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Selected Bibliography of Educational Materials in Pakistan, Vol. 5 No. 2, 1971: Period Covered, April-June 1971

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Selected Bibliography of Educational Materials in Pakistan, Vol. 5 No. 2, 1971: Period Covered, April-June 1971 DOCUMENT RESUME ED 074 846 FL 003 937 AUTHOR Saad, Geti, Comp. TITLE Selected Bibliography of Educational Materials in Pakistan, Vol. 5 No. 2, 1971: Period Covered, April-June 1971. INSTITUTION . National Science Foundation, Washington, D.C. SPONS AGENCY Office of Education (DREW), Washington, D.C. REPORT NO TT-72-53025-2 PUB CATE 71 NOTE 60p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Adult Education; *Annotated Bibliographies; Childhood; Comparative Education; Curriculum Development; *Educational Administration; *Educational Finance; *Educational Objectives; Educational Research; Elementary Education;' Psychology; Social Sciences; Sociology; Teacher Education; Textbooks; Womens Education IDENTIFIERS *Pakistan ABSTRACT This annotated bibliography lists 111 entries of selected educational materials in Pakistan covering the period from April through June 1971. Thirty-two categories include: (1) administration, organization, and financing of education, (2) adult education,(3) agricultural education, (4) childhood education, (5) comparative education,(6) curriculum,(7) development of education, (8) educational objectives, (9) educational planning, (10) educational research, (11) elementary and secondary education, (12) examination,(13) health education, (14) higher education, (15) history of education, (16) Islamic education,(17) teaching of language,(18) libraries, (19) literacy,(20) medical education, (21) philosophy of education,(22) professional education, (23) psychology, (24) science education,(25) sociology,(26) students' problems,(27) teachers,(28) technical education,(29) textbooks, (30) general,(31) women's education, and (32) author index. (RL) FILMED FROM BEST AVAILABLE COPY TT 72-53025/2 co r,- c: Ui SELECTED BIBLIOGRAPHY OF EDUCATIONAL MATERIALS IN PAM TAN Vol.5No. 2, 1971 Period Covered April-June 1971. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT'OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Compiled for the. Office of Education,U.S.Department. of Health, Education and Welfare, and the NationalScience Foundation, Washington, D.C. by Mrs. Geti Saad. CONTENTS Page 1.. Administration, 'Organization,and Financing of Education 4 2.Adult Education II II 3 3.Agricultural Education 3 4.Childhood Education II II II 5 5.Comparative Education ! 6 6.Curriculum II II 6 7.Development of Education II 10 8.Education Goal II lo 11 9. Education Planning 13 10. Educationra.l.Research 15 11.Elamatiary Secondary Education II 16 12. Examination .17 '13.Health Education II 19 .14. Higher Education 20 15. History of Education 21 16.Islamic Education 24 17. Language, Teaching of 25 18.Libraries 26 19.Literacy a 30 20. Medical Education 31 Continued on page CONTENTS (Continued) Page 21. Philosophy of Education 31 22. Profe sional Education 32 23. Psychology 60. 6. 33 24. Science Education ... 34 25. Sociology 0. .600 34 26. Students' Problems ... 35 27. Teachers ... OP. 36 28. Technical Education 0 GO. 37 29. Textbooks 000 38 30. General ... 40 31. Women's Education (Special Section) a,. 46 32. Writers' Index .... 040 53 ADMINIF,TRATION, ORGANISATION AND FINANCING'OP EDUCATION 1.- ANAS, Ahmed. Ta'aleemi Tax (Education Cess) Mashriq (Karachi) June 28, 197'I (U). It was about twenty-threeyears ago that we achieved independence, but many of our educational problems stillremain unsolved. The most crucial problem that we are facing today is the absence of any ideological base for the development of education This deficiency, coupled with meagerresources, has crippled the entire system of education. Ours is,Spoor country having limited resources. But this does not mean thatwe should grudge to put to use what little we have. Education provides a sound base for the development of all aspects of nationallife. In the modern world it is considered to be a productive investment. According to international standards,we need to allocate at least four per cent of the national income toeducation. But the budgetary allocation for education has not yetexceeded one or one and a half per cent of the GNP. If for ten years tocome we turn our attention to work on'emergency basisas a developing country abd spend at least tenper cent of the GNP on education, we can expect a break-throughin educational development. 2. BATALVI, Reaz. Private Ta'aleemi Idaray Aur Badunvanian (Private Educational InstitUtions and Malpractices) Mashriq (Karachi) May 14, 1971.(U). There are more or less five thousandprivate educational institu- tions in West Pakistan, of which aboutthree thousand schools and colleges are run on purely commercial basis. There are Ebout forty colleges in Karachi alone, whichare housed in dilapidated private buildings. Students studying in such collegespay more tuition fees than are prescribed ingovernment colleges. Despite this, they have no facilities ofplaygrounds or medical relief. The majority of teachersare appointed on part-time basis in these colleges, whichare aptly called .Peducation shops: There are few private colleges in the city whichhonestly discharge their educational obligations. The management of these colleges is not solely responsiblefor this state of affairs. ,The. University of Karachi, theSecondary Education Board, and the Directorate of Educationare equally to. blame The representatives of the University of Karachiwho were includec n t:= Governing Body of these collegesnever seriously tried u improve the management. The majority of private colleges inKarachi are running on purely commercial basis. Their aim is not to impart education but to grab money from students. 3. IRSHLD, Hakim Syed. Education Boards --- Pakistan Times (Lahore) April 27, 1971. The Boards of Intermediate andSecondary Education, Lahore and Sargodha have adopted certain specificmeasures for improvement. They appreciate constructvecriticism, invite suggestions, and accept them if they are useful. During the past decade, the chief complaint against the method of preparingthe syllabi and the courses of studywas the issuance of arbitrary office order without the consultation of theworkers cod teachers, In this regard the Lahore Board has madea demodratic moire. Along with advertisements in newspapers seekingpublic cooperation in drawing up the syllabi, theLahore Board has called for practical suggestions from parents,authors, journalists, and scholars. TY;ie Sargodha Board setup Mobile Inspection Squads twoyears ago for the supervision of,and vigilance at, the examination centers to ensure the efficiency,integrity, and sanctity of examinations. The squa.ds have been maintainingliaison between the centers and the Boalcdon the one hand, and between the centers and the, focal administration on.the other. The Lahore Board has now adoptedan equally good scheme, called the " "Resident Inspectors ScheMe."These inspectors will be required to be available at all problem centers throughout theexamination. They will provide cover to the superintendents ofexaminations, so that they may conduct theexaminations,fea7-lessly. 4. TafaleeMi Idaron Ki GrantMein Kami (Reduction of Grantin Educational Institutions)--- Hurriyat (Karachi) June 25, 1971(U). In view of the deterioratingfinancial situation, the managements of some of the private-ownedschools have expressed profound concern over the;future of such institutions. The figures which have been disclosed indicate that during the current financial year they have received onlya marginal 40% grant instead of 75% as demanded. There are many schools whichhave so far received only a part of thegrant. The provincial secretary of education has assured the delegation of the private-ownedschools that additionaa. grantwill be given, but his adviceto increase the tuition fee to meet the expenses is unrealistic. The announce- ment of the provincialgovernment that highest allocations have been made in the provincial budget for education shouldnot warrant sucha situation. ADULT EDUCATION 5. CHOWDEURY, Suleman. Boyosha Shikkha (Adult Education)--- Azad (Dacca) May 4, 1971 (3). In the fast changing world peopleare required to resolve their own problem. Adult education, which in the westcorresponcfli further education, hasa different connotation in this country. It is a never-ending process in the ever changing world. .f,dult education is considered the quickestand the surest way to prosperity. Even the poor can carrya revolution in agriculture or industry. The unlettered laborerson the farm and in the industry, after receivingeven informal education,. can contribute to the productivity of thecountry. To begin with the leaders should be recruited and trained to stimulate the laborersto learn and improve the quality oftheir performance. Most of the advanced countries of the worldhave in the past conducted programs of adult education inone form or another with theob- jec,,t,Ne acceleratingprogress. For example, in England adult education was conducted through themechanic schools. This was a class movement organized with charitablemotives to add to the skills of the labor. In Denmark adult educationwas a national necessity and was organized by themissionarithrough the Folk Schools. In North America several organisationssuch as. Lyceum, Junta, Chautauquan, had beeninstrumental in providing adult. education. This leads us to a very significantpoint in the development of adult education. The religious organizations, charitable institutions, vocationalgroul6,, university
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