ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Secondary Teacher Education Department)

Course: Education in Pakistan (6506) Semester: Autumn, 2022

Level: MA/MEd

ASSIGNMENT No. 1

Semester: AUTUMN, 2022

Submitted To: MUHAMMAD ZAMAN
Submitted By: M. RAZA MUSTAFA
Student ID.: 18PVI001183

Q.1 Explain the critical role of educational societies, during Muslim

Period, in promotion of education. What were the ways of financing of
education during his time?

Islam placed a high value on education, and, as the faith spread

among diverse peoples, education became an important channel through which to
create a universal and cohesive social order. By the middle of the 9th century,
knowledge was divided into three categories: the Islamic sciences, the
philosophical and natural sciences (Greek knowledge), and the literary arts. The
Islamic sciences, which emphasized the study of the Qurʾān (the Islamic
scripture) and the Ḥadīth (the sayings and traditions of the Prophet Muhammad)
and their interpretation by leading scholars and theologians, were valued the most
highly, but Greek scholarship was considered equally important, albeit less
virtuous.
Early Muslim education emphasized practical studies, such as the application of
technological expertise to the development of irrigation systems,
architectural innovations, textiles, iron and steel products, earthenware, and
leather products; the manufacture of paper and gunpowder; the advancement of
commerce; and the maintenance of a merchant marine. After the 11th century,

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however, denominational interests dominated higher learning, and the Islamic
sciences achieved preeminence. Greek knowledge was studied in private, if at all,
and the literary arts diminished in significance as educational policies
encouraging academic freedom and new learning were replaced by a closed
system characterized by an intolerance toward scientific
innovations, secular subjects, and creative scholarship. This denominational
system spread throughout eastern Islam from Transoxania (roughly, modern-day
Tajikistan, Uzbekistan, and southwest Kazakhstan) to Egypt, with some 75
schools in existence between about 1050 and 1250.

Education System in India during Islamic Rule

The Mohammedan invasion of India in the eleventh century marked the
commencement of great changes not only in the social and political life of the
country, but also in the sphere of education and learning. The alien rules took the
initiative for the promotion of Islamic learning. Therefore, the system of
education prevalent in the country deprived of the encouragement and support of
the state and depended mostly on the charities of the public.

During medieval period education was not considered a social duty or a state
function It was merely a personal or family affair. The ambition of a scholar was
to visit Mecca and return with a Mecca degree which was held in high esteem in
India for procuring high offices. The higher Muslim education was imparted
through the medium of Arabic and Persian. Persian language continued to hold
the honoured place as it was the court language.

The demand for education was primarily confined to that minority of population
which embraced the religion of Islam. As Persian was the court language, the
demand for education in that language considerably increased. But the demand for
Hindi learning decreased substantially on account of the attitude of the rulers and
change in state religion and language.

Islam has, from its inception, placed a high premium on education and has
enjoyed a long and rich intellectual tradition. Knowledge ('ilm) occupies a
significant position within Islam, as evidenced by the more than 800 references to
it in Islam's most revered book, the Koran. The importance of education is
repeatedly emphasized in the Koran with frequent injunctions, such as "God will
exalt those of you who believe and those who have knowledge to high degrees"
(58:11), "O my Lord! Increase me in knowledge" (20:114), and "As God has
taught him, so let him write" (2:282). Such verses provide a forceful stimulus for
the Islamic community to strive for education and learning.

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Islamic education is uniquely different from other types of educational theory and
practice largely because of the all-encompassing influence of the Koran. The
Koran serves as a comprehensive blueprint for both the individual and society and
as the primary source of knowledge. The advent of the Koran in the seventh
century was quite revolutionary for the predominantly illiterate Arabian society.
Arab society had enjoyed a rich oral tradition, but the Koran was considered the
word of God and needed to be organically interacted with by means of reading
and reciting its words. Hence, reading and writing for the purpose of accessing the
full blessings of the Koran was an aspiration for most Muslims. Thus, education
in Islam unequivocally derived its origins from a symbiotic relationship with
religious instruction.

Financing Education
In most countries basic education is nowadays perceived not only as a right, but
also as a duty – governments are typically expected to ensure access to basic
education, while citizens are often required by law to attain education up to a
certain basic level.1
This was not always the case: the advancement of these ideas began in the mid
19th century, when most of today’s industrialized countries started expanding
primary education, mainly through public finances and government intervention.
Data from this early period shows that government funds to finance the expansion
of education came from a number of different sources, but specifically taxes at the
local level played a crucial role. The historical role of local funding for public
schools is important to help us understand changes – or persistence– in regional
inequalities.
The second half of the 20th century marked the beginning of education expansion
as a global phenomenon. Available data shows that by 1990 government spending
on education as a share of national income in many developing countries was
already close to the average observed in developed countries.2
This global education expansion in the 20th century resulted in a historical
reduction in education inequality across the globe: in the period 1960-2010
education inequality went down every year, for all age groups and in all world
regions. Recent estimates of education inequality across age groups suggest that
further reductions in schooling inequality are still to be expected within
developing countries.3
Recent cross-country data from UNESCO tells us that the world is expanding
government funding for education today, and these additional public funds for
education are not necessarily at the expense of other government sectors. Yet

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behind these broad global trends there is substantial cross-country – and cross-
regional – heterogeneity. In high-income countries, for instance, households
shoulder a larger share of education expenditures at higher education levels than
at lower levels – but in low-income countries this is not the case. Malawi is a
stark example: tertiary education is almost completely subsidised by the state, yet
household contribute almost 20% of the costs of primary education.
Following the agreement of the Millennium Development Goals, the first decade
of the 21st century saw an important increase in international financial flows
under the umbrella of development assistance. Recent estimates show that
development assistance for education has stopped growing since 2010, with
notable aggregate reductions on flows going to primary education. These changes
in the priorization of development assistance for education across levels and
regions, can have potentially large distributional effects, particularly within low
income countries that depend substantially on this source of funding for basic
education.4
When analysing correlates, determinants and consequences of education
consumption, the macro data indicates that national expenditure on education
does not explain well cross-country differences in learning outcomes. This is
indicative of a complex ‘education production function’ whereby for any given
level of expenditure, output achieved depends crucially on the input mix.
Available evidence specifically on the importance of school inputs to produce
education, suggests that learning outcomes may be more sensitive to
improvements in the quality of teachers, than to improvements in class sizes.
Regarding household inputs, the recent experimental evidence suggests that
interventions that increase the benefits of attending school (e.g. conditional cash
transfers) are particularly likely to increase student time in school; and that those
that incentivise academic effort (e.g. scholarships) are likely to improve learning
outcomes.
Policy experiments have also shown that pre-school investment in demand-side
inputs leads to large positive impacts on education – and other important
outcomes later in life. The environment that children are exposed to early in life,
plays a crucial role in shaping their abilities, behavior and talents.

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Q.2 Write a detailed note on British Curriculum in South Asia. What were
the consequences of this curriculum for Muslims?

The NOTE on the British education policy in South Asia began with contradictory
interpretations from different ideological perspective and it remained a highly
contended and controversial subject. The introduction of western education had
immense implications on Indian society such as the destruction of age old social
values and the creation of new classes that became admirer of the western culture.
This negative change has been referred to by the British as “civilizing” role of
Britain in India.

Contrary to it, Dilip K. Chakrabarti, in his Colonial Ideology examines western

philosophy and argues that one of the underlying assumptions of the western
indology was the feeling of superiority expressed in various ways. At the same
time, the image of India has been projected in terms of ‘unchangeableness’ that
can’t bechanged without external influence. So whatever the argument
putforwarded by the western scholars in the context of Indian society was aby-
product of western dominance and a feeling of racial superiority overthe natives

The history of English in South Asia is one of prolonged heated debates and
controversies. The controversy about the legacy of English and desirability of its
continued place in language policies and its cultural associations has still not
abated. However, the political map of South Asia is completely altered now from
the way it was when the English language was originally introduced to the
subcontinent over two centuries ago. The profile of English in the subcontinent is
also different from that in 1947 when the colonial period came to an end and the
country was divided into India and Pakistan. One task of the two new
governments was to determine the role of almost 560 sovereign states which were
ruled by maharajas, nawabs and lesser luminaries depending on the status and
revenue of each state. In 1972, an independent nation, Bangladesh, was carved out
of Pakistan after considerable bloodshed. When we refer to contemporary South
Asia, we are talking of the following seven sovereign states: India (pop. 1,042·5
million), Pakistan (pop. 162·46 million), Bangladesh (pop. 150·6 million), Sri
Lanka (pop. 19·39 million), Nepal (pop. 24·0 million), Bhutan (1·9 million) and
Maldives (pop. 0·272 million).
The projected population of this region in the year 2000 is 1,401 million, which
will be 22·4 per cent of the world's population. The largest percentage (74·4) of
this population will be in India, and the smallest percentage (0·19) in Maldives.
These political divisions, though meaningful at one level, are somewhat
misleading at another level.

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“And we know why they skim over that – because it is a tragic and inhumane
account that had consequences on the lives of millions of people.”

After nearly 200 years of its rule, the British colonial power withdrew from the
subcontinent in 1947. The hurried transfer of power and the partition of British
India along religious lines – a Hindu-majority India and Muslim-majority
Pakistan – sparked mass-scale religious riots that left more than two million
people dead and nearly 15 million displaced.

Outside of the violence and the famine it caused, the partition is also said to have
caused the largest mass migration in history. To this day, the socio-political and
economic repercussions of partition reverberate through the South Asian region.

Islam gives the idea of collective life and tries for humanity development. The
basic idea of the teaching of Islam is that the individual must be true and active
worker of society. He must have moral values and principles clearly. And he tries
constantly that a Muslim should performed saying of Allah and human rights
properly. In this way Islam tries to work on behavior, morality and habits of
people and tries his best to properly enhance the different aspects of personality.
For this the life of Prophet Muhammad ‫ ﷺ‬is complete code of life. The good
characteristics of Muslims which are considered praise worthy that are truth,
brotherhood, justice, forgiveness, oneness of Allah and keepings. In the same way
the things which are condemned by Islam are bride, misery, theft, backbiting,
telling lies, blaming others, self-centeredness, close vision, dishonesty, garrulous,
greediness, showiness manners, jealousy, un-obligation, clashes, hatred and etc.
The philosophy of character building and personality development in Islam is the
Muslim should avoid all bad works and develops good qualities in him as
discussed before so that a Muslim should be very useful and pious citizen of the
society. And we all know that education is a tool of change. So education is
worthless if it does not create change in the minds of people and society. And also
it is useless if it does not build the moral character regarding personality
development of the students. Islam tells us all about the values which are fruitful
for humanity and are beneficial of human beings. For this purpose, it is necessary
that we should give awareness of Islamic values to the people through education.
It is only possible if the textbooks are designed according to the Islamic concept
and values as well as teachers and parents play their effective role in the
development of personality of their children. Pakistan is a Muslim country and
has its own religious, moral, political and social values and being a Muslim
through an effective educational system we can transfer these values to our new
generation. For this purpose our curriculum is playing key role for the
development and character building of the students or not was the main question
so that this research was made. In this research the questionnaire were developed

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by keeping in view the objectives and aims of the current curriculum of Islamic
Studies of 2009 and also following the Quranic verses and Hadith. In this study it
was judged whether it was building characters of students or not. Further the
effect of syllabus of Islamic Studies was judged on students that is taught in
secondary and higher secondary level. For this purpose in the first chapter briefly
introduction has been given regarding background of the study, Islamic concept of
values, statement of the problem, objectives and significance of the study. In the
second vii chapter review of related material has been given.

Q.3 Explain the motives behind establishment of Nadva Dar -ul-Uloom.

What were the impacts of this movement on the Muslims of Sub Continent?
(15+05)

Darul Uloom Nadwatul Ulama (translated as, House of Knowledge and

Assembly of Scholars University) is an Islamic seminary in Lucknow, India. It
was established by the Nadwatul Ulama, a council of Muslim scholars, on 26
September 1898.

This educational institution draws large number of Muslim students from all over
the world. Nadwatul Ulama fosters a diverse range of both scholars and students
including Hanafis (the predominant group), Shafi'is and Ahl al-Hadith.
Additionally it is one of very few institutes in the region to teach the Islamic
sciences completely in Arabic.

Nadwatul Ulama was formed with the aim to bring all the sects of Islam together
irrespective of some of their differences in beliefs.[1]

Nadwa means assembly and group, it was named so because it was constituted by
a group of Indian Islamic scholars from different theological schools. Darululoom
is the educational body of Nadwatul Ulama which was formed in Kanpur in 1893.
It was eventually shifted to Lucknow in 1898 and the Islamic curriculum was
updated with modern sciences, mathematics, vocational training and the addition
of an English Department.[1][4]

On 2 September 1898, the office of the Nadwatul Ulama was shifted to Lucknow.
The Darul Uloom Nadwatul Ulama was started on 26 September 1898.

Nadwatul Ulama is a council of Muslim theologians in India which was formed

in 1893 in Kanpur. The first manager of the council was Muhammad Ali

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Mungeri and the incumbent is Rabey Hasani Nadwi. The council established the
Darul Uloom Nadwatul Ulama, a famous Islamic seminary in Lucknow, on 26
September 1898.
Nadwatul Ulama was formed with the aim to bring all the sects of Islam together
irrespective of some of their differences in beliefs.
Nadwa means assembly and group, it was named so because it was constituted by
a group of Indian Islamic scholars from different theological schools. Darululoom
is the educational body of Nadwatul Ulama which was formed in Kanpur in 1893.
It was eventually shifted to Lucknow in 1898 and the Islamic curriculum was
updated with modern sciences, mathematics, vocational training and the addition
of an English Department.
On 2 September 1898, the office of the Nadwatul Ulama was shifted to Lucknow.
The Darul Uloom Nadwatul Ulama was started on 26 September 1898.

The Pakistan Movement (Urdu: ‫ﺗﺤﺮﯾﮏ ﭘﺎﮐﺴﺘﺎن‬, ِ romanized: Teḥrīk-e-Pākistān)

was a political movement in the first half of the 20th century that aimed for the
creation of Pakistan from the Muslim-majority areas of British India. It was
connected to the perceived need for self-determination for Muslims under British
rule at the time. Muhammad Ali Jinnah, a barrister and politician led this
movement after the Lahore Resolution was passed by All-India Muslim
League on 23 March 1940 and Ashraf Ali Thanwi as a religious scholar supported
it.Thanwi's disciples Shabbir Ahmad Usmani and Zafar Ahmad Usmani were key
players in religious support for the creation of Pakistan.

The Pakistan Movement started originally as the Aligarh Movement, and as a

result, the British Indian Muslims began to develop a secular political
identity.[3] Soon thereafter, the All-India Muslim League was formed, which
perhaps marked the beginning of the Pakistan Movement.

Many of the top leadership of the movement were educated in Great Britain, with
many of them educated at the Aligarh Muslim University. Many graduates of
the University of Dhaka soon also joined. A group of Ulama, led by Shabbir
Ahmad Usmani, formed the Jamiat Ulema-e-Islam and gave their support to the
movement for an independent Pakistan. The Pakistan Movement was a part of
the Indian independence movement, but eventually it also sought to establish a
new nation-state that protected the political interests of Indian Muslims. Urdu
poets such as Iqbal and Faiz used literature, poetry and speech as a powerful tool
for political awareness. Iqbal is called the spiritual father of this movement. The
role of Ulama in strengthening this movement divided into two groups. One
(Madani Group) was convinced by Composite nationalism. But the other (Thanwi

8
Group) played a significant role in this Movement.[9] Acknowledging the services
of these ulema, Shabbir Ahmad Usmani was honoured to raise the flag of
Pakistan in Karachi and Zafar Ahmad Usmani, in Dhaka.[10]

Many people may think that the driving force behind the Pakistan Movement was
the Muslim community of the Muslim minority provinces, United
Provinces and Bombay Presidency, rather than that of the Muslim majority
provinces. Land boundaries and population demographics of West
Pakistan (present-day Pakistan), East Pakistan (present-day Bangladesh) and India
are among the primary achievements of the Pakistan Movement. Not all Muslims
of colonial India supported the Pakistan Movement and there was
widespread opposition to the partition of India.
Q.4 Comparatively discuss the policy objectives and provisions for
secondary education in National Education Policy 1972-80 and National
Education Policy 1998-2010.

1. 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.
2. 1972 On the order of Zulfiqar Ali Bhutto, the National Education Policy
1972 will be prepared by the Federal Minister of Education under the
leadership of Abdul Hafeez Pirzada.

The education system of a country plays a vital role in its social, cultural,
political, and economic advancement. Most countries around the world focus on
laying a strong base for their educational set up through perceptive policies and
realistic plans. A policy is a summarised set of principles (Ball, 1990) that has
been authorized to establish broader parameters of actions (Tahir 2007).
According to Trowler (2003), an education policy is the description of actions
which should be followed achieving desired goals. An educational policy is vital
for setting a sustainable system of education for a country (Faizi, Shakil &
Akhtar, 2012; Heck, 2004).
he subcontinent that had been under the British rule for about a hundred years
(Hameed-ur-Rehman & Sewani, 2013). During this century of the British rule, the
indigenous education system of subcontinent went through drastic changes to
comply with the colonial governance. A series of changes were introduced in the
indigenous education system of the subcontinent through a series of educational
policies known as terms of 1813-1835, 1835- 1854, 1854-1884, 1882-1904, 1904-
1919, 1919-1929 and the term of 1929- 1947 (Pandey, 2005). Under these
policies, the contemporary Persian was phased out as the official and court

9
language and English was introduced as the official language. In 1844, it was
announced that English educated Indians would be preferred in induction in the
Civil Services of the country. During 1857, modern universities were established
in Bombay, Calcutta and Madras. A number of schools, colleges, and some
technical and professional institutions were also established. Many of these
education reforms were considered by the segments of the Indian people a threat
to the local values and interests and a way to strengthen the colonial rule in India.
This led to inception of many independence movements against the British rule. A
number of local and international factors led to the end of the British rule in India
in 1947. The subcontinent got its freedom from the British but could not maintain
its centuries’ old geographical and political unity and was divided in to two
sovereign states, India and Pakistan.
Pakistan as a new state inherited a weak educational infrastructure. The country
on the eve of its independence had 9073 primary schools, 2070 secondary
schools, 11 professional colleges, 42 non-professional colleges, and two
universities (Aziz, 1986). The newly established state organized a conference
‘The Pakistan Educational Conference’ that was held between 27th November
and 1st December 1947. This conference is considered as the foundation stone for
the educational system of Pakistan. The proceedings of this conference set a
direction for the future education policies of the state. This conference was
followed by a series of conferences, commissions and reforms including Report of
the Commission on National Education, 1959; the New Education Policy, 1970;
the Education Policy,1972-80; National Education Policy and Implementation
Programme, 1979; National Education Policies 1972, 1998-2010, and 2009.
At the end of preliminary sessions of the Pakistan Education conference, 1947, six
different subcommittees were formed. These included: Scientific research and
technical education committee, Adult Education Committee, University
Education Committee, Primary and Secondary Education Committee, Committee
for Scheduled castes and backward classes Education, and Cultural Relation
Committee. For communal consensus on the recommendations by committees
three joint committees i.e. Joint committee for University Education, and Primary
and Secondary Education, the joint meeting of the committees on University
Education, Scientific Research and Technical Education and Cultural Contacts,
and joint meeting of the Committees Education, Women Education, and Primary
and Secondary Education were arranged. These committees and joint meetings on
committees made various recommendations in the light of the prevailing situation.
These recommendations were discussed in specific sessions of the conference and
finally the recommendations were passed as resolutions. These resolutions and
recommendations framed a foundation bedrock for educational policies and

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reforms for the future. The following sections describe the policy provisions and
recommendations.

Secondary education would be made free. It would ensure that the increase in
teaching subject from 5 percent to 33 percent, and for science subject increase
from 23 percent to 30 percent in 1989.
Sindh Education Minister Jam Mehtab on Wednesday confessed that the
provincial government was unsuccessful in achieving the goals that it had set for
itself in the education sector.
"I'll be honest: I could not bring about the reforms I wanted to introduce in the
province's education sector," Mehtab said in an interview with DawnNews.
He insisted that the government had not, however, failed completely and had
managed to improve the standard of education in the province. Mehtab said that
the government is now focused on recruiting highly qualified teachers for science,
mathematics, computer studies and English language to "improve quality
education" in the province.
"There is a dearth [of qualified teachers]," he said, adding that the government
will soon recruit 5,000 teachers.
• Secondary education would be made free.
• It would ensure that the increase in teaching subject from 5 percent to 33
percent, and for science subject increase from 23 percent to 30 percent in 1989.
ISLAMABAD: The government will not cut the higher education’s budget for
fiscal year
This was pointed out by Minister for Education Rana Tanvir Hussain and Minister
for Planning Ahsan Iqbal as they reassured heads of public-sector universities that
there would be no cut in budget for education.
Mr Hussain said he stood by heads of universities in their valid demand for
allocation of Rs104.9 billion recurring budget for the upcoming fiscal year.
The ministers were speaking to participants of the vice chancellors committee
meeting, held at the Higher Education Commission (HEC) in Islamabad. Vice
chancellors (VCs) of public-sector universities and members of the commission’s
governing body attended the meeting, says a press release issued by the HEC on
Friday

• At present (1972) there are internal examination from class 1st to 9th under
which students are failed or pass o the bases of annual test.

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• The existing system of examination is one of the root cause of the general
problems in our education system.
• Military training will be progressively introduced for all students between
age of 13 to 17 years ( classes ix to xii). The main aim of military training at this
age will be to prepare for national defense by imparting basic military techniques
and skills.
• And by training young men in use of personal weapons such as refile and
pistol etc.
• Arrangements for this training within the educational institution will be
made by borrowing instructors from the armed forces of by recruitment of ex-
service men.
Policy 1998-2010
Salient Features of National Education Policy 1998-2010

Aims and objectives of Education and Islamic Education

Education and training should enable the citizens of Pakistan to lead their lives
according to the teachings of Islam as laid down in the Qur'an and Sunnah and to
educate and train them as a true practicing Muslim. To evolve an integrated
system of national education by bringing Deeni Madaris and modern schools
closer to each stream in curriculum and the contents of education. Nazira Qur'an
will be introduced as a compulsory component from grade I-VIII while at
secondary level translation of the selected verses from the Holy Qur'an will be
offered.
Literacy and Non-Formal Education
Eradication of illiteracy through formal and informal means for expansion of
basic education through involvement of community. The current literacy rate of
about 39% will be raised to 55% during the first five years of the policy and 70%
by the year 2010 Functional literacy and income generation skills will be provided
to rural women of 15 to 25 age group and basic educational facilities will be
provided to working children. Functional literacy will be imparted to adolescents
(10-14) who missed out the chance of primary education. The existing disparities
in basic education will be reduced to half by year 2010.
Elementary Education
About 90% of the children in the age group (5-9) will be enrolled in schools by
year 2002-03. Gross enrolment ratio at primary level will be increased to 105% by
year 2010 and Compulsory Primary Education Act will be promulgated and
enforced in a phased manner. Full utilization of existing capacity at the basic level
has been ensured by providing for introduction of double shift in existing school
of basics education. Quality of primary education will be improved through
revising curricula, imparting in-service training to the teachers, raising entry

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qualifications for teachers from matriculation to intermediate, revising teacher
training curricula, improving management and supervision system and reforming
the existing examination and assessment system.
Integration of primary and middle level education in to elementary education (I-
VIII). Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at
middle level. At the elementary level, a system of continuous evaluation will be
adopted to ensure attainment of minimum learning competencies for improving
quality of education.
Secondary Education
One model secondary school will be set up at each district level. A definite
vocation or a career will be introduced at secondary level. It would be ensured
that all the boys and girls, desirous of entering secondary education, become
enrolled in secondary schools. Curriculum for secondary and higher secondary
will be revised and multiple textbooks will be introduced. The participation rate
will be increased from 31% to 48% by 2002-03. The base for technical and
vocational education shall be broadened through introduction of a stream of
matriculation (Technical) on pilot basis and establishment of vocational high
schools. Multiple textbooks shall be introduced at secondary school level.
Teacher Education
To increase the effectiveness of the system by institutionalizing in-service training
of teachers, teacher trainers and educational administrators through school
clustering and other techniques. To upgrade the quality of pre-service teacher
training programmes by introducing parallel programmes of longer duration at
post-secondary and post-degree levels i.e. introduction of programs of FA/FSc
education and BA/BSc education . The contents and methodology parts of teacher
education curricula will be revised. Both formal and non-formal means shall be
used to provide increased opportunities of in-service training to the working
teachers, preferably at least once in five years. A special package of incentives
package shall be provided to rural females to join the teaching profession. A new
cadre of teacher educators shall be created.
Technical and Vocational Education
To develop opportunities for technical and vocational education in the country for
producing trained manpower, commensurate with the needs of industry and
economic development goals. To improve the quality of technical education so as
to enhance the chances of employment of Technical and vocational Education
(TVE) graduates by moving from a static, supply-based system to a demand-
driven system. Revision and updating of curricula shall be made a continuing
activity to keep pace with changing needs of the job market and for
accommodating the new developments. Development of technical competence,
communication skills, safety and health measures and entrepreneurial skills etc.

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shall be reflected in the curricula. Institution-industry linkages shall be
strengthened to enhance the relevance of training to the requirements of the job
market.

Q.5 Write a note on the Fifth Five year plan (1978-83) How this five year
plan was different from the previous plans?

Five-Year Plans of Pakistan

The Five-Year Plans for the National Economy of Pakistan otherwise
publicly known as Five-Year Economic Plans for the National Economy),
were the series of nationwide centralized economic plans and targets as
part of the economic development initiatives, in the Pakistan. The plan
was conceived by the Ministry of Finance (MoF), and were studied and
developed by the Economic Coordination Committee (ECC) based on the
theory of Cost-of-production value, and also covered the areas of Trickle-
down system. Supervision and fulfillment of this programme became the
watchword of Pakistan's civil bureaucracy since early 1950s.

Inspired by the five-year plans of the Soviet Union, the programme was
visioned and proposed by the Finance Minister Malick Ghoulam to Prime
minister Liaquat Ali Khan who initially backed the programme, in 1948.
The first five-year plans were approved by the prime minister Ali Khan in
1950 for the period of 1950–55; it was accepted in a view to serve in the
rapid and intensified industrialisation, expansion of banking and financial
services, with a major focus on heavy industry. Although not five-year
plans did not take up the full period of time assigned to them, some of the
plans were failed and abandoned whilst some completed successfully.
Altogether, there were eight five-year plans (starting 1950 till 1999) and
were replaced with the more effective programme, the Medium Term
Development Framework (MTDF) under Prime Minister Shaukat Aziz
(office: 2004–2007)
The Five-Year Plans for the National Eco

nomy of Pakistan : (otherwise publicly known as Five-Year Economic Plans

for the National Economy), were the series of nationwide centralised economic
plans and targets as part of the economic development initiatives, in
the Pakistan. The plan was conceived by the Ministry of Finance (MoF), and were
studied and developed by the Economic Coordination Committee (ECC) based on
the theory of Cost-of-production value, and also covered the areas of Trickle-

14
down system. Supervision and fulfillment of this programme became the
watchword of Pakistan's civil bureaucracy since early 1950s.

Inspired by the five-year plans of the Soviet Union, the programme was visioned
and proposed by the Finance Minister Malick Ghoulam to Prime minister Liaquat
Ali Khan who initially backed the programme, in 1948. The first five-year plans
were approved by the prime minister Ali Khan in 1950 for the period of 1950–55;
it was accepted in a view to serve in the rapid and intensified industrialisation,
expansion of banking and financial services, with a major focus on heavy
industry. Although not five-year plans did not take up the full period of time
assigned to them, some of the plans were failed and abandoned whilst some
completed successfully. Altogether, there were eight five-year plans (starting
1950 till 1999) and were replaced with the more effective programme,

Fifth Five-Year Plans (1978–1983)

The Zia government accorded more importance to planning. The Fifth Five-Year
Plan (1978–83) was an attempt to stabilise the economy and improve the standard
of living of the poorest segment of the population. Increased defense expenditures
and a flood of refugees to Pakistan after the Soviet invasion of Afghanistan in
December 1979, as well as the sharp increase in international oil prices in 1979–
80, drew resources away from planned investments (see Pakistan Becomes a
Frontline State, ch. 5). Nevertheless, some of the plan's goals were attained. Many
of the controls on industry were liberalised or abolished, the balance of
payments deficit was kept under control, and Pakistan became self-sufficient in all
basic foodstuffs with the exception of edible oils. Yet the plan failed to stimulate
substantial private industrial investment and to raise significantly the expenditure
on rural infrastructure development.
Aims and Objectives of the 5th Five-Year Plan:
 Every five-year plan must have specified goals and objectives. The basic
goals of five-year planning revolve around four factors viz Growth,
Modernisation, Self-reliance, and Equity.
 The main objective of the 5th five-year plan was to raise the living
standards of the people with a focus on weaker sections of society.
 During the fifth five-year plan, other essential objectives include
reducing disparities in sectors like social, regional, and economic. It aimed to
reduce poverty and fulfill self-reliance in agriculture and the defence sector. It
also emphasized reducing the unemployment rate in the urban and rural sectors.
The government sought to encourage self-employment opportunities for
everyone and the growth of small-scale industries.

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 The fifth five-year plan stressed developing labour-intensive
technological improvements to systematically use India’s population and
thereby generate income and employment opportunities.
 Besides these aims and objectives, the core of the 5th five-year
plan was the removal of poverty and the end of income inequality, and the
attainment of self-reliance in India. Garibi Hatao campaign was started under
this five-year plan to achieve the said objective.
 The assumed growth rate under this five-year plan was 5.5%, later
revised to 4.4%. Interestingly, it achieved a growth rate of 4.8% and was
regarded as successful.

5. Period of revival of planning commission (1978 – 1983): After taking

charge of the government, the Zia-ul-Haq’s regime emphasised on the needs of
five-year plans. In early 1980s, the Zia government took steps to revive the
Planning Commission as an effective and authoritative economic decision-making
body.

During this period, two Five-Year Plans were formulated, i.e., Fifth and Sixth. In
1978, the Fifth Five-Year Plan to cover the period of 1978 – 1983 was published.
But the Government failed to pursue the plan mainly because of uncertain
political as well as economic conditions at that time. The Sixth Five-Year Plan
was formulated in 1983 to cover the period 1983 – 1988. At that time, Dr.
Mahbub-ul-Haq was the Finance Minister. He formulated the plan and because of
his great efforts, this plan was a success. During his tenure, the Planning
Commission has played a vital role in effectively formulating and implementing
the economic planning. Not only the Sixth Five-Year Plan, but also the annual
plans were formulated by the Planning Commission.

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