A Comparative Analysis of Educational Policies of Pakistan &

India for Higher Education Development

Introduction
Dr. Hassan emphasizes the role of higher education in fostering connections between junior
and senior scholars, enhancing inquiry foundations. Barnett (1992) identifies higher education as
crucial for professional manpower, knowledge utility, academic research training, and effective
university management. Tertiary education provides opportunities for better life quality and
modern comforts, essential for individual and national success. It supports lifelong learning and
adapts to societal changes, mitigating associated risks.

Review of Literature
Historical Overview of Pakistan's Educational Policies:

1. Post-Independence Educational Efforts:

Lack of an established educational policy immediately after Pakistan's independence, leading

to an educational conference in November 1947.

2. Types of University Education:

Three types of higher education institutions in Pakistan: degree colleges, degree-awarding

institutes, and universities.

3. 1959 and 1970 Policies:

Raiz (1998) noted that the 1959 national policy faced public protest and withdrawal despite
initial government acceptance, needing time for structural changes. Irfan (1998) highlighted the
1970 policy's challenges due to political upheaval and financial crises, hindering its
implementation.

4. 1972 Policy Recommendations:

Aziz (1986): Highlighted recommendations from the 1972 policy for higher education,
including establishing universities, new area study centers, and the University Grant
Commission.

5. 1979 Policy Highlights:

Government of Pakistan (1979): Focused on radical Islamization, establishing new

universities, upgrading libraries, laboratories, and student hostels, and enhancing science
facilities in colleges.
 6. 2017 Policy Emphasis:

Majoka (2017): Emphasized improvements in higher education, including expanding access,

special research funds, upgrading libraries and laboratories, modernizing curricula, and
increasing scholarships for teachers and students.

7. National Educational Policy (2017):

Followed the 2010 policy, focusing on character building, technical education, patriotism, and
integrating science and technology to enhance education quality.

Comparative Overview with India's Educational Policies:

1. Post-Independence Educational Development in India:

Agerwal (2009): Described India's interest in higher education policy since independence,
with numerous discussions on the subject in academic literature.

2. Five-Year Plans and Educational Reforms:

Sen (2016): Outlined India's educational policies from 1947 to 1986, highlighting
decentralization to provincial governments and the establishment of the University Grants
Commission (UGC) for funding and quality improvement, with subsequent plans focusing on
technical, agricultural, and vocational education institutes.

3. Higher Education Goals:

Kuppusamy (2019): Identified five main goals of the 1986 higher education policy: access,
equality, quality, and excellence. Vart and Prem (2016): Discussed the 1992 action plan
focusing on girls' education, education for physically challenged individuals, access in backward
areas, and enhancing educational infrastructure and curriculum quality.

Discussion
Higher Education Policies in Pakistan and India (1947-1968)

Pakistan's Educational Policies

1947-1957:

 Conference on Education (1947): Pakistan organized its first Educational Conference

shortly after gaining independence. Key agenda items included:

o Setting up an advisory board of education.

o Establishing an inter-university board.
o Promoting scientific research.
 o Implementing an overseas scholarship scheme.
o Formulating educational policies.
1958-1968:

 National Education Commission Report (1959): Comprehensive report discussing

various aspects of higher education including general, professional (engineering,
agriculture, legal, commercial, medical) education. Key recommendations included:

o Developing research departments within universities staffed by highly qualified

and innovative individuals.
o Recruiting highly qualified faculty with extensive experience and publication
records.
o Ensuring quality research through mandatory facilities and effective supervision
for Ph.D. programs.
o Granting senior fellowships to talented Ph.D. holders and national scholarships to
outstanding master's and doctoral students.
o Paying special attention to areas affecting national development and reviewing the
quality and provision of equipment for existing Ph.D. work.

India's Educational Policies

1947-1957:

 Radhakrishnan Commission (1947): India assembled this commission to shape its

educational policies. Key focuses included:

o Reducing overcrowding at universities.

o Increasing the number of working days.
o Enhancing curricula research in postgraduate training.
o Improving financial and constitutional structures.
o Suggesting the establishment of separate scholarship commissions within
universities.

1958-1968:

 National Education Policy (1968): India published its first national education policy.
Key features included:

o Focusing on research in higher education.

o Establishing research institutes within universities or associated organizations.
o Implementing part-time and correspondence courses for higher education, giving them the
same status as regular studies.
o Facilitating the adjustment of school and work through correspondence courses.
Higher Education Policies in Pakistan and India (1960-1980)

Pakistan's Educational Policies

1970:

 National Education Policy (1970):

o Proposed the establishment of a national research grant program to foster young scientists
and researchers.
o Suggested creating a National Professorship system to leverage the expertise of renowned
specialists.
o Recommended the formation of University Grant Commissions (UGC) to address
planning and coordination issues while maintaining university autonomy.
o Emphasized enhancing Ph.D. and postgraduate research programs.
o Proposed the creation of an Interuniversity Council to serve as a focal point for the UGC.

1972-1980:

 National Education Policy (1972-80):

o Reiterated the importance of UGC as a mediator between government bureaucracy and

university administration.
o Recommended establishing professional councils to set minimum standards in various
professional fields.
o Emphasized the need for National Professorship programs to improve research and
teaching quality.
o Suggested that universities assign teaching responsibilities to research fellows.
o Proposed establishing national research fellowships with financial support for high-level
specialist work.

1979:

 National Education Policy (1979):

o Emphasized the need for an autonomous department of higher education or UGC to

oversee higher education.
o Recommended organizing pre-service and in-service training programs for college and
university faculty at the National Academy of Higher Education.
o Covered various fields including agriculture, medicine, and physical education.
o Introduced the three-language formula, exam reforms, and emphasized the role and
training of teachers.
o Highlighted the importance of intellectual and financial contributions to education.
o Suggested periodic reviews and modifications of educational policies every five years.
 India's Educational Policies

1970s:

 Evaluation and UGC Involvement:

In the 1970s, the Indian education system was evaluated, and the UGC was tasked with
preparing statements on research, philosophy, and strategies for the development of universities
and colleges (Mohatny, 1993).

1979:

 National Education Policy (1979):

o Aimed to develop people's intellectual and physical potentials.

o Emphasized the importance of social values and norms for character development and
responsible citizenship.
o Recognized higher education's role in national development (Govt of India, 1985).
o Addressed various educational aspects including agriculture, medicine, and physical
education.
o Introduced the three-language formula, exam reforms, and focused on teacher roles and
training.
o Emphasized human intellectual contributions alongside financial contributions.
o Suggested policy revisions every five years based on previous experiences.
o Highlighted the university system's role in preserving traditional values, disseminating
knowledge, and promoting balanced education and high-level personnel training.

Education policies in Pakistan and India from 1981 to 2009:

1. Pakistan's Education Policies (1992, 1998, 2009):

 These policies emphasized the importance of higher education and advanced research.
 Scholarships were proposed for faculty members to pursue higher education and research
both domestically and abroad.
 An evaluation and accountability system for teachers was recommended.
 Practical programs, guided by supervisors, were suggested to help universities generate
their funds.
 The policies aimed to promote national homogenization and motivate goodwill among
students and teachers.
 Funds were allocated for research, international conference participation, seminars, and
research publications.
 Centers of excellence were introduced, and laboratories and libraries were strengthened.
  Collaboration with overseas universities was encouraged, leading to joint projects,
research exchanges, and teaching enhancements.
 Funding for education increased significantly, reaching up to 4% of GNP, with a focus on
self-financing programs in higher education.

2. India's Education Policies (1986, 1992):

 India's National Education Policy of 1986 focused on higher education's critical role in
national development.
 It highlighted the importance of producing quality teachers and promoting specialized
knowledge and technical skills.
 The policy advocated for research funding, collaborations with institutions, and
independent management systems within universities.
 Special training for university directors in higher education management was proposed.
 Measures were taken to improve teaching methodologies, curriculum reforms, and
assessment procedures.
 Scholarships and grants were initiated at the master's and doctoral levels, especially in
scientific and technological fields.
 Research funding was increased, and frameworks for postdoctoral work were established.
 Quality assurance programs, including evaluation by foreign experts, were developed to
enhance teaching quality and research standards.

Overall, both countries' policies aimed to enhance higher education, research, and
international collaborations while ensuring quality education and promoting national
development goals.

Conclusion
Pakistan's higher education policies in 1992, 1998, and 2009 emphasized scholarships,
research funding, international participation, and professional associations. India's 1986 Program
of Action focused on enhancing research quality, supervision, evaluation mechanisms, and
establishing a National Research Council for coordination and funding enhancement in higher
education.