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Acording
to (Faizi, Shakil, & Akhtar, 2012) the purpose of
making educational policies is to make the system of education more effective. Being
an Islamic country, Pakistan always considered the religious aspect as the
basic element while preparing any policy. By observing these policies the fact
comes before us that all these policies have some attractive recommendations
for providing knowledge about Islamic values to the students, but unfortunately
they are always remained in paper shape and practical steps are not taken for
implementation.
Existing
Condition:
Since
establishment of Pakistan, education was considered as one of the most important
factor in the development of the new nation by its founders as visible in the
first education conference held as early as November 1947 (Rehman & Sewan, 2013) . However, later
events show that this priority to education could not move beyond rhetoric.
Several educational plans and policies have been put forward since then but
without remarkable results.
The
current adult literacy rate according to (Malik, 2014) is 54.9% and those
who go to school either drop out early or suffer a largely low quality learning
experience. Being Gross enrolment ratio at 93% for primary school population and
dropout rate at 39% the government still allocates approximately only 2.4% of
GDP for education, which brings Pakistan in the list of countries where human
development is very low. Each year policy documents are produced by subsequent
government with high promises but little achievements are made.
Criticism /
Counter Arguments:
The
education policies of Pakistan are influenced by political philosophies. In
order to better understand the educational philosophy we need to look at the
political thought behind each policy. Islamic Republic of Pakistan by its name
self explains its “Islamic ideology” which is to be reflected in its society,
religion, economics and education however a critical observation of the education
history of Pakistan reveal the true picture of our leaders using the name of
Islam for the sake of their own political philosophies yet the basic aim of
education in all education policies of Pakistan remain Islamic in nature. Some
of the recommendation of education policies are discussed and criticized as
under the umbrella of Islamic ideology in educational policies of Pakistan:
First
Education Conference (1947): According to Hameed Khan as cited by (Faizi, Shakil, & Akhtar,
2012) ,
the base of education system of Pakistan should be laid on Islamic values
and will be isolated with Islamic theory
of life. The reason to state such a need was because Islam presents a complete
code of life therefore receiving religious education by Muslim students was
mandatory.
National
Education Commission (1959): The basic aim of secondary education in this policy
was to develop in Pakistan the theory of Nationalism through the safety and
preaching of Islamic values and to develop patriotism and to inculcate
equality, unity, justice and humanity. To do so religious education was
given in three stages compulsory,
optional and at research level. It must be noted that in Ayub Khan's era, the
whole emphasis was on 'economic development' whereas social development was
undermined. In his era Pakistan also had a 5 weeks war with India ending in UN
mandated ceasefire, therefore it must be the fact that people in times of war
needed to be reminded of the true theory behind the creation of Pakistan, once
again the name of Islam was used not for education purpose but to get the
political sympathy of the people.
Education
Policy (1972 - 80): The primary aim of education was the safety and
publicity of theory of Pakistan and to create national unity for social and
cultural prosperity. The policy decided not to keep the syllabus of Islamiat as
separate from the whole educational setup but to inculcate it. Bhutto’s main
focus was not to inculcate the ideology of Islam in education but to introduce an
Islamic Socialism which eventually would result in social prosperity thus a
slogan food, cloth and shelter became an emblem of his time. In his era the
name Islamic Republic of Pakistan became a part of written constitution.
Education
Policy (1978): This policy is also called Islamic education policy. This policy is
totally in Islamic colour. During Zia's regime, educational institutions were
used to 'Islamise' society. The government gave importance to national aims of
education that is to establish love of their homeland in the hearts and minds
of Pakistan people by making them realize that they are members of Islamic
world being Pakistanis and to aware people about the theoretical baisis of
Pakistan. In his era Islamiat was introduced as a compulsory subject at all
levels of ecademics. All Madrasahs, Maktabs and Darul-Ulooms were given importance.
Education
Policy (1992): The aim of Nawaz Sharif education policy was to increase effectiveness
of educational system which became the cause of new educational, social and
economical values. The policy suggested a type of education by which a Muslim society
of Pakistan could be prepared to come forward in the 21st century.
For religious and moral education it was suggested that Islamic point of view
should be prominent in curriculum of all stages. To achieve this purpose
Nazira-e-Quraan was continues at primary stage and Quraanic verses and
explanation was started at secondary level.
National
Education Policy (1998-2010): Pervez Musharraf's emphasis was on an imported brand
of 'moderate enlightenment'. The policy proposed that education will be
accessible to all the citizens of Pakistan as it is their basic right. The
policy also stressed on progression of
the quality education in Deeni Madaris (Islamic Education Schools) and to bring
Madaris and modern schools closer to each other in terms of curriculum. (Ahmed, Khokar, & Dhanani, 2004) . Regarding Islamic
education the main objective of the policy was to make the Quaaranic principles
and Islamic practices as integral part of curricula. To implement this, the
teaching of Holy Quraan with translation was introduced from class VI and
completed by class XII.
Suggestions /
Recommendations
There
is no denying the fact that education is the backbone in the development of any
nation. It develops the people mentally, physically, socially and spiritually.
The countries that have an effective system of education also happen to be the
leaders of the world, both socially and economically.
Any
nation prepares their generation according to their ideological, cultural and
religious norms but our education system did not preserve our norms. If we
prepare our generation properly, according to our needs and make them faithful
and patriotic then they can play their role as useful and secured weapon
otherwise we are preparing enemies of our own country. In short it is
education, which can turn the population of any country from a burden to human
resource.
The
main problematic issues of education systems in Pakistan are: lack of
professional teachers, high dropout rates particularly at primary level,
outdated curriculum, lack of accountability, multiple system, political
interference, insufficient funds, corruption, poor examination system, lack of
research and lack of proper implementation of policies etc. Pakistan’s dire
state of education sector and policy implementation demands immediate attention
from the government. Without doubling its current financial commitment to
education, Pakistan cannot meet it. We are on the verge of destruction and only
factor which can build up our society is Education, so it’s our responsibility
to work for betterment of our education reforms so that we lie up our self
along western countries.
Reference
Ahmed, S., Khokar, F., & Dhanani, M. (2004). Pakistan
Studies. Karachi: Azam & Sons.
Faizi, W., Shakil, A. F., & Akhtar, S. H.
(2012). Consideration of Islamic Values in the Educational Policies of
Pakistan. Journal of Educational and Social Research, 297-308.
Malik, K. (2014). Human Development Report 2014.
New York: United Nations Development Programme.
Rehman, H., & Sewan, S. M. (2013). Critical
Analysis of the Educational Policies of Pakistan. The Dialogue –
Quarterly Research Journal On-Line Edition, 247-260.