Revolutionary Policy Suggestions For Education Problems In Pakistan

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         Education has great effects over psyches. Whatever sort of
education will be the mind will be as such. If we look over the history
whenever any nation want to defeat others nation it first occupy the
education systems and curriculums of the occupying nations. Education
develops the roots of any nation. Through education any nation prepares
their generation according to their religious norms and values. We can
easily state that rising social unrest in any nation is mainly due to
improper education of generations. Within two decades we could prepare
one generation for the country. Two decades are a small span to prepare
weapon (generation) but impact of this prepared weapon is long and
forever. I called generation as a weapon; generation is no doubt is a
weapon for development of any country. If we prepare our generation
according to our religious norms and values and make them faithful and
patriotic then they are useful and best secured weapon. Otherwise we are
preparing enemies of our country. If the generations do not put on a
right track then they will diverge in the ways which they found in easy
access. Any country has one religion therefore there should be only one
form of education. A country having different ways and levels of
educations mentions that the country have no defined religion and
culture.
Pakistan is going through lot of problems like terrorism, poverty,
insecurity, sectarianism, ethnic, provisional and regional bigotries and
many others. All these problems are due to lack of awareness and
tolerance which are developed due to illiteracy. If we observe around us
countries with most secured lives and economies prefer education for the
people first. However in Pakistan phenomena of education kept far behind
at every level of policy making for development. Our historical political
parties mostly blame stressed international affairs started just after
independence for their poor policies; they claim the foreign tensions do
not give them space to think thoroughly about these social matters. Now
activities of various governments developed a long history for failure of
implementing true policies for education to all masses on equality and
quality basis.
In this article first I will narrate the whole history with the help of
various books, articles, reports and research papers. Then current
situation will be discussed shortly, in the end I will suggest few
approaches and policies according to my knowledge and experience. This
article will be helpful for future policy makers who kept a sincere heart
for the prosperity of people of Pakistan along with cultural
preservation.
Contents

Historical background
Current situation
Research papers outcomes
New educational policy 2009 ( Qualities and flaws)


Revolutionary policy suggestions
Approaches
Curriculum suggestions
Ending words

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

				
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