National education policy 1979
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Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
National education policy 1979
- 1. WHAT IS THE POLICY? Problem solving rules and regulations are called policy. EDUCATION POLICY “Education policy refers to the collection of laws or rules that govern The operation of education systems” Education occurs in many forms for many purposes through many institutions For example Early childhood education. Kindergarten through 12th grade. Two and four Year College or universities. Graduate and professional education. Adult education. And job training. There for education policy can directly affect the education people engage in at all Ages. Areas subject to debate in education policy; especially from the field schools include. Schoolsize. Class size. Schoolchoice. Schoolprivatization. Tracking. Teacher education and certification. Teacher pay. Teaching method. Curricular content. Graduation requirement. Schoolinfrastructure investment. And values that schools areexpected to uphold and model. Education policy analysis is the scholarly study of education policy. It seeks to answer questions about the purposeofeducation. The objectives (societal and personal) that is designed to attain the methods for attaining them and the tools for measuring their success or failure.
- 2. INTRODUCTION Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children--whether conceived among New Guinea tribes people, the Renaissance Florentines, or the middle classes of Manhattan--are born without culture. Education is designed to guide them in learning a culture, molding their behavior in the ways of adulthood, and directing them toward their eventual role in society. In the most primitive cultures, there is often little formal learning, little of what one would ordinarily call school or classes or teachers; instead, frequently, the entire environment and all activities are viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know; and hence there must evolve more selective and efficient means of cultural transmission. The outcome is formal education--the school and the specialist called the teacher. As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter ofshowing and learning in the contextof the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.
- 3. National EducationPolicy1979 A National Educational Conference was convened by the President of Pakistan, Mr Fazal Ilahi Chaudhry, in October1977 for evolving a set of fresh recommendations for a new education policy which was later announced in 1979. Aims The major aims focused on: Fostering deep and abiding loyalty to Islam, Creating awareness that a Pakistani is also a part of Universal Muslim Ummah, Inculcation of character in accordancewith Quran and Sunnah, Providing equal opportunities to all citizens for cultural and religious development, Development of creative and innovative faculties of people, Functional literacy to all citizens, Fostering discipline and promotion of scientific and technological education needed for socio-economic growth. Proposals Curricular revisions with a view to reorganising the entire content around Islamic thought. Possibility of merging the traditional Madrassah Education with modern education. Use of National Language as medium of instruction. Training for productive work. Mobilisation of community resource such as mosques, civic buildings factories etc. for education purposes; effective participation of community in literacy/education programme. Linking scientific and technical education with production. More emphasis on quality improvement and consolidation and opening new institutions only where demand is reasonable. Separate educational institutions for female students up to highest level with specially designed curricula.
- 4. Results Integrated curriculum was introduced. The medium of instruction reverted to English after eighth class. Secular subjects were introduced in the Deeni Madaris. Mosques were used as part of formal primary education system. Literacy Ordinances were introduced but not implemented.. The non-formal approachto primary education through Nai Roshni Schools did not achieve its objectives. The Federal Government took over the financing responsibilities of universities all over Pakistan on the understanding that Provincial Government will reallocate the saved resources for the promotion of primary education.