Education Commissions from Pakistan Periods to Bangladesh
After the partition of India in 1947 efforts were made to reform the education system in Pakistan.
The first education conference
was held in Karachi in 1947 (27
Novermber'1 December) to The second major area taken
The third point of the agenda
reassess the colonial education into consideration was the
was to plan education in
system and to restructure the training and development of
conformity with national
existing system with due regard scientific and technical
heritage and aspirations.
to ideological and literary manpower.
considerations of a new country,
Pakistan.
One of the first educational commissions during the Pakistan period wes Maulana Akram Khan Education
Commission (1949). The first education commission in Pakistan was appointed by the government in 1949 with an
object of reassessing the existing education system and for suggesting reform and restructuring the education
system. The commission was headed by Maulana Mohammad Akram Khan and came to be known as Maulana
Akram Khan Committee on Education. The Commission submitted its report in 1952.
Ataur Rahman Khan Education Commission (1957)
The Government of East Pakistan appointed an education commission in January 1957 to suggest the ways and
means for reforms in all levels of education in the province with Ataur Rahman Khan as its chairman. The
Commission submitted its report in 1957 suggesting reforms in primary, secondary and in higher education levels.
The Commission suggested for introduction of free and compulsory primary education throughout the
province of East Pakistan and to bring the primary schools under direct control of the government.
The commission assigned five-years course for primary and six years course for secondary education, and
suggested for the establishment of junior high school with three years course (classes vi to viii) and senior
high school with three years course (classes ix to xi) or high school with full six years course. Secondary
schools were to be established uniformly in all the areas of the province, one junior high school for 25
thousand population and one senior high school for 50 thousand of population. The sanction of government
grants to the schools was made mandatory in the report and a uniform rate of tuition fee of the students was
suggested.
The Commission advocated for the mother tongue or regional language as the medium of education at
secondary level, and also as the compulsory subject.
To create incentive and to encourage the girls to education, the female students in secondary level were to
be entitled to tuition fee free education.
The Commission advocated for the abolition of intermediate course and introduction of three years degree
course.
The commission suggested syllabi for primary and secondary education. These are the introduction of
decimal system in Mathematics at primary level, inclusion of subjects like language, social studies, general
science, mathematics, religion or ethics, painting, songs and music, handicrafts, gymnastics and health
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studies in junior high school. The syllabi in senior high schools should include diverse and multilateral
subjects such as compulsory ontology, science, technical subjects, commerce, agriculture, domestic science
and Islamic studies etc.
Commission on National Education (1958)
The Commission was formed by the Government of Pakistan on 30 December 1958 with S.M Sharif, the West
Pakistan Education Secretary, as the chairman and ten educationists as members. The Commission is also known as
Sharif Commission after the name of its chairman. President Ayub Khan while inaugurating the Commission in
January 1959 set out the mandate to evolve a national system of education that would reflect the spiritual, moral
and cultural values of independent Pakistan, and enable the system to meet the growing needs of the nation by
assisting development in the fields of agriculture, science and technology.
The Commission in its report submitted in December 1959 took education as a productive activity and a national
investment in human resource development and recommended the following:
a) Encouragement should be given to the development of residential secondary schools;
b) Secondary school curriculum should include a core of compulsory subjects along with a few optional ones
with a technical and vocational bias;
c) The conducting of Intermediate courses should be vested upon the Boards of Secondary Education instead
of the universities;
d) The degree courses, both pass and honours, should be of three years duration;
e) Comprehensive' scholarship programmes for the gifted students should stretch from beyond the primary
stage to the top and
f) Provision should be made for adequate facilities for female education.
Since the educational expansion in this part of the world to a large extent had been the product of private effort and
enterprise, and the role of the state remained confined to a bare minimum, the Commission called upon both the
government and the people to undertake a larger share of the burden than they had so far been doing. So the
Commission proposed that while the government and the community should equally share the cost of primary
education, three-fifths of the cost of secondary education should come from fees. In higher education, the
community should bear a larger portion of the cost than before.
The Sharif Commission Report was comprehensive in its study and recommendations. It emphasized universal
primary schooling, eradicating illiteracy and promoting the national language, among others. The Commission also
incorporated suggestions for a few basic changes in the administrative set-up, such as decentralizing the
management of primary education, revamping the examination system, and envisaging a new management structure
for technical education.
The objectives of this report for secondary education may be encapsulated as follows: 'To develop
(a) a good worker, (b) a good citizen, (c) a good individual and (d) a good patriot. Thus, though the policy set aims
and objectives relevant to the needs of a new state, it failed to provide a clear-cut strategy to attain them for want of
an implementation plan.
The Sharif Commission Report was rejected outright by the students in East Pakistan who found the whole tone and
tenor of the report reactionary and against the interests of the Bangalis. The denial of any political rights of the
students and their right to maintain liaison with political parties, restriction on available opportunities for higher
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education by imposing strict conditions of enrolment, promotion and by raising the standard of public
examinations, three years degree course, heavy load of English language course in higher secondary level, imposing
a much heavier load of coursework under the new proposed syllabus, proposal for enhancement of tuition fees at
schools and colleges, all these measures induced the students community to forge a movement against the
implementation of the Sharif Commission Report. When the movement got momentum in 1964 the government
was compelled to come to a truce and declare an instant end to the implementation of the report of the Commission.
National Education Commission (1972)
The first education commission in Bangladesh styled as National Education Commission was formed on 26 July
1972 headed by an eminent educationist and scientist Dr. Qudrat-i-Khuda. The functioning of this National
Education Commission was formally inaugurated on 24 September 1972 by the Prime Minister Bangabandhu
Sheikh Mujibur Rahman. This National Education Commission also came to be known as Qudrat-i-Khuda
Education Commission after the name of its chairman.
The Commission collected opinions from the elitist people in the form of questionnaire, and after careful sorting of
the opinions prepared a report suggesting reconstruction of the education system of the country. The Commission
submitted its report to the government on 30 May 1974.
The report of the Commission was formulated and based on the socio-economic and political condition and cultural
heritage of the country. The perspectives of this scenario of the education system of the contemporary world was
also taken into consideration. The Commission report emphasized on secular education at all-level, future work
relevant technical and vocational education. It suggested some major changes in the primary, secondary and higher
secondary stages of education.
According to the Commission report, primary education was to be of 8 years duration consisting of class i to class
viii and secondary education will be of 4 years duration consisting of class ix to class xii.
In the field of higher education, a combined Degree course of four years and a one year Masters course were
recommended to be introduced in the universities.
The Commission suggested for universal and tuition fee free compulsory education in primary level, to make the
existing tuition fee free primary education (class i to v) compulsory by 1980 and to make education up to class viii
free and compulsory by 1983. In consideration of the financial condition of the dropouts at primary level, night
schools were to be established providing education to the students up to the age of fifteen.
National Education Commission (1972)
Aims and Objectives
To make patriot, secular, nationalistic and good citizens
Basis
The socio-economic and political condition and cultural heritage of the country
Process
Collected opinions from the elitist people in the form of Questionnaire, after careful sorting prepared a
report
Submission
Submitted report on 30 March 1974
At the secondary level joined multiple courses was recommended. The secondary level education was to consist of
simultaneous vocational education of three years term and general education of four years term. The education in
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secondary level shall be marginal vocational education for most of the students and as preparatory stage for higher
education for a few. The marginal vocational education was to extend up to class xi and general education up to
class xii. Thus from class ix, the course of studies ought to be divided into (a) vocational education and (b) general
education.
Regarding curriculum, syllabus and textbooks, the Commission suggested a uniform curriculum for primary level
based on competence. The Commission suggested the establishment of Educational Research Board for the
development of primary education.
The Commission gave special emphasis on improved assessment system and suggested letter grading in the
assessment of student performance at all stages of education. The students with both general and vocational courses
shall appear in the public examination on completion of their study in class x and will get certificate. On completion
of course of class x the students with general course were to select one of the multilateral general courses for class
xi and class xii and on completion of course of class xii shall be entitled to join the institutions for higher studies.
There would be public examination on completion of the course of class xii and the successful candidates ought to
be entitled to a certificate. The students with vocational course would complete their vocational education on
completion of one year special training in class xi on subject related with their course of studies in class ix and x.
On completion of training in class xi they will appear in a public examination and will be entitled to a certificate.
The students with vocational course willing to join in industrial concerns as skilled labour on completion of
vocational course of class x would be provided with the scope for industrial internship programme. Any student
aspiring for higher education in related vocational subject on completion of the course of class x or class xi shall be
entitled to admission in specific institutions.
The Commission report firmly asserted that women's education should be such as to be of help to them in their
domestic life, and stressed that subjects such as child-care, the nursing of the sick, preservation of health, food and
nutrition must be included. It also suggested that girls should be channeled into 'vocations especially suitable to
them', such as primary school teaching, nursing and typing.
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National Education Advisory Committee (1978)
In 1978 the government felt the necessity of reviewing the report of the Qudrat-i-Khuda Education Commission and
appointed an advisory committee to have a fresh look at the issues of problems of education. This committee
submitted a report styled 'Interim Education Policy' Recommendations on 8 February 1979.
The temporary policy document put emphasis on increased literacy so that the people could take part in the
development of the country. The document established the current educational framework with secondary education
consisting of three sub-stages, namely, junior secondary (3 years), secondary (2 years), and higher secondary (2
years).
In addition, the document agreed the following:
a) terminal examination will be conducted by the district education authorities for all stages of secondary
education;
b) vocational, technical, agricultural and medical education will be included and integrated into secondary and
higher secondary education;
c) There will be provision of skills development in any technical subject at junior secondary and secondary
levels. In regard to madrasah education, the Interim Education Policy stipulated that it should be recognized
to ensure its equivalence to general education in such a way that the 'dakhil' level would correspond to
secondary and 'alim' to higher secondary education.
Bangladesh National Education Commission (1987)
The Government of Bangladesh appointed an education commission in 1987 headed by Mafizuddin Ahmed, the
former Vice Chancellor of Dhaka University, to suggest means for educational reforms, restructuring and
development of education in the country. The Commission is also known as Mafizuddin Education Commission
after the name of its chairman. The Commission took advice and suggestions from the educational experts, the
professionals, politicians and the persons interested in education through seminars, discussion meetings and
interviews. Two teams consisting of two members of the Commission each travelled through Thailand, China,
Philipines and Japan to have acquaintance with improved system of education. The Commission submitted its
report to the government on 26 February 1988.
The Commission specifically suggested device and means for the development of higher education in the country.
It suggested for the introduction of three years Degree course and two years Masters course, and to develop the
infrastructure and teaching facilities in the degree colleges. The Commission suggested that the degree students
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shall have three subjects as their course of studies and shall have to take practical education in one of the subjects in
the third year. The students securing above 70% marks in any of the subjects in the final examination shall be
offered honors degree in the subject.
The Commission suggested for
a) the elevation of a college in every greater district, in divisional towns and in the capital into a university,
b) to establish two affiliating universities and to bring all the general colleges offering first degree within the
jurisdiction of these affiliating universities,
c) to devise principles and rules for nationalization of educational institutions and bring them to effect,
d) to pay full salary and allowances of the teachers of the non-government colleges by the government,
e) to establish rich library and developed research centre in the universities for conducting research for
offering Ph.D degree, research facilities in Masters course, fellowship to the students for study in Ph.D.
course, and to develop a particular department in the universities as Centre of Excellence for research in
Ph.D and post Ph.D studies,
f) to introduce employment bureau for students in universities and institutions of higher education for
providing employment opportunities.
Shamsul Haque Education Commission (1997)
The Government of Bangladesh constituted a 56-members commission headed by Professor M Shamsul Haque, the
former Vice Chancellor of Dhaka University, by an official order issued on 14 January 1997. The Commission was
assigned to formulate a practical, people oriented and dynamic education policy. The Commission made all out
efforts for developing an education policy in order to introduce a pragmatic education system suitable for the
country. The Commission submitted its report in 1997.
The education policy enunciated by the Commission aims at
a) helping the students in developing moral, humanitarian, religious, cultural and social values in their
individual and national life,
b) to inspire them in the spirit of War of Liberation and inculcate in them the spirit of nationalism, patriotism
and qualities of good citizens,
c) to make education practical, productive, creative towards the economic and social change of the country,
d) to develop the students as responsible, dutiful manpower,
e) to develop in them the spirit of universal brotherhood, non-sectarianism, harmony and fellow feeling, and
respectful to human rights,
f) to inculcate in them the spirit of tolerance to each other’s opinions with an object of the development of
democratic spirit, and
g) to develop in them the spirit of realistic and positive attitude towards life. The Commission suggested for
ensuring equal rights to education on the basis of merit and aptitude with an object of the development of
discrimination free society.
The committee suggested some recommendations-
Activeness of the school management committee
Eight years duration of primary education within "
Teachers students ratio
Uniform curriculum at primary level
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Interim and final examination in class iii
Qualification of teacher
Lower Primary Level-SSC
Upper Primary Level-Degree
The Commission suggested for three stages of education, viz primary level, secondary level and higher education.
The length of primary education was suggested to be of 8 years duration instead of 5 years.
Bangladesh Education Commission (2003)
In order to improve the quality of education and initiate a set of reforms to develop the sector, the government
undertook several actions of which the formation of an education commission in January 2003 was one of the major
initiatives. The Commission was headed by Professor Mohammad Moniruzzaman Miah, former Vice Chancellor of
Dhaka University, and was also known as Moniruzzaman Miah Education Commission after the name of its
chairman. The Commission submitted its report to the government in March 2004.
The Commission Report consists of three parts, General education, Professional Education, Specialized education,
and suggests 880 recommendations on all the education sub-sectors.
Education System
Part i Part ii Part iii
General education Professional Education Specialized Education
Primary Education Agricultural Education Madrasah Education
Secondary Education Technological Education ICT Education
Higher Education Medical Education Education for Women
Distance Education
Library and Information Science Education
The Commission advocated for equal access to education for all irrespective of religion, caste and creed, sex,
economic status and geographical variation, wider access to education in the rural areas through establishment of
new educational institutions with government financing in the underserved areas.
The Commission suggested for nationalization of all the primary schools, a single-track secondary education
system, narrowing down teacher-student ratio, upgrading teacher qualifications, reforming the curriculum and
teaching methods and improving the assessment and examination system at secondary level.
The Commission suggested for the selection of teachers in non-government educational institutions, other than the
universities, through an independent commission. Teachers' pay scale, promotion criteria, and service condition
should be formulated in such a way that enhances teachers' dignity in the society.
The Commission recommends that there is no alternative to exploring the full utility of modern technology for
quality improvement in primary and secondary education. In this regard a TV channel could be engaged for this
purpose. It is also recommended that distance education through TV could be introduced for pre-primary and
continuous education. The secondary education should be formulated in a manner that the dropout students also can
manage some livelihood. A national policy for utilization of manpower needs to be formulated so that no educated
unemployment is generated.
The Commission recommended that with certain objectives a national policy on language need to be formulated.
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It is recommended that with the light of the knowledge of modern science and technology, a national policy on
science should be formulated and implemented at the earliest possible time.
The commission discouraged the establishment of unitrack universities like agriculture, technology, medicine etc
with government fund, because these are contradictory to the concept of university in one hand and expensive as
well on the other. Since higher education is relatively expensive, higher education in private sector could be
encouraged. But institutional mechanisms should be established to maintain the quality of private sector education.
The Commission advocated for decentralization of administration particularly for secondary and college education
in a manner that authority does not centralize to single person; collision of power does not arise among different
persons and agencies; problem is solved more quickly and at the local levels.
It is recommended that for facilitating the public university research with international standard, Centre of
Excellence would be established in some areas of education; improvement of physical infrastructure also needs to
be developed. For research in professional education (like agriculture, technology, medicine) proper measures
should be undertaken.
The Commission recommended for the establishment of a permanent Education Commission in the country with
the following functions:' initiatives for implementation of the recommendations of the education commission;
identification of the problems in education sector and recommendation for solutions through continuous research;
and exploration of new thoughts in education and implementation of the same.
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