Science Education in Pakistan across National Policies and Plans

Introduction:
In 1947 the Indian subcontinent was divided into two countries, the Muslim majority provinces in the
Northwest and Northeast of India was called (East and West) Pakistan and the rest became India. East
Pakistan became Bangladesh and West Pakistan, became Pakistan. Through a huge effort Pakistan has
enhanced its education sector, and there are now more than 100 institutions of higher education (Isani,
2002) and a literacy rate of more than 50% (World Bank, 2007). From the outset, science and technology
were seen as a way to allow the young Muslim state to enter the twentieth century, and a concerted effort
was made to improve the teaching and learning in science through the use of innovative strategies
(Warwick & Reimers, 1995). Until the 1950s science was taught only in post-secondary institutions, and
very little science was taught at the primary and secondary school levels (Iqbal & Mamood, 2000). The
topic nature study was introduced into primary classes in 1959 and, in principle, general science and
mathematics were compulsory for Grades 1 to 8. But the implementation of science remained difficult,
and the thrust of education in general focused more on the liberal arts.

The National Education Policy 1972-80:

The strategy used in developing the goals relied on two principles;
(a)Education should be inspired by the nation's ideological and cultural heritage;
(b)Education should be dictated by Universal structure of human knowledge and concept of human
progress (Science Education)
From the goals so designed, the following areas of reform were identified:
Role of Education in the preservation and inculcation of Islamic values as an instrument of
national Unity and progress;
The orientation of educational programs in the light of economic needs of the society particularly
by shifting the emphasis to Scientific, Technical and vocational education;
Role of Education as instrument of social change and development, and as a factor in the creation
of democratic social order by ensuring an equal access to Opportunities of Education;
The Paramount importance of quality in education and the crucial role of teachers in the
Improvement of educational quality
Decentralization of Educational Administration to ensure academic freedom and financial
autonomy required for healthy and efficient growth of educational Institution, particularly in the
higher education.

National Education policy 1979:

The national aims of education and their implementation strategy as outlined in the policy were as
follows;
To promote and strengthen scientific, vocational and technological education, training and
research in the country and to use this knowledge for socio-economic growth and Development
thereby ensuring a self-reliant and secure future for the nation.

 To create interest and love for Learning and discipline among the youth and to ensure that every
student is imbued with the realization that education is a continuous and a lifelong process.
To provide a minimum acceptable level of functional literacy and fundamental education to all
citizens of the country particularly the Young, Irrespective of their faith, caste and creed in order
to enable them to participate productively in the total National effort.
To impart quality education and to develop fully according to the capacity, each individual's
potentialities, through training and re-training and to develop the creative and
Innovative faculties of the people with a view to building their capacity to effectively manage
social, natural and productive forces, Consistent with the value-system of Islam.

Sixth Five Year Plan: 1983-88:

The major components of the program were:
1. Utilization of mosques to accommodate Classes I to III of new schools and over-crowded
existing schools;
2. Provision of school buildings both for existing and shelter less schools and for classes IV and
V after completing class III from mosque schools;
3. construction of sheds/buildings in urban areas to supplement the space available in the
mosques for opening new schools;
4. Introduction of the system of mixed enrolment in all new and existing schools in classes I to
III;
5. provision of separate girls schools wherever mixed enrolment is not possible;
6. provision of two teachers in each mosque school including the Imam, and one teacher each for
class IV and V in all schools against the present system of one
7. or two teachers for all five classes;
8. Creation of a separate implementation agency for primary education at Federal, Provincial and
subsequent levels.

National Education Policy 1992:

opening non-formal education to non-governmental organizations

achieving 100% literacy in selected districts setting up model schools (male and female) in rural
areas;

introducing compulsory social service for students;

Using general schools as technical schools in the evening shift to capture the drop-outs of
general education.

Conclusion: Differences in the hues and shades of various governments -- be it civilian or military, elected or
otherwise, socialist or Islamic -- has made little difference to the manner in which the game has been played. The

results in all cases have been the same. And the results show that there has been a signal lack of political
commitment to literacy or education.