to produce
such individuals who are Indian by race and
color and English by thinking. Which means to
produce Babu class, clerks, superintendent,
supervisors, etc. that will be used as support to
run the British government in subcontinent by
helping in developing interaction and
communication with Britishers and local people.
6. Period from 1947 to 1958
• At the time of establishment of Pakistan we had
two universities out of 21, 83 colleges, 3
engineering colleges, 108 teachers training
schools, 39000 primary schools, 9000
secondary schools.
• First education conference was held in 1947 to
streamline and direct the system of education in
newly born country
7. Period from 1947 to 1958
• The minister of education Fazal ur Rehman made the
following recommendations:
▫ The educational system should be inspired by the Islamic
ideology, emphasizing among many of its characteristics
those of universal brother hood, tolerance and justice.
▫ Free and compulsory education should be introduced for a
period of five years which should be gradually raised to
eight years.
▫ Primary schools could be co-educational or otherwise
according to local needs.
▫ A comprehensive scheme should be prepared fro the re-
organization of technical education suited to the economic
needs of the country and the peculiar genius of our people.
8. Period from 1947 to 1958
• Poor infrastructure
• Lot of problems and issues
• Immigration of a large part of population from
India to Pakistan
• Security issues
9. Period from 1959 to 1971
• This period introduce the most comprehensive
report on for re-organizing and restructuring the
then education system. The purpose was to
establish a national education system which
would better reflect our spiritual / moral and
cultural values as well as compete with the
international standards.
10. Period from 1959 to 1971
• The aims and objectives :
1. To meet the individual and collective needs
and aspiration of the people.
2. Development of vocational abilities and
training for leadership.
3. Preservation of the ideals which led to the
creation of Pakistan.
4. A sense of patriotism and national integration
to be developed.
5. Formation of character.
11. Period from 1959 to 1971
• This was the most comprehensive education
report in the history of Pakistan which covered
almost all aspects/ components of education
system and which generated plans of action for
different departments of education in Pakistan.
12. Period from 1972 to date
• In 1973 third constitution of Pakistan was introduced in article 37,
38 of the constitution education was given the priority which is as
under:
Article 37:
“The state shall—(a) promote with special care the educational and economic interest
of backward classes or areas; (b) remove illiteracy and provide free and compulsory
education within the minimum possible period; (c) make technical and professional
education generally available and higher education accessible to all on the basis of
merit; (f) enable people of all areas, through education, training, agricultural and
industrial development and other methods, to participate fully in all forms of
national activities, including employment in the service of Pakistan…”
Article 38:
The state shall…(d) provide basic necessities of life such as food, clothing, housing,
education and medical relief for all such citizens, irrespective of classes and castes as
are permanently or primarily unable to earn their livelihood on account of infirmity,
sickness or unemployment.
13. • In recent past article 25-A was introduced which requires free and
compulsory education of ten years for the students age 5-16 years.
• Different national education policies, plans were introduced
improve and strengthen the system of education but still we are
facing those problems that we had 1947. The salient features of
different education policies/ plans are as under:
▫ Well framed policies
▫ Need and situation based
▫ Focus on burning issues
▫ Compatible with international standards
▫ A blend of Islamic ideology and science and technology
▫ Educational policies and plans were comprehensive in nature very ideal
appealing and promising on the paper
▫ Had the potential to reshape and restructure education
▫ Hardly any aspect of education remained missing
▫ All types and levels were addressed
14. Major Gaps and Grey Areas in the
Implementation of the Policies
• Lack of political will
• Less priority to education
• Low budget to education to education
• Release of even less amount to education
• Faults in procedures and practices
• Non-availability of competent and educational personnel
• Illiteracy and poverty of the people
• Discontinuation of the policies and plans due to change in government
• Hiring of teachers and educational personnel on political basis
• Unstable government system
• Threats on borders and wars with India
• Separation of East Pakistan / fall of Dhakka
• Educational policies and plans had implications for curriculum
development, teachers training, training of administration and assessment
practices but these were not operationalized at required time.
