| Education has great effects over psyches. Whatever | | | | concepts in Urdu language. Therefore we have to |
| sort of education will be the mind will be as such. If we | | | | develop such a policy which preserve our cultural |
| look over the history whenever any nation want to | | | | language Urdu, help us to understand Quran by |
| defeat others nation it first occupy the education | | | | studying Arabic and help us to understand world by |
| systems and curriculums of the occupying nations. | | | | studying English. Pakistan enters such circumstances |
| Education develops the roots of any nation. Through | | | | that it needs to learn all these languages to defend |
| education any nation prepares their generation | | | | themselves worldwide and compete with world |
| according to their religious norms and values. We can | | | | without compromising their own Pakistani and Islamic |
| easily state that rising social unrest in any nation is | | | | culture. From the new section of this article I put |
| mainly due to improper education of generations. Within | | | | forward some suggestions to develop such an |
| two decades we could prepare one generation for the | | | | educational system. |
| country. Two decades are a small span to prepare | | | | Revolutionary policy suggestions |
| weapon (generation) but impact of this prepared | | | | Approaches |
| weapon is long and forever. I called generation as a | | | | In this section of article I am suggesting some |
| weapon; generation is no doubt is a weapon for | | | | approaches to follow. I designed these approaches on |
| development of any country. If we prepare our | | | | the foundations of my own experience, knowledge |
| generation according to our religious norms and values | | | | and observations. These approaches are not |
| and make them faithful and patriotic then they are | | | | theoretical proof of any intellectual; they are just my |
| useful and best secured weapon. Otherwise we are | | | | ideas as common person of this society. These |
| preparing enemies of our country. If the generations do | | | | approaches could help to design sound approaches to |
| not put on a right track then they will diverge in the | | | | follow later by any good government. Because for |
| ways which they found in easy access. Any country | | | | implementation of such approaches and suggestions |
| has one religion therefore there should be only one | | | | there is a dire need of good governance by our |
| form of education. A country having different ways | | | | politicians. These approaches with details are following: |
| and levels of educations mentions that the country | | | | 1. Crescendo Approach |
| have no defined religion and culture. | | | | Most of our policies seemed sudden jump to targets. |
| Pakistan is going through lot of problems like terrorism, | | | | For example, the decision of present government to |
| poverty, insecurity, sectarianism, ethnic, provisional and | | | | equalize public sector schools and private schools |
| regional bigotries and many others. All these problems | | | | within one year. This is not an easy task. We have to |
| are due to lack of awareness and tolerance which are | | | | design steps to achieve this target. And those steps |
| developed due to illiteracy. If we observe around us | | | | should be decided before announcement of such |
| countries with most secured lives and economies | | | | activity. Government policy does not seem to have |
| prefer education for the people first. However in | | | | gradual steps to achieve this target. At this stage we |
| Pakistan phenomena of education kept far behind at | | | | could not stress schools and colleges to have English |
| every level of policy making for development. Our | | | | as medium of instructions. First curriculum should be |
| historical political parties mostly blame stressed | | | | designed such that student could become able to |
| international affairs started just after independence for | | | | speak and understand English well, otherwise its |
| their poor policies; they claim the foreign tensions do | | | | flapdoodle to announce English as a medium of |
| not give them space to think thoroughly about these | | | | instruction. Moreover schools in villages and in less |
| social matters. Now activities of various governments | | | | developed cities should be upgraded by hiring excellent |
| developed a long history for failure of implementing | | | | professional and by introducing advance facilities. |
| true policies for education to all masses on equality | | | | Beside this all the subjects should begin in any one |
| and quality basis. | | | | language from early classes. Government decision to |
| In this article first I will narrate the whole history with the | | | | give option provinces to teach math and science up to |
| help of various books, articles, reports and research | | | | fifth class either in Urdu or English will create problem in |
| papers. Then current situation will be discussed shortly, | | | | developing concepts in higher classes. They should be |
| in the end I will suggest few approaches and policies | | | | in English from beginning. |
| according to my knowledge and experience. This | | | | 2. Brain Gain |
| article will be helpful for future policy makers who kept | | | | Higher education commission should send position |
| a sincere heart for the prosperity of people of | | | | holder students of intermediate under their strict |
| Pakistan along with cultural preservation. | | | | observations and conditions, to foreign developed |
| Contents | | | | countries for studies with full facilities and contracts to |
| - Historical background | | | | return after completion of studies. China adopts the |
| - Current situation | | | | same strategy to meet the global competitiveness. |
| - Research papers outcomes | | | | 3. Utilizing elite schools scholars in teaching |
| - New educational policy 2009 ( Qualities and flaws) | | | | Most of circles suggest abandoning elite schooling, |
| Revolutionary policy suggestions | | | | (City, Becon, Roots etc). Despite abandoning, |
| - Approaches | | | | government should benefit from such schools. |
| - Curriculum suggestions | | | | Scholars of these schools should be hired in remote |
| Ending words | | | | areas with good grades to improve the systems of |
| Historical background | | | | those schools along with preparing reports over |
| Even before the independence, Pakistan adopted the | | | | various issues related to the area and the school |
| same education system that poured by Britain rule to | | | | problems. Such students should be bounded for one |
| occupy the sub-continent culturally. After the | | | | year in remote areas, after that they should be prized |
| independence Pakistan failed to recognize the impacts | | | | at national level for encouragement. Then they should |
| of British schooling system and could not modify the | | | | left independent to continue the same task or to do |
| maktab system of mughlia era according to | | | | any other job. We could term it as brain gain within |
| modernism to fulfill Islamic as well as global | | | | country. |
| competitiveness needs. Britain educational system was | | | | 4. Improving, hiring process of teachers |
| introduced with the aim to alienate the Muslims who | | | | Teaching is not an as much easy profession as much |
| hate British hegemony. British educational system | | | | it is considered in our country. Concepts developed by |
| completely abolishes Islamic way of teaching. They | | | | teachers from very early life used by one in whole life. |
| replaced Persian and Arabic, the pride of Muslims, with | | | | A kid learns to take out percentage in level-5, if he got |
| English. The curriculum designed to serve colonial | | | | good teacher then he could learn to calculate |
| empire instead of intellectual growth of students. | | | | percentage in his brain without calculator just in few |
| Maktab were replaced by institutions setup by colonial | | | | seconds but if he could not got a good teacher then in |
| administrations. The goal of all these educational | | | | the whole life career after level-5, he could not |
| changes was to dismantle the culture of Muslims, | | | | calculate percentage without calculator. Hence while |
| which make them able to rule for over centuries in | | | | hiring teachers there should be very critical process |
| history. | | | | just like for selecting bankers. In our country most of |
| People of Pakistan are well aware of these facts | | | | teachers hired due to their relationships with local |
| despite this they failed to adopt and make effective | | | | MNAs. And in most places teachers hired but they do |
| policies which could resume their culture besides | | | | not attend schools in remote places. In various villages |
| develop their lifestyles. Nowadays experts calculate | | | | teachers put any girl or boy on their place and enjoy |
| myriads reasons of terrorism, poverty, unemployment, | | | | their pay while sitting in home and give some |
| failure of economy and democracy, and insecurity but | | | | percentage to their substitute teachers. Hiring process |
| few of them able to understand the impact of | | | | should include written test, interview and demonstration. |
| educated system with Britain soul. While studying about | | | | Private schools mostly prefer only demonstration, |
| history of education system in Pakistan I go through a | | | | because they hire teacher to teach not only to give |
| book by M Imtiaz Shahid "Advanced Contemporary | | | | them money for their degrees. Teaching is an art and |
| Affairs, book 62". In this book Manzoor Ahmed | | | | everyone could not teach, it should be checked |
| narrates very controversial views our history of | | | | through demonstrations. |
| educational flaws in Pakistan. In his article "The | | | | 5. Teacher training |
| problematique of education in Pakistan" he says; | | | | Government should compare its training mode with |
| " unfortunately, unlike communism which is based on a | | | | training of elite schools teachers. Or government |
| well worked out philosophy of history and social | | | | should train trainers from elite school's trainers to |
| theory, amenable to intellectual refutation or | | | | improve whole training menu. A very simple girls and |
| amendment ' Islamic ideology' is pseudo concept, | | | | boys having qualifications from public sector schools |
| having no intellectual sound basis and , since it is divine | | | | becomes excellent teachers after training thorough |
| is not amenable to argumentation. This paradigm suits | | | | elite school trainers, therefore government should use |
| well to the feudalists and religionists, both having in-built | | | | this existing resource to improve teachers standard. |
| antagonism for education. The situation worsens | | | | 6. Parents training institute and adult literacy schools |
| because Muslims as a whole have been suffering | | | | In developed countries besides teacher's training there |
| from the delusion that they are the possessors of | | | | is strong concentration on parents training. Children |
| knowledge and that their knowledge is self sufficient. | | | | passed only 8 to 6 hours with teachers and remaining |
| They suffer from the phobia that an exposure to new | | | | 16 hours with parents. Children learn from all sorts of |
| ideas would threaten their identity and would weaken | | | | activities and experiences in their life therefore there is |
| their belief system. If we look back at our history which | | | | a dire need to improve their all teachers (parents are |
| ha been very proudly presented as one of the best, | | | | real teachers). Parents should be trained that how |
| we would be perplexed to note that Muslim | | | | should they behave with their children in different |
| intellectuals ( ulema) have constantly refused to study | | | | matters, how could they create tolerance and |
| the ideas which emerged in the wake of modernism, | | | | democratic attitude in their children. Connecticut |
| but were eager to claim that whatever the modernist | | | | Commission on Children develops PLTI (parents |
| were saying has already been said before by the | | | | leadership training institute) in 1992 in USA to enable |
| Muslims……… during the days of Indian | | | | parents to become leading advocates of children. |
| independence movement the critical mass of intellect | | | | Government should go through the documents of PLTI |
| as well as the intellectual capacity of Muslims leaders | | | | and other such organizations and develop parents |
| was very mediocre, though we had very sincere and | | | | training institute. Due to illiteracy and rigid customs |
| educated leaders like Mohd Ali Jauhar, Hasrat Mohani, | | | | Pakistani parents are unable to guide their children and |
| Allama Mashriqi, Maulana Maududi etc. none of them | | | | to develop tolerant minds. Most of the parents could |
| were able to visua;izae the world they would be living | | | | not understand the tracks of their children and strictly |
| within in the next 50 to 100 years or so" page 417 | | | | push them towards own wills and which ultimately |
| Manzur Ahmed is himself Pakistani and Muslim but I | | | | destroy, number of generations in our country. In |
| don't know why he narrates the Islamic ideology with | | | | childhood parents mostly use abusive language with |
| such disdainful way, and I can't understand why editor | | | | children and mostly scold them without any fault. |
| of this book approved his article for his book. No doubt | | | | Parents do not care that how much their attitude |
| there were various drawbacks of our intellectual | | | | effects children moral life. Moreover most of parents |
| leaders but those flaws should not connect with Islamic | | | | discuss family disputes with children, even mostly |
| ideology. These shows that how we loss our Islamic | | | | mothers share misbehave of in-laws with young |
| cultural heritage and its implications that our people | | | | children which deteriorates their whole life and they |
| become, slave mentally. Although vast majority of | | | | start disliking and disobeying parents. There are several |
| people have great hearts for their Islamic ideology but | | | | such matters which are creating argumentative |
| they failed to utilize it due to incognizant of diversified | | | | generations. Hence government should put special |
| knowledge recited by Quran. Like Manzoor various | | | | concentration on this matter. |
| secular scholars feel Islamic ideology as a hurdle | | | | Besides this as there is number of illiterate people in |
| towards implications of modernism. Implications of | | | | adult ages and hence we have illiterate parents. |
| modernism failed in Pakistan due to wrong perceptions | | | | Therefore adult literacy schools should be established |
| spread by upper and secular classes. Especially in | | | | which include 5 years education. In these five years |
| Musharraf era modernism aspersed in patriotic and | | | | parents should made able to read and write at least |
| fundamentalists groups. Mr. Musharraf introduces | | | | Urdu. The timing of these schools should also be |
| modernism by the nomenclature "modern Islam" these | | | | adjusted two times in a day, so that mothers and |
| shacked fundamentalists and arouse fidgetiness | | | | fathers could attend them one after another. |
| among the people. He separated the Islam in two | | | | 7. Institutionalize parent's teacher's coordination |
| categories modern Islam and old Islam. However Islam | | | | While teaching in elite schools for several years and |
| is only Islam neither modern nor old. However | | | | then in orphan school for one year I observe in both |
| modernism is something else. By definition, 'process of | | | | environments that there is strong lack of teachers and |
| adopting systems, methods, ideas more modern and | | | | parents coordination. Teachers mostly blame parents |
| more suitable for use at the present'. These systems | | | | and parents always blame teachers. However, they |
| are mostly related to technology advancements, | | | | should sit together to understand the real problems of |
| diversified subjects literature and more in-depth study | | | | students. Most of the parents thought that teacher do |
| of cultures, origins and all other school of thoughts with | | | | not like their child, and they willfully neglect, him and do |
| the help of research and theorizing. Islamic studies do | | | | not give him position. Such attitude of parents should |
| not bound people to seek knowledge; instead it | | | | be improved through training. In public sector schools, |
| encourages evaluating nature. There are no prohibitions | | | | parent's teacher's coordination is about absent. Private |
| by Islam to develop and investigate new methods and | | | | schools have their proper calendar for parent's |
| systems for the prosperity and development of | | | | teachers meeting but public sectors do not give any |
| people. Islam does not restrict to seek advancing | | | | importance to this matter. Public schools should strictly |
| education and implementing advance economic and | | | | bind to manage PTMs and submit reports on them. |
| marketing systems. Actually on the eve of concept of | | | | 8. Make teachers job attractive |
| 'modern Islam' various evil psyches find a place to fit | | | | Teaching job is not attractive in Pakistan. Most of girls |
| their evil thoughts and, hence make the Muslim | | | | and boys do teaching just for time pass in their study |
| Pakistanis subordinated towards implementations of | | | | gaps. If we ask from any young, what will you want to |
| modernism. | | | | become in elder age? Very few will answer |
| In Pakistan now we have number of such psyches | | | | "Teacher". Most of teenagers will answer as doctor, |
| who do not accept Islamic ideologies to be capable of | | | | engineer, lawyer or banker. This show the teacher's |
| capturing modernism. This happened due to adaptation | | | | job has no respect and status in or country, that's why |
| of educational system with British soul. This turned the | | | | we have lot of low standard and unqualified teachers. |
| psyches of Muslims away from their religious | | | | The hiring process, facilities and pay packages of |
| knowledge and pride. After six decades of | | | | teachers also shows that teacher job is a poor job |
| independence till now our governments are passive | | | | and professional people do not prefer it. Government |
| towards developing effective educational system that | | | | should make this job attractive by announcing number |
| could resume our cultural values and develop self | | | | of income packages especially for those who hired in |
| esteem in Muslims to adopt modernism to meet their | | | | remote areas. Remote area teachers should be |
| needs and compete in world economies. From the | | | | facilitated by resident and transport facility along with |
| next paragraph, I am going to illustrate workings of | | | | additional pay. |
| various governments for the provision of education. | | | | 9. Forming complaint desks |
| In 1947, after independence, the new country had 83 | | | | Teachers and students faced lot of problems within |
| colleges, 3 Engineering colleges, 108 teacher training | | | | their schools and colleges. There should be e-complaint |
| schools and 71 technical, industrial and agricultural | | | | desk, where students and teachers could mail their |
| institutions. M. Ikram Rabbani demystifies history of | | | | problems. Also there should be facility for students and |
| education after independence in his book "New | | | | teachers who could not use Internet or do not have |
| Millennium Pakistan Affairs, 12th edition 2008". | | | | facility of Internet to post mails to head office of |
| According to him, from 1947 to 1955 education was | | | | complaint desk. Complaint office should have only one |
| responsibility of local bodies. During that era education | | | | office in Islamabad for secrecy and for immediate |
| policy was victim of political instability and chaos. The | | | | action without any hurdles. Address of complaint desk |
| first educational conference in Pakistan was held in | | | | should be mentioned on text books of schools so that |
| November, 1947 in which Quaide-eAzam outlined an | | | | everyone understands it and parents could also |
| educational philosophy which incorporated both the | | | | contribute. Annual reports should also be submitted to |
| fundamentals of Islamic traditions and modern science | | | | complaint desks and members of complaint desks |
| and technology. Among others things he suggested | | | | should also visit schools as required for strong check |
| curriculum revision, diversification of courses, | | | | and balance. This institute should be made highly well |
| compulsory religious instructions and development of | | | | organized and highly qualified and educated people |
| administrative machinery. Despite this, from 1947 to | | | | should be hired there. |
| 1958 no significant reforms were introduced. However, | | | | 10. Formation of book banks |
| during Ayub era, efforts were made to transform the | | | | Book banks mostly exist within schools; they should be |
| educational system in a planned and systematic | | | | developing officially like other banks. Elite people and |
| manner. His reforms include National Commission on | | | | foreign donors along with government and NGOs |
| Education (1959), Commission on student's problems | | | | should donate books, copies, stationary, uniform and |
| and welfare (1964), National commission on manpower | | | | bags in the bank for poor people in the country. |
| and education (1969), New educational policy (1979). In | | | | Moreover there should be special branch for student's |
| his era, educational planning was handed over to the | | | | fee, where fee for poor children could be submitted by |
| educational establishment which was charged with | | | | rich people. The bank should be advertised in media |
| plan implementation and the evaluation of progress. | | | | and Internet and people should encourage in supporting |
| Annual development program introduced in his time | | | | poor people for education. |
| brought long range developmental needs. | | | | 11. Make annual reports compulsory (M&E) |
| Bhotto's regime gave its Educational Policy on March | | | | For better monitoring and evaluation all schools should |
| 15-1972. He nationalized the privately managed | | | | bound to submit annual reports to complaint desks. |
| institutions which, was considered a landmark of | | | | Then compliant desk should compare reports with |
| Bhutto's regime. Education was made free and | | | | complaints and manipulate progress of each. Members |
| compulsory at primary up to class X. The university | | | | from complaint desks should also visit suddenly to |
| grants commission was established to coordinate all | | | | schools for strict check and balance. Annual reports |
| universities. During Zia's era Maktab schools were | | | | should contain all sorts of statistics on students along |
| revived and national education policy was announced | | | | with number of parents meeting in the school and |
| under which private sector encouraged to contribute | | | | views/complaints and problems of parents. These |
| towards provision of education. Islamization of | | | | reports should be utilized to check improvement in |
| education was remarkable achievements of his era. | | | | whole system and to establish new policies to new |
| Later, Junejo launched a strategy which was aimed to | | | | issues. |
| promote mass education. He gave top priority to | | | | 12. Adopt integrated curriculum |
| education in his 5 point program and assigned Rs. | | | | In the NEP-2009 government announce for one |
| 27400 million for that purpose. He focused mass | | | | universal curriculum in country which is also termed |
| literacy and enrolment of school dropouts through Nai | | | | national curriculum. However government faced lot of |
| Roshni Scheme. | | | | problems in formation of such curriculum. I go through |
| In 1992 New educational policy ( NEP 1992) designed , | | | | document "curriculum reforms in Pakistan, a glass full |
| its main areas of interest were primary education, | | | | or half empty" by Baela Raza Jamil, while reading it, I |
| literacy, quality of public institutions, setting up national | | | | observe that they want to follow SDPI document on |
| testing service, decentralization of authority in the | | | | textbooks of Pakistan that I have discussed earlier in |
| administrative set up of education system and | | | | research outcomes. Like many other policies present |
| resource generation. Benezir Bhotto introduced, "social | | | | government follow Musharraf policy in another face |
| action program" in which great emphasis laid on | | | | towards education dilemma. |
| education and literacy rate within given span of time. | | | | Adaptation of national curriculum is good decision but |
| Silent features of National education policy 1998 were | | | | there is a need to be fair in this regard. Our |
| to evolve integrated system of education by | | | | government is not fair and wants to injure Islamization |
| streamline all educational sectors which include private | | | | and ideology of Pakistan through new curriculum. |
| as well as public institutes and Deeni Madaras. | | | | Punjab text book board and NWFP board both |
| Eradicating illiteracy through formal and informal | | | | opposing this policy and understand the reality. People |
| education by involving communities. Revising curriculum, | | | | of Pakistan should wake up in this regard and, save |
| imparting in-service teachers training and revising | | | | the generation of Pakistan. Despite highlighting |
| teachers training curriculum, enhancing technical | | | | technological and literal knowledge backwardness, |
| education opportunities to reduce poverty, developing | | | | government is concentrating on abolishing Islamic |
| higher education, information technology sector and | | | | norms and values and hinders patriotism of Pakistani |
| library and documentation besides encouraging private | | | | people. |
| sector. In sum all the policies developed were most of | | | | Integrating curriculum should be developing by |
| similar natures. There may be any difference in | | | | considering curriculum of elite schools and public sector |
| documentation format but all have same goals with | | | | schools as well as Madrassa's curriculum (to integrate |
| changing words. Moreover all the policies use future | | | | Islamic education in curriculum and reduce madrassa |
| tense and future continues tense while documenting | | | | system). Besides this repetition of various concepts |
| which shows haphazardness approach adopted by all | | | | should be minimized for example, students have to |
| government. Every new government criticizes | | | | study about seasons both in social studies and science. |
| previous educational policy and developed new one | | | | They have to study about Seerat-e-Nabi both in Urdu |
| despite ensuring implementation they focus only to | | | | and Islamiyat. There are various such topics which |
| documenting confabs. | | | | repeated in same level in different subjects. This |
| In Musharraf regime no new educational policy | | | | increases text burden on students without increasing |
| designed, he follows the already existed policy. He | | | | knowledge. Therefore subjects should be integrated in |
| converted the University Commission Grant by Higher | | | | one broad category, to minimize number of subjects |
| Education Commission. In his regime all sectors | | | | by increasing quantity of knowledge delivery. Various |
| adopted objective type examination pattern. National | | | | subjects integration suggestions are given in following |
| Testing service was also activated at various levels. | | | | sub-section of this article. |
| His government approved 4% of GDP to education in | | | | Curriculum suggestions |
| 2007. He introduced 18 new public universities. Although | | | | Presently students have to study English A and English |
| he focused education more then any government | | | | B, Urdu A and Urdu B, Islamiayat, Social studies, |
| before, and carried out his policies immediately but he | | | | science and maths from 1 to 5 in public sector schools |
| could not tackle with Deeni Madaras dilemmas | | | | and in additions to all these Arabic and Computer from |
| successfully and his failure leads to currents situation | | | | 6 to 8. Later students have to study physics, biology |
| of terrorism and hate. | | | | and chemistry on place of Science and Arabic |
| Despite long historical works have done on Educational | | | | excluded in 9 and 10.in intermediate classes i.e. 11 and |
| development, heretofore we are facing huge illiteracy, | | | | 12, science students of metric have options to selects |
| low quality sub standard and unequal education. Poor | | | | engineering, medical or computer sciences and those |
| and improper educational philosophy and phenomena | | | | students who studied economics in metric mostly |
| adopted in Pakistan is creating different stratums with | | | | move to social sciences in intermediate, although |
| different means and objectives. This alternatively | | | | various students with less marks in science group of |
| raises argumentation among various stratums and, | | | | metric also selects social sciences in intermediate or |
| hence whole situation becomes regretful. | | | | move towards totally Art group. In various schools |
| Current situation | | | | there is also option for Art group in metric. If we |
| Education system of Pakistan is facing strong criticism | | | | compare subject diversification with elite school we |
| both from national and international researchers. | | | | could easily understand very few options for education |
| Numbers of documents are available on search | | | | careers in public sector schools. Therefore such a |
| engines which highlight different perspectives of false | | | | curriculum should be designed which could give place |
| education in Pakistan. International folks give a special | | | | for more subjects. In this regard I put forward few |
| importance to the educational system of Pakistan as | | | | suggestions. |
| they understand the role of education in building nations. | | | | Curriculum suggestions from 1 to 8 |
| Various researchers discuss Pakistan's educational | | | | 1 Islamic Studies |
| system extreme heatedly. While reading these | | | | In this subject Islamiate, Arabic and Nazra should be |
| documents I do not scold those international | | | | integrated. It is rubbish to teach Arabic from 6 to 8 and |
| researchers, whereas I was guilty at the attitude of my | | | | after it in BA/BSc. This is only increase of quantity of |
| own leaders towards a very sensitive issue. Despite | | | | subjects, it does not lead to make students able to |
| failure of all previous national education policies current | | | | understand and speak Arabic. In early ages students |
| designed national education policy seemed to be failed | | | | have to study Noorani Qaida from Qari sahib in homes |
| also. | | | | or in Mosques/Madrassa, despite this Noorani Qaida |
| Research papers outcomes | | | | along with reading and understanding Quran should be |
| Center for research and security studies (CRSS) | | | | made compulsory subject from 1 to 8 so that on one |
| published a research paper with heading "curriculum of | | | | hand students learn to speak and understand Arabic |
| hate". In this research paper they condemn the | | | | and on other hand they complete Quran in schools |
| curriculum of public schools scornfully. Although I do not | | | | along with understanding it. Islamic stories and morals |
| agree with this paper because this show hate of | | | | should be taught stepwise as explained in Quran Majid. |
| non-Muslims with Muslims and this is another issue. | | | | In this way each Muslim will be become able to |
| Although there are various faults in the education | | | | understand Quran himself and could apply it in their |
| system of Pakistan but it is false to state that | | | | lives. Islam should be taught only in this subject no other |
| curriculum of Pakistani schools increasing hate and | | | | subject should have topics from this subject, so that |
| bigotries. There are various other factors of rising hate | | | | minority could have option to study that subject. In |
| in fundamentalists, secularists and nationalists. No doubt | | | | schools from level 1 to 5 non-Muslim students should |
| education plays a vital role in eliminating these factors | | | | be engaged in other activities during the period of |
| but we could not blame only education system. | | | | Islamic studies. And from 6 to 8 non-Muslim students |
| Because we have various affirmative personalities | | | | should give an option to attend the periods or to not |
| raised from the same curriculums. | | | | attend it. |
| Sustainable Development Policy Institute (SDPI) of | | | | 2 Urdu |
| Pakistan also put forward a research paper "The | | | | In most of schools Urdu literature (Urdu A) and Urdu |
| Subtle Subversion, The state of curriculum and | | | | language (Urdu B), taught separately. This increase text |
| textbooks in Pakistan" in 2002 which highlights various | | | | burdens on students, despite this in the end of every |
| drawbacks in curriculum of Pakistan. The research | | | | comprehensive topic there should be grammar |
| paper also condemns education system of Pakistan | | | | exercises related to the topic. Comprehension should |
| and put forward various measures to follow for the | | | | be related to Urdu Adab only; it should not from Quran |
| government. However, unfortunately despite discussing | | | | Majid. Islam should teach only in one subject thoroughly. |
| technology and knowledge backwardness of the | | | | Although some of writers work on Islam in their |
| Pakistani curriculum, SDPI condemn Islamic norms and | | | | literature, it should be taught accordingly without any |
| values and patriotic themes of Pakistani curriculum. | | | | exaggeration. |
| SDPI research paper condemns the curriculum of | | | | 3 English |
| Pakistan because it violates the rights of minorities. The | | | | Similar to Urdu, English literature and language should |
| research papers narrates that Islamic studies made | | | | also integrate in one book. And only English writers |
| compulsory for non-Muslims also which is against Islam. | | | | should be discussed in this subject. Most of English |
| The whole researched paper seemed to be in favor | | | | books contain stories about Pakistan and Islam, it |
| of religious minorities but SDPI do not highlight the | | | | should be deleted as English is a language and it should |
| statistics of minorities in Pakistan. There are 96.16% of | | | | teach to learn only language. In this way SDPI |
| population are Muslims, 1.69 are Christians, 1.40% are | | | | objections could also tackled while preserving our |
| Hindu, 0.35% are Qadiani, 0.33% schedules casts and | | | | religion through subject Islamic Studies. |
| 0.06 are others. So, why education system should | | | | 4 General knowledge |
| design for other 3.84% of non-Muslims? The report | | | | From 1 to 5 social studies, science and economics |
| criticizes Pakistan's curriculum as a minority right | | | | should be integrated in one subject General |
| violation, whereas according to current educational | | | | Knowledge. In our public schools text books there is no |
| policy 2009, English language suggested to be | | | | information on economics and therefore students |
| compulsory as a medium of instructions at secondary | | | | unable to understand current affairs despite highly |
| and higher levels violate Pakistan's people's rights. | | | | intelligence. In science and social study students study |
| While deciding English as a medium of instruction they | | | | different topic repeatedly in both subjects such as |
| should think that what percentage of our people can | | | | seasons, planets, lunar and solar eclipse, latitude altitude, |
| speak and understand English. By introducing English as | | | | formation of rocks and layers of soil, parts of body |
| a medium of instruction number of students will fail to | | | | and many others. Therefore these two subjects |
| understand lecturing and ask questions. | | | | should be integrated in one to avoid repetition and |
| While condemning Pakistan's education system SDPI | | | | minimize text burden. From 6 to 8, science should be |
| must consider the facts that Muslim celebrates | | | | separated and economics and social studies should be |
| Christmas days and other events in western countries | | | | integrated in one subject "social sciences" |
| in schools, holi in India with Hindus, then there should be | | | | 5) Mathematics |
| no objections on Islamic soul in whole Pakistani | | | | Mathematics should be made advance and treated as |
| curriculum. I am, agree with the fact that our text | | | | separate subject throughout. |
| books are not typically according to new world needs | | | | 6) Computer |
| but its not mean that we have to blame Islam so. | | | | Computer should be started practically from 6 to 8. In |
| Whereas, it is significant to teach students about Islam | | | | most of schools there are books on computer which |
| more thoroughly for their moral development. Our | | | | give very little information on computer. That |
| scholars failed to spread true picture of Islam in the | | | | information could be delivering in one chapter in the |
| text books and there is a need to develop the pattern | | | | beginning of class 6, therefore there should be no |
| of Islamic studies. Students should be taught in a way | | | | computer before 6 classes, and it just destroys |
| that they become able to analyses Quran themselves | | | | students. From 6 to 8, students should make able to |
| and implement its teachings in their lives accordingly. | | | | use MS office, installing windows, dealing with |
| Due to low quality teachings of Quran most of our | | | | software, Internet, search engines and e-education. |
| people depends on priests and they mostly give | | | | This is not difficult as most of people learn it all within 3 |
| suggestions on the basis of their sec and therefore | | | | months course. Therefore it is better to teach all this |
| various argumentative misconceptions develop over | | | | thoroughly from 6 to 8. |
| Islamic teachings among people. Our priests explain | | | | In this way from 1 to 5, total number of subjects will be |
| Quran is a way that it creates bigotries and hate. | | | | 5 instead of 8 or 9. Similarly from 6 to 8, total number |
| Quran have such moderate teachings that | | | | of subjects will be 7, instead of 9 or 10. It is important |
| non-Muslims increasingly entering the circle of Islam by | | | | to reduce number of books and copies to lesson |
| studying it thoroughly. The overall impacts of SDPI | | | | weight of heavy bags and burden of too much text |
| report shows that they are against Islam and they | | | | and copy work. Some of suggestions in this regard |
| want to separate Muslims from Islamic studies. | | | | are following. |
| Harvard University, Pomona College and World Bank | | | | A. Reduce copy work and home work by |
| jointly passed a research paper "Madrassa Metric: The | | | | introducing work books |
| Statistics and Rhetoric of Religious enrolment in | | | | In most of schools teachers use whole time in |
| Pakistan". This research paper negates the all previous | | | | displaying answers for question on white board and |
| statistics about madrassa enrolments in Pakistan. | | | | students copy them on their note copies with full |
| According to them only 1% of Pakistani children attend | | | | silence. Some of students have very slow writing and |
| madrassa, which is much lower then previously | | | | they could not complete all in one period, teachers |
| reported statistics. The report denies various facts | | | | mostly waste their time in checking about 200 to 300 |
| attributed to reason of admitting children by Pakistani | | | | copies daily with lot of mistakes and despite this |
| people in madrassa. The report explains that not only | | | | mostly scold by admin and parents over little mistake. |
| poverty is not the reason of admitting children in | | | | Therefore workbooks should be introduced in which |
| madrassa but various ethical groups prefer madrassa | | | | answers of various questions given, and students only |
| for their Islamic nature of teachings. Beside this most | | | | have to learn them, and teachers could have time to |
| of children attend madrassa because of absence of | | | | clear them questions and answers both. In most of the |
| government schools there, and the only option of | | | | cases students do not know what the question is and |
| madrassa there. Moreover, the research also | | | | what the answer, in exams they mostly give, answer |
| discussed that madrassa are not making inroads into | | | | of another question to the question asked. This |
| mainstream society in Pakistan. They support their | | | | happened because students could not understand |
| statement by discussing qualities of various private | | | | English language, and teachers have, pressure to |
| schools in village areas. Overall the research was of | | | | complete syllabus and therefore they could not clear |
| the view that madrassa teachings are not only and | | | | meaning and concept of each question along with |
| major reason of terrorism in Pakistan. | | | | answers. Therefore workbooks should be installed |
| Haroon Jaml and Amir Jahan measures inequality in | | | | which include, question answers, objective type |
| education of Pakistan through their research "The | | | | activities i.e. fill in the blanks, MCQs, true false, matching |
| knowledge divide: Education inequality in Pakistan" in | | | | columns etc ( available on Internet as worksheets |
| 2003. They successfully measure, the persistence of | | | | which are easy to download and print, to develop |
| education inequality in Pakistan through District | | | | workbooks one should get benefit of those websites). |
| Education Index (DEI). Their results show low levels of | | | | Workbooks with answers of question should be for 1 |
| educational status with high inequality. The most | | | | to 5, before this (from6 to 8) space for answers |
| vulnerable groups are rural areas, Balochistan province | | | | should be left empty and students should be guided |
| and rural females. | | | | verbally in class by teachers about answers and |
| New educational policy 2009 (Qualities and flaws) | | | | students have to fill themselves. After 8 class there |
| New educational policy 2009 highlights all the | | | | should be no work books. |
| drawbacks and dilemmas of education in Pakistan | | | | B. Activity based learning |
| successfully but it do not define track of | | | | Activity based learning should be introduced; most of |
| implementation. The decision of NEP2009 to introduce | | | | concepts could not cleared to students unless they do |
| national education system need tremendous workout, | | | | not experience it. On Internet search engines now |
| but despite completion of one year no such measures | | | | there are variety of activities provided on each subject |
| put forward to aware the public about new system | | | | and concept. In the end of each topic in work books |
| which would be certain for all. Education policy 2009 | | | | there should be explanations of activities and schools |
| use excellent words to narrate a positive picture of | | | | should be compelled to follow them and give statistics |
| policy but how will this happened and when will this | | | | about them in annual reports and it should be then |
| started and what would be the initial steps these all are | | | | checked by complaint desks whether there is any |
| not defined well and nothing have done even after one | | | | reality in the reports or not? |
| year. A very long document of national education | | | | C. Painting activities |
| policy is seemed like a text paper showing importance | | | | In most of the schools there is separate paper of |
| of education and dilemmas of education and its | | | | drawing which is totally unfair. Drawing is an art and |
| effects on the nations. The document beautifully | | | | some students could have natural interest in it while |
| describes all these topics and use very limited words | | | | others do not have. It is natural that some students |
| to new decisions and their implementation processes. | | | | could draw pictures finely but some could not even |
| New educational policy 2009 criticized a lot by | | | | after lot of practice. Therefore painting should be |
| intellectual circles. Shahid Siddiqui criticize this policy in hi | | | | installed only as an activity and students should not |
| article "New Education Policy" in the book 63 of | | | | forcefully compel to draw dog or cat only. Coloring, |
| Advance Contemporary Affairs by M Imtiaz Shahid. | | | | painting, sketching and other techniques should be |
| His first criticism is that this policy announced before | | | | delivered to students but they should let independent to |
| the expiry date of previous policy. Government | | | | do any work in drawing activity periods. |
| defends this criticism by quoting that previous | | | | D. Extracurricular activities |
| education policy could not give required results. Further | | | | Most of the public sector schools in remote areas |
| the writer condemns this statement of government by | | | | neglect extracurricular activities like sports, annual day, |
| stating that this education policy also does not meet | | | | fun fair, and various types of competitions. Schools |
| desired results and there is a problem at | | | | should be bound to start such activities and give |
| implementation level. According to him introducing | | | | statistics over them in annual reports to complaints |
| English as a compulsory subject is not new, this had | | | | desk. |
| been decided by Musharraf regime. Moreover he | | | | Curriculum suggestions for 9 and 10 |
| explains disconnection between policy declarations and | | | | In the end of 8 classes, after one month counseling |
| budget allocations. His most important criticism is on | | | | about various subject options in 9 and 10, students |
| announcement of allocating 7% of GDP to education | | | | should be kept independent to select any one of |
| by 2015. The writer could not trust this statement | | | | following four subjects which include further subjects |
| because of facts that, in 2006-07 the allocation was | | | | and there should be no compulsory subject in this |
| 2.5% of GDP and in 2007-08 this was reduced to | | | | stage. Students who select any one of following four |
| 2.47%. In the year 2008-09 the amount further came | | | | subjects would study only enlisted sub-subjects with |
| down to 2.1% Of GDP. Similarly Mr. Shaukat Aziz, | | | | detailed comprehension thoroughly. |
| announced 4% GDP for education but fails to catch | | | | 1. Islamic Studies ( islamic law, islamic history, |
| this figure. NEP 2009 announced to raise level of | | | | Arkane-Islam, Quran with full translation and |
| public-sector schools will be lifted to match the levels | | | | commentary) |
| of good private schools and deadline for this is 2010. | | | | 2. Literature( Urdu, English, Arabic, Arts) |
| Three months of 2010 have been passed but no any | | | | 3. Social Sciences ( Pakistan Studies,World Affairs, |
| measure has been observed. New session had been | | | | Economics and Politics, Sociology) |
| started and student bought the same books that I | | | | 4. Science ( Physics, Chemistry, Biology, Computer, |
| studied in my school time.They may have any magic | | | | Maths) |
| to meet target suddenly. Mr. Shahid asked repeatedly | | | | Students should give assignments which they have to |
| that how this all will be done? NEP announced to adopt | | | | search on Internet, each section should have there |
| universal curriculum but do not mention any strategy. | | | | own website which should open to students to submit |
| Another intellectual Ejaz Naveed from Imperil College | | | | their subjectivity that develop in their minds during |
| London criticizes education policy in the same sound. | | | | studying as articles, newsletters and manuscripts. |
| NEP 2009 decided to exclude PTC and CT for hiring | | | | Students should encourage developing their magazines |
| quality teachers and announced that to become a | | | | which include their writings and views. |
| teacher one should be BED with Bachelor degree. If | | | | Curriculum suggestions for 11 and 12 |
| we observe in our schools and colleges most of | | | | In intermediate, after one month counseling, students |
| teachers are masters with BED and MED but despite | | | | have to give option to select any one from |
| this they could not teach well. And in various places a | | | | sub-subjects of their particular category. And that |
| teacher with simple Bachelor degree without any BED | | | | category should be divided further in few subjects for |
| in private schools teach very well. Hence government | | | | more comprehensive and advance education over the |
| should compare hiring process and training processes | | | | various topics. Here I want to discuss Pakistan studies, |
| of private and elite schools with their process of hiring | | | | students have to study same Pakistan studies from 9 |
| teachers. | | | | to 13 class, that is from metric to Bsc. It is totally |
| According to this policy curriculum from class one and | | | | flapdoodle and crummy to make such a subject |
| onwards include English (as a subject), Urdu, one | | | | compulsory for 6 years without any solid knowledge. |
| regional language, mathematics and integrated | | | | Contents of Pak studies should be made more |
| subjects. Provincial and area education department | | | | comprehensive in metric, so that after metric if |
| have choice to select medium of instruction up to class | | | | students select this subject for their intermediate then |
| fifth. This means after fifth class medium should be | | | | they could study further diversification of this subject. |
| English. Moreover, math and science should be in | | | | After intermediate |
| English and provinces have option to teach these | | | | In the end of 12 years qualification, now students have |
| subjects in Urdu or English up to level five after this | | | | to select any particular subject for four years |
| they should adopt English language. By reading these | | | | Bachelor. After such a sharp education from 1 to 12, |
| points I come to a result that our policy makers think | | | | students could absorb advance concepts in active |
| that only English can make them developed nation. | | | | ages of their minds i.e. teenage, in this age student |
| They do not cater the student's problems they just | | | | mind is most active and they could understand and |
| make a policy with Musharraf's tail. If on regional and | | | | learn more quickly. Therefore it is effective to utilize |
| provincial level students study in Urdu from 1 to 5 then | | | | this age. In Pakistan most of students have, chance to |
| how they could understand all the concepts of science | | | | study advance concepts in Mphil or PHD, in the age |
| and math by entering class 6, where they immediately | | | | where he/she have also to marry and support their |
| have to face all concepts in different language. By | | | | parents. In that age various other tensions attached |
| doing so we are willfully deteriorating the quality of | | | | with any single person, and they could not seek and |
| education and students mentality. Teachers will also | | | | absorb advance concepts. Pakistan is far behind in |
| burdened because they have to pay extra time to tell | | | | race of concepts in every subject therefore there is a |
| them meanings of all science and math terminologies | | | | need to improve the system in a way that it not only |
| first and make the students to memories them and | | | | increase quantity but also improve quality. |
| then they could able to teach new language. This | | | | While describing curriculum I suggest "counseling" in the |
| would also confuse the students too much. In the | | | | end of each step of education. The aim of this |
| primary age students are not responsible enough to | | | | counseling is to tell students that how a particular |
| study themselves at home, parents have to read their | | | | subject could help you in life. And it could make easy |
| diary and stress them to do homework if we introduce | | | | for students to select subject according to their will. |
| whole system in English then those parents who | | | | Most of the parents compel children to select medical |
| cannot understand English will be vulnerable to stress | | | | or engineering only, after wards students could not |
| their students to do homework. After fifth class only | | | | absorb them and waste their important years of life. |
| those students become responsible for homework | | | | Counseling could help them to select subject according |
| and exam preparations that are good in studies but | | | | to their taste. |
| careless students need strong check and balance at | | | | Summer Camps/Vocational trainings |
| home. If of English language system most of the | | | | In schools there summer camps should be make |
| primary or secondary pass parents will fail to | | | | certain in which students have to learn cooking, |
| understand the text and nature of student's | | | | stitching, knitting, driving, singing , reading writing any |
| assignments and could not help their children hence | | | | regional language and etc. such courses should be |
| students will become weaker in studies. | | | | make open to both girls and boys to reduce gender |
| While introducing new education policy 2009 it seemed | | | | dependency in the society. |
| that they aimed to preserve English language. Our | | | | Diploma Education/ technical training |
| policy makers think that only English can bring change. | | | | Technical education courses should be offered after |
| China, Japan, Korea, France, Germany all these | | | | 10 years qualification but diploma courses should be |
| countries do not use English at academic levels. They | | | | offered after 12 years of qualification. Instead of BED |
| use software translators and interpreters to | | | | and MED, any diploma and post diploma course in |
| communicate with world and to understand them. | | | | education should be offer after 12 years qualification. |
| Native languages enable the person to understand | | | | To increase the number of quality teachers for |
| matters more thoroughly. Despite various English | | | | primary and secondary school years in short span of |
| medium schools most of our people could not | | | | time. |
| understand and speak English well and they depend on | | | | Ending words |
| views and discussions of others on researches, | | | | In the end I want to tell that suggestion that I have |
| reports, speeches and other events. Other people | | | | display in this article may not be best but they are not |
| always discuss events according to their knowledge | | | | as worse as much existing are. Although these |
| and views all people could not understand the real | | | | suggestions seemed very difficult to achieve but infact |
| shape of matters through their discussions. Therefore | | | | they are not, there is a need of work hard only. Even I |
| there is a need to enhance and spread knowledge in | | | | can't say that it is much costly, formation of book bank |
| native language. | | | | could reduce various expenditures. Moreover it is very |
| Nevertheless, after carried out education system in last | | | | clear that if existing funds utilized fairly then there could |
| six decades, creates big number of populations who | | | | be no shortfall of funds. |
| could not understand and utilize science and math | | | | |