please read this and write a summary I gave you vote please do it for me...

At my first Press conference, two days after the promulgation of Martial Law, I had defined three immediate tasks that would have to be undertaken: namely, land reforms, refugee resettlement, and educational reforms. We needed an educational system which could produce competent leadership in different shapes and yet be within our means. I set up a Commission on National Education on 30 December 1958, and asked them to get on with the job. They wanted to make a basic study of the educational system and educational theory and talked in terms of years; but I told them that I wanted the report quickly. They worked hard and produced a comprehensive report within about eight months. Our foremost need was to have a large body of trained and disciplined men and women who could provide leadership and direction. To my mind, this was the hard core of our national requirements. All reforms in the sphere of land and agriculture, law and administration, and all attempts to produce a greater measure of political, constitutional, social, and economic stability and well-being were intended to provide the conditions necessary for the growth of the right type of men and women. The object of all our endeavor was the young people, at school or college today, but who tomorrow would be called upon to assume the leadership of the country in all spheres of life. When I talked about leadership, I did not for a moment accept the timeworn concept which confined it to the realm of high public offices; tome leadership meant a universal trait which operated at all levels. The mother in the nursery, the wife in the home, the teacher in some remote primary school, the doctor in a rural dispensary, the clerk in a small municipal office, the tiller of the soil, and the worker in a factory, each one of them had to be a leader in his or her own line, able to do the job adequately and constructively. What we needed was a sound and sensible system of education to liberate the talent for leadership in every sphere of national life. At the same time, I was clear in my mind that the purpose of educational reform should not be to demolish unnecessarily any good or valuable traditions built up over long years. Proud legacies and treasures of the past have to be protected, but old laurels do not stay fresh unless nurtured by an urge for new achievements. The Commission started by identifying the basic weaknesses in the educational system we had inherited from the past. These were 'passivity and non-cooperation; indiscipline and non-acceptance of public authority; placing of self before the community'; and the disruptive forces of regionalism and provincialism'.8 The Commission reached these conclusions after making a careful study of political developments in Pakistan and analyzing the causes which had contributed to the breakdown of the whole political system. I cannot do better than reproduce the findings of the Commission: 'During the early period of foreign rule, the attitude of the government to the people was one of paternalism, while that of the people towards government was one of passive submission. . . . Initiative was seldom expected or encouraged and the relationship between the government and the people was the impersonal one between ruler and subject.'9 The Commission felt that this passive attitude had been changed into one of active resistance to government during the struggle for independence, but that after the creation of Pakistan some of the worst of the old attitudes, both passivity and suspicion of government organization, had reappeared. Having summed up the basic weaknesses of the system, the Education Commission went on to devise remedial measures. It recommended that the basic necessity was nothing less than a 'revolution in attitudes' so that the characteristics in our society which they had pointed out could 'give way to a spirit of individual initiative, personal integrity, pride in accomplishment, trust in one's fellow men', and 'a private sense of public duty'.10 The Commission formulated a plan which was aimed at raising academic standards, at encouraging the bright, and not only the rich, child, and at solving, through education, the problems of mutual ignorance and suspicion between the two wings of the country and between the peoples of different language backgrounds. The Commission recommended that the emphasis in higher education should be on quality, so that the products of our colleges and universities could compare favorably with those of overseas institutions. To achieve this, it was imperative that the quality of college and university teachers be improved. This, in turn, would depend ultimately upon our ability to recruit people of high caliber to the teaching profession, upon their dedication to teaching and scholarship, and their willingness and ability continuously to refresh their knowledge and methods through personal study and research recommendations could be implemented right away and a modest beginning was made within months of the acceptance of the Report by the government