Professional Documents
Culture Documents
Education Policy 1959
Education Policy 1959
The 1959 Education Policy commenced with a harangue on the undesirable attitudes of the
people towards public duty, government, nation-building, manual work and education. It called
upon the people to revise their “concept of government and their relationship to it”, for “a
Within government and among its officials”, for “a revision of attitudes on the part of the
professional educator”, for “the traditional views toward education ... held by people ... to be
altered”, and so on. It lamented that less than 50 percent of the children of primary school age
were enrolled in schools and recommended eight years compulsory education to make the “child
functionally literate”. Regarding adult education, the Report admitted that “during the last 30
years a number of campaigns have been launched to eradicate illiteracy, but only very limited
results were achieved” Defining the objectives of the educational system, it stated that “the
reorientation and reorganization of education in Pakistan which we have suggested will ...
provide us with the trained manpower, educated citizenry, and competent leadership we require”.
"the aim of adult education cannot be anything other than the general aim of all
education, i.e., the development of the individual to his full capacity in his
personal and social life so that he may be a happy, healthy and useful citizen
lives ... Starting with the pressing needs and problems of the community
concerned, it may, in the long run, include skills of reading, writing, speaking,
listening, and calculation; vocational skills; domestic skills; skills of self-
expression in arts and crafts; personal and community hygiene; simple and
The lofty aims were, however, qualified thus: "Before these broader aims can be achieved, the
population must be made literate, and therefore the development of a literate population must be
the immediate primary objective of adult education in Pakistan." It further stated that: “We are
well aware that ours is not the first set of proposals for reform of our educational system. Our
hope is that it may be the first to be translated into both prompt and long-term action.”
A target of achieving compulsory universal enrolment in 15 years, i.e., by 1975, was also
specified. It called for curriculum reform to “develop the basic skills in reading, writing and
arithmetic, a liking for working with one’s own hands, and a high sense of patriotism”, for
religious education to be made compulsory, and for teaching in national languages. It also called
for improved facilities in school buildings and furniture and for involving “the local community
in the opening, upkeep, and operation of primary schools.” To achieve mass literacy, it
proposed:
(iii) use of one literate adult to teach another under the "each one teach one" approach. No