Understanding the Sharif Commission
In the study of Pakistan’s educational history, few terms are as frequently cited as the 'Sharif Commission.' Officially known as the National Education Commission of 1959, it earned its popular name from its chairman, S.M. Sharif. S.M. Sharif was a prominent educationist who was entrusted with the task of leading a team of experts to reform the country's educational framework.
For those preparing for competitive exams, particularly in the field of education, knowing the connection between the 1959 policy and the Sharif Commission is vital. It is a classic question in NTS and PPSC exams that tests your knowledge of historical figures and the policies they led.
Who was S.M. Sharif?
S.M. Sharif was a visionary in the field of educational administration. His appointment as the head of the commission was a strategic move by the government to ensure that the reforms were grounded in academic expertise rather than just political rhetoric. Under his leadership, the commission produced a comprehensive report that addressed the systemic issues plaguing the educational sector at the time.
Alongside this, the Sharif Commission was tasked with making education more 'nationalistic.' This meant ensuring that the curriculum served the dual purpose of creating a workforce for the economy and instilling a sense of Pakistani identity among the youth. This dual focus was a hallmark of the commission's work.
Key Recommendations of the Commission
The commission’s report was wide-ranging. It suggested improvements in the training of teachers, the development of vocational and technical schools, and the restructuring of secondary education. Alongside this, the report emphasized the importance of religious and moral education, which was considered essential for the social fabric of Pakistan.
In fact, the commission advocated for a change in the management of schools. It suggested that there should be more autonomy for educational institutions while maintaining a central oversight mechanism to ensure quality control. This balance between centralization and autonomy remains a topic of debate in educational policy circles today.
Why it Matters for Educators
If you are pursuing a B.Ed or M.Ed, the Sharif Commission provides a deep look at how large-scale reform is conceptualized and implemented. It teaches us about the importance of leadership in education and how a single commission can shift the direction of an entire country's future. By analyzing the successes and failures of the Sharif Commission, modern educators can gain insights into the complexities of policy implementation in Pakistan.
Not only that, but the legacy of the Sharif Commission is visible in the structural organization of our current board system. It paved the way for many of the administrative practices that are still in use today. Therefore, for any serious student of Pakistani education, understanding the Sharif Commission is non-negotiable.
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.
Authoritative References
Frequently Asked Questions
Why is the 1959 Education Commission called the Sharif Commission?
It is named after S.M. Sharif, the educationist who chaired the commission.
What was S.M. Sharif's role in the 1959 policy?
He served as the chairman, leading the team of experts responsible for formulating the 1959 National Education Policy.
Is the Sharif Commission the same as the 1959 Education Policy?
Yes, they refer to the same event. The Sharif Commission was the body that formulated the 1959 Education Policy.
What was the main focus of the Sharif Commission's report?
The report focused on nationalizing the curriculum, improving technical education, and aligning the system with the country's economic and moral needs.