For the proper achievement of the twelve aims in the pattern of the educational institutions, defined above certain general changes have to be brought about which are briefly outlined below:

Teachers’ Pay and Emoluments

A person entering the teaching profession should know the minimum and the maximum salary to which he can aspire as a teacher with certain qualifications and experience.

The integrated pay scale will introduce mobility of teachers from one institution to the other and attract better talent. There should be no bar to a teacher earning money his writings or other creative work, but no teacher should be permitted to undertake private tuition for financial from consideration.

Private Schools and Colleges

It is proposed that legislation should be passed compelling the management’s of all the private education institutions to adhere to educational standards prescribed by government and to frame the Service Rules and Regulations governing the qualifications, pay and other emoluments of teachers to be employed in such institutions which should be identical to those prescribed in similar institutions run entirely by government.

Foreign Missionary Schools and Colleges

All schools/colleges run by private foreign missions should be immediately nationalised and arrangements for the takeover by the education departments of the provincial governments finalised

Pre-primary and Kindergarten Schools

All pre-primary and Kindergarten schools should be required to be registered under the proposed legislation for private schools and colleges. In no case should such schools be allowed to teach in English. The medium of instruction must be one of the national languages.

Reiigious Madrassahs

In West Pakistan, there are no statistics and no control on religious Madrassahs. A board on the lines of the Board constituted in East Pakistan may be established and identical legislation to regulate their working and ultimate integration in the streams of our new educational system. A high powered committee should be appointed by the central government to consider the desirability of nationalising the Madrassahs and running them as government institutions.]

Cadet Schools

As there is no justification for such schools for the Army, their name should be changed to Public Schools and steps should be taken to convert them into centres of academic excellence where admission should be only on the basis of merit after the middle school and all those who are successful should be provided .with free education.


No fees should be charged from children into the primary schools. At the middle stage (Class VI to V111), girls should not pay any fee.


  • The number of stages at which public examinations should be held are the 7″ Class, the 10’1 Class and 11″ Class and the Degree Class. The present system should be supple mented by objective tests, personality evaluation and progress reports from the institution where the student has
  • Divisions and classes should be abolished.
  • Those who fail in the terminal examination should allowed only one more chance as a regular student.

Course and Syllabi

With a uniform national structure of education, from the elementary level to the university, it should be possible to standardise the syllabi and courses-for each close for adoption throughout the country with variations allowed for regional and local colour.

Participation of Students in the Management of Institutions

Students may be given seats in the governing bodies of the schools and colleges and the syndicates of the universities and 5 seats in a senate of 100 members of a university.


All educational institutions be closed for vacations at the same time for the same duration


It is necessary to organise five separate and. autonomous administrative establishments at the provincial level outside the government secretariat for:

  • School Education
  • Adult Education
  • College Education
  • University Education
  • Vocational and Technical Education

School Education

School education should comprise classes I to X and be organised into elementary schools (Classes I to VIII) and high schools (Classes IX to X).

It is essential to decentralise the administration by creating statutory district school authorities with an autonomous character.

To co-ordinate the work of the district school authorities, keep a watch over the implementation of policies and distribute funds made available by government amongst the district school authorities in each region.

At the provincial headquarters, there should be a provincial school authority under the charge of a Director who should be ex-officio Secretary to the provincial government. Besides dealing with all policy issues and coordinating the work of regional education authorities, he will determine the financial needs of regional district school authorities and procure necessary funds from the government, formulate and periodically review long-term plans and approve development schemes and programmes sponsored by regional/district school authorities.

At the national level, there should be a wing for school education in the national council for education.

National Adult Literacy Programme

The National Adult Literacy Programme will be integrated into the programme of continuing adult education,’ its aim will be not only to impart the essential knowledge and skills required by an individual for effective functioning in his group, vocation and community, but also to introduce new ideas and new attitudes to the present generation of cultivators, producers, labourers and consumers.

College Education

No new government college should he opened nor any private college be allowed to start. Efforts should he made to expand and consolidate the existing colleges by providing more building, better equipment, workshops and laboratories, etc.

University Education

The government should legislate for the full measure of university autonomy, more specifically, in the following fields:

  • Financial Autonomy:
  • Administrative Autonomy:
  • Streamlining of the internal administration of the university.

Government funds for the development and maintenance of universities should be channelled exclusively through separate autonomous university grants commissions: These commissions should be statutory bodies responsible for the following functions:

  • Determination of the financial needs of the universities;
  • Allocation and disbursement of grants to universities for maintenance and development out of the funds maintained by it
  • Inspection and visitation with a view to evaluating the performance of university teaching departments;
  • Determination of the feasibility of university development plans both of physical and academic nature:
  • Formulation of advice for government on the establishment of new universities or on proposals concerning the expansion of the existing ones.

Vocational and Technical Education

In accordance with the aims of the new educational policy in regard to the vocational and technical education, projection may show that by 1980 there will be:

  • 922 agricultural schools with an enrolment of 6,64,000 capable of earning a Matric (Tech.) certificate.
  • 60 agricultural colleges with an enrolment of 1,20,000 capable of earning an Inter (Tech.) diploma after two years and B.Tech. Degree after another two years.
  • 613 technical schools With an enrolment of 4,42,000 capable of earning an Inter (Tech.) certificate after two years.
  • 40 technical colleges with an enrolment of 80,000 capable of earning Inter (Tech.) diploma after two years and B.Tech. Degree after four years.

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