Education Thread
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Government to raise primary education budget to 4 percent of GDP: Musharraf
KARACHI (November 28 2006): The government plans to increase the allocation for primary education from 2.6 percent to four percent of the GDP. This was stated by the President Pervez Musharraf here on Monday.
He was speaking as chief guest at the inaugural ceremony of the Latif Ebrahim Jamal National Science Information Centre at the Karachi University Campus.
The President informed the gathering that the increase in allocation for primary education from 2.6 to four percent of the GDP roughly means more than Rs 150 billion.
He stressed the need for growth of the country's economy at a faster rate. "The economy of Pakistan has to be sustained and it has to grow at a fast rate that we have maintained now over the last three to four years," Musharraf remarked.
He pointed out that over the last three to four years we are maintaining the economic growth at the rate of seven percent and that this has to be maintained.
The President said the government would also be financing the establishment of nine universities of engineering, science and technology in the country to be set up with the help of developed countries. This means expenditure of Rs 250 billion over the next 10 years, he added.
Pervez Musharraf said in this endeavour for the promotion of education we need assistance from wherever (possible) and that is where philanthropic activity comes in. "I seek the support of the people of Pakistan, those who are more endowed, those who have more resources," he remarked adding that he knows that philanthropy is in our blood.
The President said Pakistanis spend some Rs 70 to 90 billion on philanthropic activities. He stated that this expenditure is unguided and that we need to know where to place the money.
He pointed out that this is a knowledge driven world and that the basis of the economy is on knowledge. That knowledge happens to be in the engineering and science and technology. The President described the inauguration of Latif Ebrahim Jamal National Science Information Centre as a very historic occasion.
He paid special homage to the memory of Hussein Ebrahim Jamal and Latif Ebrahim Jamal. Musharraf also commended the efforts of their sons for carrying forward the mission of their father and uncle and for contributing so much for Pakistan.
He also pointed towards the manifestation of growing interest in philanthropy in Pakistan which is also inclined especially towards science, technology and engineering which is the requirement and demand of the day for Pakistan.
The President said this is very much in line with the policy of the government.
He explained that our policy is very clear and that it is based on the realisation that this is a knowledge-based world and that without knowledge the economy cannot grow.
Giving a comparison, Musharraf said the total GDP of the whole Muslim world is hardly dollars two trillion whereas the GDP of Germany alone is far more than this and that of Japan is dollars 5.1 trillion in spite of the fact that Japan has no natural resources. This is the proof that knowledge is the driving force of the economy.
He pointed out that it is not the natural resources but is more to do with value addition with knowledge-based addition to the economy. Citing an example, the President said Pakistan is the fifth largest producer of milk in the world but not producing any butter, cheese or milk powder to export to the world.
He said we have the best mango, apple and grapes and resources but when we talk of food or fruit processing - tinned fruits, it is all from abroad and, none from Pakistan.
Musharraf was of the view that we should also be processing the fruit for exports. He also pointed out that in Turbat and Panjgur there are 120 kinds of dates and suggested that factories for producing date biscuits may be set up for export to the world.
President made it clear that our strategy is very clear and that while we want to promote education at all levels we have to have a solid foundation and a solid superstructure. Musharraf pointed out one of the root causes of extremism is poverty, joblessness, illiteracy.
He said our strategy for the industry is to create synergy between higher education, engineering, science and technology and technical education to produce technicians of high quality. University level education to produce engineers and technical education to produce technicians in accordance with our industrial needs - present and future.
He suggested that we should study what we require our industry to take on. The President said we are establishing nine universities of engineering, science and technology in the country with the help of developed countries of Europe and of the East.
He pointed out that these universities are going to be unique. Musharraf said we have lagged behind and the strategy which we have adopted now will take us on a fast course to the level of the world. He also pointed out that out of the 500 top universities of the world none is from the Islamic world.
He said the course we are adopting now is to get a university from abroad and that we have already inaugurated a university with French assistance in Karachi. This is Pakistan-France University. There will be Pakistan-Austria University in Lahore.
He announced that he would shortly inaugurate Pakistan-Sweden University in Sialkot. Musharraf said there would be four such universities in the Punjab, three in Sindh, and also in NWFP and Balochistan.
President Musharraf announced a donation of Rs 30 million for the expansion and infrastructure development of Latif Ebrahim Jamal National Science Information Centre.
He also announced half a month's salary for the staff of the Centre. Vice-Chancellor of Karachi University, Professor Dr Pirzada Qasim Raza Siddiqui, also agreed to give one acre of land on the campus to the Centre for the purpose.
Musharraf informed about what he intends to do personally with the proceeds of the book that he has written and said he has already stated that he would be donating this amount towards a welfare foundation.
Meanwhile, after performing the inauguration of the Latif Ehrahim Jamal National Science Information Centre, the President went round its various sections.
In his address, the Chairman of Higher Education Commission (HEC), Professor Dr Atta-ur-Rahman, said the Latif Ebrahim Jamal National Science Information Centre illustrates what technology is making possible today which was not possible 10 years ago.
He said this is a Centre, which has multimedia capabilities and an access to a very large repository of international journals. Professor Atta said this also marks the beginning of a very exciting progress, first in the world, where we are now linking up our universities and research organisations to top scientists in Harvard, MIT, Cambridge or Oxford and to the top universities across the world so that they can give lectures from there and through fibre links these lectures are listened to live by the students in Pakistan.
He pointed out that 18 universities are already connected up and the others will be connected in the next six months. Speaking on the occasion, the Vice-Chancellor of Karachi University, Professor Dr Pirzada Oasim Raza Siddiqui, paid rich tributes to President Pervez Musharraf for his unprecedented support to the basic education as well as higher education in Pakistan for the very first time.
He said the inauguration of the Latif Ebrahim Jamal National Information Centre is a landmark event in the process of modernisation of facilities at the campus and establishing strong, meaningful linkages with the world's highest centres and learning and research.
The Vice-Chancellor said the project is a glowing example of public and private partnership in the education and research sector. Chairman of the HEJ Foundation, Aziz Latif Jamal, also spoke on the occasion. Sindh Governor Dr Ishrat-ul-Ibad Khan and Chief Minister Dr Arbab Ghulam Rahim, were also present.
The Centre has been described as one of the largest paperless science library or information dissemination centres of the world, which is the first of its kind in the region.
The Husein Ebrahim Jamal Foundation has donated around Rs 20 million for the establishment of this three-storey building on a plot measuring 2,500 square yards and an equal amount has been donated by the Higher Education Commission (HEC) for its construction.
http://www.brecorder.com/index.php?id=501856&currPageNo=1&query=&search=&term=&supDate=
KARACHI (November 28 2006): The government plans to increase the allocation for primary education from 2.6 percent to four percent of the GDP. This was stated by the President Pervez Musharraf here on Monday.
He was speaking as chief guest at the inaugural ceremony of the Latif Ebrahim Jamal National Science Information Centre at the Karachi University Campus.
The President informed the gathering that the increase in allocation for primary education from 2.6 to four percent of the GDP roughly means more than Rs 150 billion.
He stressed the need for growth of the country's economy at a faster rate. "The economy of Pakistan has to be sustained and it has to grow at a fast rate that we have maintained now over the last three to four years," Musharraf remarked.
He pointed out that over the last three to four years we are maintaining the economic growth at the rate of seven percent and that this has to be maintained.
The President said the government would also be financing the establishment of nine universities of engineering, science and technology in the country to be set up with the help of developed countries. This means expenditure of Rs 250 billion over the next 10 years, he added.
Pervez Musharraf said in this endeavour for the promotion of education we need assistance from wherever (possible) and that is where philanthropic activity comes in. "I seek the support of the people of Pakistan, those who are more endowed, those who have more resources," he remarked adding that he knows that philanthropy is in our blood.
The President said Pakistanis spend some Rs 70 to 90 billion on philanthropic activities. He stated that this expenditure is unguided and that we need to know where to place the money.
He pointed out that this is a knowledge driven world and that the basis of the economy is on knowledge. That knowledge happens to be in the engineering and science and technology. The President described the inauguration of Latif Ebrahim Jamal National Science Information Centre as a very historic occasion.
He paid special homage to the memory of Hussein Ebrahim Jamal and Latif Ebrahim Jamal. Musharraf also commended the efforts of their sons for carrying forward the mission of their father and uncle and for contributing so much for Pakistan.
He also pointed towards the manifestation of growing interest in philanthropy in Pakistan which is also inclined especially towards science, technology and engineering which is the requirement and demand of the day for Pakistan.
The President said this is very much in line with the policy of the government.
He explained that our policy is very clear and that it is based on the realisation that this is a knowledge-based world and that without knowledge the economy cannot grow.
Giving a comparison, Musharraf said the total GDP of the whole Muslim world is hardly dollars two trillion whereas the GDP of Germany alone is far more than this and that of Japan is dollars 5.1 trillion in spite of the fact that Japan has no natural resources. This is the proof that knowledge is the driving force of the economy.
He pointed out that it is not the natural resources but is more to do with value addition with knowledge-based addition to the economy. Citing an example, the President said Pakistan is the fifth largest producer of milk in the world but not producing any butter, cheese or milk powder to export to the world.
He said we have the best mango, apple and grapes and resources but when we talk of food or fruit processing - tinned fruits, it is all from abroad and, none from Pakistan.
Musharraf was of the view that we should also be processing the fruit for exports. He also pointed out that in Turbat and Panjgur there are 120 kinds of dates and suggested that factories for producing date biscuits may be set up for export to the world.
President made it clear that our strategy is very clear and that while we want to promote education at all levels we have to have a solid foundation and a solid superstructure. Musharraf pointed out one of the root causes of extremism is poverty, joblessness, illiteracy.
He said our strategy for the industry is to create synergy between higher education, engineering, science and technology and technical education to produce technicians of high quality. University level education to produce engineers and technical education to produce technicians in accordance with our industrial needs - present and future.
He suggested that we should study what we require our industry to take on. The President said we are establishing nine universities of engineering, science and technology in the country with the help of developed countries of Europe and of the East.
He pointed out that these universities are going to be unique. Musharraf said we have lagged behind and the strategy which we have adopted now will take us on a fast course to the level of the world. He also pointed out that out of the 500 top universities of the world none is from the Islamic world.
He said the course we are adopting now is to get a university from abroad and that we have already inaugurated a university with French assistance in Karachi. This is Pakistan-France University. There will be Pakistan-Austria University in Lahore.
He announced that he would shortly inaugurate Pakistan-Sweden University in Sialkot. Musharraf said there would be four such universities in the Punjab, three in Sindh, and also in NWFP and Balochistan.
President Musharraf announced a donation of Rs 30 million for the expansion and infrastructure development of Latif Ebrahim Jamal National Science Information Centre.
He also announced half a month's salary for the staff of the Centre. Vice-Chancellor of Karachi University, Professor Dr Pirzada Qasim Raza Siddiqui, also agreed to give one acre of land on the campus to the Centre for the purpose.
Musharraf informed about what he intends to do personally with the proceeds of the book that he has written and said he has already stated that he would be donating this amount towards a welfare foundation.
Meanwhile, after performing the inauguration of the Latif Ehrahim Jamal National Science Information Centre, the President went round its various sections.
In his address, the Chairman of Higher Education Commission (HEC), Professor Dr Atta-ur-Rahman, said the Latif Ebrahim Jamal National Science Information Centre illustrates what technology is making possible today which was not possible 10 years ago.
He said this is a Centre, which has multimedia capabilities and an access to a very large repository of international journals. Professor Atta said this also marks the beginning of a very exciting progress, first in the world, where we are now linking up our universities and research organisations to top scientists in Harvard, MIT, Cambridge or Oxford and to the top universities across the world so that they can give lectures from there and through fibre links these lectures are listened to live by the students in Pakistan.
He pointed out that 18 universities are already connected up and the others will be connected in the next six months. Speaking on the occasion, the Vice-Chancellor of Karachi University, Professor Dr Pirzada Oasim Raza Siddiqui, paid rich tributes to President Pervez Musharraf for his unprecedented support to the basic education as well as higher education in Pakistan for the very first time.
He said the inauguration of the Latif Ebrahim Jamal National Information Centre is a landmark event in the process of modernisation of facilities at the campus and establishing strong, meaningful linkages with the world's highest centres and learning and research.
The Vice-Chancellor said the project is a glowing example of public and private partnership in the education and research sector. Chairman of the HEJ Foundation, Aziz Latif Jamal, also spoke on the occasion. Sindh Governor Dr Ishrat-ul-Ibad Khan and Chief Minister Dr Arbab Ghulam Rahim, were also present.
The Centre has been described as one of the largest paperless science library or information dissemination centres of the world, which is the first of its kind in the region.
The Husein Ebrahim Jamal Foundation has donated around Rs 20 million for the establishment of this three-storey building on a plot measuring 2,500 square yards and an equal amount has been donated by the Higher Education Commission (HEC) for its construction.
http://www.brecorder.com/index.php?id=501856&currPageNo=1&query=&search=&term=&supDate=
Tuesday, November 28, 2006
Pak-US dialogue on education starts in Washington tomorrow: FO
ISLAMABAD: The first session of the Pakistan-US high-level dialogue on education will be held in Washington tomorrow (November 29). The Pakistan delegation is led by Federal Education Minister Lt Gen (r) Javed Ashraf and consists of senior officials of the Foreign Affairs Ministry, the Higher Education Commission and representatives of civil society, a Foreign Office statement said on Monday. Education Secretary Margaret Spellings, Under Secretary of State for Political Affairs Nicholas Burns and USAID Administrator Randall Tobias will represent the United States. The decision to establish a high-level dialogue on education was taken during US President George Bushââ¬â¢s visit to Pakistan in March. A joint statement issued on the eve of Bushââ¬â¢s visit said that the Pakistan-US strategic partnership would establish institutional mechanisms to promote bilateral cooperation in energy, economy, education, science and technology and other sectors.
Agencies add: Foreign Office spokeswoman Tasnim Aslam told reporters during a weekly press briefing that Pakistan had signed a standard agreement on safeguards for civil nuclear plants with the IAEA for its Chashma nuclear power plants I, II, III and IV. She added that 420 nuclear power reactors across the world were working under IAEA safeguards. Asked about the Iran-Pakistan-India gas pipeline, Aslam said the project was intact and discussions were underway to settle the issue of price.
http://www.dailytimes.com.pk/default.asp?page=2006\11\28\story_28-11-2006_pg7_12
Pak-US dialogue on education starts in Washington tomorrow: FO
ISLAMABAD: The first session of the Pakistan-US high-level dialogue on education will be held in Washington tomorrow (November 29). The Pakistan delegation is led by Federal Education Minister Lt Gen (r) Javed Ashraf and consists of senior officials of the Foreign Affairs Ministry, the Higher Education Commission and representatives of civil society, a Foreign Office statement said on Monday. Education Secretary Margaret Spellings, Under Secretary of State for Political Affairs Nicholas Burns and USAID Administrator Randall Tobias will represent the United States. The decision to establish a high-level dialogue on education was taken during US President George Bushââ¬â¢s visit to Pakistan in March. A joint statement issued on the eve of Bushââ¬â¢s visit said that the Pakistan-US strategic partnership would establish institutional mechanisms to promote bilateral cooperation in energy, economy, education, science and technology and other sectors.
Agencies add: Foreign Office spokeswoman Tasnim Aslam told reporters during a weekly press briefing that Pakistan had signed a standard agreement on safeguards for civil nuclear plants with the IAEA for its Chashma nuclear power plants I, II, III and IV. She added that 420 nuclear power reactors across the world were working under IAEA safeguards. Asked about the Iran-Pakistan-India gas pipeline, Aslam said the project was intact and discussions were underway to settle the issue of price.
http://www.dailytimes.com.pk/default.asp?page=2006\11\28\story_28-11-2006_pg7_12
Govt plans low-cost laptops for students :thumbsup:
KARACHI: Pakistan on Wednesday expressed its resolve to introduce an enabling atmosphere to the countryââ¬â¢s schools and colleges to allow students to use low-cost laptops, which would serve as electronic school bags.
ââ¬ÅThe government is keen to use IT as a tool to facilitate the process of learning at the school and college level and the introduction of low-cost laptops would act as a catalyst to revolutionise the whole concept of education,ââ¬Â said a statement quoting Awais Ahmad Khan Leghari, Minister for IT, during a meeting with Nicholas Negroponte, founder and Chairman of One Laptop for Child.
ââ¬ËOne Laptop for Childââ¬â¢ is a non-profit organisation based at MIT Media Labs which develops and distributes laptops worth around $100 each among the worldââ¬â¢s children.
State Minister for Information Technology Ishaq Khan Khakwani, Member IT Tariq Badshah and other officials of the ministry were also present.
Nicholas briefed Leghari on his vision to bring computer technology within affordable access of the worldââ¬â¢s children to help them learn and receive education through independent interaction and exploration.
He said his vision of ââ¬ËOne Laptop per Childââ¬â¢ first announced at the World Economic Forum at Davos in January 2005, had become a worldwide success with countries such as Brazil, China, Egypt, South Africa and Thailand already putting plans in place to distribute as many as 15 million units of the device.
Nicholas who was also scheduled to meet the prime minister and the president later Wednesday evening, said the machine was already in the final stages of design, would be distributed for free by governments starting next year, first in Nigeria and Brazil, and then in Argentina, Thailand and Egypt.
He said the student laptop computers had been designed to have 7-inch screens, wireless internet support, office productivity and relevant educational applications, and were based on open source platforms. He said the laptop computers provided a very high portability for ease of use both at schools and home and could be linked to each other within a certain periphery through wireless technology.
The minister appreciated the efforts and vision of Nicholas and assured all possible help and commitment from his ministry to ensure a successful roll-out of the plan in Pakistan. He said his ministry could also provide resources for the training of support staff and provision of necessary infrastructure.
http://www.thenews.com.pk/daily_detail.asp?id=33743
KARACHI: Pakistan on Wednesday expressed its resolve to introduce an enabling atmosphere to the countryââ¬â¢s schools and colleges to allow students to use low-cost laptops, which would serve as electronic school bags.
ââ¬ÅThe government is keen to use IT as a tool to facilitate the process of learning at the school and college level and the introduction of low-cost laptops would act as a catalyst to revolutionise the whole concept of education,ââ¬Â said a statement quoting Awais Ahmad Khan Leghari, Minister for IT, during a meeting with Nicholas Negroponte, founder and Chairman of One Laptop for Child.
ââ¬ËOne Laptop for Childââ¬â¢ is a non-profit organisation based at MIT Media Labs which develops and distributes laptops worth around $100 each among the worldââ¬â¢s children.
State Minister for Information Technology Ishaq Khan Khakwani, Member IT Tariq Badshah and other officials of the ministry were also present.
Nicholas briefed Leghari on his vision to bring computer technology within affordable access of the worldââ¬â¢s children to help them learn and receive education through independent interaction and exploration.
He said his vision of ââ¬ËOne Laptop per Childââ¬â¢ first announced at the World Economic Forum at Davos in January 2005, had become a worldwide success with countries such as Brazil, China, Egypt, South Africa and Thailand already putting plans in place to distribute as many as 15 million units of the device.
Nicholas who was also scheduled to meet the prime minister and the president later Wednesday evening, said the machine was already in the final stages of design, would be distributed for free by governments starting next year, first in Nigeria and Brazil, and then in Argentina, Thailand and Egypt.
He said the student laptop computers had been designed to have 7-inch screens, wireless internet support, office productivity and relevant educational applications, and were based on open source platforms. He said the laptop computers provided a very high portability for ease of use both at schools and home and could be linked to each other within a certain periphery through wireless technology.
The minister appreciated the efforts and vision of Nicholas and assured all possible help and commitment from his ministry to ensure a successful roll-out of the plan in Pakistan. He said his ministry could also provide resources for the training of support staff and provision of necessary infrastructure.
http://www.thenews.com.pk/daily_detail.asp?id=33743
US offers $100m for education reforms
WASHINGTON, Nov 30: The United States has earmarked $100 million to assist education reforms in Pakistan in 2007, says a joint statement issued on Thursday.
The statement said that besides expanding educational opportunities for the people of Pakistan, the US educational assistance also hoped to create new prospects for economic growth and development in the country.
The United States has disbursed more than $200 million since 2002 to help Pakistan reform its education system.
Pakistan and the United States held the inaugural session of their high-level education dialogue in Washington on Wednesday. Education Minister Javed Ashraf represented Pakistan and Secretary of Education Margaret Spellings led the US team.
Established under the Pakistan-US strategic partnership initiated during President George W. Bushââ¬â¢s visit to Islamabad in March, the education dialogue aims to enhance bilateral cooperation in the education sector at all levels.
During the discussions, programmes for future cooperation in the education sector were also discussed.
The US Department of State, the Pakistan Ministry of Education, Pakistanââ¬â¢s Higher Education Commission and non-governmental sector will work together to implement this programme.
A delegation of Pakistani education officials, including representatives of the four provinces, will visit the US in January 2007 to observe innovative and entrepreneurial community college programmes in Florida.
It will be followed by the visit to Pakistan of a well-respected US community college leader for consultations with Pakistanââ¬â¢s higher education sector. The US Community College Programme, created by Under Secretary Karen Hughes, will support this initiative to build capacity in community college sector in Pakistan.
The two countries will continue to promote student exchanges as a means of fostering greater opportunity and understanding between their youths.
Senior US officials will visit Pakistan in 2007 to maintain this important area of cooperation through continuation of the bilateral education dialogue.
The inaugural meeting reviewed teacher training programmes, focusing on promotion of teacher, student and faculty exchanges.
The meeting also discussed proposals for improving secondary-level science and math studies. Another subject was administrative capacity-building, including school infrastructure.
WASHINGTON, Nov 30: The United States has earmarked $100 million to assist education reforms in Pakistan in 2007, says a joint statement issued on Thursday.
The statement said that besides expanding educational opportunities for the people of Pakistan, the US educational assistance also hoped to create new prospects for economic growth and development in the country.
The United States has disbursed more than $200 million since 2002 to help Pakistan reform its education system.
Pakistan and the United States held the inaugural session of their high-level education dialogue in Washington on Wednesday. Education Minister Javed Ashraf represented Pakistan and Secretary of Education Margaret Spellings led the US team.
Established under the Pakistan-US strategic partnership initiated during President George W. Bushââ¬â¢s visit to Islamabad in March, the education dialogue aims to enhance bilateral cooperation in the education sector at all levels.
During the discussions, programmes for future cooperation in the education sector were also discussed.
The US Department of State, the Pakistan Ministry of Education, Pakistanââ¬â¢s Higher Education Commission and non-governmental sector will work together to implement this programme.
A delegation of Pakistani education officials, including representatives of the four provinces, will visit the US in January 2007 to observe innovative and entrepreneurial community college programmes in Florida.
It will be followed by the visit to Pakistan of a well-respected US community college leader for consultations with Pakistanââ¬â¢s higher education sector. The US Community College Programme, created by Under Secretary Karen Hughes, will support this initiative to build capacity in community college sector in Pakistan.
The two countries will continue to promote student exchanges as a means of fostering greater opportunity and understanding between their youths.
Senior US officials will visit Pakistan in 2007 to maintain this important area of cooperation through continuation of the bilateral education dialogue.
The inaugural meeting reviewed teacher training programmes, focusing on promotion of teacher, student and faculty exchanges.
The meeting also discussed proposals for improving secondary-level science and math studies. Another subject was administrative capacity-building, including school infrastructure.
Friday, December 01, 2006
6.463m children donââ¬â¢t go to school in Pakistan
ISLAMABAD: About 6.463 million children in Pakistan do not go to school, which is the second largest quantity of such children in a country, the Education for All (EFA) global monitoring report 2007 has pointed out.
The United Nations Educational, Scientific and Cultural Organisation (UNICEF) released the report on Thursday.
The report places Nigeria at number one with 8.11 million out-of-school children, Pakistan at second place with 6.463 million, India at third with 4.583 million, Ethiopia at fourth with 3.615 million, Saudi Arabia at fifth with 1.630 million, Mozambique at sixth with 1.089 million, Ghana at seventh with 1.357 million, Niger at eighth with 1.326 million, Burkina Faso at ninth with 1.271 million, Kenya at 10th with 1.225 million, Cote dââ¬â¢ Ivoire at 11th with 1.223 million and Mali at number 12 with 1.172 million out-of-school children. The report contains data for the EFA Development Index for 2004 which showed that 23 million out of the total 77 million out-of-school children are in Nigeria, Pakistan, India and Ethiopia.
In 2000, the international community committed to the EFA and set six targets known as the Millennium Development Goals (MDGs) to be achieved by 2015. To ensure that all children go to school and to achieve gender equality in education by 2015 are included in the targets. All children of school-going age must be enrolled in schools by 2009 if the targets are to be achieved. In 2004, some 682 million children were enrolled in primary schools, 27 percent of them were in the Sub-Saharan Africa, 19 percent in South and West Asia and six percent in Arab States, said the report. The report compared the estimated number of primary-school aged children with administrative data on schoolsââ¬â¢ enrolment in 2004.
UNICEF suggested governments to understand who these kids were before formulating policies to reduce their number. Household surveys have provided data for 80 countries on the background of out-of-school children.
http://www.dailytimes.com.pk/default.asp?page=2006\12\01\story_1-12-2006_pg11_5
6.463m children donââ¬â¢t go to school in Pakistan
ISLAMABAD: About 6.463 million children in Pakistan do not go to school, which is the second largest quantity of such children in a country, the Education for All (EFA) global monitoring report 2007 has pointed out.
The United Nations Educational, Scientific and Cultural Organisation (UNICEF) released the report on Thursday.
The report places Nigeria at number one with 8.11 million out-of-school children, Pakistan at second place with 6.463 million, India at third with 4.583 million, Ethiopia at fourth with 3.615 million, Saudi Arabia at fifth with 1.630 million, Mozambique at sixth with 1.089 million, Ghana at seventh with 1.357 million, Niger at eighth with 1.326 million, Burkina Faso at ninth with 1.271 million, Kenya at 10th with 1.225 million, Cote dââ¬â¢ Ivoire at 11th with 1.223 million and Mali at number 12 with 1.172 million out-of-school children. The report contains data for the EFA Development Index for 2004 which showed that 23 million out of the total 77 million out-of-school children are in Nigeria, Pakistan, India and Ethiopia.
In 2000, the international community committed to the EFA and set six targets known as the Millennium Development Goals (MDGs) to be achieved by 2015. To ensure that all children go to school and to achieve gender equality in education by 2015 are included in the targets. All children of school-going age must be enrolled in schools by 2009 if the targets are to be achieved. In 2004, some 682 million children were enrolled in primary schools, 27 percent of them were in the Sub-Saharan Africa, 19 percent in South and West Asia and six percent in Arab States, said the report. The report compared the estimated number of primary-school aged children with administrative data on schoolsââ¬â¢ enrolment in 2004.
UNICEF suggested governments to understand who these kids were before formulating policies to reduce their number. Household surveys have provided data for 80 countries on the background of out-of-school children.
http://www.dailytimes.com.pk/default.asp?page=2006\12\01\story_1-12-2006_pg11_5
Where do we stand?
By Noorudin S. Bhamani
A frail door opens into a tiny classroom in one corner of a slum settlement in Karachi. A black tin sheet fixed on the wall passes off for a blackboard, but it's difficult to tell the difference between letters or numerals in the windowless room, which is dark despite the harsh sun outside. A fraying chair stands to the front of the room, presumably for the teacher who has not yet arrived, though it's almost an hour past school, lessons are supposed to begin. There is no electricity, no water, benches or toilets, and no signs of students either.
Outside the shack, Azam Balouch, a middle-aged electrician who also doubles as the slum's community leader, attributes the absence of students to the summer heat. ââ¬ÅThe room doesn't have power,ââ¬Â he explains. ââ¬ÅThere are no facilities in the classroom. We had to provide the chair for the teacher to sit.ââ¬Â
This one-room non-formal education centre is run by the community group, meant to ensure all children are in school. Non-formal education is purportedly an alternative schooling model for children who have been forced out of the mainstream education system, mostly because of their socio-economic circumstances. But as is clear from the school, where a teacher materialises after nearly two hours of waiting, and then only to round up children and put up a show of numbers, even education sometimes appears to be too lofty a goal for these children.
There is good quality education available for the rich, poor quality education for children who arenââ¬â¢t rich and the worst kind of education in the name of non-formal schools for oppressed children. This has created inequality and disparity.
Non-formal education schools are mainly meant for children who are not enrolled in the right age at school, says a professor who teaches child psychology at a foreign university, and who has written extensively on education facilities for child labourers and children on the streets. ââ¬ÅUnfortunately, a number of children are not enrolled in the right age [that is, six years for class one], because they are working. As they get older, itââ¬â¢s not possible to begin their education by enrolling them in class one,ââ¬Â he explains.
Experts say that a majority of the children at these schools do not go on to join formal schools, thereby defeating the very purpose with which alternative education models were set up. For instance, according to a report on the functioning of non-formal education schools in the carpet weaving and glass-bangle making industries nearly 50-60 per cent of the children were found to have dropped out of this schools. The main concern is that those in bridge courses donââ¬â¢t join mainstream schools. Even if they do, they drop out of schools, either because they are unable to adjust to the school atmosphere or because of lack of facilities in the schools themselves.
The reasons for children dropping out of these schools are many: poor teachers, lack of facilities and funds, lack of textbooks and, inadequate community involvement. Take, for instance, the above-mentioned school, run by the community group. The teacher for the morning shift is a final-year arts student who is paid Rs1,500 per month. She says that an NGO trained her for a few days when she started working four years ago.
However, most NGOs do not train teachers adequately. In fact, no funds are set aside for teacher training in non-formal education. A majority of the NGOs were appointing people known to them or were the relatives of staff. There are no guidelines on selecting teachers for these schools. Most schools appoint those in the community who have studied till the 10th or 12th standard as teachers.
Not only are the teachers not qualified, they are also paid poorly. In urban areas, they earn Rs1,500 per month but their salaries can be much lower in rural areas. Despite these shortcomings, teachers are expected to handle 40 students in each school; 30 : 1 is considered the ideal student-teacher ratio in government schools. But these schools are asked to have 40 students in each class. Why should the number of students be higher when the teachers have a more difficult job to do at the centres? It's tougher for school teachers to supervise children as parents often pull the children out of the class to work.
The curriculum followed in non-formal schools ââ¬â if thereââ¬â¢s a curriculum to speak of ââ¬â is also a grey area. Many schools use books that are easily available in the market instead of the texts prescribed in government schools. Therefore, childrenââ¬â¢s competency levels are seldom in the same range as that of their counterparts in a regular school.
The duration of the classes at these schools also leave a lot to be desired. In many cases, classes are run for 50 minutes instead of three hours.
Worse still, these schools do not have a system to assess the learning skills of students. In the absence of an evaluation procedure, itââ¬â¢s not clear which class in a mainstream school they are suitable for. Local school teachers should be involved in assessing students in these schools, and in deciding which formal school class they are suitable to join, suggest experts.
Mehak Khan, a 10th-standard pass girl who used to teach at one of these schools, says that parents are hesitant to send girls to the class. They take care of siblings at home, or if their parents work, the girls run the homes.
While many of these schools claim to have more girls than boys, especially in urban areas, the fact remains that girls donââ¬â¢t have the same opportunities as boys.
A surveyor, for instance, recalls an incident when he was in remote district for a school-mapping exercise. Child marriage was common in the district, and the villagers were clear that they would not send their bahus (daughters-in-law) to school, though the girls were of school-going age.
However, the elders in the village expressed an interest when they were told about the benefits of literacy; for instance, their daughters married to families in other villages would be able to keep in touch with them over mail. They still didnââ¬â¢t want to send their girls to school but an option where they could learn without attending school was acceptable. However, the current non-formal system does not recognise these pluralistic realities, he says, adding that no brainstorming is being done to find solutions. ââ¬ÅWe need alternative methods for educating them, we have to see how to break into their cultural context,ââ¬Â he adds. He feels that NGOs and the government must work out solutions that will have the support of the community.
There is also no monitoring system in place to assess the kind of work done by NGOs. Field officers who are expected to keep a check on quality emphasise on numbers and are often satisfied with registers pointing to the requisite number of children in class.
While pointing to the poor non-formal education system in the country, he also acknowledges that there are a few NGOs doing good work. ââ¬ÅEven if the lives of five per cent change because of this intervention, thatââ¬â¢s a good contribution.ââ¬Â
A 26-year-old teacher at this school says that as the children hail from poor families, parents often call the boys out of class to work. ââ¬ÅBut we were told during the training that we should teach them on their own terms. That is, as and when they are free, we take classes,ââ¬Â she says. She conducts monthly refresher courses for teachers and organises meetings wherein they can discuss their problems and achievements; this has helped in building an enduring relationship between the teachers, the NGO and the community.
Whatever be the methods used for teaching or learning, merely enrolling students in these schools without accounting for their future education is meaningless. To change the situation, education would have to be linked to other factors such as poverty and employment, this is a multi-level issue ââ¬â you have to provide employment and food support to families. Education cannot be looked at in isolation.
A popular idea today is that non-formal education should be abolished, as all children have the right to the same kind of education. Many also believe that these schools do not necessarily put an end to illiteracy, as parents send children to class for a few hours and then to work. However, others counter that these schools have a vital role to play.
Itââ¬â¢s difficult for them to put children in regular schools as they have had to shift time and again. Many of the children work, either helping out at home or outside, and find the fixed timings of a regular school problematic. The flexible timings of these schools appeal to children from such families but unless the learning and teaching in these schools improves, itââ¬â¢s clear that children are being cheated out of their rightful share of quality education. All alternative education models should be run on the condition that the children will eventually join mainstream schools. Anything less would indicate only the governmentââ¬â¢s abdication of its responsibilities of an equitable, universal education.
http://www.dawn.com/weekly/education/education2.htm
By Noorudin S. Bhamani
A frail door opens into a tiny classroom in one corner of a slum settlement in Karachi. A black tin sheet fixed on the wall passes off for a blackboard, but it's difficult to tell the difference between letters or numerals in the windowless room, which is dark despite the harsh sun outside. A fraying chair stands to the front of the room, presumably for the teacher who has not yet arrived, though it's almost an hour past school, lessons are supposed to begin. There is no electricity, no water, benches or toilets, and no signs of students either.
Outside the shack, Azam Balouch, a middle-aged electrician who also doubles as the slum's community leader, attributes the absence of students to the summer heat. ââ¬ÅThe room doesn't have power,ââ¬Â he explains. ââ¬ÅThere are no facilities in the classroom. We had to provide the chair for the teacher to sit.ââ¬Â
This one-room non-formal education centre is run by the community group, meant to ensure all children are in school. Non-formal education is purportedly an alternative schooling model for children who have been forced out of the mainstream education system, mostly because of their socio-economic circumstances. But as is clear from the school, where a teacher materialises after nearly two hours of waiting, and then only to round up children and put up a show of numbers, even education sometimes appears to be too lofty a goal for these children.
There is good quality education available for the rich, poor quality education for children who arenââ¬â¢t rich and the worst kind of education in the name of non-formal schools for oppressed children. This has created inequality and disparity.
Non-formal education schools are mainly meant for children who are not enrolled in the right age at school, says a professor who teaches child psychology at a foreign university, and who has written extensively on education facilities for child labourers and children on the streets. ââ¬ÅUnfortunately, a number of children are not enrolled in the right age [that is, six years for class one], because they are working. As they get older, itââ¬â¢s not possible to begin their education by enrolling them in class one,ââ¬Â he explains.
Experts say that a majority of the children at these schools do not go on to join formal schools, thereby defeating the very purpose with which alternative education models were set up. For instance, according to a report on the functioning of non-formal education schools in the carpet weaving and glass-bangle making industries nearly 50-60 per cent of the children were found to have dropped out of this schools. The main concern is that those in bridge courses donââ¬â¢t join mainstream schools. Even if they do, they drop out of schools, either because they are unable to adjust to the school atmosphere or because of lack of facilities in the schools themselves.
The reasons for children dropping out of these schools are many: poor teachers, lack of facilities and funds, lack of textbooks and, inadequate community involvement. Take, for instance, the above-mentioned school, run by the community group. The teacher for the morning shift is a final-year arts student who is paid Rs1,500 per month. She says that an NGO trained her for a few days when she started working four years ago.
However, most NGOs do not train teachers adequately. In fact, no funds are set aside for teacher training in non-formal education. A majority of the NGOs were appointing people known to them or were the relatives of staff. There are no guidelines on selecting teachers for these schools. Most schools appoint those in the community who have studied till the 10th or 12th standard as teachers.
Not only are the teachers not qualified, they are also paid poorly. In urban areas, they earn Rs1,500 per month but their salaries can be much lower in rural areas. Despite these shortcomings, teachers are expected to handle 40 students in each school; 30 : 1 is considered the ideal student-teacher ratio in government schools. But these schools are asked to have 40 students in each class. Why should the number of students be higher when the teachers have a more difficult job to do at the centres? It's tougher for school teachers to supervise children as parents often pull the children out of the class to work.
The curriculum followed in non-formal schools ââ¬â if thereââ¬â¢s a curriculum to speak of ââ¬â is also a grey area. Many schools use books that are easily available in the market instead of the texts prescribed in government schools. Therefore, childrenââ¬â¢s competency levels are seldom in the same range as that of their counterparts in a regular school.
The duration of the classes at these schools also leave a lot to be desired. In many cases, classes are run for 50 minutes instead of three hours.
Worse still, these schools do not have a system to assess the learning skills of students. In the absence of an evaluation procedure, itââ¬â¢s not clear which class in a mainstream school they are suitable for. Local school teachers should be involved in assessing students in these schools, and in deciding which formal school class they are suitable to join, suggest experts.
Mehak Khan, a 10th-standard pass girl who used to teach at one of these schools, says that parents are hesitant to send girls to the class. They take care of siblings at home, or if their parents work, the girls run the homes.
While many of these schools claim to have more girls than boys, especially in urban areas, the fact remains that girls donââ¬â¢t have the same opportunities as boys.
A surveyor, for instance, recalls an incident when he was in remote district for a school-mapping exercise. Child marriage was common in the district, and the villagers were clear that they would not send their bahus (daughters-in-law) to school, though the girls were of school-going age.
However, the elders in the village expressed an interest when they were told about the benefits of literacy; for instance, their daughters married to families in other villages would be able to keep in touch with them over mail. They still didnââ¬â¢t want to send their girls to school but an option where they could learn without attending school was acceptable. However, the current non-formal system does not recognise these pluralistic realities, he says, adding that no brainstorming is being done to find solutions. ââ¬ÅWe need alternative methods for educating them, we have to see how to break into their cultural context,ââ¬Â he adds. He feels that NGOs and the government must work out solutions that will have the support of the community.
There is also no monitoring system in place to assess the kind of work done by NGOs. Field officers who are expected to keep a check on quality emphasise on numbers and are often satisfied with registers pointing to the requisite number of children in class.
While pointing to the poor non-formal education system in the country, he also acknowledges that there are a few NGOs doing good work. ââ¬ÅEven if the lives of five per cent change because of this intervention, thatââ¬â¢s a good contribution.ââ¬Â
A 26-year-old teacher at this school says that as the children hail from poor families, parents often call the boys out of class to work. ââ¬ÅBut we were told during the training that we should teach them on their own terms. That is, as and when they are free, we take classes,ââ¬Â she says. She conducts monthly refresher courses for teachers and organises meetings wherein they can discuss their problems and achievements; this has helped in building an enduring relationship between the teachers, the NGO and the community.
Whatever be the methods used for teaching or learning, merely enrolling students in these schools without accounting for their future education is meaningless. To change the situation, education would have to be linked to other factors such as poverty and employment, this is a multi-level issue ââ¬â you have to provide employment and food support to families. Education cannot be looked at in isolation.
A popular idea today is that non-formal education should be abolished, as all children have the right to the same kind of education. Many also believe that these schools do not necessarily put an end to illiteracy, as parents send children to class for a few hours and then to work. However, others counter that these schools have a vital role to play.
Itââ¬â¢s difficult for them to put children in regular schools as they have had to shift time and again. Many of the children work, either helping out at home or outside, and find the fixed timings of a regular school problematic. The flexible timings of these schools appeal to children from such families but unless the learning and teaching in these schools improves, itââ¬â¢s clear that children are being cheated out of their rightful share of quality education. All alternative education models should be run on the condition that the children will eventually join mainstream schools. Anything less would indicate only the governmentââ¬â¢s abdication of its responsibilities of an equitable, universal education.
http://www.dawn.com/weekly/education/education2.htm
Of blasts from the past
By Dr Salahuddin A. Khan
ANTHROPOLOGY is a relatively unknown subject in Pakistan. Belonging to the genre of social sciences and being a lot younger than sociology, it lags behind. Thus, not surprisingly, only the Quaid-i -Azam University has a department of anthropology.
Anthropology, in simple words, is the study of man when and where he existed. It is true that history, physiology and psychology are also studies of man but anthropology differs from history not by excluding historical studies of people, institutions or customs but by using, as much direct observation of human beings as possible, their activities and products rather than merely documenting accounts. Similarly, it differs in approach from psychology or physiology by focusing on the variations and collective differences in the human as well as the physical appearance. Thus, anthropology seeks to study and interprete the special characteristics of a particular population and activities in terms of its time and place in history.
The above information may serve as a bowing acquaintance with the subject. But for students who feel inclined to study anthropology as an academic subject, others aspects should also be brought to the forefront.
Etymologically, the word ââ¬Åanthropologyââ¬Â is derived from the Greek term ââ¬Åanthropââ¬Â which means ââ¬Åmanââ¬Â and ââ¬Ålogyââ¬Â meaning science. Thus, anthropology is the study or science of man in all places and at all times. The subject can also be divided into both non-formal and formal anthropology. Formal anthropology, as can be gauged from the works of renowned scholars, represents a systematic (scientific) approach and, therefore, is regarded as highly valid, giving importance to direct observation. Travel accounts come under non-formal anthropology and are relegated to a much lower status. The latter cannot get you an academic degree. Frequent reference is, however, made to non-formal anthropology by the great scholars of formal anthropology. While describing the history of anthropology, Herodotus (484-425BC) is often mentioned as the first non-formal anthropologist. His tales of travels describe the lifestyles of some 50 different kinds of people he visited.
Formal anthropology, as a discipline, claims to study human beings in a systematic way. The American scholar L.H. Morgan (1818-1881) and his English counterpart E.B. Tylor (1832-1917) are usually said to be the fathers of formal anthropology.
Since the turn of the 20th century, formal anthropology developed into an increasingly complex academic discipline. It can be divided into two broad divisions: physical/biological anthropology and cultural/social anthropology. The first of these two divisions pertains to the evolution of man and his behaviour with respect to the several biological characteristics in which ancient and modern human populations differ from one abother. The second is again divided into three sub-divisions: archaeology, ethnology and linguistics. Archaeology is primarily concerned with the study of ancient cultures and past phases of contemporary societies. The ethnologists go on with comparative studies of diverse cultures and try to investigate of theoretical problems. Anthropological linguists study the history (or pre-history) of certain groups of languages and their relationship with other cultures.
It is a well-established fact that only a small number of students in Pakistan are interested in studying a particular subject from an academic point of view to enhance knowledge, vision and new realities. The most common reason for choosing a particular major among 90 per cent of the students is to get a degree quickly and get a job without losing further time.
Of course, students should not be blamed for such decisions. In Pakistan, an overwhelming majority of people are faced with various socio-economic problems. Thanks to increasing unemployment and skyrocketing prices of bare essentials, students decide to opt for subjects/degrees that can provide them much-needed respite. Thus, one must point out here that students who are compelled to get a job quickly can get a degree in anthropology and land a job without waiting too long. The question is whether anthropology is relevant to Pakistan in any way.
Much to everyoneââ¬â¢s surprise, it is. The most tangible phenomenon in a society is human beings and people, whether they are working at dam or a factory, have set behaviour patterns largely influenced by their cultural, religious, ethnic, social and economic backgrounds and in this regard, anthropology is particularly useful in Pakistan where there is such a diverse mix of people.
The possibility that anthropological knowledge can be put to practical use in solving human problems has been recognised in the United States ever since the discipline started emerging. Most problems involve changes in behaviour, attitudes, institutions and relationships and for this reason acculturation studies in the US and cultures contact studies were closely linked to applied anthropology. Pakistan represents a plural society in terms of people speaking four different languages in four provinces. Their ethnic origins are different. Their eating and dressing habits do not represent a homogeneous culture. Nevertheless, they belong to one country with same geographical boundaries and about 90 per cent of the population adheres to the same religion. They love to live in their native homes with their kith and kin but economic problem and scarcity of resources force them to move from rural areas to big cities. This increasing trend of migration into the already overpopulated big cities is creating multifarious problems.
One particular problem relates to the patterns of contact between people with different cultural backgrounds ââ¬â between the migrating groups and the people already living in a city like Karachi. The problems emanating from such culture contact are varied. For example, people in contact may differ in their use of technology, ideology, values, social structure, local and tribal customs, etc. Contacts may involve a few selected representatives of one or both social groups and may involve super ordination-subordination situations.
Furthermore, increasing crime, problems of law and order, squatter settlements, beggars, traffic rule violations, child labour, narcotic drugs, etc., are, in one way or another, related to the phenomenon of cultures contact. Students of anthropology are trained to study such problems and make useful recommendations. Moreover, students of anthropology are well-trained to carry out field research. In their training, it is incumbent upon them to live in the field for a period of four to five months to collect data through direct observation. It isnââ¬â¢t easy but it is possible and, in the long run, useful.
http://www.dawn.com/weekly/education/education3.htm
By Dr Salahuddin A. Khan
ANTHROPOLOGY is a relatively unknown subject in Pakistan. Belonging to the genre of social sciences and being a lot younger than sociology, it lags behind. Thus, not surprisingly, only the Quaid-i -Azam University has a department of anthropology.
Anthropology, in simple words, is the study of man when and where he existed. It is true that history, physiology and psychology are also studies of man but anthropology differs from history not by excluding historical studies of people, institutions or customs but by using, as much direct observation of human beings as possible, their activities and products rather than merely documenting accounts. Similarly, it differs in approach from psychology or physiology by focusing on the variations and collective differences in the human as well as the physical appearance. Thus, anthropology seeks to study and interprete the special characteristics of a particular population and activities in terms of its time and place in history.
The above information may serve as a bowing acquaintance with the subject. But for students who feel inclined to study anthropology as an academic subject, others aspects should also be brought to the forefront.
Etymologically, the word ââ¬Åanthropologyââ¬Â is derived from the Greek term ââ¬Åanthropââ¬Â which means ââ¬Åmanââ¬Â and ââ¬Ålogyââ¬Â meaning science. Thus, anthropology is the study or science of man in all places and at all times. The subject can also be divided into both non-formal and formal anthropology. Formal anthropology, as can be gauged from the works of renowned scholars, represents a systematic (scientific) approach and, therefore, is regarded as highly valid, giving importance to direct observation. Travel accounts come under non-formal anthropology and are relegated to a much lower status. The latter cannot get you an academic degree. Frequent reference is, however, made to non-formal anthropology by the great scholars of formal anthropology. While describing the history of anthropology, Herodotus (484-425BC) is often mentioned as the first non-formal anthropologist. His tales of travels describe the lifestyles of some 50 different kinds of people he visited.
Formal anthropology, as a discipline, claims to study human beings in a systematic way. The American scholar L.H. Morgan (1818-1881) and his English counterpart E.B. Tylor (1832-1917) are usually said to be the fathers of formal anthropology.
Since the turn of the 20th century, formal anthropology developed into an increasingly complex academic discipline. It can be divided into two broad divisions: physical/biological anthropology and cultural/social anthropology. The first of these two divisions pertains to the evolution of man and his behaviour with respect to the several biological characteristics in which ancient and modern human populations differ from one abother. The second is again divided into three sub-divisions: archaeology, ethnology and linguistics. Archaeology is primarily concerned with the study of ancient cultures and past phases of contemporary societies. The ethnologists go on with comparative studies of diverse cultures and try to investigate of theoretical problems. Anthropological linguists study the history (or pre-history) of certain groups of languages and their relationship with other cultures.
It is a well-established fact that only a small number of students in Pakistan are interested in studying a particular subject from an academic point of view to enhance knowledge, vision and new realities. The most common reason for choosing a particular major among 90 per cent of the students is to get a degree quickly and get a job without losing further time.
Of course, students should not be blamed for such decisions. In Pakistan, an overwhelming majority of people are faced with various socio-economic problems. Thanks to increasing unemployment and skyrocketing prices of bare essentials, students decide to opt for subjects/degrees that can provide them much-needed respite. Thus, one must point out here that students who are compelled to get a job quickly can get a degree in anthropology and land a job without waiting too long. The question is whether anthropology is relevant to Pakistan in any way.
Much to everyoneââ¬â¢s surprise, it is. The most tangible phenomenon in a society is human beings and people, whether they are working at dam or a factory, have set behaviour patterns largely influenced by their cultural, religious, ethnic, social and economic backgrounds and in this regard, anthropology is particularly useful in Pakistan where there is such a diverse mix of people.
The possibility that anthropological knowledge can be put to practical use in solving human problems has been recognised in the United States ever since the discipline started emerging. Most problems involve changes in behaviour, attitudes, institutions and relationships and for this reason acculturation studies in the US and cultures contact studies were closely linked to applied anthropology. Pakistan represents a plural society in terms of people speaking four different languages in four provinces. Their ethnic origins are different. Their eating and dressing habits do not represent a homogeneous culture. Nevertheless, they belong to one country with same geographical boundaries and about 90 per cent of the population adheres to the same religion. They love to live in their native homes with their kith and kin but economic problem and scarcity of resources force them to move from rural areas to big cities. This increasing trend of migration into the already overpopulated big cities is creating multifarious problems.
One particular problem relates to the patterns of contact between people with different cultural backgrounds ââ¬â between the migrating groups and the people already living in a city like Karachi. The problems emanating from such culture contact are varied. For example, people in contact may differ in their use of technology, ideology, values, social structure, local and tribal customs, etc. Contacts may involve a few selected representatives of one or both social groups and may involve super ordination-subordination situations.
Furthermore, increasing crime, problems of law and order, squatter settlements, beggars, traffic rule violations, child labour, narcotic drugs, etc., are, in one way or another, related to the phenomenon of cultures contact. Students of anthropology are trained to study such problems and make useful recommendations. Moreover, students of anthropology are well-trained to carry out field research. In their training, it is incumbent upon them to live in the field for a period of four to five months to collect data through direct observation. It isnââ¬â¢t easy but it is possible and, in the long run, useful.
http://www.dawn.com/weekly/education/education3.htm
Pride and prejudice
By Moniza Inam
OF late, there has been a lot of clamour about the Millennium Development Goals (MDGs) in Pakistan. There have been claims and counter-claims of achieving and missing the set targets by the government civil society and NGOs. One of the MDGs is the end of discrimination against women in every sphere of life and providing them with an equal opportunity to use their abilities.
Education is one of the fields where discrimination on the basis of gender has been very stark and pronounced. According to a report, although there has been a major improvement in this sector in the ââ¬â¢90s, Pakistan is still considered to have the largest gender gap when it comes to literacy. The Pakistan Education and School Atlas shows that male literacy currently stands at 60 per cent and female at 36 per cent. However, there has been a sharp progress in female literacy rate rising from 16 per cent in 1980 to 21 per cent in 1990 and jumping to 33 per cent in 1997. In the ââ¬â¢90s, due to an emphasis on female education, the literacy rate increased by 1.5 per cent per year.
Gender division is not based on pinks and blues but on the perception of parents, as fathers dream of careers for their sons and mothers save recipes for their daughters. The boundaries have been blurred though and, thus, the process is very selective in nature.
To understand the reasons behind low literacy in females, there is a need to understand the mindset and its raison dââ¬â¢etre as there are a host of social, cultural and historical reasons that contribute towards the low status of women in society. The social and cultural context of the social order is patriarchal in nature and men and women are theoretically divided into two separate arenas.
Home is regarded as the proper ideological and physical space for women while men dominate the world outside it. Men are given superior education and are equipped with skills to compete for jobs in a public setting, while females are imparted domestic skills to become good home-makers. However, lack of skills, limited openings in the job market and cultural restrictions limit womenââ¬â¢s chances to compete for resources in the public sphere and it leads to their social and financial dependence that serves as a basis for male supremacy in all social relationships.
Moreover, the patriarchal structures are relatively stronger in rural and tribal settings, where local customs establish male authority and power over their lives and women are exchanged, sold and bought in marriages. Nevertheless, upper and middle class-women have better access to education and job opportunities and exercise greater control over their lives. The most saddening aspect of this social conditioning is the internalisation of patriarchal norms by both sexes, especially women.
A point which has been ignored by the common people and development experts is that womenââ¬â¢s second-class status carries a financial and social cost for which men and society, as a whole, has to pay a price. Therefore, empowering women should be the cornerstone of sustainable development. Amartya Sen, a Nobel laureate has rightly observed: ââ¬ÅThe overarching objective of development is to maximise peopleââ¬â¢s capabilities ââ¬â their freedom to lead the kind of lives they value and have reason to value.ââ¬Â
Coming to Pakistani women, who comprise 45 per cent of the population, life has been a perpetual struggle. They face many problems including obstacles in employment, lack of higher education, low wages, sexual harassment, draconian laws, restrictions in participating in mainstream politics, domestic labour and violence, honour killings and poor living standards. They are destined to be poor, malnourished and illiterate and to have less access than men to medical care, property ownership, credit, training and employment.
There can be no two opinions about the role of education in enhancing the status of women in our country or on the global level. It helps in fulfilling their aspirations as individuals. Other benefits are: increased economic productivity, improvement in health, delayed marriages, lower fertility, increased political participation and, in general, an effective investment in the next generation. While there are many other possible ways to achieve these goals, female education is the only one which impacts all of them simultaneously.
The governmentââ¬â¢s investment in girlsââ¬â¢ schooling, especially at the primary level, is particularly acceptable because it brings several rewards for the society.
Discussing the phenomenon of low female literacy in Pakistan, Akbar Zaidi, a researcher and freelance consultant, in areas of political economy, governance, institutions and the social sector, says: ââ¬ÅThe foremost reasons are early marriages, lack of opportunity in the labour force, separation between both genders and long-distance commuting which lower their chances of getting education.ââ¬Â However, he adds, that due to greater urbanisation and modernisation, its demand is rising even for girls.
Dr Syed Jaffer Ahmed, affiliated with the University of Karachiââ¬â¢s Pakistan Study Centre, explained how patriarchy has used education as a weapon to control women: ââ¬ÅPatriarchy has used many available tools to discriminate and subjugate women and education is one of their main controlling devices.ââ¬Â
Keeping in view the prevailing conditions in our society, the countryââ¬â¢s syllabi has strongly demonstrated anti-women bias ââ¬â right from the primary school text books to the higher level. In these textbooks, boys/men are shown to be superior to girls/women and one glaring example in this regard is that the heroes found in them are generally men. ââ¬ÅIt is only recently, at the junior level, that we have been successful in incorporating some prominent female figures as Bilquis Edhi, Lady Hidayat ullah, etc., besides Fatima Jinnah,ââ¬Â he adds.
Elaborating on the issue of drop-outs from the education system, Dr Ahmed says: ââ¬ÅOverall, the education system is tilted towards men rather than women and it is clear from the official statistics that more girls drop out at all levels than boys.ââ¬Â Another interesting fact is that parents prefer to invest in their sonsââ¬â¢ education rather than their daughters. In private institutions, where the fee structure is on the higher side, one can find more boys than girls while in public sector colleges and universities, girls are progressively increasing in number. For instance in Karachi University 70 per cent students are females, he explains.
Explaining the effects of illiteracy on womenââ¬â¢s lives, Mohammad Ali Siddiqui, Dean of Humanities and Social Sciences, Hamdard University, says: ââ¬ÅThe major outcome is that illiterate women donââ¬â¢t understand their rights and they have repeatedly been conditioned about their duties ââ¬â right from the cradle till the grave.ââ¬Â This lack of knowledge with respect to the rights and duties lead to many complications in their relationships and marital life and confusion about their status in society, he adds. In rural areas, Siddiqui says, due to a lack of education and skills, peasant women are not as productive as they could have been if they had some basic training and education. Thus, society, as a whole, has suffered due to this phenomenon.
Dr Nabeel Zubairi from the Department of Sociology, University of Karachi, when asked how, as a sociologist, he would explain the consequences of female illiteracy in society, answers: ââ¬ÅBy and large, it has a negative connotation because it leads towards discrimination in every aspect of life.ââ¬Â In Pakistan, only 13.6 per cent of the female workers are registered in the government statistics which is perhaps the lowest in the region. In Bangladesh, the figure is 62 per cent which shows a vast discrepancy.
This leads towards what in sociology is known as participatory poverty. In this type of poverty the disadvantaged sections are not included in the development process, be it social, economic, educational or political in nature. It then automatically leads towards a low participation level in decision making in household matters, health, education, etc. and traps the person in a vicious circle of poverty for good. On a societal level, it leads towards a more discriminatory attitude, that is, they (the patriarchy) make laws which are sexist in nature and, thus, prejudice acquires an institutionalised form (for example, the Hudood Ordinance).
The other type of poverty, which Dr Zubairi mentions, is capacity poverty and it is all about skills and discrimination. Men get preferential treatment in the job market because they have more education and skills and women, minorities, the poor, and other disadvantaged and vulnerable groups are left out of the development process. The government of Pakistan is not oblivious to the problem and in the Pakistan Economic Survey, 2005-06, it has been mentioned that gender disparity in literacy and enrollment are its main fears. Though the countryââ¬â¢s overall record in encouraging and delivering gender equality has always been pathetic, still there are certain sectors which show considerable growth. According to the economic indicators, there has been a slow and steady improvement in the ratio of girls to boys at all levels of education, that of literate females to males and in the share of women in urban employment. Another important aspect is the improvement in their involvement in national decision-making process.
Government statistics show that gender disparity has been declining since 1998-99; however, the recent decrease is only marginal ââ¬â from 26 per cent in 2001-02 to 25 per cent in 2004-05. Reducing the gender gap in education will certify equality of opportunity and economic participation for the fair sex.
Tahira Abdullah, a development worker and a human rights activist based in Islamabad, who has been working in this field for 27 years, suggests several measures to improve the dismal situation. According to Abdullah, firstly, there is a need to have a two-pronged approach and separate adult female literacy from girlsââ¬â¢ primary education strategies.
The next step should include separate strategies for urban and rural areas. In rural areas, there is a need to integrate womenââ¬â¢s literacy programmes into all of their development activities, for example, health, reproductive health, micro-credit, agricultural extension training, agri-business promotion, local government structures, rural development bodies, poverty eradication measures and social protection processes. In the urban sector, there is a need to focus on low-income areas, especially urban slums, squatter settlements and katchi abadis. Primary education needs to be free here for both girls and boys, including the provision of textbooks, stationery etc., she adds.
On the policy level, the government should make basic and primary education compulsory and free through legislation. As these measures will require huge investments, therefore five per cent of the GNP should be allocated for education, particularly adult female literacy and primary education for girls. To achieve all the above-mentioned targets the government should take clear and firm stand, says Abdullah.
In the end, one can say that education is the tool which can help break the pattern of gender discrimination and bring lasting changes in womenââ¬â¢s lives. In the Pakistani context, those women who have had some schooling are more likely to get married late, survive childbirth, have fewer and healthier offspring and make sure their children complete their education. It also means comprehensive change for a society, especially a semi feudal, semi tribal one with a strong patriarchal structure like ours. As women attain education, they will get good jobs, elevate their status in society and participate in the decision-making process. And in the long run, female education would work as a catalyst to bring about a silent revolution in the lives of millions of the poor, disenfranchised and vulnerable women of this country.
http://www.dawn.com/weekly/education/education1.htm
By Moniza Inam
OF late, there has been a lot of clamour about the Millennium Development Goals (MDGs) in Pakistan. There have been claims and counter-claims of achieving and missing the set targets by the government civil society and NGOs. One of the MDGs is the end of discrimination against women in every sphere of life and providing them with an equal opportunity to use their abilities.
Education is one of the fields where discrimination on the basis of gender has been very stark and pronounced. According to a report, although there has been a major improvement in this sector in the ââ¬â¢90s, Pakistan is still considered to have the largest gender gap when it comes to literacy. The Pakistan Education and School Atlas shows that male literacy currently stands at 60 per cent and female at 36 per cent. However, there has been a sharp progress in female literacy rate rising from 16 per cent in 1980 to 21 per cent in 1990 and jumping to 33 per cent in 1997. In the ââ¬â¢90s, due to an emphasis on female education, the literacy rate increased by 1.5 per cent per year.
Gender division is not based on pinks and blues but on the perception of parents, as fathers dream of careers for their sons and mothers save recipes for their daughters. The boundaries have been blurred though and, thus, the process is very selective in nature.
To understand the reasons behind low literacy in females, there is a need to understand the mindset and its raison dââ¬â¢etre as there are a host of social, cultural and historical reasons that contribute towards the low status of women in society. The social and cultural context of the social order is patriarchal in nature and men and women are theoretically divided into two separate arenas.
Home is regarded as the proper ideological and physical space for women while men dominate the world outside it. Men are given superior education and are equipped with skills to compete for jobs in a public setting, while females are imparted domestic skills to become good home-makers. However, lack of skills, limited openings in the job market and cultural restrictions limit womenââ¬â¢s chances to compete for resources in the public sphere and it leads to their social and financial dependence that serves as a basis for male supremacy in all social relationships.
Moreover, the patriarchal structures are relatively stronger in rural and tribal settings, where local customs establish male authority and power over their lives and women are exchanged, sold and bought in marriages. Nevertheless, upper and middle class-women have better access to education and job opportunities and exercise greater control over their lives. The most saddening aspect of this social conditioning is the internalisation of patriarchal norms by both sexes, especially women.
A point which has been ignored by the common people and development experts is that womenââ¬â¢s second-class status carries a financial and social cost for which men and society, as a whole, has to pay a price. Therefore, empowering women should be the cornerstone of sustainable development. Amartya Sen, a Nobel laureate has rightly observed: ââ¬ÅThe overarching objective of development is to maximise peopleââ¬â¢s capabilities ââ¬â their freedom to lead the kind of lives they value and have reason to value.ââ¬Â
Coming to Pakistani women, who comprise 45 per cent of the population, life has been a perpetual struggle. They face many problems including obstacles in employment, lack of higher education, low wages, sexual harassment, draconian laws, restrictions in participating in mainstream politics, domestic labour and violence, honour killings and poor living standards. They are destined to be poor, malnourished and illiterate and to have less access than men to medical care, property ownership, credit, training and employment.
There can be no two opinions about the role of education in enhancing the status of women in our country or on the global level. It helps in fulfilling their aspirations as individuals. Other benefits are: increased economic productivity, improvement in health, delayed marriages, lower fertility, increased political participation and, in general, an effective investment in the next generation. While there are many other possible ways to achieve these goals, female education is the only one which impacts all of them simultaneously.
The governmentââ¬â¢s investment in girlsââ¬â¢ schooling, especially at the primary level, is particularly acceptable because it brings several rewards for the society.
Discussing the phenomenon of low female literacy in Pakistan, Akbar Zaidi, a researcher and freelance consultant, in areas of political economy, governance, institutions and the social sector, says: ââ¬ÅThe foremost reasons are early marriages, lack of opportunity in the labour force, separation between both genders and long-distance commuting which lower their chances of getting education.ââ¬Â However, he adds, that due to greater urbanisation and modernisation, its demand is rising even for girls.
Dr Syed Jaffer Ahmed, affiliated with the University of Karachiââ¬â¢s Pakistan Study Centre, explained how patriarchy has used education as a weapon to control women: ââ¬ÅPatriarchy has used many available tools to discriminate and subjugate women and education is one of their main controlling devices.ââ¬Â
Keeping in view the prevailing conditions in our society, the countryââ¬â¢s syllabi has strongly demonstrated anti-women bias ââ¬â right from the primary school text books to the higher level. In these textbooks, boys/men are shown to be superior to girls/women and one glaring example in this regard is that the heroes found in them are generally men. ââ¬ÅIt is only recently, at the junior level, that we have been successful in incorporating some prominent female figures as Bilquis Edhi, Lady Hidayat ullah, etc., besides Fatima Jinnah,ââ¬Â he adds.
Elaborating on the issue of drop-outs from the education system, Dr Ahmed says: ââ¬ÅOverall, the education system is tilted towards men rather than women and it is clear from the official statistics that more girls drop out at all levels than boys.ââ¬Â Another interesting fact is that parents prefer to invest in their sonsââ¬â¢ education rather than their daughters. In private institutions, where the fee structure is on the higher side, one can find more boys than girls while in public sector colleges and universities, girls are progressively increasing in number. For instance in Karachi University 70 per cent students are females, he explains.
Explaining the effects of illiteracy on womenââ¬â¢s lives, Mohammad Ali Siddiqui, Dean of Humanities and Social Sciences, Hamdard University, says: ââ¬ÅThe major outcome is that illiterate women donââ¬â¢t understand their rights and they have repeatedly been conditioned about their duties ââ¬â right from the cradle till the grave.ââ¬Â This lack of knowledge with respect to the rights and duties lead to many complications in their relationships and marital life and confusion about their status in society, he adds. In rural areas, Siddiqui says, due to a lack of education and skills, peasant women are not as productive as they could have been if they had some basic training and education. Thus, society, as a whole, has suffered due to this phenomenon.
Dr Nabeel Zubairi from the Department of Sociology, University of Karachi, when asked how, as a sociologist, he would explain the consequences of female illiteracy in society, answers: ââ¬ÅBy and large, it has a negative connotation because it leads towards discrimination in every aspect of life.ââ¬Â In Pakistan, only 13.6 per cent of the female workers are registered in the government statistics which is perhaps the lowest in the region. In Bangladesh, the figure is 62 per cent which shows a vast discrepancy.
This leads towards what in sociology is known as participatory poverty. In this type of poverty the disadvantaged sections are not included in the development process, be it social, economic, educational or political in nature. It then automatically leads towards a low participation level in decision making in household matters, health, education, etc. and traps the person in a vicious circle of poverty for good. On a societal level, it leads towards a more discriminatory attitude, that is, they (the patriarchy) make laws which are sexist in nature and, thus, prejudice acquires an institutionalised form (for example, the Hudood Ordinance).
The other type of poverty, which Dr Zubairi mentions, is capacity poverty and it is all about skills and discrimination. Men get preferential treatment in the job market because they have more education and skills and women, minorities, the poor, and other disadvantaged and vulnerable groups are left out of the development process. The government of Pakistan is not oblivious to the problem and in the Pakistan Economic Survey, 2005-06, it has been mentioned that gender disparity in literacy and enrollment are its main fears. Though the countryââ¬â¢s overall record in encouraging and delivering gender equality has always been pathetic, still there are certain sectors which show considerable growth. According to the economic indicators, there has been a slow and steady improvement in the ratio of girls to boys at all levels of education, that of literate females to males and in the share of women in urban employment. Another important aspect is the improvement in their involvement in national decision-making process.
Government statistics show that gender disparity has been declining since 1998-99; however, the recent decrease is only marginal ââ¬â from 26 per cent in 2001-02 to 25 per cent in 2004-05. Reducing the gender gap in education will certify equality of opportunity and economic participation for the fair sex.
Tahira Abdullah, a development worker and a human rights activist based in Islamabad, who has been working in this field for 27 years, suggests several measures to improve the dismal situation. According to Abdullah, firstly, there is a need to have a two-pronged approach and separate adult female literacy from girlsââ¬â¢ primary education strategies.
The next step should include separate strategies for urban and rural areas. In rural areas, there is a need to integrate womenââ¬â¢s literacy programmes into all of their development activities, for example, health, reproductive health, micro-credit, agricultural extension training, agri-business promotion, local government structures, rural development bodies, poverty eradication measures and social protection processes. In the urban sector, there is a need to focus on low-income areas, especially urban slums, squatter settlements and katchi abadis. Primary education needs to be free here for both girls and boys, including the provision of textbooks, stationery etc., she adds.
On the policy level, the government should make basic and primary education compulsory and free through legislation. As these measures will require huge investments, therefore five per cent of the GNP should be allocated for education, particularly adult female literacy and primary education for girls. To achieve all the above-mentioned targets the government should take clear and firm stand, says Abdullah.
In the end, one can say that education is the tool which can help break the pattern of gender discrimination and bring lasting changes in womenââ¬â¢s lives. In the Pakistani context, those women who have had some schooling are more likely to get married late, survive childbirth, have fewer and healthier offspring and make sure their children complete their education. It also means comprehensive change for a society, especially a semi feudal, semi tribal one with a strong patriarchal structure like ours. As women attain education, they will get good jobs, elevate their status in society and participate in the decision-making process. And in the long run, female education would work as a catalyst to bring about a silent revolution in the lives of millions of the poor, disenfranchised and vulnerable women of this country.
http://www.dawn.com/weekly/education/education1.htm
Ensuring education for all
PAKISTANââ¬â¢S education policymakers are in for a shock. Unesco, which has been monitoring the performance of countries in the school sector, has released its report for 2006 and the findings on Pakistan are dismal. All the tall claims made by the government notwithstanding, the intake of children in school is not increasing. Nearly 6.5 million children in the age group five to nine years in Pakistan are out of school ââ¬â they are either helping their family with housework at home, or are part of the child labour force or are loitering in the streets. This is not taking the country anywhere close to the millennium development goal of education for all. It is not boosting the literacy rate either. As the chief of the policy review team in the ministry of education disclosed, the enrolment ratios can be quite misleading. Though 59 per cent of the children are enrolled in primary schools, on an average the boys spend only 3.8 years and the girls 1.3 years in school instead of the conventional five years. No wonder, the drop-out rate is phenomenally high.
What conclusion does one draw from this piece of information? It is now plain that at this rate Pakistan can never achieve the millennium goal in education by the year 2015. The lack of education at the basic level will affect the countryââ¬â¢s progress in every sector especially at a time when the relentless drive for globalisation is making trade, economic relations and other interaction highly competitive. Even now the country is being overtaken by others which were much behind it a few years ago. What then is the solution? More money for the education sector is the usual answer. But that is no solution if the policymakers have no idea about the direction they should take. It is plain that poverty and the inaccessibility to education are keeping children out of schools. By adopting innovative approaches such as flexible school hours, schools in every village, economic incentives for the poor, improving the quality of education and a holistic approach to child development, the authorities can induct more children into school. An increase in funds would help attain these goals provided the spending is carefully planned and channelled.
PAKISTANââ¬â¢S education policymakers are in for a shock. Unesco, which has been monitoring the performance of countries in the school sector, has released its report for 2006 and the findings on Pakistan are dismal. All the tall claims made by the government notwithstanding, the intake of children in school is not increasing. Nearly 6.5 million children in the age group five to nine years in Pakistan are out of school ââ¬â they are either helping their family with housework at home, or are part of the child labour force or are loitering in the streets. This is not taking the country anywhere close to the millennium development goal of education for all. It is not boosting the literacy rate either. As the chief of the policy review team in the ministry of education disclosed, the enrolment ratios can be quite misleading. Though 59 per cent of the children are enrolled in primary schools, on an average the boys spend only 3.8 years and the girls 1.3 years in school instead of the conventional five years. No wonder, the drop-out rate is phenomenally high.
What conclusion does one draw from this piece of information? It is now plain that at this rate Pakistan can never achieve the millennium goal in education by the year 2015. The lack of education at the basic level will affect the countryââ¬â¢s progress in every sector especially at a time when the relentless drive for globalisation is making trade, economic relations and other interaction highly competitive. Even now the country is being overtaken by others which were much behind it a few years ago. What then is the solution? More money for the education sector is the usual answer. But that is no solution if the policymakers have no idea about the direction they should take. It is plain that poverty and the inaccessibility to education are keeping children out of schools. By adopting innovative approaches such as flexible school hours, schools in every village, economic incentives for the poor, improving the quality of education and a holistic approach to child development, the authorities can induct more children into school. An increase in funds would help attain these goals provided the spending is carefully planned and channelled.
Saturday, December 02, 2006
Paragliding takes flight in Pakistan as economy booms
For Pakistanââ¬â¢s new class of affluent but bored young people, action sports like paragliding are providing a healthier outlet than fast cars and recreational substances.
ââ¬ÅIt is better than drugs and drag racing on city roads,ââ¬Â says local pioneer Sajjad Shah, 43, as he unloads gliders from his green Toyota Prado in the scenic northwestern village of Thipra.
Shah, one of the countryââ¬â¢s top pilots, says people often approach him and his friends when they fly in the Margalla Hills overlooking Islamabad and beg to be taught how to paraglide.
ââ¬ÅParagliding is not an expensive sport and for youths who destroy cars worth million of rupees in a night while racing it is no big deal for them,ââ¬Â said Shah, who is also president of the Pakistan Association of Free Flying.
On a recent trip Shah and his fellow pilots make a steep 45-minute climb in this sub-Himalayan region then unpack the fabric wings, lay them on the ground and hook them to their harnesses.
One by one they stand facing the wind before the gliders lift them into the sky. Minutes later the pilots land in the cornfields below as schoolchildren in ragged clothes gather to greet them.
ââ¬ÅOnly a paraglider pilot knows why birds sing,ââ¬Â said fellow pilot Abdul Jabbar Bhatti after touching down. Despite fears of terrorism since September 11, 2001 that have sent tourist numbers plummeting, top paragliders have recently visited the flying school run by Shah and friends at Thirpa.
One top flyer, Leroy Westerkamp of the Netherlands, this year set a new world record for gaining height while paragliding, ascending 4,526 metres (14,849 feet) to reach an altitude of 7,685 meters in Hunza.
The Dutchman will return next year to fly over the 8,611-metre K2, the worldââ¬â¢s second highest mountain, in a paraglider.
The Pakistan Association of Free Flying plans to hold an international paragliding festival next year at Chajian near Islamabad.
The only setback to the sport has been the April 2006 government ban on paragliding near Islamabad for security reasons.
ââ¬ÅParagliding has a great potential to promote tourism in Pakistan and we have sponsored paragliding eventsââ¬Â during the famous Shandur polo festival in northwest Pakistan, says Jahangir Khan, deputy chief of Pakistan Tourism Development.
Pakistanââ¬â¢s economy has also soared in recent years. Growth was 8.4 percent in 2004-2005, its highest in two decades, and although it dipped to 6.6 percent officials say the outlook is still good.
Analysts say the booming economy has enhanced the buying power of the middle-classes of the 150 million population, while those with old money are living luxuriously.
Pakistanââ¬â¢s first Rolls-Royce showroom opened in Lahore this week and other luxury carmakers including Porsche, BMW and Mercedes-Benz are branching out.
ââ¬ÅWe have sold 50 Porches during the past 10 months and the demand is still rising,ââ¬Â said Taimur Malik, sales manager of Autotechnik Private Limited which opened Pakistanââ¬â¢s first Porsche facility last year, also in Lahore.
ââ¬ÅPakistan is a booming automobile market and that is why Porsche itself selected it to sell their high-end exclusive cars,ââ¬Â he said.
ââ¬ÅA loose monetary policy and increased remittances from overseas has benefitted the middle and upper-middle class over the past five or six years,ââ¬Â said Muhammad Sohail, an economic analyst.
ââ¬ÅThe resultant boom has brought further riches to the already rich,ââ¬Â Sohail said.
Instant gratification is hard to come by in Pakistan and here buyers have to wait months for their luxury cars ââ¬â and often for lesser models ââ¬â despite paying in advance.e.
And with a ban on the public consumption of alcohol meaning that organised nightlife is almost non-existent in Pakistan, young people find themselves similarly frustrated. Extreme sports could provide them with the outlet, suggests paraglider Shah.
ââ¬ÅIt provides more of a thrill than riding a motorbike with its front wheel in the air and losing oneââ¬â¢s life,ââ¬Â he says.
http://www.dailytimes.com.pk/default.asp?page=2006\12\02\story_2-12-2006_pg11_10
Paragliding takes flight in Pakistan as economy booms
For Pakistanââ¬â¢s new class of affluent but bored young people, action sports like paragliding are providing a healthier outlet than fast cars and recreational substances.
ââ¬ÅIt is better than drugs and drag racing on city roads,ââ¬Â says local pioneer Sajjad Shah, 43, as he unloads gliders from his green Toyota Prado in the scenic northwestern village of Thipra.
Shah, one of the countryââ¬â¢s top pilots, says people often approach him and his friends when they fly in the Margalla Hills overlooking Islamabad and beg to be taught how to paraglide.
ââ¬ÅParagliding is not an expensive sport and for youths who destroy cars worth million of rupees in a night while racing it is no big deal for them,ââ¬Â said Shah, who is also president of the Pakistan Association of Free Flying.
On a recent trip Shah and his fellow pilots make a steep 45-minute climb in this sub-Himalayan region then unpack the fabric wings, lay them on the ground and hook them to their harnesses.
One by one they stand facing the wind before the gliders lift them into the sky. Minutes later the pilots land in the cornfields below as schoolchildren in ragged clothes gather to greet them.
ââ¬ÅOnly a paraglider pilot knows why birds sing,ââ¬Â said fellow pilot Abdul Jabbar Bhatti after touching down. Despite fears of terrorism since September 11, 2001 that have sent tourist numbers plummeting, top paragliders have recently visited the flying school run by Shah and friends at Thirpa.
One top flyer, Leroy Westerkamp of the Netherlands, this year set a new world record for gaining height while paragliding, ascending 4,526 metres (14,849 feet) to reach an altitude of 7,685 meters in Hunza.
The Dutchman will return next year to fly over the 8,611-metre K2, the worldââ¬â¢s second highest mountain, in a paraglider.
The Pakistan Association of Free Flying plans to hold an international paragliding festival next year at Chajian near Islamabad.
The only setback to the sport has been the April 2006 government ban on paragliding near Islamabad for security reasons.
ââ¬ÅParagliding has a great potential to promote tourism in Pakistan and we have sponsored paragliding eventsââ¬Â during the famous Shandur polo festival in northwest Pakistan, says Jahangir Khan, deputy chief of Pakistan Tourism Development.
Pakistanââ¬â¢s economy has also soared in recent years. Growth was 8.4 percent in 2004-2005, its highest in two decades, and although it dipped to 6.6 percent officials say the outlook is still good.
Analysts say the booming economy has enhanced the buying power of the middle-classes of the 150 million population, while those with old money are living luxuriously.
Pakistanââ¬â¢s first Rolls-Royce showroom opened in Lahore this week and other luxury carmakers including Porsche, BMW and Mercedes-Benz are branching out.
ââ¬ÅWe have sold 50 Porches during the past 10 months and the demand is still rising,ââ¬Â said Taimur Malik, sales manager of Autotechnik Private Limited which opened Pakistanââ¬â¢s first Porsche facility last year, also in Lahore.
ââ¬ÅPakistan is a booming automobile market and that is why Porsche itself selected it to sell their high-end exclusive cars,ââ¬Â he said.
ââ¬ÅA loose monetary policy and increased remittances from overseas has benefitted the middle and upper-middle class over the past five or six years,ââ¬Â said Muhammad Sohail, an economic analyst.
ââ¬ÅThe resultant boom has brought further riches to the already rich,ââ¬Â Sohail said.
Instant gratification is hard to come by in Pakistan and here buyers have to wait months for their luxury cars ââ¬â and often for lesser models ââ¬â despite paying in advance.e.
And with a ban on the public consumption of alcohol meaning that organised nightlife is almost non-existent in Pakistan, young people find themselves similarly frustrated. Extreme sports could provide them with the outlet, suggests paraglider Shah.
ââ¬ÅIt provides more of a thrill than riding a motorbike with its front wheel in the air and losing oneââ¬â¢s life,ââ¬Â he says.
http://www.dailytimes.com.pk/default.asp?page=2006\12\02\story_2-12-2006_pg11_10
Dual language system from Sept: Qazi
Saturday, December 02,2006
WASHINGTON: Pakistan will introduce a new dual language education system from September 1 next year with several subjects to be taught in English from Class-I, Education Minister Javed Ashraf Qazi said after a two-day dialogue with US officials.
Science, mathematics and computer science will be taught in English while Urdu and Islamic studies will be taught in Urdu. ââ¬ÅWe are not giving up our traditions and language,ââ¬Â the minister told a briefing at the Pakistan Embassy on Thursday.
Qazi denied that the changes in the education system were being made under US pressure but said Pakistan felt these changes were necessary to facilitate the students to be competitive in this age of knowledge-based economic development.
The minister said he was satisfied with the first session of the strategic dialogue on education and said his American counterparts are ready to harmonise their assistance in line with Pakistanââ¬â¢s education policy.
Pakistan is now focusing on better education for the new generation in science and information technology fields so that the students have access to better economic opportunities and are also able to contribute more vibrantly to the development of the country.
ââ¬ÅOur emphasis now is on fostering cooperation in the field of science and technology with the United States ââ¬â- we want to upgrade laboratory facilities and improve educational infrastructure to attain higher standards.ââ¬Â
He said the US side supported access to their science and technology institutions for Pakistani students. A Pakistani delegation comprising federal and provincial education secretaries will visit the United States to observe innovative and entrepreneurial community college programmes, followed by the visit to Pakistan of a well-respected US community college leader for consultation with Pakistanââ¬â¢s higher education sector.
US Secretary Education Margaret Spellings will visit Pakistan along with her delegation next year, the minister said. Qazi said the government is introducing reforms in the education system with consensus of all provinces.
http://www.southasianmedia.net/cnn.cfm?id=343941&category=Social Sectors&Country=PAKISTAN
Saturday, December 02,2006
WASHINGTON: Pakistan will introduce a new dual language education system from September 1 next year with several subjects to be taught in English from Class-I, Education Minister Javed Ashraf Qazi said after a two-day dialogue with US officials.
Science, mathematics and computer science will be taught in English while Urdu and Islamic studies will be taught in Urdu. ââ¬ÅWe are not giving up our traditions and language,ââ¬Â the minister told a briefing at the Pakistan Embassy on Thursday.
Qazi denied that the changes in the education system were being made under US pressure but said Pakistan felt these changes were necessary to facilitate the students to be competitive in this age of knowledge-based economic development.
The minister said he was satisfied with the first session of the strategic dialogue on education and said his American counterparts are ready to harmonise their assistance in line with Pakistanââ¬â¢s education policy.
Pakistan is now focusing on better education for the new generation in science and information technology fields so that the students have access to better economic opportunities and are also able to contribute more vibrantly to the development of the country.
ââ¬ÅOur emphasis now is on fostering cooperation in the field of science and technology with the United States ââ¬â- we want to upgrade laboratory facilities and improve educational infrastructure to attain higher standards.ââ¬Â
He said the US side supported access to their science and technology institutions for Pakistani students. A Pakistani delegation comprising federal and provincial education secretaries will visit the United States to observe innovative and entrepreneurial community college programmes, followed by the visit to Pakistan of a well-respected US community college leader for consultation with Pakistanââ¬â¢s higher education sector.
US Secretary Education Margaret Spellings will visit Pakistan along with her delegation next year, the minister said. Qazi said the government is introducing reforms in the education system with consensus of all provinces.
http://www.southasianmedia.net/cnn.cfm?id=343941&category=Social Sectors&Country=PAKISTAN
The U.S has made a good choice by seprating the education reform aid from the military and development aid. This should really make some difference, as report suggests that the 30% children in Pakistan doesn't have education.
Thursday, December 07, 2006
School curriculum ââ¬Ëenlightenedââ¬â¢; Two-Nation Theory explained:
ââ¬ËMuslim deprivation, not religion, led to Partitionââ¬â¢
By Irfan Ghauri
ISLAMABAD: The government has made drastic changes in the new Pakistan Studies curriculum, including new chapters on the Musharraf governmentââ¬â¢s economic and privatisation policies and ââ¬Åenlightened moderationââ¬Â, and less biased explanations of the Two-Nation Theory and Partition.
The new National Curriculum for Pakistan Studies for grades IX and X explains the Two-Nation Theory and Pakistanââ¬â¢s ideology ââ¬Åwith specific reference to the economic and social deprivation of Muslims in India,ââ¬Â an official involved with the formulation of the curriculum told Daily Times.
ââ¬ÅAn effort has been made to exclude all such material that promotes prejudice against the non-Muslims of pre-partition India,ââ¬Â he said. ââ¬ÅPakistanââ¬â¢s ideology has been explained with reference to the pronouncements of Allama Iqbal and Quaid-e-Azam,ââ¬Â he added.
The final draft of the new curriculum has been finalised and it is being sent to the provinces, which will print text books in accordance with this curriculum, sources in the Education Ministry told Daily Times on Wednesday. The final draft includes amendments made by the provinces to an earlier draft prepared by the national curricula committee, the sources said.
The new curriculum will be implemented from the next academic year (2007).
The new textbooks will cover the topics of the ideological basis of Pakistan, creation of Pakistan, land and environment, brief history of Pakistan, Pakistan in world affairs, economic development, population, society and culture.
Pakistanââ¬â¢s pre-Partition history includes discussion of the Pakistan movement (1940-47), Pakistan Resolution (1940), Cripps Mission (1942), Jinnah-Ghandi Talks (1944), Simla Conference (1945), General Elections (1945-46), Muslim League Legislatorsââ¬â¢ Convention (1946), Cabinet Mission Plan (1946), Interim Government (1946-47), 3rd June Plan (1947), Partition and the creation of Pakistan (1947).
The post-Partition history of Pakistan is covered in two sections. The first includes consolidation of the state and search for a constitution (1947-58), early problems, Objectives Resolution, accession of the states and tribal areas, 1956 constitution, the Ayub Khan era (1958-1969), Yahya Khan regime (1969-71), legal framework order and the elections of 1970, events in the aftermath of the elections, and the secession of East Pakistan.
The next section starts with the ZA Bhutto era (1971-77), including his economic reforms, policy of nationalisation and the 1973 constitution. It also cover the Zia era (1977-88), Islamisation, Afghan jihad and its implications, the Junejo period, the restoration of civil rule (1988-99), Benazir and Nawaz Sharifââ¬â¢s first and second governments, the functioning of their governments, and Pakistanââ¬â¢s becoming a nuclear power.
The causes of the military takeover of October 12, 1999, the devolution of power process introduced by Gen Musharrafââ¬â¢s government and the 2002 elections will also be covered in this section.
Special space has been given to Musharrafââ¬â¢s policies of enlightened moderation, privatisation and industrialisation. Also included are the economic reforms of the present government masterminded by Shaukat Aziz, first as finance minister and then prime minister.
The section on Pakistan in world affairs includes the countryââ¬â¢s foreign policy, its relations with neighbouring countries, the USA, China, the UK, the EU, Russia and Japan, and its role in the Organisation of Islamic Countries and South Asia Association for Regional Cooperation.
The last section covers population and environment issues, education and literacy, the gender and rural-urban composition of the population, and major problems faced by society including education and healthcare. It also includes discussion of major features of Pakistanââ¬â¢s culture and community, regional cultures, and the origin and evolution of national and regional languages.
The minorities of Pakistan are also discussed with specific reference to Quaid-e-Azamââ¬â¢s speech of August 11, 1947, defining their status.
http://www.dailytimes.com.pk/default.asp?page=2006\12\07\story_7-12-2006_pg1_1
School curriculum ââ¬Ëenlightenedââ¬â¢; Two-Nation Theory explained:
ââ¬ËMuslim deprivation, not religion, led to Partitionââ¬â¢
By Irfan Ghauri
ISLAMABAD: The government has made drastic changes in the new Pakistan Studies curriculum, including new chapters on the Musharraf governmentââ¬â¢s economic and privatisation policies and ââ¬Åenlightened moderationââ¬Â, and less biased explanations of the Two-Nation Theory and Partition.
The new National Curriculum for Pakistan Studies for grades IX and X explains the Two-Nation Theory and Pakistanââ¬â¢s ideology ââ¬Åwith specific reference to the economic and social deprivation of Muslims in India,ââ¬Â an official involved with the formulation of the curriculum told Daily Times.
ââ¬ÅAn effort has been made to exclude all such material that promotes prejudice against the non-Muslims of pre-partition India,ââ¬Â he said. ââ¬ÅPakistanââ¬â¢s ideology has been explained with reference to the pronouncements of Allama Iqbal and Quaid-e-Azam,ââ¬Â he added.
The final draft of the new curriculum has been finalised and it is being sent to the provinces, which will print text books in accordance with this curriculum, sources in the Education Ministry told Daily Times on Wednesday. The final draft includes amendments made by the provinces to an earlier draft prepared by the national curricula committee, the sources said.
The new curriculum will be implemented from the next academic year (2007).
The new textbooks will cover the topics of the ideological basis of Pakistan, creation of Pakistan, land and environment, brief history of Pakistan, Pakistan in world affairs, economic development, population, society and culture.
Pakistanââ¬â¢s pre-Partition history includes discussion of the Pakistan movement (1940-47), Pakistan Resolution (1940), Cripps Mission (1942), Jinnah-Ghandi Talks (1944), Simla Conference (1945), General Elections (1945-46), Muslim League Legislatorsââ¬â¢ Convention (1946), Cabinet Mission Plan (1946), Interim Government (1946-47), 3rd June Plan (1947), Partition and the creation of Pakistan (1947).
The post-Partition history of Pakistan is covered in two sections. The first includes consolidation of the state and search for a constitution (1947-58), early problems, Objectives Resolution, accession of the states and tribal areas, 1956 constitution, the Ayub Khan era (1958-1969), Yahya Khan regime (1969-71), legal framework order and the elections of 1970, events in the aftermath of the elections, and the secession of East Pakistan.
The next section starts with the ZA Bhutto era (1971-77), including his economic reforms, policy of nationalisation and the 1973 constitution. It also cover the Zia era (1977-88), Islamisation, Afghan jihad and its implications, the Junejo period, the restoration of civil rule (1988-99), Benazir and Nawaz Sharifââ¬â¢s first and second governments, the functioning of their governments, and Pakistanââ¬â¢s becoming a nuclear power.
The causes of the military takeover of October 12, 1999, the devolution of power process introduced by Gen Musharrafââ¬â¢s government and the 2002 elections will also be covered in this section.
Special space has been given to Musharrafââ¬â¢s policies of enlightened moderation, privatisation and industrialisation. Also included are the economic reforms of the present government masterminded by Shaukat Aziz, first as finance minister and then prime minister.
The section on Pakistan in world affairs includes the countryââ¬â¢s foreign policy, its relations with neighbouring countries, the USA, China, the UK, the EU, Russia and Japan, and its role in the Organisation of Islamic Countries and South Asia Association for Regional Cooperation.
The last section covers population and environment issues, education and literacy, the gender and rural-urban composition of the population, and major problems faced by society including education and healthcare. It also includes discussion of major features of Pakistanââ¬â¢s culture and community, regional cultures, and the origin and evolution of national and regional languages.
The minorities of Pakistan are also discussed with specific reference to Quaid-e-Azamââ¬â¢s speech of August 11, 1947, defining their status.
http://www.dailytimes.com.pk/default.asp?page=2006\12\07\story_7-12-2006_pg1_1
Saturday, December 09, 2006
COMMENT: Walking the talk on education ââ¬âAbbas Rashid
Gathering statistics in Pakistan is a tricky enterprise, but the trends established by the UNESCO report are fairly evident and should be a cause of major concern for the government as well as society as a whole
In an environment infested with self-congratulatory messages about progress and achievements in the education sector in Pakistan, the UNESCO Education for All (EFA) Global Monitoring Report provides a sharp reality check for the government. Regardless of the rhetoric, the emphasis in education has been on numbers ââ¬â both at the level of basic education as well as higher education. But, if UNESCOââ¬â¢s statistics are to be believed Pakistanââ¬â¢s performance in the realm of basic education has been a disaster even in quantitative terms.
As the Musharraf dispensation enters its 8th year, here is what the UNESCO report has to say about the enrolment situation in the country:
In terms of the number of children of school-going age that remain out of school, Pakistan is virtually at the bottom of the world table with 6.5 million children out of school ââ¬â saved from assuming the very last spot by Nigeria which noses ahead with 8 million children. India follows Pakistan with 4.5 million children out of school. That says a lot about the priorities of these two South Asian nuclear powers that, taken together, contribute hugely to providing this region with the dubious distinction of being home to the largest number of illiterate people in the world. We need to keep in mind, however, that India has a far larger number of children of school-going age than Pakistan and, therefore, dismal as its record is, it pales by comparison to that of Pakistan.
Among other things, the report suggests that low enrolment could in part be attributed to the high incidence of poverty in Pakistan where two-thirds of the population lives below the poverty line. Amidst a clutch of damning statistics, perhaps the most awful is the finding that over a third of the children of under-5 years of age suffer from under-nutrition and consequent stunting, with obvious implications for enrolment and the ability to learn.
Certainly, poverty should be seen as a key proximate factor that impacts education. And, in this context, the regimeââ¬â¢s policies have been of little help. Whatever improvement may have been registered under Musharraf by way of macro-economic indicators, it has certainly not contributed to alleviating the lot of the great majority. If anything, these policies have led to further pauperisation of the poor and the aggravation of the already sharp divide between the well-off few and the many who have next to nothing.
Gathering statistics in Pakistan is a tricky enterprise, but the trends established by the report are fairly evident and should be a cause of major concern for the government as well as society as a whole. One indicator of how serious a government is about any sector is the quantum of resources allocated to it. Despite eloquent paeans about the critical role of education in development by successive governments, the percentage of GDP spent on education has hovered around 2-2.5 percent, at best. Now, more than seven years after taking over, Musharraf has announced that the allocation for education will be raised from 2.4 percent of GDP to 4 percent. When might that happen remains to be seen, but the sad fact is that current government expenditure on education is not even 2.4 percent.
Expenditure, clearly, is a very important indicator of seriousness and commitment on the part of the government. It is, however, only one part of the equation. How the money is spent matters at least as much as the amount spent, if not more. Assessments of efficiency have come to refer more to the capacity to spend rather than the difference made. And while there is little doubt that the education budget should be at least twice or three times what it is if we are serious about societal and national development, there are serious issues of governance and policy-making in the sector that need to be urgently addressed. Otherwise no amount of funds can help us lift ourselves out of the rut in which we presently find ourselves.
Consider the decision to render English virtually into a medium of instruction for all schools by the simple expedient of declaring that certain subjects such as science will be compulsorily studied in that language. Now this has a certain kind of appeal on the grounds of equity: English is no longer only for the eliteââ¬â¢s children studying in privileged schools. It may also appeal on the grounds of competitiveness and the imperatives of globalisation. But is the government aware of the fact that the great majority of government schools are without teachers who are able to teach English or for that matter any subject in English?
The objective of getting children of all backgrounds to be fluent in English is sound on more grounds than one, even commendable. But without the provision of necessary inputs, this policy is more likely to confound the prevailing confusion and result in further loss of confidence and learning among children than achieving the objective for which it is presumably being implemented.
How such decisions are taken remains a matter of some considerable mystery. On the issue of language, let us refer, in some detail, to the UNESCO 2006 EFA report to remind ourselves about the importance of language policy:
ââ¬ËLanguage policies and practices have played and continue to play, an important role in literacy and the development of literate communities. National language policies ââ¬â the designation of an official language, the choice of language of instruction in schools and adult learning programs ââ¬â can facilitate or hinder language development and literacy acquisition. Research consistently shows that learning to read and write in oneââ¬â¢s mother tongue enhances access to literacy in other languages. Yet literacy efforts in many countries lack a clear language policy.ââ¬â¢
Tailpiece: The government is to be commended for its bold step in taking a more inclusive approach to both religion and history in the new scheme of studies as reported in the media. Once again, this may be a good time to remind ourselves that in order to make a difference this policy shift will require, among other things, a concomitant realignment of the examination system and teacher training programmes as well as the production of differently oriented and readable textbooks.
Commendable as this step is then, it was the easy part.
http://www.dailytimes.com.pk/default.asp?page=2006\12\09\story_9-12-2006_pg3_2
COMMENT: Walking the talk on education ââ¬âAbbas Rashid
Gathering statistics in Pakistan is a tricky enterprise, but the trends established by the UNESCO report are fairly evident and should be a cause of major concern for the government as well as society as a whole
In an environment infested with self-congratulatory messages about progress and achievements in the education sector in Pakistan, the UNESCO Education for All (EFA) Global Monitoring Report provides a sharp reality check for the government. Regardless of the rhetoric, the emphasis in education has been on numbers ââ¬â both at the level of basic education as well as higher education. But, if UNESCOââ¬â¢s statistics are to be believed Pakistanââ¬â¢s performance in the realm of basic education has been a disaster even in quantitative terms.
As the Musharraf dispensation enters its 8th year, here is what the UNESCO report has to say about the enrolment situation in the country:
In terms of the number of children of school-going age that remain out of school, Pakistan is virtually at the bottom of the world table with 6.5 million children out of school ââ¬â saved from assuming the very last spot by Nigeria which noses ahead with 8 million children. India follows Pakistan with 4.5 million children out of school. That says a lot about the priorities of these two South Asian nuclear powers that, taken together, contribute hugely to providing this region with the dubious distinction of being home to the largest number of illiterate people in the world. We need to keep in mind, however, that India has a far larger number of children of school-going age than Pakistan and, therefore, dismal as its record is, it pales by comparison to that of Pakistan.
Among other things, the report suggests that low enrolment could in part be attributed to the high incidence of poverty in Pakistan where two-thirds of the population lives below the poverty line. Amidst a clutch of damning statistics, perhaps the most awful is the finding that over a third of the children of under-5 years of age suffer from under-nutrition and consequent stunting, with obvious implications for enrolment and the ability to learn.
Certainly, poverty should be seen as a key proximate factor that impacts education. And, in this context, the regimeââ¬â¢s policies have been of little help. Whatever improvement may have been registered under Musharraf by way of macro-economic indicators, it has certainly not contributed to alleviating the lot of the great majority. If anything, these policies have led to further pauperisation of the poor and the aggravation of the already sharp divide between the well-off few and the many who have next to nothing.
Gathering statistics in Pakistan is a tricky enterprise, but the trends established by the report are fairly evident and should be a cause of major concern for the government as well as society as a whole. One indicator of how serious a government is about any sector is the quantum of resources allocated to it. Despite eloquent paeans about the critical role of education in development by successive governments, the percentage of GDP spent on education has hovered around 2-2.5 percent, at best. Now, more than seven years after taking over, Musharraf has announced that the allocation for education will be raised from 2.4 percent of GDP to 4 percent. When might that happen remains to be seen, but the sad fact is that current government expenditure on education is not even 2.4 percent.
Expenditure, clearly, is a very important indicator of seriousness and commitment on the part of the government. It is, however, only one part of the equation. How the money is spent matters at least as much as the amount spent, if not more. Assessments of efficiency have come to refer more to the capacity to spend rather than the difference made. And while there is little doubt that the education budget should be at least twice or three times what it is if we are serious about societal and national development, there are serious issues of governance and policy-making in the sector that need to be urgently addressed. Otherwise no amount of funds can help us lift ourselves out of the rut in which we presently find ourselves.
Consider the decision to render English virtually into a medium of instruction for all schools by the simple expedient of declaring that certain subjects such as science will be compulsorily studied in that language. Now this has a certain kind of appeal on the grounds of equity: English is no longer only for the eliteââ¬â¢s children studying in privileged schools. It may also appeal on the grounds of competitiveness and the imperatives of globalisation. But is the government aware of the fact that the great majority of government schools are without teachers who are able to teach English or for that matter any subject in English?
The objective of getting children of all backgrounds to be fluent in English is sound on more grounds than one, even commendable. But without the provision of necessary inputs, this policy is more likely to confound the prevailing confusion and result in further loss of confidence and learning among children than achieving the objective for which it is presumably being implemented.
How such decisions are taken remains a matter of some considerable mystery. On the issue of language, let us refer, in some detail, to the UNESCO 2006 EFA report to remind ourselves about the importance of language policy:
ââ¬ËLanguage policies and practices have played and continue to play, an important role in literacy and the development of literate communities. National language policies ââ¬â the designation of an official language, the choice of language of instruction in schools and adult learning programs ââ¬â can facilitate or hinder language development and literacy acquisition. Research consistently shows that learning to read and write in oneââ¬â¢s mother tongue enhances access to literacy in other languages. Yet literacy efforts in many countries lack a clear language policy.ââ¬â¢
Tailpiece: The government is to be commended for its bold step in taking a more inclusive approach to both religion and history in the new scheme of studies as reported in the media. Once again, this may be a good time to remind ourselves that in order to make a difference this policy shift will require, among other things, a concomitant realignment of the examination system and teacher training programmes as well as the production of differently oriented and readable textbooks.
Commendable as this step is then, it was the easy part.
http://www.dailytimes.com.pk/default.asp?page=2006\12\09\story_9-12-2006_pg3_2
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