document resume ed 074 845 author saad, geti, comp, · haub, abdul. rasirabad college faces shortag...
TRANSCRIPT
DOCUMENT RESUME
ED 074 845 FL 003 936
AUTHOR Saad, Geti, Comp,TITLE Selected Bibliography of Educational Materials in
Pakistan, Vol. 5 No. 1, 1971: Period Covered,January-March 1971.
INSTITUTION National Science Foundation, Washington, D.C.SPONS AGENCY Office of Education (DHEW), Washington, D.C.REPORT NO TT-72-53025-1PUB CATE 71NOTE 57p.
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Adult Education; *Annotated Bibliographies;
Childhood; Ccmparative Education; CurriculumDevelopment; *Educational Administration;*Educational Finance; *Educational Objectives;Educational.Research; Elementary Education;Psychology; Social Sciences; Sociology; TeacherEducation; Textbooks
'7..IDENTIFIERS *Pakistan
ABSTRACTThis annotated bibliography lists 111 entries of
selected educational materials in Pakistan covering the period fromJanuary through March 1971. Thirty-one categories include: (1)
administration, organization, and financing of education, (2)
childhood education, (3) comparative educationi (4) curriculum, (5)development of education, (6) educational objectives, (7) educationalplanning, (8) educational research, (9). elementary secondaryeducation, (10) examination, (11) health education, (12) highereducation, (13) history of education, (14) Islamic education, (15)
language instruction; (16) libraries; (17) literacy, (18) literaturefor children, (19) medical examination, (20) philosophy of education,(21) psychology, (22) science education, (23) sociology, (24)
students' problems, (25) teachers, (26) teacher education, (27)technical education, (28) textbooks, (29) general, (30) adulteducation, and (31) authors' index. (RL)
FILMED FROM BEST AVAILABLE COPY
TT 72-53025/1
SELECTED BIBLIOGRAPHY Ow EDUCATIONAL
MATERIALS IN PAKISTAN
Vol. 5 No. 1, 1974
Period Covered
January-March 1971
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY,
sea Compiled for the Office of Education, U.S.Department of. Health,Education and Welfare, and the National Science Foundation,
Washington, D.C. by His Gets11 Saad.&If!'
eft00
1.
C O N T E N T S
PageAdministration, Organization andFinancing of Education 1
2. Childhood Education ... ... 5
3. Comparative Education 41.0 060 5
4. Curriculum ... 000 6
5. Development of Education ... ... 6
6. Education Goal ... ..e 8
7. Education Planning ... vri- 9
8. Educational Research 10
9. Elementary Secondary Education 60,0 11
10. Examintion ... ... 12
11. Health Education WI 00. 15
12. Higher Education ... Ills.15,9
13. History of Education ... . 1a
14. Islamic Education v ... . 22
15. Language, Teaching of .., 22
16. Libraries ... .41 23
Continued on page ii.
CONTENTS (Continued)
17.
18.
Literacy
Literature for Children
...
000
...
000
PAGE
26
28
19. Medical Examination ... 000 29
20. Philosophy of Education 000 30
21. Psychology . ... 30
22. Science Education 000 0 31
23. Sociology. . . 33
24. Students? Problems ... ... 34
25. Teachers .. ... 35
26. Teacher Education , 00O 38
27. Technical Education ... .. 40
28. Text Books41
29. General . ... 42
30. Adult Education (Special Section) Woe 44
31. Writer Index ... 53
ii
ADMINISTRATION, ORGANISATION, AND FINANCING OF EDUCATION
1. BATALVI, Rez. Ta'aleem Aur Ghareeb Talaba ( Education and PoorStudents ) Mashriq ( Karachi ) February 8, 1971 (U).
While receiving education, hardly two per cent of poor studentssucceed in getting some part-time employment. Even these jobsare often temporary. The result is that these students areforced to discontinue their education despite their beingintelligent, hard-working, and diligent. In order to make bothends meet, they approach different welfare associations and sufferhumiliations, which injure their self-respect. The parents ofthese students are always in debt. This situation causesfrustration, and they feel that their existance has no meaning.The frustrations due to financial trouble either make the youngstudents rebellious, or ruin their personality. In order topacify the agitated minds of the new generation, vigorous attemptshould' be made to solve their problems.
2. BEG, Musarrat Yab. Ta'aleemi Idarey Aur Feesen ( EducationalInstitutions and the Tuition Fee ) Mashriq (Karachi,) January14, 1971 (U).
Algeria, SUdan, Tanzania, and Syria, who gained their independenceafter Paklstan, have made significant progress in the field ofeducation. All the education institutions in these countriesare run by the states, and no one is allowed to establish anyprivate institution. This has stopped educational institutionsbeing converted into commercial ventures. But in Pakistan majority ofeducational institutions are privately owned and run oncommercial basis. he tuition fees in such institutions arebeyond the means of the students coming from the low-incoMegroup. This is one of the reasons why we have failed to wipeout illiteracy from our country, and education has notspread to the common man.
3. Birampur College Faces Shortage of Funds --- Pakistan 'Observer( Dacca ) February 24, 1971.
The Birampur College in the district of Dinajpur is faced withmanifold problems including shortage of funds,lack of teachers
and hostel_t=mmodation, and absence of gcoyd communications. This' isthe only institution ofhigher learning'for the poor and middle classpeol:de of Hakimpur, Na"abganj, Chora,zhat, and Phulbari Police Stations,which have as many as 14 good high schools, including one multilateralhigh school at.Biramnur. .Hundreds of students, therefore,' flock foradmission to the Biraur College every year. The poor section of thepeople .living in these police stations cannot afford to get theirwards admitted into colleges elsel:vhere. This need inspired the localpopulation to establish a college at a central place somewhere in thisarea. So, the college'was established in 1964 at Birampur which isa growing .center of trade and commerce, and was affiliated with theBoard of Intermediate ell SeCondary Edudation, Rajshahi. tut nowshortage of funds stands in the way of its develOOment, and it cannotrun on financially sound lines without sufficient grants-in-aid fromthe government.
4. Hai, A.K.M. Mahzudul. 'HatobhaggiY0 Shikkha Shamasys ( The ?rob:-.lem of Education in Unfortunate Hatiya) Ittefaq(Dacca ) January 24,1971: '7
The unprecedented floods and the tidal catastrophe that inflictedheavy damage to Hatiya island in Chittagong district, have not onlycaused heavy damage to life and property, but also razed manyeducational institutions to the ground. The students who havesurvived the calamity are now without books and any hope of earlyrestoration of normal educational life. There are some questionswhich, are agitating the minds of the students. How will they paytheir tuition fee? Where will they stay? Who will procure booksfor there Who will bear their hostel expenses? In order to overcomethese problems the student community of Hatiya have presented, thefollowing demands to the Governments 1) Exemption from tuition feefor three years; 2) Exemption from examination fee charged by theBoards and Universities for a period of three years; 3) Provision ofboOks free of cost for three years; and 4) Provision of freeboarding and lodging to the students of Hatiya studying in Dacca,Chittagong, and other places in the province.
5. HAUB, Abdul. Rasirabad College Faces Shortag of Teachers - --
Pakistan Observer (Dacca) .February 3, 1971.
The students of Nasirabad College at Mymensingh are faced with-numerous problems,bo'th academic and non-academic. It has a totalenrolthent of 4,000 students. Of these, 250 belong to the H.S.C.
in Science ( Intermediate in Science ), who face the problems ofinadequate laboratories, lackof teachers, demonstrators, laboff:toryassistants, and shortage of chemicals and apparatus. Classes arenot held regularly and properly for some subjects for want ofteaching staff. The students who passed the H.S.C. Examination(Science Group) from this college were hard put to getting admissionto degree courses in Science which were scheduled to start with thecurrent session; The students of Nasirabad College who failedin the examination have been hard hit by the deprival of theopportunity of appearing in the examination as -casual candidates.The college has no hostel, no gymansium, no playground, and noclinical facility. The library of the college is ill-equippedand has few reference books.
b.:AgyE, Abu Obaidul. Admission Rush in Schools How to face thisMighty Challenge ? --- Pakistan Observer ( Dacca) January 27, 1971.
During the recent years rush for admission to our schools hasbecogie a serious problem. At the beginning of a school yearparents are faced with the problem of securing admission of theirwards to schools. ThP problem is acute, especially in the urbanareas where the number of candidates for admission is many timesgreater than the intake capacity. We have witnessed enormousgrowth in school population with very little expansion offacilities in educational institutions. We need, more schools ofvarious kinds to solve the admission problem.
There is the question of drop-outs at various levels of education,especially in lower stages of schooling. Lack of sufficientaccommodation in schools, inconveinent location, and.our peculiarsocial system are the major causes of this huge drop-out. Moreover,the school buildings are not satisfactory. Since independence,school and college buildings have been constructed in a hurry tomeet the immediate needs, and accommodation was limited. With thetremendous increase in enrolment in later years, the old schooland hostel buildings fell short of the required accommodation.Progress of education in Pakistan has been very slow. 4@ of the mainreasons for this slackness is the colonial system of education that isstill prevalent in this country.
7. HUSSAIN, Syed Shaukat. Ta'aleemi Tijarat ( Commercialisation inEducation) --- Mashriq (Karachi) January 7, 1971 (U).
The trend to earn ever more profits through education is ont theincrease in our country. Education is treated as a commercialcommodity. " Education Shops" have been opened in all small andbig cities. This is one of the basic reasons of the fall in the
standard of education. In the beginning not as many people wereinvolved in this profitable business. The number kept on increasing
stea(tily. It was in the year 1956-57 that the boom startedcans Trivate schools and colleges started springing in large numbers.Ninety-nine per oc:nt (;17 our schools and colleges are run withcommercial motives. This is a deplorable state and unless it isstopped the future of education in the country will remain bleak..
8. RAYMOND, S. .Private Sector and Education --- Morning News (Dacca)February 23, 1971.
In any pluralistic society no one can deny the rights of the PrivateSector in education. These rights emerge as a necessary conseuuenceof the rights of a family and the primary social group of a pluralisticsociety. If the parents of a family really possess the right to,rovide education to their children, their wishes to send theirchildren to private rather than state schools need to be respected.Thus, the private sector emerges as a necessary element of theeducational makeup of a society. The attainment of independenceand the consequent demand for education have created difficulties-forthe new governments of these states, such as Pakistan, and have createdopportunities for the commercialization and exploitation of educationin the, private sector. Tuition fees tend to rise rapidly in these
.
institution and admissions to them become limited only to the well- to -do.The practice in certain private institutions to restrict theirenrolment to 25 or 30 students per class,. when state schools have asmany as 60 and .70 students, is not conducive to the fulfilment ofnational aspirations and national cohesion.
9, SIDDIQUI, Abdul Jabber. Shikhoker Abbhabe ( The Paucity of Teachers)---Dainik Pakistan (Dacca) January 16, 1971(B).
A very disheartening news has appeared in the newspapers that theshortage of teachers will result in the closure of the post-graduateclasses in the only.Government college in Syihat. It has also beenreported that the Government has deided to establishe, post-graduateclasses in all the colleges of the province to promote highereducation, and that political science and economics shall beintroduced in the Government College, Sylhet,,, These conflictingstate-ments only serve to confuse the situation. MeanwhileAt has &la° beendisclosed that there is a shortage of teachers for honours Classes inthe college. The political science department to which thepost-graduate classes are propoiDed to be added, is the worst sufferer.Only, two teachers have been working in the department for the last5 years or so.
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CHILDHOOD EDUCATION
10. SULAIMAN, S. Shishoor Shikha (Child Education) --- Azad (Dacca)February 16, 1971 (B).
It has been observed that the majority of parents do not payadequate attention to the education of their children. They some-times complain that their children waste their valuable time inextra-curricular activities. Modern technological needs demandeducation to be something more than merely the imparting ofbookish knowledge, and tha parents should realize ther: Iespons-ibility in helping the school in the moral and intellectual build-up of their children. But this is possible only when the parentsand teachers set a personal example and save the youth from fallinginto bad habits. Such examples will create confidence in them toundertake healthy activities. The parents should also takepersonal interest in the education of their children and must spendsome time on evaluating their achievements and failures. But,unfortunately, most of the parents do not care to see what theirchildren are doing. The apathy shol,n by the parents towardtheir children needs to be cured in time.
COMPARATIVE EDUCATION
11. BHUIYAN, Mumtaz, Amader Desher Shikhha Aar Japaner Shikhha(Education in Our Country and in Japan) -- Ittefaq (Dacca)February 11, 1971 (B).
It seems that the basic aim of our education is the acquisition ofknowledge and culture through a European language at the cost of ourown language and culture. But in Japan education means something .
different. The. Japanese have recently started taking seriousinterest in learning the English language just sufficient to enablethem to have access to the literature produced in English. InPakistan, however, we .seem to have the fixed idea that unless ourchildren receive English education, they will grow up as unculturedmen and women. By culture we seem to mean an aversion to livewithout servants to help us along. We think it below our dignityto work with our own hands. But in Japan the utility of knowledgeis thought to consist in the fact that it teaches them to workhard, feel their responsibilities, and give up depending on others.They keep no servants, and their housewives are trained to do alldomestib jobs themselves. Their system of education teaches themto take pride in their work.
5
CURRICULUM
12. KHATUN, Sharifa. National Workshop on Curriculum Development - --Morning News (Dacca) February 14, 1.371.
The teacher education program had reimaabingl static for manyyears excepting some insignificant /be#e and there. This is incontrast to the developments in the teacher education programin advanced countries of the world. The curriculum is :outdated,and new knowledge in content as well as method has not beenincorporated in the subjects of training institutions. Subjectslike mathematices, science and social sciences need to bemodernized to suit the requirements of time. Considering the roleof a balanced curriculum in teacher education, it has been proposedin the workshop that the curriculum should be modernized andnew ideas of progress and development should be incorporated in it.The National Bureau of Curriculum Development, the proposedProvincial Teacher Education Directorates, and the Institutes of.Education and Resarch at Dacca and Lahore should coordinate theiractivities. It is further suggested that the curricula should beclassified into the following broad sections: a) general education,b) professional edlication, c) specialization in school subjects,and d) practical experience in teac'ling.
In recent times in-service training has acquired such importanceas an integral part of the teacher education program. Theconstant need for keeping the knowledge of the teachers up-to-datein their 3specialized areas and refreshing them whenever necessaryafter a certain period of time should be an important objective ofthe program.
DEVELOPMENT OF EDUCATION
13. BHODRO, Ashit. Purbo Bangle Shikhha Baibastha (The System ofEducation in East Bengal) Dainik Pakistan (Dacca) January 3, 1971(B).
Education in this wing of Pakistan has not gained the momentumit deserved. On the one the Government has failed to fulfil itsobligations, and on the other the majority of the students havenever taken to lt seriously. Employing unfair means in the.examination hall, threatening the teachers and invigilator2J
and pirating for the question papers long before the examination,are some of the evils of the present system of education. Althoughthe Government has taken drastic steps to improve the situation,the result obtained is not very encouraging. The system of examina-tion needs drastic changes The setting of question papers andtheir printing in the press requires strict vigilance and care.Unless strong action is taken by the authorities, education in theprovince will continue to suffer.
14. IRSHAD, Hakim Syed. Inter Syllabus --- Pakistan TimeS (Lahore)March 1, 1971.
In 1960 farreaching changes were made in our educational structurewithout giving any serious thought to their effects on the studentsand the nation as a whole. The result was that we had to retreat manysteps after much bitterness and colossal waste. However, certainevils of the so-called reforms excathedra, still persist to thedetriment of the student community. In this connection I will puton record only two flaws that call for immediate attention of theauthorities in education.
Nursing (Intermediate): The syllabus is almost the same as thatprescribed for the three-year regular nursing course. It seems tohave been compiled on the presumption that the students will bereading this subject all the time. In fact, intermediate studentshave to study for four other compulsory subjects carrying 800 marks,in addition to the Nursing carrying only 200 mar7:::'. According tothe time-table, only 4 periods of the duration of'40 minutes eacha week can be allowed to this subject. How can such a lengthysyllabus be covered in such a short time? It is strange that thebooks for this Nursing course are the same as those for the three-year regular nursing course.
English Literature: According to the rules, those who teach M.A. orB.A. classes can set a paper for English Literature of the Inter-mediate EXamination. A few years ago, I brought'this fact to thenotice of the authorities by repr,./ducing some of the questions fromthe Intermediate papers that had been Previously set in M.A.examination of various universities. It is gratifying to note thatthe attitude of the examinations has since changed for the better,and they now set questions of narrative and descriptive naturecovered by the-textbooks and in accordance with the intellectuallevel of the students.
15. ZANAN, Rafeuz ed. Education ---- In : Pakistan Year Book 1970326-348. National Publishing House (Karachi) 1971-
This is a general :e view of the current educational situation. Theactivities of the year in -thy field of education .7.aupt be seen in thelight of the new education policy. The aims of the new educationpolicy are (a) to impart a common set of cultural v:Ilues based on theprecepts of Islam, (b) to create a literate .society, (c) to attachhigh priority to the.. development of analytical and technical skills,(d) to attract some of the best. talents of the country into theteaching profession, and (e) to useeducation as a force of nationalunification.
The development in the field of education is described under the headsof administration, five-year plans, primary education, secondaryeducation, polytechnic/technical institutes, vocational institutes,commercial institutes, technical teacher training colleges, highereducation, universities, agriculture, engineering, medicine, researchscholarships and fellowships, national languages, libraries, andeducation reforms. At the end there are 4 tables showing thenumber of educational institutions, enrolment in educationalinstitutions, output of matriculates, intermediates and highereducation graduates, and third five-year plan allocations foreducation and training.
EDUCATION GOAL.
16. SIDDIQI,, Masood M. Tataleem Aur Maciasid-e-Tataleem (Education andObjectives of Education) --- Sanuvi Tataleem (Lahore) 3(4) : 30735,March 1970 (U).
Education has been defined in many ways. For some education meanseven mere reading in a.=classroom. This is obviously no education '.A man may remain ignorant even after attending school. The scope ofeducation is very vast. No single definition is enough to fullydescribe education. However, various definitions give an idea of thescope of education and its different objecties
According to the author, there are five main objectives of:education.They are s 1) self-improvement; 2) development of jersonality;3) preparation for future; 4) social and economic awakening; and5) moral deVelopment. These objectives have been discussed briefly.,
EDUCATION PLANNING
17. Educational Reorientation Observer (Dacca) January 18,1971.
In. East Pakistan private are being established to Enrolstudents in the humanties group. These students in these collegesdevote their time and energy in activities other than studies.
Their involvement in politics, coupled with bad administration, bad.teaching, and unvidldlinumber has made the colleges strongholds ofindiscipline and active politics. The entire system, right from theschool to the university stage, needs to have a critical evalutionbased on the phySical, logical and intelleQtual needs of thestudents and teachers. We do not need any more boards and commissionsto tell us what is to be done. This is well known by now. We needto get down to the task efficiently and effectively. We also need todevote considerable thought to the task of determining the achievementsand failures in the field of education. We should abolish or improveschools and colleges, that fail to maintain standard. The_authbt thentloveb,on:,to Aisc4st...theiprOblem,ofc.Student Welfare.Which is'basic toany program of improvement. Welfare does not mean only grantinga few scholarships or increasing their number. It also includesresidenbe, good academic program, career guidance, economic well-being,medical care, and their placements.
18.HAQUE, Abu Obaidul. Nationalisation of Education --- PakistanObserver (Dacca) January 22, 1971.
It is estimated that 90% of the educational institutions in EastPakistan and 75% in West Pakistan are privately managed, and thegeneral condition of these institutions is far from satisfactory.But some of them are comparatively good. These schools are usuallyfound inadequate.in library and labortory facilities. Many schoolsare conducted under the-belled. roof, and those that can boaPtt of abuilding of their own have no more to show than a couple ofdilapidated rooms.. Libararies have very little reading material,and science laboratories are too poor to serve the cause of qualityeducation.
A special type of college, usually called the Cadet college, has beendeveloped in the country. These colleges are said to be good, butthey are creating a privileged class of citizens with special andclassified type of training. The existing socio-economic conditionsin the country does not justify special institutions in the name ofCadet colleges. It would be more advantageous to establish 10 to15 standard secondary and higher secondary schools that can serve a
larger section of student pol:ulation with a balanced offering of avariety of subjects. The policy, makers of education should providebalanced education for all. It is, therefore, suggested that theentire program of education be nationalised.
19. KHAN, Iqbal Ahmed. Nai Policy (New Educational Policy)Mashriq (Karachi) Februery 2, 1971 (U) .
The writer is critical of the steps taken to implement the neweducation policy. When the policy was announced, teachers of allcategories began to hope that their tribulations Would be over andrevolutionary changeswould be introduced in the system of education.But when the policy was explained to them and they themselvesstudied it carefully, they found it far from satisfactory. New
scales of pay do not benefit senior teachers. All the associationsof teachers had unanimously demanded that trained graduate teachersshould be given the status of class II gazetted officers. Despitethe promise made by the Government,' their demand has not beenMAt so far. The demand to provide accommodation and medicalfacilities is yet to be fulfilled. This state of affairs is proneto cause wide-spread disappointment and frustration amongteachers.
EDUCATIONAL RESEARCH
20. Research on Education --- Dawn (Karachi ) -February21 9
1-1.10h1, Hi zwana.
Constant student turmoil all over the country has a direct relationto what the students are taught and what they learn in classrooms.The generation gap is more pronounced in education than in any otherfield. The validity and relevance of what is being taught today isdoubtful and should be analysed on scientific lines.
Education research has been a neglected field in our country. Educationis mostly imparted through borrowed methods evolved in Western'coun-tries. Western methods of teaching are good for use as a base tostart,from but new methods and techniques have to be developed to suitthe local Conditions and special requirements. This can be done onlywhen we analyse our educational problems through research. For thispurpose a problem has to be defined, planning for collection of datahas to be done, and final conclusions have to be .drawn after analysingand processing this data. An early action is required in thisconnection to undertake proper planning for education scheme.
The writer also mentions some recent research endeavours in somecountries in the field of education and suggests a similar researchprogram for Pakistan.
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ELEMENTARY SECONDARY EDUCATION
ZU(OAKRAVORTY,Sunirmal, Primary School Plagued with Problems inMunshizanj Ob:orver (.Dacca) January 6, 1971.
The article relates to condition of primary education in theMunshiganj Sub-divisi k, Pakistan ) that involves some1,50,000 students in -ho -division. During the Second Five YearPlan, 1960-65, 122 priw.Ary schools ware picked up for improvement.Each primary school falling under this category was given Rs.10,000.00by the Government on the explicit assurance that a sum of Rs.5,000.00will be made available by local contributions. It so happened thatthe local contribution in many cases fell short of the expextations.The result was very much discouraging. Most of these schools failedto take advantage of the process of improvem6nt. The author thendiscusses the provision made by the DiStrict Primary Authority forthe development of fourteen new units of primary schools in thesix police stations of the sub-division. They also fell shortof the target.
In general the existing primary schools of the sub - division arepoor in respect of space, trained teachers, furniture andnecessary teaching aids . This has ultimately resulted in thedeterioratj of standard . The causes are not hard to discern.This is because of (1) lack of supervision and proper academicatmosphere (2) damaged buildings and (3) insufficient number ofteachers for lack of training facilities in the Primary TrainingInstitutes.
22. KARIM, Fazlul. Prathomic Shikha Shomparke ( About Primary Education)Ittefaq ( 'Dacca ) February 6, 1971 (B).
Primary education in East Pakistan is faced with many problems, suchas dearth of good teachers, falling standards and deterioration ofquality eduCation, absence of library facilities in Primary Schoolsparticularly in rural areas, non-availability of textbooks at amoderate price, poor school buildings in rural areas, lack offacilities for games and recreation, and low salaries of teacherswithout any regard to their qualifications and experience. Theseconditions have killed initiative in the teachers, who now paylittle attention to their profession and run after private tuitions..These are the major problems blocking the progress of education,and should be solved as soon as possible'.
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EXAMINATION
23. ALI,M4.Azbar, Perikha Poddhoti ( The Examintion System ) ---Paigham ( Dacca ) January 7, 1971 (B).
Criticising the system of examination that has taught the studentscheating and usil unfair means, the writ, r has suggested thefollowir °' Iprovement of the existing system 1) Attemptsshould ae , -,:prove the standard of teaching. 2) The idea thatexamination is a life-and-death struggle for the students should 'oe
wiped off their mind. 3) It should be impressed upon the studentsthat resorting to unfair means would ruin their future. 4) Thesancity of examination should be maintained at all costs. 5) Theexisting examination system should be reoriented to reduce thepresent rate of failures. 6) The control over examinations shouldbe further decentralised and localised. 7) Educational institutionsshould be advised to improve the standard of their internal evaluation.8) A revolutionary change should be introduced in educationaladministration to maintain standard, and 9) The present examinationsystem should be so changed as to reduce the chances of mal practicesto the minimum.
24, DITTA, Pir Allah.March 10, 1971 .
Examinations ---- Pakistan Times ( Lahore
This is a discussion of wide-spread malpractices in the conduct ofexaminations. Our system has some built-in protective devices for theofficials of education departments,' and even at the university levelinfluence-paddling is not uncommon. Relaxation in examination rulesto accommodate indiAcidual students-in " Special cases " hasshattered discipline and poisoned academic life.
" Unfair means " reported by the teachers are usually taken lightlyby the administration. Students are thus encouraged to insult theteachers who try to strictly enforce the rules. There is yet anotherevil s members of the Syndicate of the University of Engineeringand Technology get their sons or relatives admitted to theUniversity against privilaged seats without competition. This .practicein turn leads to the posbibility of gaining other favours for theirsons as a matter of right, Thy, then, have examinations at all ?The high-level examination reforms committees that have brought thesystem in the last 23 years to this level seem to be a costly jokeand nothing more.
12' -
25. HUSAIN, Syed Shaukat. Ta' aleemi Sanvi Board Aur Imtahan ( Board ofSecondary Eduation and Examination ) Mashriq (Karachi) March 4,
197 (U).
The tradition of allowing grace marks in the examinations has madeeducation a mockery. This has positively lowered the standard ofeducation. Most,i4 ae students have stopped taking interest instudies as they)tonger worried about their results. They know thatthey will easily get through by obtaining grace marks in theexamination. Even students who have failed in one or two subjectsby 20 or 25 marks aT allowed grace marks. The Board of Intermediateand Secondary Education is, at least, entitled to allow one percentgracemarks according to the rule. Yet the rule is flagrantlyviolated. The Board of Secondary Examination is indeed doing adisservice to the nation. It is the duty of the government tointerfere in the matter and save the nation from the catastrophe.
26. ISLAM, S. M. Tajul. Examination Results and Merits --- Morning News
( Dacca ) January 10, 1971.
Examintion result are not an accurate test of the potentialitiesof a student. It often happens that a mediocre boy secures a firstdivision and a bright boy fails to get any position in theexamination. In these examinations emphasis is laid on the writtenanswers to the question within a specified time, there being no
oral test at any stage of the academic career except at the level ofHonors and Mater's Degree. Under this system it is not improbablethat the student may not attend to the class work in a school or acollege till the last moment and then apply himself round the clock
to the preparation of answers to I suggested' questions-. This ispossible bee use the curriculum provides for extensive rather than
intensive study, and essay-type answers to questions can be easily
crammed. It has been.noticed that memorization can help one agreat deal even ,-4J the Honor's and Master's Degree examinations.The students of history and similar subjects can safely relyon notes prepared by the outgoing students or on notes they them-
selves prepare in the library, which is nothing more than acollection of relevant material from certain prescribed books.Unfortunately good examination results are mistaken for efficiency,and it is forgotten that examination is purely a matter ofpreparation. The more one.ban prepare oneself for answers toselected questions, the better are the chances to exhibit one's
efficiency".
One may, then, ask 1) why should examinations be taken as thebest means of judging a person's scholar-ship and his fitnessfor lucrative positions in life ? and 2) It is not possible ordesirable to replace the present system of examination by amore objective and realistic test of merit ?.
27. MASWLNI, A.M.K. Student and Examinations --- The Sun (Karachi)January 10, 1971.
During a recent examination in East Pakistan, at some centres thestudent's representatives demanded the right to consult and copyfrom each other in the eYamination halls. There was little usearguing with them and the permission had to be given. In fact someof .the invizilatorP-. accepting defeact, left the examination hallIn the meantime books had also been smuggled into the halls and mostof the students copied down their answers as much as they could.
Copying from and consulting books during examination is nothing new.This practiCe was quite widespread before .withthe.differencethatit-Was generally done with the connivance of the invigilators. Nowit is demanded as a matter of right whether the invigilator likesit or not. Nor is this all. Recently a powerful section of thestudents in Dacca demanded that examination should be parmanantlydone away with and students should get automatic promotions even inthe final university examinations,
The writer traces the history of the present student behaviour andthrows light on its back ground.
28. Q.ZI, H.F. Peshawer Region Mein Mohakm,:ma Imtehaan Ka Tanqeedi Jaiza( Critical Survey of the Department Examination in Peshawer Region ) ---Talaleem-o-Tadress(Lahore) 4(1): 45-56, October 1970 (U).
In Peshawer Region there were two agencies till 1962 for conductingexaminations ; Peshawer University which conducted college examinationsfrom matric upto M.A. Classes, and the education department whichconducted exainations of J.V., C.T., Drawing Masters and S.V. Thewriter is satisfied with the performance of the examination departmentof Peshawer University but is very critical of the educationdepartment examinations.
The Education department examination agency is full of malpractices.They have a very biased attitude towards the students of middleschools. The Writer discusses how these malpractices have affected theeducational atmosphere of middle schools. The discrimination betweenhigh school students and middle school students is a great injustice,and it should be abolished at the earliest.
14
29. RAJPUT9 Hashmat Ali. Hamara iviaujuda Nizaa:.-e-Imtehaan ( Our Present
Examination System ) Jang ( Karachi ).January 12, 1971 ( U).
There are constant complaints against the 1;resent system of examinations.
Parents say that Vin. spite of .passing the examination their children donotpossess the necessary knowledge they are supposed to possess.Teachers believe that the present examination system does not provide
a reliable means of judging the capablities of students. For
students the examination is nothing but an annual function. TY.
Government has recently appointed a National Committee to look lkuo theexamination system and ,suggest ways and means to improve it.
The present education of students is limited to the preparation of
some important questions repeatedly asked in previous examinations.
The sgccesz and failure of students depend on guess. Instead of
carrying on a methodiOal study student memorize only answers of
important questions. This selective study begets all the malpractices
used in examinations. There is no denying the fact that the present
examintion system is very defective and requires immediate corrective
measures. The writer presents a number of suggestions for improvingthe examination system.
HEALTH EDUCATION
30. Health Education --- Morning News (Karachi) March 28, 1971.
One of the suggestions made at the recent 'Health of the NationConference' held in Karachi, related to the need for a healtheducation campaign in the country. The pUrpbse is to educate the
people in the elementary rules of clean and healthy living, which
to a large extent contributes to the prevention of diseases.Although the general standard of living and education figures
prominently in determining the living habits of a people, they can
be gradually made to realize the advantages of clean habits andelementary principles of good health by a properly conducted mass campaigneven with a low standard of living. In modern times healtheducation campaign can be launched through the communicativeprocess of mass media. Students in schools and colleges should betaught the importance of cleanliness, and this can be achi ev.ectthrough a health education program included in the curriculum atleast at the school level.
HIGHER EDUCATION
31. AHSAN, Abul. Freedom for Our Universities --- Pakistan Observer
- 15 -
(Dacca) February 15, 1971.
The University Ordinance is one of the widely resented legaciesof the black era. If a university is to provide an expandingfield of crea- thinking and research in various fields ofknowledge and enquiry, nothing can be more 1:cTor-t':J than aguarantee of freedom of thought freedom anddemocratic administration contribute to the high standards, and assuch a university. should have academic freedom and democraticadministration so that. men, of merit may work there without fear ,
and prejudice. At the same time the university administrationatIght to be intellect-oriel ted. All appointments, promotions,changes, honors, and :Lecognftions must be guided by this centralphilosophy.
32. .AICHT:IR, Shamsul Alp-r:. Dae a Bishwabiddalayar Galpo (The Storyof Dacca University) --- Dainile Pakistan (Dacca) January 24,1971(B).
The story of the university of Dacca as an educational institutionis a long tale of problems. The environment of the university ofDacca is uncongenial and unsatisfactory. There exists no firmrelationship between the teachers and the students. The majorityof the students waste their precious time, in politiklng andorganizing demonstratioms. They are not at all serious in theirstudies. They seldom attenitheir '01:asses and seldom fail toappear in examinations. The disciplie among. the students isso lax that they hold out threats .o their teachers if they cometo kriow that they have Sailed, ;11,3 :Of the reasons for the absenceof a congenial educational atmosphere is the shortage of accom-modation. Of the 12,000 students, both male and female, only3,500 get some accommodation:tin the hostels, which are alwaysovercrowded. There are not:satisfactory arrangements forresidence, good food, medical treatment, and libraries. Those whocannot find accommoaation are left to the spartan philosOphy ofsurvival.
33. ALl, Inita Gnulam. Niji Conegon ka Ordinance (Ordinance of thePrivate Collegs) Htrriyat (`Karachi) February 2, 1971 (U).
Our educational system is a worthless structure that serves nouseful purpose. It d6 unfortunate that mostly selfish andinexperienced persons have "been associated in the formulatiOn ofour educational policies. :They have.failed to keep in view ourpast or analyze the present .,:ituation. The word "Private," whichhas been added to the Sind IQOIIege Ordinanoe passed in November1970, is .':gin attempt, to extend government patrongage to a parti-cular class of explOiters in the name of. education. According
- 16 -
to the Ordinance, the administration of each college will be inthe hands of 12 persons including three resp.:esentatives ofteachers. This representation in very meagre and ineffective.The government. probably intends t. exclude the teachers from theadministration Tn rt is a big conspiracy against the teachercommunity. The ordinance is to he used against the interests of theteachers as a whole.
34. CHAUDHURY, A. T. University Autonomy --- The Sun (Karachi)January 11, 1971.
Once again the demand of students, teachers and leaders of.publicopinion for autonomy in university has gained momentum. This isin keeping with the spirit of ourtimes. We are now entering thedemocratic era and the need for academic freedom has become.imperative. Hew. deep the resentment is among teachers againstvarious university ordinances that have wrested all independencefrom the universities is evident from the threatened strike. of theuniversity teachers. This resentment is not a sudden upsurge orisolated cry. The teachers have been demanding university autonomysince long and now it has become a national demand.
Recently the government has promised a new university ordinancewhich .is :wider active consideration of the government. However,teachers and students are not happy with the prospect of the newordinance since it will be based on the proposals put forward by theVice Chancellors' Standing Committee. The writer also points outthat majority of teachers and students are not clear about what theymean by black laws governing the universities and what type ofspecific changes they have in mind. The writer analyses the v.various university ordinances and gives'some suggestions forproviding autonomy to universities.
35. SALAM, Abdus. Te.jgaon Colleger Shomasya (The Problem Faced byTejgaoriCollege) Dainik Pakistan (Dacca) January 10, 1971 (B).
This is a discussion of the problems faced by the Tejgaon College,which was set up to improve the educational situation in thecountry. But during the past eight years none of the problemshas been solved. The Arts and Commerce sections of the collegehave been recognized by the Board and the. University for thepurposes of examination, and the science section may be set upnext year. At present the total number of students in both theshifts is well over 2,000. The-college today faces three majorproblems, which if not solved, can ruin the college. ,Theseproblems relate to the shortage of space and teachers, lack oflibrary facilities and student accommodation, and need for a
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healthy academic environment: This may naturally result in studentindiscipline on a mass scale.
36. SUHAIL, Musht9.q., University Ordinance ki Tanseekh (The Repealof University Ordinance) --- Mashriq (Karachi) January 12, 1971 (U).
The present University Ordinance is being bitterly criticized indifferent quarters. Unrest among teachers is gaining momentum.They have even served notice that if by the 15th of January their.demands are not fulfilled they will go on strike for anindefinite ptriod. In October last year, All-Pakistan UniversityTeachers Convention had presented a long list of demands; repeal ofUniversity Ordinance, representation of teachers in SyndiLate,full autonomy to the University, reduction in the number of teacherscaders and rise in the salary of teachers. Many problems couldhave been solved if the UniVersity Ordinance had'been repealed. Thedemands of the teachers are not new. They were raised during Ayubregime and again when Yahya Khan came to power. Every time thesuccessive governments promised to redress the grievances of theteachers. But no practical steps have so far been taken to meetthe demands. It is feared that in case their demands are notmet by the government, the teachers will take drastic steps andthe students will suffer in consequence.
HISTORY OF EDUCATION
37. BACHHRAIUNI, Mazharur Rahman. Hamara Qadeem Niz4am-e-Ta'aleem(Our Old Educational System) --- In: Ta'aleem-e-Balighaan Aur UskiLhmiyat, 33-52: Karachi,,Academy of Education Research. 1970 (U).
In the past, people made their own arrangements for the educationof their children in their houses. In the Islamic world the mosquewas the main center of education. The houses of rich men alsoServed as educational institutions. The universal; of educationin those days can be well imagined by the fact that during thereign of Emperor Adrangzaib, there were 400 schools in the cityof Thatta alone. Education was both temporal and religious. Agreat change occurred in the field of education with the adventof the Britigh in the sub - continent. The Madrassah educationwithered in the presence of English education. The closure ofMadrassahs resulted in the increase of illiteracy and thepercentage of literacy fell from about .epta lielow 20. Today we arefaced with an enormous' problem of illiteracy.
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The present illiteracy problem can be checked only by acomprehensive scheme of adult literacy. It is strongly suggestedthat the old system of primary education shoUld be revived..
38. BACHHRAIUNI, haznarur Rahman. Musalmanon Ki IIazhabi IkhlaaqiTa'aleem ( The Religious and Moral Education of Muslims ) InTalaleem-e-Balighaan Aur Uski Ahmiyat, 53-62. Karachi, Academy ofEducational Research. 1970 M.
Islam rose as an educational movement in the world. In Islam,education is compulsory for all men and women, Right from thetime of Prophet Mohammad to this day, the basis of Islamiceducation remained the same in spirit i.e.,. religious and moral,This religious and moral education received a big set-back inthe subscontinent when the British introduced their own systemof education. The long Briki..ahh rule produced men who hadlittle religious knowledge.
The demand for Pakistan was made to reorganize religious and moraleducation. The need of the day is to educate people according toIslamic tenets, to wipe out illiteracy from the country and, toproduce young men of high morals. The basis of Islamic education
before us and we have only to re-establish'our system ofeducation on this basis. The writer gives a number of suggestionsfor the religious and moral education of the Muslims of Pakistan.
39. KHAN, Zafar Hussain: Europe mein Ta'aleemi Taraqqi- Dour7e-Jadid( EducationaIProgress in Europe- Modern Times ) --- in s Tarikh-e-Talaleem, 137,187 . Karachi, Maktabae Faridi. October, 1970 (U).,
This historical analysis of the development of education in moderntimes discussea in some detail the ideas of important educationalthinkers andefluc:rt1.stheir contributions .
Rousseau is the first educational thinker.of modern times. Herevolutionized the entire thinking on education. So much so thatRousseau is considered as the PrOphet.of modern education. Hisbook Emile' contains his basic educational philosophy. Rousseaustarted psychological movement in education, in which Pestalozziplayed the biggest role. He wrote a number of books on educationand taught in schools. He also started an experimental school toput his ideas into practice.
As the nineteenth century withessed a general acceptance of Scientificmethod, education became scientific. The most important personalityof the science movement in education is Herbert Spencer.
..1.i.on.:,Delfiey is
19 -
the; last philOsopher discussed in the article. Dewey is consideredthe greatest educational thinkers of modern times. He wrote a numberof books on education philosophy and established an experimentalschool to test his ideas.
40. KHAN, Zafar Hussain. Europe 2:ein Talaleem Taraqqi- Dour- e -Wusta( Educational Progress in Europe- Medieval Age ) --- In : Tarikh-e-Ta'aleem, 110-136, Karachi, Maktabae Faridi. October, 1970 (U).
This is a historical study of the development of education in Europeduring the medieval a,se The story begins with the movement of
scholasticism under which universities were founded and peoplebecame interested in the intellectuxl_ disciplines. Another form ofeducational activity is seen in the discipline of knights, a famolza..institution of medieval age.
Like in all other fields, Renaissance brought revolutionary changesin the field of education. The movement of humanism, which is abyproduct of Renaissance, also greatly influenced education. Infact it was a rebellion against conservative forces. Humanistsliberalized education, and this process of liberalization wasaugmented by the Reformation movement. The seeds of modern educationwere sown in the movement of the 1 realists 1 . The writer discussesin detail all these movements and points out the salient featuresof each movement.
41. KHAN,. Zafar Hussain. Ingraizi Tour Mein Pak-o-Hind Mein TataleemiTaraqqi ( Educational Development in Indo-Pak during English Period ) - --In : Tarikh- e- Ta'aleem, 255-294. Karachi, Maktabae Faridi. October,1970 (U).
The East India Company did not give any attention to education inthe early years of its government. Missioneries were, of course,working long before the Company established its government. Thefirst eff,ort on the part of the British government finds a referencein Adam's Report. The Charter of 1813 made edUcation theresponsibility of the government and provided some money for
The education policy of the Company government from 113 to 1853. isbriefly discussed. In 1854 the Woods Despatch took the matter ofeducational reforms seriously and forward many recommendationsfor improving the educational stand of the subcOntinent. There isa discussion of the educational progress since 1854 and specialmention is made of the Hunter Commission of 1882, Lord Curzon'spolicies of education The University Act of 1904 and the SargentScheme of 1944
20
42. KHAN, Zafar Hussain. Khanqahi Ta'aleem ( Monastry Education ) - --In : Tarikh-e-Talaleem, 92 -100. Karachi, Maktabae Faridi. October1970, (U).
Monastry education played very important role in Europe. The monastrieswere the best ins-bii.auion of education till the Reformation. Theinmates of these monastries dedicated themselves to service and reli-gion.and renounced all pleasure of life.
The institution of monastic life probably first appeared in Eygptand from there it spread to Greece. The purpose of monastic lifewas .to create a sense of discipline among monks and prepare themfor the hardships'of life. The cardinal principles of monastic lifewere chastity, celibacy, continence, resignation, and obedience.
Monastries had no particular scheme of educations but for centuriesthey remained the centre of educational activity:- Under the headingsof " study dn monastries," "School in monastries," " PreServation oflearning," " monastries as the depositories of learning," and "monksas literary producers," the writer discussess some of the salientfeatures of monastry educatiOn.
43. KHAN, Zafar Hussain. Shahaan-e-Mughal Aur Talaleem ( Mughal Emperorsand Education ) In : Tarikh-e-Ta'aleem, 240-254. Karachi,Maktabae Faridi. October, 1970 (U).
All the Mogul emperors of India were great patrons of art and learning..Similarly the saints and religious men of the time extensivelyprovided religious education to the masses.. The educationaliitstitutions of the Mogul period were the same as those of otherMuslim countries. The' mosque was .the place for rudimentaryreligious education. In maktabs children received general education,and there were madrassas for higher education.
The aims of education in the. Mogul period also remained the same.Similarly, there was little change in the method and contents ofeducation.
There is special mention. of the contributions of the Mogul emperorsin the field of education. Female education also flourished in thisperiod and there were special schools for.women.
44. KHAN, Zafar Hussain. Unani Ta'aleem Aur Moujuda Ta'aleem 7-- InTaarikh-e-Talaleem, 78-83. Karachi, Maktabae Faridi. October, 1970 (U).
This is a comparative pciture of the Greek system of education andmodern education. An elaborate description of Greek education isgiven to show how far it has influenCed modern education.
21
In the Greek system of education gymnastics played a very Important
role, and every student from the age of 7 to 16 years was provided
exclusive education in gymnastics. In modern times gymnastics is
only-a-part of educational curricula. Similarly, music education
was a very important subject in those days.It.encOmpdbgb4:411.subjects of
aesthetics, spiritualism, and morality. Today music is only
hobby. The aims and objects of Greek education and modern education
are not the same.
ISLAMIC EDUCATION
45. KHAN, Zafar Hussain. Islam Aur Ta'aleem ( Islam and Education ) ---
In :Tarikh-e-Ta'aleem7188-216. Karadhi, Maktabae Faridi. October,
1970 (U).
In Islam education is a must for all men and women. The Prophet
himself enjoined people to seek knowledge, even if they had to go
to China for its sake. Education plays a definite role in the
Islamic society and is alwaYs considered compulsory for all.
The aims of Islamic education are.'discussed in some detail. The
contents of Islamic education include the teaching of the }Idly
Quran, the sayings of the Prophet, and all other subjects that
are necessary for the development of huMan personality. The
Islamic method of education and Islamic educational institutions are
briefly described.
In IslamiC Society the status of teacher is very high and historical
references show that men of great status and high learning
voluntarily adopted this profession . Muslim rulers were great
patrons of knowledge and learning . In fact it was the Muslims of
Arabia who imparted knowledge and learning to modern Eurpoe through,
their extensive translations of Greek works and great educational
institutions.
LANGUAGE, TEACHING OF
46. JAHANGIR, Mohammad. Anmader Bangle Bhasha (Our Bengali Language)
Dainik Pakistan (Dacca) February 28, 1971 (B).
The writer complains that the -Bengali language has not been able
to achieve *hat it should have achieved during the 23 years of
independance. There is no doubt that we have raised a great hue and
cry for the legitimate status for the Bengali language, but no
practical steps to promote the language have so far been taken
either by the Government or by individuals. The Syndicate of the
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University of Dacca that has decided to start the official workin Bengali language deserves our approbation, but it has yet tobe seen whether this decision is implementated or it is thrownout to meet the fate of many similar decisions in the past. It,however, remains a subject for the future discussion whether thedecision taken by the Syndicate has been implemented. as amatter of fact, only adoption of the Bengali. language forofficial work !y the universities of the province will not serveany useful purpose unless steps are taken to make the motherlongue medium of instruction, at the university level andmedium of communication in administration and business.
47. QURESHI, I.H. and Others. Future of English in Pakistan - --
Daily News (Karachi) February 9, 1971.
The English language' has been the main vehicle of intellectualactivity in Pakistan since long. There is resentment against thecontinued survival of English as a state language. There are manyreasons My continuance of English such as inadequacy of nationallanguages as media of instruction, especially in scientific andtechnics.] fields.
In order to determine the future of English in Pakistan three.questions were put before eminent educationists, and the articlecontains their replies. The questions were: 1) What is the futureof English in Pakistan? 2) Do you think national languages canreplace English as the official languages of Pakistan? and3) Do you think that the current emphasis on regional languageswill delay the process of replacing English by nationallanguages?
LIBRARIES
48. BHUTTO, Zafar Abbas. 'Tareekh-e-Kutub Khana (History of Libraries)Kitab (Lahore) 5(3,4)-: 19-27. November, December 1970 (U).
The history of library is as old as human civilization.. Theart of writing created books, and the books created the demand forlibraries. The Syrian library is perhaps the oldest known librarywhich was unearthed in the 19th century, In excavation some tenthousand clay tablets were regularly arranged books. In thosedays there was a man to look after these books.
A brief mention is made of the library movement in Greece andRome and especially of the famous Alexandria libary. The library
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movement in the Indo-Pak subcontinent is described in some detailmentioning various important libraries of olden and modern days.
49. ISLAM, K.M. Saiful. Librarianship as a Profession in Pakistan--- Morning News (Dacca) January 29, 1971.
In almost all the advanced countries of the world librarianship isa highly respected profession. Libarianship is essentially aprofession that helps man in his endeavours to widen the frontiersof knowledge. Unfortunately, during the last 23 years, due attentionhas not been paid to the proper development of libraries in Pakistan.In developing countries where libarianship has not yet grown intoa profession it is difficult to say if librarianship qualifies toas a profession. Every profession requires (a) formulation ofcertain standards of excellence,(b) establishment of rules ofconduct, (c) development of a sense of responsibility, (d)determination of criteria for the. recruitment and training of itsmembers, and (e) resp,..Isibility and skill to elevate it to aposition of dignity and social standing.
A librarian has to insure that his library contains the best bookson what.the reading connuaity requires, create in the readers adeep desire and urge for reading, and teach them how to select thereading material wisely. Such a librarian can play qn importantrole in shaping the destiny of his community.
50. KHAN, Arif. Karachi Kay Qaumi Kutubkhaney (The National Librariesin Karachi) Hurriyat (Karachi) January 28, 1971 (U).
Although. much needs to be done in the field of libraries, Karachilibraries -.:;ave a favorable impression. Karachi Universitylibrary can be described as a well-equipped library. In 1960, ithad only fifty thousand books and now the number has increased totwo hundred thousand'. This library is oonsidered to be the bestreference libary in South Asia. There is another library in Karachiknown as Liaquat National Library. 'Llthough it now has its ownwell-designed and attractive building, yet it needs proper attentionof the government. Acoording to a report published in 1966, itcontained,sevent thousand books, but the number has now fallen tosome fifty-five thousand. The Library of the State Bank is well-equipped and attractive. At present it contains 48 thousand booksand 12 thousand magazines. There are two other well-equippedlibraries, the National Bank Library and the NIPA library. Bothlibraries contain valuable books besides reference works.
51. KHURSHEED, Anees. Hamaray Kutubkhaney (Our Libraries) --- Mashriq
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(Karachi) January 24, 1971 (U).
In order to wipe out illiteracy from.the country we have to set uppeople's libraries. This will not only help to create a prosperoussociety, but also contribute to the well-being of the youngergeneration. Such libraries have played a vital role in the SovietUnion and Scandinavian countries. If books are not made availableas follow-up materials to the net-. literates, there is alwaysthe danger of their relapsing is to illiteracy. Proper education'Gan never be completed unless goy3 books. are made avaltlable to thestudents. The economic conditiaa:of our students is ouch thatthey cannot afford to purchase all the books they need... If theyhave access to a people's, library in addition to their schoollibraryF they can hope to have the intellectual nourishment theyneed. People's library can rightly be described as the backboneof our country.
52. KHURSHID, Zahiruddin. Pakistan Mein Qaumi Kutabkhana (NationalLibrary in Pakistan) --- Hurriyat (Karachi) January 23, 1971 (U).
The main reason for unrest among those who are employed inlibraries in Pakistan is the denial of respect enjoyed byemployees in this profesbion in other countries of the world..We have no uniform pay-stale for the librarians. Some of thushave been fortunate to get good sclaes, but the majority suinistson salaries as low as those of ordinary clerks. In 1965 underthe Colombo Plan, the services of L.C. Key Imre obtained on loanby Pakistdn for preparation of a national plan l'or libraries.But his recommedations have remained unimplemented. Nothing hasbeen done about the recommendation that an autonomous body forthe National Library be established under the Ministry ofEducation. The setting up of a National Scientific DocumentationCenter is heartening, but if a general National DocumentationCenter is established on the same pattern it will serve manyother useful purposes. The establishment of a National ExchangeCenter and a Pilot Public Library on the pattern of the DehliPilot Public Library with the help of UNESCO, needs the immediateattention of the government.
53. SAJID, Mohammad Sajjad. Sind Mein Ta'aleemi Idaron Kay Kutubkhanay(Libraries in Sind's Educational Institutions) Hurriyat (Karachi).January 25, 1971 (U).
In 1948 the total number of educational institutions in Sind was3,315. But there was not a single library worth the name in any ofthese institutions. Statistically speaking, there were only 88
- 25 -
libraries in secondary schools and seven in all the colleges in theprovince. But when we look at the st:Itistics of a few colleges, highersecondary school and other educational institutions, we see that noProgress has so far been made in this direction,. FOr example : 1) Theenrolment in these institutions ranges from 800 -to 2,000. 2) Theyhave to separate buildings or sections of buildings reserved for thelibraries. 3) Very few tibraries have tables and chairs. 4) Thenumber of books in each institution varies from 165 to 1,700.5), Only one library has 1,000 books on Islamic ideology. No otherlibrary has more than 300 books on this subject. 6) There areonly two libraries where local or foreign magazines are availablefor the readers. 7) Some of these libraries open from five toseven hours each day, and many have no fixed timings 8) Thelibraries have no proper natalogues.
LITERACY.
540.PCCERAIUNIy Mazharur ReAman. Alamgeer Mastalae Nakhwandgi ( UniversalProblem of Illiteracy ) In : Talaleem-e-Balighaan Aur Uski Ahmiyat,63-70. Karachi, Academy of Educational Research. 1970 (U).
The statistics Unesco gathered for 1957 show that about seventycrore people, i.e. very two 0%G of five are still illiterate in
the world. Of theseart 9 per cent illiterates in Europe, 44 percent in South America, 65 per cent in Asia, 85 per cent in Africa,75 per cent in India, and 85 per cent in Pakistan. This huge popula-tion of illiterates is a big hindrance in the economic progressof developing countries.
Many countries launched ambitious schemes to promote literacy, passednecessary legislation for this purpose, and created incentives.Many countries, such as Russia, Turkey, Mexico' Indonesia, and*liana, fought illiteracy after some revolutionary happenings,.The writer also discusses some of the problems which hl_nder a steadyprogress of mass literacy movement.
55. BACHHRAIUNI, Mazharur Rahman': Khwandgi Aur Qaumi Doulat ( Literacyand NatioLal Wealth ) In : Talaleem-e-Balighaan Aur Uski Ahmiyat,99-111. Karachi, Academy of Educational Research. 1970 (U).
Literacy and national wealth go hand in hand, History shows thatprosperity came to those countries which attained a high standardof literacy. Even today the countries with higher percentage ofliteracy are well ahead of those with lower percentage of literacyin the race for development. Britain, Germany, America, Denmark,Japan, and Russia prove the truth of this _statement.
- 26 -
It is almo;st law that literacy is the precondition of economicprogress... Abe::relation between productivity :and literacy is selfevident- .A.7-erat'labare:nr or farmer-is ice. a better position toshoiw be:t-ter zesul taF. than the laboC&C'-r or fL.:rmer who has no education.Thelltr :aa:apitt incom. of Pakistan is largely due to the low standamdof gduca-c-Tr nth country. Progress-is impossible without theeradication illiracy. Our development plans will bear no fruitwithout mass education.
56. BACCHHRAIVNI, gazh-ii Rahman. Pakistan Aur Khwandgi ( Literacy andPakistan ) In Tati=47Pem-e-Balighaan Aur Uski Ahmiyat 17 32.Karachi, %Acp.e-mynf ER-larmptional Research. 1970- (U).
Education 2,s ome of aur big problems. The literacy percentage inPakistan fE only 15.3 and thislipercentage has adversely affectedthe economic -progress of the country. Educational facilities arevery scanle and only well-to-do people can afford to send theirchildren to schools.
Without education we cannot make any progress. In the presentsituation the government cannot afford to provide school and collegeeducation on a larger scale because of lack of finances. Thesolution lies in an extensive adult education program both in ruraland urban areas.
The writer briefly mentions the organizations which are active in thefield of adult literacy program and says that we can also promotenational unity among our people through a well-planned adult'education program.
57. JAMAL, Nasimul. Dokko Janoshatir Jonno Chai Shikkha ( We wantEducation for our Skilled Manpower ) Dainik Pakistan (Dacca)January 10, 1971 (B).
Education has now been recognised as an instrument for economic andsocial development. It not only eliminates illiteracy but alsoliberates the country from many other evils. Pakistan has yet toachieve its goal of economic progress by reorganizing its agriculturaleconomy and converting it into an industrial economy. Vie have notyet reached the take-off stage of economic development and thus thehuman resources available are not fully utilized. In most of thedeveloping countries of the world at least 6% of the GNP is spent oneducation, whereas in the Third Five-Year Plan 1965-70, only 9.8%of the GNP was proposed to be spent on education. A comparative studyof the achievements of other countries shows that serious efforts
27
to harness resources can help builda new education and economic order.The Soviet Union has achieved much in education since the communistrevolution in 1917 and so has the People's Republic of China. Theymade strenuous efforts to wipe off illiteracy with success. But wehave no such achievement to show, and about 85% of our people are stillilliterate.
58. SAYEED, Abu. Literacy and National Development --- Pakistan Observer( Dacca ) January 20, 1971.
It has been estimated that nearly 89% of the adult literates inPakistan live in villageo and the rervining 11% in towns. 44% ofthe total literates constitute the male civilian labor force. Theoccupation of 72% of the 44% of the male civilian labor force isagriculture, whereas nearly 14% lives in the urban areas. Ten percent of the last category may be categorized as skilled, 75% semi-skilled and 15% unskilled. Of the unskilled and semi-skilled groupsof the labor force only 14% literate.
There exists a direct relationship between the educational standardand the economic progress of a nation. The existence of a huge un-skilled and illiterate manpower adversely affects the total quantumof production. The remedy is an effective program of adult educationforming an integral part of our total effort for the improvement ofeducation. This process can be accelerated through a mass literacyeducaticn at the primary level and an expansion the adult educationprogram. The existing state of our national economy cannot bear theexpenditure on building new adult education centres. The remedy liesin using the primary and secondary schools during evening hours ascentres of adult education both in tho rural and urban arean.
LITERATURE FOR CHID REN
50. CHONDHURY, Ataul Hague. Juvenile Literature in East Pakistai ---pakistanQuarterly (Karachi) xvii (3,4) : 35-44. Autumn-Winter 1970
Up to early fifties there was not much literature for children inBengali language. Later, some young writers came in the field andapplied their talents to the task of filling lip this gap. TheBengali Academy and the Islamic Academy took special interest in thefield of juvenile literature. In 1948 only 16 books were published
for children. Since then thenumber of annual juvenile titles hasincreased considerably.
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In the sphere of magazines for young readers, East Pakistan has madeheadway and a numb:r of good juvenile magazines. have appeared.
However, these juvenile periodical.:J are now being overshadowedby children's pages in Bengali dailies.
The production standard of children's books has improved much andeminent writers have come into the field. The most popular subjectsare biographies and Islam. Translations of children's books fromforeign languages hav,1; been sponsored on.a large scale by theBengali Academy, Franklin Book Program, USIS, etc.
60. RAHMAN, Mahmudur. Urdu Mein Bachchon Ka Adab ( Children's Literaturein Ulta ) --- National Publishing House ( Karachi) 512p. 1970 (U).
This is the first survey of juvenile literature in Urda . The surveytraces the origin Of Urdu, juvenile literature andevaluates thepresent EVAilable literature The entire book is divided into fourparts and each part contains: several chapters.
The first chapter of the first part discusses the scope and natureof juvenile literature followed by a discussion on the characterittiGsof juvenile literature. The last chapter of the first part makesa brief mention of juvenile literature in the English language. Inthe second part a historical analysis has been made and the firstchapter deals with the earliest period of children's literaturefollowed by an appraisal of some old stalwarts of Urdu juvenile litera-Illtel-. The last chapter of the second part briefly discusses thejuVenile literature from 1657 to the beginoi4 of the 20th Century.The third part deals with modern juvenile literature discussingpoetry, story, novel, and drama seperately. In the last part thechildren's literature in radio, newspaper and magazine is brieflydiscussed.
MEDICAL EDUCATION
61. HAQ, Mohammad Abdul: Rajshani Medical College Ki Shorkari AnumodanPabey Na ( Will the Rajshahi Medical. College Be Not Recognised by theGovernment ?) Dainik Pakistan ( Dacca ) February 11, 1971 (B).
Rajshahi in East Pakistan is known for its educational development.Students from West Pakistan and even from foreign lands come toRajshahi to carry on their educational pursuits in differentdisciplines. It has been enjoying this position since long, but bywithholding recognition, the.Government has rather been apathetic tothe development of the only Medical College in Rajshahi, which has
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now completed twelve years of its successful existence.The fifty students who are on the roll of the college face varieddifficulties.
factIt is a well known/that East Pakistan is a land of many diseasesand natural calamities, which fall sometimes twice a year andkill thousands of human beings. But despite these recurringnational calamities and diseases, no attention has been paidto the development of medical education and raise a corps of medicalmarkers to help the people in their hour of need.
PHILOSOPHY OF EDUCATION
62am:1116 Munawwar Ibne. Iqbal Ka Tasuvare Ta'aleem ( Iqbal's Concept ofEducation ) Sanuvi Talaleem (Lahore) 3(4): 57-68, March 1970 (U).-
The study of Iqbal's poetry is not enough to understand hiseducational philosophy. We have to go through his various speechesand writings in order to understand what he means by education.Iqbal had his own definite ideas about education. His article" Children's Education and Training " throws light on some of hisideas on education. As Iqbal himself was a teacher, he knewquite well the prevalent educational world.
The certg. of Iqbal's educational philosophy is man's life.According to his, education and philosophy of life are the twoaspects of one and the same discipline. The writer analyzesIqbal's various writings to bring out his educational concept.
PSYCHOLOGY
63. RAZ.F.,AIIDUE. Tarbiyat-e-A'adaat ( Training of Habits ) Talaleem-o,-Tadrees ( Lahore ) 4(1): 57-66, October 1970 (U).
Quaiifcation of good habits should have the first priority in anysystem of education. Habits are formed from the cradle, and thetraining in good habits should also start from the same age. Thevarious harmful habits are discussed in some detail.. Unless checkedat the right time, these habits will affect the future life of thechild, and late treatment will not help much. Both in the houseand at school, care should be taken that children do not formharmful habits. They should be encouraged to form good habits.
Teachers and parents should keep it in mind that children learn moreform the personal life of their eldzrs than from any other sourcl.. .
child is basically an imitator. You cannot correct the habits ofa child by mere scolding and lecturing if your own behaviour is notexemplary. Preach what you do.
SCIENCE EDUCATION
64. Bigganik Gobeshnar Bhobishhat ( The Future of Scientific Research)Dainik Pakistan ( Dacca ) January 18, 1971 (B).
The progress of a nation depends on education and research. TheGovernment of Pakistan has been doing all that is necessary forimproving the standard of educational institutions and researchorganisations. Today we need experts and specialists in the fieldof science and technology, to exploit natural resources for thedevelopment of the country. East Pakistan is considered to havebeen endowed with rich natural resources, but so far no seriousefforts have been made to exploit them for the good of the nations.The Government has, of late, given serious attention to thisquestion, but paucity of funds has held back the implementation ofvarious schemes. In order to make research work more systematicand useful, a committee of prominent scientists should be set upto study the existing arrangements and suggest new efforts for avigorous scientific build-up.
65. HASAN, Ahmed. Science Aur Technology ( Science and Technology )Mashriq ( Karachi ) February 15, 1971 (U).
Scientific and technological education in Pakistan has lately gainedmomentum. Thero i^ no doubt that without it the economic problemsof the country cannot be solved. The country must provide for thedevelopment of science, technology, and engineering. The futureprogress of our country depends largely on engineers. A greatnumber of our engineers are either unemployed or deprived of thetreatment they deserve. Most of the engineers have decided to leavethe country where' they find no employment opportunities to absorbthem. It will be a great loss of skilled manpower to the countryif they left the country. This situation has also .created dis-appointment and disillusionment among those students who have taken
this subject. It is timely that the government has set up asol,arate committee to find out ways and means for solving theirproblems. The Committee will submit its recommendations very soon andfurther: steps will be taken in the light of these recommendations..
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66. HAQUE, Abu Obaidul . A Fresh Look at Science Education --- PakistanObserver ( Dacca ) January 6, 1971.
In the modern age of explosion of knowledge, the conventional methodsof teaching science nave become absolete and outdated. Efforts shouldbe made to teach science through discovery method. The object ofthis method is to make students use scientific knowledge under theguidance of a teacher and develop attitudes, habits and traits forscientific investigations. Extensive research work in the field ofteaching science has been done in the United States, and it hasben found that the discovery method of teaching science helpsstudents reach the desired objectives more effectively than thetraditional method. In order to achieve this objective, teachertraining colleges and institutions should modify the existingprogram of teaching science . This will help science teachersorient and acquaint themselves with new approaches of teachingscience.Vhe second task for them would be the design andmanufacture of standard but inexpensive equipment and apparatus.
Since the .existing system of examinations is not a reliable measureof the actual achievements of the students, it should be replacedby the objective type of questions in the examination.
67. JAHANGIR, Mohammad. Matri Bhashai Biggan ( Scientific EducationThrough Mother Tongue ) Dainik Pakistan ( Dacca) February 13,1971(B).
We have not yet given serious thouglt to tills important question.Lack of interest in the development of the mother tongue has causeda serious set-back to the cause of scientific education and thelanguage itself. The best medium of acquiring knowledge is one'smother tongue. This is being done in almost every country in theworld except a few that had for long remained under foreign domination.Germany and Japan have made their scientific explorations byemploying their own languages. Even some of the countries that hadin the past suffered under colonial rule have switched over to theirmother tongue. But in Pakistan the mother tongue of the peoplehas been neglected and we still hold dearly to English as the mediumof instruction. This had held us back in the field of scientificknowledge, and unless this policy is changed, we would not be ableto compete with other countries in any sphere of heman activity.
68. KARIM, Abdul. Science at Primary Level --- Morning. News ( Dacca )January 10, 1971.
In the world of today science plays a vital role in the develbpmentof an individual and his experiences. At the primary school level
it can help the children avoid a variety of conflicts. It is thebasic institution dedicated to the task of helping all categoriesof children grow in the habits and attitudes needed for anintelligent citizenship in a democracy. Desirable growth inbehaviour comes from real life in which boys and girls discuss, tryout, construct, observe, and test. Science and its teaching at theprimary school level is, therefore, considered as most importantbecause it offers a variety of opportunities for real learningexperiences The major concern of a primary school is with thechildren and their continuous healthy growth. Science, as a partof education, shouiTguide the children--to experiance which help themin the interpretation and explanations their world.
69. ZAMAN, Rafeuz ad- Scientific Research --- In : Pakistan YearBook 1970,349-375. National Publishing House ( Karachi ) 1971.
When Pakistan came into existence in 1947 there were virtually nofacilities for organized scientific research. There were only threeuniversities with a total enrolment of 2264 students out of thecountry's population of 65 million at that time. The IrrigationResearch Laboratory, the Industrial Research Laboratory at Lahore,and some stations of meteorological department were the onlyscientific research institutions that Pakistan inherited. Thearticle than mentions the numerous steps in the development ofscientific research. However, for all the progress recorded, Pakistanis still woefully short of scientific and technical manpower.
Generally speaking, s ientific research in Pakistan is conductedin laboratories set up research councils, the department ofprovincial and centralgovernments, and university laboratories.Compared with the volume of research conducted in other advancedcountries, scientific research in private industry in Pakistanis almost nil. There is a discussion of government science policyand a review of the 7:orkfmg and achievements of the presentorganizations of scientific research. At the end there are 4tables showing expenditure in various fields of scientificresearch.
SOCIOLOGY
70. Democratization in .Education --- Pakistan Observer (Dacca )January 3, 1971.
Democratization of secondary and higher education was selected asthe theme of the International Education Year,. 1970. The objectiveis to promote our understanding of the democratization and
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reconstruction of education, so that it may serve the cause of theindividual and the society. If democratization in education meansrecognition of the right of every individual to have access to allstages of education, without reference to merit, it will come inconflict with the Universal.Declaration of Human Rights whichdistinguishes between secondary education ""available to all" andhigher education "accessible to all on the basis of merit."In the ' "present conditions of overcrowding, understaffing, heavydropout rates, lack of specialised administration, and discontent withcurriculum and methods of teaching in mfr countrieswhere democratizationin education has pushed up enrolments enormously, t'at where the per-centage; of government expenditure remains practicA.1Y unchanged, thedemand for un-restricted access to education is bound to createdifficulties. Since education is considered the infrastructure ofa nation's overall development, we must recognize education's claimto priority in the national schemes of development. In Pakistan',where the figure of per capita education is very low, .
the emphasis must be on vq.ciational and technical instruction ratherthan on traditional scholasticism. A. serious situation may arise if thenumber of persons getting higher education exceed the number ofmen who can be employed in the government, industrial andcommercial o:cganisations4
71. KARIM, J. Parents and Students --- Morning News ( Dacca ) February28, 1971.
In Pakistan parents play a decisive role in determining the futureof a young man. Their constructive advice can give, the yo.u.th newdimensions in determining their behavior patterns. Home is the firstschool, and the parents are the first teachers. The students shouldseek the advice of their parents to avoid any pitfalls in theirfuture life. But unfortunately the old and the new generations arefast drifting apart in their attitudes, aspirations, and ideologies.The younger generations seems to be smart and intilligent but puts upa poor show in examinations. Unless they develop in themselves asense of proportion and direction in life, they cannot hope for anyreal triumphs in life.
STUDENTS' PROBLEMS
tR'lEASAN, Abul. Student Unrest --- Pakistan Observer(Dacca)January 27, 1971.
In recent years, economic, social, and political forces have radicallychanged the attitude, outlook, and behavior of the student community
34
and created deep hatred against all kinds of establishedinstitutions, including the university. This dynamism ofstudent movement has even taken the form of violence in manycases. The question is whether this is a manifestation ofsocial bewilderment or, as Herbert Marcuse and Jean PaulSartre conclude, the total revolution of the young generationagainst all ideologies. The university, as an institution, isa class-dominated :;''ocioty, im:2arting bourgeois knowledge meantfor the maintenance of the status quo. The end-product is notthe glorification of the mind or the spirit, but the participa-tion in a world of belliEorence, poverty and police force.
This society should not be destroyed outright, but should bereformed. It should be remetbered that human race already hasan ideology of progress and equality. The next social revolutionshould aim at making freedom meaningful and equality of man, afact of life.
73. KHOKAR, Ilyas. Musteebil Aux Talaba (The Future and the Students)Mashriq (Karachi) February 20, 1971 (U).
The secret of national progress lies in the country's educationalinstitutions. In Pakistan many reforms were introducted butwithout any results. There are dozens of problems facing thestudent community which could have been solved in a pleasantatmosphere, but emotions always got the better of calm discussion.The politicians have always made our student community as thescape-goat. This happens becaUse education 11,..s failed tocontribute to the personal well-being and growth of students.This is mainly due to a system of education that has becomeoutdated. This system has produced a class of students thatlacks realism. Teachers are also to be blamed. They are oftenfoADd inciting hatred among the different sections of thestudent community. They also involve the student community inso-called pkitics. The students are divided into two groups.Both groups fight with each other for the benefit of thepoliticians. Unless teachers are devoted to their duties andprofession and are sincere to the students, the future of thestudents and the ceuntry will continua to remain bleak.
TEACHERS
74. ALAM, Majod. Aamadar Shikkhek-o-Tanr Shomassa (Our Teachers andTheir Problems) Dainik Pakistan (Dacca) March2, 1971 (B).
The conditions of teachers in East Pakistan is pitiable. Here
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are some of the factors that have made this professionunattractive. Their salary is lamentably low. They lead amiserable life. They feel insecure, suffer from inferioritycomplex, command no respect in society, and are financially verypoor. They are disturbed, confused, and incapable of performingtheir duties properly. In order to meet their financial needsthey look for other means of income, usually private tuitions.Economic deprivation, coupled with lack of status in society,has made the teaching profession unattractive. There areinstances that even those who are trained in the art of teachingremain on the look out for chance in other callings. This isreally alarming and unless remedial measures are taken by theauthorities, the teaching profession. will rapidly lose whatlittle attraction if now possesses.
75. ALI, Md. izhar. Raise Professional Status of Teachers - --Pakistan Observer (Dacca) February 17, 1971.
This is a discussion on the professional status of teachers inEast Pakistan. This profession has no charm for really efficientmen for the following reasons: 1) Teaching profession is crowdedwith mediocre men and women who can reconcile themselves withpoor salary and the consequent low status in the society. 2)They have no incentive to improve their profesaional efficiency.3) They feel themselves inferior in comparison to others whopossess the same qualifications but are engaged in better-paidprofessions. 4) Teacher's have no organization of their own tovoice their grievances and look after their interests. 5)Teachers are not required to go through any certification as thedoctors and lawyers are required. This lack of certificationdoes not entitle the job of teaching to the status of a profession.
It is suggested that (1) the pay-scales of teachers should beraised to a reasonable level that would enable them to maintaina decent and respectable standard of living; (2) they:should beprovided the opportunities and means of travel and visits, sothat they may add to thin. knowledge and experience; and (3)thin pay-scales should be rationalized to minimize the bickeringand heart-burning among the members of various grades and scales.
The pay-scale of a teacher should be determined on the basis of(a) his qualifications, (b) the nature of his work, (c) theaverage size of his family, (d) his status in society, (e) thepurchasing power of the currency, and (f) the pay-scales ofindividuals with similar qualifications and work load, employed inother services and professions.
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76. BUKHARI, Yaseen. Moallami Ka Pesha (Profession of a Teacher) ---Hurriyat (Karachi) March 26, 1971 (U),
In order to be:ome a successful teacherv1) One must be able toexrress one's viewpoint without hesitation. 2) She must havecommand over the subject matter. 3) She must have the ability tosolve the problems of students. 4) She must be cooperative. 5)She must be trained and must have specialization in one or TWJsubjects. At present there is a. -dearth of trained teachers inour country. According to a rough estimate not even one percent of the teachers are trained in cheir job. 6) She must beamicable, and friendly.
It is unfortunate that teachers in our country are not paidadequately. The government has to look into this. This is oneof the main reasons why teachers do not devote as much time tothis work as they should. This situation must be changed if thegovernment wants to improve the standard of education.
77. HAQUE, Abu Obaidul. Teaching as a Profession --- Morning News(Dacca) January 24, 1971.
It is a well known maxim that no educational program can bebetter than its teachers. It is the teacher who builds up thefuture by educating and training the youth who will in theirturn contribUte to the development of the society. If a teacherfails to discharge his duties faithfully, no program of education,however good it may be, can invigorate national life. Thisshows the importance of the teaching profession and of the teacherin any future program of national progress. The teacher is notan apparatus that stores and communicates a mass of facts to thestudents. He is much more than this. By his superior attainmentand balanced judgement he is to lead his students to higherachievements in life. A teacher should take pride in being ateacher. He must challenge his students to high thinking andachievement, and be ready to encourage and stimulate his students.In this connection the author suggests the holding of regularseminars in which all the teachers 'of related subjects shouldparticipate.
78. KAZMI, Ustad Aur Ma'ashra (The Teacher and the Society) ---Mashriq (Karachi) June 22 1971 (U).
Teacher is the most important element in the school. It is hewho moulds the character of students, and inculcates in themthe quest for knowledge. The administration and discipline ofthe school will not work if teachers stop taking interest in the
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institution. But these objectives cannot be achieved in acountry where economic conditions of teachers are deplorable,and they are deprived of the status they deserve. In Pakistanthe teacher community is the most neglected section of theeducated community. Their salary is so meager that they canhardly maintain themselves. They are looked down upon by thesociety. The result is that this profession has lost itsappeal, and very few people feel attracted to it. In order tomake the profession respectable and attractive, the government:must enhance.the emoluments of teachers and introduce better-service rules and conditions. Such a policy would make thisprofessioh attractive and the standard of teaching would alsoimprove.
79. NASARULL.iH, Nusrat. Teachers Quest for Political Freedom - --
Leader (Karachi) January 6, 1971.
Majority of teachers dislike the 1962 University Ordinance.They want it to go in toto. Teachers find it too stifling andReel that it curbs their political activity as citizens. Theyhave been protesting against the.Ordinance ever since it waspromulgated some eight years back. Because of these proteststhe Ordinance was repealed during the last days of the Ayubregime, but paradoxically enough it remained in operation. Thereason given was that until a new ordinance was issued the.olftone would remain operative. It is against this inordinate delayin the promulgation of a new ordinance that the teachers have beenexpressing bitter resentment and carrying on agitation.
The writer discusses in detail the various clauses' of the oldordinance that are extremely unpopular with the teachers. Itis said that students are also opposed to this ordinance andcall it a black law. The writer, however, points out that anyagitation at this stage will do serious harm to the academic lifein the country.
TEACHER EDUCATION
80. ALI, Asghar. Asateza Xi Haisyiat Aur Unki Tarbiat (The Status ofTeachers and their Training) --- Ta'aleem- o- Tadrees (Lahore) 4(1)232-39. October 1970 (U).
Good teachers are the backbone of any system of education. Thenew education policy of the government lays special stress on
providing better status to teachers and their effectivetraining to improve their professional competence.
The article discusses the nature of status and the ways ofimproving it. The most important step suggested is to raise theteaching competence of teachers by providing them with bettertraining facilities, both in-service and before service.Teaching is a profession that requires special training andexpertise. An individual may have extensive knowledge of thesubject, but it is the training that teache:., M m h ow totransmit his knowledge effectively to his students.
81. ALI,Mdashar. How to Check Wastage in Primary Teacher Training?--- Pakistan Observer (Dacca) January 20, 1971.
It is generally believed that the shortage of trained primaryschool teachers in East Pakistan is due to the wastage in thetraining institutions. An appraisal of the present state,oftraining program shows that the process Of selecting candidatesfor the training program does not necessarily preclude weedingout candidates who are not likely to succeed in the profession.It has been noticed that the incidence of failure tends to behigher where the candidates have to take an "external" examina-tion. Yet another factor that could be e. cause of wastage isthe poor quality of teachers, which may be due to the lack ofindividual attention and guidance, and the failure to employscientific and modern techniques of teaching. The followingmeasures and suggesteds 1) Improvement in the pay-scales.2) Creation of posts in selection grade. 3) Adoption of anational salary scale with pensi-J. rights. 4) Celebration of"Teachers day" as in Afghanist;-in recognition of the nationalservice rendered by teachers. 5) Conferring of distinctions ornational awards on teachers who have rendered outstanding service.6) Facilities for travel. 7) Free education of teacher'schildren.
82. HAQUE, S.M. Najmul. Teaching as a Creative Art --- PakistanObserver (Dacca) Pc.bruary 17,1971.
Teaching is a great art and those teachers who do not possess thequality to teach they develop their own methods through whichthey manage to handle their work. Some of the teachers try tobe very strict in the classroom and do not alio. any student to-put any question. These teachers may be very brilliant but theyonly mechnically learn and reproduce. A question that involvescreative thinking puts them in confusion and, they fail toexplain the point raised for clarification. The strict teacher
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usually puts counter questions to redicule the pupil to avoid anyfurther questioning. The author then refers to defect in speech,lack of planning, poor knowledge of communication media andfailure to employ correct method and devices, without which goodteaching cannot tak'place. In the opinion of the author the. mainobjective of teaching is the dissemination of knowledge that theteacher has acquired. For this he will have to depend upon hisgifted and acquired qualities : 'Gifted. qualities : 1 ) Personality ;
2) power of speech and ability to communicate ; d) ability to appreciatethe difficulties of his students. Acquired qualities s 1 ) Kni.wledgeof the subject; 2) behavior ; 3) respect and sympathy for hisstudents ; 4) capability to. appreciate the superior power of hisstudents ; 5) capability to plan and design units of teaching .
TECHNICAL EDUCATION
83. ASGHAR, Malik Mohammed. Nizam.e.Talleem Ki iBunyadi Kharabian ( TheBasic Evils of the System of Education ) Mashriq (Karachi)January 5, 1971 (U).
The pressing need of the country is to establish more technicalinstitutions and to make concerted efforts to attract students inthis field. We need technically trained people instead of artgraduates. The art graduates have no jobs to absorb them. Thisis the age of Science and technology, and the government WIDuld takepractical steps to give education a technical orientation. Thecountry is in need. of technically trained people, so that ourvast manpower can contribute to national progress.
BUKHSH, Maula. University of Engineering and Technology --- PakistanTimes ( Lahore ) March 1, 1971.
One of the major reasons for the discouraging state of affairs inthe University of Engineering and Technology, Lahore, is the recourseto the plea of compassionate grounds' injustificati.on. of all andsundry decisions. When you begin to admit students on compassionategrounds, you can employ teachers on compassinate grounds, awardscholarships for higher learnin& on compassionate grounds, and relaxthe requirements for successful completion of the studies oncompassionate grounds. You may, with equal logic, end.up by awardingdegrees on compassionate grounds. The son of ad.ate teacher of theuniversity,. who had been admitted-against a compassionate seat,"went thrOugh four years of study, but failed. to receive his degree
in the first-tempt, In is second.attempt in the suliplementaryexaminatin however, cceded in clearing his pap,ars and wasappointed,a 'ffiturer on compassionate grounds. He was .allowed tolive in alrlafssoris houses,, -again on compassionate grounds. TheuniversitT an explanation to the people whose precious savingsit has squat aay. Tie university charter does not authorizeit to act. aas. charitable trust or to disregard the principle ofmerit.
85. Thakrugaon Needs a Technical Institute --- Pakistan Observer( Dacca ) February 17, 1971.
Technical education has now assumod ',greater importance than inthe past, and quite a number of technical institutes have beenestablished in the province. A technical institute is badlyneeded in Thakurgaon, which has a population of over 1.3 million.The door of technical education is closed-to many young men ofthe area who cannot-afford to go. elsewhere. They are thus forcedto get themselves admitted to an ordinary general education program1111 local colleges. In 1970, more than 8,000 students fromThakurgaon appeared at the Secondary School Certificate and HigherSecondary Certificate Examinations of the Board of Intermediate andSecondary Education, Rajshahi, and more than 50 per cent of themcame out successful. Had there been a technical institute of thenature of a polytechnic, many of them could have' qualified asuscrful citizens.
TEXT BOOKS
86.SALAHUDDIN, M. Obhihabokra Chinti Hoeporechehn ( The Worries of''Gua'rdians ) Dainik Pakistan (Dacca) January l& 1971(3).
Every new aca session, brings with .t new problems and. worriesfor .the guardriaco are already overburdened with the bagtuition fees1171boals and colleges. The latest announcement of theBoard raising tprices of textbooks has added to their worries.An increase of =TB than 30 :r cent in the price of the tmtbooksprinted by the.:tisVard is exartIIant. Guardians with limite.esiiincomea. and-large familiEre thinking7meriously -of pulling 'their dhf2dren outaff_achools. Tigietnjority tha population in East Pakistan is
-rfed and AindiElathed.. litzzis a reaLsacrificdfor theae4eople.whenthey-send theirAchfidren to:adtbols.
With the incrin theprica.of textbooks, the booksellers have stoppeddealing in these Tb'aoks. This has added to the difficulties of thestudents in towns and villages. The Government should take steps toease the price situation, as otherwise the cause of education in theprovince will suffer a serious setback.
GENERAL
87. AHMAD, Hasan. Hamara Nizem-e-Ta'aleem ( Our System of Education )Mashriq ( Karachi ) 4nuary 17, 1971 (U).
The present system of education is extremely defective and needs urgentattention of the government. We are a 23- years -old independent nation.Instead of making radical changes in the educational pattern, we arestill clinging to the old setup inherited from an alien government.The number of schools, colleges, and universities has increasedconsiderably and the number of Jtudents is multiplying every year.But no change have been made in the curricula and courses of studies.Religious education has been neglected. The students are ignorant oftheir religion, tradition, culture, and history. Their outlook iswesternized and they are even unaware of the basic ideology for whichPakistan had come into being. Neglect of religious education hasharmed the younger generation almost beyond repair. The governmentshould take up the matter seriously and evolve a new educationalpolicy in keeping with our rich religious heritage.
88. ALAM,. N. A. Bortoman Shikkhs Biobostha ( The Present System ofEducation ) --- Azad ( Dacca.) February 7, 1971 (B).
The following factors should be taken into consideration while drawingup plans for improving the present system of education ! 1) dignity ofteaching, 2) role of a teacher, 3), student's environment, 4) societyand politics, and 5) mentality of students.
Teaching has always been regarded as a noble profession, whichcarries a dignity of its own. If the students are now .insultingtheir teachers, the blame lies on both the teachers and the students.Teachers have become more materialistic in their outlook, andteaching has become more commercialized. Schools and colleges areopened at places not at all suitable for teaching. The majority of thestudents are neither interested in their studies, nor rsspectful totheir teachers. The purpose of teaching has thus been lost sight of,and.students have grown fond of politics.
89. Faujdarhat Cadet College: Morning News ( Dacca ) January 17, 1971.
There-are four Cadet College in East. Pakistan, located at Faujdarhat,Jhenidah, Momenshahil and Ayub '(Sardah). Faujdarhat which wasopened in April, 1958, is the oldest and well-established institution.It has by now built up a history of its own successes and achievements
42
In Pakistan tha program of training and educatiOn is based on threeprinciples, viz., sound and liberal education, character building, andphysical development. These colleges have ..ben organized to ensurefull participation of the students in abadeaLO and non-academicactivities. They provide education from Class. VII to XII and preparethe students for SSC and ESC examinations af the respectiva.boards.A good number of scholarships are awarded each year on the basis of themerit of the students and the income of, their parents. FaujdarhatCadet College, with its imposing and modern buildings, is locatedabout eight miles north of Chittagong.
90. Pakistan Mein Tataleem Ka Mustagbil..( The Putmre of Education in Pakistan)Hurriyat ( Karachi ) January 14, 1971 01.
The demand for educations has far outpaced the number of educationalinstitutions in .the country. The overcrowdingofstudents in schoolshas made it impossible for the teachers to teach' the students'properlyand for the students to assimilate what is taught to them. The resultis that the object of character-building.haa,been lost sight of.It is clear that we are wasting our money and energies. Who is to be-held responsible for all these ills, andwhat is the remedy, are someof the questions that call for an answer.
In the present world edUcatian carries an importance greater thananynational. undertaking. It. is:more important than even- agriculture,industry, commerce, health, judiciary.
91. RAHMAN Shamsur. iTortaman Shikkha Poddhoti ( :The Present .System ofEducation ) Dainik-Pakistan ( Dacca ) January 1811971. (B).
The writer has bitterly criticized the present system of educationas deficient and azatdated. It has Sailed to inspire the studentsto strive for mordI and intellectual achievement. Instead, they havelost respect for their teachers. It has sk ittered the teacher-pupilrelationship. TheT know that a Little oma=mfng of short notesavailable in the market will do the tridk-emd they will pass theexamination. Thez7 have thus lost initiatime and creativity. We taTkmuch ofriAm lution; but revolution in educes on is yet to come. What lire
need today is to broaden our outlook and change, the entire systemof education to sleet the demands af time. The task is arduous, butwe have to handle the student problem gently patiently. We haveto explain to them the dangerous results of memorization andmalpractices in examintion halls.
92. REAZ, Mirza. Maujooda Nizam-e-Tataleem -( The Present System ofEducation ) Hurriyat ( Karachi ) February 1, 1971 (0).
The youth of today is faced with various problems. The foremost amongthem is the absence of any purpose in the system of education. The
- 43
increasing course of corruption in our daily life has created asort of revolt and despair in the minds of our youth. The mostintelligent among them. sometimes lose their balance; and try tofind solace in destructive activities. The growing influ=e'., ofthe wertern norms of life through the so-called liberal films andmagazines has estranged our youth from their own relip:ion, traditions,and culture. These ills are taking root in our youth because oftheir aimless and dissatisfied life. Unless they are given a senseof .direction and guaranteed a happy 'future, they will naturally seekmental refuge in anti-social activities. The desired results can.beachieved thrwgh a revolutionary change.. in the system of education,content of teaching, and the attitude of both the parents and theteachers.
ADULT EDUCATION ( Special Section
9.3,. Adult Literacy - Social Service Project --Lahore, PakistanGirls Guide Aasooiation. 1971.
This pamphlet describes the adult education scheme of Pakistan GirlsGlrisie Association under its Social Service Project, the method andscope of adult education for Women,'and.its aims and objects. Thenfollows the description. of the various efforts of the organizationfor educatfng the adult female population of the aauntry and itsfuture IDT#Trs. Graphs and tables show the relative progress ofadult educalttion ebtring the last few years.
The -pamphiat. ends with an account of: the syllabus which includesreading, wmdting, .arithmetic, civics., religious education, hygiene.,firstaidL,-Jamame nursing and gardening.
94. AHMED, Saeed.. Techniques of Adult Literacy : Role of. Mass Media ---Jamia Educational'quarterly (Karachi ) XI(4) : 35-41. Ootober, 1970.
Education and communication are inseperable from, and complementary to,each other. Communication covers printed media, such as books,magazines, newspapers, radio, televibion, and films. In the case ofprinted media, a basic- knowledge of reading and writing is required.Such _.is not'the case with radio, television, and films, and thereforethis media is very helpful in imparting education to adults. Thisis truly a mass media and everyone can share in its benefits.
44
Sound broadcasting is very effective in all the Countries where therate of illiteracy is high. Teaching through radio brings directnessin the process of teaching. The taught shares the experience of theteacher with convenience and conviction. No barrier of distance canprevent teaching reaching its audience. Apart from sound. broadcasting,television has the greatest educational vali e. lelevisionapproaches the people through senses of sight and hearing arilremarkably fits in with such teaching methods as lectures, symposiumsor interviews. Along with radio and televisioll, films. also performan equally important educational program, especlalIT i 'countries whereteimvision has not yet reachad-
In foreign countries ambitiouschemes 'are beingHooncieved andimplemented to make optimum 'use. of radio, television, and films in thespread of education.'
95.10.i.Anita Ghulam, .Adult Education as a .Strategy fta. Social Change
--- Jamie. Educational Quarterly (Karachi) X1(4): actter, T570.
Adult education is In itself a =mplex problem, but when the objectiveis social changes, It natniallyczomplicates ttameth.c'liIand manner ofcommunication, and the directJ=ind motivatima. InTakistan adulteducation program has been Itm±tmd to the teaching Of alphabet andmuatericals. This narrownessof aTproach has failed:to :stimulate'interest in the taught and inartmation in the teacher.
The writer points out various :fundamentals on whichHadult educationprogram should be based. Simuillaneous undertaking-of imparting thefundamentals of literacy and social education dal .strzased.
One of the most arduous tasks:Linthe planning and programing of adulteduction is to make the adult 1:.,a1 that the time amaunt in learningis the time spent in preparin for a future prtfatatle pursUit.The literacy part of education.-will be the same larApoth men and women,but so 'far as education towards conditioning of thgaattitude tosocial change is concerned both_ ,sexes will have deferent types ofcourses according to their speolfic needs.
96.BLCHRRAIUNI, Mazharur Rahman. -Nau Sikh Balighon Ka Adab ( Literaturefor New Literates ) In : Talaleem-e-Balighaan Aur Uski Ahmiyat,123-155. Karachi, Academy of Edubational Research. 1970 (U).
Preparation and productiopagg reading and follow-up material for newliterates is an important7ana the slightest negligence in this mattercan harm the cause of adult education. New literate-adults require aspecial type of literature. The books written for children are seldomuseful for them. Of course the language of children's books is,nour, suitable for them, but the contents of children's books have
45 -
no use for them. New literate adults have a completely differentpsychological background and field of interest.
The writer gives guidelines for the ...preparation and productinn:...f.literature for nev; literate adults. He explains what type of. 'T.,--rzuageis suitable, how words are to be utilized, how sentences shou'l7Tzaformed, how the subject matter is to be presented, and that trilproduction standard, of material should be Some suggestions a=7'''also made about the- literature needed for teachers and workeraadult. education.
97. BACHHRAIUNI, Mazharur Rahman. Ta'aleem-e-Balighaan Kiya HaiAdult. Education ) Talaleem-e-Balighaan Aur Uski Ahmiymti,Karachi, Academy of Educational Research. 1970 (U).
Adult education scheme aims at training for better livingof the people who could not get education in their early lifa. 4duIteducation does not merely teach reading, writing, and arither;it persuades and prepares people to take active part in saCiLliX.eand 'contribute to the prosprity of the country. Sociala part of adult education and. a broad-based program of ttathaiLlma.learning.
Adult education is not confined only to illiterate, persons, ._Lai
equally beneficial for those who have acquired q cation in sand colleges. In the last-Moving world of toda9-. w methods. -mat,
techniques, everyone should get an opportunity to learn. new m...zttgli&and techniques and this can be done only through a carefully -7.mttael.
and organized program of adult education.
*ram
98. BACHHRAIUNI, Mazharur Rahman.Ustaddan Ki Tarbiyat ( TrainingTeachers ) In : Talaleem-e-Balighaan Aur Uski Ahmiyat, 112-1n.,Karachi, Academy of Educational Research. 1970 (U).
The personal qualities of a teacher play an important role in ta:aprofession of teaching. One who teaches adult should have thequalities of sociability, humility, and dedication to service. ]lis.role is more difficult than that of others. He is expected to createinterest among his students for education. In a class of adultstudents, the teacher does not behave like a boss. A good teacherspends half of his time in teaching and half in closely observinghis students. An aduIItudent has his own set habits and strongviews and the teacher should show proper regard for them.
It is the duty of the teacher to impress upon the students that educationis useful for them and an aid for the betterment of their future. The
responsibility of the teacher does not .end with the making of an adultliterate; he should create enough interest in the student to continuehis education and not to relaps into illiteracy. The teacher shouldalso thoroughly know the life and, environment of his tudents, theirmental reactions, and their requirements.
There are a number of useful suggestions for an adult educationteacher.
99. HASAN,. Mrs. P. Adult Education in the World Perspective --- JamiaEducational Quarterly (Karachi ) XI(4) 1-4. October, 1970.
In the context of adult education, by 'adult' we mean an individualwho has passed the normal school-going age and is engaged in some formof work for earning .a living. .1Education' here may be defined as asystematic effort to influence people's knowledge, skills andattitudes. As to influening knowledge, the educational process shouldnot merely mean the handing down of a bundle of information;) itshould create a spirit of inquiry in the individual. So far as theinfluencing of skills through education is concerned the problem iseasy. The economic motive will provide a good incentive. The
difference in the quality of human resources is a crucial factor indistinguishing the 'haves' and 'have -nots' . While influencingattitude 7e make use of formal education. Modes of thinking can bechanged through education. With reference to adult education, thechange is meant to inculcate in the people an attitude of rationality.
In the light of these two definitions the Writer describes the variousefforts made by other countries to influence the knowledge, skills,and attitudes of their peoples and shows how the change affected thequality of their national life.
100.HUSSAIN, Mahmud. .:adult Education An Introduction --- JamiaEducational Quarterly (Karachi) XI(3): 1-5. July 1970;
Lack of adult education is a crucial gap in our system of education inrelation to our culture and history and in relation to our presentdevelopmental needs and political aspirations.
Ldult.education, in its real or broad sense, covers educationalactivities of adults after the compl.etion of formal education. Theprocess of learning and education continues throughout a man's life.Formal education is only a preparation for self-education in hislater life:
The problem of adult literacy is a very serious problem in Pakistan.The bulk of our population has no knowledge even of the alphabet. TObring literacy to our masses is a stupendous task. In this respect
adult literacy program will play an important role in oureducational setup. Ls to the question of the type and qualityof .the adult education program, functional literacy is the answer,because it suits Cur own peculiar needs and conditions.
1)1. HUSSA IN, Syed Sajjad. Adult Education aid Economic Needs - --Jamia Educational quarterly (Karachi) .XI(3): 15 -18. July 1970.
Both economic and social ;progress are intimately related toprogress in education. nis is an accepted axiom even in Pakistan.Pakistan's record in literacy is one of the poorest, and thislamentable Situation accounts in a large measure for Pakistan'smaterial backwardness. In a modern industrialized societythere are many kinds of activities which call for a certain degreeof education, and the range.of such education is daily growingwider as mechanization advances.
The importance of literacy cannot be denied, but it is also afact that mere literacy will not bring much change in the countryin the way of economic prosperity. Literacy should provideinformation and knowledge about day-to-day life and the ways inwhich living standards can be raised.
102. KHLN, Akhtar Hameed. The Problem of Adult Education andthe Case Study of an Attempted Solution --- Jamia EducationalQuartlarly (Karach i) XI(3): July 1970.
Adult education is a problem of fundamental importance. Thearticle outlines in brief the practical efforts of the Academy ofRural Development of Comilla in the field of adult education.
The many facets of the problem of education in 'Comilla areexplained. The major causes of illiteracy in the area arepoverty, long distances that students have to cover to reachthe schools, and segregation of women. The present system ofeducation also inhibits _Wass literacy.
There is an analysis of the program of adult education asorganized by the Comilla Rural Academy and a discussion as to howfar this program has achieved success and what more is requiredfor the promotion of literacy in the area.
103. KHAN, Anwar Khalil. The Role of Adult Education,and 'theModernization of SOciety -7- Jatilia Educational Quarterly (Karachi)XI(4)4 27-30. October 1970.
Adult education may be defined as an education.for better living.Mere literacy is not enough and. by itself literacy does not
proVide assurance of effective adaptation of the adult to industrialor social change. Skill in reading, like all skills, is only ameans to an end and the end is better living. The mass literacymovement needs to have a sense of direction, without'which education'is meaningless.
It is emphasized that along with formal education to children, we also.need adult education. Education for all is a must if we desireall-round development. We cannot solve all our problems only byproviding formal schooling. For effective social change it isimperative that we provide education to all. Hence the need foradult education. Some examples of adult education centers areprovided for guidance.
104.KHAN, Md. Asadullah. Adult Education- Key to National Progress - --Pakistan Observer ( Dacca ) February 24, 1971.
Progress largely depends not only upon formal education in schoolsand colleges, but also upon such influences as the home and thephysical environment, and espec daily upon the attitudes andbehavior of the adult in the society. This can be done only byplanning and moulding the outlook of the working classes. InPakistan a varie, of evening programs should be launched that would ,provide opportties for reading and writing, supplemented bydiversifed ro44ses in political theory, international affairs,general sc...encel history, literature, art and music. A revolutionin education which has altogether changed the complexion_ of the worldis taking place almost everywhere. Education, therefore, needsto be brought to the door of every common Man through radio andtelevision, which are used as an instrument of recreation andentertainment in this country. They also serve as an effective massmedia. A series of educational talks included in the daily eveningprograms will help serve the cause of education. The recommendationsof the B.B.C. and the British Institute of Adult Education 'made in1928 may serve as guiding principles.
105.KIANI, Mrs. A. The Role of Adult Education in the Modernizationof Society --- Jamie Educational Quarterly (Karachi) XI(4): 11-15,October, 1970
A large part of the world population is still illiterate and uneducated,and education is the previlige of the few who can afford to pay fu. it.There is little incentive for the rural masses to educate themselvesor theirbhildren. If economic development, and through it moderniza-tion of society, is 'to be achieved, we have to make serious effortsto educate both our adults and children.
Modernization.lof society means the availability of means that sciencehas produced to make life more comfortable, healthier and happier.It also means equality of opportunity and the use and acceptanceof modern means of livelihood by all. Rapid development of societyneeds the participation of every citizen and this is possible onlythrough the will and ability of the literate public. The nationsthat cannot provide a complete formal school education to theircitizens have the only alternative of providing adult education.Adult education should aim, at creating a positive change in thebehaviour of the recepient. Adult education can bring social changeand modernize living through a program,of community developmentin both rural and urban areas. Some methods are suggested fororganizing adult education in:the country.
106.QURESHI, Ishtiaq Hussain. Ohjectives of Adult Education --- JamiaEducational Quarterly (Karachi) XI(3) : 10-14. July 1970.
In a country like Pakistan, where the rate of illiteracy is among thehighest in the world, there can be no real progress in any fieldwithout the spread of adult education. The article contains a briefreport of the various efforts made in foreign countries to fightilliteracy. Literacy promotion schemes will be successful onlywhere there is some utilitarian incentive for the people. The merelearning of reading, writing, and arithmetic has no charm for themasses. The lure of beat. living and the prospect of a rise in thestandard of living are a strong incentive for education.
The program of adult literacy should have as its ultimate objectivesnot only the enlightenment of our masses., the improvement in theireconomic 000.113 1t-Sns, and a rise in their standard of living, butalso the creation or conscious will and purpose in them forsafeguarding their national existence and soverign status.
107.RAUF, Mohammed A. Adult Education and the Strategies for SocialChange --- Jamia Educational Quarterly (Karachi ) XI(3): 19-27.July 1970.
The present study discusses the interaction of the elements ofsocio-cultural stability and change involved in the process ofsocial dynamics and to demonstrate the general as well as specificroles played by adults in the strategy of social change.
At the initial stage the process of change is essentially conservative.However, inhibition to change can be removed through the scheme ofadult education..1 The meaning of education and the role of adulteducation in the process of social change are briefly discueSed.-In the process of social change adult education finds its relevancyonly when.theMethodsof education are developed with reference to thevalues and attitudes of the people.
108.RAYMOND, Father. Adult Education and the Creation of NationalConsciousness --- Jarnia Educational (Zuarterly (Karachi) XI(4):5-10. October, 1970.
Formerly, the object of adult education was to teach people only toread the printed word, sign their names, or make simple aritnmeticalcalculations. In rent years this conception of adult education haschanged, and now the accent is on making the adult education programan instrument.of raising the general standard of living of themasses, improving their social and civic efficiency, and giving thema broader understanding of the world in which they live.
Adult education should not be confined only to improving nationalconsciousness in the narrow sense. International understandingshould be the main purpose of adult education. National consciousnessas an aim should be a stepping stone to international understandingwhich is and must always be the ultimate goal. It is discussed insome detail that why education for the creation of mere nationalconsciousness is an inadequate aim of any adult educational program.
109.SAD, Ismail. Adult Education and the Strategy for Social Change ---Jamia Education Quarterly (Karachi) XI(.3 ) : 28-32. July, 1970.
The nature of social change is such that we cannot consciously andintelligently control and direct this change for the resolution ofsocial issues and probleMs which arise within society. What isdesired is a problem-solving approach whereby we can become awareof a social problem, evaluate and assess it realistically in theproper perspective, and intelligently direct efforts for its
solution.
The need for education arises at this stage of social change. Educationis perhaps the only human agency which can help bridge the gapbetween technological advancements and human institutions. In otherwords, education alone can furnish us a strategy for social change.Within the field of education, adult education is the most promisingarea to stimulate intelligent social change. The role of adulteducation in the strategy for social change, specially in connectionwith Pakistan, is discussed in some detail.
11O.SALIM, Mohammed. Impart of Adult Education on Rural Life --- JamiaEducational Quarterly (Karachi) XI(3): 33-37. July 1970.
Because of .the. limitations of the objectives of literacy movements,
51
the schemes of adult education have made little headway. To teachreading, viriting and a few arithmetical calculations to adults cannotbe expected to produce useful results. The present emphasis ison social education that would raise the standard of living ofthe people, improve their social conditions and status, broadentheir outlook, and enable them to understand the world.
Adult education in Pakistan is required to be rural oriented,as the bulk of the population lives in villages and depends onearnings from the'land. The rural oriented education is explainedbriefly, and it is discussed how the adult education -scheme shouldbe implemented in our villages. If the progrnm of adult educationis kept unrelated to rural needs, it will not be of much use forour country.
111. ZAIDI, . S.Wigar H. The Role of Adult Education ill Modernizationof Pakistan --- Jamia Educational Quarterly (Karachi) XI(4): 16-26.October, 1970.
Massive adult education program is an urgent need in Pakistan ifwe want to realize the aspirations of the people and create ademocratic society with the welfare of the general masses as thephilosophy of the state. Without a crash adult education. programthe modernization of the country will be slow incoming and theeducation gap between our country and the advanced countriesof the world.
There is a detailed discussion about the concept and desirabilityof society and literacy. literacy and growth of adult educationin. Pakistan are outlined in 4 tables. In the end it is pointedout that adult education with comprehensive contents from allvocations and spheres of life can ai:celerate the pace ofmodernization.
.1b
- 52 -
WRITERS' INDEXM1.4A}UVAD, Hasan, 42
AHMED, Saeed, 44
AHSAN, Abut, 15 & 34
AKHTAR, Shamsul Alam, 16
ALAM, Majod, 35
ALAM, N.41.9 42
ILI, Anita Ghulam, 16 & 45
ALI, Asghar, 38 & 39
ALI, Md. Azhar, 12 & 36
ASCHA$1 Malik Moha 40
BACHHRAIUNI, MazharurRahman, 18,19;?6;27,25 & 46
BATALVI, Reaz, 1
BEG, Musarrat Yab, 1
BHODRO, Ashit, 6
BHUIYAN, Mumtaz, 5
BHUTTO, Zafar Abbas, 23
BUKHARI, Yaseen, 37
BUKHSH, Maula, 40
CHAKRAVORTY, Sunirmal, 11
CHAUDHURY, A.T.9 17
CR0VDHURY, Ataul Hague, 28
DITTA, Fir Allah, 12
HAI, A.K.M. Mahzudul, 2
HAQ, Mohammad Abdul, 29.
HAQUE, Abu Obaidul, 3,9,32
HAZE, Abdul,'2
HAQUE, S.M. Najmul, 39
HASAN, Ahmed, 31
HASAN, Mrs. P., 47
HATMI, Rizwana, 10
HUSSAIN, Mahmud, 47
HUSSAIN, Syed Shaukat, 3 & 13
IRSHAD, Hakim Syed, 7
ISLAM, K.M. Saiful, 24
ISLAM, S.M. Tajul, 13
JAPANGIR, Mohammad, 22 & 32
JAMAL,
KARIM,
KARIM,
KARIM,
KAZMI,
Nasic'ul, 27
Abdul, 32
Fazlul, 11
J.9 33
I.H., 37
KHAN, ikhtar Hameed, 48
KHAN, Anwar Khalil, 48
KHAN, Arif, 24
KHAN, Iqbal Ahmed, 10
KHAN, Md. Asadullah, 49
KHAN, Zafar Hussain,.
19,20;21 & 22
KHATUN, Sharifa,
KHOKAR, Ilyas, 35
KHURSHEED, Anees, 24
KHURSHID; Zahiruddin, 25
KIANI, (Mrs.) A.) 49
SW,;,NI9 L.M.K.,
NASARULLAH, Nusrat, 38
& 37 QAZI, H.F., 14
QURESHI, Ishtiaq Hussain, 50
QURESHI, 7.H. & others, 23
RAHLAN, Mahmudur, ?)i .
RAHMAN, Shamsur, 43
RAMUT, Hashmat Ali, 15
53
RAUF, Abdur, 30
ROF, Mohammed 50
RAYMOND, S., 4
REZ, Mirza, 43
SAAD, Ismail, 51
SDIQ, Munawwar Ibne, 30
Sis.J1D, Mohammad Sajjad, 25
SALAM, :bdus, 17
&JAM, Mohammed, 51
SZEBD, Abu, 28
SIDDIQI, Masood M., 8
Jabbar, 4
Mushtaq, 18
SULI1MN, S. , 5
S. Wi....ar H.,j2
ad IAN, Rafeuz ed. , 8 & 33
********************************************************
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