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The New Education 1970

(Amna Ghafoor)

The 1970 Education Policy reaffirmed the government’s commitment “to the objective of

universal elementary education” accepting it as a “basic principle of State Policy in the

Constitutions of 1956 and 1962", and of “the Karachi Plan of 1960 (which) proposed ...

compulsory, universal and free primary education as a target for 1980.” However, it also

lamented that “the attainment of the goal ... seems to have receded further and further with the

lapse of time and Pakistan today has one of the highest rates of illiteracy in the world.”

Outlining its basic principles and concepts, it stated that:

“...education and training are critical inputs in the economic effort of the nation. Without

harnessing the vast human resources available to Pakistan, the task of sustaining and accelerating

economic development would remain unfulfilled. In this regard, the basic objectives are, on the

one hand, to broaden rapidly the base of education with a view to attaining the ideal of a

universally literate and productive society and, on the other, ensure a continuous supply of highly

trained persons capable of providing imaginative and creative leadership in different spheres of

national activity…”

The Policy aimed at free and universal enrolment up to Class V by 1980, with particular

stress on girls education. It also identified that there were about 100 million illiterates in Pakistan

of whom 90 percent are concentrated in the rural areas. It innovated further to aim at covering 5

million adults and school leavers by 1975 through (i) requiring all employers, including

government, to provide work-oriented basic education to all of their employees, and (ii)

establishment of a National Education Corps (Bengali, 1999).

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The policy was never implemented on account of the war with India, secession of East

Pakistan, and the collapse of the military government. At the time of the emergence of the "new"

Pakistan in 1972, the country's literacy status was as follows: overall literacy rate was 21.7

percent, urban literacy was 41.5 percent, rural literacy was 14.3 percent, male literacy was 30.2

percent, and female literacy was 11.6 percent. Rural female literacy was 4.7 percent

(Bengali,1999).

Aims and Objectives

The policy made two significant points of departure from the previous policies and

announcement on education. First, it asserted that education system created by British adopted in

Pakistan was secular and must be reformed and Islamized. Pakistan must aim at ideological unity

and not ideological vacuum, a common set of cultural values based on the prospects of Islam.

Second it launched a frontal attack on all foreign missionary educational institutions and

recommended that these be nationalized. It argued that: Their continued existence in a free and

independent state which is an Islamic Republic must be regarded as highly anachronistic. The

policy should therefore aim at nationalizing these institutions. The 1970 policy merely reinforced

preservation and inculcation of Islamic value for national unity and progress (Khan, 1981).

Primary and secondary Education

Building on 1969 policy, purposed the creation of district school authority in each

district, the authority was to be autonomous with specific functions tasked to streamline the

primary and secondary school system. Provincial governments and districts were to work in

close collaboration. Funding and management was to be raised by local bodies, provincial

governments and center was to provide grant and other assistant. The 1970 policy recognized the
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raising level of illiteracy in the country. Proposed 7 years of compulsory education and

compulsory school attendance till the age of 10 years (Khan, 1981).

Higher education

Like previous policy this also supported the idea of promoting the autonomy of the

universities. It called for giving financial, administrative autonomy the universities are able

streamline their internal structures. Proposed the creation of University Grant Commission to

coordinate the affaires of the universities. Like the 1959 policy called for bringing back the

talented Pakistanis to the universities, so that quality of research, teaching and administration

could be improved in the universities and they developed into true institutions of learning and

modern knowledge. The 1970 policy still continued on improving the quality of university

education and also attracting the best and brightest to university teaching. It promised better

salary structure, greater autonomy and restoration of university senates. It promised creation of

centers of excellence in the universities. Created National Institute of Modern Languages at

Islamabad and one at Dhaka. University grant commission (UGC)was asked to promote between

universities and provincial and federal governments (Khan, 1981).

Curriculum and text books:

The 1969 policy had broad brush approach towards curriculum and textbook, proposed

and standardized syllabi and books at national level, setting up the committees of scholars,

writers, educationists to prepare textbooks. The 1970 policy declared that the curriculum should

be according to national objectives. Called for improving analytical skills and imparting

scientific knowledge at elementary level, promote technical and vocational training. Proposed

each province should have a bureau of curriculum development and that should coordinate with
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other boards and teaching training institutions and integrate curriculum at all levels and setup

meetings on regular bases (Khan, 1981).

Gender and education:

The 1969 and 1970 reports attributes low enrollment of girls in primary schools to

coeducation. It asserts for social/cultural reason parents do not send girls to school. It noted that

girl enrollment is less than 20% of total which worsens at secondary level, so it was purposed

that separate girls’ schools will be created.

Technical, vocational and special education:

The 1970 made three specific proposals, first 60% of students that leave elementary

should give opportunity to join the vocational technical schools; second central and provincial

governments should provide scholarship to 75% students who joins vocational and technical

education; third a massive shift towards vocational and technical education at secondary school

level would be desireable goal. The 1970 policy retreated the proposals made in the 1969 policy

on the subject (Khan, 1981).

Teacher training and service training:

The 1969 and 1970 policies fount too much of bureaucratic control by the education

department bureaucracies as a serious obstacle to the recruitment of quality teachers at all level.

Both policy favor teacher’s recruitments be made by autonomous governing bodies at all levels.

The 1970 policy proposed that separate directorates be created, headed by director general, for

recruitment of primary, secondary, college and vocational/technical teachers (Khan, 1981).

Implementation:
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The circumstances in that period were not peaceful. In 1971, the country was divided into

two, Pakistan and Bangladesh. During this, Government of Yahya Khan was dissolved. Ike 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 (Irfan, 1995, pp. 23-24).
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The Third five-year plan (1965-70)

(Arfa Kazim)

Introduction:

The third five-year plan was formulated within the framework of 20-year perspective

plan (1965-70), and in the light of achievements and shortfalls of last two plans. A development

plan of Rs.52000 million was proposed for the third five-year plan, which was expected to lead

to an annual rate of growth of 6.5% compared with 5.2% during the second five-year plan, and

the target of an average rate of 7.2% for the perspective plan. Out of the total Development

Program of Rs. 52000 million, the Development program for public sector was proposed to be

Rs.30000 million and the Development Program for private sector was proposed to be Rs.22000

million. The primary goal of perspective plan was to increase the per capita income rapidly. In

addition to that it also emphasized targets for education along with other social services. The

third five-year plan was also an attempt to bring forth qualitative and quantitative improvement

in education.

Objectives:

1)To provide an educational system which would facilitate transition into an era of science and

technology, promote political, social and economic development and bring the country's spiritual

and cultural heritage into harmony with the contemporary world

2) to provide the youth of the country with conditions conductive to the full-fledged development

of their individual competencies.

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3) to raise the quality of education at all levels so that it may properly fulfil its nation building

task.

4) To develop an effective system of educational a vocational guidance, and massive programs

of scholarships.

5) A proposal for framing a national manpower policy, which would attempt to gear different

types of vocational training and education to the needs of development was introduced.

Primary education:

The objective of the third Plan is to greatly increase enrollment at the primary level in

order that universal primary education maybe achieved as early as possible and certainly within

Perspective Plan period (1965-70). To this end it would be necessary to increase the total

enrolment figure from about 45 per cent in 1965 approximately 70 per cent of the primary school

age group in 1970. In absolute figures, this will involve an additional enrolment of 5.8 million by

1970, 3.0 million in East Pakistan and 2.8 million in West Pakistan. To bring this about the Plan

envisages that 18500 existing primary schools in East Pakistan will be improved and 4000 new

ones will be opened in west Pakistan, where owing to sparse population, schools have a much

smaller number of students and teachers; about 42500 new schools will have to be setup.

However, in view of the high rate of dropout, enrolment figures, either for the whole age group

or for CIass I are not a very reliable guide to overall education situation. More important than

this increase in enrolment in Class I will be an increase in retention of the children so that 50 per

cent of the appropriate age group are in Class V, instead of less than 20 per cent as at present.

The possibility of increased enrolment will mainly depend on a greatly increased registration of

girls and this will require a widespread change of social attitudes.

Middle or junior high stage

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Education at the Junior High Stage consisting of Classes VI, VIl and VIl, is eventually to

be made compulsory for all children during the perspective plan period. The Third Plan program

will includes expansion of educational facilitate to accommodate 960000 additional children

(400,000 in East Pakistan and 560,000 in west Pakistan).It is also necessary to improve the

general quality of education at this stage so as to reduce the rate of dropouts.

Secondary education

Education at secondary level comprises of two stages:

a) Secondary consisting of Class IX and X and

b) Higher secondary or intermediate comprising Classes XI and XIl

The teaching of science and mathematics should consequently receive very

strong emphasis during the Third Plan. The matter has to receive urgent attention and demands

immediate provision of up-to-date laboratories, libraries ,science equipment, books and other

miscellaneous requirements.

Pilot secondary scheme

The on-going scheme of "Pilot Secondary Schools" will be extended. New

schools will be added and those already in the process of development will be

strengthened and further improved. It is necessary that these relatively well

equipped schools should have highly qualified staff.

Development of comprehensive schools

The development of "Comprehensive Schools," with emphasis on diversified

courses, besides science and mathematics will be undertaken at an accelerated

pace. The district headquarters schools and the Pilot secondary schools mentioned above would

serve as models for the purpose.this guidance and counselling program will be based on the use
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of standardized tests of intelligence aptitude of children and young people at different ages and

class levels .

Higher secondary /intermediate Education

Studies in science in particular, cause concern at this level. The number of students

offering science subjects is small .The institutions are currently short of adequate physical

facilities and qualified teachers of science. This stage needs upgrading of knowledge and skills

especially in the habit of scientific thinking.

Teacher education

During the course of third plan the number of primary teachers must rise from

approximately 184000 in 1965 to at least 350000 in 1970 .Teachers for class V-VIII and for

secondary in general will be number 35000 for new programs alone .There must be considerable

proportion graduate science teachers and specialists in industrial arts ,agriculture ,home

economics and business education .But there must not only be more teachers ,there must also be

better teachers .High rates of dropout and failure in examination have been ascribed to low

standards of instruction at the school stage and drag on the economy eventually .

Teacher training institutions in general, need improved physical facilities, better type of teachers

and improved curriculum. The existing institutions will be improved and new ones will be

opened. A vigorous program of in-service teacher training will be initiated for the existing

teachers with especially designed courses for at least three months. during the interval they will

work in school under supervision of master teachers.

Professional improvement should be accompanied by suitable increments in salary.

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Extension centers should be strengthened and courses should be normally be of at least three

months to achieve suitable effects. In service training for the secondary school teachers should

be compulsory and they should be required to undergo such training at least once in five years.

East Pakistan

In east Pakistan, the existing primary training institutes will be further improved and

expanded and some new ones will be established. The existing five teacher training colleges will

be improved and new ones will be established .

West Pakistan

40 normal schools will be expanded; 15 new normal schools will be established and 100

normal training institutions will be established 3 new teacher training colleges will be opened;

vocational subjects will be expanded and intensified and Research units will be added to 3

existing training colleges and 15 normal schools.

The Educational Extension Centers and Institute of Education and Research in both provinces for

training of the teachers of polytechnic and technical institutes. Plan also provides for the holding

of summer seminars for the teachers of colleges and universities.

Higher Education

During this plan, greater emphasis is on improving the quality of existing institutions and

expanding the teaching of science and other technological subjects. At the same time maximum

use of existing physical facilities will be ensured.

Major efforts in the third plan will be directed towards improving and expanding

facilities for the teaching of scientific disciplines. Laboratories will be added to and modernized,

up to date science apparatus equipment’s books and literature will be provided. Foreign training
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facilities and scholarships will be made available to them to study overseas universities.

Opportunities for vocational and evening courses at the universities will be provided. Giving

charter to a few selected colleges of standard academics enabling them to award their own

degrees and improvement of degree colleges.

East Pakistan

These programs will cover 63 colleges in east Pakistan and capacities of the existing

colleges will be greatly expanded with the existing two universities ,2 new universities will be

established.

West Pakistan

50 colleges in west Pakistan and introduction of B.S.C classes in 25 of them and

establishment of 5 new government degree colleges with facilities for B.S.C pass and Honor

courses.

PHD courses will be started in the number of disciplines.

Plan achievements:

1. The financial outlay for education in the third plan was 2 and half times the size of program

implemented under the second plan.

2. In East Pakistan achievements of targets of enrollment rate at the primary and middle stage

was 70% and 125%. The enrolment at the high and intermediate stages increased by about

100% over the enrolment of 1965 and at the degree level it is increased by about 130%.

3. In west Pakistan enrolment level at the primary and secondary level was 37% and 50%

respectively. At the high stage enrolment increased by 50% and the degree level and

intermediate stages enrollment rate increased by about 60% each over the enrolment of 1965.
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4. Although the plan program was implemented only partially at the secondary and college

level, the number of schools and colleges in the private sector increased much beyond the

number visualized.

5. At the secondary and college level the enrollment rate of science students increased by

100%.

6. The targets for the input and output engineers was attained to the time of 80% and 90%

respectively. The progress in engineering education was generally very slow at university

level. The enrollment rate at the post-graduate level was 100%.

7. Programs of scholarships made significance progress. The number of students who were

awarded scholarships increased form 42000 in 1965 to about 70000 at the end of the plan.

The annual expenditure on scholarship increased form 21 million in 1965 to 37 million in

1970.
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References:

Bengali,K. (1999). History of Educational Policy Making and Planning in Pakistan. Sustainable

development policy institute, Islamabad.

Government of Pakistan. Third five-year plan 1965-70. The Planning Commission, Islamabad.

1965.

Hussain.S. (2018). Education in Pakistan (16th ed.). Islamabad, Allama Iqbal Open University.

Irfan, N. (1965) Educational Policies in Pakistan: A Comparative Study, Islamabad Institute of

Policies Studies.

Shakoor,A., Azeem,M., Dogar,A.H., Khatoon,Z.,(2011), 1947-2008 Evaluation of Elementary

Education in Pakistan. International Journal of Humanities and Social

Science,1(15),270-276.