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ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

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.
Ans: Major periods of Muslim education and learning
The renaissance of Islamic culture and scholarship developed largely under the ʿAbbāsid administration
in eastern Islam and later under the Umayyads in western Islam, mainly in Spain, between 800 and 1000.
This latter period, the golden age of Islamic scholarship, was largely a period of translation and
interpretation of Classical thoughts and their adaptation to Islamic theology and philosophy. The period
also witnessed the introduction and assimilation of Hellenistic, Persian, and Hindu mathematics,
astronomy, algebra, trigonometry, and medicine into Muslim culture.
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.
Influence of Islamic learning on the West
As Europe was absorbing the fruits of Islam’s centuries of creative productivity, signs of Latin Christian
awakening were evident throughout the European continent. The 12th century was one of intensified
traffic of Muslim learning into the Western world through many hundreds of translations of Muslim
works, which helped Europe seize the initiative from Islam when political conditions in Islam brought
about a decline in Muslim scholarship. By 1300, European scholars stood once again on the solid ground
of Hellenistic thought, enriched or modified through Muslim and Byzantine efforts.
Attitudes towards education
Today, education of children is not limited to the information and facts they are expected to learn. Rather,
educators take into account the emotional, social, and physical well-being of the student in addition to the
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information they must master. Medieval Islamic education was no different. The 12th century Syrian
physician al-Shayzari wrote extensively about the treatment of students. He noted that they should not be
treated harshly, nor made to do busy work that doesn’t benefit them at all. The great Islamic scholar al-
Ghazali also noted that “prevention of the child from playing games and constant insistence on learning
deadens his heart, blunts his sharpness of wit and burdens his life. Thus, he looks for a ruse to escape his
studies altogether.” Instead, he believed that educating students should be mixed with fun activities such
as puppet theater, sports, and playing with toy animals.
From Primary to Higher Education
Dating back to at least the 900s, young students were educated in a primary school called a maktab.
Commonly, maktabs were attached to a mosque, where the resident scholars and imams would hold
classes for children. These classes would cover topics such as basic Arabic reading and writing,
arithmetic, and Islamic laws. Most of the local population was educated by such primary schools
throughout their childhood. After completing the curriculum of the maktab, students could go on to their
adult life and find an occupation, or move on to higher education in a madrasa, the Arabic word for
“school”.
Madrasas were usually attached to a large mosque. Examples include al-Azhar University in Cairo, Egypt
(founded in 970) and al-Karaouine in Fes, Morocco (founded in 859). Later, numerous madrasas were
established across the Muslim world by the great Seljuk vizier, Nizam al-Mulk. At a madrasa, students
would be educated further in religious sciences, Arabic, and secular studies such as medicine,
mathematics, astronomy, history, and geography, among many other topics. In the 1100s, there were 75
madrasas in Cairo, 51 in Damascus, and 44 in Aleppo. There were hundreds more in Muslim Spain at this
time as well.
These madrasas can be considered the first modern universities. They had separate faculties for different
subjects, with resident scholars that had expertise in their fields.
Education and Women
Throughout Islamic history, educating women has been a high priority. Women were not seen as
incapable of attaining knowledge nor of being able to teach others themselves. The precedent for this was
set with Prophet Muhammad’s own wife, Aisha, who was one of the leading scholars of her time and was
known as a teacher of many people in Madinah after the Prophet’s ‫ ﷺ‬death.
Later Islamic history also shows the influence of women. Women throughout the Muslim world were able
to attend lectures in mosques, attend madrasas, and in many cases were teachers themselves. For example,
the 12th century scholar Ibn ‘Asakir (most famous for his book on the history of Damascus, Tarikh
Dimashq) traveled extensively in the search for knowledge and studied under 80 different female
teachers.
Modern History

The tradition of madrasas and other classical forms of Islamic education continues until today, although
in a much more diminished form. The defining factor for this was the encroachment of European powers
on Muslim lands throughout the 1800s. In the Ottoman Empire, for example, French secularist advisors to
the sultans advocated a complete reform of the educational system to remove religion from the curriculum
and only teach secular sciences. Public schools thus began to teach a European curriculum based on
European books in place of the traditional fields of knowledge that had been taught for hundreds of years.
Although Islamic madrasas continued to exist, without government support they lost much of their
relevance in the modern Muslim world.
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Today, much of the former Ottoman Empire still runs education along European lines. For example, what
you are allowed to major in at the university level depends on how you do on a certain standardized test at
the end of your high school career. If you obtain the highest possible grades on the test, you can study
sciences such as medicine or engineering. If one scores on the lower end of the spectrum, they are only
allowed to study topics such as Islamic sciences and education.
Islamic Social Morals Material Progress:
A special system of morals based on Islamic education was evolved. Teacher laid emphasis on the
inculcation of moral and spiritual values among students. This was reflected in their thinking and living.
In the observance of the rules of conduct rigorous practice was provided.
Muslims also wanted to achieve materialistic prosperity through education. In order to get high posts,
honorable rank, medals, grants of ‘Jagirs’ people were motivated for Islamic education. The educated
were held in high esteem and kings and emperors encouraged the scholars by appointing them as
commander of the army, Kazi (Judge) Vazir (Minister) and various other lucrative posts. With a view to
reap these benefits many Hindus allowed to receive Islamic education. So gaining of material prosperity
was inherent in the system of education.
Organisation of Political and Social System:
The objectives of education was somewhat tinged with political motives and interests. The Muslim rulers
had a great hand in the management and administration of education. So through education they wanted
to strengthen and develop their political system. As the Mohammedans entered to a different civilization,
and a different culture, it became indispensable for them to create some such political circumstances for
strengthening their role in the country.

Q.2 Write a detailed note on British Curriculum in South Asia. What were the consequences of
this curriculum for Muslims?
Ans:  
The South Asian Association for Regional Cooperation (SAARC) is an economic cooperation
organization in the region which was established in 1985 and includes all eight nations comprising South
Asia. South Asia covers about 5.2 million km2 (2.0 million sq mi), which is 11.71% of the Asian
continent or 3.5% of the world's land surface area. The population of South Asia is about 1.9 billion or
about one-fourth of the world's population, making it both the most populous and the most densely
populated geographical region in the world.
In 2010, South Asia had the world's largest populations of Hindus, Muslims, Sikhs, Jains,
and Zoroastrians. South Asia alone accounts for 98.47% of Hindus, 90.5% of Sikhs, and 31% of Muslims
worldwide, as well as 35 million Christians and 25 million Buddhists.
Modern definitions of South Asia are consistent in including Afghanistan, Bangladesh, Bhutan, India,
Maldives, Nepal, Pakistan, and Sri Lanka as the constituent countries. Afghanistan is, however,
considered by some to be a part of Central Asia, Western Asia, or the Middle East. After the Second
Anglo-Afghan War, it was a British protectorate until 1919. On the other hand, Myanmar (Burma),
administered as a part of the British Raj between 1886 and 1937 and now largely considered a part of
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Southeast Asia as a member state of ASEAN, is also sometimes included. But the Aden Colony, British
Somaliland and Singapore, though administered at various times under the British Raj, have never been
proposed as any part of South Asia. The region may also include the disputed territory of Aksai Chin,
which was part of the British Indian princely state of Jammu and Kashmir, now administered as part of
the Chinese autonomous region of Xinjiang but also claimed by India.
The geographical extent is not clear cut as systemic and foreign policy orientations of its constituents are
quite asymmetrical. Beyond the core territories of the British Raj or the British Indian Empire, there is a
high degree of variation as to which other countries are included in South Asia. There is no clear
boundary – geographical, geopolitical, socio-cultural, economical or historical – between South Asia and
other parts of Asia, especially the Middle East and Southeast Asia.
The common definition of South Asia is largely inherited from the administrative boundaries of the
British Raj, with several exceptions. The current territories of Bangladesh, India, and Pakistan which were
the core territories of the British Empire from 1857 to 1947 also form the core territories of South
Asia. The mountain countries of Nepal and Bhutan, two independent countries that were not part of the
British Raj, and the island countries of Sri Lanka and Maldives are generally included. By various
definitions based on substantially different reasons, the British Indian Ocean Territory and the Tibet
Autonomous Region are included as well. The 562 princely states that were protected by but not directly
ruled by the British Raj became administrative parts of South Asia upon joining India or Pakistan.
The South Asian Association for Regional Cooperation (SAARC), a contiguous block of countries,
started in 1985 with seven countries – Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan and Sri
Lanka – and admitted Afghanistan as an eighth member in 2007. China and Myanmar have also applied
for the status of full members of SAARC. The South Asia Free Trade Agreement admitted Afghanistan in
2011.
The boundaries of South Asia vary based on how the region is defined. South Asia's northern, eastern,
and western boundaries vary based on definitions used, while the Indian Ocean is the southern periphery.
Most of this region rests on the Indian Plate and is isolated from the rest of Asia by mountain
barriers. Much of the region consists of a peninsula in south-central Asia, rather resembling a diamond
which is delineated by the Himalayas on the north, the Hindu Kush in the west, and the Arakanese in the
east, and which extends southward into the Indian Ocean with the Arabian Sea to the southwest and
the Bay of Bengal to the southeast.
The terms "Indian subcontinent" and "South Asia" are sometimes used interchangeably. The Indian
subcontinent is largely a geological term referring to the land mass that drifted northeastwards from
ancient Gondwana, colliding with the Eurasian plate nearly 55 million years ago, towards the end of
Palaeocene. This geological region largely includes Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan
and Sri Lanka. Historians Catherine Asher and Cynthia Talbot state that the term "Indian subcontinent"
describes a natural physical landmass in South Asia that has been relatively isolated from the rest of
Eurasia.
The use of the term Indian subcontinent began in the British Empire, and has been a term particularly
common in its successors. South Asia as the preferred term is particularly common when scholars or
officials seek to differentiate this region from East Asia. According to historians Sugata Bose and Ayesha
Jalal, the Indian subcontinent has come to be known as South Asia "in more recent and neutral
parlance." This "neutral" notion refers to the concerns of Pakistan and Bangladesh, particularly given the
recurring conflicts between India and Pakistan, wherein the dominant placement of "India" as a prefix
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before the subcontinent might offend some political sentiments. However, in Pakistan, the term "South
Asia" is considered too India-

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?
Ans: In the second half of the nineteenth century many educational institutions were founded to educate
the Muslims of India and make them equal in all terms with their Hindu fellow countrymen. In this regard
one of the major educational institutions was that of Nadva tul Ulama. Two of its predecessors the
Aligarh School and College and Dar-ul-Uloom-i-Deoband were in contrast to each other. Aligarh
emphasized on the modern western education, fruitful for the Muslims of India while Deoband, on the
other hand, devised to make Muslims a progressed nation by enhancing their religious spirit and
knowledge of religion. In those circumstances there was a great need of the emergence of an institution
that could deliver the two types of education at the same time and at one place. Thus for that purpose
Nadva-tul-Ulama was founded in 1894 at Lucknow by Moulvi Abdul Ghaffar, who was working as the
deputy collector for the British government of India.
The objectives of the establishment of the new institution were as under:
1. Remove sectarianism among the ranks of the Muslims
2. Elimination of the prevailing extremist educational ideas and to make them coherent
3. Improvement of the educational syllabus
4. Elimination of social evils
5. Improvement of all aspects of Muslims’ lives
6. Muslim separation from politics
7. Establishment of a grand educational institution to impart all sorts of education both, religious and
secular
 
Later this educational movement expanded itself and in 1898 Nadva-tul-Ulama was established and its
regular classes started shortly afterwards. Lots of people put their contributions in Nadva’s establishment
and its successful working by providing it with grants. For instance Sir Agha Khan, Amir of Bahawalpur
and Nawab of Bhopal are just a few names to mention in this regard. However, there were some
criticisms as well like the Governor of U.P Anthony MacDonnel, famous for his contributions in the
Urdu-Hindi controversy on the Hindu side, criticized Nadva for being a part of political activity in the
province. But after a few years the government too started patronizing Nadva and government grants
were also issued to it. In 1908 Nadva’s grand building started constructing and the British government of
U.P laid its foundations.
Nadva witnessed the peak of its popularity when Maulana Shibli Naumani joined it in 1904. Shibli along
with Moulvi Abdul Haq set the rules and regulations for the Nadva that enhanced its prestige a lot. Before
joining Nadva, Shibli was the faculty member of Aligarh College where he proved himself to be a great
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scholar and a successful teacher. But he had his issues with Sir Syed Ahmed Khan and so he left Aligarh
in 1904. Later, as mentioned earlier, he joined Nadva and here again he proved his caliber. He was made
the in charge of Nadva and he made many changes in the syllabus of courses taught there. He also made
English language as a compulsory subject at the school. He was the editor of the magazine of Nadva and
he also established Dar-ul-Musanifin at Azamgarh. But soon Shibli became unpopular among his staff of
Nadva because of his excessive pride and rigidity and he had to resign but after his resignation Nadva lost
its popularity and never it could achieve the status it used to enjoy during the days of Shibli.
Nadva-tul-Ulama of Lucknow produced famous scholars like Syed Suleiman Nadvi and Maulana Abul
Kalam Azad. It also provided freedom movement of Pakistan with freedom fighters like Suleiman Nadvi,
Abdul Salam Nadvi and Masood Alam Nadvi etc.
impacts of this movement on the Muslims of Sub Continent?
Upon taking the reins of power in the South Asian Sub-continent, the East India Company officials, being
aware of how sensitive Indians were of their socio-cultural traditions, adopted a policy of “non-
interference” and kept aloof from all matters related to the socio-cultural and religious affairs of the local
inhabitants. Instead, they busied themselves with the economic exploitation of the country, the objective
for which they had come to the region. Nevertheless, following a vociferous clamour and pressure from
the Christian missionaries who regarded the Indian people as “primitive” and “benighted”, and who felt
duty bound to “civilize” them, the British Government in London forced the East India Company in 1813
to forsake its, hitherto privileged, “no-interference policy” and give the evangelical movement
unrestricted access to the country as an essential precondition for the renewal of the charter. Thus, upon
setting foot in the Sub-continent, the missionaries, and even some British reform-minded officials,
embarked on the process of reforming, as well as westernizing, the Indian society. Although some of the
reforms being introduced were, when looked at objectively, positive, they were always despised by the
native Indians. Indeed, this brought about a widespread malaise among the natives who interpreted the
Company’s actions as part of a scheme to forcefully convert them to Christianity.
Hindu active involvement in the Great Revolt can also be epitomized by the story of Lakshmi Bai, the
Rani, or Queen, of Jhansi.60 Based on Dalhousie’s Doctrine of Lapse, which stated that “a state whose
ruler died without a direct male heir was forfeit to the company,” Lakshmi Bai had her adoptive son
denied the right to replace her late husband, Rajah, or King, of Jhansi following his passing away (David
2002:350). As the events of 1857 unfolded, the Rani led her troops and fought like a noble warrior. Many
contemporaries were fascinated by her courage on the battlefield as she held her sword and reaffirmed her
allegiance: “Nothing will give me greater happiness than to die on the battlefield” (David 2002:362). K.
E. Meyer and S. B. Brysac quote Antonia Fraser, a British historian, stating that “the Rani has her parallel
in Queen Boadicca, the early-day Briton who with a spear in her fist vainly led an army against the
Roman invaders who had wronged her family and people” (Meyer & Brysac 2001:138). Nevertheless, the
British would not hear of this and chose to make Muslims the first “culprits” behind the outbreak of the
1857 events. As a result, they were going to make them pay for it.
Efforts at the Nadwa and their Contemporary Significance
The madrasa has been a central institution in the Muslim society since the eighteenth and
nineteenth centuries. Its graduates have played a significant role in social, cultural, religious, and
educational life of the urban, rural, and even tribal areas where Muslims lived. For this reason, Shibli paid
special attention to madrasa educational reform, which he thought required educating students in the
modern theories of knowledge along with critical approaches to the Qur’an and Hadith.
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Shibli spent 14 years of his life in traditionalist seminaries among scholars and clerics, followed by
almost 16 years of teaching at Aligarh Muslim University (AMU). Here he improved his critical thinking
and analytical skills. It was also here where he met Professor Thomas Walker Arnold, a famous
Orientalist who was also poet and politician and Allama Iqbal’s teacher. Shibli taught him Arabic in
exchange for Arnold teaching him French, and it was Arnold’s company that brought Shibli into contact
with Orientalist literature. Shibli observed that western scholars had done a great deal to expand our
understanding of oriental literature in comparison to Islamic scholars, who had done little. As a result, he
concentrated on creating a framework for reviving Muslims engagement with various forms of knowledge
and for reconciling traditional wisdom with modern knowledge. In pursuit of this end, he began the
popular journal Risala al-Nadwa. Shibli describes the early achievements of Risala al-Nadwa in the
following words:
Al Nadwa’s greatest advantage is that it introduced a revolutionary change in the minds of the revered
ulama. Inevitably, they were forced to read these articles no matter how much pain they went through in
pouring an eye on its content. This journal opens up the doors of many modern discourses, it explores the
range of latest methods in Islamic studies, and it introduces ulama to the variety of manners of language
and expression. Those who liked it started writing for the journal, and its opponents began to follow it as
well.

Q.4 Comparatively discuss the policy objectives and provisions for secondary education in
National Education Policy 1972-80 and National Education Policy 1998-2010.
Ans:
AIMS OF THE POLICY
• Ensuring the preservation and promotion of the ideology of Pakistan .
• Eradicating illiteracy in the shortest possible time .
• Equalizing access to education for females and handicapped person.
Education would be free universal up to class x
Elementary Education
From October 1, 1972, education in I - IIIV will be free in all school, Government and privately managed
across the country.
• According to the policy primary education would be universal for boys from 1979 and for from girls
1984.
• Textbook and writing material would be free for primer school children .
University Grant Commission
In order to coordinate the program of universities and develop their facilities without unnecessary
duplication and waste , a University Grant Commission will be established. The commission will also
serve as a buffer between government bureaucracy and university administration,
IMPLEMENTATION
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This policy was a good approach towards betterment , but has many drawback due to which it cannot be
achieved e.g.: universal basic education ,shift towards agro-technical studies etc.
Edu. 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 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
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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. 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. Emerging technologies e.g. telecommunication, computer, electronics,
automation, petroleum, garments, food preservation, printing and graphics, textile, mining, sugar
technology, etc. greatly in demand in the job market shall be introduced in selected polytechnics. A
National Council for Technical Education shall be established to regulate technical education.
Higher Education
Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010.
Merit shall be the only criterion for entry into higher education. Access to higher education, therefore,
shall be based on entrance tests. Reputed degree colleges shall be given autonomy and degree awarding
status. Degree colleges shall have the option to affiliate with any recognized Pakistani university or
degree awarding institution for examination and award of degrees. To attract highly talented qualified
teachers, the university staff will be paid at higher rates than usual grades. Local M.Phil. and Ph.D
programs shall be launched and laboratory and library facilities will be strengthened. Split Ph.D programs
shall be launched in collaboration with reputed foreign universities and at the minimum, 100 scholars
shall be annually trained under this arrangement. All quota/reserve seats shall be eliminated. Students
from backward areas, who clear entry tests, would compete amongst themselves. In order to eliminate
violence, all political activities on the campus shall be banned.
Information Technology
Computers shall be introduced in secondary schools in a phased manner. School curricula shall be revised
to include recent developments in information technology, such as software development, the Information
Super Highway designing Web Pages, etc
Library and Documentation Services
School, college and university libraries shall be equipped with the latest reading materials/services.
Internet connection with computer shall be given to each library. Mobile library services for semi-urban
and remote rural areas shall be introduced.
Private Sector in Education
Encouraging private investment in education. There shall be regulatory bodies at the national and
provincial levels to regulate activities and smooth functioning of privately-managed schools and
institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be
granted on the expenditure incurred on the setting-up of educational facilities by the private sector.
Matching grants shall be provided for establishing educational institutions by the private sector in the
rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning
shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the
Ministry of Education. Educational institutions to be set up in the private sector shall be provided (a) plots
in residential schemes on reserve prices, and (b) rebate on income tax, like industry. Schools running on
non-profit basis shall be exempted from all taxes. Curricula of private institutions must conform to the
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principles laid down in the Federal Supervision of curricula, Textbooks and Maintenance of Standards of
Education Act, 1976. The fee structure of the privately managed educational institutions shall be
developed in consultation with the government.
Innovative Programes
The National Education Testing Service will be established to design and administer standardized tests
for admission to professional institutions. Qualifying these tests will become a compulsory requirement
for entry to professional education. This mechanism is expected to check the incidence of malpractice in
examinations. Likewise, standardized tests shall be introduced for admission to general education in
universities.
Implementation Monitoring And Evaluation
A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the highest
level. The District Education Authority will be established in each district to ensure public participation in
monitoring and implementation. The education Ministers at the Federal and Provincial levels will oversee
monitoring committees, responsible for implementation at their levels. The Prime Minister and Provincial
Chief Ministers will be the Chief of National and Provincial Education Councils respectively which will
ensure achievements of targets. Existing EMIS at Federal and Provincial levels shall be strengthened to
make them responsive to the need of Monitoring and Evaluation System (MES).The Academy of
Educational Planning and Management (AEPAM) shall be strengthened and tuned up to meet the
emerging demands of MES and its obligations at national and provincial levels. Data collected through
Provincial EMISs and collated by AEPAM through National Education Management Information System
(NEMIS) shall be recognized as one source for planning, management, monitoring, and evaluation
purposes to avoid disparities and confusion.

Q.5 Write a note on the Fifth Five year plan (1978-83) How this five year plan was different
from the previous plans?
Ans: 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.
Reassessment and collectivisation
New studies were conducted in 1955 after the collapse of the first programme. According to the census,
over 90% of the population lived in rural areas while only 10% lived in urban areas.  In East Pakistan, the
urban proportion was as low as 4.0% compared to 18.1% in West Pakistan, although the urbanisation had
been increased at an accelerated level. In 1955, Prime Minister Muhammad Ali Bogra again revived the
plan and published it in 1956. After reassessment, the programme was launched again with agricultural
development as the highest priority, and strong emphasis placed on rapidly increasing developmental
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efforts in East Pakistan and in the less-developed areas of West Pakistan. Prime Minister Huseyn
Suhrawardy of the Awami League gave much priority to food development, agriculture and social
development in both states. The concept of Collective farming was introduced by Suhrawardy as part of
his agricultural policies and around 27.0 million rupees were spent in order to organised the agricultural
in the country. However, this programme was built entirely in the absence of much essential information
and basic statistics.
In practice, this plan was not implemented because of its enormous size. The shortage of technical
knowledge also devastated the programme. The Awami League's government also had shortage of foreign
exchange to execute the plan, and was unable to find outside assistance to fulfill its commitment to the
first five-year plans.
Second Five-Year Plans (1960–1965)
Despite the failure of the first five-year plans, the programmes were revived and restated by the military
government of President Ayub Khan. The second five-year plans gave highest priority to heavy industrial
development, and advancement in literature and science, and had a single underlying purpose: "to
advance the country as far as possible, within the next five years, along the road of these long-range
objectives.". Further improvements were made in railways, communications, and transportation. More
attention was given to private sector industrial development and agricultural industries; the second five-
year plans aimed to increase the national income by 20%. 
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.
The Seven Year Plan will be introduced by Benazir Government. The seventh plans provided for total
public-sector spending of Rs350 billion. Of this total, 36.5% was designated for energy, 18% for
transportation and communications, 9% for water, 8% for physical infrastructure and housing, 7% for
education, 5% for industry and minerals, 4% for health, and 11% for other sectors. The plan gave much
greater emphasis than before to private investment in all sectors of the economy. Total planned private
investment was Rs292 billion, and the private-to- public ratio of investment was expected to rise from
42:58 in FY 1988 to 48:52 in FY 1993. It was also intended that public-sector corporations finance most
of their own investment programmes through profits and borrowing.

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