Recommendations of the Sharif Commission (1959) - A Detailed Review

Core Recommendations of the Sharif Commission

The Sharif Commission of 1959 was tasked with creating a roadmap for a modern, progressive Pakistan. Its recommendations were not just about textbooks or classroom hours; they were about defining what it meant to be a Pakistani citizen in the mid-20th century. The commission’s report was comprehensive, addressing both the moral and the material aspects of education.

For candidates preparing for the PPSC or CSS exams, it is essential to understand that the commission's recommendations were holistic. They aimed to balance the ideological needs of the state with the practical needs of the labor market. This balancing act is a recurring theme in Pakistan's educational policy history.

Ideological and Moral Framework

A primary recommendation of the commission was the protection and promotion of the Pakistan Ideology. The members believed that education should serve as a shield for the nation's religious values and cultural heritage. This involved the integration of Islamic studies into the curriculum at various levels, ensuring that students were grounded in their faith.

Beyond this, the commission emphasized 'characterization'—the development of strong, moral individuals who could lead the nation with integrity. This was not just about academic achievement; it was about fostering a sense of duty, discipline, and national pride among the youth.

Economic and Manpower Utilization

In addition to moral goals, the commission was heavily focused on the economy. It recognized the importance of labor and urged the education system to highlight the dignity of work. This was a significant shift, as the colonial system had often promoted a 'white-collar' mentality among graduates.

Going further, the commission recommended the better utilization of natural and human resources. This involved expanding vocational and technical education to ensure that the country had the skilled workforce required for industrialization. By aligning education with manpower requirements, the Sharif Commission sought to make the system more relevant to the country's developmental goals.

Democratic Attitudes and Leadership

Another key recommendation was the development of a democratic attitude. The commission believed that for Pakistan to succeed, its citizens needed to understand the value of democratic discourse and collective decision-making. Consequently, schools were encouraged to foster an environment where students could learn the principles of leadership and civic responsibility.

In summary, the Sharif Commission’s recommendations were designed to create a well-rounded citizen. Whether you are a student of pedagogy or a competitive exam aspirant, recognizing these diverse objectives—from ideological protection to economic development—is key to understanding the policy landscape of the 1950s in Pakistan.

Significance in Pakistani Education

This topic holds particular relevance within Pakistan's evolving education system. As the country works toward achieving its educational development goals, understanding these foundational concepts helps educators contribute meaningfully to systemic improvement. Teachers and administrators who master these principles are better equipped to navigate the complexities of Pakistan's diverse educational landscape and drive positive change in their schools and communities.