Q1)-Critically discuss the Slateen period of education with special reference to

attitude towards education;aims of education and curriculum.

Ans)

Q2)-Comparatively discuss the motives and salient features of the Nadva

movement and Ali Garh movement.What were the impacts of these
movements?

Ans)

Darul Uloom Nadwatul Ulama

Darul Uloom Nadwatul Ulama translated to English as House of Knowledge & Assembly of
Scholars University is an Islamic institution at Lucknow, India.
This educational institution draws large number of Muslim students from all over the world. Nadwatul
Ulama fosters a diverse range of both scholars and students including Hanafis (the predominant
group), Shafi'is and Ahl al-Hadith. Additionally it is one of very few institutes in the region to teach
the Islamic Sciences completely in Arabic.
"Nadwa" means assembly and group, it was named nadwa because it was constituted by a group of
great Islamic scholars of India in Kanpur. Darululoom is the educational body of Nadwat-ul-Ulama. It
was eventually shifted to Lucknow in 1898 from Kanpur and the Islamic curricula was updated with
modern sciences, mathematics, vocational training and the addition of English Department.

Formation of Nadwa
On the occasion of convocation of Madarasa Faiz-e-Aam, Kanpur in 1893 (1310 AH), scholars
including Lutfullah Aligarhi, Shah Muhammad Hussain Allahabadi, Ashraf Ali Thanwi, Muhammad
Khalil Ahmad (Deoband), Sanaullah Amritsari, Noor Muhammad Punjabi, Ahmad Hasan Kanpuri,
Syed Muhammad Ali Kanpuri, Maulana Mahmud Hasan, Shah Sulaiman Phulwari, Zahurul Islam
Fatehpuri, Abdul Ghani Murshidabadi, Fakhrul Hasan Gangohi and Syed Shah Hafiz Tajammul
Husain Desnavi agreed to form an organization of Ulema and convene a gathering in the next
annual convocation of Madarsa Faiz-e-Aam. They named the organization Nadwatul-Ulema. The
responsibilities of the organization were given to Syed Muhammad Ali, who became the
first Nazim of Nadwatul-Ulema. The goal was to bring harmony and co-operation among various
groups within the Muslim Millat, to bring about the moral, religious and educational reform and
progress.[1]
Nadwatul-Ulema held its first convention on 22–24 April 1894 (Shawwal 15-17, 1311 AH) in Madarsa
Faiz-e-Aam. It was attended by a huge group of scholars from all sects of the ummah and all corners
of the sub-continent including Maulana Abdullah Ansari (Founder Nazim-e-Diniyaat, MAO College)
and Maulana Shibli Nomani, who were teachers of Arabic and Persian at MAO College. Maulana
Shibli Nomani proposed Maulana Mufti Lutfullah to chair the opening session. According to Nawab
Sadar Yaar Jang Maulana Habibur Rahman Khan Sherwani, Maulana Ibrahim Aaroomi and Maulvi
Muhammad Hussain Batalwi were representing Ahle-Hadis (Salafi) delegation, Maulvi Ghulamul-
Hasnain were representing Shia delegation. Maulana Shah Muhammad Hussain presented the
organization's objectives and Maulana Shibli Nomani presented the working guidelines (Dasturul-
Amal).[1]
On the recommendation of Maulana Muhammad Husain Batalwi, these working guidelines were
referred to a committee of scholars to discuss. On 23 April, after maghrib prayer, a special session
of 30 scholars convened and discussed and finalized each and every guideline. On the next day, in
the morning session under the chairmanship of Maulana Lutfullah of Aligarh, Maulana Shibli Nomani
announced the proposals:

 The Present educational system needs a reform.

 Principles or representative of all the Islamic Institutions (Madaaris) should attend the annual
convention of Nadwatul Ulema.
 A Federation of Madaaris should be formed so that all the madaaris should come under one
umbrella. To implement this scheme few large Madaaris should be started which will act as a
main Madrasah known as Nadwatul-Uloom and rest will be their branches. Nadwatul-Uloom will
keep an eye on the activities of the branches.
 Expansion of Madarsa Faiz-e-Aam with Hostel facility.
 Curriculum reform (This was proposed by Shah Muhammad Husain Allahabadi and
seconded by Maulana Shibli Nomani)
After this 12 scholars were named to develop curriculum. All the members of the curriculum
developing committee made their proposed changes in the curriculam but Maulana Shibli Nomani
presented the model of Nadwatul-Uloom. When Maulana Shibli's proposal of a Darul-Uloom was
accepted by the attendees, he requested to form a Managing group and so a panel of 16 people was
selected with consensus. The founding session was concluded with final remarks and vote of thanks
by Maulana Shibli Nomani.[5][1]
One of the main aim of the formation of Nadwa was to bring all the sects of Islam together
irrespective of some of their differences in beliefs.[1]
Initially the founders of Darul Uloom Deoband like Rasheed Ahmad Gangohi, Qasim Nanotwi were
against the Nadwa Movement but later they joined in. Now Nadwa is a sister institute of Darul Uloom
Deoband, also preaching its teachings.

Purpose of Foundation
It was founded with the following three distinct features:

 and to serve as a bridge between the Old World and the new but firm and unbending in the
matter of fundamentals.
 Aimed at producing an educated class of Muslims well versed in traditional learning and yet
actively involved with the ruling power.
 Sought to give Arabic, both modern and classical, a central place in its system of education
besides facilitating links with Muslim West Asia.
Aalim/Shariah Course Syllabus
The Aalim/Shariah course in Nadwatul Ulama broadly deals with Arabic Language, Hadith and its
Usool (science), Fiqh and its Usool, translation of the Qur'an and Tafseer and its Usool.
The condensed 5 year course (for college graduates) consists of:
1st Year: Purely Arabic (Nahw, Sarf, Conversation etc.)
2nd Year: More Arabic literature, starts translation of Qur'an, starts Fiqh (Qudoori for Hanafi
students and there is provision for Shafi'i students), Hadith (Riyadhus Saaliheen)[4]
3rd Year: Hadith (Mishkath parts 1&2), Usoolul Hadith (Muqaddimah Mishkath), More
Translation/Tafseer, Fiqh (Hidayah parts 1&2), Aqeedah (AsSunniyah), Some literature and
Balaghah
4th and 5th Year: After 3 years, students join the 7th and 8th years (called Aaliyah Thalithah and
Aaliyah Raabi'ah) of the regular Aalim course in which they are taught the remaining Mishkath.
Further books are taught in Usool Al-Hadith (e.g. Nukhbah) and Usool Al-Fiqh (e.g. Usool al-Shashi),
the remainder of Hidaayah, Usool Al-Tafseer (Alfawzul Kabeer), Tafseer, Aqeedah Tahaawiyah.
Finally the Sihah Sittah (6 books of Sahih Hadith) are taught.
After the completion of the Aalim course, students generally go for Fadheelath in Arabic, Hadith,
Fiqh or Tafseer.
The 5 year courses do have one stream which are taught exclusively in Arabic

Role of Maulana Nadwi in development of Nadwa

Maulana Syed Abul Hasan Ali Hasani Nadwi (Ali Miyan) was born in Raebareli in 1914 in family of
Islamic scholars. In 1934, he was appointed as teacher in Nadwa,[6] later in 1961, he became
Principal of Nadwa and in 1980, he was appointed as Chairman of Islamic Centre Oxford, UK. He
has been awarded King Faisal Award (1980) given by King Faisal Foundation and Sultan Brunei
Award (1998) for his contributions.
He was a prolific writer in Urdu and Arabic, his books are part of syllabus in various Arab
Universities, several books have been translated in English.

Protests over ctitzenship law

In December 2019, protests over Citizenship (Amendment) Act, 2019 or CAA spread to Darul Uloom
Nadwatul Ulama after Jamia Millia Islamia and Aligarh Muslim University. Indian officials said at least
60 students were injured in the clashes. Later student protests sweep campuses across India
from Punjab to Kerala and from Ahmedabad to Kolkata

 Motives (objectives)
The objectives of the Nadwa movement were to chart down a course in between the Deoband
and the Aligarh movements. They aimed at reforming and then harmonizing the old religious
science’ curriculum with the modern trends and demands of knowledge. These are as follows:

a) To reform the curriculum: develop the religious science; improve the character of the
students and refine their manners.
 b) To narrow down the differences of view among the ulama and thus create relative
harmony among religious scholars.
c) To reform the Muslims at large; to strive for their progress and to keep aloof from the
political fighting in the country (South Asia).
d) To establish a first-rate and grand Dar-Ul-Uloom for providing education in various
arts and science and for promoting virtuosity among the students.
e) To establish a department of judicial verdict for providing guidance regarding Islamic
jurisprudence and other relevant issues.
 Curriculum:-

The Nadwa movement aimed at reforming and streamlining the curriculum of the traditional
Islamic academies. Therefore, it was decided that the curriculum of the sciences should be
reproduces after incorporating modern trends. Modern sciences were included in curriculum.
According to the scholars and teachers of the Nadwa continued teaching the old curriculum even
after the establishment of the Nadwa-ul-ulama. The real reformation started when exegesis of the
Holy Quran and the sciences of Hadith took their place in the curriculum. As regard the modern
sciences, English was made compulsory and only the teaching of modern Arabic was stress out
of the whole Arabic language and literature.

 Salient features

a) Reformation of curriculum
In the Nadwa curriculum exegesis of the Holy Quran and beliefs and Islamic
jurisprudence were emphasized. Modern philosophy and English language were also
included in the curriculum.
b) Training of the students:-
Nadwa was a residential institution. Therefore, here practical training was also given to
the students alongside their academic education. Again, industrial arts were also
included in the Nadwa programmed.
c) The teacher student’s relationship:-
A very pleasant atmosphere provide at Nadwa regarding the students teacher
relationship. Allama Shibli Nomani took great pains in training his pupils like Abdu
Salam Nadvi and Syed Suleman Nadvi. He trained them in such a way that their
scholastics level was excellent and writing abilities were superb. These persons
rendered great services to the Muslim Ummah in the field of history. Biography and
many other relevant fields.
d) Modern Arabic:-
At Nadva, modern Arabic was taught as a living language. The graduates of this
institution were well versed in the art of Arabic writing and speech. This capability on
 their part was greatly honored both with and without south Asia, especially in the
Arabic speaking countries of the world.

e) Internal freedom (Autonomy):-The nadva institution kept intact its internal freedom
(Autonomy) and independence of its educational and research surroundings and inspite
of the public grant (government aid) it never bargained its autonomy.
f) Huge collection of books:-
Maulana Shibli efforts bore fruit and a huge collection of books was managed. It
included his personal library, the collection of Nawab Siddiq Hassan khan of Bhopal
and those of Emad-ul-Mulk.

 Influences/Impacts:-
a. The Nadwa institution, because of its contacts with the Islamic world succeeded
in raising such a distinguished team of authors which did outstanding work in the
fields of history, biography, literature and journalism. The most outstanding
among them was one Syed Suleman Nadvi.
b. The Nadwat-ul-Ulama start a magazine titles ‘Al-Nadwa’, which acted as its
spokesmen. It influenced the ‘Ulama’ in general because of its religious writings.
c. The educational services of Jamiah Abbasia were highly valuable in south Asia.
This institution too was an off-shoot of the Nadwa.

Aligarh Movement
As we know that, after the war of independence the condition of the Muslims of India
were very miserable as the British fell more on the Muslims than on Hindus.  They
considered that Muslims were responsible for all the wrongs and the war held just
because of their harsh and rude behavior. After 1857, the Muslims emerged as a
backward nation; they were illiterate and hopelessly ignorant in every walk of life.
They were deprived of their basic rights and were neglected in every sphere of life.
Nevertheless, they were economically, politically, socially and to be more exact
religiously made the subject of ruthless punishment. They were helpless before the
British and their combine lobby with Hindus; so, in these conditions they neither
trusted Hindus nor British, who spared no effort to tortured Muslims.

In such conditions, Sir Syed Ahmad Khan came forward and tried to help the Muslims
come out from such deplorable and miserable conditions. He guided the Muslims
towards the right path and attempted to draw out the Muslims from such helpless
condition. He started a movement in order to give respectable position to Muslims in
society as they had in past, this movement is known as Aligarh Movement. The main
focus of the Aligarh movement was:

 Loyalty to British Government.

 Modern western education for the Muslims to compete with Hindus.
 To keep away the Muslims from politics.

Sir Syed realized that this miserable and deplorable condition of Muslims was due to
the lack of modern education. He believed that the cure of every problem of Muslims
was the modern education. Therefore, he commenced an educational program in order
to uplift the deprived and disappointed Muslims, who had lost their past glory. He
took concrete steps for his education plan. Thus, in 1859, Sir Syed Ahmad Khan set
up a school for Muslims in Muradabad where English, Persian, Islamiat, Arabic, Urdu
were compulsory subjects. In 1862, Sir Syed was transferred from Muradabad to
Ghazipur where he established another school for Muslims, which was known as
Madrass Ghazipur. Here, also the English, Arabic, Persian, Urdu and Islamyat were
compulsory subjects.

In 1864, Sir Syed Ahmad Khan laid the foundation of a scientific society at Ghazipur.
The purpose of this society was to translate the English books into Urdu language.
But, later on, in 1866, after his transfer to Aligarh, the main office of the scientific
society was also transferred to Aligarh. In 1866, the scientific society issued a journal
named as Aligarh Institute Gazette. This journal was published both in Urdu and
English languages. The aim of this journal was to wash away the misconception
between Muslims and British government and brought them close to each other.

In order to closely watch the educational system of England, Sir Syed Ahmad Khan
accompanied his son Syed Mehmud, visited England in 1869 and stayed there for
seventeen months studying English educational institutions like Oxford and
Cambridge University. Later, after his return to India, he set up a committee known as
“Committee Striving for Educational Progress of Muslims”. Under this committee
another committee was established named as “Fund Committee for the establishment
of a Muslim College” and Sir Syed was selected the secretary of the both committees.
For this purpose, Sir Syed toured across the country and collected funds for the
establishment of college. The committee decided first for the forming of school as a
model to the people and later to found the college. Hence, in 1875, Sir Syed
established Mohammedan Anglo Oriental School at Aligarh. In 1877, the school was
upgraded to the level of college which was inaugurated by Lord Lytton. The main
characteristic of this college was that it offered both Western and Eastern educations.
Later on, this college was raised to the level of university, after the death of Sir Syed
in 1920.

In 1886, Sir Syed set up an organization which is known as Mohammedan

Educational Conference, which presented a twelve point programme in western and
religious education in English and other languages. It aim was to convey the message
of education to the Muslim masses. The Conference held its sessions at different
towns of the country to know about the educational problems and then tried to solve
them. The conference in its meeting discussed the modern techniques for the
development and improvement of the standard of the education.

In 1866, Sir Syed established British India Association at Aligarh. The main purpose
of this organization was to express the grievances and point of view of Indians to the
British parliament. He also wrote “Loyal Muhammadans of India” in which he
recorded a detailed account of the loyal services of the Muslims which they rendered
to the British rulers. In 1870, Sir Syed, after his return from England, setup an
organization known as “Anjuman-i-Taraqi-i-Muslamanan-i-Hind” in order to impart
modern education to the Muslims of India.

Sir Syed wrote the philosophical commentary on Bible named as “Tabaeen-al-

Kalam.” In this commentary Sir Syed draw out the similarities found between Islam
and Chirstianity. He also wrote “Essay on the life of Muhammad” on the response to
“Life of Muhammad”, written by William Muir, in which he had criticized the Holy
Prophet. Sir Syed also wrote “Anjuman-i-Tariki-i-Urdu” for the protection of Urdu.
Sir Syed published another influential magazine named as “Tahzib-ul-Akhlaaq” in
which he discussed the Muslim society by criticizing the conservative way of living
and emphasized on the new modern way of life.

Sir Syed, although, was the first Muslim member of Central Legislative Council, but
he advised the Muslims to remain apart from politics unless and until they would get
education. He believed that the cure of Muslim problems is only education and unless
and until Muslims get education, they will remain backward in every sphere of life.
Thus, Sir Syed did his best, through the Aligarh movement, for the Muslim cause, and
took the support of British by showing loyalty to them and also aloof the Muslims
from the Indian National Congress.

When British became the rulers of India in 1856, Muslims got Shattered in pieces. In 1857, Muslims took
part in Independence War in their hope of reviving the Mughal empire. As a matter of fact, it could not
be avoided that it was a mutiny not a war in which Muslims took part.

As a result, British held Muslims responsible for this mutiny and they adopt cruel policy against Muslims.
They confiscated Muslims properties and Withdrawn their jobs. Muslims were suppressed by British and
Hindus. Those were the dark days for Muslims. They were suffering by the hands of British and Hindus.

Sir Sayyed Ahmed Khan’s Role:

Sir Sayyed awakened the Muslims. Muslims were in deep slumber at that time. He awakened them from
their slumber. He guided Muslims. He struggled for them.

Sir Sayyed was from a noble family and was born on 17 Oct 1817 in Delhi. He got his early education
from his maternal grandfather Khawaja Farid ud Din. He was educated in holy Quran, Arabic and Persian
literature.

After his father death in 1833, he had to join government service. By 1857, Sir Sayyed Ahmed khan had
spent nearly twenty years in judicial service. He was known for his justice.

In 1857, sir Sayyed was posted at Bijnaur when the war of 1857 broke out. It perturbed local European
officers and their families. He saved many British Officers even at the risk of his own life. He also saved
British women and children from being killed. He refused to accept the offered estate for his services
which he rendered to the British.

The Beginning of the Aligarh Movement:

The British had held the Muslims responsible for the war of Independence and, therefore adopted a
cruel policy to punish them for their role in the war of Independence. On the other hand Hindus were let
off though they were also equally responsible for the war.

Due to policy adopted by British, Muslims remain suppressed. They lost their distinction as a nation.
Their properties were confiscated and their jobs were withdrawn. To further increase pressure or
situation, the British replaced Persian with English as Official Language. The Muslims didn’t learn English.
They thought it is against their religion. On the other hand Hindus quickly superseded the Muslims in the
educational field by adopting English.
Sir Sayyed Always desired to see Muslims at a respectable position in society and decided to guide them
in their struggle for the revival of their past position of glory. The services which Sir Sayyed rendered for
the Muslims are known as “The Aligarh Movement”.

The Indian Muslims had always saw British as their enemies and they always avoided social interaction
with them, which created a great deal of misunderstanding among the British about the Muslims. Sir
Sayyed knew that this condition of Muslims shall not be improved unless the Muslims change their
behavior. He wanted Muslims should adopt a more lenient attitude towards British and extend
necessary loyalties to rulers of the country. Muslim’s policy of hatred for the British was only beneficial
for Hindus who were getting close to British. He advised to change that policy.

Muslims were also lagging behind in the education because of their conservative approach toward the
English and Modern Knowledge. Sir Sayyed began his movement by diluting suspicion and
misunderstanding between the Muslims and Hindus.

THE EDUCATIONAL ASPECTS OF ALI GARH MOVEMENT:-

The Aligarh movement was established on the basis of two main reasons one which included modern
education and the other is good relations among the britishes one the basis of the good relations among
the muslims and the britishes the conservative peoples criticized sir syed. To moralized the muslims he
thought Muslims must acquire modern education to get right place in the society. By implementing his
thoughts of educational uplift of muslims sir syed took many practical steps .In Muradabad sir syed set
up a school in 1859 in which English and Persian was taught . Afterwards sir syed made another school in
Ghazipur. With the success of his school in ghazipur and muradabad sir syed introduced the scientific
society the reason to establish this society was to translate the books written in English into Urdu . To
improve the education of muslims sir syed set up different institutions in the country.

MAO COLLEGE AT ALIGARH:

With the success different schools and societies established in different areas of India sir syed
established MAO (MUHAMMADAN ANGLO _ORIENTAL COLLEGE) AT ALIGARH in 1877 which was the
greatest achievement of sir syed after his long struggle. while sir syed was in England he was much
impressed from the modern pattern of education of oxford and Cambridge university . so sir syed
deciede to introduced a modern educational pattern for the peoples of India.

When sir syed came back from England he set up anjuman-taraqi-Muslimnane Hind . the aim of the up
anjuman-taraqi-Muslimnane Hind was to introduce modern education among the Muslims.

Sir syed made committees which raised funds for MAO college .Government also give financial support
on the request of sir syed.
First MAO high school was established on 24th may,1874 at AligarhP:
Sir syed struggled hard to raise MAO high school to uplift on the level of a college finally in 1877 MAO
high school was given the grade of a college . IN MAO college sir syed introduced modern education
system so that Muslims competing with Hindus in every field of life.

In MAO college there are no restrictions upon Hindu students to get modern education.MAO college
progress day by day and finally after the death of sir syed MAO college reached the level of university.

Now MAO college become Aligarh Muslim university. IN 1920 MAO Aligarh muslim university was given
the status of central university .

Now Aligarh Muslim university offers 250 different courses in different fields/ branches of modern
education. Raja Mohammad ali Mohammad khan of mahmudabad was the first vice chancler of the
university.(wikipidia)

Muhammadan educational conference :

To convey his message to the muslims of sub continent. Sir syed introduced muslim educational
conference in 1866. Through this conference Sir Syed in different areas of country set up public
meetings. By the successof the comitee in different areas of india.This committee Sir Syed made sub-
comittes in different areas of india. This comitee through this conference produce self respect and self
confidence to muslims. The purpose of this conference is to discuss different modern techniques for the
development of educational aspects of muslims and so that educational standard of muslims can uplift.
The leaders who was included in Muhammadan educational conference and who with their brilliant
success produced hope among the Muslims that was Nawab Mohsin- ul- Mulk, mulana Shibli and
maulana Hali.

Political aspect of the Aligarh movement:-

After the war of independence 1857 Sir Syed advised the Muslims not to take part in politics unless they
prepare themselves with modern education. Sir Syed advised Muslims that due to education Hindus are
superior to Muslims in political field . So to compete Hindus in political field Muslims must get modern
education first of all, So that Muslims can demand their due rights. And in this way Aligarh movement
prepared the Muslims to safeguard their political interests.

The most powerful political party:

the Indian National Congress was established so that the peoples of sub-continent told the government
about their faulty and good works. It was established so that it safeguard the rights of all the peoples of
India but Sir Syed know that it is the party of Hindus and it safeguard the rights of Hindus not the
Muslims.To competing Hindus in the political field Sir Syed felt that the Muslims should concentrate for
education and economic rehabilitation. Sir Syed strongly believed that political activities of Muslims may
divert their attentions from modern education.

Motives (objectives)

Following were the main aims and objectives of Aligarh Movement.

1. Creation of gernal awareness among the muslims:

Sir Syed Ahmed Khan stressed upon the Muslims that their golden era had
passed and now they were ruled by the British. They should accept this ground
reality, instead of living in past. Sir Syed Ahmed Khan tried to improve a lot of the
Muslims.

2. Establishing goodwill with british:

Sir Syed Ahmed Khan emphasized the need for maintaining friendly relations
with the British to earn their goodwill. He also worked to convince the British that
the Muslims were loyal to the British. He also realized the British that its role in
the war of independence was not up to the mark and they failed to understand
the Indian society and its problems.

3. Motivation for modern knowledge:

Sir Syed Ahmed Khan was fully convinced that unless Muslims in the sub-
continent received education and learnt modern scientific knowledge they will
remain backward and will be unable to compete with non-Muslims. He stressed
upon them to learn English language to benefit from the scientific knowledge. To
achieve this great target he established “Scientific Society” at Ghazipur in 1862. In
this society modern knowledge were translated into Urdu. Later he established a
school called M.A.O High School, which was raised to the college and then it
became a university called “Aligarh Muslim University”.

4. Non confrontal politics:

Sir Syed Ahmed Khan advised the Muslims to keep themselves away from the
politics till the time they establish the pleasant relations with Englishmen.

Impacts of Aligarh Movement:        

 The Aligarh movement awakened the Muslims and helped them regaining their
lost value and social status. This movement encouraged the Muslims to fight for their
economic and political rights to flourish their Islamic Civilization. This movement
broadly helped Muslims reviving their social, economical, political, cultural and religious
value in the sub-continent. Educational reforms opened new ways for Muslims to
progress in economic and political spectrum. Sir Syed died in 27 thMarch 1898 and his
Aligarh Movement led the foundation for Pakistan Movement which resulted in Separate
homeland for Muslims in 1947.
  
Q3)- Discuss the major recommendations of the All Pakistan Education
Conference 1947.Highlight the guidelines provided by Quaid in his message
about restructuring of education.

Ans)

National Education Conference (1947)

After freedom in 1947 a conference was arranged to structure the education system
of Pakistan. Quaid-e-azam could not attend this due to illness, but he forwarded his
message which later laid down the foundation for recommendations of education
policy. His message contained four major aspect;

1). Education system should suit the genius of Pakistan.

2) It should be consonant with our history and culture.

3) It should inculcate high sense of honor and integrity.

4) It should emphasis on science and technology.

The Major recommendations of the conference were:

Education should be teamed with Islamic values.

Free and compulsory education in Pakistan.

Emphasis on science and technical education.

Implementation:

This policy could not be implemented properly due to increased number of immigrants
and other administrative problems of new born country. So more or less british
colonial system was continued.

The article 25-A of Constitution of the Islamic Republic of Pakistan says,

"The state shall provide free and compulsory education to all children of the age of
five to sixteen years in such a manner as may be determined by law".

Pakistan achieved independence from British colonial rule on August 14, 1947. At
independence 85% of the population was illiterate and the condition of women and
backward areas was even worse.

One of the first steps towards education development in Pakistan was the National
Education Conference in 1947. The Quaid-e-Azam, in his message to the Conferences
said,

"There is no doubt that the future of our State will and must greatly depend upon
the type of education we give to our children, and the way in which we bring
them up as future citizens of Pakistan ..... We should not forget that we have to
compete with the world which is moving very fast in this direction."

 This conference produced a strong philosophy of as well as a number of

ambitious recommendations indicating the future goals of education in Pakistan
Nevertheless, many of its recommendations remained in documentary form only for
the lack of institutional or economic resources to pursue them.
First Educational Conference of Pakistan held in Karachi from 27 Nov to 1 Dec
1947
Education Minister during first educational conference was Mr. Fazlul Rehman
First Educational conference decided to promote Two nation theory, Urdu
Language and to establish an Inter University Board
Gen.Ayub Khan government establish a 11 members national educational
commission on 30 Dec 1958
S.M Shareef was Chairmain of this commission. This commission started its work
fro Jan 1959. Mr.Sharif was a Secretary of education
Sharif Commission presented his report to President in Aug 1959 consisting of
346 pages
According to Sharif Commission report School educational year was consist of 40
weeks with 2 month summer, 10days winter and 14 days spring vacations
University Educational Year consists of 36 weeks
Noor Khan Report was another National Education Policy by Yahya Govt in 1970.
University Grants Commission was established according to this policy.
Zulifqar Bhutto announce a National Education Policy on 29 March 1972.
According to National Education Policy on 29 March 1972, all private
institutions were nationalized on 1 october 1972.
First Peoples Open University established in Islamabad According to National
Education Policy on 29 March 1972.
National Research Fellowship was established According to National Education
Policy on 29 March 1972
NSC was established According to National Education Policy on 29 March 1972.
Zia Ul Haq Govt issued National Education Policy 1978
Islamiat,PakStudies,Arabic were mad compulsory subjects in National Education
Policy 1978.
National Educational Council was established in National Education Policy 1978.
National Centre was established for science according to National Education
Policy 1978.
National Technical Teachers Training College established in National Education
Policy 1978. In Muradabad 1859 First School was established by Sir. Syed Ahmad
Khan
MAO High School Ali Garh 1875 established by Sir Syed Ahmad Khan
MAO college Ali Garh 1877 established by Sir. Syed Ahmad Khan which was
inaugurated by Lord Milton.
This college became university in 1920
Mr.Sidens was its first principal
All India Mohamdan Educational Conference established by Sir. Syed Ahmad
Khan in 1886
Scientific Society in 1866 established by Sir. Syed Ahmad Khan
Dar-ul-Deoband established by Molana Qasim Nanotavi in 30 May 1866 in
Chahta Mosque.
Molna M. Mehmmod was its first teacher.
Following are pre independence educational reports and commissions
Charles Grants Treatise issued in 1792. Charles was a British Parliament member.
Lord Minto( Governor General of Subcontinent) Report issued in 1811
Lord Macaulay Report 1835
wood dispatch report 1854. Charles wood was president of board of control
Hunter Commission 1882. William hunter was a minister of Lord Rippen viceroy
council
Indian Universities Comission 1902
Sadler Comission 1919. Michal Sadler was VC of Leads university
Hartog Committee report 1929

Message to the All-Pakistan Educational Conference

Reorientation of education
held in Karachi on 27th November, 1947
I am glad that the Pakistan Educational Conference is being held tomorrow in
Karachi. I welcome you all to the Capital of Pakistan and wish you every
success in your deliberations, which I sincerely hope will bear fruitful and
practical results.
You know that the importance of education and the right type of education
cannot be over-emphasized. Under foreign rule for over a century, in the
very nature of things, I regret, sufficient attention has not been paid to the
education of our people, and if we are to make any real, speedy and
substantial progress, we must earnestly tackle this question and bring our
educational policy and program on the lines suited to the genius of our
people, consonant with our history and culture, and having regard to the
modern conditions and vast developments that have taken place all over the
world.

There is no doubt that the future of our State will and must greatly depend upon the type
of education and the way in which we bring up our children as the future servants of
Pakistan. Education does not merely mean academic education, and even that appears
to be of a very poor type. What we have to do is to mobilize our people and build up the
character of our future generations. There is immediate and urgent need for training our
people in the scientific and technical education in order to build up future economic life,
and we should see that our people undertake scientific commerce, trade and
particularly, well-planned industries. But do not forget that we have to compete with the
world, which is moving very fast in this direction. Also I must emphasize that greater
attention should be paid to technical and vocational education.
In short, we have to build up the character of our future generations which means
highest sense of honor, integrity, selfless service to the nation, and sense of
responsibility, and we have to see that they are fully qualified or equipped to play their
part in the various branches of economic life in a manner which will do honor to
Pakistan.

Quaid’s Vision on Education

Quaid-e-Azam was a visionary leader having a deep insight and unrivalled vision for Pakistan on many
fronts. He had a clear vision as to what sort of educational system we should have developed in our
country. The Quaid believed that education was the key factor in safeguarding the national independence
and moulding the character of a people. The system of education must be truly national in order to meet
the needs and aspirations of the people in national education and here lies the only sure and permanent
guarantee of national defence and national strength.

“You must concentrate on gaining knowledge and education. It is your foremost responsibility. Political
awareness of the era is also part of your education. You must be aware of international events and
environment. Education is a matter of life and death for our country.” 
— Quaid-e-Azam Muahmmad Ali Jinnah

Quaid-e-Azam Muhammad Ali Jinnah attached great importance to education. He was convinced that
education was the only effective means to liberate the masses and weld them into a strong nation and
also to bring about social, political and economic development in the country. He was aware that under
the political subjugation and servitude of the British, the character of the Muslims as a nation had been
completely destroyed. They had lost respect for character, for knowledge and even for wealth, and were
taught to respect nothing but power. Following is a brief analysis of Quaid’s vision on education:

Purpose of Education
Several countries of the world have achieved socioeconomic development by using education as an
economic driver. Quaid’s vision in respect of using education as an economic driver was contained in his
several speeches, two being the most prominent of them. The first one is his message to the All Pakistan
Educational Conference, Karachi on November 27, 1947 wherein he emphasised on the purpose of
education and laid stress on technical and vocational education and on character-building. He said:
“We must earnestly bring our educational policy and programme on the lines suited to the genius of our
people, consonant with our history and culture, with regard to the modern conditions and vast
developments that have taken place all over the world. There is an immediate and urgent need for
training our people in scientific and technical education in order to build up our future economic life and
we should see that our people undertake science, commerce, trade and particularly well-planned
industries. But do not forget that we have to compete with the world which is moving very fast in this
direction.”

Emphasis on Specialised Education

On April 18, 1948, he emphasised on specialised education in his reply to the welcome address at
Edwards College, Peshawar. He said:
“That instead of turning more clerks and government servants, your college is now offering suitable
subjects for students, which would enable them to take their place in commerce, trade, industry, banking
and insurance business. It should be the aim of our colleges to produce first-class experts in agriculture,
engineering, medicine, zoology and other specialised subjects. Only thus shall we be able to come to
grips with the problems that are now facing us in the task of raising the standard of living, especially of the
common man.”

Human Resources for Economic Development

Human resource development is considered a prerequisite for economic development. It is firmly believed
that the man behind the machine is very important. Nations who invest in HR continue to develop and
exploit the resource to their advantage. The Quaid had visualised these aspects. In a speech, delivered
on September 26, 1947, the Quaid said:
“Funds are, no doubt, necessary for development but, at the same time, national growth and regeneration
do not depend on funds alone. It is human toil that makes for the prosperity of a people and I have no
doubt that we have in Pakistan, a nation of industrious and determined people whose past traditions have
already distinguished them in the field of human achievement.”
Quaid’s vision on HR was absolutely clear. He had visualised the use of HR for the increase in prosperity
of the people. Events which globally followed showed that the world famous scholars namely, Harbison
and Meyers, acknowledged and celebrated educationist and economists, declared human capital during
1970s as vital for economic development.
Advice to Students
The education system has a dominating emphasis in the development of students so that their qualities of
head and heart are developed for utilising the same for socioeconomic and cultural development of a
country. In his address to a public meeting in Dhaka on March 21, 1948, he offered the following advice to
students:
“My young friends, students who are present here, let me tell you as one who has always had love and
affection for you, who has served you for ten years faithfully and loyally, let me give you this word of
warning; you will be making the greatest mistake if you allow yourself to be exploited by one political party
or another … Your main occupation should be – in fairness to yourself, in fairness to your presents, in
fairness to the State – to devote your attention to your studies.”

 Quran: A General Code for the Muslims

In his Eid message in September 1945, the Quaid urged upon Muslims to adopt the Holy Quran as a
general code of life. It is the basis for the development for a positive role of all stakeholders in general and
the generation in particular to study the Quran, to follow its principles and be the beneficiaries out of it. In
this respect, an excerpt from his above message is quoted below:
“Everyone, except those who are ignorant, knows that the Quran is the general code of the Muslims. A
religious, social, civil, commercial, military, judicial, criminal, penal code, it regulates everything from the
ceremonies of religion to those of daily life; from the salvation of the soul to the health of the body; from
the rights of all to those of each individual; from morality to crime, from punishment here to that in the life
to come, and our Prophet has enjoined on us that every Mussalman should possess a copy of the Quran
and be his own priest. Therefore Islam is not merely confined to the spiritual tenets and doctrines or
rituals and ceremonies. It is a complete code regulating the whole Muslim society, every department of
life, collectively and individually.”

Way Forward
The crying need of today is to study the foregoing advice by the Quaid and reform our educational
system, which eventually will result in widespread prosperity in Pakistan. As the democratic government
of Pakistan may be developing productive thoughts at the federal level and at the provincial levels, this
piece can give to-the-point and crisp guidelines for re-orientating our educational system to our
advantage. Let us be committed to accomplishing this mission and revisiting our educational system and
reform it in the light of his guidance as explained above.

Q4)- Analyze the targets of Higher Education in fifth and Eighth five year
plans.To what extent the targets of these plans were achieved and how?

Ans)

First Five-Year Plans (1955-1960)

At the time of partition of British India by the United Kingdom, Pakistan was a relatively under-
developed country.The country's systems of production, transportation, trade and
consumption yielded a very low standard of living, with little opportunity for education, or economic
advancement in the country. The industries and financial services were non-existent in the country
and agriculture development was among the lowest in the world.The vast majority of the population
still lived in villages and was untouched by the scientific and technological development of the past
two centuries. The partition had a major effect on the country's existing economic infrastructure that
disrupted the wholesale transfers of population, trade and business, channels of communication,
industrial and commercial organisation, and the pressing need to establish new provisional
governments. Economic planning began in 1948 when Prime Minister Liaquat Ali Khan presented
the first Five-Year plans at the parliament of Pakistan on 8 July 1948. The first plan was conceived
by the Ministry of Finance (MoF), and were studied and developed by the Economic Coordination
Committee (ECC) based on the theory of Cost-of-production value, and also covered trickle-down
economics. As part of this programme, the State Bank of Pakistan was established to give a
kickstart to banking services in the country.[6] The major economic infrastructure was quickly
expanded and the hiring gap was filled as government revenue began to rise. The currency
war with India following the devaluation of the British Pound Sterling and Indian refusal to recognize
the Pakistani rupee in 1949 led to a deadlock in India-Pakistan trade. [6]
In the middle of 1950, relations were restored when India and Pakistan resumed trade, and in
February 1951, India formally recognized Pakistan's currency after entering in a new trade
agreement, but older trade relations were not restored. The Korean War brought about an economic
boom but growth declined after the assassination of Liaqat Ali Khan in October 1951. Moreover,
efforts to continue the programme failed, partly due to inadequate staff officers and lack of
ambitions In 1953, the programme collapsed when shortages of clothes, medicines and other
essential consumer goods arose; there was also a serious food shortage as a result of monsoon
floods after 1951.[6] Prime Minister Khawaja Nazimuddin was forced to end the programme after
requesting economic assistance from the United States and other friendly countries.

Reassessment and collectivisation

New studies were conducted in 1955 after the collapse of the first programme. According to the
census, over 90% of the population lived in rural areas while only 10% lived in urban areas. In East
Pakistan, the urban proportion was as low as 4.0% compared to 18.1% in West Pakistan, although
the urbanisation had been increased at an accelerated level. In 1955, Prime Minister Muhammad Ali
Bogra again revived the plan and published it in 1956.[7] After reassessment, the programme was
launched again with agricultural development as the highest priority, and strong emphasis placed on
rapidly increasing developmental efforts in East Pakistan and in the less-developed areas of West
Pakistan. Prime Minister Huseyn Suhrawardy of the Awami League gave much priority to food
development, agriculture and social development in both states. The concept of Collective
farming was introduced by Suhrawardy as part of his agricultural policies and around 27.0 million
rupees were spent in order to organised the agricultural in the country. However, this programme
was built entirely in the absence of much essential information and basic statistics.
In practice, this plan was not implemented because of its enormous sized. The shortage of technical
knowledge also devastated the programme. The Awami League's government also had shortage of
foreign exchange to execute the plan, and was unable to find outside assistance to fulfill its
commitment to the first five-year plans.
  Fifth Five-Year Plans (1978-1983)
The Fifth Five Year Plan also lamented the past neglect of primary education thus: “As a
consequence of neglect of primary education, Pakistan has a high illiteracy rate (78 per cent of
population above 5 years was illiterate in 1971). Illiteracy has been a major factor
contributing to economic and social backwardness." It, therefore, claimed to mark “a
fundamental reordering of national priorities in favour of primary education” and aimed at “a
comprehensive approach towards primary education, which would include not only the
augmentation of physical facilities but also measures to reduce the drop-out rate,
improvement in the quality of teaching and better supervision.” The Plan proposed to earmark
33 per cent of the development expenditure for primary education. It also proposed to raise
per capita expenditure on education from Rs. 43 in 1977-78 to Rs. 88 in 1982-83 and, thereby,
increase the outlay on education from under 2 percent to 3.1 per cent of GNP by 1982-83. It
aimed at "increasing enrolment at primary stage so that all boys of Class I age, are enrolled by
1982-83 and universal enrolment for the entire age group (5-9) is attained by 1986-87. An
essential feature of the plan is reduction in the drop out rate from 50 per cent to 40 per cent.”
High priority was also given to rapid expansion in girls education. It stated that "enrolment of
girls is expected to increase at the rate of 9.6 per cent per annum as against 7 per cent for
boys. Girls’ schools will receive priority in the programme for construction and improvement
of schools. All schools will be open for admission of girls and separate girls’ schools shall be
opened where essential”. As a result, “enrolment of girls will be increased by 9.95 lac or from
33 per cent to 45 per cent”, it said.

To accommodate the proposed additional enrolment, the Plan provided for: “renovation and expansion
of 17,166 existing schools. In addition, 12,641 new primary schools would be opened ... In about 10 per
cent of the new schools, furniture will be provided as an experiment to determine whether seating helps
to improve school performance ... The selection of new schools would be based on detailed survey and
mapping to ensure optimum locations. To ensure that schools are within the easy walking distance of
small children, village and mohallah mosques will be utilized to teach primary classes both in areas
where existing schools are not suitably located, and in areas which are without schools. Buildings in
urban areas will be more intensively utilized by increasing double shift working which is particularly
important if targets for increased enrolment of girls is to be realized. It was also estimated that about
75,748 teachers -- 45,054 male and 30,694 female -- will be required to cater for the additional
enrolment. To resolve the problem of non-availability of teachers for schools in the rural area, it stated
that “a beginning shall be made towards construction of residences and 5,800 units will be constructed
during the Plan period."
National Education Policy and Implementation Programme 1979
The 1979 Education Policy was presented one year after the launching of the Fifth Five Year Plan, with a
change of target dates. While the Fifth Plan proposed to enrol all boys of Class I age by 1982-83 and
achieve universal enrolment for the entire age group (5-9) by 1986-87, the 1979 Policy proposed to
achieve the same by 1987 and 1992, respectively. In other words, within one year the government had
shifted forward the two targets by 4 and 5 years, respectively. The Policy was presented as “the first in
recognizing the great potentials of our indigenous institutions and patronizing them for bringing about
greater educational development”. It claimed that “deviation from alien models and building up on what
we already have, will make a great impact”. The Policy aimed at providing “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”. It repeated the lament that "nearly half of nation’s children and two thirds of girls
do not go to primary schools". Inter-provincially, the enrolment ratio was stated to be 32 percent in
Balochistan, 52 percent in NWFP, 59 percent in Sindh, and 56 percent in Punjab. In rural areas, the
enrolment ratio was stated to be 30 percent in Balochistan, 50 percent in NWFP, 42 percent in Sindh,
and 48 percent in Punjab. Among rural girls, the enrolment ratio was stated to be 10 percent in
Balochistan, 14 percent in NWFP, 16 percent in Sindh, and 29 percent in Punjab. Low enrolment was
said to be further aggravated by high drop-out, estimated at 50 percent overall and higher for girls on
account of in-school and out of school factors. The Policy presented a 9-point statement of "National
Aims of Education" and a 12-point implementation strategy. The Implementation Programme was
ambitious and proposed to: 1. achieve universal Class I enrolment of boys by 1987 and of girls by 1992.
2. eliminate wastage to achieve 60 percent retention rate by 1983 and 100 percent thereafter 3.
reconstruct/improve 17,000 existing primary schools 4. open 13,000 new primary schools, mainly in
rural areas 5. establish 5000 mosque schools for boys 6. provide equipment to 12,000 existing schools 7.
supply text-books to all students at the primary level 8. supply at least one teaching kit to all existing and
new schools 9. experiment with different mixes of inputs to determine direction for large scale
investment in primary education 10. carry out a nation-wide school mapping exercise to evolve a
process of school location planning 11. undertake a nation-wide survey to determine repair needs of
existing primary schools and launch a programme of repairs In addition to the 5000 Mosque schools for
boys, the Programme also envisaged opening 5000 Mohalla schools for girls, and 1000 Village Workshop
schools to impart training in “mother trades like carpentry, masonry and agriculture” and focus on
“appropriate skill development linked with community needs”. The anticipated problems and difficulties
and resource allocation needs were also detailed in the Programme. The importance of institutional,
organizational and administrative arrangements was again recognized with the acknowledgement that
“even with the fullest government commitment and allocation of required financial resources, the
objective of universal primary education cannot be achieved in the stipulated time without effective
mobilization of community resources and participation ... (which would) necessitate the creation of
strong management capability at the local levels."
The Policy also provided for an elaborate adult education programme. It again lamented that “since the
establishment of Pakistan, no serious attempt seems to have been made to launch a viable programme
of adult education in the country, although almost all previous policies and plans have claimed to attach
importance to this issue”. The programme proposed to set up 10,000 adult literacy centres to be
sponsored by the Ministry of Education, Pakistan Television Centres, IRDP markazes, Allama Iqbal Open
University study centres, and social welfare centres. The possibility of a student volunteer corps,
comprising bachelors and masters level students was also envisaged. It was claimed that the programme
will raise literacy levels from 24 percent to 35 percent by 1983 and attain 100 percent literacy by 2010.”
The 1981 population census results regarding the literacy status of the country constituted an
evaluation, without comment, of the educational policies and plans over the three decades since
independence in 1947. The literacy status revealed that overall literacy had increased about half a
percentage a year since 1972 from 21.7 to 26.2 percent. Over the same period, urban literacy had
increased from 41.5 to 47.1 percent, and rural literacy from 14.3 to 17.3 percent. In gender terms, male
literacy had increased from 30.2 to 35.1 percent and female literacy from 11.6 to 16.0 percent. Rural
female literacy increased from 4.7 to 7.3 percent.

1981 Census literacy rates:

Total Urban Rural

Total 26.17 47.12 17.33

Male 35.05 55.32 26.24

Female 15.99 37.27 7.33

The 1980s was a decade of a series of initiatives in the field of education and literacy. The Literacy and
Mass Education Commission (LAMEC) was established in 1981, the 10-point education programme was
announced in 1983, the Sixth Five Year Plan with an ambitious educational component was launched the
same year, and the two year National Literacy Plan was launched in 1984. In 1985, the Literacy
Ordinance was promulgated, the Iqra Tax was levied, and the Drop-in Schools Programme was launched.
The following year in 1986, the Nation-wide Literacy Programme was launched and, in 1988, the
Seventh Five Year Plan with an equally ambitious educational component was unveiled.

Literacy and Mass Education Commission: 1981

The Literacy and Mass Education Commission (LAMEC) was established in 1981 under the federal
government through a notification 14 to pursue its policy goals of achieving mass literacy. The
notification stated: Whereas Islam assigns great importance to the acquisition of knowledge and makes
its pursuit incumbent upon every Muslim; And whereas the literacy ratio in Pakistan is so low as to
preclude the possibility of benefits from learning accruing to the people of Pakistan; And whereas in the
programme designed to commemorate the advent of the fifteenth Hijra Century the launching of a
literacy drive is listed as an item of high priority on the agenda of national endeavour;

And whereas the establishment of a Literacy and Mass Education Commission with sufficient powers is
expedient for the purpose of promoting literacy in Pakistan; The functions specified included among
others:

1. to evolve strategies of formal and non-formal mass approaches for the purposes of eradication of
illiteracy and promotion of functional literacy;

2. to develop plans on literacy and non-formal mass education commensurate with the needs of the
target population and make recommendations to the Federal Government;

3. to organize and launch regular campaigns for the purposes of eradication of illiteracy and promotion
of mass education; In 1989, LAMEC was reconstituted as National Education and Training Commission
and in 1995 it was renamed as the Prime Minister's Literacy Commission. LAMEC commenced with a
budget of Rs 1.03 million. It reached its peak in 19?? with a staff of 17,000 and a budget of Rs ??. Its
current staff strength stands at about 7,400 persons with a budget of Rs 160.94 million.

The 10-point Programme: 1983

In 1983, the Chief Martial Law Administrator addressed a National Workshop on Female Literacy and
announced a 10-point education programme, as follows.

1. An annual drive every summer for literacy and mass education be institutionalized as part of the
national movement for literacy and mass education. All the various educational institutions in the
country and all agencies dealing with education, as well as other agencies such as the Armed Forces,
non-Government organizations such as Guides and Scouts welfare agencies etc. should participate in
this drive.

2. University degrees at the Graduate and the Postgraduate level should not be awarded to the
candidates who have completed the requirements for these degrees and passed requisite examinations,
until they have imparted for this purpose may be the basic Quranic Qaida such as the "Yassarnal Quran".
3. All Government organizations must arrange to impart literacy to their illiterate employees.

4. Illiterate prisoners who learn to read and write or those of the educated ones who appear and qualify
in the public examination next higher to the one which they had already qualified, should be granted
remission in their sentences.
5. Arms Licenses, Driving Licenses and similar other licenses and permits should be granted only to
literate persons.

6. incentives and rewards be given to the communities i.e. villages, wards or mohallas which achieve
hundred percent literacy, e.g. preference in the allocation of roads, dispensaries/health centres or
provision of electricity.

7. Rewards and incentives such as trophies and shields be given to the persons with outstanding
achievement in the field of literacy and mass education. Outstanding work at the national level be
recognized through Civil Awards or Pride of Performance medals.

8. Governments grants to all social welfare institutions be made conditional upon their undertaking
literacy/adult education programmes.

9. All deeni madaris should be requested to provide education at least in the understanding of the
Quran in addition to reading the Quran nazra.

10. The media, that is the radio and the T.V., be used more often and more effectively in the service of
education in general, and of adult education in particular.

 Objectives:
1) 5.5 per cent overall rate of growth of ‘gross domestic product;

2) Expansion of productive employment;

3) A national programme for minimum needs;

4) Extended programme of social welfare;

5) Stress on agriculture, key and basic industries producing goods for

mass consumption.
  Achievements:

National Income:
Though the Fifth Five Year Plan was suspended one year earlier than
its tenure, even then, its progress could be considered fairly
satisfactory and be compared with the complete period of five years.
The growth rate of national income ending fifth plan period was 5.4
per cent at the price index of 1970-71. The average growth rate of per
capita income was 2.92 per cent due to high growth of population.

Agricultural and Social Sector:

The agricultural production showed tremendous favorable trends. The
annual rate of growth of agricultural production grew at the rate of
4.58 per cent against its target rate of 3.3 per cent. The total food-
grains production was of the order of 125.6 million tonnes in 1978-79
while oilseed was registered of 8.9 million tones. The gross irrigated
area was recorded 48.41 million hectares during the same period.

The total coverage under soil and water conservation was 21.7 million
hectare in 1977-78 About 78000 Gobar Gas Plants were installed by
the end of plan period. Agricultural Co-operative Credit Societies
advanced Rs. 1626 crore which contained Rs. 1340 crore for short
term, Rs. 95 crore for medium and long term and Rs. 291 crore for
land development respectively. The storage capacity available for food-
grains was about 14 million tones ending 1977.78.
Industrial Development:
During the plan period of 1974-79, village and small industries
registered a growth rate of 6.8 per cent per annum. The gross value
added at factor cost rose from Rs. 2800 crore in 1973-74 to Rs. 4100
crore in 1979-80 (at price of 1970-71) registering a growth rate of 6.6
per cent per annum. The employment has increased in Village and
Khadi industries from 8.84 lakh and 9.27 lakh in 1973.74 to 11.24 lakh
in 1979-80.

The growth rate of industrial production was around 6.2 per cent. The
production of coal, crude oil and iron ore was recorded to the tune of
104 million tones, 11.77 million tones and 39 million tones respectively
in 1978-79.

General Development:
The traffic by railway in terms of tone kilometres gone up from about
122.4 billion net tone kilometres in 1973-74 to 162.7 billion net tones
kilometers in 1977- 78. 5549 kms. of new national highways were
added during the plan period and total surfaced road length was
623402 kms ending March 1979.

During the period of 1974-80, 20259 post offices were opened, raising
its number to 1.3 lakh. Besides, 11970 telegraphic offices and 8825
long distance public call offices were opened. The total enrolment in
elementary education has been recorded 905 lakh during the plan
period. About 1.84 lakh villages had been benefited from water supply
scheme.
  Eighth Five Year Plan (1993-98)
The Eighth Five Year Plan was launched in 1993. It proclaimed once again that “education is an
indispensable ingredient of development and a fundamental right of every individual”, but opined that
“almost half of girls and one-fifths of boys of the relevant age group (5-9) are not enrolled in primary
school; the adult literacy rate is still barely 35 percent." Reviewing past performance, it stated that:

“the National Educational Policies and Five year Plans of Pakistan have emphasized universalization of
primary education at the earliest possible, improving the relevance of curricula, reforming the
examination system ... and enhancing the quality of education in general. Despite substantial growth
in the number of educational institutions, the desired goals could only be partially achieved ... A large
number of educational institutions were started without proper infrastructure. The condition of the
existing educational infrastructure has deteriorated and dilapidated in the absence of proper
maintenance. About 35,000 primary schools are without any shelter ... A large number of schools lack
essential facilities such as latrines, potable water, teaching aids etc. The standard of our education is
far from satisfactory. The curricula lacks relevance. Methodologies of instruction and testing are
outmoded. There are gender and rural-urban imbalances both in availability and quality of
educational facilities. The dropout and failure rates, particularly at the terminal levels, continue to be
quite high.”

The Eighth Plan claimed to focus on “universalization of primary education, both for boys and girls over
a minimum period of time ... as the main instrument for achieving mass literacy in the long run.” It
proposed to “provide primary education facilities at a reachable distance for every boy and girl of the
relevant age group. Buildings will be provided for the existing shelterless schools and classrooms will be
added to the existing over crowded schools”. It further added that “facilities in the primary schools will
be improved by providing adequate shelter, furniture, potable water, latrines, teaching aids etc.” The
capacity of existing facilities were proposed to be better utilized by starting Trade Schools as evening
shifts for imparting income generating skills such as poultry, mechanical skills, farm skills, embroidery,
carpet weaving, silk worm, etc. The Plan also proposed to undertake a detailed school mapping exercise
and stated that “a primary school will be established for a settlement of more than 300 population
(1981 census), whereas a mosque school will be opened for a smaller settlement having minimum of 25
primary school age children." It also provided for purchase of land/buildings in big cities where land
could not be made available free of cost. Legislation was also proposed to be introduced to make it
obligatory for all public and non-profit private housing schemes to provide land for primary level
educational institutions free of cost. To increase the utilization of existing schools, specially those of girls
schools in the rural areas, “strong motivational campaign will be launched for parents to persuade them
to send their children to schools. This will be accompanied with legislation for compulsory enrolment for
children of 5-9 years age group, wherever primary education facilities become available within a
reachable distance.” The Plan, thus, proposed to enroll 5.5 million additional primary school children,
including 3.4 million girls and raise the primary participation rate for boys from 84.8 to 95.5 per cent and
for girls from 53.7 to 81.6 per cent. It also aimed at increasing literacy from 35 to 48 percent by the end
of the Plan period.

Considerable attention was also given to quality of instruction, drop-out rates, etc. It stated:

“Activity oriented instructional material will be developed and provided to teachers to make the
learning process interesting. Quality of teachers will be improved through better pre-service and in-
service training, ... wastage at primary school level will be minimized by reducing the drop out rate
and improving the efficiency of the system through better supervision and with the involvement of
local community."

The importance and urgency of female education was repeatedly stressed with statements like: “Efforts
will be made to reduce the disparities in availability of the schooling facilities for boys and girls, both in
rural and urban areas”, “highest priority will be given to opening of girls primary schools in all such
villages where there is a boys school but no girls school,” “In order to remove the imbalance of male,
female enrolment ratio, 65 per cent of all new schools established during 8th Plan will be for girls.
Wherever feasible, co-educational primary schools will also be established in which female teachers
would be appointed. In order to increase girls participation at primary level, text books will be provided
free of cost to all girls of the rural areas in grade I,” “To increase the girls participation, textbooks will be
provided free of cost to all girls of grade I in the rural areas,” and so on

National Education Policy: 1998-2010

The 1998 Education Policy acknowledged that “Education is now universally recognized to be the prime
key to moral, cultural, political and socio-economic development of a nation. Nations taking bold
initiatives in this regard, have made revolutionary reforms and performed miracles during the last two
decades.” It, however, lamented that “We have an unprecedented history of producing excellent
documents of plans and policies which could not be implemented.” It opined that

“The 1951 census brought to light that the literacy ratio had declined to 13 percent compared to that
at the time of Independence of Pakistan. The present rate of literacy is estimated to be 38.9 percent
signifying that literacy rate is gradually increasing at the rate of half a percent during the last fifty
years. Consequently, Pakistan stands at 142nd position among 160 countries, and among SAARC
countries, its position is 6th. It is certainly a depressing scenario.”

Continuing the lament, it said:

“In Pakistan, the overall strategy, during the period from 1947 to 1997 has remained one of expansion
of the existing system and efforts have been directed solely to the establishment of more of the
existing type of formal institutions ... After spending scarce resources we have come to the conclusion
that our approach of mere expansion has been very simplistic .... In spite of the huge investment
made, the successive failure of the loud promises made in every plan and with every educational
policy and putting off the well marked out deadlines, has created a credibility gap.”
The Policy further bemoaned: “The Eighth Five-Year Plan (1993-98) allocated Rupees 1.750 billion (US $
43.75 million approx.) for Adult Literacy Programs to make 16.86 million people literate. This comes to
about Rupees one thousand per person to become literate. For the attainment of the objectives and the
targets of this policy in letter and spirit, a comprehensive pragmatic, realistic, and well-monitored plan
of operation should have been prepared”; implying that it was not done.

Taking stock of the present situation, it stated that:

"there are 145,000 primary schools in the public sector, including about 37,000 mosque schools. One
third of primary schools are female schools. In addition, 7,177 Non-Formal Basic Education Schools are
run by the Prime Minister’s Literacy Commission. The shortage of physical facilities and equipment is
critical. About 25,000 primary schools are without school buildings ... Most of the one room schools in
the rural areas are made of a mixture of mud and wood ... Majority of the schools do not have toilets
and water facilities. There is also a shortage of desks, chairs and some schools do not even have mats
for the pupils to sit on ... Teaching kits were developed and distributed to 30 per cent of primary
schools in early eighties but it was found that these kits were locked in the
Headmistress’s/Headmaster’s room and were never used.”

The Policy recalled provisions of the Universal Declaration of Human Rights (1948), whereby it is stated:
“Elementary education is the fundamental right of all people, men and women, of all types of areas and
places, irrespective of gender, sect, religion or any other denomination. Everyone has the right to
education” and The Convention on the Rights of the Child (1989), which states that the child has a right
to education and it is the State’s duty ensure that primary education is free and compulsory. It also
recalled Pakistan’s international commitments, such as the World Declaration on Education For All
(1990) and the Delhi Summit Declaration (1993), to double the rate of literacy by the year 2000. A
unique feature of the 1998 Policy is the massive involvement of foreign donor agencies in the education
and literacy effort. Agencies providing assistance in elementary education projects and programmes
include the World Bank, ADB, UNDP, UNESCO, UNICEF, DFID, JICA, NORAD, GTZ, OPEC, EU, and others
While the Seventh Plan had specifically rejected non-formal education and opted unambiguously for
formal education, the 1998 Policy reinforced the strategic shift in the 1992 Policy towards non-formal
education with a virtual condemnation of the formal education system. It stated that “millions of
children have been deprived of elementary education not because institutional facilities did not exist but
primary education clashed with their jobs, since it was organized only as a full-time program during the
day.” Promoting the idea of non-formal education, it stated that

“The idea is certainly not a new one. The practice is almost perennial. The consciousness that learning
has to be co-existent with life is as old as mankind. All traditional societies had, in one way or the
other, some learning practices within all periods of one’s life and as part and parcel of one’s overall
activities. It is only in the more recent times that learning and education became time-bound and
space-bound, mostly limited to some age groups, predominantly professionalized, institutionalized
and sociologically and pedagogically programmed. This reflects in reality the basic trends in the global
evolution of our contemporary societies, which are increasingly over organized and over structured,
leaving less and less scope for creativity, imagination, choice and peoples real participation ... The
increased emphasis on non-formal learning stems from the awareness that institutionalized, time and
space-bound education does not correspond to the requirements of today’s societies. The concept of
non-formal education is based on an integral educational philosophy rather than the piecemeal and
diffused practices stimulated by working or living exigencies. Hence, the non-formal learning concept
today is comprehensive answer to the identified needs."

The Policy relating to elementary education policy was based on agreed themes and strategies of Social
Action Program, such as improving the quality, expanding access for out of school children, especially
disadvantaged groups, improving management and supervisory services, capacity building, institutional
development and financial sustainability. The major issues and challenges of elementary education were
identified as:

1. More than 5.5 million primary school age (5-9) children are left-outs.

2. Approximately 45 percent children drop-out of school at the primary level.

3. Teacher absenteeism is a common malady in schools, specially in the rural areas.

4. Instructional supervision is weak at the elementary level.

5. About one-fourth of primary school teachers are untrained and the present training infrastructure
does not appear to improve the quality of instruction.

6. Learning materials are inadequate and of poor quality. Teaching methods are harsh and uncongenial
for learning and motivating pupils.

The Policy proposed to construct 190,000 new formal primary schools, 250,000 non-formal basic
education centres, and 57,000 mosque schools, upgrade 60,000 primary schools, begin double shifts in
20,000 existing primary schools, and recruit 527,000 additional teachers. Necessary resources were also
been pledged at the highest level to raise the expenditure on education from 2.2 to 4 percent of GNP.It
also proposed to launch:

“a massive Non-Formal Basic Education Program on a war footing ... to provide access economically
and expeditiously to all the 5.5 million primary school age (5-9 year old) children who are at present
out-of-school. The 10-14 year old adolescents and youth who have missed primary education will be
given a second chance through a crash condensed course to enable them to complete primary
education cycle in 2-3 year time."

It, thus, expected that “by the year 2002-03, 90 percent of the children in the primary age group (5-9)
will be in schools and by the year 2010, the gross enrolment will rise to 105 per cent. Consequently, the
promulgation and enforcement of Compulsory Primary Education Act will be possible by 2004-05.” The
Policy also recognized that the current literacy rate is estimated at 38.9 percent, 27 percent for females,
and 8 percent for rural females and proposed to raise the literacy rate to 55 percent during the first five
years and 70 percent by 2010. The implementation strategy is as heroic as that of the abortive National
Literacy Plan: 1984-86. The Policy proposes to launch a National Literacy Movement on an emergency
basis in every village, tehsil and district, increase the existing Non-Formal Basic Education (NFBE)
community schools/centres from 7000 to 82,000, utilize mosques as one of the means to provide non-
formal basic education to increase literacy, render it mandatory for all industrial units and federal and
provincial agencies, like WAPDA, Pakistan Steel, OPF, PTV, PBC, etc., to make their employees and their
dependents literate, put Boy Scouts and Girl Guides at the service of literacy programs, establish Literacy
Corps comprising of College/University students/teachers for literacy programs during vacations, issue
driving and ammunition licenses only to literate persons, condone, accordingly, the duration of a
prisoner’s term of imprisonment if s/he becomes literate, utilize radio and television for social
mobilization and promotion of the cause of basic education, particularly amongst rural females, and for
imparting skills to neo-literates, require Khakahs/Mazars to donate a portion of their earning to the
literacy fund, and link development grants to local governments with literacy programmes.

Conclusions
Over the 50 year period since independence, efforts to increase enrollment and literacy have not been
scarce. Beginning with the national education conference in 1947, seven national education policies,
eight five year plans and about half a dozen other schemes have been prepared and launched and a
dozen or more conferences, seminars, workshops and other moots on education have been held. The
earlier policy and plan documents displayed a fair degree of pragmatism and identified the constraints
and problems facing the task. For example, the 1951 Education Policy stated that the first five years
would be devoted to planning, recruitment of teachers, and to training and the task of spreading literacy
and universalizing enrollment would be undertaken thereafter. The language too was matter of fact,
indicating a sincerity of purpose. The sincerity of purpose did not produce results, however. The literacy
rate remained constant over the first ten years of the nation's life. Thereafter, verbiage began to replace
substance. Subsequent policy and plan documents were drafted in a language that became more and
more flowery and bombastic and the plans and schemes became more and more heroic and fanciful
over time. The one exception was the 1972 Education Policy after the defeat in the 1971 war and
emergence of the "new" Pakistan. The 1972 Policy document refrained from philosophical
pronouncements and proposed modest targets in a matter of fact tone. That these modest targets were
also not met is besides the point. Verbiage virtually replaced action from 1979 onwards. The 1979 Policy
was presented as "the first in recognizing the great potentials of our indigenous institutions and
patronizing them for bringing about greater educational development." The 1980's was the decade of a
series of educational initiatives. Such was the pace and speed of these initiatives that a new programme
or scheme would be floated before the earlier one was completed. For example, the National Literacy
Plan was launched in 1984 as a two year programme, but was abandoned mid-stream and replaced by
the four year Nationwide Literacy Progrmamme, and which was itself overtaken by the Nai Roshni
schools scheme. The 1992 Education Policy touched the limits of verbal gymnastics when it stated: "This
Policy proposes to suck into its lap the pristine, the mundane and the modern after arranging relative
educational priorities in a sequenced time frame."
The striking common feature of all the policies, plans, programmes, and schemes is the philosophical
pronouncements about the importance of education. For example, the Second Five Year Plan stated:
"No uneducated community has progressed far in the modern world, and no educated community with
initiative and leadership has remained backward". This statement was again repeated a quarter of a
century later in the Sixth Five Year Plan thus: "No educated society has ever achieved the heights of
economic and political power. No educated society has ever been left behind in the relentless march of
history." Another common feature is the repeated admission of failure. Each policy commenced with a
lament about the failure of past efforts, including the immediately preceding ones, to achieve the
targets. Each plan reviewed the performance of the previous plan and opined about its failure to achieve
its targets. Each PC-1 of an education scheme provided justification for the project in terms of the failure
of past schemes. Yet another common feature is the unfaded optimism of the particular policy, plan,
programme or scheme to achieve the targets. The philosophical pronouncements about the profound
importance of education, lament about past failures, and glowing optimism about impending success
form a pattern across all policies, plans, programmes, and schemes.

A final common feature of all policies, plans, programmes, and schemes is that all of them, with the sole
exception of the Second Five Year Plan, failed to achieve their objectives. The Third Plan placed a target
of 70 percent primary enrollment rate; yet the same at the begining of the Fifth Plan was 54 percent.
The Fifth Plan set the target at 100 percent by 1987, which was pushed forward to 1992 by the 1979
Education Policy; yet the same was 60 percent at the beginning of the Seventh Plan in 1988. The
Seventh Plan set the target at 100 percent by 1993; yet the rate in 1998 was 39 percent. The 1992
Education Policy pushed forward the target of 100 percent to 2002, while the 1998 Policy lowered the
target to 90 percent by 2003.

The case on the literacy front is similar. The 1959 Education Policy set the target of 100 percentage
literacy by 1975; yet the same was 21.7 percent in 1972 and 26.17 percent in 1981. The 1979 Education
Policy set a target of 35 percent literacy rate by 1983; yet it was 26.2 percent in 1984. The National
Literacy Plan and the Nationwide Literacy Programme set the target at 33 and 53 percent by 1986 and
1990, respectively; yet the rate was 34 percent in 1992. The Seventh Plan lowered the target to a
modest 40 percent by 1993 and the Eighth Plan targeted for 48 percent by 1998; yet the rate in 1998
was 39 percent. Earlier, the 1979 Education Policy had set the goal of 100 percent literacy by 2010; but
the 1998 Education Policy lowered the target to 70 percent

The shifting sands of educational priorities was not limited to enrollment and literacy targets alone. The
basic approach to education also suffered sharp swings. For example, the Seventh Plan (1988-93)
categorically rejected non-formal education as a method of spreading education and literacy, whereas
the 1992 Education Policy resurrected non-formal education, at least for adult education, and the 1998
Education Policy virtually condemned formal education and called for non-formal approaches to
providing primary education.
A review of the history of educational planning in Pakistan shows that setting targets, bemoaning the
failure to achieve the same, and setting new targets with unqualified optimism has been a continuing
game policy makers have played ad nauseam and at great public expense over the last 50 years.
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.

 Objectives:
Based on the approach, the following objectives were
accorded priority in Eighth Plan period:
(i) Generating adequate employment to achieve near full employment
level by the turn of the century.

(ii) Containing population growth through active people’s cooperation

and an effective scheme of incentives and disincentives.

(iii) Universalization of elementary education and complete

eradication of illiteracy among the people in the age group of 15 to 35
years.

(iv) Provision of sale drinking water and primary health facilities

including immunisation for all villages and entire population and
complete elimination of scavenging.

(v) Growth and diversification of agriculture to achieve self- sufficient

in food and generate surpluses for exports.

(vi) Strengthening the infrastructure (energy, transport, and

communication, irrigation) in order to support the growth processes
on a sustainable basis.
(vii) The withdrawal of the state from these industrial activities where
its presence is not essential and encouraging private sector initiative to
fill the vacuum.
(viii) Encouraging all-round productivity and efficiency in the public
sector enterprises compelling them to rely on internally generated
resources rather than on budgetary support.

 Achievements of the Plan:

The achievements of eighth five Year plan can be discussed
as below:

Growth Rate:
The Eighth Plan had set a target of 5.6 per cent but it revealed from
Economic Survey of 1998-99 that the growth rate, which was only 0.5
per cent in 1991-92 gradually increased to 5.2 per cent in 1992-93 and
then increased to 6.2 per cent provisional in 1993-94. In 1994-95, the
CSO estimates show that the growth rate of GDP would be around 6.8
per cent.

Again, in 1995-96, the CSO estimate shows that the growth rate of
GDP would be around 6.8 per cent. Again, in 1995-96, the CSO
estimate shows that the growth rate of GDP at factor cost would be
around 7.3 per cent. Moreover, in 1996-97, the same growth rate of
GDP was around 7.8 per cent. Thus the Eighth Plan is likely to end
with an average growth rate of 6.8 per cent per annum.

Gross Domestic Savings and Investment:

Gross domestic savings as per cent of GDP at current prices, during
the first four years of the Eighth Plan has increased from 22.1 per cent
in 1992-93, to 24.9 per cent in 1994-95 and then to new peak of 26.1
per cent in 1996-97.

The average gross domestic savings (GDS) as per cent of GDP during
the Eighth Plan is estimated at 24.3 per cent and these surpassed the
target of 21.6 per cent. The rise in domestic savings in 1996-97 to a
peak level of 26.1 per cent of GDP was primarily due to rise in private
savings to 24.2 per cent of GDP.

The gross domestic investment as per cent of GDP at current prices

has also increased from 23.9 per cent in 1992-93 to 25.7 per cent in
1996-97. The average gross domestic investment as per cent of GDP
during the Eighth Plan reached the level of 25.7 per cent. The average
of saving-investment gap during the first four years of the Eighth Plan
(1992-96) stood at (—) 1.4 per cent.

The gross domestic capital formation which was 24.0 per cent of GDP
in 1992-93 gradually rose to 25.2 per cent in 1996-97. The average
gross domestic capital formation as per cent of GDP during the Eighth
Plan (1992-97) stood at 24.5 per cent of GDP.

Sectoral Growth:
Agriculture:
In the agricultural sector, has achieved 6.1 per cent growth rate in
1992-93 and 94 per cent growth rate in 1996- 97. Total production of
food-grains has increased to 179.5 million tones in 1992-93 showing a
growth rate of 6.6 per cent and then it increased to 199.4 million tones
in 1996-97 showing a growth rate of 10.5 per cent.

Thus the agricultural sector performed better with an estimated

growth rate of 10.5 per cent in 1996-97 as against a negative growth
rate of 2.7 per cent in 1995-96. During the Eighth Plan (1992-97), the
average growth rate attained by the agricultural sector is estimated
at.3.9 per cent.

Mining:
In respect of Mining and Quarrying sector of the country, the Eighth
Plan set the target of attaining annual average growth rate of 8 per
cent but this sector could attain the growth rate of 1.1 per cent and 1.7
per cent only in 1992-93 and 1993-94 respectively. Again in 1994- 95,
1995-96 and 1996- 97, this has attained the growth rate of 9.2 per cent,
7.4 per cent and 1.2 per cent respectively.

During the Eighth Plan (1992-97), the average growth rate attained by
the mining and quarrying sector was estimated at 3.4 per cent.

Industry:
As against the targeted growth rate of 7.3 per cent in the
manufacturing sector during the Eighth Plan, this sector could attain
only 4.2 per cent and 8.4 per cent growth rate in the 1992-93 and
1993-94 respectively.

Again the growth rate of manufacturing sector gradually increased to

10.6 per cent in 1994-95, 15.0 per cent in 1995-96 and then declined to
7.7 per cent (P) in 1996-97. The average growth rate attained by the
manufacturing sector during the Eighth Plan (1992-97) is estimated at
9.2 per cent.

During the Eighth Plan, the industrial sector of the country has
responded well to the economic reforms process. Accordingly, the
growth rates of industrial sector which was only 4.2 per cent in 1992-
93 gradually rose to 6.6 per cent in 1993-94, 9.3 per cent in 1994-95,
12.2 per cent in 1995- 96 and 6.0 per cent in 1996-97.

The average growth rate attained by the industrial sector during the
Eighth Plan (1992-97) was estimated at 8.0 per cent.

Electricity, Gas and Water Supply:

In respect of electricity, gas and water supply sector, the average
performance of the sector during the Eighth Plan (1992-97) was 7.3
per cent as against targeted rate of 7.8 per cent. But taking the energy
sector alone, the growth rate of generations of electricity was only 5
per cent in 1992-93 and then rose to 7.4 per cent in 1994- 95 and 8.2
per cent in 1995-96 as against the targeted growth rate of 9 per cent
during the Eighth Plan period. This shortfall in respect of generation
of electricity has been acting as a hurdle in the path of growth of
industrial sector.

Transport and Communication:

The growth of the Transport sector during the first two years of the
Eighth Plan was 5.4 per cent in 1992-93 and then declined to 4.4 per
cent in 1993-94 as against the targeted annual average growth rate of
6.1 per cent.
The thrust areas identified for the Eighth Plan period include
replacement and renewal of over aged assets, augmentation of
terminal and rolling stock capacities, gauge conversion and
electrification. Indian Railways completed gauge conversion of 1.351
kms. in 1992-93, 1,619 kms. in 1993-94, 1000 kms. in 1995- 96 and
1300 kms. in 1996-97.

Again the communication sector has achieved a satisfactory progress,

i.e. 10.3 per cent growth rate during 1992-93 and only 4.4 per cent
growth rate in 1993-94 as against the targeted annual growth rate of
6.1 per cent during the Eighth Plans.

In 1995-96, new telephone connections grew by 29.3 per cent. The

department of Telecommunication has released more than 7 million
connections during the first four years of the Eighth Plan since 1991-
92. Thus the Eighth Plan target of providing 7.5 million new telephone
connections was exceeded by 2.5 million connections.

Services Sector:
In respect of services sector, the rate of growth attained which was 5.4
per cent in 1992-93, gradually increased to 7.7 per cent in 1994-95 and
then to 8.0 per cent in 1996-97 (P). During the Eighth Plan (1992-97),
the average growth rate attained by the services sector is estimated at
7.9 per cent as compared to that of 7.4 per cent during the Seventh
Plan.

Sectoral Share in GDP:

During the Eighth Plan the sectoral share in GDP between agriculture,
industry and services sector has undergone of considerable change
from 30.19 per cent in agriculture, 29.08 per cent in industry and
40.73 per cent in services in 1992-93 to 26.10 per cent in agriculture,
31.0 per cent in industry and 42.70 per cent in services sector in 1996-
97. The Eighth Plan’s projection of sectoral share for 1996-97 was
24.60 per cent in agriculture, 33.20 per cent in industry and 42.20 per
cent in services.

Employment Generations:
The Eighth Plan set ambitious targets of attaining growth rate of 2.6
per cent in employment generation along with the annual average
growth rate of 5.6 per cent in GDP. Accordingly, it was estimated that
on an average about 8 to 9 million additional employment
opportunities would be generated every year during the Eighth Plan.

As per one estimate of the Planning Commission, it is found that about

6.4 million additional employment opportunities would have been
created in 1992-93 and 5.6 million during 1993-94 where the rate of
growth of employment generation was 2.6 per cent in 1992-93 and 1.8
per cent in 1993-94.

Again the total annual employment growth in the economy is

estimated to have increased to about 7.2 million in 1994-95. Thus
although the Eighth Plan envisaged 8 to 9 million new jobs per year
but during the first three years of the plan 19.6 million new jobs were
created.
Rural Development:
During the Eighth Plan the achievements of the rural development
programmes were not so impressive. About the achievement of IRDP
during the Eighth Plan period, total amount f fund utilised was to the
extent of Rs. 4,866.7 crore and the total amount of investment made
(both subsidy and interest) was to the tune of Rs. 11,523 crore.

Total number of families benefitted during the Plan was 108.08 lakh.
Daring the Eighth Plan, in case of DWCRA another sub-scheme of
IRDP, a total of 1, 41,397 groups were formed with a membership of
22,66,817. Again in respect of JRY, total number of man-days of
employment generated during the Eighth Plan was 4,037.4 million as
against the target of 4,040.8 million.

Price Behaviours:
During the Eighth Plan the behaviour of prices was not satisfactory. In
1992-93, the wholesale price index of the country rose by 7 per cent. In
1993-94, although the Government wanted to control the growth of
price level by 5 per cent but ultimately wholesale price index in this
year finally rose by 11 per cent and thus crossed the double digit level.

In 1994-95, the inflation rate moved to double digit figure of 11.52 per
cent during the week ended February 11 although it reached the level
of 10.04 per cent during the week ending March 1995.

Thereafter, the country experienced a continuous, though gradual,

decline in inflation rate based on the movement of wholesale price
from 10.4 per cent from the first week end of April 1995 to 8.11 per
cent by the end of July 1995, and then to 4.40 per cent during the
week ending February 1996 and then slightly rose to 4.63 per cent for
the week ending March 2, 1996.

Then after reversing the trend, the annual rate of inflation continued
its downward climb setting at 4.20 per cent during the week ending
April 6, 1996.