DOCUMENT RESUME
ED 135 689 95 SO 009 789 AUTHOR Saad, Geti, Ed. TITLE Selected Bibliography of Educational Materials in Pakistan, Vol.-9, No. 3, 1975, Period Covered July-September 1975. INSTITUTION National Science Foundation, Washington, D.C.; Office of Education (DHEW) Washington, D.C. REPORT NO TT-75-53354/03 PUB DATE 76 NOTE 51p.; Not available in hard copy due to poor legibility of original document; For a related document, see ED 129 700
EDRS PRICE 11F-$0.83 Plus Postage. MC Not Available from EDRS. DESCRIPTORS Adult Education; *Annotated Bibliographies; *Comparative Education;-Curriculum; *Educational Administration; *Educational Development; Educational Finance; Educational Objectives; Educational Philosophy; Elementary Secondary Education; *Foreign Countries; Higher Education; Instructional Materials; Language Instruction; Libraries; Medical Education; Psychology; Teachers; Teaching Methods; Textbooks; Womens Education IDENTIFIERS *Pakistan
ABSTRACT This annotated bibliography lists 99 entries of selected educational materials published in Pakistan during the period July through September 1975. host of the.materials are taken from Pakistani journals, newspapers, and government publications. They are arranged alphabetically by aui-hor within 26 categories: administration, organizatiOn, and financing of education; adult education; childhood education; Curriculum; educational goals; educational planning; educational reforms; elementary and secondary education; examinations; bigher educatioa; history .of education; Islamic education; teaching of languages; libraries; literacy; medical education; philosophy of education; professional education; psychology; science education; teacher education; teaching methods and media; textbooks; women's education; general; and a special section on teachers. A writers' index concludes the bibliography. (AV)
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TT 7543354/03
SELECTED BIBUOGRAPHY OF EDUCATIONALMATERIALS
IN PAKISTAN
Vol. 9No.3, 1975
Period Covered
July September 1975
Compiled.f0r the Office:of Education, U.S.Departmentof Health, Education and Welfare, and theNational Science Foundatiln, Washington, D.C. by Mrs.Geti Saad.
2 CONTENTS Page
1. Administration, Organization and Financing Of Education 000 1
2. Adult Educa:ti:on 1+
1+ 3. Childhood Eduoatioiv
a 0 a 5 4. Curriculum "V- A a.. 5 5. Education Goan 9 60 Education Planning
.00 10 7. Education Reforms 10 8. Elementary and Secondary Education 0 00 9 Examinations 12 15 10. Higber- Education 16 11, History of Education a.
00 17 12. Islamic Education 0 00 0 18 13, Languages, Teaching of
0 00 19 14. Libraries
00 21 15. Literacy 22 16. Medical Education
00 0 25 17. Philosophy of Education
0 0 0 27 18. Professional Education Continued on pageii. - CONTENT8 (Continued)
page
19. Psychology 000 29
20. science Education 30
21. Teacher Education 00 31
22. Teaching Methods and Media 00. 32
23. Textbooks 000 34
24. Women's Education O
25. General 00 35
26. Teachers (special section) 0 37
27. Writers! Index Is 6
000
4 ADNINISTRATION, ORGANI7ATION AND FINANCING OFEDUCATION
1. AFRIDI, ShaHrullrlh, Directorate of Education for Frontier Regions --- Khyber Mail (peshawar) July 2, 1975.
The Constitution of a separate Education Directoratefor the Frontier Regions is a step in the rightdirection. The department had become so top-heavy that it was almost imposs,ible for one' director to effectively control both for the settied and the tribal areas. The foremost qualification the Director(Frontier Regions) is that he should be a professionally trained and a- qualified man for the job. An untrained, un-qualified, and professionally deficient person would not deliver the goods. Only a professionally sound man of the highestcaliber, fully conver- sant with the problems of the Frontier Regions can do justice to his job. The tribal belt is educationally very backward. The school teachers and the students both need guidance in their respective arts of teaching and learning.
2. AKHTAR, Noman. Admission Delays --- Pakistan Times (Lahore) September 25, 1975.
Delay in admissions to medical colleges in the punjab hasbecome a regular feature of the administration of education. Students and teachers have to remain idle for a long period of time,and later this loss is tried to be made up by rushing through the curriculum at the end of the year.
This year,-the results of the intermediate examination were announced in July and August by the three Boards. Admission notices by tL.- :n-orf:::6. University and the College of Animal Husbandry have already-appeared in the press, andapplications for_ admission have been duly invited. Unfortunately, so far there is complete silence about the admissions to medical colle6 s.
3. DESOUSA, D'Ancy A. Education - - Dawn (Karachi) August18, 1975.
The type of nationalization opted for contained twobuilt-in snags that doomed the process almost fromthe start. The first is bureaucratic methods still obtining in the Education Department. The second snag is in relation to teachetmotivation. In thepresent
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5 state of our society, power is sought and valued more than any other virtue. When in the new set up, the Principal of a school or college was transformed into a nonentity, most of the teachers sat back and began to enjoy their new-found freedom to do as they liked.
Our planners must discard time-worn concepts and evolve new ones to meet the needs of the day. This flexibility must .be exercised not only with regard to the schools recently taken over from private handsf but also vis-a-vis the Government schools.
4. ELLAHI, A.M. schools --- Dawn (Karachi) August 14, 1975.
One ef the main problems facing the people of Karachi is how to secure admission to schools for their children. There are over 50 colleges and thousands of schools hae. Most of them. have been nationalized. Conditions in nearly all the schools defy description. There-is over crowding of students in every classj dearth of teachers, and inadequate furniture and library facilities.
To improve conditions in Karachits,schools, the Government should appoint a separate accounts staff to collect fees, limit-33 students to every section, and divide one school into two or more as required.
5. NHILNANI.. Taken over schools --- Khyber Mail (Peshawar) September 28, 1975.
The Government has undoubtedly taken over the schools to run them
with the best motives and in the best interests of education. . From what appears in the newspapers about theschools, we find that after the take over: 1) the standard of education has gonl down, 2) seating arrangements in schools have worsened, 3) salaries are paid to the teachers at irregular intervals, and- 4) the management of schools has become unweildy for the Go'vernment. The matter, therefore, requires a thorough enquiry. Ili the meantime, good many schools should be handed over to the private agencies that managed them before the take over.
6. NASRULLAB, Nusrat. Teaching Suffers for Lack of space in schools --- Morning News (Karachi) september 27, 1975.
The problem of admission to schools in Karachi has become summer ritual. The Director of Education, Karachi, comes out with long
2 lists of schools in Karachi that have enoup;h accommodation for all. But no one likes to send his wards to these schools. The reason is obvious. These schools having nothing save a frustrated teaching staff. Hence the rush to gaadac_hools.
The result is that good schools are becomingovercrowded, and the standards of teaching and descipline are gradually falling. The pupil-teacher ratio in a class-room is rising dangerously,and the teachers are extremely unhappy with the congested class-room they have to teach in. It is becoming impossible for them to pay personal attention to every student.
7. NVAULLAH, Nusrat. IntermediateExam Certificate Morning News (Karachi) September 20, 1975.
Shocking stories of the sale of intermediate examination certificates are afloat these days. The Board of Intermediate Education is reported to be seriously trying to probe the scandal. What the Education Department has done in respect of thelocal Board is unknown. The MOSS in the organization is growing steadily and affecting academic standards.
Before the bifurcation of the Board of Intermediate andSecondary . Education, one for secondary education and the other for inter- mediate ducation, there existed a similar mess. Now it seems to have grown manifold. The sooner it is attended to, the better, not only.for the Board itself but also for the studentswhose academic standards are rapidly.falling.
8. QAMAR, shakeel. Matric Third Division Ka Maslala (Problem of Third Division in Metric) Nawai iaqt (Lahore) September 16, 1975 (1). The Department of Education, punjab, has recentlyinformed the Principals of all colleges through a Circular that nostudent who has secured third division in the Secondary schoolCertificate.. Examination should be admitted to any college. This directive will take effect immediately. Whatever the nobler motives behind this decision, the fact remains that about40 per cent of the students who come in this category belong to poorfamilies who have little to spare for the education of their wards.
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7 Third divisioners should not be punishedfor this state of affairs which is the direct_result of_the-defectivesystem of our education. The governmentshii-UId-1..thdraw this decision immediately.
9. SHIRAZI, Ghazanfar Abbas. Third Divisioners pakistan Times (Lahore).August 6, 1975.
The:Punjab GovernmSnt has recently debarred third division matriculates from admission to F.A./F.Sc. classes. This step militates against all norms of justice and equity andamounts.to an unwarranted restriction on one'sbasic right to acquire higher education. There are many instances where third-class matricula- tes have shown marked improvement in educational progressafter getting into a college, al!d not a few have secured firstdivision in F.A./F.Sc. At present there is no curb on third division F.A./F.Se., B.A./B.Sc. students getting admission to higher classes. It is strange that the ban has beenplaced only on third division matriculates. The Government should considerabolishing the third division altogether.
ADULT EDUCATION
10. ZAMAN, Rafiuz. Talaleem-e-Balighan (Adult Education) ---NaWais Waqt (Lahore) August 17, 1975 (U).
There are certain problems other thanadministrative difficulties, that have to be solved before theteachers can be trained to help in- making the adult education program asucCess. In the_first place, the number of teachers shouldbe high enough to be'of practical use. Secondly, suitable trainers will have tobe put on the job of training these teachers. It is impossible to achieve the objectives of adult education without al. ge number of trainers and a still larger number ofteachers to be trained. Television can be used with advantagefor the purpose. It is a Powerful and effective medium forthe training of te,achers. The government should launch a comprehensive programon'ytelevision for adult education.
^ CHI LDHOO D EDU CATION
11. AWAN, Malik Mohammed Asg!lar. Bachohey Aur Wal dain (Parents and Children) --- In: qaumi Talaleem 1974-75, 39-41. Karachi, Government College of Education. 1975 (U).
A child starts goingto school when he is five or six years old. Before this, he- gets his training andeducation from his parents, especially his mother. This i3 the formative phase, and thechild larns whatever comes his way. His habits, his behavior, and his thinking pattern develop according to his homeenvironment.
The resT)onsibility of the parents continues evenafter the child starts going to school. They have to keep a close watch onhow The training and . their child develops his habits and behvior. education of the child are not an easy task,and the slightest negl(:ct at this stage will have a permanenteffect on him.
CUTRICULUM
12. MITCA, Wasim 73eg. Nizam-e-Ta'aleem (System of Education) --- Nawai Watit (Lahore) July 13, 1975 (U).
The standard of educ,ttion has f.7llenbecause those who have been assigned the responsibility of preparingthe curriculum, are not discharging their duties properly. They socm to proceed withthe work of preparing the curriculum withoutkeeping in mind the Mental level and the requirements ofthe students. The syllabi for primary, secondary, -andhigher secondary schools, and colleges are all carelesslypr.Jpared. These conditions have adversely affected the studies of the studentsand their performance in the be prepared by examinations. All curricula should, therefore, experienced educationists.
EDUCATION GOALS
in 13. ARSHAD., Qari Allahwasaya. Pakistan Hein Talaleem (Education Karachi, Government Pakistan) --- !-,2.umi Talal,-Jem 1974-75, 24-20. College of Education. 1975 (U).
Education plays an importIntrole in the betterment ofsociety. Education is a very importantingredient of social development, and no society can dri:am of progresswithout first realizing the
5 importance of education.. In the present sciuntific age,education has becomt a criterion of a country's progress. \ Pakistan was,created in the name of Islamand for upholding its 7,ducation is the foundation of Paki tnni society. All-gov.?rnments repeatedly attempted tointroduce the Islamic system of education in the country. The present government has- introduced f.ar-reaehing changes in the.educ:ztionalsetup of the country and is trying its best to achieve theIslamic ideals of healthy society:through education. But, in spite of this, the standard of edUcEftion is falling. The oauses of the fall and a few remedial measures are suggested;
14. FATMA, Nusrat. -Talaleem ur Saqafati Warsa (Educationand 'Cultural Inherit!ancd) In: qaumi Tataleem 1974-75, 70-73. Karachi', Government College of Education. 1975 (U).
Broadly speaking, educationincludes the training acquired at home, at school in society, and onthe playground. The education we get at school is calledformal education, and what we learn outside school is called informal education. Culture plays an important role in building up the personalityof the child. Education is the best way of transmittingculture from one genera- tion to the other. In other words, education keeps upthe continuity of our culture.
Culture is transmitted not Onlyfrom generation to generation, but also from place to place and fromnation to,nation. It is through education that this transmissiontakes place. A country's system of educ:Ition reflects the cultureof that country. Hence the need for a suitable system,of'education.
15. HAMID, Abdul. Our Education, Yesterday, Todayand Tomorrow --- Pakistan Times (Lahore) August8, 1975.
Our education system isnot thegrowth'\of our ownexperience. .Its essential features wereimPortud from'Britain,in the 19th century. The system, however, driftedfrom the prototype and developed complexes of its own. more [t.tention was paid to higher learning, and masseducation wad, neglected. It ignored the social and economic conditionsof apredominantly agricultural land and assumed, a highly urbanbias. 'All this has been realized by our policy-makers inthe field of education for the
-6- 10 last 28 years. the country. Good general educationshould be availabh7 within Specialization is a differentmatter that requiresinternational Our education has stillto make itself felt as a cooperation. in force for national integration. This involves radical changes tho education of humanitiesand social science. Subjects like political Science and Economicsat the College andUniversity stage have continued to betaught with the help of'standard' books student produced in England and America. This does not help the and problems. to gain a realisticview of his own environment
System --- Pakistan Times 16. JUNAID, Shahwar Students and Rational (Lahore), september14, 1975. Education systems are builtaround the type ofpolitico-economic It has been future, the leaders ofthe country envisage forit. geared to encourage the noticed thatcertaineducation systems are thought, critical abilityl upsurge ofindependent and progressive Such systems generallyreward their possessors and initiative. political with qualities thatpromote the growth of new leadership. technocrats and directc toward producing good Other systems arc !1till other beaurocrats who serve thepolitical leadership. to instil the'habitof unquestioning systems are ctesigned good follower and obedience and loyalty toduty, which turn out .good.soldiers. extra-curricular The recognition ofexcellence in academic or activism. . activity also curbs anytendency toward political mature, the academicallybright-student in 'Unless unusually studies, the sportsman countries like Pakistanconcentrates on his artist on art. Student concentrates on sports,and the burgeoning be directed towardachieving corporate activist tendencies can legitimate part of the national goal:6 andshould be considered a education process.
Islami Zindegi. (Our Shafiqullah. Hamari Talaleem Aur 17. TiRESHI, gaumi Talaleem1974-75, Education and Islamic liblyof Life) --- In: College of Education.1975 (0. 180-181, Karachi, Government in the_teachings of Islam, andmould Our lives If we follow -)uran and Sunnah,we can accordance with theteaching of the Holy
7
1 1 attain peace and prosperity in ourworldly life.However, when we compare our present system ofeducation with the teachings of Islam, we find a great differencebetween the two. The pre-Sent- day education is producing Westernized youngmen,that is,Hilen with the same wIltws and traditions oflife prevalent in the Western countries.
The responsibility for thissort of education lies on the parents who take pride in theirchildreft.when they copy the foreign culture. The present system of edueation ismisleading and distracting the youth from thepath of Islam. They are heading toward destruction by following *-4estern-education.
18.,REHMAN, Mohammed Abdur. Niam-e-Ta'aleem Aur NazariyaePakistan (system of Education and Ideology ofPakistan) --- Int qaumi Ta'aleem Education. 1975 (U). 1974-75, 30-31. Karachi, Government College of The responsibility of all thepresent ills in the society canbe traced to the educational setup weinherited from the British. Instead of making us a detentlot of citizen's, the present education is turning us into cheatsand tricksters. It is high We time we drastically change thepresent system of education. have to develop a system ofeducation in accordance with our own concepts of Islamic values andtraditions and for this purpose change every thing suChCeyllabi, methods, aims, etc.' The the stuff present contradiction betweenthe values we profess and we teach in schoolsshould come to an ,end. colored with The example of Russia isquoted where education is the ideology followed there, we should alsomould our education according to the Islamic valuesand traditions.
Training) --- In: SHAH, Mum;er Ahmed. Tarbiyat-e-Ikhlaq (Moral Karachi, Government Collegeof Qaumi Tq'aleem1974-75, 157-159. Education. 1975 (u). development depends upon themoral conditions ofits A country's depends on his habits,his people. An individuals character habits depend on his actions,and his actions intheir turn should depend on his education andtraining.- Therefore, students from the beginning. ,Moral training be taught good morals the depends on mental and physicaltraining. It is the mind and body together that reflectmorals.
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1 2 EDUCATION PLANNING
ZarUrat (Need 20. ABIDI, shehnaz. Moujuda Dour Mein Fanni Tarbiyat Ki for Professional Training inModern Times) --- In: Loh-o-galam1973-741 56-58. Karachi, Jamia Millia GovernmentTc--31,r7, 1974 (U).
Harnossing of their manpoweris tl of developing nations. Pakistan is a developing P. Ai is making efforts to harness its manpower through achanged pattern of elucation. be This change has produced someuseful results, but more can achieved with gre-,ter attention andseriousne s of purpose. this Mention is made of the effortsof the developed nations in direction showing how remarkableresults can be achieved by Pakistan is an agriculturalcountry and is correct planning. change striving for industrial progress. The need of the day is a when due in the educationalpattern.This is possible only emphaSis is laid on professionaleducation in the field of agriculture and industry.
(Discouraging Results 21. HUSAIN, Afinl. Mayooskun Imtehani Natavej 2711975(U). in Examinations) ---Nawai Waqt (Lahore) August the percentage of failuresin the matric and For the last few years This is B.A. examintions hasbeen continuously onthe increase. trcsid and should becontrolled'immediately. According a dangerous tompLramentally fit or not, to the prsentpractice, every student in sent up for highereducation. different in the Unitedstates, whore theaptitude The situation is they aspiring for higher educationis tested before of the studont Those join the institutionsof higher education. aro allowed to sent to factories who aro not foundfit for higher education aro such arrangements exist. for technical training. In Pakistan no
Masail (Problems Ri4vi. Pakistan Mein Talaleem Kay 22. JAP,CHVII Anifa 1974-75, 34-36. of Education inPakistan) --- In: TiumiTataleom Gov,Jrnmont College ofrlducation. 1975 (U).
liter.,oy is nbout0 in Pakistan. It is Tho percentao of per cent. And against increr.!Ang at an annualrate of 24 to3 -9.. this, the percentage of population isincreasing 3 to3 3/4 % Thus, taken as a whole our percantage of literacy is actually decreasing annually. One of the big problems of our education is the system of education itself. The present system does not cater to our needs and requirements.
It is said that teachers are the architects of anation. Unfortu- nately, most of our teachers aro untrained, and eventhese who are trained conveniently forgetwhat they have learnt as soon as they finish their training. most of our problems can be solved by creating a board of educationists to col' lk or co-ordinated educational schemes suited our present-day ne,.u, ,a fulfilling the demands of the present scientific age.
EDUCATION 'EFORMS
23. MUHTAQ, Najma. Asateza Aur Mea'ar-e-Tafaleem(Teachers and standard of Education) --- In: 2aumi Talaleem197!1-75, 42-43. Karachi, Government College of Tslucation. 1975(U).
The previous governments paidlittle attention to the educational needs of the country. All educational activities werelimited to cities and to the moneyed people. The present government is trying hard to carry education to every nook and cornerof the country and make it available to one and all.
The aim of the new education policyis to make the entire popula- tion literate. Special attention is being paid toagricultural and technical education. But all these .efforts are boundto fail if our toachers are not sincere to their work. The lack of inte'rest on the part of the teachers aswell as the students has donemuch to bring down the ctandard of education. The writer has given certain suggestions for the improving thepresent standard of education.
ELEMENT1RY AND 5ECONDARY EDUCATION
24. HANIF, M. Basic Defects Not Removed --- Dawn (Karachi) August 9, 1975.
if the quality of secondary educationis poor, it cannot serve as an effective base forcomprohenlAve and diversified educationat the Intermediate level. Thu content of seconO.nryeducatioa in
10 Pakistan was affected by twoinnovations introduced in the early 60Is on the recommondation of the sharifCoMmission. The Tirst was the division of studentsinto specialized and Arts groups at tho pre-matric stao. Instead of producing the wonderfulresults attributed to it, this systemnarrowed down the perspectives of secondary education and in the absenceof Mathematics, Physics and Chemistry, made the curriculumfar Arts/group_purposeleSS.
The second change wrs introductionof lighter and hybrid subjects in the curriculum. Experience shows that hybridsubjects.can give only peripheral knowle- of the subjOcts included inthe curriculum. Textbooks onc cribed are rarely changed, and paper setters have to r lestions on the contents of the books. This leads to grcL Le number of guides anddigests, which eventually displace 1.14,prescribed,books.
25. HANIF, M. Faulty Grouping of students --- Dawn(Karachi) August 10, 1975.
One of the basic aims ofmodern educational planning is to maximize the return from investmentin human capital. And for better return, better education isneeded and not more education.
Any scheme ofeducational r.-forms, must therefore,begin at secondary and lower stages. Considering the drawbacks of socendary education. The following measures shouldbe taken to bring about an overall improvement insecondary education: 1) The present system of dividing thestudents into various groups at the Frid of claL:s VIIIshould be d,m) away with,becnuse such division is not conductive tosubsequent higher education and specialization. Lighter and hybrid subjects should bereplaced by ufull-hloododu subjects.
26. HUIN, Syed Intozar. anuvi Talaloem Ks Jaiza (( study Of Secondary Education) --- In: qaumi Talaleem 1974-751 93-97. Kar*41 Government College of Education. 1975 (U).
secondsry education is the stage midwaybetween primary and,highor education. For majority of our students it isthe final stage of their studies, so it is the most importantphase of education. The secondary stage ofeducation determines tho quality ofthe product.
- 11 Special features of secondary education are brieflymentioned, and suggestions aro presented for the reform of the present secondary education.Mention is made of the recOmmendations of the Shnrif Commission on secondary education. These rucommendations are categorized as under: 1) aims; 2) administration, of schools; 3) rt:Itiow of comprehensive schools; 4) tadmini&rrtion of socondary schools; and 5) curriculum of socondary education.
2?. _'?AHMAN, Khnlilur. Ibtodai ITalaleeM (primary 73ducation). Hurriyat (Karachi)septomber25, 1975 (U),
The assuranco givon by i Isovurnment ahout the nromotion of primary oduc-1-' me primary education forms the basis of all higher I
It is unfortunate that previous governmentsneVor,paid much nttcntion to the question of primary oducation. It was oxpocted that with the introduction of education reforms by the present government matters would improve, but tho results of past three yoars have belied this expectation. PrimarY education hns of course, become free, but the standard of teachingshows to improvement. The only way to improve this standard is tosift out all untrained or semi-trained teachers from thoseinstitutions and appoint trainod staff in their place.
EXAMINATIONS
28. ADIL, Imdad .in, Cheting in :Kxams --- Khyber 1 (Peshawar) July 8, 1975.
Tho trond of ating in oxamimItions is increasing a6t, and if it is allowed Lo continuo, tho result will bodisasi .)use It is a fact thlt te wny of conductingexaminations in our country is very old and full of absurdities. In other countries, like thc U.S.A., the U.K., and France, thu system ofexamination in itself inhibits ch,:ating. Unfortunately, in our country examination nnd choating go together.
It is ..propo::,:d that instea of 1cturor incl toach,:f.s, peoplo from outsido the (.ition Department Aou1d bu appointqlto supervisory jobs. Thi 'ir-7tice will minimj::e tho channels ot :.xamineos choatin,7 'n the cx,,miwition hnl: With thopannivo activo holp
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16 of the teachers.
29. AHMAD, Nnsim. Mayooskun Imtehnni Natnej (Biscouraging Results in Tixaminations) Nawai ilaqt (Lahore) September 101 1975 (11).
Last year whun the B.A. examinations were held, coursesof study ware not completed in most of the educational institutions. In these circumqtances, good results cannot be expected from the students. Of course, there are teachers who discharge their duties with.devotion and honesty. But it cnnnot be denied that majority of them do not even bother to put'in an appearance in the class. In these circumstances, it is illogical to ask thestudents to appear in the examination and to expect them to comeoff with fly-. ing colors.
NO improvement in pass percentage and standard of educationis possible until the teachers change their attitude to their profession and devote themselves to their assigned duties.
30. VAN, F7:YYaz Ahmad. 'Semester System --7 Pakistan Times(Lahore) soptembor 4, 1975.
In order to mak 'le riy introduced semester system effective pepulr, th )v.r.71m,..:nt should stop teachers and professors from ses?king pri tions. This pnIctice acts to the disadvantaT.: of .Iligunt stu,:lents.
This syctem is ;it3 effectiveness and utility in polytechnic institutions or tce7icll.colleges where this systom wasintroduc- d some timo 111- p-lytechnic instructors have lost interest in to?.chirig, students do their best avoid tests. All testtold h.;Ic shoulcLbe'held according to etrict sAudule somostc,r nystem is introduced.
31. 'IATALVI, ihsan. !:-,Ar-o-Tntql(:om (Low Standard of Education) --- Naw-i -7177 (1,hore) septombor 2'3,1,175 (U). livorsity this The semest.-:r y. is to start in the yoor, is undoub- --Y step in the right direcon. 9ut how far it would be suc ;F:Ai in this-cOuntry is yot bo soon.
It may be rec,)3 some eight years agu, liCL tuachers
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1 7 were authorised to allot a,lditional 25% marks to the deserving students on the basis of tho annual examinationS but theconcession was misused by most of theteachers. AS a result, the undeserving students got through the collage examinations, but failed to get even 33% of the marks in the universityexaminations. It is suggc,sted that in order to make the semester system a.sucbess the teachers should be givon refresher courses on honesty, sense of duty, and 1-rdwork.
52. HANID, Abdul. The Semester system pakistan Times (Lahore) July 31, 1975.
The semester system is about" to be intrAueed in theunivorsity of the punjab at the M.A. level. This is probably the most signifi- cant reform in the field of post-graduate educationsince indep::ndence. The semester system requires more teachers, larger space for classes and seminars,and extensive library facilities, at present.
The semester system m-;kus heavydemands on teachers and students the key alike. The frecniency and rigour of its examinations are to the 312CCO3 S of the new syst(m. Tivory test counts towards the determination of tho studentIF ultimateperformance. This inevitably involves prompt and accuratekooing of rcords:. The somester system has no place for theeasy-going teacher. Its contral feature is 'internal assessment', socalled. Tho class teacher veplaccs the external examiner. He is the final authority in gr'Iding his students, andthere is no appeal against his 7ward0 A tieher who fears to annoyhis students in dischar7:e of his dutios independently and imparti'dlywill ruin the semester system.
33. ZIarRI, N.A. Sster !:4ystem AurBadintezamian (Semester system and Malpractices) --- Hurriyat(Karani) September 20, 1975 (U).
According to the rules adopted in1974, the students who could not get admission to the firstsemester for some reason oranother, were allowed to join thesecond semester. This was designed to save ono precious yearof tho stulonts. But this provision was doletA from nc rules framed in 1975.
With effect from April 28, 1975, a nowsemester was started for the first year students of M.A.and M.Sc., and the coursesthat were could not bo completed duringthe four mon'hs of a semester, 3
- 18 to be taught on emergency basis in tWo and a half months. The tendency to cheat in examinations has doubled since the introduction.of the semoster systom. Because of the paucity of staff in tho university, the number of invogilators has gone down and the chances for thu studunts to cheat have increased.
HIGHER EDUCATION
34 KRALI),, Abdul, University Mein Dakhley Ka Naya Nizam (New system of.Admission in the University) Nawni Waqt (Lahore) soptembor 10, 1975 (U).
New admissions have always been a problem in the .educational institutions of our country. The univorsity has again changed the system of admission. According to the previous system, the students seeking admission-to the University were required to undergo an nptitudo.test nnd interview, irrespective of the division they had gained.The new program, has done away with the ptitude test, as well 77E3 tho interview. Admission to different degree coursr.s will now be given on the basis of the scales of spucial marks obtained in the examinations. It has also been dccicli that the studunts who have completod the age of 26 yors will ,t bo admitted, and admission will'be restricted only to thoo.Arho have passcd the B.A. examination in 19740 The procedure will open the door for new candidates, but it is rather illogical to shut it nn those who hnvo passed the age of 26.
35. MALIK, Ikram Ali. Our Universities Lack Research Facilities --- Pakistan Times (Lahore) July 1975.
Our univer:itios have not yet boon able to create suitable condi- tions for the encouragemont of cn,atiVo thinking nnd productive research work. The administration is run by unsympathetic hureacrat and cold rules, usually interpreted agnimot the intererts of to.:Ichurs. Tha conditins of work, including the work loA, also ri3ed radical revision.
In our universiti.es, teachers, espocially tho younger and inexperionced ones, ire required to teach three to four pnpors nnd deliver four to five lectures for each paper por wook. If ono his to do full justico to ones work, one simply cannot find time or energy to do any sort of reearch work. Tho result in that th teichurs attend to their wrk in a half-harted way.
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1 9 They have some times been found topublish chapters of their theses to give an impression of additional researchwork, and have succeeded in some universities in gainingpromotions.
36. WIMAN, Hafiz AbdUr. statistics --- pakistan Times (Lahore) september 5,1975.
The establishment of the University ufIslamabad has opened a new avenue for higher educationfor thc people of Pakistan. The now University is setting new standards forother universities to ;d in follow. Nearly all the science subjects 1 rn the University nt post-graduate level. However, a recent hr%ndout of thu -Jniversity says that the new andvitally important scienco of statistics hris not so far beenintroduced.. It was generally believed that the University was activelyconsidering introducing statistics during the current year. The reason for dropping the subject from tho curriculum arc bustknown to the UnivorsifY. prohibitive cost of authorities. But certainly it is not the equipment required for the turpose. There is also no dearth of suitable professors inithe country.
of pharmacy) 37. 4I.Z.44N, Mohammed. Pharmacy Ka Maslala (The Problem Jang (Karachi) July4, 1975 (u).
The problem of admissiont,-; the department of pharmacy has unsolwA for the laylt few months. Before the department wasasud to the status of apDculty, the number.of seats init was 500, but this yearthe numbur has gone down to156. Of those, got 70 vacated-their seats becaus,being first divisioners, they admittud to medical colleges. This means that 70 morostudents the could be accommodated in thoMculty of pharmacy to complote of quota of 156. This was not d3no. It was said that paucity fund did not permit the departmentof Pharmacy to accommodate and special grants more students. But now thnt the total annual huvu been raised to two million rupees,there is no justificntion for limiting admission on thopretext of meager finances.
HI3TORY OF 2DUCATION
58. ANgAIZ, Muher. 1,numon Ki Baqa Talalcum SayHai (Nations' -3xists -',causc of, Education) --- In:Loh-e-r;alam 1975-741 59-62.
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2 0 Karachi, Jamia millia Government Teachers College, Malir. 1974 (U).
The downfall of the Mughal Empire left the muslims of the subcontinent a broken nation with nothing to look forward to. All they h-,d was the memory of their past glory under the shelter
. of which they sought slumber. At this stage, Sir ST:?E' Ahmed Kh- came.forward and brought about the 1-.1aissanco of th n1±rn of this subcontinent. He knc' ht tb,fate of Muslims cou.La be changed only through education, and to this und he directed all his energies.
In spite of groat hardships and opposition, Srsyed at last succeeded in establishing a monumntal institztion of higher education, which pavod the way ic,r modern Muslim education. The Aligarh Muslim University, as it came to be known, became the soat of Muslim learning and education and paTrod the way for the establishment of a new homeland for the Muslims.
39. EHAN, Mohammed Ahmad. Isparta Aur Athens Ka Nizam-e-Talaleem (Education System of spnrta and Athens) --- In: QaumiTafaleem 1974- 751 87-89. Karachi, Government College of Education. 1975 (U). The land of ancient Greece produced groat philosophers,like Socrates, Plato, and Aristotle, who were groatlyconcerned with the education of their people. The Greek education systeR of those days was of two kind, one for sparta, and theother for Athons, the two most important,-citiesof the nnciont world.
The basic aim of education in Sparta wasto give military training to its citizens for the deibnce of thestate. As against sparta, tae Athens' system of education pr,:.parodits citizens both for war and pence. The main emphasiz, however,, was onliberal education. Beth the systems are briefly discussedwith their salient features.
ISLAMIC EDUCATION
40. KHAN, Qari Mohammed. Islam Aur Iktusab-e-Uloom (Islam and Acquisition of Knowledge) --- In: qaumi Talaleom1974-75, 111-115. Karachi, Governmont Collegeof Education. 1975 (U).
Acquisition of knowledge is cf supreme importancein Islam. Masjid-e-Nabavi wn tho first educational institution
17
2 1 in the early days of Islam, andit was here that the Hely prophet acted as a teacher ancl idc. ven today, m. .ues are being used ns schools in the Iamic world.
It was the teaching o_ _y Prophet whichcreated the-spirit of learning and high thinkint, amongMuslims. According to him "to give education to a child is better thanto give him emeralds". The importance of education wasrepeatedly emphasized by the Prophet. During the reign of early Galiphseducation spread fast scholars like and wide. This spread of education produced great Musa Khwarzami, Ibne 763c!ria1Al-Beruni, Jabir Bin Hayyan, Ibne Rushd, etc.
LANGUJOES, TEACHING OF
41. AD:.]EB, Maher Ali. Students' Failure --- SUN ( Karachi) July 14, 1975.
Every yer in our country.thousandsof students fail in ene or the other examinations which is indeed agr,at national loss. The most striking feature of theexamination results is that the majority of students from the primaryte the highest levels fail in English. The reasons are: 1) in almost all of our educational institutions maximumemphasis is laid on rending books and the least on written work. The result is that because of lack of practice, very fewstudents, good and bad alike, are capable of qxpressing themselvesin a simple, correct and . coherent manner.
In almost all the languageexaminations two types of question papers are set: one,i.e., paper A, boaring onproscribed books, and the othr paper, general innature. The nim of the former type of question paper is to seewhether or r:ot the student has acquired the necessary ability ofgrasping and retaining in his memory the various booksproscribed for him while the purposeof the latter kind of paper is tojudge the creative ability ofthe student.
42. AHMAD, Sultan m. Angrezi (TL'nglishat: i.i'edium of Instruction) --- Nawai Waqt(L:.aore) August 16, 1975 (U).
It would be wrong tounderestimate the importance ofEnglish ns lingua franca. A look at the presentsyllabus of English from
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2 2 the eleptary to the higher classesleads one to the conclusion that anstudent with a sharp enough memory caneasily get through the examinations. This poor grounding confronts the students with tremendous difficultiesin their Practical life in the future. They cannot express themselves insimple coherent English
It is, therefore, of urgentimportance to bring about radical changes in the present syllabus of'English. The method of teaching also needs basic changes. Teaching of grammer is, of course, very important, butinsteadof teaching the abstruse rules of grammar, we should lay moreemphasis on teaching them by practice. In other words, scientifiáand modern methods should be adopted to teach this internationallanguage.
43. ALI, Meer Wasif. rabi Ko Lazmi Mazmoon Oarar Diya Jave(Arabic should be Made Compulsory) --- Linng(Karachi) July 20, 1975 (U).
Besides being the language of ourreligion, Arabic has become an important language in the fields oftrade, science, and employ-. ment. The day is not far off when itwill become one of.the major languages for the purposes ofscience and technology. The government should, therefore, introduceArabic as one of the compulsory subjects right from primaryto higher secondary stages. few At present, Arabic is oneof the optional languages, and very students care to learn it. It shOUld be made,one of the compulsory subjects sooner or later.
LIBRARIES
44 (1:,RIWAL, Sher Mohamad. Pakistan Mein Librarian Ki Khastahali (Deplorable Condition of Librariesin pakistan) Nawni Waqt (Lahore) September 101 1975 (U).
The importance and utilityof libraries in the life of a developing nation is obvious. To begin withl.we need a model library on national level, where allkinds of facilities and m.Lterials are available, especially thoserelating to the Pakistan Movement.
The Government should first reformthe management and adminis- tration of the libraries. The people working in thelibraries
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2 2, incentives for work.Facilities should te providedwith butter of supreme importancein our country. for modern research are libraries, and engaged in researchwork need good All scholars provided with micro films,projectors, those institutionsshould be Arrangements shouldbe made.to and other necess.irymaterial° preserve and protect pldmanuscripts*
Academic Libraries ---In; ResumeAnd Recommenda- 45. USMANI, Adil. 31-37. Seminar on LibraryDevelopment in Pakistan, tions - National Improvement of Libraries.1975.' Karachi, Society forthe Promotion and recognized as the heartof educationalinstitutions. The library is of opinions about theimportance of the role There are no two program of anykind. libraries in theeducational and research conditions of academiclibraries in It is also afact that the Pakistan .are far fromsatisfactory. of improving theconditions The seminardiscussed ways and means country. certain basicessentials of academiclibraries in the determined, and for academicinstitutions were of a good library in this connection: the following factorswere considered instruction, research,and extension; 1) resources for and , staff; 3) suitable ccommodation 2) competent library 5) development 4) organization of materials; proper equipment; support. of services; and6) adequate financial
Recommenda- Public Libraries ---In: Resume And 46. US MANI, Adil. Development inPakistan, 25-27. tions - NationalSeminar on Library and Improvementof Libraries. Karachi, Societyfor the Promotion 1975. institutiontha't provides books and The publiclibrary is an the most neglected services to the entirecommunity. In Pakistan development is publiclibrary. area in thefield of library focussed its attentionon theimprove- The reportof the seminar following points; libraries anddiscussud the ment of public announcement in the neweducation policy 1) government policy public of fiftythousand people-oriented for establishment of the systemof public libraries; 2) the infra-structure libraries with other the coordinationof public libraries; 3) integration of public agencies of socialwelfare; 4)
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2 4 role of public -libraries with the adulteducation program; 5) the libraries in the program ofPeople's Open University; 6) school and public libraries;.7) public library resources; 9) public library personnel. 8) public library services; and
Special Libraries --- In::Resume And Recommenda- 47. USMANI, Adil. pakistan, 28-31. tions - National Seminar onLibrary Development in Promotion and Improvementof Libraries. , Karachi,. Society for the 1973. the explosion of knowledgeand ideas and are passing throubh To keep this explosion has let loose aflood of publications. special abreast with modern knowledge, werequire well stocked libraries in every field ofknowledge.
discussed the prbblems andprospects of special The seminar the need The important pointsdiscussed are: 1) libraries. coordination of the for the centralizeddirection, planning, and development of speciallibraries; 2) ...centralization of the of foreign literature, process ofacquisition and distribution particularly the periodicals; 3) present and future arrange- the work of special ments for theeducation and training in the question ofestablishing speciallibraries libraries; 4) of union at national level; 5) preparation and maintenance cataloues in certainsubject areas; 6) specialiied service for research scholars; 7) indexing of periodicals; and 9) photo-duplicating 8) preservation of materials; devices.
LITERACY
Cost --- morning News 48. ALI, Abid. Better Education at Lesser (Karachi) September 25,1975. attainment of the targets Regrettable though thetime lag in the elementary education anduniversal of compulsory universal receiving less literacy is, thepossibility of higher education attention is painful. The highereducation than its share of for sector is eating away alarge chunk of allocations
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9 5 education at the expense of theschool education sector and universal literacy program. We cannot do without aucontinUous supply of highly trained personscapable of providing imagina- national tive and creative leadershipin the various spheres of Another object that has to bevigorously pursued is activityn. The the fixation of targets in everyfield of higher education.' targets and training programs haveto be tailored to the This cannot be done-without projection of job opportunities. - reliable statistics.
(Karachi) August 1, 49. MEENAI, S.A. Universal Literacy --- Dawn 1975.
The news is disturbingthat of the 68,900children seeking admission-to-Class-1-in-primary- schools:ofKarachi,. only 65,900 will be admitted. It is also understoodthat_the education authorities of Sinddo not propose toaccommodate the this remaining 5,900 pupils by opening newschools in the city This state of affairsbrings into sharp focusthe year. Government is problem of illiteracy andthe manner in which the percentage of literacyhas coping with it. In Pakistan the remained constnnt at around15 since 1947.
re%lization of the The problem here is:the insufficient creating social and importance of literacyin the matter of essential political consciousness amongtho masses, which is and for raising for the succebbfulworking of democracy, As a result, we have so the level of productivetechniques. of universalizing far failed to proveequal to the:task What is, however, requiredin Pakistan is education. part of the Government serious dotrminationand effort on the for the eradicationof illiteracy.
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2,3 MEDICAT, EDUCATION
50. MALIK, Bashir A. New Medical Colleges --- PakistanTimes (Lahore) July 5, 1975.
The Government has done well to liberalizemedical education by opening new medical collegesduring the last three years. In the Punjab alone, three newcolleges have been established. Besides, more seats have been providedin the existing ones. Thus, the number of seats has risen from488 to 1832.
However, the new medical colleges have been set upin borrowed buildings, and no plans have been made forconstructing new colleges buildings or hostels in the nearfuture. There is an acute shortage of teaching staff, equipment,and laboratories. The standard of medical education is on thedecline even in old medical institutions.
The deficiency in teaching staff can be metby reoruiting the doctors coming out of post-graduate medicalinstitutions of Pakistan or by the highly qualified Pakistanidoctors now serving abroad.
51. MOHAMMAD, Pir. ReservedQuota in Medical Colleges --- Morning News (Karachi) September 2, 1975.
Recently some seats were reserved fordoctors' children in medical colleges. The quota was further categorizedand the first preference was given to thechildren of doctors in Government service. The children of general practisioners have been assigned the last priority. This practice ended up in the anomaly that the children ofGovernment servants securing 40 per cent marks were admittedto medical colleges, while the children of general practitionerssecuring 30 per cent marks were left out. This is unjust and unfair to general practitioners who form the majorityof doctors practising in the country.
32. RAMAZAN, Mohammad. Mulk Mein Medikal Technology KiTa'aleem (Teaching of Medical Technology in theCountry) --- Nawai Waqt (Lahore) July 30, 1975 (U).
It is all to the good that the Governmenthad decided to establish more medical colleges in thecountry to provide
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2 7 admission to as many students aspossible. But unfortunately the teaching of medicaltechnology seems to have been ignored. The importance of this subjectis not generally realized. We have had no such thing as medicaltechnology in the country and no laboratory for.standarddiognosis. A school of Medical Technology has been recently opened inIslamabad to impart one and a half year's training in this subjectto a few matriculates. The Jinnah Post Graduate MedicalCenter in Karachi has also started a course in B.Sc. medicaltechnology.
53. SHAFIQ, Mohammad. Medical Education in N.W.F.P. --- Khyber Mail (Peshawar) August 6, 1975.
The provincial and federal governmentshave made budgetary provisions and drawn up annual development programfor establishing a medical college(in the NorthWest Frontier rovince. But the proposed location of this institutionin the sparsely populated Mansehra Valley holds noprospects of success for the medicalcollege..
Medical instituions have very important purposesto:serve. They have to provide speciali!zed medicalservices and facilities to a large number of people and for this purposethey have to maintair, a constant flow of experiencedteachers and students who are the prospective doctors. The neighborhood of Mansehra Valley presents a deserted look duringthe servere winter months. This is bound to affect the turn out ofthe instituion. Hazara is a better place- for a medicalcollege, but it hould be close to well populated towns ofAbbotabad or Haripur proper. So far as Medical University isconcerned, Peshawar unquestionably qualifies for it.
54. SHAH, Syed Sher.Medikal Kalijon.Mein Talebat KaKota (Quota for Female Students in Medical Colleges) ---Hurriyat (Karachi) July 13, 1975 (U).
The committee instituted for admission tomedical colleges of Sind had decided in principle that40:per cent seats in these colleges would be reserved for the feMale students.Unfortunately, this principle was not put into practice in the caseof Karachi. The number of female students who havebeen admitted to medica colleges is short of the quota by 52 in theprovince.
2 c=1
2 First divisibner female students wereassured more than once that the government would strictlyfollow this deoision, but no plan or method has sofar been announced. It is reported that 49 seats are still vacant in NawabshahMedical College. It is unfortunate that despite availabilityof acoommodation, the female students are being deniedadmission.'
PHILOSOPHY OF EDUCATION
55. ASGHAR, Malik Mohammed. Allama Iqbal Aur Nizam-e-Ta'aleem (Allama Iqbal and Education Syster) --- In: QaumiTa'aleem. 1974-1975, 82-84. Karachi, Government College of Education1975 (U).
Allama Iqbal, a great philosopher and poetof the East, was fully aware of the reasons of the downfall of theMuslims. He showed the Muslims of the subcontinent how theycould regain their lost glories. In his opinion education is the only way to progress. However, he was of the opinion that the prevalent system of British,education in the subcontinentlacked Islamic spirit, and that after such education the Muslims werebeing distracted from Islam.
Iqbal advocated Islamic system of education. According to him the role of education is the training ofthe youth for brighter future. He laid great emphasis on the roleof the teacher, who inspires the youth and guides themin the light of true Islamic teachings.
56. HAIDER, Syed Aale. Falsafae Ta'aleem Ka Mafhoom(Meaning of Philosophy of Education) --- In: Qaumi Talaleem1974-75, 49-53. Karachi,' Government.College of Education. 1975(U).
Philosophy actually means,to search for truth. The philosophy of education is the search of truth in the fieldof education. The meaning of education is also brieflyexplained as' that which enables an individual to live a betterlife in society.
The scope and importance of the philosophyof education are discussed.Its pointed out that a knowledge of this subjectis a must for the teacher. He is sunposed to know Vnat he isgoing to teach.to his students.Thoauthenticity 'of the imparted material is the basis of correct education. The aims of education cannot be determined without correlatingit with the philosophy of education. - 25 -
2 9 Ta'aleem (Plato's 57. ISMAIL, Moham=d- Aflatoon Ka Falsafae 54-56. Philosophy of Edu=m-L-Lan) ---In: Qaumi Ta'aleem1974-7 ., Karachi, Governmernt -7allege ofEducation. 1975 (U). the hand Plato holds t.7:at the systemof educat7.-on should be t:he of the state, A Ttate-contralle,d ed.77:ation of spirit of sa7.ac '.Ind make ns fully cons:io- in malting their- dutles. important rol, exemplary ci7 :o the Plato divlde tion into three 7eriods;first, ur e age age of sev.= le; second, schooleducation up to i. includes-- cation of eighteen; , higher education which of practical Alicts likeagriculture, trade, etc. healthy and bi ant students the span ofhigher eal,--ation ia quite long. d.mportant features of each stage aro=r-iefly mentioned.
58. JAHAN, Qamar. 711am Ghazali Qaumi Ta'aleem 1974-73, 90-92. Karachi, Government College ofEducation. 1975 (U).
Like Rousseau, Imam Ghazali alsotried to train an imaginary child and presented a comprehensiveeducation scheme for this training.. In his view, a child mustbe given the basic religious education by its parents athome, because parents are the first teachers. In his education schemereligious education is as important as wordlyeducation.
The main purpose of educationis character building. A child should learn to differentiatebetween good and bad. Cnce he learns this, he will succeed inlife. Imam Ghazali gave due importance to the education of women. He emphasized that women should be educated tobecome good wives and goodmothers. Salient,features of Imam Ghazali'seducation scheme are briefly presented.
59. KHOKHAR, Fida Husain. Imam Ghazali - Aik Moallim(Imam Ghazali Karachi, Jamia - ATeacher) --- In: Laoh-o-Qalam 1973-74,23-29. Millia Government TeachersCollege Malir. 1974 (U). 'According to Imam Ghazali, it is a sin forthe teachers and the parents to neglect the moraltraining of the child. It,is .the early training which preparesthe citizen of the future. A child is a sacred trust with theteachers and parents, and
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r-.1 0 any neglec -_-.on Tan7.1.-at this s7:age is unforF0v-ble. Imam Ghazali ha a.pro71.,, -z-te set of ideals ft.: early training of' the from the cradle. Hi eatment of the child is ba In principles of psychcgy. He defines the res: -7; of theteachers and L..joinsthem to troat students 11: own children.
The teaching metho- az -!Dpounded by Imam Ghazal-_, are mentioned briefly. .:ents of education are also briefly discussed.
60. SULTANA, Razia. iu 11,y Ta'aleemi Nazriyaat(Educational Ideas of Rouesseau) -- Ta'aleem 1974-..75, 5-60. Karachi, Government College of 1975 (U).
Rousseau is one of Rr.iat educational philosophers who have revolutionize 'LLanal thinking. His famous book "Emile" is represe7 :f his educational ideas. Rousseau is the founder of = 07..:20sophy of naturalism in education,
feT-roaohing . and the influence c th, ohilosophy brought about changes in the patt rn uf education. Rousseau established the importance of the a: :1;.in the scheme of education.He totally discarded the old c H7,7: of subject-orientededucation which had nothing to do personality of the child.
The salient features the educational philosophy of Rousseau are briefly mention
PROFESSIONAL EDUCATION
61. AHMAD, Akhlaq.Educt_L Rethinang ---.Dawn (Karachi) September 29, 1975.
Once the road to highr L. ction is blocked, theneed for diversifying second:1:71 ...1ducation increases tremendously. A vast network of technical and vocational institutesimparting instruction in various trades and specialities will haveto be established. Institutions granting certificates and diplomas equipping the receivers with functional and supervisory ability must come up in large numbers. Skilled technicians and
craftsmen having the bemefit of F.:caper schooling will befar . better equipped to hand1 machines and material than
3 1 semi-literates. There is also need fordeveloping r:s for on-the-t-ob training.inindustrial units.
In the ruraL -truns,comprehensive secondary schools ,)ffer courses in agriculture,horticulture, scric lture, raising,. and cnttel-breeding, carpentry,building contrition and several other heads.
62. Commercial Lnatitutions -7- Sun(Knrachi) July 20, 15175-
In the first meeting of theServices Rules Committee .s'or,,zody is said to have scored out "M.A.Islamiat" from the owal_fications column for reasons best known tohimself. This is very lamentable, unjust and uncalled for. When "Is1amiat'...7-.s a compulsory subject in the curriculumand syllabi of th!,: Commercial Training Institutes. There is no reason wh,f 7:t should be excluded from thcqualifications quota.
It is unreasonble to allow athird class M.A. in English, or Urdu, or Economics to occupy theseat of a Principal under department quota system, and bar afirst class or second class M.A. in Islamint from the departmentalpromotion.
63. HANIF, M. The Vocational Component --- Dawn(Karachi) August 11, 1975.
Vocational subjects for Arts studentsshould not be such as require advanced knowledge ofmathematics 'and physical and biological sciences. The vocational component shouldinclude such subjects as Criminoliegy,,Security Methods, Taxation Practices,.Store-keeping, General Supervisor'sPractice, Transport Management, Land andRevenue Administration; etc.
Intermediate Science curriculum shouldinclUde vocational subjects such as Electrical Supervisor'sPracticesSurveying, Draughtsmanship, Auto Repair and Servicing,Computer Programi47;,. Sanitation and Health, Optician's Practice.,Medical Detailmn's Practice, etc. Syllabi should be reviewed and reconstructe,7; over regular intervals sothat their effectiveness ismaintidned and inadequacies are removed. Islamic History should include elements of World History just as the present courseof G:=Eral History includes the early Islamicperiod.
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3 2 Education) --- 64. KHA! A17,1 Wahed. Tadrees-e- mars (comrrce In: Qaumi 7a'-leem1974-75, 154-15: KaraCh, Government Coll(?f,7e of Educatin. 1975 (U).
TrAe is 2ne of those professi.:a-::whim ,_:veloped with 7he need of tra and orce is a basict. not only -or t.:iay, but To=al: time. Lierally, commerca means exanu_. of thingsbetwek: peopI,. However, as the goes,it cane71- include all thealliui :cmivities which mo:ke this excLamge-mrnssible and_convenient. Im view of its importance to human society,educationsts have included it in the stcondary school curriculum.In Pakistan the subject- of commerze was included in1962 in the syllabus of secondary schools az an optional sub:i*ct. The =tents of commerce education as taught in our schools arebriefly mentioned. It is emphasized that 311 educationshould be so imparted as to help achieve the predetermined aimsand objectives. The aims of teaching commerce are discussedunder the headings: 1) individual aims; 2) social aims; and3) educational aims.
PSYCHOLOGY
65. HA:;1, Fayma. Youth d Decisions --- Morning News(Karachi) Au71:st 18, -r-7,75.
In Pakistan there is hardly :.inyaptitude test, and if astudent it likes to go in for statics,dynamics, or psychology because would insure him high.marlcs, theelders too often come out with their own priorities. Cur children have thusdeveloped a habit of waiting fortheir parents to decide everythingfor take .no them. Theyouth brought up in such environment can decision on their wn and can occupy noposition of importance in higher ranks of management oradminiatration. So let us not cramp the youth's nature andperso=lity in this way. We should rather let him take a stumble OTtwo before standing on his feet firmly.-
66. RIZVI, Amma Roohi. Bach7:non Mein Jazbaz Khud Numai(Spirit of Self-Display fn Children) --- In: gaumiTa'aleem 1974-75, 74-76. Karachi, Gov-e=nment Colle7.: of Ed,:ation.175 (U).
A nation's development dupends on its-moral values. The -main reason of im=rality andevil teds in human society isthe
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3 3 sTrit of!3e1 f-isplay. Of cur this spirit has both ccq.struc: Ye and destructive sidcs. When a child does good ds, h, appreciatieL frcm others. If, somehow, he naturally falls into dc-:.s not the expected prai.7e, he ba T- destructive aspl, of self-display is evident ir the fild c: wealth, beauty 7in"ifashion. These thingg are nc: bad in th.c=aelves,but an szcias of this instinctproduces bad resul':z. l'amy of the moral .--ils areborn of this ex=ess.
Teachers sri-r. see toit that are encouraged when their sel_fatlay is constructa. Some guidelines are presented fr:r the proper upbrin7ng ofchildren.
67. TAUIRA, Nzim.. Shakhsiyat Ki I=,honuma PerAsarandm3Honey Waley Awamil (Factors Affecting the PersoL:aityDevelopment) --- q-umi Ta'aleen 1974-75,'66-69. Karc=n1, Government.College of Education. 1975 (U).
Heridity and environment are thetwo main factors thatinfluence the development of human personality. Two persons having same herdity but dif4'erant environment cannothave the same personality. afhe rcrerse is equally, true. Almost all psychologist agree that physical features,intelligence, and aimilar qualities are inherited hy a child. However, heredity alone does not make the personalityof the man. Environment does ,nct nm personality and itsdevelopment.
It is 11:- wrong to 5say thatheredity and environment are intendent- in tte matter of theformation of personality. Persc=±.ty dupencis on how t=reditaryinclination accept the envir7=ment
E70C.-ATION
naciasid-e-Tadrees-e-Sains (Aims of 68. ::iiiAN.,'7I]:4==ned .17:dumi7Ta'7aleam 1974-75, 141-144. Karachi, ernmerr-- C7a-J1.ge of Trincati=19 -70 (U) .
The ia ice of -az:Lance cannotbe overemphasized.It has penetiinto averyd,as:e of human life. In the modern world scierrPhar-.:: worked . mir=1.es. fdliay no country can dream
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3 4 progress without theaid of
The study of science teaches useo believe not inmyth but in doubt or fact. Science rests on reality. It has no place for guess. Scientific attitude in 1ff helps us unsierstand the realities of things. Besides be-eLngtng materialgains, the education of science brings abc..1:car mental and spiritual economic cdvantages of development. The writer mertic.ao tree the education of science bo71 `e:le individu7.7.ind th; country.
TEACHER EDUCA:IM
(Karachi) September 22, 69. HUSAIN, . Teachers' Training-- Dawn 1975.
The reported proposal todiscomtinue the afternoon shift in the next :lcAemic session cfthe Government Collegeof Education, Karachi, bespeaks a happyposition. Before 1972, when a crash training program was launched,out of the T..7,455 secondary remained to teachers, 3,813 were untrained. In 1975, anly 500 he trained. Although there seems to be nolonger any need to continue shift, extraordinary arrangement:t likethe running of an extra it is estimated that the Teoeis ::lot good enaugh tosatisfy The nresent capacity afthe the projectcd requcementa. will have to Teachers' 7ereilin..t . instittesis about 4,000 which be stepped up to 6,000 pc year to take cc.re ofthe enhenced the enrolments in classes VI III: and to make aossible upgrading cf 1,783 primer.. :echeols-.
70. HUSAIN, Anwar. B.Ed. r:ij.i fo r PLtil Khy:rar MafL_.(P,es:rmwar) July 13, 1975.
The demand fcr trait. tc Aers is increasingwith tnerapid expansion of educate....n. -==_Ierever, there is need toprovide special facilities tc meetthis der!!and. The Peshawar University has taken thc right e_rtep inthis direction ip far asfemale degrees teachers r..re concerned. Girls holding B.A.. or B.Sc. are allowed to takeB.Ed., examination aftercompleting nine months' servioe as school teachers. But it is inexplicable denied that male tenchce:-.s holding B.A., orB.Sc. degrees are
-31 - this facility. At present, one holding even an M.A. orM.Sci degree has to pass the C.T. examinationand then complete three years' service as a school teacherbefore',4.13 is allowed to appear in the B.Ed. examination. This imvolves unnecessary wastc of four years and a of avoidable expenditure of male candidates most of whombelong to poor families.
TEACHING METHODS AND MEDIA
71. GHANI, Mian A. Educational. Films --- Dw. (Karachi) July 7, 1975.
The value of the use of audio-visual aids tmlearning has been proved beyond doubt. Resaamnh hasindicatu.i that over 90 per cent of all learning is ac;ra:Lred. :through the eyeand the ear, and of this nearly 85 per :lent is gained by seeing. Some three years ago, the Government exempted the import of educational and instructimnal films from ir'nort duty. Recently, such films hare also been exptf from sales max, However, the procedures fur importing edurtIonaland training filMs continuGs to be cumbersom:,mime-consuming. and self-defeating.
An applicant is required tc c) to variaus mimistrF7-4es .a=d affices to obtain a certifi77)t ta thr. efc.:t -that -the 1-am -required is an edlicational iz..rutim7..:71a film. TH ta7=ir is not an easy ono and it re,D:7,1y becr7res vrycliffical:t -to complete all the formalities aad impamt iducatlonal
72. KHALID (Begum) Anis. Manti Zrzaleem (Hentessori Education System) --- In: liaoh-0-am1773-74, 30-35- Lamacht, Jamia Millie Government Teachers Ttllege,M1i 1974- (, .
Not much has been mritten on Mantessori sysctemin Urdu language. This La an attempt to give a cor7ect apprzetz:ion of the Montessori method of elucation- 2he method isbmsed on the personal experiences cf MadamM.mmtessmri and deals with the training of the avemaes. The me,thad also takes into full account the indivLual 7.apabilities_m171 :inst±notsmf the child.
The Montessori method Ls Mtscussedi in =me detail unA_erheadings:
1) independence and autonomy:. 2) taTg cl senses; .-7.Y) trairfng
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3 of muscles and body; 4) developmentof child; 5) respect for indiriduality; and 6) education ofself.
(Demands of Teaching) --- 73. NIGEAT, Aisha. Tadrees Kay Taqazey In:Logi-0.-Qalam 1973-74, 52-55. Karachi,Jamia Millia Government Teachers College, Malir.1974 (U).
Learning is done both formallyand informally. Informally in society which include familyenvironment and the people in schools with the help around. Formal learning is acquired learning change with the of teachers. The methods of formal time, inasmuch as they representthe demands and needsof the of education was to time. There was a time when the purpose impart some bits of knowledgeabout different subjects. Today the purpose is the overalldevelopment of the rersonality of the child. The emp.hasis now is on the type of education that enables thechild to use all hisfaculties rroperly.
Thera-is a brief discussion as tohow we can achieve this im f_n the present educationalsetup, and what changes are requred in the present methodologyof education.
Urdu?) --- 74, TONS7I, M.A. Urdu Sey Bair Kiun? (Why Enemity with Nawai Ilic7lt (Lahore) July 31,1975 (U). Pakistan, :Even twentyeight yearsafter the establishment of the Government has notgiven Urdu, the nationallanguage of''' the country, its due place asthe official language. Urdu has, of course, been recognized asthe official language in has three provinces of the country,but the Central Government yet to make its mind to do so. for It is said that Urdu hasno.technical terminology, such as -medicine, philosophy, politics, etc. The fact is that equivalent terms in all suchterminologies already exist in institutions are this language. Moreover, students in many being taught these subjects inUrdu. It is high time the Government took a decision to removethis anomaly.
33
3 7 TECHNICAL EDUCATION
75. MEER, Mohammad Sajid. Shoba-e-Fanni Ta'aleem Mein Doamali (Double Standard in the Departmelit ofTechnical-Education) --- Nawai Waqt (Lahore) July 17,1975 (U).
In view of the urgency andimportance of technical educatiOn in the country, a Polytechnicinstitution was established in Karachi in 1956 under the managementof the Federal Government. Soon afterward, another institution wasestablished in Rawalpindi and a third in Lahore. These institutions are, of course, doing good service byproducing highly skilled technicians to meet the requirements ofthe country. As against this, the teachers of theseinstitutions, who have been working hard to produce skilledtechnicians are themselves denied just treatment by theauthorities. Their scales of pay is far lower than that ofthe teachers of other with those colleges. Their pay scales should be brought at par of the teachers of other colleges.
TEXTBOOKS
76. HASAN, Ahmad. Textbooks --- Dawn (Karachi) August.8, 1975.
About 30 per cent of thetextbooks are unavailable in the market on August 1, when schoolsre%pened after the summer vacation. Such delays encourage perfunctorinessin the writing, compilation, and productionof textbooks and impairs the quality of both thecontents and production.
As it is, the textbooks used in ourschools leave much to be study are poor in .desired. quite a few books prescribed for the quality of instruction theyoffer, and their presentation of the subject and dictiOn aresub-standard. Although the new Education Policy,emphasizes the relevance of contentsto the requirements of actual life, manyof the textbooks lack this welcome conceptual change. The pilrpose of the new policy will be defeated if this stateof affairs is allowed to continue. Moreover, the books ar generally badly -produced, in terms of paper, printing,illustration and binding.The production of textbooks is amatter that should not be taken lightly.
-34- 77. JAHANGIR, ilohammad. Pushto Books Not Available --- Khyber Mail (Pershawar) July 4, 1975.
The students who take Pushto astheir elective subject in the B.A. examination are finding itimpossible to buy the textbooks in:the market. As a direct result of this non- availability of books, the Pushto students are sureto do badly in the examinations for no faultof theirs. The Peshawar University authorities and the PushtoAcademy are, thereforu, requested to make immediate arrangementsfor the publication of these books and make themavailable to the students in time for the examination.
WOMEN'S EDUCATION
78. QURESHI, Nighat Yamin. Ta'aleem-e-Niswan Ki Ahmiyat(Importance of Female Education) --- In: Qaumi Ta'aleem1974-75, 32-33. Karachi, Government College of Education. 1975(U).
In the struggle for life both man and womanhave an important part to play. They are like the two wheels of a cart. It is, therefore, imperative that both men and womenshould acquire education that would enable them to playtheir respective roles in the world. Educational opportunities should be available to women as they are available to men. In Islam, education is necessary both for Men and women.
We know that a child's firsttraining place isthe lap of his mother. If the mother is educated, her childwill have better opportunities of learning. However, education does not mean undue liberty. Education teaches discrimination between right and wrong and enlightens the mind.
GENERAL
DOGAR, Rafiq. Nae Ta'aleemi Masa'il (New Educational Problems) --- Nawai Waqt (Lahore) August 29, 1975 (U).
It is the common man who suffers most whiletrying to educate his sons and daughters. To begin with, he is too poor to send all his wards toeducational institutions: Then he comes up against the problems of admissionand TAIrchase of text books. Even if he succeeds in overcoming
Q et these difficulties, he finds thatall is not over. Textbooks are usually unavailable-±m the market and appear late in the season. Freauent changes of textbooksadd to the diffizulties of both, the student andhis parents. Last but not least, the present system ofeducation is purposeless and unprductive. Even the teachers do not.know whatthey are tea:-Iing. Thus, we are spending vast sumsof money and preTaring an army af educst-dunemployed.
80. HAQQANI, Husain. Ta'aleemi Masnil Per Talaba KaNuqta-i- Nazar (Students' Pjn± 'sf. View onEducational Problems) Jang (Karachi) July 27, 1975
The standard af sd,,JaTatian has beenfalling for the last few years, and unrest .::mddissatisfaction are growing among the teachers and the stiadents. The use of unfair means in examinations is om 7,he increase. The problems would not have multiplied, if- the teachers,the students, and the government had mads a joint effortto solve them. After the natization ofeducational instituions, the responsibility fc= immrovement of the standard of education has tr, be equally shared by theteachers, the students and gr,,Lument. The difficulty is that the government does m=tseem to realizethe importance of teachers and students i7-7 Tf±e 'formulation ofeducational policy. It therefore, immerative that all thethree should sit together and formulate 7n agreed. policy.
81. MASEHADI, Ahmad:Farooq. Digrean Aur Rozgar(Degrees and Employment) --- Nnlorad Waqt (Lahore) September21, 1975 (U).
There are four:reasons of thedeterioration in the. eduoational,standard in this country:1) the politicians, 2) the teachers, 30 the students and4) the parents. The politicians .havia ±ragge,d the studentcommunity into practical politics, with tha result that c bigmajority of students has last interest iml.:auks and learning. The parents are fully their wards, but have no courage ' aware of the anti-Titles of to stop them IL_oma this vain pursuit. The teachers are busy in their privatt,e tuitions and donot like to waste their time in' trying to wean the students frompolitics. With a little care an± diligence, it should notbe impossible for -36
40 the parents and teachers to divert the attentionof their wards to education and sober persuits.
82. NAQVI, Ali Raza Shah. Ta'alemi Pasti Kay Asbab (Causes of Educational Deterioration) --- Hurriyat (Karachi) July ,29, 1975"I).
2he causes of the deterioration in educationalinstitutions are:
1) The system of examinations. Formerly, any, student who failed to put it less than 60% attendance in a year was not allowed to sit for the examination. But nowr even without attending the institution a single dayr the students are allowed to appear in the examinations of the Boards and the Universities. McSreover, anyone who failed in any of the compulsory subjects had to sit for all subjects in the next examination. Now, the supplementary examinations have changed the situation.
2) Euucational qualifications of a teacher. Previously,, only a qualified person was appointed to a job inthe teaching department. Now, anyone can become a teacher.
3) Nationalization of educational institutions. The responsibility for the low standard of education in the nationalized institutions lies not only on the teachers but also on the officials of Education Department.
Suggestions: 1) Supplementary examinations should be immediately discontinued. 2) Semester system should be abolished. 3) School students should be examined after every six months. 4) Uniform syllabi should be jntroduced for schools, colleges and universities throughout the country. 5) The work of printing textbooks should be transferred to private institutions. 6) Teachers should be appointed only on the basis of merit.
TEACHLRS (Special Section)
83. MAD, Zahoor. Ad-hoc Lecturers --- Khyber Mail (Peshawar) August 27, 1975.
Tho phenomenon of 'Ad-hoc lecturers' has almost tnken the dimension of an institution. Formerly, the selection of 4 1 -37 - lecturers was made by the Public ServiceCommissions. But as the COmmissions' selections wereinordinately delayed, Federal and Provincial governments began toappoint lecturers on ad-hoc basis for six months or till suchtime when the selectees of Public Service Commissions becameavailable. Thus it was that lecturers came to be_yokedto temporary service for indefinite period.
This practice should be.given upAd the powers of selection should be transferred from the Public ServiceCommissions to other agencies to be exercisedac4rding to a comprehensive, pragmatic, and effective system of\delection. The government is, therefore, requested to constitute EducationSelection Boards comprising veteran educationists,with the powers to deal with appointments, selectionthl_ promotionsof teachers and other matters relating to education.
84. ALI, Ajmal. Walled Teachers --- Khyber Mail(Peshawar) July 71 1975.
The point at issue is that as at presentthe prospects for a teacher normally come to a dead stop at thestage of the headmaster. He cannot set his sights higher thanthat. Limited opportunities also inhibit.facilities, and thus theteachers have to knock around in a world of their own.
All the top jobs in the educational.system are,in practice if not specifically, denied to school teachersand headmasters. The Director of Education, the Chairmanof Intermediate Board, the Chairman of the Textbook Board, and muchof the top strata must come from the lecturer's cader. With a new directorate soon to be set up at Peshawar forcentrally-run schools, the argument has acquired extra piquanoy The two dir,Jctorates running sidu by side will befullfbf\problems whose rigours could be somewhat softened by they inquction ofexperienced men for running the directorate, theSort of men who know how to get along with the rest.
85. BABAR, Nasim, A Justification ()Who Teacher's Case --- Pakistan Times (Lahore) July 20, 1975:FV
,o Theimportance of education in ade4loping country like Pakistan cannot be underestimated. A better educated youth can be expected to emerge onlyif the best available talent is harnessed to impart instruction in our collegesand universities.
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4 2 At present, the cream of oureducated youth rushed to join engineering and medical colleges. Monetary consideration rather than genuine love for their professionis the motivating force in this case. Lucturership as a career, is reservedfor those unluckly few who havefailed to find entry into the Federal Superior Services.
86. BHATTI, Ameer &man.Moallim Ki Khusisiyaat (Qualitiesof A Teacher) --- In: Qaumi Ta'aleem1974-75, 103-106. Karachi, Government College of Education 1975(U).
It is the teacher alone who showsthe way to clear and logical thought and thus directly contributes tothe making of a civilized society. Heis the real architect of society and deserves the highest place in it.
The qualities of a goodteacherinclude: 1) command over the subject; 2) knowledge of methodology ofteaching; 3) flexibility in thinking; 4) effective personality;5) preparation of lessons; 6) teacher as a guide;!a knowledge of students' likes and propensities, 8) knowledgeof students' activities; 9) high moral character; 10) love andkindness for students; 11) effective methods of teaching; and12) ability to create thirst for knowledge in students.
87. CHAUHAN, A. Inamullah. College Teachers --- Sun (Karachi) August 27, 1975.
The Government of Pakistan hasnationalized all privately managed Colleges f the Punjab and Sind from September1,1972 and teachers of these institutionsshall automatically become Government servants from that day. On August 1,1975, the Education Department of the Governmentof Punjab promoted304 lecturers of the nationalized collegesto Grade 18 (Assistant Professor's Grade) from the date ofnationalization on the basis of their total length ofpre-nationalized scattered service. Nationalized college teachers, whojoind these institutions in 1965 or earlier, have' beenpromoted as assistant professors from September1972. It means that they got promotion on the basis of seven and o.half yenrs service they had put in in privately managedcolleges.
Similarly, on July 9, 1975 the EducationDepartment of the Government of Punjab released a promotionlist of 166 teachers
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4 3 who have been promoted as assistnntprofessors. Majority of these teachers had been promoted fromMarch 3, 1975, in spite of the fact that they had morethan 16 years continuous and regular Government service to theircredit at the time of their promotion. Lady teachers working since 1957 areanxiously waiting for the promotion. The cases of promotion of lady teachers are still pending with theEducation Department. Such anomalies should be removed asearly as possible.
88. CHODHURY, Hedayatullah Khan. Asateza Ki Mahroomi(Deprivation of Teachers) --- Hurriyat (Karachi) August23, 1975 (U).
There is no denying the fact that thepresent government fully realizes the importance of education. But it is also a fact that the teachers belonging tonationalized colleges have gained nothing either by way of facilities orseniority. This has created a sense of deprivation amongthem:
This is not the case in Britainand the United States. If a teacher in these countries leaves oneeducational institution and joins another,Jie is givenbetter grade in consideration of his experience and length ofservice. Our government should rationalize its policy in the matter.ofexperience and seniority.
89. KHAN, Abdul Ghafoor. Yeh Ghamkhwar Merey (MySympethisers) --- In: Laoh-O-Qalam 1973-74,42-47. Karachi, Jamia Millia Government Teachers College Malir.1974 (U).
The writer is a teacher-in theteachers' training college, and the present article deals with hispersonal experiences in his career. It is explained how a teachershould deal with the students who are committed to his careand guidance. The proper upbringing of thechildren is the responsibility ofthe teacher, and this responsibilitydemands much from the tencher. A teacher should nlways have nneye to the good of his students. It is pointed out that punishmentis not a good policy. It'amounts to acceptanCe ofdefeat by the teacher.
Mention is made of the role of governmentin the field of education, and it is suggested that equalopportunities for acquring standard education should beavailable to one and all including the children from poor families.
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4 4 90. KHAN, Mohammad Ayub. Moujuda Daor Mein Asateza Ki Zimmedariyan (Teachers' Responsibilities in the PresentAge) --- In: Qaumi Ta'aleem 1974-75, 37 -38. Karachi, GovernmentCollege of Education- 1975 (U).
In our society a teacher is regarded as the builderof the nation. As such, he enjoys high status and respectalong with reasonable material comforts. It is the duty of every.teacher to serve his nation with devotion and courage andfulfil the role that is expected of a builder of nation.
To fulfil his responsibilities a teacher shouldPossess the qualities of high character and a deep sense of duty. He should be well versed in the teachings of Islam and should impart his knowledge of Islamic teachings to his students. A good teacher does not confine his teaching barely to asubject or two. He develops high moral values in his students and builds their character.
91. KHAN, Raja Aurangzeb. Instructors of Physical Education Aur Unka Grade (Instructors of Physical Education andTheir Grade) --- Hurriyat (Karachi) July 20, 1975.(U).
Under the new educational policy, the teachers ofphysical education in colleges and schools have been given thestatus equal to that of other teachers. But, while an ordinary lecturer of a college has been awarded Grade Ne. 17,the physical instructor who works with him has to be contentwith Grade No. 16. This discrimination negates the spirit of the new educational policy, as it amount tosheer injustice to a particular category of teachers.
In addition to other jobs relating to sports, theseinstructors also teach physical education as an optional subject. So they deserve Grade No. 17. The government should also introduce post-graduate classes for physical education in all universities of the country..
92, LATEEF, Rehana. Asateza Kay Faraiz(Duties of Teachers) -- Jang (Karachi) July 7) 1975 (U).
It has to be admitted that the basic cause for thedeterioration of education is the negligence of the teachers. The performance of teachers, particularly of those working in the
4 5 nationalized schools, is very poor. ,The result isthat both the students and their parents are dissatisfied with thepresent standard of education. Most of the teachers avoid going to the laboratories for teaching physics and chemistryOn the plea that laboratories lack -1quipment and aparatus.
The teachers should give up taking shelter under excusesand should apply theMselves to their duties with devotion and honesty. They should, for example, realize that theirs is a profession that carries the greatetresponsibilities. Secondly, they should develop a noble and lovable personality thatwould, inspire respect and obedience among their wards. Thirdly, they should instil the belief into the minds of their pupilsthat the aim of education is not'to obtain degrees and diplomas but to develop ones character and pe.rbbnality.
93. NASHTARABADI, Shahab.Hamarey Asateza (Our Teachers) Waqt (Lahore) September 17, 1975 (U).
It is true that the students do not respect their teachersin our society. But none other than the teachers themselven is to be blamed for this. They force their students for priV4*te tuition and if anyone refusing to do so, suffers for his refusal. Thus, it is 'quite natural for the students to 1.-act violently agaizst such teachers. It is also a fact that majority of students who engage teachers for private tuitI:Ln remain LS pnor In studies as ever, but they get through tb examinations.-This only shows that the responsibility of t_me high percentag.e of failures lies with the teachers.
94. QURESHI, Khushmuma. Islam Mein Moallim Ka Maqam (Teacher's Role in Islam) --- In: Qaumi Ta'aleem 1974-75, 99-102. Karachi, Government College of Education. 1975 (U).
A teacher has a very high place in Islam. The Holy Prophet himself was a teacher deputed by God. The responsibility of a teacher is to guide students and mould their habitsin accordance with the Islamic teachings,
The Holy Quran says that God elevates those who have faith and gives them knowledge. This knowledge cannot be acquired without the help of the teacher. There are numerous sayings of the Prophet emphasizing the importance of the teacher. It
4 6 is the teacher who is the real builder of a nation. However, lofty the syllabus and contents of teaching may be 'y themselves,, it is the teacher who imparts them to men and women and shows how to put them into practice. The various attributes and roles of teachers are presented.
95. RAHI, Bashir Akhtar. Asateza Ki Tankhahon Mein Tafawut (Disparity in Teachers' Salaries) Nawai Waqt (Lahore) July 31, 1975 (U).
There was a time when the headmaster used to get higher salary than that of a college lecturer because the former had greater responsibilities to shoulder. Now the Government has allowed scale No. 17 with five advance increments for the lecturers, but have conveniently forgotten the headmasters. This policy has naturally created a sense of frustration among the teachers.
It is true that a headmaster of a .accondary schoel-tas more res-zonsfbility to shoulaer than a lecturer does.. He not only attimds to his professicnal duty of teacher, but also runs th-,e administration, whi=n is not a-simple job. Tho pay scale of 7headmaster should -t least be brought at .par with that of the:lecturer.
96. RANA, Mohammad Aslam. Teachers' Pay Scales --- Sun (Karachi) July 22, 1975.
Glaring injustice is being done to the post-graduates who are working in school caders. They include .Scs. second divisioners, M.s., and M.Eds. It may be noted thatunder the scales re7iped in 1970, which were-in no way better'than the present ones, a senior English teacher in the school cader was given second class status. But those scales were . not enforced.
Now, however, the government should see to it that-this depressed and neglected class of teachers gets the status it deserves. Analogous to the promotion of demonstrators as lecturers, graduates po*sessing second division M.Sc. degree should be promoted to ttLese posts. Even headmasters of high schools are proMot:A as lecturers on the basis of seniority. A qubta of 40-50 per cent may be fixed for such promotions from school cadors.
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4 7 (Why Disrespect to 97. WAHEED, Abdul. Asateza Ki BPqadri Kiyun? Teachers?) Nawai Waqt (Lahore) July30, 1975 (U). rights, On the one hand we havedeprived the teachers of their while on the other h&nd weexpect them to serve thenation to the cause of education selflessly. It would be a service teachers, to accord respectable payand position to the -because respect for educationmeans respect foreducators. is vlmost empty of menof intelligence The Education Department became a third and strong character. Education has, in fact, rate service, which is newmanned by literates whc cannot ind ent=.y in any otherdepartment. the The low salaries fixed forteachers adversely affected mental and moral powers of theteachers. The following teachers as measures are suggestedfor improving the lot of should well as raising the standardof education: 1) Education ehould be given he planned on correctlines, and b) teachers reasonabl pay and statur -L-11society.
98.ASEEM, S.M. Lecturers' Pay --- Dawn(Karachi) July 20, 1975. the ColYege teachers wish to expresstheir deep gratitude to GoVernment fcr extending to them thebenefits of the national increments iltay-scales and the recent.awardingof five advance in The Sind GovernmentGazette is rather ambiguous tothem. the respect of the provisionsfor the fixation of pay of Headmasters. The Government stands existing lecturers and is to committed to pay one incrementto all the Lecturers. allowed to be added to the minimum ofthe national pay-scale therefore, entitled to a All present Lecturers are, them. after minimum of Rs.550, pfovidcdthey were appointed on or that there should be no March 1972. Justice and equity demand discrimination between the teachersof nationalized and Government caders in thematter of application ofthe rules for the fixation of pay.
(Karachi) July 3, 1975. 99. WASEEM, S.M. Teachers' Job --- Dawn their The University and Collegeteachers wish to record appreciation of the Government'sgenuine interest in the making affairs of the teaching communityand the efforts it is to accord an honorable placeto them in society. Sometimes
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4 8 harsh criticism has beenleveled against them formaking unreasonable demands for better wagesand living conditions. failed to At the same time,however, the critics have never pity th&M'for being resignedto n life of genteel poverty..
It is often forgotten t-'latteachers have a peculiar job. Their work does not consistin merely stuffing a lotof facts into their pupils' minds that arehalf formed and full of blank spaces and vague notions. The odds against him are great, but it is sublime pleasureof helping to create a well developed human being that givesthem the 'grace, grit, and guts' to get along with theirdifficult task.
49 WRITERS' INDEX
ABIDI, Shehnaz, 9 D'ESOUSA, D'Ancy, 1
ADEEB, Maher Ali, 18 DOGAR,Rafiq, 35
ADIL, Imdad Husain, 12 ELAHI, A.M., 2 AFRIDI, Shakirullah, 1
AHMAD, Akhlaq, 27 FATMA, Nusrat, 6
ARMADyNagim, 13 GARIWAL,Sher Mohammad, 19 AHMAD, Sultan M., 18 GHANI,Mian A., 32 AHMAD,Zahoor, 37
AKHTAR,Noman, 1 HAIDER,Syed Aale, 25
ALI,Abid, 21 HAMID,Abdul, 14
ALI,Ajmal, 38 HANIF,M., 10,11,29
ALT,Meer Wasif, 19 HAQ,Fayza, 29
ANGAIZ, Meher, 16 HAQQANI, Husain, 39
ARSHAD,Qari Allahwasaya, 5 HASAN,Ahmad, 514
ASGHAR,Malik Mohammad, 25 HASAN,Mohammad Iftikhar, 33
AWN,Fayyaz Ahmad, 13 HUSAIN,Afzal, 9
AWAN,Malik Mohammad Asghar, 5 HUSATP,Ali, 31
HUS'aN,Anwar, 31 BAHAR,Nasim, 38 HUSAIN,Syod Intezar, 11 BATALVI,Ihsan, 13
BHATTI,Ameer Zaman, 39 ISMAIL,Mohammad, 29
CHAUHAN,A.Inamullah, 39 JAHAN,Qamar, 26 -
CHODHURY, Hedayatullah Khan, 40 JAHANGIR, Mohammad, 35
14 6 5 0 JAROHVI,Asifa Rizvi, 9 QAMAR, Shakeel, 3
JUNAID,Shehwar, 7 QURESHI, Khushnuma, 42
QURESHI, Nighat Yamin, 35 KHALID (Begum) Anis, 32 QURESHI, Shafiqullah, 7 KHALN,Ahdul, 15 RAHI,Bashir Akhtarl 43 KHAN,Abdul Ghafoor, 40 RAHMAN,Hafiz Abdur, 16 KHAL,Abdul Waheed, 29 RAHMAN,Khalilur, 12 KHAN,Mohammad Ahmad, 17 RAMAZAN, Mohammad, 23 KHAN,Mohammad Ayub, 41 RANA, Mohammad Aslam,,43 KHAN,Qari Mohammad, 17 REHMAN, Mohammad Abdur, 8 KHAN,Raja Aurangzeb, 41 RIZVI, Amna Roohi, 29 KHILNANI, 2 RIZWAN, Mohammad, 16 KHOE.Fida Husain, 29 SHAFII,Mohammad, 24 LATEEF, Rehana, 41 SHAH,Muneer Ahmad, 8 MALIK, Bashir A., 23 SHAH,Syed Sher, 24 MALIK,Ikram Ali, 15 SHIRAZI,Ghazanfar Abbas, 4 MASHHADI, Ahmad Farooq, 36 SULTANA, Razia, 27 MEENAI, S.A., 22
MEER, Mohammad Sajid 344 TAHIRA,Nasim,
MIRZA, Wasim Beg, 5 TONSVI, M.A., 33
MOHAMMAD, Fir, 23 USMANI,Adil, 20,21
MUSHTNQ, Najma, 10 WAHEED,Abdul, 44
NAQVI, Ali Raza Shah, 37 IOSEEM,S.M., 44
NASHTARABADI, Shahab, 42 ZAMAN, Rafiuz, 4 NASRULLAH,Nusrat, 2, 3
NIGHAT, Aisha, 33 ZUBERI, N.A., 14 51
)47