Excerpts from the approved policy
Challenges triggered by globalisation and nation’s quest for becoming a “knowledge society”. Besides, some compelling domestic pressures such as devolution of powers, economic development and demographic transformations have necessitated a renewed commitment to proliferation of quality education for all.
OVERARCHING PRIORITIES: WIDENING ACCESS AND RAISING QUALITY
The objective of education is the development of a self reliant individual, capable of analytical and original thinking, a responsible member of his community and, in the present era, a global citizen.
It is imperative to identify and, possibly define, the touchstone for development of the child as a member of society. Each culture has its own ethos that bears relevance for its individual constituents. The challenge today is to secure values without regressing into unnecessary anachronism and parochial insularity.
‘Vision 2030’ report of the Planning Commission,
The Ministry of Education has adopted following vision:
“Education is a categorical imperative for individual, social and national development that should enable all individuals to reach their maximum human potential. The system should produce responsible, enlightened citizens to integrate Pakistan in the global framework of human centered economic development.”
The year is 2030 for which the Government of Pakistan is envisioning to get a very good return on its investment into education. In particular, the education system would be producing an abundance of:
- citizens who are effective problem solvers–people who can think laterally and so apply their knowledge to new situations to come up with creative solutions;
- citizens who are lifelong learners and capable of moving about from job to job within a complex and ever-changing economic environment;
- citizens who contribute significantly to the information/knowledge-based global economy;
- citizens who act responsibly in vibrant civic society and stable democracy;
- citizens who are morally upstanding.
Policy Actions: Curriculum:
1. Curriculum development shall be objective driven and outcome based. It shall focus on learning outcomes rather than content. It shall closely reflect important social issues; provide more room for developing the capacity for self-directed learning, the spirit of inquiry, critical thinking, problem-solving and team-work; and local contextual material.
2. The curriculum development and review process, as well as textbooks review process, shall be standardised and institutionalised within the framework of the Federal Supervision of Curricula, Textbooks and Maintenance of Standards of Education Act, 1976.
3. Curriculum shall emphasize the fundamental rights guaranteed to the citizens of Pakistan, so that each individual shall develop within himself/herself and the society at large, a civic culture strong enough to withstand any extra constitutional interference which threatens those rights.
6.5 EDUCATION IN EMERGENCIES
137. Pakistan has endured large scale emergencies in recent years and along with other aspects of life, education has suffered greatly through inadequate planning. Pakistan’s education system has not recognised the need for preparation of individuals and groups to grapple with the demands of emergencies through organised and effective responses.
Credible rehabilitation and disaster management plans need to be put in place to ensure early restoration of education service. School education must prepare pupils for organised, ameliorative responses.
- Awareness shall be raised amongst the students regarding emergency situations, natural disasters and school safety so as to inform their behaviour in the times of such crisis.
- Curriculum for each level of education, shall integrate information on emergencies, natural disasters and trauma management.
- Curriculum for Civics of secondary and higher secondary level (Grades 9 to 12) shall formally address response in an emergency or disaster, on the basis of latest international best practices.
- Teacher education/training programmes shall include provisions to enable the teacher to address education in emergencies.
- A repository of all emergency related materials, manuals, guidelines, minimum standards and research pertaining to education shall be maintained at the respective departments of education, teachers training institutions and universities.
- Disaster Management Plans shall include education delivery mechanism for
- All schools shall establish a school mission that assists students in achieving their learning potential and personality development as the key goals.
Pursuant to this, co-curricular and extra-curricular activities shall be made a mandatory part of the entire learning process.
A concept of service to the society shall be introduced.
A study for analyzing the impact of modern media on children with a view to realize its potential to help in attaining the objectives of the education system shall be undertaken. This must encapsulate the negative impacts and the possible ways to mitigate them.
A code of conduct shall be established which shall enable student unions to participate in healthy activities without affecting the environment of the educational institutions.