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education-committee-pylc-12 - Pakistan Young Leaders

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					    Education Committee
2              Edited and Compiled by: Hamza Javaid and Amar Ali, Chairman & Co-Chair Education Committee-PYLC’12




                                                                 Pakistan Young Leaders’ Conference ‘12
                                                                                                             Major Contents

                                                                                                          Introduction………..03
                                               NUPSA- PAKISTAN




                                                                                                          First Topic ...…….04-05
                               Delegate Pack




                                                                                                          Second Topic ……06-08




           Recommended for:

           The education committee sessions are for the students, educationists and for the volunteers
           who proactively engage to catalyze EDUCATION REVOLUTION in Pakistan

           Overview:

           Pakistan education system needs a revolution, the current system have to transform into
           something different and new. Each session will provide an opportunity to review the
           educational issues and will delineate practical implications to create new policies. Sessions
           are designed to stimulate minds through creative workshops/ presentations throughout the
           day

           Delegate Benefits:

           First review the current and then contribute to the new revolutionary education policy of
           Pakistan. Learn and practice the soft skills of:

                          Effective written and oral communication, negotiation, time management, working
                          under pressure, networking, team building, role playing exercise and most
                          importantly leadership
3   Edited and Compiled by: Hamza Javaid and Amar Ali, Chairman & Co-Chair Education Committee-PYLC’12




                                  INTRODUCTION
    Education plays the role of leadership in the society. The functions of the educational
    institutions are to develop the people physically, mentally, psychologically, socially, and
    spiritually. It improves and promotes the economic, social, political and cultural life of
    the nation. Until now the role of secondary and college education in Pakistan has been
    simply preparation for tertiary education, which in the minds of most people means
    strictly a university education. All over the world universities are guiding and co-
    operating with the industrial and agricultural development organizations and they are
    developing their economics rapidly and meaningfully. There is a close link between
    education and development. In Pakistan, after more than five decades, the
    developmental indicators are not showing positive results. The participation rate at
    higher education is low comparatively to other countries of the region. There are
    problems of quality of staff, students, library and laboratory. Relevance with society
    needs, research facilities, financial crisis, arts students more than science students,
    weaknesses of examination, ineffective governance and academic results are not at par
    with international standards. Considering the gigantic problems of education in
    Pakistan, delegates will discuss and make fresh policies on the following two areas:


        1- EDUCATION EMERGENCY IN PAKISTAN
        2- IS IT POSSIBLE TO ALIGN VARIOUS EDUCATION SYSTEMS IN PAKISTAN?
           (Madrassa; Private; Public) & YOUR VIEW ON THE DISSOLUTION OF HEC
4   Edited and Compiled by: Hamza Javaid and Amar Ali, Chairman & Co-Chair Education Committee-PYLC’12




                                  EDUCATION EMERGENCY IN PAKISTAN

    Many people are of the view that the most pressing problems faced by Pakistan today
    are related either to security or economic issues. Others believe that the security and
    economic issues both are directly or indirectly related to the uneven distribution of
    educational services, and a lack of and access to quality education.

    Insertion of Article 25A in the Constitution by the Parliamentary Committee on
    Constitutional Reforms shows that they realize the importance of education for all. It
    has now become the constitutional responsibility of the State ‘to provide free and
    compulsory education to all children of the age of five to sixteen years’. The
    Government also declared the year 2011 was the Year of Education. These are good
    initiatives but not enough.

    With 2015 set as the deadline in achieving the Millennium Development Goal (MDG) in
    Education, Pakistan is no way near to achieving it. According to UNESCO 30 percent of
    Pakistani citizens are living in ‘extreme educational poverty’. In other words, 30 percent
    of Pakistani citizens have two years of education or less. World Development Indicators
    rank Pakistan at number two in the global ranking of out-of-school children. The current
    rate of increase in primary enrolment has been calculated at approximately one
    percentage point increase every year, meaning that full enrolment at the current rate of
    progress would be achieved at the earliest by 2040s.

    The Education Emergency in Pakistan is said to be the most critical for the survival of
    Pakistan. Most people think that the problem is too difficult to solve because past
    reform efforts have failed to deliver results. They also believe that given the enormity of
    the challenge only donors can fix the problem. But the reality is that donor money
    accounts for only a fraction of all public sector education expenditures whereas the
    Government of Pakistan is by far the biggest investor in education.

    With the right policies, able leadership, and efficient use of existing resources, education
    can be transformed in a decade. It is a fallacy that people do not want education. The
    fact is that there is a strong demand for education. According to the National Survey in
    2009, 85 percent people believe education helps citizens become good human beings
    and elect better leaders.
5   Edited and Compiled by: Hamza Javaid and Amar Ali, Chairman & Co-Chair Education Committee-PYLC’12




    TASKS FOR DELEGATES

        1- 400 words essay on how education emergency issue can be addressed in the
           main stream for public attention and how youth can become forerunner to
           revolutionize the education machine of Pakistan?
        2- Who do you think are the key stakeholders in the education sector? (150-200
           words)
        3- Please share your education experience with respective to your teachers/ faculty
           and institution (your likes and dislikes) (200 words)


    Essential Reading Material

        1-   http://tnbt.com.pk/British_Council/Tab2/EnglishVersion.pdf
        2-   http://pakistaneducationtaskforce.com/EE_Report.pdf
        3-   http://www.scribd.com/doc/12832981/4-Issues-in-Higher-Education
        4-   http://www.thenews.com.pk/TodaysPrintDetail.aspx?ID=92838&Cat=9



    For Extra Reading

        5- The Key Issues, Problems and the New Challenges
        6- Annual Status of Education Report 2011


    Education Related Reporting by the Media

        7- Education System in Pakistan
        8- Education System in Pakistan Another Report
        9- Education: Dream or Reality?
        10- Pakistan versus India in Education System, small analysis
        11- Capital Talk Show on Education Part 1
        12- Capital Talk Show on Education Part 2
        13- Is concept of Education in Pakistan Misunderstood?
        14- Over 25 millions in need of your help
6   Edited and Compiled by: Hamza Javaid and Amar Ali, Chairman & Co-Chair Education Committee-PYLC’12




                 IS IT POSSIBLE TO ALIGN VARIOUS EDUCATION SYSTEMS IN PAKISTAN?
                                        (Madrassa; Private; Public)


    A special problem in Pakistan is that the country has multiple parallel systems of
    education. First, here is the well known division between the so-called English Medium
    and Urdu Medium schools that exacerbates existing social and economic divisions and
    leads to a virtual system of educational apartheid in the country. Indeed, the division
    has both deepened and broadened over recent years as further differentiation has
    emerged both within the Urdu Medium schools and the English Medium schools. For
    example, the spectrum of the alter now runs from government run English Medium
    schools, to semi-autonomous ones – both of which are governed by a national curricula
    – to ‘elite’ private schools that specifically cater to training the children of the very rich
    for a college education abroad and are consciously distant from the realities of Pakistan.
    When such divisions are made only on the basis of economics and social class, it
    becomes one more means of consolidating and perpetuating economic and social
    disparities. In a society already torn by stratification, this builds yet one more layer of
    walls between people.

    Second and equally important is the divide between the ‘formal’ educational institutions
    (formal in the sense of being under some nominal supervision of national educational
    authorities) and the ‘informal’ institutions, especially the Madaris. The madrassah
    system differs from the formal educational system (including its own internal divides)
    most profoundly in every respect—the underlying approach to education, the values to
    be espoused, the literatures to be studied, the philosophical bases of pedagogy, and the
    social and political priorities. Although the graduates of the two systems have long been
    active in the social, cultural, and political life of the country, their relative proportions,
    economic prospects, and their attitudes towards each other have changed dramatically.
    During the first Afghan war (1979-90), the madrassah system expanded from a small
    and impoverished enclave to an elaborate and well-funded network. Although precise
    numbers are not available, the general impression is that it now produces graduates in
    the thousands. Whatever the political motivations and implications of this development
    might be, the point is that the existence of two completely alienated systems of cultural
    reproduction has contributed significantly to the social polarization. To put it most
    bluntly, both groups simultaneously harbour feelings of inferiority and superiority
    towards the other. It is very clear that a society cannot long survive in such a polarized
    situation.
7   Edited and Compiled by: Hamza Javaid and Amar Ali, Chairman & Co-Chair Education Committee-PYLC’12




                                        VIEW ON THE DISSOLUTION OF HEC




    Dawn REPORTS that the government plans to devolve higher education to the provinces
    have left many in the world of academia — as well as others concerned with the state of
    education in Pakistan — unsettled. In particular, the fact that parliament’s
    implementation commission on the 18th Amendment is considering splitting the Higher
    Education Commission into smaller units has raised eyebrows. The HEC, an autonomous
    body, is currently mandated with regulating the higher education sector in Pakistan.
    That may change if the parliamentary committee has its way. However, there seems to
    be a consensus in academic circles that devolving higher education is a bad idea. Experts
    feel that higher education should remain with the federal government to maintain
    uniformity and to ensure that students don’t suffer. Former HEC chairman Prof Atta-ur-
    Rahman says the commission already has representation from the provinces.
    There are claims and counter-claims about how the HEC has performed over the last
    decade or so. The commission’s defenders say that ever since the University Grants
    Commission was restructured into the HEC, it has had a positive impact on Pakistan’s
    higher education sector. They cite an increase in the number of academic publications,
    the fact that some Pakistani universities have improved their global rankings, increased
    university enrolment and a greater number of PhDs as proof of success. Others,
    however, pose some very valid questions regarding the HEC’s performance. They say
    the commission has concentrated on quantity as opposed to quality; a greater number
    of universities or PhDs has not exactly translated into better institutions or more
    capable scholars. Yet despite its weaknesses, it is fair to say the HEC has indeed brought
    about a positive change in higher education.

    Former chairman of the HEC, Prof Attaur Rahman, says corrupt politicians, having their
    eyes on Rs40 billion annual budget of the HEC and on prime lands worth billions, are out
    to destroy it (HEC), but Punjab and Khyber Pakhtunkhwa are against its dissolution. The
    sources reminded that the HEC is an autonomous body reporting directly to the prime
    minister and not to any division. Two-third of its members are appointed by the prime
    minister (from a panel of three) for four-year term and may not be removed, save on
8   Edited and Compiled by: Hamza Javaid and Amar Ali, Chairman & Co-Chair Education Committee-PYLC’12




    proven charges of corruption, inefficiency or permanent disability. This structure gives
    HEC the much-needed autonomy and allows it to pursue its function independently.
    This is what allowed the HEC to defy pressure and not verify degrees that did not meet
    the strict standards of verification set by the Commission. Following its dissolution the
    core function of degree recognition, equivalence and attestation will be shifted to a new
    commission to be constituted under the Cabinet Division.

    Without autonomy, the new commission will neither have local nor international
    credibility. The new commission would also have the power to recognise new
    universities being formed all over the country that do not meet the existing criteria for a
    university. Already, many such universities have been denied recognition by HEC since
    they do not have proper teaching faculty, libraries and Internet connectivity and are
    housed in a few rooms.

    Delegates are requested to prepare at least ten points in favour and against the two
    areas mentioned above (The Alignment of Education System & Dissolution of HEC).
    Ten points must have valid arguments, for example use of quotes or references from
    Scholars, Technocrats and other stakeholder’s views and talks can be used.


    Essential Reading Material

        1-   Educational Apartheid—A System Divided Against Itself
        2-   Madrassa Versus Private School in Pakistan (Blog Article)
        3-   The Madrasa Myth & how private schooling can save Pakistan’s next generation
        4-   Dissolution of HEC
        5-   No constitutional Provision to Dissolve HEC
        6-   HEC dissolution to Provincial Level

    For Extra Reading

        7- Religious School Enrolment in Pakistan: A Look at the Data

    Education Related Reporting by the Media

        8- Chairman HEC on the Dissolution
        9- Dr. Attah ur Rehman on HEC Issue
        10- Awam ki Adalat HEC Dissolution and Transfer to Provinces – Part 1
        11- Awam ki Adalat HEC Dissolution and Transfer to Provinces – Part 2
        12- News Night with Talat Hussain on HEC Part 1

				
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