DOCUMENT RESUME

ED 241 410 SO 015 441

AUTHOR Saad, Geti, Comp.TITLE Selected Bibliography of Educational Materials in

Pakistan. Vol. 16, No. 2, April-June 1982.SPONS AGENCY National Inst. of Education (DHEW), Washington, D.C.;

National Science Foundation, Washington, D.C.REPORT NO TT82-5300/2PUB DATE 82NOTE 43p.; For a related document, see ED 236 108.PUB TYPE Reference Materials - Bibliographies (131)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Standards; Annotated Bibliographies;

Comparative Education; Educational Administration;Educational Development; Educational Finance;*Educational Practices; Elementary SecondaryEducation; Foreign Countries; Higher Education;Libraries; Literacy; Medical Education; ProfessionalEducation; Second Language Instruction; TeachingMethods; Technical Education; Tests; Textbooks;Womens Education

IDENTIFIERS *Pakistan

ABSTRACTGovernment publications, monographs, and newspaper

and journal articles dealing with education in Pakistan are cited inthis annotated bibliography. All items included were publishedbetween April and June 1982. Entries are listed alphabetically underthe following subject headings% administration, organization, andfinancing of education; curriculum; education goals; elementarysecondary education; examinations; higher education; languages;libraries; literacy; children's literature; medical education;professional education; science education; teachers; technicaleducation; women's education; general; and textbooks. The publicationconcludes with an author index. (LP)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. ************************************************************************

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SELECTED BIBLIOGRAPHY OP EDUCATIONAL MATERIALS

IN PAKISTAN

Vo1.16 No.2, 1982.

Period Covered

April - June 1982

Compiled for the Office of Education, U.S.

Department of Health, Education and Welfare,

and the National Science Foundation,

Washington, D.C. by Mrs. (yeti Saad.

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C ONTENT S.PAGE

1. ADMINISTRATION, ORGANIZATION AND ... ... 1FINANCING OF EDUCATION

2. CURRICULUM ... ... 5

3. EDUCATION GOALS ... ... 5

4. ELEMENTARY AND SECONDARY EDUCATION ... ... 9

5. EXAMINATIONS ... ... 13

6. HIGHER EDUCATION ... ... 14

7. LANGUAGES, TEACHING OF ... ... 15

8. LIBRARIES ... ... 16

9. (LITERACY ... ... 18

10. LITERATURE FOR CHILDREN ... ... 19

11. MEDICAL EDUCATION ... ... 19

12. PROFESSIONAL EDUCATION ... ... 20

13. SCIENCE EDUCATION ... ... 21

TEACHERS ... ... 22

15. TECHNICAL EDUCATION ... ... 2616. WOMEN'S EDUCATION ... ... 2717. GENERAL ... ... 29

18. TEXTBOOKS (Special Section) ... ... 33

19. WRITERS' INDEX ... ... 40

(1)

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ANDADMINISTRATION, ORGANIZATION(FINANCING OF EDUCATION

1. AHMAD, Anwar. Schoolon Mein Dakhley (Admission In Schools)Hurriyat (Karachi) April 28, 1982(U).

It is unfortunate that the problem of admission in schoolsstill remains unsolved. It is now two or three monthsthat the new acadebic year has started, yet a great numberof students have failed to secure admission in schools.Both the guardians and parents aremuch worried about this.Education Directorate seems little interested in lookinginto the matter and save the students and parehts fromunnecessary worries. It is a fact that Boise nett privateschools have been established but the number of theseschools is inadequate as compared to the number of students.This is so because of the sharp increase in populationevery year. Let the Government regise its educationpolicy in the light of overpopulation and inadequateschools.

2. ALI, Ahmed, Expansion of Education Dawn (Karachi)April 3, 1982.

Although the High school system is being expanded everyyear, the rate of expansion is very slow. As a result,parents get no relief from the dreaded exercise of runningfrom pillar to post to get their children admitted toschool. It is a matter of serious concern that thesituation is getting worse with every passing year. Thisis largely because of Government's failure to achieve theeducational targets it has laid down for development andexpansion. The education policy of 1978 spoke of enrollingall boys of five years of age in school by 1982 and girlsby 1987. But the number of primary schools which havebeen opened every year has remained static since 1973,which means that the rate of expansion has been steadilydeclining. This woeful tree characterising themanagement of education can be remedied only by a drasticreordering of priorities so that education receives theimportance it deserves, especially in the matter ofresource allocation and also in terms of the mechanism wedevise for achieving a considerably higher level ofutilisation.

3. USW, Khalid Mahmood. Dakhlen Ka Mas'ala (The Problem ofAdmission) Imroz (Lahore) May 19, 1982(U).

The question of admission has assumed a serious situation.It is the desire of almost all the parents to get theirwards admitted in a standard school. The result is quiteobvious. The parents and the students rush towards goodschools. In order to avoid this alarming situation, theeducatiOn department should pay attention to improve thestandard of those schools whose reputation is not good.If all the schools improve the standard of teaching andreduce tuition fee, there is no reason why the studentswould not be attracted towards them. Parents prefer theirwards to be admitted in a standard schools because theyknow that the future of their wards depend En good teaching.LI; is unfortunate that very little attention has been paid.towards improving the quality of schools.

4. HAMM, Kbalid Mahmood. Niii Tataleemi Idaron Kay LiyeYaksaan Eavabit.(Uniform Rules for Private EducationalInstitutions) Imroz (Lahore) May 12, 19820).

It has often been demanded that new rules and regulationsfor the private educational institutions should. be framed.No attention has been paid to this demand so far. Theseinstitutions have their own set rules which are changed asand when required. These private institutions are run oncommercial basis., As the Government has allowed opening ofprimary schools in private sector, these schools can be seeneverywhere. Not only that the tuition fee of these schoolsis very high, these schools try to extract money fromstudents on different pretexts. It is necessary for theGovernment to formulate rules for them. The uniform rulesfor private schools will check the malpractices and thestudents will not be the prey of exhorbitant tuition fees.

5. HASEMI, Kbalid Mahmood. NUJ Talaleemi Idaray (Privatel4ucational Institutions4 Imroz (Lahore) April 14, 1983(U).

It is a matter of concern that some headmasters of thegovernment schools have opened private schools in the city.Almost all the staff in such schools is untrained, because

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of low salary. These schools are prospering because of thefact that the medium of instruction is English. Thistendency needs to be stopped. The registration for all theprivate schools should be compulsory. If any of the ownerobjects to it, his school should immediately be closeddown. Only the recognised schools and that too after theregistration should be allowed to function. Scuh personswho belong to the department of education and work forany private institutions should be dismissed. Governmentschool teachers an headmasters should not be allowed torun private ahools.

6. IFTIKRAR, Rehana. Baishtar Government Iskool BunyadiSahulaton Say Aari Hain (Basic Facilities Lacking in Mostof the Government Schools) Akhbar-eKhwateen (Karachi)Vo1.17(18): 29-30 & 38. June, 1982(U).

At the start of a new session, the problem of admissionis always a big headache for parents and so this year itis the same story. The education department, inspite ofpromises failed to solve the problem. According toconservative estimates there are about three lakheligible students for admission in primary schools, andthe available seats are not more than one 1akh. Theseriousness of the situation may be assessed from thefact that in past four years the percentage of primaryeducation in Sind province has gone down from 36 to 44percent.

In order to evaluate the situation of school educationin Karachi, the writer interviewed the director ofeducation and some principas'and educationsits inKarachi to find out the proolems and possible solutions.The opinions and impressions are presented.

7. MINHAS, Waheed. Private Tataleemi Idaray (PrivateEducational Institutions) Imroz (Lahore) June 3, 1982(U).

The Private Education Instutions, which is the organisationof private educational institutions, has in a meeting putforward a demand before the Government to the effectthat Martial Law Regulation. No. 118 should be lifted forthe promotion of private educational institutions. Legal

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safeguards for the private institutions has also beendemanded. The owners of private educational institutionshave informed the Government that their institutions wouldnot be registered in the presence of Martial LawRegulation No. 118. Because they feel that in the presenceof this regulation, the Government could nationalise theirinstitutions at any time. So this tussle between theGovernment and the owners of the private institutions ishampering teaching in these schools. So long these schoolsare not registered, the owners will go on dictating theterms and will continue to rhisethe tuition fee.

8. TAREEN Nighat;JEducation in Pakistan Daily News (Karachi)June 13, 1982.

percentage of literacy in Pakistan is one of the lowest inthe world, not merely because of economical and socialfactors but also because of the paucity of educationalinstitutions. It is over a decade now that in the beginningof each academic year we read in the newspapers thathundreds of thousands of children have been deniedadmission in schools just because there are not enoughschools. The younger generation is thus deprived of abetter future which education, particularly science andtechnical education promises and guarantees.

In advanced countries not only all children of schoolgoing age have the benefit of free education but privateand regular students have equal facilities to appear inthe Board examinations without any restriction. However,the Karachi Board of Secondary Education has all alongbeen adament not to allow phivate Science students toappear in the examination held by them, unless they getthemselves enrolled as regular students in a Governmentor nationalised school, which is very unfair of the Board.

9. WWII Sarfraz. Ta'aleemi Idaron Per Sarmayakari (Investmentin Educational Institutions Mashriq (Karachi) April 30,19820n

Continued deterioration in the standard of teaching hasreached a stage, where every sensible individual isworried about the future of the new generation. Theprimary cause for the fall fn teaching standard is the

fast that the budget for education is meagure and cannotfulfil the growing needs of education. What is sore,Government alone cannot provide standard education allover the country. Hence investment in private institutionsand educational departments is a national need. Thephilanthropists of the country should pool their resourcesand invest in private schools so that they could be runwithout any financial constraint. Once this is done, thetuition fee charged by the students would not beunreasonable. Teachers could also be paid handsomely andthey would devote their energy in raising the standard ofteaching.

CURRICULUM

10. ZAMAN, Agile. Syllabus pawn (Karachi) June 28, 1982.

The need for a comprehensive overhauling of the syllabihas been apparent for several years. It in felt thatwhereas teachers are powerless to increase the budgetallocations on education, at least they can help toconserve time and energy by effective coordination betweenthe different classes, and avoid unnecessary repetition.With a view to equip our students both in knowledgeand attitude to face the problems of day-to-day living andto find solution, the following general recommendations:1. Courses should be reviewed every two years to modernisethem; 2. Reference course for teachers should beconducted every two years to up-date knowledge andtechnique; 3. Teaching aids should be locally developedto making teaching and learning meaningful; 4. Tekt-booksshould be written by working teachers, and should notbe the monopoly of the Text-books Boards; 5. There shouldbe competition for text-book for each subject; 6. Extrareading material should be made available for bothteachers and students in all subjects; 7. The language oftext-books should be simple and the ideas conveyed throughwell prepared diagrams and illustrations.

EDUCATION GOALS

11. ALT, Amanat. Education and Leadership Dawn ( Karachi)June 18, 1982.

At present our education has been reduced to the level ofcertification. pupils, parents and teachers all are in a

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state of anxiety to quicken this process of certificationso that the output of our system should immediatelybecome doctors, engineers and officers and join the madrush for gold. Education is a slow and arduous processwhile certification is accelerated with various types ofshort-cuts at all levels. As a matter of fact, nobody wantsreal education which produces leaders in different walksof life, including politics. In Pakistan, we have a fewresidential public schools established on British pattern.The cadet colleges are special variations of publicschools which have been sat up mostly in the northern partof s the country to serve as feeder units for positionof leadership in the Armed Forces. In this respect, Karachihas neither a residential public school nor a cadetcollege, inspite of the fact that it has the highestpercentage of Zamiliea with a background of educationaland cultural attainments and the largest number of dwellingunits of in service or retired defence personnels. Theseare the people who have the highest motivation towardseducation for leadership for their children.

12. ANSARI, Abdul 'AUG Pakistan Mein Nizam-e-Taaleem KiIslami Tashkeel Ki Hikmat Amali (Policy of Islamization ofEducation System in Pakistan) In; Pakistan Mein Nizam -e-Ta'aleem Ki Islami Tashkeel Ki Hikmat Amalfi, 13-34. Islamabad,Institute of Policy Studies. 1982(U).

At present there are two parallel education systems workingin the country. The first is the system we inherited fromthe Britishers. The system is working under the patronageand administratige control of the government. About 98per cent students are being educated under this systemand it is producing West influenced students. The othersystem of education is known as Dars-e-Nizami. This isreligion oriented system and producing religious leadersand scholars.

A number of educational reforms have beeri made in thepast. However, none of the reforms could change theestablished pattern. Islamization in education is stilla dream. Thedifficulties in making the education trigipIslamic are briefly traced. A number of proposalshave been suggested for bringing Islamic spirit in oureducation system.

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13. MURTAZA, Matinur Rahman. Pakiatan Mein Nizam-e-Ta'aleem KiIalami Taahkeel Ki Hikmat Amali (Policy of Islamization ofEdication System in Pakistan) Int Pakistan Mein Nizam-e-Ta'aleem Ki Islami Taahkeel Ki Hikmat Amali, 79-87. Islamabad,Institute of Policy Studiea. 1982(U).

All accept both at government and private level that oureducation system ia defective and needa drastic changes.In theory, there have been constant ponderinga on theneeded pattern and nature of our educational setup and howit could be developed into an Islamic ayatem of education.Unfortunately, in practice no concrete steps have been takenao far. The reason why no practical steps have been takenia the fact that those who are at the helm of affairs ofthe country are the product of the preaent ayatem andhave little interest in the change.

We do not need any change in education system. What weneed is the change in the direction of our education. Itahould be non - secular and ahould reflect the teachings ofIalam. The first requirement in this regard ia the cahngein syllabua. In some detail it is discussed how thesyllabua ahould be changed.

14. QAZI, Saeedullah. Pakistan Mein Nizam-e-Talaleemi XiIalami Tashkeel Ki Hikmat Amali (Policy of Islamization ofEducational System in Pakiatan) In: Pakiatan Mein Nizam -e-Ta'aleem Ki Ialami Taahkeel Ki Hikmat Amali, 57-77. Islamabad,Institute of Policy studiea. 1982 (U).

Before suggesting proposals for Islamization in education,it ia necessary to pin point the defects in the preaenteducation system. At present there are two different systemsof education in practice. The one is religioua ayatemwhich fulfils the religioua needa. The other which coversall the other aspects of life except religion ia theone under which education is being provided in ourschools and colleges.

It ia suggested that the difference between the twosystems need to be bridged by removing the ahorcommingaof each ayatem. The defects of both the systems arediscussed znd it ia suggested a new system ahould beevolved which could fulfil our needa and aspirations asa Mualim nation. In some detail the salient featuresof the new propeaed ayatem are discussed.

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15. SAJJAD, Muslim. Pakistan Main Nizam-e-Ta'aleem Ki IslamiTashkeel Ki Hikmat Amali (Policy of Islamization of Educationin Pakistan) In: Pakistan Mein Nizare- Ta'aleem Ki IslandTashkeel Ki Hikmat Amali, 43-49. Islamabad, Institute of PolicyStudies. 1982 (U).

In determining policies for Islamization of education, we haveto see the prevailing conditions first. It is becausepolicies are aside suiting the particular conditiong.1Apparently there are two situations. In one the governmentis not in the hand of truely Islamic elements, but thegovernment policies reflect Islamic point of view. In theother situation, the control of the government is in thehand of truely Islamic elements and they have every powerto formulate policies and take actions. There is alsoone situation, where the governmeit t* completely in thehands of anti-Islamic elements.

We are not concerned with the third situation, but in thefirst two situations we can make the headway forIslamization of education. The guidelines and policystatements for the two situations are presented anddiscussed.

16. SALAHUDDIN, Mohammad. Pakistan Mein Nizam-e-Ta'aleem KiIslami Tashkeel Ki Hikmat Amali (Policy of Islamization ofEducation in Pakistan) * In: Pakistan Mein Nizam-e-Ta'aleemKi Islami Tashkeel Ki Hikmat Amali, 51-55. Islamabad, Instituteof Policy Studies. 1982 (U).

In the way of formulating policies for Islamization ineducation there are many obstacles. The most importantobstacle is the present duality in education First thereare religious and non-religious schools. Thenthere are English and lirdu medium schools. The parallelsystems of English medium and lirdu medium schools are themain reasons for the downfall of our educational standard.These schools have different syllabus and differentadministration. Even the books are different. We cannotchange the present educational setup without first doingaway with this duality in education.

Prom the beginning we are opposing the British system ofeducation, and in reply experiments were made in the formof Deoband, Nadva, Jamie Mil a, No doubt completeIslamization is not possible ilithout complete change ofall institutImns of the country, but by establishing neweducational instxtution we can provide the type ofeducation we want.

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17. SALEEM, Abdul Qadir. Pakistan Mein Nizami-e-Tataleem Ki IslamiTashkeel Ki Hikmat Amali (Policy of Islamization of EducationSystem in Pakistan In: Pakistan Mein Nizame-Taoaleem KiIslami Tashkeel Ki Hikmat Amali, 35-42. Islamabad, Institute ofPolicy Studies. 1982 (0).

There are two possible ways of change in the present systemof education. In the first case the government enforcesIslamic system in all walks of life including education.In the second case private institutions make efforts tobring Islamic values in the educational setup. TotalIslamization of education is only possible in the firstcase. In the second case where government is not based ontotal Islamic pattern as it is at present, the Islamizationis only possible with some drastic changes in the educationpattern. The changes are suggested under the headings:1) change in educational administration; 2) change ofteachers; 3) training of teachers; 4) determination ofpriorities; 5) curriculum change; 6) literature forchildren and adults; 7) reform in present religiouseducation; 8) end of special education for upper class;and 91 establishment of better schools.

ELEMENTARY AND SECONDARY EDUCATION

18. AHMAD, Khalil. Burdened with Books Dawn (Karachi)April 30, 1982.

The practice of burdening the young child with many booksand subjects appears to be gaining currency, especiallyin privately managed schools. That these institutionsshould be worried about the standard of education isquite understandable and their efforts to impart thebest in terms of knowledge and learning to their studentsis to be appreciated. What is absent in these cases is ascientific approach towards drawing up the schoolcurriculum aad the teaching methods to be adopted. Theeducation authorities who are supposed to provide theguidelines for the ("nurses of studies cannot be absolvedof their responsibility. The prescribed textbooks aredevoid of a scientific approach. Our school system lacksscientific planning of the curricula. It is important topre-determine the subjects and the topics to be taughtto the students in the ten years of their schooling.It is equally important that the curricula be correctlyspaced out. In our schools the emphasis appears to be onwmorising facts and figures. Thus this aspect of

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primary and nursery education in Pakistan needs to belooked into by educationists and psychologists.

19. ARIF, Zubaydah. Plight of Schools Dawn (Karachi)April 20, 1982.

Education and teachers are in focus of public attentionthese days. More so with a new school year on the horizonand admissions in full swing everywhere. Nursery and primaryschools are mushrooming at an alarming rate. The causefor concema is obviously for the standards they maintainfor the fees they charge. No doubt some are palpable, evenpe4quate, some may be indifferent, but the majority is14$1 fair in the treatment of the students, the parentsmu, most of all, to the teachers employed. Most of theteachers who are employed in these schools are un-trainedand are not regularly paid their salary. The result isquite obvious. They bother the leasi to attend to theirduties regularly and go to the class. It is rathersurprising that such malpractices are permitted to thrivein the name of public service. Is it too much to expectthat the concerned authorities would look into thismatter urgently, to redress wrongs as soon ao possible.

20. HAQQANI, Irshad Ahmad. Ibtedai Tavaleem (primary Education)Jang (Karachi) April 28, 1982 (U).

our educational scene is full of problems and all theseproblems need immediate solution. However, the problemwhich is agitating.most at the present is the problem ofadmission in good schools. This problem has been aggravatedon two accounts. Parents feel that the standard ofteaching in the "English medium schools" is far betterthan the primary; middle and high schools run byCorporation and the government. The result is that everyparent wants his ward to be admitted in "English mediumschools." This situation can be changed if properattention is paid to the students in Government schools.Therefore, if the teachers of these schools start workingsincerely, there is no reason why all parents should runfor English medium private schools.

21. IDREES, Mohammad. Schoolon Mein Dekhlon Ka (Theproblem of Admission in Schools) Meshriq (Karachi) May 11,1982 (0).

The problem of admission upto secondary level is veryimportant and need! full attention. it is suggested that

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the officials attached to the development projects, expertsof the department of education and social workers indifferent localities should sit together and consider thisproblem and devise ways and means to solve it. TheGovernment has established mosque schools to solve theproblem, and it has been proved quite useful. However,these mosque schools did not solve the admission problemin middle and high schools. The provincial governmentsand the local bodies could do a lot in this regard. Inthis connection, it is important that more and more teachersare provided the facilities of training. The services oflady teachers could also be obtained for these schools.

22. JULLUNDHRI, Nazar. Primary Tasaleem (Primary Education)Imroz (Lahore) May 26, 1982 (U).

Very little attention has been given to primary educationin the country. Primary education is the first step in theeducational process. Yet it is the primary educationwhich is being ignored. If we look at the primary schoolswe will find that school buildings are either dilapidatedor do not exist at all. Students sit in the open air onthe ground. In most of the schools there is only oneteacher who takes care of all students. He too is nottrained, because he is paid very little. Trained teachersare not ready to work at so small a salary. In theprevailing conditions of primary schools, how can thestandard of teaching could be raised? The product ofthese schools can hardly be termed educated. It is the dutyof the Government and the Education Department to lookinto the matter and do something for the improvement ofprimary education.

23. KHAN, Irfan Ahmad. MeNyaari Ta'aleemi Idaray Ki Kami(Paucity of Standard Educational Institution) Mashriq(Karachi) April 22, 1982 (U).

The paucity of standard schools in the city has createdproblems both for the parents and the students. Thoseparents who want good education for their wards, arefrustrated because of non-availability of standard schools.Most of the private schools are running purely oncommercial basis. The government schools have lost theirold traditions of devotion and dedication to the causeof education. Teachers of the government schocla have

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little interest in their profession. When they attend theclasses, they just while away the time either gossipingor doing their private work. This situation is frustratingbpth for the parents and the students. Inspite of so manycomplaints, the Government is not taking any step inproviding standard education.

24. MAULVI, S.W.A. School Shifts pawn (Karachi) May 11,1982.

The Department of Education, Government of Sind, hasrightly decided to discontinul nursery classes in all thenationalised schools. It is indeed a wise decision.Due to shortage of accommodation, some of the schools .are not in a position to hold all classes in the morningshift. With the closure of nursery classes there shouldnow be ample room space available to hold all classesin the morning shift. Now there should be no furtherexcuse of shortage of space. It would be better if theauthorities concerned issue necessary directives to theschools to arfange to hold 6th and 7th cliesss in thehorning shift also from the dew academic session toavoid inconvenience to the parents.

25. QADIR, Abdul. Namara Nisam-i-Taoaleem Aur Talalimi Meyaar(Our System of Education and the Standard of Teaching)Burriyat (Karachi) June 28, 1982 (U).

The authorities of the department of education are notdoing any justice to the students of primary standard whoare seen every morning going to the schools loaded withtextbooks and exercise books. In addition to this, theyare also given home work to do. The result is that aftercoming from the schools, they are again engaged with thehome work. As they do not get time for pies to play andrefresh their mind, they are expected to starts hatingbooks. It is necessary to reduce the number of books.:By reducing the number of books, the pressure of homework will automatically be reduced and students will havefree time to play. It is hoped that the authorities ofthe education department will give serious attention tothis suggestion.

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26. RIM, Sadat. Catastrophe on School Front Dawn (Karachi}April 4, 1982.

There has been a marked decline in the opening of new ciiicschools in the last ten years in the Karachi districtwhere the demand for new schools has increased ten times.The rush of the students is usually greater on governmentachools than on private ones. Official instructions todeny admission to none are given without providing enoughteaching staff to handle the additiona/ number ofstudents admitted every year. Classes are overcrowded.In most schools, especially' primary, students have tosit on the floor. This situation has affected the sti1dent»teacher relationship. A large number of students dropout of school after completing their primary education,a fact which is evident from the sharp drop in theirpercentage in the secondary classes. The dropping outincidence is higher in the poorer areas of the city.

27. ZAMAN, Mohammad. Schools, No One Wants to Join ...view-point (Lahore) April 29, 1982.

It is surprising that the system of primary education 15still being governed by the Punjab Primary EducationAct, 1940, which was forced by the Unionist Party throughthe Punjab Legislative Assembly. In Lahore, primaryeducation is a dual obligation of the provincialGovernment as well as of the Lahore Municipal Corporation.But Government Primary/schools are non-evdstantonly inone or two high schools a primary section la added.However, the Lahore Municipal Corporation has a networkof educational institutions, both at primary and middlelevels. In fact, the municipal primary schools providethe student for the 6th class in Government high schools.It is pointed out that this duality in primary educationsystem should be removed.

EXAMINATIONS

28. BL.TTI, M. Ismail. Varsity Exam System Pakistan Times(Lahore) April 4, 1982.

Perhaps the most corruptive factor that has turnedexamination into a farce is the grant of exemptions. Inthe early 60s, the candidates demanded abolition of the

system of aggregate marks. Students were required to obtainan aggregate of 45% of total marks and 401% in each paper fora pass. Now a candidate has only to get 33% marks in allpapers to pass an examination. This has inevitably broughtthe standard of competence down. The system of "compartment"was also abolished and now a candidate can qualify makinga number of attempts, taking small parts of the syllabusat a time. This facility of passing an examination withoutsuch strain has encouragaimental lethargy and intellectualapathy. In the 70s, the semester system was introducedbut after so many years of experimentation, it has onceagain been replaced by a system of yearly examination. Itis pointed out that repeated testing is not helpful.

29. SHAHZAD, Hasan Ali. Examination Systes Needs ChangeDawn (Karachi) June 22, 1982.

The examination system that we have, in fact, is not anexamination to judge the academic, but to judge the gutsand skills of the students. The present system has greatlydeteriorated the standard of education and as such theratio of failures is on the increase. Semester systemwhich was introduced for the improvement of theexamination system failed to deliver the goods. Who is atfault is quite obvious. Since the old system has onceagain been revived, what is incumbent on the authoritiesis to see that the inherent defects are removed. Unlessthe present defective system it changed drastically, theratio of failures will go on increasing.

HIGHER EDUCATION

30. AHMAD, Axis. Confusion prevails at the University Star(Karachi) June 28, 1982.

The situation at the Karachi University Campusi is oneof utter chaos and confusion. On the one hand, theprocess of admissions of new entrants have not yet beetcompleted whilst on the other hand, classes haveofficially started. The confusing point relating toadmissions is the announcement that admissions wouldbe granted to students on "Hardship" basis. No limitationWas fixed on how many seats would be reserved for thisunique quota, and So far no public announcement has beenmade on who would qualify for it.

It is high time the University authorities come down toearth and tackle the unseemly and confusing situation atthe campus. It seems that the Administration has lostcomplete touch with the control of the situation and hasfailed miserably. Theordinary student is facing a greatdeal of hardship and does not know where to turn.

LANGUAGES, TEACHING OF

31. FAROOQ, B..A.. English - Optional or Compulsory DailyNews (Karachi) April 18, 1482.

English language was introduced as a compulsory subject inthe Sub-continent during the British rule. The primary aimin its introduction was to create a class of people toperpetuate the British rule. Now in the changed politicalsituation of the country it is not understood why Englishhas been given the same position as it had Enjoyed duringthe British rule. No doubt English is an internationallanguage. It is generally considered to be the key to theprogress of the developing countlties. Its retention inthe curricula is in the national and international interest.The only point which is to be considered is to determineits position in the curricula - compulsory or optional.Making it a compulsory subject &es not appeal to wisdom.It i8 a burden on those students who do not go for higherlearning. Therefore it is the correct policy if we accordit optional status. It is also suggested that Englishshould be given the position of an optional subject at alllevels, to be studied only by those students who haveaptitude for it. The Syllabus of UAW' should also beintroduced to all the educational institutionsirrespective of medium of instructions to ensure optimumproficiency in it for those who do take it up.

32. LAHORI, Ziauddin. Sir Syed, Macaulay Aur Zariae Tavaleem(Sir Syed, Macaulay and Medium of Education) Farozan(Lahore) Vol.2 (1)I 20-27. April-June, 1982 (U).

While submitting a memorandum to,the British government in1835, Lord Macaulay emphasized that all vernacularlanguages were unsuitable for education and scholarly work.The same feelings were reflected in Sir Syed when heopposed the use of Urdu as medium of instruction. At somelater stage Sir Syed changed his view and advocated education

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in vernacular languages. However, after some time he againchanged his point of view and opposed the use of vernacularlanguages, for teaching Western knowledge.

It is argued that this policy harmed the entire educationalprocess in the sub continent. No nation in the world canprogress with some foreign language as its medium ofinstruction. The inferiority complex about our own educationwill be a big obstacle in the way to progress.

33. ZAFAR Mohammad. Urdu Medium ... Dawn (Karachi) March 13,1982.

4

The protagonists of Urdu 'nest strive to popularise Urduto such an extent that the atudents are inclined to takeup Urdu medium on their own accord and not through forcedmeasures like the compulsory and premature change-over toUrdu medium. Let both the mediums exist, leaving the choiceto the students. There should be no regimentation. Thosedemanding the adoption of Urdu medium appear to be incapableof raising Urdu to such a level that it can compete withthe English language. Hence, their demand for the totalben on English medium is unwise. It is, thus, evident thatthe adoption of Urdu as medium of education or the officiallanguage is neither advisable nor possible at this stage.The best course, would therefore be to maintain statusquo and simultaneously to continue our efforts to developUrdu and bring it at par with English, even it takes 100years to achy e this goal.

LIBRARIES

34. JULLUNDHRI, Nazar. Tataleem Mein Librarion Ki Afadiat(Utility of Libraries in Education) .... Isroz (Lahore)June 2, 1982 (U).

The importance of libraries in the process of eductioncannot be over-emphasised. Even many developing counttiesof the Third World are making all possible effortsfor the establishment of libraries at all the importantpoints of the country. In Pakistan, however, the situation

t"

is quite different. Eir in educational institutions, theconditions of librari a are far from satisfactory. Notonly the number of 14 raries is very small in a big citylike Lahore, the cRptitions of the existing librariesare also not satisfactory. Most of the librarians are not

- 16-

19

qualified, and therefore the arrangement of books is notproper. Very few students are in a position to benefitfrom the libraries, as books available in the librariescover mostly those subjects which do not concern them. Theschool or college libraries are also of not much use.The authorities of the education department should lookinto this important matter and try to meet the demand ofthe students as early as possible.

35. KHAN, N.M.A. Librarians Dawn (Karachi) June 13, 1982.

The few libraries that we have in the country are also notfully equipped with qualified librarians. Either most ofthe libraries are run without any librarian or if librariansare employed they are not qualified. There i8 no dearthof qualified librarians in the country. They are notprepared to take up this profession because they are nothandsomely paid. The existing working librarians arefighting for the raise of the scale of pay, but hithertono attention has been paid to this import4nt demand. Theresponsibiles of a librarian are far greater than alecturer and when a lecturer is allowed Grade 17, why notthe qualified librarian who is also M.A. in the subject.If, therefore, no incentive is given to the post oflibrarian, qualified librarian would not be inclined tojoin this profession.

36. SAMDANI, Pais Ahmad. Pakistan Mein Library Seine KiTa'aleem (Library Science Education in Pakistan) InsIbtedai Library Satins, 170-176. Karachi, Library PromotionBureau. 1980 (U).

The importance of education of library science cannot beover emphasized. Libraries are the heart of educationalinstitutions and without a library an educationalinstitution is a dead body.

In the Indo -Pak sub-continent the teaching of libraryscience began in 1915 with the establishment of a libraryschool in the Punjab university. This library schoolcontinued library education till independence. Threeyears after independence it again started impartingcertificate level education. This was an elementary sortof education and similar courses were initiated atdifferent places in the country. However, the regularlibrary education started in 1956 when the first poetGraduate Diploma course was started in Karachi University.

- 17 -

20

The M.A. classes in library science started in 1962 andthe ph.D. programme in 1967. Other universities of thecountry followed the example.

LITERACY

37, PAROOQ, Mohammad. Bunyadi Taiallem (Basic Education).....Hurriyat (Karachi) May 14, 1982 (U).

About three hundred thousand children in Lyari, Qasba andOrangi areas are deprived of basic education. To removethe illiteracy and promote adult education throughout thecountry is not only the responsibility of the departmentof education but also the responsibility of affluentsociety. If the Government is really serious to providebasic facilities of education to our children, why not thenstart primary education in the compound of all mosques.This programme can be started without delay and facing anyproblem. Let the Directorate of Education pay an immediateattention to this basic need of the citizensof pakistan.The rate dr illiteracy is increasing constantly inPakistan when other smaller and poorer countries are makingevery possible effort to reduce the rate of illiteracy.

38. KHAN, Shafiq Ahmed. Khandgi Commission Ka Qiyaam (Establish-ment of Literacy Commission) .... Mashriq (Karachi) April tp,1982 (U).

The setting up of a Literacy Commission is a commendablestep indeed. But it has to be seen how it proceeds the work.It would be proper if the appointment of the director ofthe Commission is made on permanent basis. It would also bebetter if the steps and strategy adopted by the neighbouringcountries to improve literacy may be kept in view. It isreally unfortunate that even after thirty five years ofindependence, the ratio of literacy in the country has notrisen up. Other neighbouring countries are making concertedefforts to achieve cen per cent literacy rate, but we arestill satisfied with 24 per cent. The Literacy Commissionshould work hard to spread the literacy in the country.

39. quadri, Habibullah, State of Education ... Dawn (Karachi)May 201 1982.

No wonder, mass illiteracy has remained the hallmark ofrural life in Sind. There are hardly any matriculates,mush less graduates, in these areas and this state of

- 18 -

21

things stands out in sharp contrast with the other side ofthe picture in which all kinds of educational facilitiesup to the highest level are available in cities. It is hightime that proper attention is given to the education problemsof rural Sind. It is suggested that primary educationshould be made compulsory for all children of school-going age in the rural areas throughout the prmince andconstruction of primary schooisshould be undertaken forthat purpose at all costs.

LITERATURE FOR CHILDREN

40. National Book Council of Pakistan. Causes for Dearth ofChildren's Literature .... In: Problems of Writers in Pakistan,42-45. Karachi, National Book Council of Pakistan. October, 1981.

A survey was conducted on the problems of writers inPakistan. The survey also deals with the causes for dearthof children's literature in Pakistan. First, the reasonsare pointed out why reputed writers do no write forchildren. The reasons include: 1)Writing for children isrelatively less profitable; 2)It provides no intellectualsatisfaction; and 3)/t requires special aptitude andtOchnical knowledge.

There are suggestions for motivating writers to produceliterature for children, wh.zh include:1)krovision ofmonetary incentives to writers; 2)Provision of techincalknow-how for writing children's books; 3)Need of simplelanguage and effective style in children's books;4)Need of attractive get-up and 5)Special prizes forchildren's writers.

MEDICAL EDUCATION

41. AHMAD, Ali. Medical Collegon Mein Asateza Xi Kami (Dearthof TeaChers in Medical Colleges) .... Hurriyat (Karachi) May29, 1982 (U).

The dearth of teachers in three Medical Colleages of Sind,namely Chndka Medical College, Larkana, NawabShah MedicalCollege and Liaquat Medical College, Hyderabad has a takena serious situation. There are only two teachers for twothousand and three hundred stUdenti in Chandka Medical

- 19 -

22

College, who are responsible for the medicine and surgeryclasses. And there are only four teachers in NawabShah MedicalCollege which is reserved only for female students. Thesame is with the Liaquat Medical College where there areno professors for Bio- Chemistry, Pharmacology, Medicinceetc. At a time when steps are being taken to improve thestandard of medical education, the dearth of teachers is,ih facto a matter of concern. What is the reason that noarrangement could be made for the appointment of teachersin medical institutions? This situation needs to be lookedinto without further delay.

42. MINHAS, Waheed. Medical Collegon Mein Nashiston Ki Teodaad(The Number of Seats in Medical Colleges) .... Imroz (Lahore)June 12, 1982 (U).

According to a spokesman of the Government of punjab, thedecision to restrict the number of admissions has beenpostponed for one year. The change in the attitude of theGovernment is the result of the resentment expressed bythe elites of the city. Theft had informed the Governmentthat if the decision is not changed, students wouldbecome restless. Consequently, the Government acceptedtheir request and postponed the decision for the timebeing. Next year, however, the decision will come intoforce. The postponment of the decision for one yearwill not pacify the students. The Government should reviseits decision and refrain from restricting the number ofseats in medical colleges. What the Government should dois to see that the standard of teaching does not sufferand students do not fall prey to malpractices in theexaminations.

PROFESSIONAL EDUCATION

43. HASHMI, Khalid Mahmood. Commerce Ki Ta'aleem (The teachingof Commerce) .... Imroz (Lahore) April 7, 1982 (U).

The importance of the teaching of commerce cannot be overemphasised. It is heartening that more and more studentsare taking interest in this subject. However, the facilitiesof commerce edUcation are limited. No much students succeedin getting admission. Those who fail to get admission incommerce switch over to arts. There are other problems incommerce education. Books are very costlr and poor studentt

-20-

23

cannot afford to purchase all the books. It is importantthat students are provided textbooks on subsidised rates.More and more commerce colleges are needed to be openedin different parts of the country, and attention should bepaid towards the standard of teaching. Highly qualifiedteaching staff should be recruited for commerce education.

SCIENCE EDUCATION

44. ABMAD, Azmatullah. Urdu and Science pakistan Times(Lahore) April 18, 1982.

In Urdu medium schools, physics and chemistry are taughtin Urdu. Upto a point concepts and symbols have beenrendered into Urdu to create an impression that scienceis actually available in Urdu idiom, but the fact of thematter is that atomic and molecular structures andequations have remained outside the scope of Urdu. InCollege, the Urdu-school student has to learn the disciplinein English all over again. All that Urdu Goes in this caseis that the stage of learning is shifted from school tocollege. The Board must now turn its attention to theseissues. It must see to it that the ewitch-over to Urdu doesnot interfere with thevery basis of the sciences we wishto acquire. To meet the challenge of future years, it cansuitably begin re-examining the text-books and advisewhere exactly the transmission of knowledge has beenblocked because of a deficiency in the idiom of Urdu.

45. IQBAL, Mohammad. Science KS Ta'aleem (Teaching of Science)Imroz (Lahore) June 3, 1982 (U).

The method of imparting science education in schools is notupto the mark. Particularly in primary classes, theteaching of science is very defective. In most of theschools, laboratory facilities are almost non-existant.How can the students learn their subject without the helpof apparatus and a laboratory? This is not all qualifiedteachers of science are not available in most of the schools.This is so because a qualified science teacher woulddemand more salary than what the school authorities usuallypay. The attention of the Governmenthas been drawn to this -*fact but without any result. As a result the standard ofscience education is not upto mark.

21 -

TEACHERS

46. AgHTAR, Javed. Third Divisioners .... Pakistan Times (Lahore)April 13, 1982.

Till 1980, the Punjab Public Service Commission and thePunjab Directorates had been appointing third divisionersas lecturers conditionally. But the decision taken by thePunjab Govtrnment in 1981 that no third divisioner is tobe allowed to appear even for interview before the PPSCand the Directorates is causing pessimism among thestudents. A few months back, Lahore and Bahawalpurdirectorates invited applications for the posts oflecturers on ad-hoc basis, but the third divisioners weredebarred. It is injustice to consider only division as atouchstone to set the capabilities of a person. There canbe an immense difference between the marks of two equallyintelligent students. The decision not to call thethird divisioners for interview is a great damper forthe students of M.A. English, most of whom are placed inthird division.

47. FAISALABADI, Talib. Asateza Aur Talibilm Ka Rabeta(Teacher-Student Coordination) ... Imroz (Lahore) MAY 19,1982 (U).

With the passage of time the teacher-student relationshiphas weakened. No only the students do not behave properlywith the teachers, the teachers too do not dischargetheir duties honestly. The old traditions of love andaffection between the student and the teacher are nomore there. Why this is so? One reason is the fact thatthe teachers are now more materialistic. They take littleinterest in teaching. When examination comes close theyhurriedly try to complete the syllabus, no matter whetherthe students understand the lessbns.. Students also reactdifferently. Either they remain absent from the class, or2f they come they pay little attention to the teacher whenbeds teaching. In the examination hall, the student,resort to unfair means. They are riot afraid of invigilators.The whole situation would improve if the teacher communitychanges its attitude.

48. PATER, Abul. Asateza Kay Haqooq (Rights of Teachers) .kashriq (Karachi) April 23, 1982 (U).

Seniority list according to the post is essential. Forexample, the seniority list of senior English teachers

- 22 -

should be separately prepared from the list of vernacular

teachers. Similarly, the seniority list of the headmaster

should be separate from the list of senior English teachers.

The Government gives the guarantee of service to the

deserving teachers but not the guarantee of the post.

This action of the Government creates resentment among

teachers. The teachers of the nationalised schools have

been complaining against the injustice being done to them.

It is now nine years of the nationalisation policy, yet

the government could not solve

the problems of nationalized

institutions. It is necessary that the genuine demands of

the teachers of nationalized schools are atceptedtt ant

,

early date.

49.

GRAN/1 Abdul. Professors' Poets .... Pakistan Times (Lahore)

May 23, 1982.

A considerable number of posts of professors in Grade 19

have been lying vacant for the last three years. It is pity

that neither the teachers' organisation nor the Education

Department has taken any notice of this neglect which has

persisted for years. Assistant professors in Grade 18 who

could and should have been promoted to Grade 19 against

theae vacant posts have been waiting to be promoted. Quite

a few have retired without getting their iightful

promotion. And this is due to no fault of theirs. Is it not

a case of negligence? Who has benefited by this denial of

rightful promotion to scores of deserving teachers who

have put in over 25 years of meritorious service? Did the

Government effect any saving on this account? On the other

hand, this and such other neglects have vitiated the

atmosphere in educational institutions.

50.

BAR, Shamim Ikramu3. Talabe Mein Badaitemadi Ka Saheb

Kiya Hai (The Cause of Students' Distrust) ..... Akhbar-e-

Khwateen (Karachi) Vol. 17(7): 16-17. April, 1982 (U).

The teaching is a noble profession and till some times back

the teacher was considered the model in the society. Re

was the beacon of light. He was the guide and mentor. Why

today he has lost this utatus. Why the students do not

pay respect to teachers?

4.

With the help of personal interviews with the student

community, the writer has ttied to find out the reasons of

the distrust among students. Three questions were put

before the students: 1)what is the aim of their education?

2)what is the cause of distrust in students? and 3) what

- 23 -

26

are the qualities of an ideal teacher? The response ofstudents is recorded and presented here.

51. HASHMI, Syed Hasan. Asateza Ki Akhlaqi Zemmedarian (Teachers'Moral Responsibilities) Mashriq (Karachi) June 15, 1982 (U).

The standard of education is falling day by day. There aremany reasons. One important reason is the facVour teacherlack devotion and dedication to their duty of teaching.They take little interest in their work. For bad resultsin examination and deterioration in education standard,the responsibility lies on the shoulders of the teachers.Serious efforts are needed in order to raise thestandard of teaching.

Teachers are more concerned about their demands than theirduties. They are not satisfied with the increase in theirsalary and other benefits. The Government and theEducation Department should not be too lenient with theteachers. In case of neglect in duties, they should bestrictly dealt with.

52. IQBAL, Tajammul. Education Problems ... Dawn (Karachi)May 14, 1982.

The real cause of our education down fall can be traced tothe too much involvement of the bureaucracy in educationplanning and policy-making. Another big factorcontributing to this degeneration is the generalinefficiency of our teachers. As a matter of fact, notmuch care is exercised'in the selection of teachers.Consequently some unsuitable candidates with leastaptitude for the teaching profession are picked up toman our educational institutions. These incompetentteachers present no fit models for the students to follow,Since education is a very important and delicateprofession inasmuch as it deals with the shaping of ourfuture generation, it is necessary that those concernedwith this trade should be given due status in thesociety. This will give them the necessary incentive todischarge their duties efficiently and well. The presentunrest among teachers should be viewed in the light offinancial stringency facing them.

53. IOAL, Zafar. Asateza Ki Hartal (Teachers' Strike) ..Mashriq (Karachi) April 3, 1982 (U).

The Secondary Xdol-ition Board has postponed the intermediateexaminations. AC' ;ding to another report, M.A. and M.Sc.

- 24 -

27

that

examination', wi71 not be held according tc schedule. Thereason 6;:ven fol the postponment of examinations is thestrike of teachers* It is unfortunate that the educationalatmosOere in the country is clouded with doubts andapprehensimns. Due to teacher strike the process of teachingin schoolo, colleges and universities has been disruptedand the students Ere suffering. The frequent strikes ineducational iaatitutions through out the country hasgreatly affected the process of education. Some are of theopinion that the students are at fault. They resort tostrike because they are not prepared for examinations.Others say that since the teachers community fail tocomplete the syllabus on time, the students expressresentment against and as a result they go on strike. Any-way, whatever may be the cause, the situation calls foran immediate enquiry into the whole affairs.

54. MEHKR/, G.M. Teaching or Cheat'5ig Mag (Karachi)June 24-30, 1982.

Teachers themselves know that as a class they have lostthe respect and Confidence of the public. So much so,that when they recently threatened to go on strike topress for the recognition of their claims and for theredress of their real or imaginary grievances, no chordof sympathy was struck in the public mind. With theresult that they had to take back their threat to strike.With nationalisation of education most of the teachersstarted neglecting their duties. They lost interestin teaching and in fact started cheating in the name ofeducation. The nationalization also disturbed thedevoted working of missionary schools which in the pasthad done so much in the service of education.

55. QURESHI, Junaid Iqbal. Student Indiscipline .... Viewpoint(Lahore) June 10, 1982.

The only definite reason for indiscipline among studenteistraceable to the lack of professional zeal amongteachers. The frequent student unrest is nothing but asubconscious expression of protest on their part againstthe ineptitude of teachers. It is undeniable that thosein the teaching trade are, with a few exceptions, bereftof love and respect. They lack dedication and devotionto their calling. They nurture no love for knowledge andinvestiga,ion. They have no deep understanding of theirsubjects. They are in short, no fit models for their

-25-

28

students to follow. It cannot, therefore, be denied thatso long as competent and conscientious teachers are notavailable the peace of academic institutions cannotadequately be ensured.

56. SALAM, Abdus. Parents' plea Dawn (Karachi) May 20,1982.

Parents feel deeply worried over the poor standard ofeducation at various levels. They also feel immenselyreassured when they hear of a good, dedicated teacheror of a well-run institution with a reputation fordiscipline and high teaching standards. Both, alas, arehard to come by these days. If the declining trend"in education is to be reversed, it is important for usto aim at the maximum utilization of the limited pool oftalent, experience and dedication we still have in thisfield. With almost a critical shortage of talentafflicting the teaching profession, it is not wise toinsist on retirement on completion of the stipulatedlength of service alone. A more practical approach wouldbe to follow a selective procedure aimed at retainingcompetent teachers in service as long as possible,even beyond superannuation, depending of course, on apersonls physical fitness, stamina and efficiency level.

TECHNICAL EDUCATION

57. MAUER, Bilqees. Unequal Burden Dawn (Karachi)April 18, 1982.

It is surprising why the syllabus is so vast and thenumber'of examinations prescribed for the TechnicalSchool Certificate (TSC) /X and X classes so many more.The Science section has four papers in the IX and fivepapers in the X, while the Technical section has 10papers in the IX and ten papers in the X. Why? thesyllabus for the Technical section contains all thesciences plus the various technical subjects. ThePhysics, chemistry and mathematic books are the same asthose used by the Science sec*ion. No attempt, it isevident, has been made to simplify and adapt thesyllabus to the needs of technical education. It isabout time the various boards of education took a goodlook at their education poclicies to see who they areeducating and for what purpose. Are the dropout rates,the rate of emigration a reflection of our educationpolicies?

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4

WOMEN'S EDUCATION

58. AHMAD, Anis. Higher Education of Pakistani Women: The WomenUniversities .... In: Muslim Women and Higher Education, 51-72.Islamabad, Institute of Policy Studies. 1982.

Establishment of women universities in Pakistan should notbe made a political and emotional issue. In order to haveproper social, political 4nd ecotomic development inPakistan: this crucial issue must be discussed and decided.

The discussion here is made under the headings: the stateof affair and the rationale of womens universities.Thesubject is further discussed ader the headings: 1)acquisitionof knowledge; 2)equity and justice; 3)the core of theproblem; it)equal opportunity for women; 5)educationalpsychology; 6)a human rights perspective;7)professionaleducation; 8)economics of education; 9)availability of humanresources; 1O)the fiilure of co- education; 11)ideologicalrepipch.r.iand 12)our vision of the future.

59. AHMAD, Anis. Higher Education of Women in the WestIn: Muslim Women and Higher Education, 11-33. Islamabad,Institute of Policy Studies. 1982.

A well argumented case is presented for the establishmentof separate institutions of higher education for womenin Pakistan. Drawing upon the Western experiences, ithas been discussed that co-education has not been assuccessful as some of its supporters try to suggest.Three models have been discussed, the Israeli Kibbutz,the Chinese educational system and the model of co-education in the U.S. educational system.

The discussion has been made under the headings: 1)roleof women in Western economy; 2)the socialist model ofKibbutz; 3)women and economic development in the Westerncapitalistic culture; Owomen in the academic world inthe West; 5)women in the U.S. military; and 6)women inthe Chinese model.

60. AHMAD, Anis. The Issue in a Muslim Framework In:Muslim Women and Higher Education, 35-49. Islamabad, Instituteof Policy Studies. 1982.

The issue of separate institution of higher education forwomen in Pakistan is analysed in the light of Islamicvalues. There are three questions in this matter. The first

- 27 -

30

that

and the most fundamental

question is/what kind of

economy,

society and culture we want

to develop in our country

and consequently in the Muslimworld. Secondly, does Islam

recognize sex as the basis

of differentiation between human

beings and if so, what is

its justification? And thirdly,

why the existing seculareducation system in Pakistan

and

other Muslim countries

does not serve the

cause of

appropriate higher educationof our women and how this

discrepancy lithe system,

and consequent injustice to

them can be corrected.

These three questions

are discussed

and analysed.

6i.

HAQ, SHAMIM Ikramul. KiyaKhwateen University Ki Tajveez

Koi Shosha Hai (Is the Proposal

of Women University

a Joke?)

Akhbar-e-Hhwateen (Karachi)

Vol. 17(18): 10 & 37.

June,

1982 (U).

This is a discussion report

held at the Women Action

Forum

on the government proposal for

establishing a separate

university for women. The

government formed

a committee of

highly educated men and

women for conducting a country

wide survey to find out if

the proposal is feasible

socially and economically.

The committee has already

submitted its findings.

The members of the committee

who

were invited at the forum described

their experiences and

some interesting observation

they came across while

conducting the survey.

on the whole the proposal

received

general support. However,

there were opposition also

and

mainly on the ground ofeconomic viability.

62.

GURESHI, Anwar Ali. Makhloot

Ta'aleem (Co-education)

....

Hurriyat (Karachi)

June 21, 1982 (U).

Now that steps are being

taken for the establishment

of a

separate university forwomen it is hoped that the system

of co-education in

our educational institutions will

be

changed. There is no

justification for co-education

in

Islam and this system isnot suitable for

any Islamic

state. The system of

co-education is a legacy of

English

rule which needs to be

eliminated for all time

to come.

There is no denying that

co-education gives rise to social

evils. It is hoped that

the present Government which

has been making effortsfor Islamisation in the

societyI

would take immediate

steps to impose a ban

on it.

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4

636 SWAB, Muslim. A Workplan for Establishment of Women'sUniversities in Pakistan .... In: Muslim Women and HigherEducation, 91-99. Islamabad, Institute of Policy Studies. 1982.

A work plan has been presented for higher educationfor women in the country. At the first stage fiveUniversities can be established, four at the provincialheadquarters and one at the federal level. It is pointedout that if these proposed univiersit-es are establishedwith the true spirit of Islam, these will be the pioneerinstitutions of high learning in the whole Muslim world.Our successful edperiment will pave the way for suchuniversities in other Muslim countries.

The details of the work plan are described under theheadings: 1)objectives; 2)work plan; 3)transition phase;+)organization during transition phase; 5)permanentorganization; 6)scheme of studies and courses;7)degrees; 8)instrument of innovation; 9)financialallocations; and 10)future prospects.

64. WADOOD, Bushra. Khawateen University Ka Wada (The Promisefor Women's University) .... Jang (Karachi) April 20, 1982 0).

It was promised by the President himself that women'suniversity will start functioning from this year butnothing has so far been done. The delay is said tohave occurred because of non-availability of resources.This is no reasonable excuse and people are not going toaccept it. Had the opening of a Women's universitybeen given priority, the plain could have long beenmaterialised. The provincial Governor admits that oneuniversity for a city like Karachi is not enough. Whenthe situation is such, why then no step could so longbeen taken for the establishment of a separate universityfor women? It is high time that the Governmedt looksseriously into the matter and meet the genuine demand ofestablishing a university for the women of the country.

-

GENERAL

65. AKHTAR, Jamil. Deteriorating Standard of Education ....Daily News (Karachi) May +, 1982.

There is no denying that Model Test Papers and Keys havepsychologically affected the students and now they preferto read only Test Papers. As far as the test papers areconcerned, they are affecting the standard of education.

- 29

The teachers are mainly to be blamed as they ask studentsto* test papers and do home work with the help of testpapers. In case of noncompliance, the students arepunished.

It is suggested: 1)The Government should issue a directiveto all the Head of institutions to discourage Model T &stPapers. 2)A special squad be arranged with a view tocheck the inflow of the test papers. If anyone found guiltyhe should be fined. 3)The publishers of Model Test Papersand Keys should be punished.

66. AMIN, Nuzhat, What is Ailing Our Educational set Up?Dawn (Karachi) June 18, 1982.

The present educational set up is far from satisfactory.Since education is being treated as a product for saleand purchase, we find ]ess chance of its improvement.In order to bring about revolutionary change in the wholeset up, not only that the system needs to be overhauled,the present curriculum must also be changed. The presentsystem encourages students to memorise the whole text-books and resort to unfair means. The rate of resortingto unfair means is on the increase. The tendency of theuse of unfair means has also entered in medical andengineering colleges. If this tendency is not stoppedimmediately, we can well judge the standard of ourdoctors and engineers.

67. HASHMI, Khalid Mahmood. Namukammal Nisab (Incomplete Syllabus)....IMROZ (LAHORE) April 28, 1982 (U).

The teaching in the Punjab University is not continued forthe last one month. First the Academic Staff assciation,which is the organisation of teachers, started a strikefor their demands and the University was closed forspring vacation. When it opened, the teachers again wenton strike and now the university is closed sine, die.This has created unrest among the students. Very soon theexaminations will be held. However, the teaching of text-books is not over and the syllabus remains incomplete.This will create problems for students in the examination.If the examinations are held on schedule the result isquite obvious. In the situation the students will resorteither to unfair means or the rate of failures will increase.The situation therefore, calls for an urgent attention bythe authorities.

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33

68. International Advisory Centre of Pakistan. Promotion ofReading Habits in Pakistan Karachi, National Book Councilof Pakistan 111p. December, 1981.

This is a study report on methods and measures academic,administrative and financial, necessary to promote readinghabits in Pakistan. The objectives of the proposed studywere: 1)To determine the reading habits of students andgeneral readers; 2) lo identify the bottlenecks andlimitations in way of promotion of reading habits; and3) To suggest methods and measures to overcome thelimitations and promote reading habits.

The study is presented under the broad headings of:1)Study highlights; 2) General; 3) Background factors;4) Economic status; 5) Current perspectives; 6) Currentconstraints;".nd 7) Suggestions and recommendations.There are 9ables, 4 figures and 17 annexures in thestudy. The study covers the whole of Pakistan and in all116 household males, 124 female households, 311 studentsand 82 teachers were interviewed, for the study.

69. MEHKRI, G.M. Teachers Tyrants .... Daily News (Karachi):fay 25, 1982.

Nationalisation of education has proved harmful to thegeneral public. Teachers stopped teaching, as can beseen Irom the innumerable conplaints being voiced by theparents of pupils in the press. The teachers now are moreinterested in money. They compel students for privatetuition. All this can easily be avoided if only theauthorities take a serious view of the situation, anddenationalise education as soon as possible. When educationhad not been nationalised, there was the hue and crythat the private schools were Money Spinning School. Nowthe matter is worst. Why should not the whole of theZakat Funds be utilised in helping the cause of educationall over the country, instead of its being spent as itis being spent now.

70. MIMI Z.N. Education .... Dawn (Karachi) May 1, 1982.

The worts "education" is mentioned so often but it iswondered if half the people who use it know justwhat it means. Up to the age of seven, a child is moreor less .under the care of parents; and if their house isnot disciplined the child loses what we may call a take-off. Thereafter starts what is called schooling", inother words, regimentation or getting used to ring withothers. Schooling and education are sometimes confused.

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Education cannot begin before a person has graduated, andhas worked at a job for at least 10 years. A studentremains a student all his life.

71. National Book Council of Pakistan. Inculcation of ReadingHabits among Children and Adults In: Problems of Writersin Pakistan, 53-54. Karachi, National Book Council of Pakistan,October, 1981,.

A survey outs conducted on the problems of writers inPakistan. Through questionnaire the writers were requestedto identify causes and advance suggestions on a number ofvital issues including inculcation of reading habits amongchildren and adults.

Some of the important suggestions made by the writersare: 1) Need for attractive title, get-up and pictorialpresentation; 2) Establishment of more librariesparticularly Mohalla libraries; 3) Establishemtn ofschool libraries; 14 Reduction in price of books;5) Special stress on general knowledge at school level;6) Reduction in burdern of textbook reading; 7) Organi-iation of book fairs; and 8) Establishment of a mobilelibrary system.

72. RAHMAN, Abdur. Ta'aleem Ka Metyaar (The Standard ofEducation) Mashriq (Karachi June 5, 1982 (U).

The Government of Pakistan spends four billion repeeson education each year. Inspite of this heavy expenditurethe standard of education is falling constantly andeducational facilities are reduced day by day. Due tonon-availability of seats in Government schools,thousands of children remain without admission. As aresult they turn to private schools which charge veryhigh fee. Education was never so costly as it istoday.

The working conditions of government teachers are notsatisfactory. They are more ineterested in private jobsthan in their own educational duties. This situation

t must be changed. The only solution to this problem is torefix tuition fee in all government schools. Thus eachschool would be able to spend more on developmentalprojects. The teachers who force the children forprivate tuition, should be removed from service. What

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is more, if the result of any school is unsatisfactory forthree consecutive years, the headmaster of the school shouldbe demoted.

73. YUSUF, Mohammad. Nizam- i- Ta'aleem Aur Nisab (System ofEducation and Syllabus) .... Imroz (Lahore) June 3, 1982 (U).

The need of the time is to formulate the system ofeducation and the curriculum in accordance with ournational aspirations. The present system of education isnot in conformity with Islamic ideology, for whichPakistan was achieved in 1947. One more defect in thepresent system of education is the continuation of co-education. Co-education has done much harm in the country.Every one realises this fact, but the Gogernment has notpaid any attention to step it. Unless separate schoolsand colleges and universities for female students areestablished, the evils extrging from co-education willcontinue to multiply. It is high time that theGovernment takes note of the defect. The demand for theestablishment of a separate university for women atLahore and Karachi is long outstanding. The Governmenthas also agreed to this demand, but no practical stephas so far been taken.

TEXTECOKS (Special Section)

74. AFZAL. Ulf at, Kirdarsazi Aur Nisabi Kutub (Character«building and Textbooks) .... Parozan (Lahore) Vol.2 (1):60-63. April-June, 1982 (U).

Books play an important role in character-buildingespecially textbooks. Textbooks are the basic tools ofeducation and through textbooks we acquaint children withthe high ideals of life. It is the medium of textbooksthat we can mot:lathe life of our children. The doeitimeof a nation depends on the fact that what type of text-books are being used ineducational institutions.

A good textbook in our context should reflect ournational and religious vAlues. A good textbook not onlyprovides educational information to the child, it also helpsin his character-building. The important purpose ofeducation is to prepare student for future life andto make him a good citizen and this objective should beachieved through the textbooks.

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75. AHMAD, Ghalib. Tadreesi Kitabon Ka Likhna (Writing of Text-books) .... Kitab (Lahore) Vol. 16(6): 17-18. April, 1982 (U).

Textbook writing is also a creative effort, but itscreative nature differ in many ways from the other formsof literature. In textbook writing, there are many specialconsideration like: 1) the audience of the textbook belongto certain age group and level of learning; 2) thevocabulary competency of the reader is limited; 3) thescope of information to be provided is limited to syllabus;4) the mental capacity of the reader, the teachingrequirements of the teacher and the necessary quantum oflearning material are the factors to be kept in mind Whilewriting textbooks; and 6) the format, design and thegeneral production standard are governed by the educationsystem and prevailing economic conditions.

In some detail the problems of the textbook writers andtheir duties are discussed.

76. AZIM, Karamat Nisabi Kutub Ki Taraqqi Ka Amal (Developmentof Tettbooks) Kitab (Lahore) Vol. 16(6): 19 - 21 April,1982 (U).

In a developing country textbooks play a pivotal rolein its educational system. The development of textbooksdepend on the continued cooperation and contact of teachers,parents and subject specialists. This contact providesan opportunity to find out the effectiveness and usefulnessof a textbook.

Textbooks are produced by joint efforts of educationists,subject specialists and production people. The ministryof education prepares the educational policy and determinesthe syllabus for different classes. The textbook boards,in the light of the curriculum, take necessary steps forthe preparation and production of textbooks. In some detailthe working procedure of the Punjab Textbook Board isexplained.

77. HASHMI, Khalid Mahmood. Imdadi Kutub (Guide Books) ...Imroz (Lahore) April 7, 1982 (U).

The Government of Punjab is considering to ban on the useof test papers, guess papers, guides and other aids. Inorder to frame a practical policy, the Textbook Board is

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being empowered to check printing of guess papers and guidebooks. It is fact that guides, test papers and guess papersare affecting the sttudard of education. The students do notconcentrate on their textbooks or to the lectures oftheir teachers. They just take the help of the guides,memorise important portions and copy the same in theexamination papers. This is a common practice all over thecountry. Despite many protests, the Government, however,has not taken any step to stop this practice. It is necessaryto take measures against this tendency. Teachers should bediscouraged to use these teaching aids.

78, KASGANJVI, Hasrat. Darsi Kitabon Ki Tadveen (Editing ofTextbooks) .... Farozan (Lahore) Vol. 2(1): 34-41. April-June1982 (U).

An actual textbook is not merely the written manuscript ofthe writer. The manuscript is the fi-st step in theprocess aftextbook production. The w.iters manuscriptis just like a raw material, and it will take the actualshape of a book by the editor. Editing is a very importantprocess and the role of an editor is the key factor in theproduction of a textbook. As a matter of fact an editorshould be more knowledgeable than the writer himself. Nodoubt the writing of a textbook is a difficult task,but it is the responsibility of the editor to see that thetextbook fulfils all the demands of a good textbook.

In detail the role of an editor is discussed highlightinghis specific duties and sphere of work.

79. MAHMOOD, Raja Rasheed. Nisab Aur Nisabi Kutub Ka TagabuliJaiza (domparative Avalysis of Curriculum and Textbooks) - --Farozan (Lahore) Vol. 2(1): 64-79. April-June, 1982 (U).

The importance of textbooks cannot be over emphasized.Textbooks not only provide a store of information, butalso serve as an effective tool of education and teaching.In view of the importance of textbooks in our educationalsystem, it is necessary to have a consteint watch on thecontents of the textbooks from different angles. We shouldknow, how far the textbooks are serving their assignedpurpose. A regular study on scientifio basis is necessaryto evaluate the substance.

In early 1982, the heads of all textbook boards assembledand decided to work on a project for a comparaetive studyof curriculum and textbooks. The working methodology of

k

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the proposed comparative study is presented with financialinvolvements on the project.

80. MAHMCOD, Raja Rasheed. Qaumi Ta'a eer-e-Nau Mein Punjab Text-book Board Ka Kirdar (The Role of the Punjab Textbook Board inNational Reconstruction) ....... Farozan (Lahore) Vol. 2(1):4?-54. April-June, 1982 (U).

The importance of education is described. It is discussedthat high ideals of life are achieved through curriculumand textbooks. The textbooks should reflect the nationalaspirations and national ideology and should help in themental development of a nation.

A history of the Punjab Textbook Board is traced. Before1962, the textbooks were being produced in Pakistan throughopen competition. The standard of textbooks was far fromsatisfactory in those days. In order to improve thestandard of textbooks, the government nationalized thetextbooks and established a textbook board for WestPakistan, which later became the Punjab Textbook Board.The Board is primarily responsible for the productionand distribution of textbooks for class I to XII. In somedetail the working and various functions of the PunjabTextbook Board are described.

81. National Book Council of Pakistan. Scarcity of Scientificand Technical Books .... In: Problem of Writers in Pakistan,45-46. Karachi, National Book Council of Pakistan. October,1981.

A survey was conducted on the problems of writers inPakistan. The eighth chapter of the survey deals with theproblems of scarcity of scientific and technical booksin Pakistan.

The various causes specified in the survey are: 1)Scarcityof competent writers; 2)Lack of interest in writingamong competent writers; 3) Low profitability both for thewriter and the publisher; 4) Higher cost of printing dueto the technical nature of the publication; and 5)Inabilityof writers to write in local languages. It is suggestedthat a bureau may be established for the production ofscientific and technical books, where competent writersshould be enrolled permanently on the staff.

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82. National Book Council of Pakistan. Textbooks .... In:Economics of Books Publishirg, 47-58. Karachi, National BookCouncil of Pakistan. Septem')er, 1983.

A survey was corducted on economics of book publishing inPakistan. The econcmict; of textbook publishing producedby the textbook Boards of the country is also discussed.It is pointed out that the Textbook Boards function asautonomous bodies under the supervision and guidanceof the Federal Bureau of Curriculum and the ProvincialEducation Departments. The functions of the Textbook Boardsare described in some detail. The Textbook Boards have anumber of advantages over the private publishers. In fact,the Boards have complete monopoly of textbook publishingfor primary, secondary and higher secondary levels.

The pricing formula of the Textbook Boards and thethanufacturing.cost of textbooks produced by them aredescribed in some detail.

83. QURESHI, Muhammad Younus. Development of Textbooks ....Farozan (Lahore) Vol. 2(1): 3-8. April-June, 1982.

The textbook originates from a prescribed curriculum.The curriculum framing is the foundation on which theedifice of textbook is built. The curriculum determinesaims and objectives to be achieved through thedissemination of knowledge and information contained inthe textbook.

The textbook manuscript is written by the author strictlyin accordance with the provisions of the curriculum. Themanuscript is developed through editing which is of twokinds- subject editing and technical editing. Ultimateresponsibility for making the manuscript press worthyrests with the editor who also chalks out instructions tobe followed by the printer. The print order leadsto actual printing by the machine. Book binding is thelast phase of development of a book. So a textbookcomes into existence after a great deal at hardwork at many ends.

84. SHAHAB, Rafiullah. Nazariae Pakistan Aur Nisabi Kutub(The Ideology of Pakistan and the Textbooks) Farozan(Lahore) Vol.2(1): 55-59. April-June, 1982 (U).

The concept of the ideology of Pakistan is explained.The government of Pakistan has rightly decided that there

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should be no material against Islam and the ideology ofPakist n in our textbooks. It is surprising that thisdecisit.3 is not applicable to textbooks which are beingused in Anglish medium schools and are mostly printedabroad. %ow these alien books can promote the love ofthe country in children.In order to discourage thistrend, the government decided to use the nationallanguage medium of instruction right from the class I.Unfortunately this decision could not be implemented sofar.

Some concrete examples have been quoted from the text-books of English medium schools, which containobjectionable material. It is suggested that thegovernment decision regarding use of national languageas medium of instruction should be strictly adhered, andonly this way we could provided to all of our studentsbooks free from anti-Islam and anti Pakistan material.

85. SIDDIQI, Naim. Nisabi Kitabon Ki gillat (paucity ofText-books) Hurriyat (Karachi) April V, 1982 (U).

With the beginning of the new academic year., two problemsare facing the students and the parents. They are: theadmission of children in the schools and the acquisitionof text- books. It has come to notice that the Text-bookBoard of Sind has increased the price of text-books by1, to 20 per cent. And with the increase in the price oftext-books, the price of exercise books has easo beenincreased. Thus non-availability of text-books and theincrease in the price of exercise books have become aserious problem for the students and the parents. Thedepartment of Biucation and Sind Text-book Board shouldpay an immediate attention to these problems.

86. YAZDANI, Mohammad Abdul Majid. Nisabi Kutub Kay Lawazim(Essentials of Textbooks) ....FARMAN (Lahore) Vol. 2(19): 28-33April-June, 1982 (U).

There are five essentials of a textbook. First it shouldbe decided that what should be included and what should

not in a textbook. When decided then any thing which isagainst the policy should be out of the textbooks. Thesecond essential is for the writers of textbooks to keepin mind the limitation of childrenos mind when writingfor children. The third essential is the language harmonyin textbooks. The fourth essential of a textbook is the

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I

type of matter whlz.a could develop in child an understandingof the past, present and future in its true perspective. Thefifth essential is to strenghthen the belief thatknowledge and action both are necessary for children. Thefive essentials are discussed in some detail and it ispointed out that these are just like five senses of theman.

WRITERS'

AFZAL, Ulfat, 33

AHMAD, Ali, 19

AHMAD, Anis, 27

AHMAD, Anwar, 1

AHMAD, Aziz, 14

AHMAD, Azmatullah, 21

AHMAD, Ghalib, 34

AHMAD, Khalid, 9

AKHTAR, Jamil, 29

AKHTAR, Timed, 22

ALI, Ahmed, 1

AL/, Amanat, 5

AMIN, Nuzhat, 30

ANSARI, Abudl Latif, 6

ARIF, Zubaydah, 10

AZIM, Karamat, 34'

MATTI, M. Ismail, 13

FAISALABADI, Talib, 22

FAROOQ, B.A., 15

FAROOQ, Mohammad, 18

FATEH, Abdul, 22

MN', Abdul, 23

HAQ, Shamim Ikramul, 23, 28

HAQQANI, Irshad Ahmad, 10

"ASHMI, Khalid Mahmood, 2,20,30, 34

NASHMI, Syed Hasan, 24

IDREES, Mohammad, 10

IKTIKHtR, Rehana, 3

IQBAL, Mohammad, 21

IQBAL, Tajjammul, 24

IQBAL, Zafar, 24

JULLUNDHRI, Nazar, 11, 16

KHAN, Irfan Ahamd, 11

KHAN, N.M.A. 17

KASGANJVI Hasrat 35

LAHORI, Ziauddin, 15

INDEX

MANHOOD, Raja Rasheed, 35, 36

HAULV/,S.W.A. 12

MAZHAR, Bilquis 26

MEHKRI, G.M., 25, 31

MINHAS, Waheed, 3, 20

MIRZA, Z.N., 3i

MURTAZA, Matinur Rahman, 7

QADIR, Abudl, 12

QAZI, Saeedullah,

QUADRI, Habibullah, 18

QURESHI, Anwar Ali, 28

QURESHI, Junaid Iqbal, 25

QURESHI, Mohammed Younus,

RAHMAN, Abdur, 32

RIZVI, Sadat, 13

SAJJAD, Muslim, R, 29

SALAHUDDIN, Mohammad, 8

SALAMI Abuds, 26

SALEEKIAbdull Qadir, 9

SAMDANI, Rats Ahmad, 17

SHAHZAD, Hasa*. Ali, 14

SHAHAB, Rafiullah, 37

SIDDIQI, Haim, 38

TAREEN, Nighat, 4

WADOOD, Bushra, 29

WASTI, Sarfaraz, 4

YAZDANI, Mohammad AbdulMajid, 38

YUSUF, Mohammad, 33

ZAFAR, Mohammad, 16

ZAMAN, Aqila, 5

ZAMAN, Mohammad, 13

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