Pakistan: The state of education

Muslim World

Volumn 96, Issue 2, 2006, Pages 305-322

  Khalid, Salim Mansu ^a   Khan, M Fayyaz ^b  

^a GC UNIVERSITY   (Pakistan)

^b Institute of Policy Studies   (Pakistan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 60949350276     PISSN: 00274909     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1478-1913.2006.00130.x     Document Type: Review

References (26)

1. Moeen-ud-Din Aqeel, Educational Background of Pakistan Movement, Lahore, 1992, 11
2. N. N. Law, Promotion of learning in India During Muhammadan Rule by Muhammadans, London, 1915, 117
3. Abul Qasim Farishta (tr. John Briggs), History of the Rise of Mahomedans, vol. 1. Calcutta, 1910, 464-5
4. Abedhanand, Sawami, India and Her People, Calcutta, 1940, 188
5. Ishtiaq Husain Qureshi, Administration of the Mogul Empire, Karachi, 1996, 217
6. William Sleeman, Rambles and Recollection of an Indian Officials, vol. 2, chapter 68, London, 1844, E-Book #15483, released on 27 March 2005, www.gutenberg.net
7. Macaulay writes: "I have no knowledge of either Sanskrit or Arabic. But I have done what I could to form a correct estimate of their value. I have read translations of the most celebrated Arabic and Sanskrit works. I have conversed both here and at home with men distinguished by their proficiency in the eastern tongues. I am quite ready to take the Oriental learning at the valuation of the Orientalists themselves. I have never found one among them who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia. The intrinsic superiority of the Western literature is, indeed, fully admitted by those members of the Committee who support the Oriental plan of education." Macaulay, Prose and Poetry, selected by G. M. Young (Cambridge MA: Harvard University Press, 1957)
8. Abul Ala Maududi, Lesson from the History, Lahore, 2003
9. Only 20 of the 150 teachers of Punjab University, Pakistan's biggest, stayed here while the rest left for India. The situation of the Dhaka University was even worse, while Sindh University was only in its formative phase. Ref. Hameed Ahmed Khan, Education and Civilization, Lahore, 1975, 281. Similarly, Dr. Abdus Salam Khurshid alludes: during the partition, a very few Muslim teachers were left in higher education institutions. In order to address teachers' shortage, relatively young and untrained Muslim teachers were inducted everywhere, which resulted into deterioration of education's overall quality. Consequently, graduates produced later on, by and large, could not develop their full potential and abilities. See. Decadence of Higher Education in Pakistan, Karachi. 1969, 30
10. Khurshid Ahmad, Ideology of Pakistan and Islamic Ideology, Karachi, 1969, 30
11. Muhammad Said, Hakim, Ideology and Philosophy of Islamic Education, Karachi, 1985
12. Abdur Rashid Arshad, Evolution of Education in Pakistan, Lahore, 1995
13. See: Changing Minds Winning Peace: A New Strategic Direction for US Public Diplomacy in Arab and Muslim World (ed: Edward Djerejian) Washington DC 2003. In the western world, there is a strong urge to change the curricula and education system drastically. The 9/11 Commission Report. New York 2004. Please see Appendix A for the chronology of all such efforts
14. Tahir Amin, Ethno National Movements of Pakistan, Islamabad, 1988
15. Muhammad Salah Uddin, Class War in Education. Karachi, 1986, 3
16. In November 1947, the first Education Conference declared Urdu as a mandatory language for all schools but this declaration was never materialized. Hamid Ahmad Khan. Education and Civilization, Lahore. 1975, 79
17. Former Chairman National Language Authority, Dr. Waheed Qureshi. organized a survey, which produced interesting results: a) the popular support among masses for opting local languages as a medium of instruction was almost non-existent. The high officials who were incapable of speaking and writing the local languages, strongly advocated in favor of provincial languages. b) None of the sons and daughters of the officers of grade twenty and above attend Urdu-Medium Schools. c) 90 percent people from all ethnicities insisted on the declaration of Urdu as the medium of instruction. d) None of the members of Senate, national assembly and provincial assemblies opposed Urdu and 95 percent of them stated that Urdu should be Pakistan's official language yet they are not taking any concrete steps for translating their words into deeds. Dr. Waheed Qureshi: Basic Debates on Education, Islamabad, 1988, 183
18. Renowned scholar and educationist Jamil Jalibi, Medium of Instruction and National Education Policy, Islamabad 1994. 4
19. Salim Mansur Khalid, Private Sector in Education, Islamabad, 1988, 183
20. University Grants Commission of Pakistan: Draft Policy on Higher Education 1998-2010, Islamabad, 1998
21. 28 Mujahid Kamran, Pakistan and Science Education: The Basic Crisis. Lahore, 1994, 6
22. Ataur Rahman, Higher Education: Science and Technology in Pakistan, Lahore, 1999, 92
23. Abdul Qadir Khan: Preface on - Higher Education Science and Technology in Pakistan, Lahore 1999, 19
24. Momsen, Janet (1991) Women and Development in the Third World, Routledge: London, 1-2
25. Salim Mansur Khalid: "Students Movements", 1,2 vol., Lahore, 1989
26. Supreme Court Monthly Review (SCMR) 1993, 1781