RAJA HAMZA ARIF 0000128572

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of Secondary Teacher Education)

Name: RAJA HAMZA ARIF

Student ID: 0000128572

Course code: 6506

Subject: Education in Pakistan.

Semester: Autumn, 2022.

Programmed: M. A. Education (T.EDU).

Assignment No. 1

(Units: 1 - 4)
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Question no 1:

Explain the critical role of educational societies, during Muslim

Period, in the promotion of education. What were the ways of

financing education during his time?

Answer:

Islam placed a high value on education, and, as the faith spread

among diverse peoples, education became an important channel

through which to create a universal and cohesive social order. By the

middle of the 9th century, knowledge was divided into three

categories: the Islamic sciences, the philosophical and natural

sciences (Greek knowledge), and the literary arts.

The Islamic sciences, which emphasized the study of the Qurʾān

(the Islamic scripture) and the Ḥadīth (the sayings and traditions of

the Prophet Muhammad) and their interpretation by leading scholars

and theologians, were valued the most highly, but Greek scholarship

was considered equally important, albeit less virtuous.

Early Muslim education emphasized practical studies, such as

the application of technological expertise to the development of

irrigation systems, architectural innovations, textiles, iron and steel

products, earthenware, and leather products, the manufacture of

paper and gunpowder, the advancement of commerce, and the

maintenance of a merchant marine. After the 11th century, however,

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denominational interests dominated higher learning, and the Islamic

sciences achieved preeminence.

Greek knowledge was studied in private, if at all, and the literary

arts diminished in significance as educational policies encouraging

academic freedom and new learning were replaced by a closed system

characterized by intolerance toward scientific innovations, secular

subjects, and creative scholarship. This denominational system

spread throughout eastern Islam from Transoxiana (roughly,

modern-day Tajikistan, Uzbekistan, and southwest Kazakhstan) to

Egypt, with some 75 schools in existence between about 1050 and

1250.

Organization of Education:

The system of education in the Muslim world was unintegrated

and undifferentiated. Learning took place in a variety of institutions,

among them the ḥalqah, or study circle; the Maktab (Kuttab), or

elementary school, the palace schools; bookshops and literary salons

and the various types of colleges, the meshed, the masjid, and the

madrasa. All the schools taught essentially the same subjects.

The simplest type of early Muslim education was offered in the

mosques, where scholars who had congregated to discuss the Qurʾan

began before long to teach the religious sciences to interested adults.

Mosques increased in number under the caliphs, particularly the

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“Abbasids 3,000 of them were reported in Baghdad alone in the first

decades of the 10th century, and as many as 12,000 were reported

in Alexandria in the 14th century, most of them with schools

attached. Some mosques such as that of al-Manṣur, built during the

reign of Harun al-Rashid in Baghdad, or those in Isfahan, Mashhad,

Ghom, Damascus, Cairo, and the Alhambra (Granada) became

centers of learning for students from all over the Muslim world.

Each mosque usually contained several study circles (ḥalqah),

so named because the teacher was, as a rule, seated on a dais or

cushion with the pupils gathered in a semicircle before him. The more

advanced a student, the closer he was seated to the teacher. The

mosque circles varied in approach, course content, size, and quality

of teaching, but the method of instruction usually emphasized

lectures and memorization.

Teachers were, as a rule, looked upon as masters of

scholarship, and their lectures were meticulously recorded in

notebooks. Students often made long journeys to join the circle of a

great teacher. Some circles, especially those in which the Ḥadīth was

studied, were so large that assistants needed to repeat the lecture so

that every student could hear and record it.

Elementary schools (Maktab, or Kuttab), in which pupils

learned to read and write, date to the pre-Islamic period in the Arab
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world. After the advent of Islam, these schools developed into centers

for instruction in elementary Islamic subjects. Students were

expected to memorize the Qurʾan as perfectly as possible. Some

schools also included in their curriculum the study of poetry,

elementary arithmetic, penmanship, ethics (manners), and

elementary grammar. Maktabs were quite common in almost every

town or village in the Middle East, Africa, Sicily, and Spain.

Schools conducted in royal palaces taught not only the

curriculum of the Maktabs but also social and cultural studies

designed to prepare the pupil for higher education, for service in the

government of the caliphs, or for polite society. The instructors were

called muʾaddibs, or instructors in good manners. The exact content

of the curriculum was specified by the ruler, but oratory, history,

tradition, formal ethics, poetry, and the art of good conversation were

often included. Instruction usually continued long after the pupils

had passed elementary age.

The high degree of learning and scholarship in Islam,

particularly during the ʿAbbasid period in eastern Islam and the later

Umayyads in western Islam, encouraged the development of

bookshops, copyists, and book dealers in large, important Islamic

cities such as Damascus, Baghdad, and Córdoba. Scholars and

students spent many hours in these bookshop schools browsing,

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examining, and studying available books or purchasing favorite

selections for their private libraries. Book dealers traveled to famous

bookstores in search of rare manuscripts for purchase and resale to

collectors and scholars and thus contributed to the spread of

learning. Many such manuscripts found their way to private libraries

of famous Muslim scholars such as Avicenna, al-Ghazali, and al-

Farabi, who in turn made their homes centers of scholarly pursuits

for their favorite students.

Major periods of Muslim education and Learning:

The renaissance of Islamic culture and scholarship developed

largely under the ʿAbbasid administration in eastern Islam and later

under the Umayyads in western Islam, mainly in Spain, between 800

and 1000. This latter period, the golden age of Islamic scholarship,

was largely a period of translation and interpretation of Classical

thoughts and their adaptation to Islamic theology and philosophy.

The period also witnessed the introduction and assimilation of

Hellenistic, Persian, and Hindu mathematics, astronomy, algebra,

trigonometry, and medicine into Muslim culture.

Whereas the 8th and 9th centuries mainly between 750 and

900. were characterized by the introduction of Classical learning and

its refinement and adaptation to Islamic culture, the 10th and 11th

were centuries of interpretation, criticism, and further adaptation.

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There followed a period of modification and significant additions to

Classical culture through Muslim scholarship. Creative scholarship

in Islam from the 10th to the 12th century included works by such

scholars as Omar Khayyam, al-Biruni, Fakhr al-Din al-Razi,

Avicenna (Ibn Sina), al-Ṭabari, Avempace (Ibn Bajjah), and Averroes

(Ibn Rushd).

During the 12th and 13th centuries, most of the works of

Classical learning and the creative Muslim additions were translated

from Arabic into Hebrew and Latin. These translations were

instrumental in bringing about the early phases of the European

intellectual awakening, which coincided with the decline of Muslim

scholarship.

Question no 2:

Write a detailed note on British Curriculum in South Asia. What

were the consequences of this curriculum for Muslims?

Answer:

British Period in South Asia:

In the beginning, the East India Company did not develop

any educational policy in India it remained a private affair and the

focus was given to oriental learning. The British realized the necessity

for the introduction of modern education as oriental education. The

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debate on the British education policy in South Asia began with

contradictory interpretations from different ideological perspectives

and it remained a highly contended and controversial subject. The

introduction of western education had immense implications on

Indian society such as the destruction of age-old social values and

the creation of new classes that became an admirer of western

culture.

This negative change has been referred to by the British as the

"civilizing" role of Britain in India. British rule is said to have been

responsible for the modernization witnessed in the Indian civilization.

Lord Curzon's efforts in the 20th century gave way to the spread of

higher education within the masses and channelized the Indian

education system. Once Charles Grant was the founder of the British

Education Policy in South Asia. He was an employee of the East India

Company and was known for his devotion to duty.

In the beginning, he led a luxurious life, but afterward, he

became a Christian Missionary, returned to England in 1790 A.D.,

and tried his best to persuade the British Parliament to support his

suggestions on education. He briefed the Parliament about the Indian

Educational system and the moral status of the Indians in a way as

if the whole of south Asia had sunk deep into immorality, ignorance,

and vulgarity. To care for the ills, he suggested that the British
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Government must take over the educational setup of the south

Asians forthwith. He further suggested that in addition to the

Western Sciences, such as Science and Technology, South Asians

must be compelled to study Bible while the medium of instruction

should be English.

Again, the English Language and literature must be included in

the curriculum. Hence, since 1813 A.D. these suggestions and

recommendations of Charles Grant constituted the foundation of the

British Education Policy in South Asia. That is why Charles Grant

was considered the founder of modern education in South Asia.

The British Curriculum in South Asia:

To achieve the above-stated four objectives, the parallel local

educational system was rendered meaningless by opening the doors

to Government services only for those who had earned a degree from

Government based or Government sponsored teaching institutions.

Further, the curriculum taught in the Govt. and Govt.

sponsored institutions was prepared and specified by the Govt. itself,

and the English language and literature and the Western arts and

sciences were its main component. In all missionary institutions,

Bible was taught as a compulsory subject.

These institutions were usually adjoining Churches. In every

missionary school and college, the cross was fixed at a conspicuous

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spot. The teachers were the priests. They attended the institutions in

a specified uniform (dress). In short, the overall atmosphere of these

institutions looked Christian. The secular education policy of the

Govt. was only to abstract the teachings of Islam, Hinduism, or

Buddhism and not those of Christianity. As for Christianity, even

though its courses were excluded and withdrawn from the

curriculum, the overall environment of the teaching institutions

remained no different from that of Churches

English as Subject:

According to the British education policy in South Asia, English

Language, and Literature always held a prominent place in the

curriculum. From class three to Graduation, English held the status

of a compulsory subject. Most of the timetable was reserved for

English. The teacher in English was the most dignified one. Other

posts were also reserved for the English knowing people. During my

whole academic, career English continued to haunt the minds of the

students.

History as Subject:

The subject of History was included in the curriculum merely to

make the Indians contend with their slavery. The subject matter was

not confined, to events and incidents only. Rather, it was made to go

deep into such details as suited the English viewpoint. The History
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of Europe and England was taught in such a way as to render the

South Asian students complex ridden and make them believe that

the English were good and just rulers.

The Muslim History of South Asia was compiled and distorted

in such a manner that it could preserve the ends of the colonial

rulers. The mistakes and faults of the Muslim rulers of South Asia

were explored and dictated to the students in such a way that they

would start hating them. To cultivate hatred among the Hindus for

the Muslim rulers, the events were narrated with twists and

distortions.

Economics as Subject:

Economics is a subject of great importance but this subject was

introduced in a manner that man was described as nothing more

than a social animal. According to the western economic point of

view, man is essentially selfish and the focus of all his activities is

money and money alone. He has nothing to do with the distinction

between legitimate and illegitimate.

Bribery, usury, hoarding, etc. all are profitable deeds. No moral

values or Divine laws negate them. There is no room for selflessness,

in other words, the curriculum for economics was in direct clash with

and quite repugnant to the teachings of Islam.

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Political Science as Subject:

The subject of Political Science as introduced here was also

repugnant to the teachings of Islam. In the western concept of

democracy, there was no room for the Ultimate Authority of Allah,

the Almighty. The concept of the ultimate authority of people in a way

touched the borders of atheism. In this way, this part of the

curriculum was helping the spread of atheism.

Science as Subject:

This subject too as taught here, promoted atheism. It never

helped South Asian students invent anything. Instead, they were

made skeptical regarding the creation of the universe and the

Authority of God. Arabic, Persian, and the Religious Sciences were

excluded from the curriculum. In this way, the Indians in general,

and the Muslims, in particular, were cut off from their cultural roots.

Urdu too was restricted to primary classes only.

The consequence of the British Curriculum for Muslims:

The consequences of structural, institutional, and cultural

Islam phobia, for some, push people inwards leading to cultural

withdrawal. In some cases, it leads to a few rejecting society and the

religious and cultural norms of their parents together in pursuit of

political resistance based on their notions of purity or utopianism,

some of which leads to paths of extremism and ultimately political

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violence. In these complex multi-layered realms, violence is seen as

a solution to historical, immediate, and future predicaments created

by enmity towards Islam. And thus, the circle is complete. At the

fringes of society, Islam phobia causes radicalization, and vice-versa.

The education system in Britain is unable to prepare young

people for a diverse, interdependent, mutually enhancing globe in

which all have a stake. Rather, it continues to divide along class and

ethnic lines. The likes of the far-right also play on the dread of Islam,

not Muslims; such is the simplistic, unenlightened worldview that

they have come to appreciate. They feed into and draw sustenance

from this Islam phobia, radicalized to the extent of not merely

delegitimizing specific Muslim practices but the idea of Islam itself.

This creates further tensions as it, by nature, engulfs all

Muslims, leading to retreat for some who might have ordinarily

worked towards balancing Muslim life with a secular existence in a

liberal democracy. These menacing effects of Islam phobia reflect on

wide-ranging aspects of racism, which has the consequence of

pushing many more Muslims from all walks of life, although

ordinarily still struggling over their Muslimness, to radicalize.

I have been exploring the issues of Islam phobia and

radicalization for over two decades as two separate concepts one

permitting a sociological perspective on forms of racism and the other

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a consequence of structural marginalization. My forthcoming book,

Islam phobia, and Radicalization, written in New York, Istanbul, and

London and finalized in The Hague over three years aims to precisely

tackle the cyclical nature of this seemingly unending vicious cycle of

disdain, hate, and violence.

Question no 3:

Explain the motives behind the establishment of Nadva Dar-ul-

Uloom. What were the impacts of this movement on the Muslims

of Sub Continent?

Answer:

The Nadva Movement:

A group of Muslim thinkers was of the view that the Aligarh

Movement was not doing well concerning the spiritual aspirations of

the Muslims. That was why Maulana Shibli Nomani had reservations

about the Aligarh Movement. Like many other Muslim leaders, he

believed that the Aligarh movement was unable to face the new

challenges of the Islamic world.

Moreover, he thought that religious institutions (academics) too

were unable to keep pace with the educational needs of the

contemporary world. Therefore, he wanted to evolve such a parallel

curriculum as could equip the students with the knowledge of

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religious sciences side by side with worldly sciences. The Nadva

translated these aspirations into reality.

Establishment of the Nadva Dar-ul-Uloom (1898):

On the initiative of Maulana Shibli Nomani.the Ulama

organization, i.e. Nadwat-ul-Ulama. in their Lucknow Session of

1894 A.D. decided to establish Dar-ul-Uloom Nadwat-ul-Ulama. But

due to some financial constraints, regular teaching work could start

in 1898 A.D. Only Maulana Muhammad Ali Mangheri was appointed

its first administrator/ manager.

At Nadwa, Maulana Shibli had the same position and status as

Sir Syed Ahmed Khan enjoyed at Aligarh. In 1998 A.D., this

institution could start teaching work only in a few grades. However,

only after one year, the landlords of Shah Jahanpur endowed some

land for Nadwa. In 1900 A.D. the State of Hyderabad and then in

1905 A.D. the State of Bhopal sanctioned regular monthly aid for the

Nadwa.

The Government’s misgivings regarding the objectives behind

Nadwa were removed by Colonel Abdul Majeed the then Foreign

Minister of the State of Patiala, Mr. Mohsin-ul-Mulk, and Justice

Sharif-ud-Din. As a result, a grant of Rs. 500/- p.m. was sanctioned

by the Government. The mother of the Nawab of Bahawalpur donated

Rs. 50,000/- for the building of the Nadwa. The resources pooled in
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this way facilitated the construction of the Dar-ul-Uloom.

Motives (Objectives):

The objectives of the Nadwa Movement were to chart a course

between the Deoband and the Aligarh Movements. They aimed at

reforming and then harmonizing the old religious sciences'

curriculum with the modern trends and demands of knowledge. They

also aimed of benefiting from the modern sciences. Therefore, we can

sum up the Nadwa objectives as under.

• To reform the curriculum: develop the religious sciences;

improve the character of the students and refine their manners.

• To narrow down the differences of point of view among the

Ulama and thus create relative harmony among religious

scholars.

• To reform the Muslims at large; to strive for their progress and

prosperity and to keep aloof from the political strife in the

country (south Asia).

• To establish a first-rate and grand Dar-ul-Uloom for providing

education in various arts and sciences and for promoting

virtuosity among the students.

• To establish a department of Judicial Verdict to provide

guidance' regarding Islamic Jurisprudence and other relevant

issues.
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Influences/Impacts:

• The Nadwa institution, because of its contacts with the Islamic

World, succeeded in raising such a distinguished team of

authors who did outstanding work in the fields of History,

Biography, Literature, and Journalism. The most outstanding

among them was Syed Suleman Nadvi.

• The Nadwat-ul-Ulama started a magazine titled 'Al-Nadwa',

which acted as its spokesman. It influenced the 'Ulama' in

general because of its religious writings.

• The outstanding services rendered by Dar-ul-Musannifeen

Azamgarh regarding Islamic education and literature need no

introduction. This institution too had its origin in Nadwa. The

experts (linguistics) there were or had been associated with the

Nadwa.

• The educational services of Jamia Abbasia were highly valuable

in south Asia. This institution too was an offshoot of the Nadwa.

• The chief architect of the nadwa Movement was Maulana Shibli.

His matchless capabilities influenced all his contemporaries a

great deal. His style and scholastic contributions had a deep

impact on the 20th Century Muslim Thinkers.

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Question no 4:

Comparatively, discuss the policy objectives and provisions for

secondary education in National Education Policy 1972-80 and

National Education Policy 1998-2010.

Answer:

National Education Policy 1972-80:

Introduction:

The President of Pakistan Zulfiqar Ali Bhutto, in his address to

the nation on 15th March 1972, presented the salient features of

Education Policy 1972-80. He observed that the education system

imposed in the part was much rigid unwarranted, and inflexible and

was availed only by the privileged few who constitute the elite in the

country. The expenditure on education was mostly incurred on

"bricks and mortars" as compared to that on teachers and books.

Therefore, the government expressed its commitment to clear the

jungle weed out of the complexities and put the nation out of the

sloth without losing the spirit of religion, finer tradition, and culture.

Objectives of the Policy:

The principal objectives of the policy were:

• Ensuring the preservation, promotion, and practice of the

ideology of Pakistan.

• Building up national cohesion through the conscious use of

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the educational process.

• Mobilizing the youth for leadership roles through participation

in various social service programs.

• Eradicating illiteracy in the shortest possible time.

• Equalizing access to education through the provision of special

facilities for women, underprivileged groups, mentally retarded,

and physically handicapped.

• Designing curricula relevant to the nations changing social and

economic needs.

• Providing a comprehensive program of studies for integrating

general and technical education.

• Providing academic freedom and due autonomy to educational

institutions.

• Ensuring active participation of teachers, students, and

representatives of parents and the community in educational

affairs.

Secondary and Intermediate Education:

1. Enrolment:

Secondary education, as stated earlier in the policy, would be

made free which would provide access to secondary education to

children from less privileged families. By 1980, it was estimated that

the enrolment from the present 10 percent would be doubled

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both in secondary and intermediate levels.

2. Shift Towards Science and Technology:

According to the policy, the expansion of science and technical

education would result in the progressive integration of general and

technical education in schools and colleges. At that time 60 to 70

percent of students in secondary schools and colleges were enrolled

in an arts subject.

Therefore, the policy maintained that by 1980, one-third of

enrolment would be in each of the three main streams arts, science,

and technical/occupational subjects. This meant an increase in

enrolment in technical subjects from 5 percent at that time to 33

percent and for science subjects from 23 percent to 30 percent by

1980, would be ensured.

3. Integrated Science Courses:

As stated in the policy, integrated science courses including

mathematics, biological and physical sciences would be introduced

at high and intermediate stages to give students more comprehensive

and diversified preparation to get entry into higher institutions of

professionals and general education. To meet the immediate need,

specially developed short in-service science and technology teacher

training programs, would be launched during summer vacation.

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The National Education Policy 1998-2010:

Background:

The Prime Minister of Pakistan asked the Ministry of Education

to formulate a "National Education Policy" that would smoothly lead

the nation into the next century. The Ministry embarked upon a

comprehensive process of consultation with scholars,

administrators, leaders of public opinion, and representatives of

NGOs to design an initial draft.

The main features of the policy were received by the cabinet on

21st January 1998. The cabinet appointed a subcommittee of

Ministers of various departments. Finally, the Prime Minister, in a

National Convention on Education, announced the salient features

of the policy on 21st February 1998.

Specific Objectives of the Policy:

The following are the Specific Objectives of the Policy:

• Attaining an acceptable level of literacy by universalization of

basic education.

• Arranging for providing quality education.

• Encouraging private investment in education.

• Making education purposeful and job oriented.

• Ensuring the quality of higher education.

• Reforming the examination system.

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• Evolving effective decentralized management.

• Creating a relationship between the supply and demand of

teachers.

• Raising the quality of teacher education.

• Achieving universal primary education by using formal and

non-formal approaches.

• Making curriculum a continuous process.

• Developing technical and vocational education in the country.

Secondary Education:

1. The State of Secondary Education:

Secondary education (IX-XII) is an important sub-sector of the

entire education system. It provides the middle-level workforce for

the economy as well as acts as a feeder for higher-level education.

The policymakers pointed out some weaknesses in secondary

education, such as:

• Secondary education had not attracted attention in terms of

efforts and investment in the past.

• There had been an unplanned expansion in secondary

education and irrational distribution of schools.

• The provision of science and mathematics teachers had not

been considered seriously.

• The introduction of technical and vocational education at the

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secondary level remained a controversial issue.

• Physical facilities and textbooks were inadequate.

2. Programmes laid down in policy for improvement of secondary

education:

The following programs were embodied in the policy for the

achievement of the objectives of secondary education in the country?

• Setting up one Model Secondary School initially at each district

level.

• Introduction of a definite vocation or career at the secondary

level.

• Revision of curricula for a secondary and higher secondary level

would be initiated.

• Multiple textbooks would be introduced at the secondary school

level.

• A comprehensive in-service and pre-service teacher training

program would be launched in the area of assessment and

evaluation for the improvement of public examinations.

• The project method of teaching would be initiated at the

secondary level.

• Education Service Commission would be established for the

recruitment of teachers.
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• Salary structures of teachers would be based on qualification.

• Education Cards would be provided to needy students.

Question no 5:

Write a note on the Fifth Five-year plan (1978-83). How this five-

year plan was different from the previous plans?

Answer:

The fifth five-year plan (1978-83):

Primary Education:

In the Fifth Plan the programs will be drawn to provide universal

coverage of enrolment for boys of class I age by 1982-83 so that

universal enrolment for the entire 5-9 age group is attained by 1986-

87. The total enrolment would be 90% of the age group. Reaching

this level of enrolment by the end of the Plan period would greatly

depend on the improvement of the retention rate from class I to V to

at least 60 percent.

Attainment of the target of universal enrolment by 1986-87

would require 100 percent flow from class I to subsequent classes

from the year 1982-83 on words. This might require compulsion and

enforcement of legislation in 1982-83. During 1978-83, enrolment of

girls will be increased by 9.95 lacks or by 58 percent. This will raise

the participation rate of girls from 33 to 45 percent.

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The target, though modest, involves an annual growth rate of

9.6 percent, which would be attainable only with extraordinary

efforts. It is estimated that by 1982-83, 46.511 existing schools will

have improved accommodation against an expected total of 63833

schools (including 570 new private schools). Future construction

would aim at a minimum of 2 rooms (and 2 teachers) in each school

with more classrooms to be added as enrolment increases.

The experience with one-room schools indicates that the

performance of these schools is invariably poorer than that of larger

schools. New buildings will provide a minimum of 8 sq. ft. carpet area

(13-sq. ft. plinth area) per student in the classroom, which is

considered adequate for squatting. The actual availability at present

is often substantially less. In about 1529 of the new school’s furniture

(including benches and tables) will be provided to study and evaluate

the impact of these improvements on school performance. In these

school carpet area per student in the classroom would be provided at

12 sq. ft (18 sq. ft. plinth area).

Secondary Education:

At present, about 34 percent of boys and 11 percent of girls of

the middle school age population reach up to the middle stage

(classes 5-8). Corresponding percentages of boys and girls reaching

up to classes 9 and 10 are 22 and 6 respectively. These percentages

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are extremely low by any standard. Students, particularly boys,

leaving school on completion of class viii face great hardship in

finding gainful employment because they seldom possess any skills

enabling them to become productively engaged in some occupation.

Curricular reform aimed at the inclusion of job-oriented training in

secondary education programs is therefore of the highest importance

in the development of secondary education.

Based on the proposed targets the enrolment in absolute terms

will increase by 9.39 lakh or by 52% over the enrolment in 1977-78.

The increase will be about 48% in the case of boys and 67% in the

case of girls. The proposed increase will take care of 88% of the

expanded outflow of boys from primary schools. In the case of girls,

the proportion of flow from primary to secondary will be about 75%.

The combined projected flow is 11% higher than the present rate of

73%.

Teacher Education:

A National committee on elementary teacher Education

Curriculum, set up by the government in 1974-75, has completed

work on the preparation of a new curriculum for the in-service and

pre-service training of elementary teachers. The new curriculum has

been introduced from 1976-77 and the duration of training has been
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extended to 10 months by making teacher training a non-vacation

program.

Special training programs are also being conducted to train

teacher trainers for elementary teacher training colleges. The

National Committee for Secondary teachers Curriculum was set up

to devise a new curriculum for the training of secondary school

teachers and completed its work in 1976-77.

The revised curriculum for the in-service and pre-service

training of secondary school teachers has been introduced from the

academic years 1976-77. To improve the teaching faculty of training

institutions persons holding pedagogical degrees such as M.Ed., and

Ph.D. in Education will be placed on the staff of the training colleges.

Programs for the Development of Higher Education:

Education at the intermediate level is imparted in 131 male and

female intermediate colleges and intermediate classes in 191 male

and 70 female degree colleges. The current enrolment at the

intermediate level is 190400. Of these 140900 are male and 49500

female. Thus 74% of the students at the intermediate level are male

and 26% female. A total increase in enrolment of 63000 is envisaged

during the plan period, which represents an annual rate of increase

of 5.8% of the total. The increase in enrolment shall be 37600 for

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boys and 25400 for girls. The annual rate of growth in enrolment of

boys shall be 4.8% and of girls 8.6%.

A new scheme of studies known as the education stream shall

be introduced. Those completing intermediate education in this

stream shall be absorbed as teachers in middle schools. The plan

also proposes to restrict the growth of enrolment in Arts to only

13460 out of the total increase of 63000. Thus, the annual growth

rate in arts subjects shall be restricted to 2.5% as against an overall

increase of 5.8%. The increase in enrolment in science subjects is

estimated at 31000 i.e. an annual growth rate of 7.4%. The increase

in enrolment in commerce, agriculture, and home economics

subjects is proposed at 1 1.3 and 3% respectively of the total increase

in enrolment.

Degree Level:

Education at the degree level is imparted in 191 male and 70fc

male degree colleges and honors courses of the general universities.

The enrolment in degree colleges is 57400 of which 40000 are men

and 17400 women. The enrolment in honors classes of the

universities stands at 7157 of which 5224arc education is at the

degree level.

The plan proposes to ‘provide for an increase of 12655 in the

enrolment at degree level. This is an increase of about 19.6% over the

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plan period which gives an annual rate of growth of 3.6%. The plan

proposes to accord high priority to the enlargement and improvement

of facilities for the teaching of science.

Programmes of Allama Iqbal Open University:

The Allama Iqbal Open University would employ multi-media

distance learning techniques to offer courses and training programs

aimed at creating a sense of community and disseminating rural

technology in addition to identifying workable strategies for

functional literacy in different regions of the country. The university

has been established to offer educational facilities to large groups of

people through distance teaching techniques of the mass media

supplemented by correspondence courses. During 1978-83, major

programs of the university will include in-service training courses for

about 20000 primary and middle school teachers.

Difference Between Others Plans:

The Zia government accorded more importance to planning. The

Fifth Five-Year Plan (1978-83) was an attempt to stabilize the

economy and improve the standard of living of the poorest segment

of the population. Increased defense expenditures and a flood of

refugees to Pakistan after the Soviet invasion of Afghanistan in

December 1979, as well as the sharp increase in international oil

RAJA HAMZA ARIF 0000128572

prices in 1979-80, drew resources away from planned investments.

Nevertheless, some of the plan's goals were attained.

Many of the controls on industry were liberalized or abolished,

the balance of payments deficit was kept under control, and Pakistan

became self-sufficient in all basic foodstuffs except for edible oils. Yet

the plan failed to stimulate substantial private industrial investment

and to raise significantly the expenditure on

rural infrastructure development.