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Saaffeti, Comp. TITLE Selected Bibliography of Educational Materials in Pakistan, Vol DOCUMENT RESUME;`; ED 107 593 95 SO 008 447 AUTHOR Saaffeti, Comp. TITLE Selected Bibliography of Educational Materials in Pakistan, Vol. 8, No. 1, 1974. Period Covered January-March 1974. SPONS AGENCY National Science Foundation, Washington, D.C.; Office of Education (DREW), Washington, D.C. REPORT NO TT-74-53392/1 PUB DATE [74] NOTE 59p.; Related documents are ED 086 568 and 579;S0 007 659 and 660 EDRS PRICE MF-$0.76 HC-$3.32 PLUS POSTAGE DESCRIPTORS Abstracts; Adult Education; *Annotated Bibliographies; Comparative Education; *Educational Development; Educational Philosophy; Educational Policy; *Educational Research; Elementary Secondary Education; Higher Education; Teacher Education; *Tests; Womens Education IDENTIFIERS *Pakistan ABSTRACT This annotated bibliography lists 102 entries of selected educational materials in Pakistan covering the period January-March 1974. The materials are organized into 28 categories: Administration Organization and Financing of Education; Adult Education; Agricultural Education; Curriculum; Education Goals; Education Planning; Education Reforms; Elementary and Secondary Education; Extra-Curricular Activities; Higher Education; History of Education; Islamic Education; Libraries; Literacy; Medical Education; Literature for Children; Philosophy of Education; Psychology; Special Education; Students' Problems; Teacher Education; Teachers; Teaching Methods and Media; Technical Education; Textbooks; Women's Education; General -;and a special section on Examinations. The materials are drawn froth a variety of Pakistani journals, newspapers, and government publications. An author index is included. (JR) U S DEPARTMENT OF HEALTH, EDUCATION I L WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEENREPRO DUCE() EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN ATINO IT POINTS OF VIEW OROPINIONS STATED DO NOT NECESSARILYREPRE SENT OFFICIAL NATIONAL INSTITUTEOF EDUCATION POSITION OR POLICY 0 1 II alL a It It Ay* No.._ 4- 1( 13-** -4 4 S TT 74-53392/1 SELECTED BIBLIOGRAPHY OF EDUCATIONAL MATERIALS INPAKISTAN Vol, 8 No.-1, 1974 Period Covered _January . March 1974 . -Compiled for the-Office of Educationi U.S.Department of Health, Education and-Welfareland the-National Science -Foundation, Washingtonv D.C. by Mrs.Geti Sam,. _ CON TENTS paiLt 1. Administration, Organization and Financing of Education 0 1 2. Adult Education 000 00* 2 3. Agricultural Education 000 000 3 4. Curriculum 000 0,0 If 5. Education Goals 060 000 6 6. Education Planning 000 *OO 8 7. Education Reforms _000 000 13 8. Elementary and Secondary Education 14 9. Extra-Curricular Activities - 16 10. Higher Education 000 0,0 16 11. History of Education 000 00_0 19 12.- :Islamic Education 000 -000 22 13. Libraries -000 000 22 14. Literacy 00 000 23 15. Medical Education 000 000 25 16. Literature for Children 0410 000 26 17. Philosophy of Education 0,0 *OW 27 CONTENTS ( Continued ) Pare 18. Psychology ... 000 32 19. Special Education 0410 0410 36 20. Students' Piloblems 4100 0 36 21. Teacher Education 041. *00 37 22. Teachers O. *00 38 23. Teaching Methods and Media 0011 00 24. Technical Education 400 0410 42 25.- Textbooks _41414- 26._ _Women's_ Education *WO- 000 7. General 414641 404.0 28. Ruminations (Special Section) 46 29. Writers' Index .00 44- 4140@@0 ADMINISTRATION, ORGANIZATION FINANCING OF EDUCATION 1. Bureau of Education. Directory of Nationalized Institutions in Punjab --- Lahore, Bureau of Education, Government of Punjab. 80p. March, 1974. The directory contains names of primary, middle and high schools, and colleges of the Punjab province nationalized subsequent to the promulgation of the New Education Policy of the government. It contains the names of all the institutions for boysand girls by district. In all, 701 primary schools, 169 middle schools, 576 high schools, and 76=colleges have been nationalized. Nationalization has the maximum impact on high schools and minimumon primary schools, because only 2 per cent of the total number of primary schools have been nationalized as against 46 per cent of the total number of high schools.The impact of nationalization is mainly on the institutions located in urban areas.More than half a million students and more than eighteen thousand teachers have been benefited by the nationalization scheme. 2. KHANi-MwN,-Disinterested= Teachers-----Sun(Karachi) January 20, 1974. There have been numerous complaints against the nationalized klhools.The most common atomplainta relate to unauthoiized collection of funds, irregular attendance of teachers, and their lack of interest in teaching. Nothing appears to have been done to improve the situation. These teachers usually take the plea that they are ill-paid. They are as always slack in their duties and ummindful of the harm they are doing to the society. It is no more possible to take action against individual culprits whose ranks have grown stupendously.- It is, therefore, suggested that concerted efforts should be made to root out this negligence.The education department may constitute a governing body for each school, with parents as members and a chairman from the parents. To make the governing body effective, it should be al -lowed a free hand in such matters as the provision of funds for helping the students in need of books, for advancing money to teachers in distress, and for conducting extra classes for better results in exams. etc. 1 3. RAHIM, Farooq. Nationalized Schools --- Morning News (Karachi) February 28, 1974. The nationalization of private schoolshas given some financial relief to the poor and middle-class school-going children. But the standard of education hasgone down. To stop further deterioration, the Government,in consultation with experts, should provide suitable school accommodation.Most of the schools are at preset housed in small, rented, residential buildings,and the children are huddled togetheron the floor in the so called class rooms, which haveno light and fresh air. If the present conditionsare allowed to continue, the health and future growth of the childrenwill suffer irrepaiably4 Schools run in small houses should,therefore, be shifted to suitable buildings havingnecessary facilities. 4. SIDDIQUI, M.A. Mtkeet Seniority List--- Morning News (Karachi) March 27, 1974. The seniority list of all Senior EnglishTeacher (S.E.Ts.) of the nationalized aecondaty sch0o4 of Karachi prepared by the-Directorate-of-School-Education, tas-createdwide- spread'' dissatisfaction among the teachingcommunity. As' -the promotion to the post of Httad'Olasters-dependson this list, the preseht incumbents are inno mood to revert to a lower rank.Hence the crisis. In the past, the post of Head Masterdepended on the sweet will of the managements which always put theirown commercial interests first. This practice had given rise to allsorts of corruption and mal-practices andpulled down education to its lowest standard. The threat posed by the Seniority list to the present holders of the posts of HeadMasters has evoked angry response and protests fromthem. ADULT EDUCATION 5. AHSAN, Syed Akhtar. Talaleem-e-Balighan Aur Hukoomat (Adult Literacy and Government) Nawai Waqt (Lahore) February 13, 1974(U). In order to make theprogram of adult literacy a success, the Government of Punjab has assigned thisjob to "SEPAH-e-KHIDMAT" (Service Corps) formedon the pattern of Iran's SEPAH-e-DANISH (Literacy Corps). This program has to achieve fruitful reaults in Punjab where, according to the latestcensus, the number of illitereates is thirty million. Two methods are suggested tomake adult literacy program a success: 1) Individual, 2) Collective. The individual method may be based on the principle of "Eachone, teach one." This work should be assigned to theteachers and students of schools, colleges, and universities. If the campaign gets going, hundreds of thousand of illiteratescan be taught to read and write inone year. According to the colleotivemethod, the centers of adult literacy should be opened inevery village, and mostly retired_teachersmay be appointed on good salary to perform this national service. A separate section should also be set up in the EducationDepartment for this campaign. A fortnightlyor monthly magazine should be published to cover all the activities of thecenters AGRICULTURAL EDUC,ITION 6. ALI, ksghar. Sanuvi Jamaton Mein Zaraee-TOaleem (Agricultural Education inSecondary Classes) --- Sanuvi Tataleem (Lahore) 7(4): 15-24, March, 1974(U). Pakistan is basically an agricultural country,and more than 80 per cent of its populationearns its livelihood from land. The entire economy of our country dependson agricultural development, wtich requires trainedpersonnel at every stage. We have some provision for trainedmanpower at the higher level, but at the lower level thepeople have no access to agricultural education. Our farmer is still using the same old methods of cultivationthat his ancestors used ages back. Educationists and economists agree that secondaryschools are the backbone of the economic structure ofa country. Trained manpower is provided by secondaryschools. It is therefore, the secondary schools that will provideus trained manpower for agricultural education inour country. There is a brief survey of the facilitiesavailable for agricultural education and an explanation of thecauses why agricultural education is not popularin this country. At the end some suggestionshave been given for the promotion of agricultural education in the secondaryschools of the country. - 3 00008 -7. CHANNA, Yar Mohammed. Tando Jam
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