ASSIGNMENTS

COURSE CODE: 6506

EDUCATION IN PAKISTAN

COURSE INSTRUCTOR: M. ARSHAD KHAN

SUBMITTED BY: SYEDA HIRA UROOJ

ROLL# BR566874

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 S.NO TOPICS PG#

1. The role of educational institutions in Muslim Era. 04-10

2. Comparison of NADVA TUL –ULLOM and JAMIA MILLIA 11-14

3. National education policy 1998-2010 15-20

4. a. Educational aims of 8th five year plan 21-32

b. Financial resource allocation of 9th five year plan

5. Major factors of Aligarh Movement. 33-35

6. Role of intermediate board 34-36

Role of extension centres

7. Major problems in implementation of new curriculum 36-38

8. Question bank 38-40

9. Continuing and adult education 40-43

10. Drug Education 43-46

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Q1. Critically discuss the role of educational societies during Muslim period. What was the philosophy
of education in sub continent in this time?

Historical Perspectives of Muslim Education

In the process of development and expansion, when a religion becomes complex, it needs the
interpretation of its sacred texts and legal codes to be adjusted to the changing conditions. At this stage,
society requires religious experts and well-versed scholars who can explain, interpret, and expound
religious tenets to the people. The requirement to produce religious scholars is fulfilled by the religious
schools known in the Christian world as seminaries and in the Muslim world as madaris (singular
madrasa). In the early period of Muslim history, there were no educational institutions in the Muslim
world. The ulema (religious scholars) either used mosques or their residences as centres of learning
where they gathered students around them and delivered their lessons. As books and writing material
were rare, students were expected to memorize the lessons of their teachers. Lessons were written
down on parchment or papyrus which was possessed only by the rulers and aristocrats. Teachers
instructed students to memorize each and every word of a book so that if it was lost, he could
reproduce it on the basis of his memory. In 751 C.E, the Arabs came to know about the technique of
paper manufacturing from the Chinese. In 793 C.E, the first paper manufacturing factory was set up in
Baghdad. This was followed by the manufacture of paper in Morocco and Grenada in Muslim Spain,
from where the art of making paper reached Europe. In the 13th century, the Turks brought it to India.
The manufacturing of paper revolutionized education. Rare manuscripts which were inaccessible to
scholars and students now became available. The calligraphists copied and supplied them to scholars.
The manufacture of paper also facilitated administrative work and important events could also be
recorded on paper. In the early ninth century C.E, the Abbasid Caliph Haroon ur Rashid founded the
Baitul Hikmat (House of Wisdom), which was further patronized by his successor Caliph al-Mamoon. It
was an institute of higher learning in which famous scholars were appointed to undertake research work
as well as translations from Greek and Indian philosophy. Among these scholars there were Christians,
Jews, Indians and Muslims. Al-Mamoon also built an observatory for the scientists who were working
there. The institute possessed an excellent library that consisted of rare manuscripts and books. In 1258,
the institute was burnt down by Halagu Khan who invaded Baghdad. It was said that when the
manuscripts were thrown in the river of Tigris, the water turned black because of the ink of the
manuscripts. The institution of madrasa was first introduced in Khurasan at the turn of the tenth century
C.E. Subsequently, madaris were set up in every city of the Islamic world. The main emphasis of the
madaris was on the four schools of Islamic jurisprudence: Hanafi, Maliki, Shafa'i and Hanbali. The
students of these schools frequently quarrelled with each other which affected the religious atmosphere
of the cities. Instead of producing religious scholars who could interpret religion to the common people,
the seminaries became centres of communal movements. Among them, the Hanbalis were extremists
who disturbed the social and musical gatherings in the city of Baghdad. According to historians, Baghdad
and Nishapur suffered heavily as a result of these conflicts. In 972 C.E, the Fatimid Caliphate founded the
university of Al-Azhar in Cairo. Its objective was to train missionaries for the propagation of Ismaili
teachings. To counter this move and defend the orthodoxy, Nizam-ul-Mulk Tusi, the prime minister

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belonging to the Saljuq dynasty established Madrasa Nizamia at Baghdad. Its first principal was the well
known religious scholar, Imam Abu Hamid Ghazali, (d.1111 C.E) who was reputed to be rigid and
orthodox. There were two types of curriculums in these madaris. One was known as Maqool (logic,
reason) which emphasized jurisprudence and logic. It produced qazis (judges), muftis (legal experts) and
mohtasibs (ombudsmen) who became the state officials. The second type of curriculum was known as
Manqool (tradition, transmission), which laid stress on learning the Holy Quran and traditions of the
Holy Prophet (PBUH). Those who completed this education became imams (prayer leaders), khateebs
(orators) or muezzins (those who give the call for prayer). Generally, madaris were financially supported
either by endowments or donations from the rulers and the nobility. In the time of the Mughals in India,
it was a tradition to allot a small piece of land known as Madade Muaash (economic assistance) to the
ulema. In this period, secular education in subjects such as architecture, medicine, engineering,
carpentry and calligraphy was communicated through a system of apprenticeship with masters taking
apprentices in their fields. In some cases these were family professions which were inherited from one
generation to another. In 1866, when the Deoband madrasa, Darul Uloom, was founded in India, its
founders adopted modern educational practices such as annual examinations, awarding degrees and
holding convocations. They also divided education into different departments. The most important
department was Darul Ifta or Department of Jurisprudence. These responded to questions asked by the
Muslim community on different social, political and economic issues. Later, the collection of these
fatawa (religious opinions) was published in book form for public knowledge. The curriculum of the
Deoband madrasa did not include philosophy or any subject relating to the social sciences. At the time
of its foundation, it was suggested that the students should also be trained for different professions,
such as carpentry, pottery making and weaving. This was opposed by the teachers as well as students,
who regarded it below the dignity of a religious scholar to learn such crafts. After the emergence of
modern education which imparted secular knowledge, the madrasa became important as a centre of
purely religious education. This divided the educational system and produced people with two different
kinds of education. Today, the madrasa educated are perceived to be religiously orthodox and
conservative while those with modern education are considered as enlightened and progressive. In
practical life, it has progressively become difficult for madrasa educated students to get respectable jobs
leading to unemployment and frustration among them. There is a need to bring the madaris into the
mainstream of education so that their students can receive modern and up-to-date education to
become useful citizens of society.

The Mohammedan invasion of India in the eleventh century marked the commencement of great
changes not only in the social and political life of the country, but also in the sphere of education and
learning. The alien rules took the initiative for the promotion of Islamic learning. Therefore, the system
of education prevalent in the country deprived of the encouragement and support of the state and
depended mostly on the charities of the public.

During medieval period education was not considered a social duty or a state function It was merely a
personal or family affair. The ambition of a scholar was to visit Mecca and return with a Mecca degree
which was held in high esteem in India for procuring high offices. The higher Muslim education was

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imparted through the medium of Arabic and Persian. Persian language continued to hold the honoured
place as it was the court language.

The demand for education was primarily confined to that minority of population which embraced the
religion of Islam. As Persian was the court language, the demand for education in that language
considerably increased. But the demand for Hindi learning decreased substantially on account of the
attitude of the rulers and change in state religion and language.

Objectives of Education:

The aims and objectives of Islamic education were multifarious and were closely connected with
religion. It was considered a religious duty to receive and impart instruction. The objectives of education
differed with different rulers. Akbar and Aurangzeb had quite different aims than that of other rulers
concerning education. While Akbar aimed at organizing the nation through the implementation of a new
system of education, on the contrary the sole objective of Aurangzeb was to spread Islamic education
and culture by destroying Hindu culture and education.

However the objectives of Islamic education can be described as follows:

Acquisition of Knowledge:

The chief aim of Islamic education was to spread the light of knowledge. According to the Prophet “seek
knowledge from the cradle to the grave” and “acquire knowledge even if it be in China”. “Knowledge is
nectar and salvation is impossible without it.” He attached supreme importance to the acquisition of
knowledge. Prophet Mohammed preached to the people that distinction between essential duty and
wrong action, religion and irreligion could be accomplished only though knowledge and as such
remarked, “acquisition of knowledge is incumbent upon all the faithful men as well as women”. Hence
Muslims have always held learning and erudition III high honour and veneration, and shown respect to
their scholars and learned men. However, the objectives of education by the Muslims were almost
entirely intellectual. It was gaining of knowledge and training of mind.

Propagation of Islam:

The aim of education was to propagate Islam religion by following the dictates of the great religious
personalities. The spread of Islam was considered as religious duty. There was a notion that only a
religious propagator could be Ghazi or martyr. Therefore, through education Islam was spread in India.
Educational institutions were attached to mosques and from the very beginning of academic career
students were acquainted with the fundamental principles of Islam and study of Quran. The tenets of
Islamic religion were taught in the form of philosophy, literature and history in Madrasahs.

Being promoted by religious sentiments the Muslim rulers in India patronized education. Because
according to Mohammed “No present or gift of a parent, out of all the gifts and present to a child, is
superior to a good liberal education”. Muslims regarded general education as an integrate part of
Islamic education. Being inspired by fanaticism they destroyed Hindu institutions and erected mosques,

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Madrasahs on their ruins. The followers of the prophet held the ink of scholar holier than the blood of a
martyr. Students were made to cram the verses of the Islamic religious scriptures.

Islamic Social Morals Material Progress:

A special system of morals based on Islamic education was evolved. Teacher laid emphasis on the
inculcation of moral and spiritual values among students. This was reflected in their thinking and living.
In the observance of the rules of conduct rigorous practice was provided.

Muslims also wanted to achieve materialistic prosperity through education. In order to get high posts,
honorable rank, medals, grants of ‘Jagirs’ people were motivated for Islamic education. The educated
were held in high esteem and kings and emperors encouraged the scholars by appointing them as
commander of the army, Kazi (Judge) Vazir (Minister) and various other lucrative posts. With a view to
reap these benefits many Hindus allowed to receive Islamic education. So gaining of material prosperity
was inherent in the system of education.

Organisation of Political and Social System:

The objectives of education was somewhat tinged with political motives and interests. The Muslim
rulers had a great hand in the management and administration of education. So through education they
wanted to strengthen and develop their political system. As the Mohammedans entered to a different
civilization, and a different culture, it became indispensable for them to create some such political
circumstances for strengthening their role in the country.

Preservation and Spread of Muslim Culture:

Muslim educational system worked for the preservation and transmission of culture. Study of the
authentic work was compulsory. Rules and regulations pertaining to their culture were strictly followed.
The centers of learning situated in different parts of the country bear eloquent testimony to this fact.
Besides, development of right thinking, development of humility, intellectual eminence and
development of the self as a useful man of the world were the purpose of learning.

Educational Institutions:

Primarily Islamic education was divided mainly into two stages:

(i) Maktab (primary grade); and

(ii) Madrasha (higher grade).

Maktab:

The term ‘Maktab’ is derived from Arabic ‘Kulub” mid means a place where writing is taught. The
‘Maktabs’ were it attached to mosques. There was a special method of admission to the Maktabs.

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Similar to the Brahmanical system, the education among Mulammedans used to commence with the
formal observance of a ceremony known as ‘Bismillah’.

The ceremony was observed when the child was four years, four months and four days old. At the
beginning of the academic career the child was taught the script through the help of eye and ear. This
was followed by the study of the thirteenth chapter of the Quran which contained verses of daily prayer
and ‘Fatiha’ (Verses recited at the time of burial ceremony) Considerable attention was paid for the
correct pronunciation.

Pupils were devoting some time for writing and cramming the Persian grammar and certain poetic
works. Besides these, elementary arithmetic, mode of conversation, correspondence etc. were also
included in the primary education. Though the script of the alphabet was Persian, yet Urdu too formed
one of the chief subjects of study. By the time the students finished their primary education they got
some practical knowledge.

Under the primary grade ‘Maktab’ there appeared to be four types of schools for the Muslim children.
The Quran schools which were attached to the mosques, taught the recitation of the holy book without
perhaps understanding it. But it did not profess to teach writing and arithmetic. The second was the
Persian school where poetical works of the renowned writers of Islamic culture were taught. The third
were the Persian Quran schools which combined in them the characteristics of both types of schools
mentioned above. The last type was the Arabic School which was meant for the adults.

Madrasha:

In the medieval period higher Islamic education was imparted in the Madrasah. The Madrasahs were
maintained out of the bounty of kings and noble men. These institutions were manned by the erudite
teachers and eminent scholars. Teaching work in different subjects was conducted through lectures.

After completing the study at Maktab, the students were eligible for the admission to Madrasah. No
formal ceremony was observed on this occasion. The private managing body or respectable benefactors
were conducting the administration of the Madrasahs.

There was provision for both secular and religious education in the Madrasah. The total duration of the
course was ten to twelve years in all. The medium of instruction in these institutions was the court
language, Persian. But the study of Arabic was made compulsory for the Muslim students.

The seculars education included the subjects Arabic Grammar, Prose, Literature, Logic, Philosophy, Law,
Astrology, Arithmetic, History, Geography, Medicine, Agriculture, Composition , etc. The Muhammedans
generally followed in the field of handicraft and architecture the traditional Indian system.

The religious education included a comprehensive and profound study of the Quran, commentary on
Quran traditions of the prophet Muhammad, Islamic law and sometimes the tenets of Sufi creed. At the
beginning, stress was given to secular education by Muhammedans. As time went on they wanted to
increase the number of their tribe and to this end, they converted many Hindus into Muslims and
initiated them into Islam.

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In course of time religious education dominated the scene as the convert new Muslim needed religious
education. As the emperor Akbar adopted the policy of religious tolerance, the prevalent curriculum was
modified during his reign. Because he anticipated some danger to the safety of his empire in providing
only Islamic education to the Hindus. Moreover, the prevalent system of education appeared to be quite
unsuitable to practical life. Akbar established colleges for the Hindu children where they were taught
Hindu religion, philosophy and literature along with Persian.

With a view to availing themselves of the benefit of State service the Hindus evinced interest in studying
Persian. In this connection the name of Raja Todarmall deserves special mention. Not being satisfied
with the contemporary system of education emperor Akbar wanted to bring about improvement in the
system by broadening the scope of the curriculum and making it more suitable and beneficial to the
practical needs of life.

In Ain-I-Akbari, Abul Fazal has given the following account about the content of contemporary
education. “Everybody ought to road books on moral, arithmetic, the notation peculiar to arithmetic,
agriculture, mensuration, geometry, astronomy, physiognomy, household matters, the rules of
government, medicine, logic, the tibbiriyazi and Elahi sciences, and history; all of which may be gradually
acquired. In studying Sanskrit students ought to learn the Vyakarana, Nyaya, Vedanta and Patanjali. No
one should be allowed to neglect these things which the present time requires”.

Akbar on his part, had also aimed at making education more useful practical and substantial. It is evident
that after Akbar, the educational curriculum and system had deteriorated. That is why Aurangzeb was so
very eager to improve the system of education by examining the defects and short comings. He had
strong faith in such system of education which would prepare the child for the practical aspects of life.

He was not in favour of the idea that the precious time of the children should be wasted in learning only
ancient and classical literature. In reality he was in favour of imparting higher education of more
practical utility by including in the curriculum the study of history, geography, philosophy, art of warfare,
politics and diplomacy. As Aurangzeb’s attention was more towards the education of princes than to
that of masses and consequently subjects of practical utility could not be included in the curriculum of
general education.

The Madrasahs of medieval period could well be compared to the colleges of modem times. Then the
system of education was bookish and theoretical owing to the predominance, of higher Arabic and
Persian literature, grammar, prosody, poetry, etc. Education was imparted simply for the sake of
education and not for the sake of life.

Like the Buddhist and Brahmanical system of education, the basis of Islamic education too was religious.
During this period law was based on religious works as the Quran and long-standing traditions and
conventions. In some branches of learning Islamic education was of a lower standard and less developed
in comparison to ancient Indian system of education.

During medieval period domestic system of teaching was prevalent and the educational work was done
by the private teacher. There were certain families of hereditary Muslim scholars whose reputation

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drew students from different parts of the country. These scholars were imparting highest instruction in
their respective educational centers to the students in their field of specialization. These educational
centers had to depend mostly upon the capacity of the individual teacher and his reputation. As it was
the family affairs of the private teacher, it was breaking up when the family ceased to produce the
scholars. Another agency of education was the wandering scholars and preachers who moved from
place to place and attracted huge audience.

The poetical symposia also contributed in their own way to the advancement of learning. At the
completion of the studies no examination was conducted. The students were leaving the institutions
when the teacher considered them proficient in any branch of learning. Successful completion of the
study under a distinguished teacher was considered enough qualification of a student.

Method of Teaching:

From the written account it is revealed that Akbar introduced a scientific method of teaching. But this
method could not last long and gradually died out. Aurangzeb also complained for the waste of time in
learning the alphabet of Arabic and Persian and a long and continuous task of learning words.

At the higher educational institution, Madrasah, the teaching was done through lecture followed by
discussion. Even at this stage also oral method of teaching was in, vogue. Along with these methods,
students were encouraged in developing the habit of self study by consulting books. In different science
subjects there were provisions for practical and experimental work.

With a view to all round development of the student’s individual attention was paid. In Madrasahs
Analytical and Inductive method were also adopted. Besides, formal disputations upon important issues
were the usual features of royal courts. Under Islamic system of education, an attempt was made to
understand the psychological working of the child’s mind. But severe corporal punishment was inflicted
on guilty students and teachers were free to exercise their individual discretion in matters of
punishment.

Discipline, moral conduct and humility were regarded as the essential attributes of students and in the
teaching, learning process, these things were emphasized. For misconduct, breach of discipline, neglect
in study and immoral act students were publicly caned, whipped or beaten with fists. On the other hand
rewards were given to encourage able and intelligent students of unimpeachable conduct. At the end of
academic career there was provision of awarding certificates and medals.

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Q2. Comparatively discuss the salient features and curriculum of Nadva Tul Uloom and Jania Millia
Islamia?

Darl-Ul-Uloom-I-Deoband OR Deoband Movement Introduction:

The Aligarh Movement did a lot of work for social, political and economic uplift of the Muslims. It,
however, lacked in religious sphere and could not work commendably for religious training of the
Muslims. The lack of stress on religious aspect of the Muslims in the Aligarh Movement brought adverse
effects on the spread of Islam. For this purpose Ulema started their movement with the establishment
of institution to impart religious training.

Establishment Of Darl-Ul-Uloom-i-Deoband:

Maulana Mohammad Qasim Nanautvi started this movement by establishing Darl-ULUloom Deoband in
the Chattah Mosque, in Deoband (Sharanpur) on 30th May 1866. A managing committee consisting
Maulan Mohammad Qasim, Maulana Zulifqar Ali, Maulana Fazul-ur-Rehman and Maulana Muhammad
Mahmood was formed to look after the affairs of the madrasah. Maulvi Muhammad was appointed as
its first teacher with a monthly salary of fifteen rupees. Haji Muhammad Abid was also the founder
member and took great pains in collecting funds for madrasah. Though Deoband Madrassah took its
origin in a very humble manner yet through dedicated approach, very soon it developed into one of the
leading religious institutions of India.

Reasons Of Establishment Of Deoband Movement:

Main causes of the Deoband Movement were as under:

i) After the 1857 war of Independence the Christian missionaries had started preaching their
religion unhindered under the disguised patronage of the government. Under these
circumstances, preaching of Islam was the need of the hour.
ii) The Deoband Movement was the corollary of the Muslim desire for renaissance.
iii) The Indian Ulema wanted to give a proper position to the teachings of the Quran and Hadith
which enjoyed secondary importance of Darse Nizami. Thus the Syllabus of Deoband comprised
of Tafseer, Hadith, and Arabic literature, Fiqah, Ilmul Kalam, Serf-o-Nehv and Tajveed.

Syllabus Of Deoband Madrassah:

i) In the first four years the Holy Quran was memorized.

ii) Then the disciplines of Urdu, Diniyat, Social Studies, geography, Islamic Civilization and
Fiqah were Taught to the students for four years.

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 iii) In the Arabic course the students were taught Arabic literature, Hadith, Logic,
Philosophy, fiqah, Tafseer, Ilmul Kalam, Mathematics and Manazara. In addition, the
students of Urdu language, Arabic language and Translations were taught in three year
Arabic course.
iv) In the five year Persian and Mathematics course, the students of Persian language,
History of Islam, Geography, Mathematics and Translation were taught to the students.

Characteristics And Effects Of Deoband Movement:

i) Deoband was the only seat of learning where all the three branches of
knowledge i.e. Maqulat, Manqulat and Ilmul Kalam were taught in a balanced
proportion.
ii) In addition to the religious subjects the students were also given training in
trades like calligraphy, bookbinding and medicine.
iii) Deoband Movement produced many eminent religious scholars, authors and
orators like Maulana Ashraf Ali Thanvi, Maulana Hussain Ahmed Madni,
Maulana Ubaidullah Sindhi, Maulana Ahmed Ali Lahori, Maulana Tajwri
Najibabadi and Maulana Mahmud-ul-Hasan and Maulana Rashid Ahmed
Gangohi. These scholars successfully checked the growth of Christianity and
other secular faiths.
iv) The Ulemas of Deoband rendered great services in protecting/defending Islam
against all anti-Islamic forces. This movement also protected religious and
national rights of the 7 Muslims.

Critical Analysis:

i) Deoband Movement no doubt contributed greatly to preserve Islamic

rituals, customs and Islamic civilization but neglected the
contemporary modern subjects. Thus the syllabus of Deoband could
not meet the requirements of the modern age.
ii) In the syllabus of Deoband, the disciplines of Philosophy, Logic and
rhetoric were overstressed. As a result renowned orators were
produced but the demands of the scientific age were neglected.
iii) The Deoband Movement due to its severance of link with the English
language could not conform itself to the requirements of the modern
age.
iv) Persian and Arabic languages and literature continued to enjoy a
prominent position in the syllabus of Deoband whereas the practical
utility of both these languages had ceased due to the official status of
English Language.

Nadva-Tul-Ulema Lucknow:

Introduction:

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Nadva-tul-Ulema Lucknow was established by Maulana Abdul Ghafoor, Maulana Shibli Naumani and
Maulana Abdul Haq in 1894. Its establishment was necessitated by the fact that M.A.O Aligarh and Dar-
Ul-Uloom Deoband had failed to produce Muslims equipped with Western knowledge and the religious
education. M.A.O College Aligarh stressed more upon English language and the modern science subjects
whereas Darl-UlUloom Deoband neglected the modern western knowledge altogether. College seriously
lacked in religious education whereas Darl-Ul-Uloom Deoband produced many Sufis, Ulemas and
spiritual leaders. Under these circumstances, Nadva aimed at producing the graduate well versed in
both Western knowledge and religious education. Nadva started functioning in 1898 and in the
beginning faced financial difficulties which were removed with the progress of time. The nobles of Shah
Jehan Pur provided land and then State of Hyderabad in 1900 and Bhopal in 1905 fixed annual grants for
this Muslim seat of learning. Later on, the government also sanctioned a monthly grant of 500 rupees
for the Nadva.

Objectives of The Nadva:

Nadva had the following objectives.

i) Nadva aimed at the reformation of the Muslims by producing the graduates well equipped
with both Western and secular knowledge.
ii) One of its main objectives was the promotion of Islamic knowledge and thought.
iii) Nadva aimed at the reformation of the curriculum of Islamic education.
iv) To end the mutual differences of the Muslim religious scholars.
v) To work for the welfare of the Muslims.
vi) To evaluate Nadva to the status of Muslim seat of learning where students may be
imparted the knowledge of the modern science subjects along with educational knowledge.

Syllabus Of the Nadva-tul-Ulema:

In 1904, Maulana Shibli Naumani introduced revolutionary changes in the syllabus of the Nadva-tul-
Ulema. Eight years long period was fixed for the education from primary to higher level. Tafseer and
Hadith were given importance over Philosophy and Logic and more stress was laid upon the
teaching English language and the modern Arabic knowledge. A committee comprising of Maulana
Shibli Naumani, Maulana Abdul Hayee and Maulana Abdul Qayum proposed the following syllabus
for the Nadva.

i) Modern science subjects were introduced in place of Philosophy and Logic.

ii) Tafseer was granted importance.
iii) Hindi and Sanskrit were included.
iv) Shah Waliullah’s book “Hajjatul Baligah”, Imam Ghazali’s book “Iqtisa”, Al-Razi’s “Kitab
Mualim Fi Asool-ud-Din” and Al-Rushd’s book “Kashful Walatah” were included in the
syllabus.

Services Of The Nadva-Tul-Ulema:

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 Nadva-Tul-Ulema Lucknow rendered invaluable services in the field of education and religion during
the first quarter of the 20th century. Some of its services are as under:

i) Nadva modernized the Islamic educational syllabus and brought it in conformity with the
contemporary requirements. Thus the Muslim students of Nadva acquired knowledge of
modern subjects along with religious education.
ii) The teachers and students of Nadva wrote many important books.
iii) “Darul Musanafeen” Azamgarh was the product of Nadva movement. This institution
rendered invaluable services for the promotion of the research work in the Islamic
knowledge and literature.
iv) Maulana Shibli Naumani who was the main force behind the Nadva Movement wrote many
books and influences the contemporary writers.
v) “Al-Nadva” was the magazine of Nadva. It rendered the writings of the prominent scholars
adorned its pages. vi) Nadva-tul-Ulema Lucknow adopted a moderate syllabus which was
the beautiful blend of Aligarh and Deoband syllabus. Thus the syllabus of Nadva possessed
the ability to meet the challenges of the modern world.

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Q3. What were the major recommendations of the National Education Policy (1998-2010) regarding
Elementary, Secondary and Higher Education?

According to the constitution of 1973, article 25

1. All citizens are equal before law and are entitled to equal protection of law.

2. There shall be no discrimination on the basis of sex alone.

3. Nothing in this constitution shall present the state from making any special provision for the
protection of women and children.

For the normal and non-lawyer persons there is no relation in this article and its sub-clause with “EP”
but for law fraternity it has impact that might be left on whole state policy. Especially where according
to law and constitution we do not discriminate among students and institution on the basis of sex,
gender, and cast. Justice “Muhammad Nassem chuhdry” in his famous commentary of constitution of
1973stated that: “Educational institution Allegation of discrimination in making of answer books by
specified papers to appear in court on fixed date of hearing along with answer book of all other
examinees marked by them .Validity leave to appeal was granted to examine whether high court was
right in summoning examines as well as the answer books to find out if they had been corrected
making.” #1996-schr-676 “Reasonable classification has always been considered permissible ,provided
that such classification is based on reasonable and rational categorization .such classification must not
be arbitrary or artificial, it must be evenly applicable to all persons or goods similarly situated or placed”
(justice m.naseem chuhdry 1973 const /p-89) And the other article of constitution that cast shadow over
educational policy is Article-31, with article 31, we have one other article that is 227 that also stress on
Islamic sharia applicability over the whole system of state. So in the process of making E-policy
,publishing E-policy, propagating E-policy, while preparing for curriculum ,we drive not only light and
guides from constitution generally and “objective Especially” but also we take guidance from Islamic
sharia. According to the constitution “No law will be made by legislature that is contradictory and
against the Islamic ideologies” so this article clearly makes link with educational policy of state.

Pakistan is a federal Islamic cum parliamentary state by the faith of country law and Regulation, even
though researcher such As “Dr.poly dada” said that Pakistan is not an Islamic state but it’s a state of
Muslims”. But majority believes that it’s an Islamic state. This is the point that left lot of flaw and gap
while making and implementing state Educational policy.

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Pakistani educational system has converted and splitted in class education such like. Upper class school,
upper middle school, lower middle school, lower private schools and maddarsahs based system run by
wafaq-ul madaris and tanzeem-ul-madarees.and government yellow wall schools. And higher education
is also seems devided in same pattern, till yet 3 major educational policies, reformation and,
recommendation has been made that are coming below.

1. Policy presented by justice S.M.Shareef on the 26 August of 1959.

2. The Educational policy and reformation that was made by the Z.A.bhutto made commission on the
15, March of 1972.

3. The educational policy made for the period of 1998 till 2010. Salient Features of National Education
Policy 1998-2010 Aims and objectives of Education and Islamic Education Education and training should
enable the citizens of Pakistan to lead their lives according to the teachings of Islam as laid down in the
Qur'an and Sunnah and to educate and train them as a true practicing Muslim. To evolve an integrated
system of national education by bringing Deeni Madaris and modern schools closer to each stream in
curriculum and the contents of education. Nazira Qur'an will be introduced as a compulsory component
from grade I-VIII while at secondary level translation of the selected verses from the Holy Qur'an will be
offered.

Literacy and Non-Formal Education:

Eradication of illiteracy through formal and informal means for expansion of basic education through
involvement of community. The current literacy rate of about 39% will be raised to 55% during the first
five years of the policy and 70% by the year 2010 Functional literacy and income generation skills will be
provided to rural women of 15 to 25 age group and basic educational facilities will be provided to
working children. Functional literacy will be imparted to adolescents (10-14) who missed out the chance
of primary education. The existing disparities in basic education will be reduced to half by year 2010.
Elementary Education:

About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03. Gross
enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory Primary
Education Act will be promulgated and enforced in a phased manner. Full utilization of existing capacity
at the basic level has been ensured by providing for introduction of double shift in existing school of
basics education. Quality of primary education will be improved through revising curricula, imparting in-
service training to the teachers, raising entry qualifications for teachers from matriculation to
intermediate, revising teacher training curricula, improving management and supervision system and
reforming the existing examination and assessment system.

Integration of primary and middle level education in to elementary education (I-VIII). Increasing
participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level. At the elementary level, a
system of continuous evaluation will be adopted to ensure attainment of minimum learning
competencies for improving quality of education.

15
Secondary Education:

One model secondary school will be set up at each district level. A definite vocation or a career will be
introduced at secondary level. It would be ensured that all the boys and girls, desirous of entering
secondary education, become enrolled in secondary schools. Curriculum for secondary and higher
secondary will be revised and multiple textbooks will be introduced. The participation rate will be
increased from 31% to 48% by 2002-03. The base for technical and vocational education shall be
broadened through introduction of a stream of matriculation (Technical) on pilot basis and
establishment of vocational high schools. Multiple textbooks shall be introduced at secondary school
level.

Teacher Education:

To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher
trainers and educational administrators through school clustering and other techniques. To upgrade the
quality of pre-service teacher training programmes by introducing parallel programmes of longer
duration at post-secondary and post-degree levels i.e. introduction of programs of FA/FSc education and
BA/BSc education . The contents and methodology parts of teacher education curricula will be revised.
Both formal and non-formal means shall be used to provide increased opportunities of in-service
training to the working teachers, preferably at least once in five years. A special package of incentives
package shall be provided to rural females to join the teaching profession. A new cadre of teacher
educators shall be created.

Technical and Vocational Education:

To develop opportunities for technical and vocational education in the country for producing trained
manpower, commensurate with the needs of industry and economic development goals.

To improve the quality of technical education so as to enhance the chances of employment of Technical
and vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-
driven system. Revision and updating of curricula shall be made a continuing activity to keep pace with
changing needs of the job market and for accommodating the new developments. Development of
technical competence, communication skills, safety and health measures and entrepreneurial skills etc.
shall be reflected in the curricula. Institution-industry linkages shall be strengthened to enhance the
relevance of training to the requirements of the job market. Emerging technologies e.g.
telecommunication, computer, electronics, automation, petroleum, garments, food preservation,
printing and graphics, textile, mining, sugar technology, etc. greatly in demand in the job market shall be
introduced in selected polytechnics. A National Council for Technical Education shall be established to
regulate technical education.

Higher Education:

Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year 2010.
Merit shall be the only criterion for entry into higher education. Access to higher education, therefore,

16
shall be based on entrance tests. Reputed degree colleges shall be given autonomy and degree awarding
status. Degree colleges shall have the option to affiliate with any recognized Pakistani university or
degree awarding institution for examination and award of degrees. To attract highly talented qualified
teachers, the university staff will be paid at higher rates than usual grades. Local M.Phil. And Ph.D
programs shall be launched and laboratory and library facilities will be strengthened. Split PhD programs
shall be launched in collaboration with reputed foreign universities and at the minimum, 100 scholars
shall be annually trained under this arrangement. All quota/reserve seats shall be eliminated. Students
from backward areas, who clear entry tests, would compete amongst themselves. In order to eliminate
violence, all political activities on the campus shall be banned.

Information Technology:

Computers shall be introduced in secondary schools in a phased manner. School curricula shall be
revised to include recent developments in information technology, such as software development, the
Information Super Highway designing Web Pages, etc Library and Documentation Services School,
college and university libraries shall be equipped with the latest reading materials/services. Internet
connection with computer shall be given to each library. Mobile library services for semi-urban and
remote rural areas shall be introduced.

Private Sector in Education:

Encouraging private investment in education. There shall be regulatory bodies at the national and
provincial levels to regulate activities and smooth functioning of privately managed schools and
institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be
granted on the expenditure incurred on the setting-up of educational facilities by the private sector.
Matching grants shall be provided for establishing educational institutions by the private sector in the
rural areas or poor urban areas through Education Foundations. Existing institutions of higher learning
shall be allowed to negotiate for financial assistance with donor agencies in collaboration with the
Ministry of Education.

Educational institutions to be set up in the private sector shall be provided

(a) plots in residential schemes on reserve prices, and

(b) rebate on income tax, like industry.

Schools running on non-profit basis shall be exempted from all taxes. Curricula of private institutions
must conform to the principles laid down in the Federal Supervision of curricula, Textbooks and
Maintenance of Standards of Education Act, 1976. The fee structure of the privately managed
educational institutions shall be developed in consultation with the government. Innovative Programes
The National Education Testing Service will be established to design and administer standardized tests
for admission to professional institutions. Qualifying these tests will become a compulsory requirement
for entry to professional education. This mechanism is expected to check the incidence of malpractice in

17
examinations. Likewise, standardized tests shall be introduced for admission to general education in
universities.

Implementation Monitoring and Evaluation:

A comprehensive monitoring and evaluation system has been envisaged from grassroots to the highest
level. The District Education Authority will be established in each district to ensure public participation in
monitoring and implementation. The education Ministers at the Federal and Provincial levels will
oversee monitoring committees, responsible for implementation at their levels. The Prime Minister and
Provincial Chief Ministers will be the Chief of National and Provincial Education Councils respectively
which will ensure achievements of targets. Existing EMIS at Federal and Provincial levels shall be
strengthened to make them responsive to the need of Monitoring and Evaluation System (MES).The
Academy of Educational Planning and Management (AEPAM) shall be strengthened and tuned up to
meet the emerging demands of MES and its obligations at national and provincial levels. Data collected
through Provincial EMISs and collated by AEPAM through National Education Management Information
System (NEMIS) shall be recognized as one source for planning, management, monitoring, and
evaluation purposes to avoid disparities and confusion. Databases of critical indicators on qualitative
aspects of educational growth shall be developed and maintained by AEPAM for developing sustainable
indicators of progress, based on more reliable and valid data to facilitate planning, implementation and
follow-up. A School Census Day shall be fixed for collecting data from all over the country. The total
expenditure of the government on education will be raised from its present level of 2.2% to 4% of GNP
by the year 2002-03 (p.132).

Analysis:

If you will go through the Education policy of Pakistan from 1998 to 2010 you would have to know that
the policy is just consisting of 15 points. And whole theme of policy move around these 15 points. So in
the very first Aim and objective point we may find there that “Education and Training should enable the
citizens of Pakistan to lead their lives according to the teaching of Islam as laid down in the quran and
sunnah and to Educate, to train them as a true plasticizing Muslims .These lines are not a new lines lined
by the policy makers, we continuously keep on reading all these stuff for previous 60 years from the
Mouth of government and policy makers. And again the policy proved that it has been unsuccessful
what the reasons are? And what is the logic behind it? We don’t have an enough time and space to
discuss here the answer may be asked to educators. As clearly the clash between the deeni madersah
students and modern school and institutions students is going on and fight is being on in fata, and tribal
Agencies, and again the battle among the Mr. and Mullah is being fought due to un-unified, non-logic,
non centralized policy. gap and gulf between these both educational systems is clear to everybody. Now
we turn our selves to the 2nd point where our policy makers shown their dream to achieve the 70%
literacy rate from 39% till 70%.and it clearly seems us impossible ,even though the project such as in
province Punjab like “parha likha” Punjab didn’t reach to the zenith .Basically they need sincerity,
professionalism and hard working .in the statement of policy makers where they displayed their concern
over education through the policy that till 2010 disparities in basic education that will be reduce to half
by year 2010.

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Q4. Write brief note on the following:

Targets of 9th Five –year plan regarding Tertiary Education:

The 9-Year Compulsory Education is universalized gradually as planned.

In 1995, the total enrolment of primary schools was 132 million with an enrolment rate of 98.5% among
children of schooling age. This rate, as referred in the following text, is calculated in accordance with the
schooling system and the starting age for primary education in different regions. The total enrolment of
junior secondary schools including junior secondary vocational schools reached 47.275 million with a
gross enrolment rate of 78.4%, representing an increase of 11.8% compared with that of 1990.97.6% of
the teachers in primary schools had reached the quality standard and in junior secondary schools this
rate was 74.9%, representing an increase of 23.7% and 18% respectively compared with that of
1990.The rate of endangered school buildings in primary and junior secondary schools was reduced to
1.8% and 1.7% respectively.
Secondary vocational education has been further developed and the single structure of senior secondary
education has also been remarkably improved.
In 1995, the total enrolment of regular secondary vocational schools in China, including secondary
specialized schools, technician schools and vocational high schools, amounted to 9.393 million.
Compared to the enrolment of 1990, it represents an increase of 55.3%, indicating an average growth
rate of 9.2%.The enrolment of regular high schools was 7.132 million, a reduction by 41,000 compared
with the enrolment in 1990.The ratio of students enrolled in vocational schools among all the students
in senior secondary education had increased from 45.7% in 1990 to 56.8% in 1995, representing an
increase of 11.1%.
Higher education has enjoyed rapid development with an improvement in schooling efficiency.
In 1995, there were altogether 2210 higher education institutions (HEIs) in China, among which 1054
were regular HEIs and 1156 adult HEIs .The total enrolment of students in bachelor degree programmes
and sub-degree programmes in 1995 reached 5.474 million, representing an increase by 46.9%
compared with that in 1990, an annual increase rate of 8.0%.Among every population group of 100,000
people, 457 were students studying in HEIs and the gross enrolment rate among the age group of 18-21
was as high as 6.5%.From 1990 to 1995, the average enrolment of every HEI has been expanded from
1919 to 2759 and the ration between students and teachers has been increased from 5.2:1 to 7.3:1.If
postgraduate students, international students, students for advanced studies, students in evening
classes and correspondence classes are also calculated as the students in bachelor degree programme
or sub-degree programme in accordance with the standard set by the government, the ration between
students and teachers in regular HEIs has been increased from 6.6:1 to 8.9:1.
Efforts in science and technology are intensified and the quality of postgraduate education is further
strengthened.
During the 8th 5-Year Plan, the efforts in scientific and technological research in HEIs have been further
strengthened with a remarkable increase of input to it and a smooth transferring of outcomes. A group
of achievements has received national, ministerial and provincial awards and the transformation has led
to tremendous economic benefits. During this period, the State continued to invest in HEIs to establish
101 national key laboratories and 58 disciplinary laboratories. With the concentration on some HEIs, a

19
group of advanced research bases and education bases are being shaped. In addition, postgraduate
education has also enjoyed rapid developments with further improvement in the degree system. By the
end of 1995, there have been 219 HEIs which are authorized to award PhD degrees and 471 to award
master degrees. PhD programmes had been increased to 4000 and master programmes had also been
increased to 7400.The total enrolment of postgraduate students had reached 145,000, an increase by
55.7% compared with that in 1990, indicating an average annual growth rate of 9.3%.
Great outcomes have been witnessed in illiteracy eradication, in-service training and adult education.
During the 8th 5-Year Plan, at least 4 million illiterates has become literate each year and the illiteracy
rate among young and middle-aged group has reduced from 9.3% to less than 7%.In-service training and
further education have also been developed proactively. In-service vocational and technical training has
been offered at the scale of 140 million men-times. For peasants, the cultural training and training on
applied technologies had been provided at the scale of more than 300 million men-times. A system for
adult education with multi levels and various forms had gradually taken shape in China.
Reform on educational system has also received progress.

Basic education in China is mainly the responsibility of local governments. The system for providing and
managing basic education at various levels has been improved, mobilizing the initiatives of local
governments as well as the public, which then accelerates the universalization of compulsory education
in China. The comprehensive reform on education in rural and urban areas has been undertaken widely
and the teaching, research and social application have been integrated in higher education, establishing
a closer linkage between education and economy, science and technology. Progresses have also been
made in the reform of management system and education provision system of HEIs. The joint education
provision mechanism between central and local governments has been built up among a group of HEIs,
changing previous disadvantages of fragmentation, self-closure and single service, which have existed
for a long time in the past. With the development of cooperatively-run schools and schools run by social
sectors, a new system for education provision in which government acts as the main body with social
sectors participating proactively has taken shape. Another progress could be identified in the
recruitment and employment reform for the students from HEIs, secondary vocational schools and
tertiary vocational institutions. In terms of funding for education, a multi-channel funding system with
the government as the main body has been shaped. Moreover, the internal reform within education
institutions is further preceded, resulting in the increased capacity in providing education and adapting
to the social needs. International cooperation and exchanges in the field of education has been
expanded while the legal establishment for education has been remarkably development. Valuable
experience has been accumulated for the management and adjustment at macro level.

It is safe to assume that the overall situation for educational development is satisfactory in China.
However, it should be recognized that there is still discrepancy between China and mid-developed
countries, and the current educational development still cannot fully meet the needs of the social,
economic, scientific and technological development. Many problems and difficulties still exist in real
practice. The main problems and difficulties include the overall lower educational level of the public,
comparatively higher ratio of illiteracy and semi-illiteracy among the whole population and the huge
number in real term. The reform on educational system still cannot adapt effectively to the needs of

20
socialistic market economy and the coming 21st century. In basic education, the problems of solely
pursuing high continuation rate and of too heavy burdens on students have not been fully tackled with.
The system for running vocational education by all social sectors has not been established yet. In higher
education, the deployment of HEIs and the structure of higher education are still not rational enough
which have caused overlapping and over-fragmentation in disciplines. The overall efficiency of higher
education provision needs to be improved in the future. Additionally, the input into education is still
insufficient. While the payment and welfare package of the teachers still remain uncompetitive, it is
difficult for the teachers to be devoted to delivering education, which then will have a negative impact
on the improvement of teaching and education quality.

II. The Fundamental Guiding Philosophy for Educational Development in the Next 15 Years.

In the next 15 years, the basic guiding philosophy is to prioritize educational development with strategic
importance in accordance with the development plan for national economic and social progresses, to
further proceed the reform on educational system, to optimize the structure of education, to improve
education quality and efficiency so that educational development will adapt to the social and economic
development. Education will be prioritized with strategic importance for further development to build
up a cohesive relationship among education, economy and society.
The following 15 years will be a key period for us to establish our socialistic market economy, to fulfill
the second strategic objective for overall modernization and to proceed towards the third strategic
objective. To implement the strategy of Developing China through Science, Technology and Education to
accelerate the economic and social progress, the key lies in the improvement of the educational level
and the overall quality of the whole population in China, the effective development of human resources
and the production of a large number of specialized talents. During the 9th 5-Year Plan, in accordance
with the Law on Education, the Outline for Educational Reform and Development in China, and the spirit
of the 5th Plenary Session of the 14th National Congress, proactive measures must be taken to prioritize
education for further development with strategic importance and to increase input into education. All
the measures should be continued till 2010 so that a cohesive development between economy and
society will be finally materialized.
Led by 'Three Orientations', Education should adapt to the future needs.
Education is an undertaking which needs to adapt to the future needs, therefore it is necessary to
adhere to the principle of 'Three Orientations', which means education should be oriented towards
modernization, the whole world and the future. All the development policies and objectives should be
finalized according to the principle, so that the systematic structure, development scale and
development speed of education will meet the needs of future social progress. In addition, guided by
the 'Three Orientation' principle, the reforms on education system, curriculum system, teaching
contents and teaching methodologies should be carried out in depth, so that the quality improvement of
the public and the specialized talents will adapt to the needs for future development.
The reform on educational system needs to be deepened to accelerate educational development.
During the transmission process in which the planned economy is being changed to socialistic market
economy and the economic growth mode is changed from mass production to intensive one, the
initiative of local governments, the society, teachers, and students would not be fully mobilized until the

21
reform on educational system is deepened. Target at the problems of the planned economy, which
include the over management of government on education, the Outline for Educational Reform and
Development promulgated by the State Council and the Central Committee of CPC has identified clearly
the direction and methodologies for the reform on education provision system, management system,
educational investment system, the recruitment, fees-charging and student employment for HEIs and
secondary specialized schools, and the internal management within schools. It should be one of the
most important and urgent tasks for us to implement the Outline to deepen educational reform and
establish a new one that will be adaptive to the socialistic market economy.
The relationship between scale and speed and between quality and efficiency should be dealt with
properly and more attention should be attached to the improvement of quality and efficiency.
The coordinated relationship between scale and speed and between quality and efficiency should be
dealt with properly to consistently implement the policy of integrating scale, speed and quality. Without
scale, there will be no speed and without quality, efficiency will not be materialized either. To expand
the scale is a kind of development and to improve quality and efficiency also demonstrates
development. Facing the trend of neglecting quality and efficiency while emphasizing quantity and
speed, it is necessary for us to prioritize the issue of improving quality and efficiency, so that the
development mode of education should be changed from scale expansion and speed acceleration to
quality and efficiency improvement. This principle should be implemented while deciding the
development strategies and speed and the deployment of educational resources should also be decided
by the integration of plan and market adjustment.
To always adhere to the socialistic direction so that the Party's educational policy will be implemented.
The profound task of education is to improve the quality of our nation, to produce the successors with
overall development in intelligence, morale and physics for the socialistic undertakings .Schools of
various types and at all levels should implement the Party's educational policies with socialistic
direction, and educate the students with Maxims, Leninism and Mao Zedong Thoughts and the theory of
establishing socialism with Chinese characteristics. Education should be integrated with production and
social application together, so that the students will have passion for and be integrated with labour
forces in industry and agriculture. Finally the rational value of the world and the value of serving for the
people whole-heartedly will be established among the students. The moral education should be further
strengthened in accordance with the features of different stages and ages. Education on the state,
patriotism, collectivism, socialism, national unity and civilized behaviours needs to be strengthened, so
that the students can growth into talents with culture, discipline and idealism.

III. The Objectives for Educational Development

During the 9th 5-year Plan, the overall objectives for the educational development are to implement the
Outline for Educational Reform and Development, to fulfill the tasks for reform and development set by
the 5th Plenary Session of the 14th National Congress with the priority on the universalization of 9-Year
Compulsory education and illiteracy eradication among young and middle-aged groups, to proactively
develop vocational and adult education, to develop higher education properly, to optimize the
educational structure, to improve education quality and efficiency, and to establish a socialistic
education system framework with Chinese characteristics and oriented towards the 21st century. More
detailed performance targets for education at different levels and of various forms will be introduced.

22
The 9-Year Compulsory Education should be basically universalized and the illiteracy among young and
middle-aged groups should be basically eradicated.
It is expected that the students studying in primary schools will reach 135 million, 3 million more than
that of 1995, indicating an annual increase rate of 0.5%.The students studying in junior secondary
schools will reach 55 million, 7.7 million more than that of 1995, indicating an annual increase rate of
3.1% and an enrolment rate as high as 85%.According to the standard of 9-Year Compulsory Education
set up by provincial governments, the 9-Year Compulsory Education should be universalized in the area
where 85% of the population inhabits. In the area where 10% of the population inhabits, 5-6 years
primary education should be universalized and 3-4 years primary education should be universalized
where 5% of the population inhabits. The drop-out rates for primary and junior secondary students are
to reduced to less than 1% and 3% respectively, so that the discrepancies of enrolment rate between
boys and girls, between rural areas and urban areas, between developed zones and poverty-stricken
zones, between ethnic minority inhabiting zones and other regions will be decreased. More access to
education should be provided to disabled children and young students. The gross enrolment rate of
kindergartens for children of 3-5 ages should reach at least 45%, and problems of kindergarten access
should be solved in big or middle-sized cities. In rural areas, 60% of the schooling children should receive
one-year pre-school education in kindergartens or pre-school classes.
During the 9th 5-Year Plan, one of the priorities is to eradicate the illiteracy among the people of 15
years and above. Each year, at least 4 million illiterates should become literate and the maintenance
rate after eradication should reach 95%.The illiteracy rate among young and middle-aged group is to be
reduced to less than 5%.
Vocational education is to be developed proactively and the scale of regular senior education should be
expanded properly.
It is expected that the students enrolled in senior secondary education will reach 21.25 million with an
annual growth rate of 5.2%.With the proper expansion of higher education, the enrolment of regular
senior secondary education will reach 8.5 million, 138,000 more than that of 1995, representing an
annual increase rate of 3.6%.In vocational education, the priority will be placed on the post-junior
secondary stage and a three-level system to streamline students after primary, junior secondary and
senior secondary education will be established. The senior vocational education of various forms will
altogether enroll 12.75 million students, 3.357million more than that of 1995.The annual increase rate in
this category will reach 6.3 %.The proportion of students studying in senior secondary vocational schools
among all the students in senior secondary education will increase to 60%.
The scale of higher education will be expanded properly with the optimization of its structure and the
improvement of its quality and efficiency.
The total enrolment of HEIs will increase to 6.5 million, one million more than that of 1995.Among every
group of 100,000 population, the number of students in HE will be increased to 500 and 85% of the
people aged 18-21 will be enrolled in HE. Among the students in HEIs, 6.3 million will be undergraduate
students and sub-degree students and the annual growth rate will reach 2.8%.Postgraduate students
will increase to 200,000 with an annual growth rate of 6.6%.Students enrolled in regular HEIs will reach
3.5 million with an annual growth rate of 3.8% and those in adult HEIs will reach 2.8 million with an
annual growth rate of 1.7%.

23
In terms of the level and structure of HEIs, the emphasis will be placed on tertiary short courses of 2-3
years, especially the tertiary vocational programmes and regular sub-degree programmes targeted at
rural areas, small and medium sized enterprises, enterprises in townships, and the third industry in
townships and counties. The total enrolment of this type of education is expected to reach 4.5 million. In
disciplinary structures, the focus is on applied science, newly developed disciplines and the cutting-edge
disciplines. Demands on human resources from national key industries, education and state defence will
be met with preference. The implementation of 211 Project will be carried out to concentrate resources
on 100 key HEIs and disciplines.
In accordance with the features of HEIs, the researches in natural science, humanity and social science
will be developed proactively. Inter-institutional cooperation will be promoted and scholars will be
organized together for research breakthroughs so that some important issues will be solved for
economic and social development. Development in science and technology will be strengthened and
high-tech enterprises will be established with purpose to promote knowledge transferring and
contribute to social development in various forms. Postgraduate students and undergraduate students
from senior grades will be organized to participate into researches to accelerate the knowledge transfer
from scientific research outcomes to teaching practice and to contribute to the quality improvement of
HEIs in various forms.
Vocational Education will be strengthened.
While efforts are devoted to degree education, non-degree education should also be developed with
commitment. The development of cultural and vocational training centers at country level and
townships level will be strengthened and secondary vocational schools should open to the society and
offer various training programmes. Adult education should focus on in-service training and further
education for adults. During the 9th 5-Year Plan, vocational and further education should witness
remarkable progress through the development of vocational training institutions, vocational schools at
various levels, adult schools, and distance education via television, broadcasting and correspondence. By
the end of this century, 50% of the graduates in rural areas who have completed junior secondary
education but do not continue their education further should receive various training. In urban areas,
this ration should reach 70%.
The main objectives for educational development by 2010 include the universalization of 9-Year
Compulsory Education, illiteracy eradication among young and middle-aged groups and more
developments for vocational and adult education. The level of access to higher education should reach
that of middle developed countries and the education provision conditions for schools at various levels
and of various forms should be greatly improved with a remarkable improvement of education quality
and efficiency. The performance targets include that the illiteracy among young and middle-aged groups
should be reduced to less than 1% and 90% of the adult should become literate. The outcomes of
illiteracy eradication should be consolidated through cultural and technical education and training. The
number of students in primary schools should remain 130 million and in junior secondary schools will
reach 63 million with the enrolment rate of 95%.The 9-Year Compulsory Education should be
universalized in the area where 95% of the population inhabits.55% of the children aged 3-5 should have
access to kindergartens or such classes. In senior secondary education, the total student number should
increase to3.5 million and that in secondary vocational schools should reach 21million. In higher
education, the enrolment is expected to reach 9.5 million and among every 100,000 people, 700 should

24
receive higher education. The gross enrolment rate of higher education should increase to 11%.For
postgraduate education, the training scale should increase to 300,000 to 350,000 with more than 10,000
graduates from master and doctor programmes each year. Various pre-service and in-service training as
well as further education will be further developed. A modern education system for lifelong learning will
be finally established in which degree education and non-degree education are attached equal
importance, education at different levels could be continued smoothly and vocational and regular
education will be integrated.

IV.The Objectives and Steps for Reform on Education System

In the following 15 years, the tasks for the reform on educational system is to deepen all reforms in the
field of education in accordance with the Outline for Educational Reform and Development to establish
an education system and operation mechanism which adapt to the socialistic market economy and
political system.

For the reform on education provision system, during the 9th 5-Year Plan, efforts in legislature on
education provision by social sectors will be intensified with the focus on secondary education,
especially the vocational education at various levels so as to develop proactively non-public schools of
various forms. When environment permits, the existing public schools could also be changed into
schools run by governments but facilitated by social sectors, or schools run by social sectors but
facilitated by governments. By the year 2010, a new system in which government remains as the main
body for education provision with participation of all social sectors will finally be established in China.
Public and non-public schools will both enjoy development,

For the reform on HEIs management system, during the 9th 5-Year Plan, the 'Joint Establishment' and
'Joint Education Provision' will become the main format for HE provision, so as to expand the funding
channels and service groups and to reduce and change the single administrative relationship for HEIs.
Macro management and integration of various parts by the provincial government will be further
strengthened. When proper, the merge among HEIs will be promoted. Some HEIs which are now
administered by central governments, have high capacity in disciplinary application and meet the needs
of local development, would be then administered by provincial governments instead. By 2010, only few
typical key HEIs and some HEIs with strong professional background which are not convenient for local
governments to manage will be administered directly by central government. For many other HEIs, their
administration will change to local governments or rely local governments as the main administrative
body. The personnel reform and distribution system within HEIs will be further developed. Logistics
within HEIs will be outsourced so that the vigour of HEIs will be remarkably increased and the efficiency
of HEIs will be greatly improved in the future.

For the comprehensive educational reform in rural and urban areas, it is expected that a coordination
team will be established led by local governments and participated by planning department, financing
and tax department, science and technology department, education department, labour department
and personnel department so that an overall planning for the development of economy, science,
technology and education can be set up. The integration among agriculture, science and education and
the integration of basic education, vocational education and adult education and the development of

25
Liaoyuan Programme, Xinhuo Project, and Harvest Scheme will be promoted in the future. Pilots on
community education based on the local development needs and the features of different education
should be proceeded to further drive the comprehensive educational reform in urban areas and to
explore modern enterprise education system and the new management system for education in urban
areas.

For the reform on operation mechanism, under the precondition that the national policies will remain
unified, education will be planned by regions and directed by types in accordance with the unevenness
in regional development. The function of governments should be changed from the direct
administration to HEIs to provide macro management by legislature, planning, funding, information
provision, policy guidance and necessary administrative measures. The legal person status of schools
should be clearly identified and implemented so that schools can have the authority to provide
education to meet the social needs. By 2010, a mature educational legal system and the consultation
system, information system and evaluation system for policy-making should be established so that
finally an new operation mechanism in which schools will develop by themselves with self-restraint will
be finally built up.

For the reform on student recruitment, fees-charging and graduates employment, during the 9th 5-Year
Plan, the two tracks of government-fund student and self-fund students in HEIs and secondary
specialized schools should be integrated so all the students should pay fees for education. At the same
time, scholarships, student loans, part-time jobs provision, and the remission of tuitions and stipends for
poor students should be further improved. With the development of reforms on personnel system and
recruitment system, the reform on graduate employment will be further promoted. In the current stage
and near future, the employment system will mainly involve meetings between employers and students
with both sides having the freedom for final choice. By 2010, a new employment system in which all the
graduates will take job-hunting by themselves with the national policy guidance. For those students
recruited with clear orientation and those who enjoy earmarked scholarships or oriented scholarships,
their employment will be directed in accordance with the previously agreed orientation or contracts.

As for the reform on teaching, efforts should be continued to change the old teaching philosophy,
reform the teaching materials and methodologies so that the problem of education in schools not
reflecting economic and social progress will be solved. The curriculum will be adjusted according to the
needs of modernization and the teaching content will be updated by the latest developments in science,
technology and culture. Training on basic knowledge, theories and skills will be further emphasized. In
the field of HE, the service profile for disciplines will be expanded and the teaching and training for
application and internship will also be strengthened, so that teaching, research and social application
can be integrated and the students' capacity in analyzing and solving problems will be improved. For
primary students, the reform on accessing to nearby schools will be continued. The reform on
graduation examination for junior school students, senior school students and reform on National
Entrance Examination for HE will all be continued so that the heavy burden on students will be reduced
and the students will grow up into a new generation with overall development in intelligence, morale
and physics.

26
V. Policies and Measures:

More efforts will be devoted to materialize the 'Priority Among Priorities' of basically universalizing 9-
Year Compulsory Education and basically eradicating illiteracy among young and middle-aged groups
(hereinafter referred to as 'Two basics'), to ensure that the relevant tasks will be fulfilled in time.
In order to guarantee that the tasks for basically universalizing 9-Year Compulsory Education and
basically eradicating illiteracy among young and middle-aged groups will be fulfilled in time, it is
necessary for us to properly deal with the relationship among three elements that are pointed out by
the 5th Plenary Session of the 14th National Congress. The three elements are to regard compulsory
education as the priority, to proactively develop vocational and adult education and to develop higher
education properly. The inputs into 'Two basics" should be ensured so as to materialize its status of
'Priority among Priorities'. According to the level of economic development and the bases of educational
development, the whole nation is divided into three zones, i.e .the eastern coastal zones, normal middle
China zones and western poor zones. Different directions will be provided to the three zones. All the
provinces, municipalities directly under the State Council and the autonomous regions should comply
with their own realities to implement and fulfill the tasks of 'Two basics' through provincial, county-level
and township-level planning with the country level planning as the main body. The universalization of
compulsory education and the illiteracy eradication should be connected together and be developed
step by step from universalizing 6 years education to finally universalizing 9 years education. The efforts
in this area should be evaluated by this order as well. The National Scheme for Compulsory Education in
Poor Areas will be implemented to intensify the supports to the universalization of compulsory
education in poor areas and ethnic minority areas. For poor areas, it should be aware that the
responsibility of universalizing compulsory education relies mainly on local governments. While
depending mainly on themselves, local governments in poor areas will receive the support from central
governments, international organizations and individuals and other developed provinces to mobilize the
initiative of the local people to accelerate the universalization of compulsory education and illiteracy
eradication to reduce the discrepancies between developed areas and under-developed areas. Reform
on teaching will be promoted to adjust teaching contents, upgrade teaching methodologies and help
students ill disciplined and not performed well academically. Effective measures need to be taken to
solve the problems of solely pursuing high continuation rate and of heavy burdens for students. More
efforts will be devoted to those schools with poor performance to reduce the discrepancy between key
schools and non-key schools. In the areas where conditions permit, the starting age for primary
education should be transmitted to six years old and in areas where primary and secondary education
are integrated together into eight years, the schooling years should be gradually changed to nine years.
Vocational education should be developed proactively to stabilize the level of secondary vocational
schools under the overall planning of the government, vocational education should be provided by
professional associations, enterprises, non-profit organizations and social resources jointly. The
responsibilities and the status of the parties involved will be identified clearly by legislature. To match
the skill criteria set up for different posts by personnel departments and professional bodies, a new
system in which all the employees will receive training before taking the post will be implemented.
Vocational certificate and degree certificates will be attached equal importance. Vocational education
should be oriented to the social needs and increase its adaptive capacity. More researches in the

27
meaning and features of higher vocational education should be carried out in the future. Based on
existing HEIs, teaching reform for higher vocational education should be implemented to improve the
adaptive capacity and develop higher vocational education. In order to ensure that the secondary
vocational school can build up their own advantages and improve their quality based on their
administrative relationships, the educational level and the service profile, the level of secondary
vocational schools should be stabilized so that the level of the schools will match the level of the talents
they produce.
The deployment of HEIs will be adjusted to improve efficiency.
There have been many HEIs in China. As long as the existing scale of HE is expanded properly, the
objective of enrolling 6.3 million students in HE by the end of this century will be fulfilled successfully.
For this purpose, during the 9th 5-Year Plan, the upgrading of secondary specialized schools and tertiary
colleagues will be strictly managed. So will be the establishment of new schools. Based on overall
planning, the deployment adjustment of HEIs will be carried out step by step. The efficiency of HE will be
improved through inter-institutional cooperation and joint education provision. It is expected that by
the end of this century, the deployment of HEIs within a province should be more rational and the ration
between students and teachers will be further reduced and the average enrolment scale of HEIs, their
ratio between students and teachers and the ratio between teaching staff and non-teaching staff should
be all improved.
An effective macro adjustment system for higher education is to be established.
During the generation and development of socialistic market economy, a macro management system
that is adaptive to educational system reform must be built up to improve and strengthen the macro
management in the field of education. Through interventions such as overall planning, policies and
strategies, information guidance, inspection, evaluation and funding, an effective macro adjustment
mechanism is to be established to prevent the unbalance of educational system and avoid up and
downs. The nature of planning in macro-level, strategic orientation and policy guidance and the nature
of the planning objectives in estimation and direction should be emphasized, so that the organizations
and the educational institutions at grass-root level can carry out their business in accordance with their
own situation guided by the national policies. With the accumulation of experience and the
development of macro adjustment mechanism, the authority in education provision of the provincial
governments and the educational institutions will be expanded gradually. During the 8th 5-Year Plan,
higher education enjoyed rapid development but the input into higher education was insufficient, which
had led to a tight condition for education provision. During early stage of the 9th 5-Year Plan, the
development speed should be properly managed and in the later stage higher education should be
properly developed according to the input and environment.
The development of teaching cohort needs to be strengthened.
The quality and quantity of teaching cohort is determinative to educational development. During the 9th
5-Year Plan, in accordance with the degree requirement set up by 'Law on Education' and 'Law on
Teachers', the proportion of teachers in primary and secondary schools who have reached the degree
requirement needs to be further increased. In the next century, the ration of backbone teachers also
needs to be improved through recruiting new teachers with high degrees. Teacher training at various
levels needs to be emphasized and the percentage of graduates from teacher training institutions needs
to be increased. Graduates from non-teacher training institutions are encouraged to teach in secondary

28
schools and to serve as teachers for specialized courses of vocational schools. The teachers' certificate
system will be implemented carefully to improve the evaluation, employment and promotion
mechanism for teachers and to optimize the structure of teaching cohort. The professional quality of the
teachers needs to be further improved to encourage their loyalty to education. An environment in which
teachers love the students and are respected by their students will be generated. During the 9th 5-Year
Plan, the remuneration of teachers will be further improved and the problems of delaying the payment
and of health care of the teachers should be solved in real term. The issue of Minban teachers will be
solved through closure, transmission, recruitment, fire and retirement. Housing construction for
teachers will be proactively promoted so that the average house area of teachers will meet or exceed
that of local people.
The condition of education provision should be improved gradually as planned.
In the near future, financial resources should be concentrated to improve the schooling conditions step
by step so as to lay a solid material foundation for the quality improvement of the whole nation. In basic
education, after the realization of 'one without and two withes', more efforts should be devoted to the
development of standard construction of schools to solve the problem of shortage of teaching tools,
experimental equipments and books. The translation and publication of teaching materials for ethnic
minority education should be ensured. In HEIs and secondary vocational schools, the construction of
laboratory bases, internship places and libraries needs to be strengthened with supplement of necessary
equipments, books, journals and other materials so that experimental teaching should be carried out in
accordance with the teaching plan and teaching syllabus. Inter-institutional cooperation needs to be
developed to share resources and increase the efficiency of using all kinds of equipments and
infrastructures. Governments at all levels and relevant parties should provide preferential policies for
the publication of textbooks and teaching and learning assistant books, and for the development,
production and supply of teaching equipments.
Input into education needs to be ensured and the investment efficiency needs to be improved.
In order to meet the needs of educational development, by the end of this century, the educational
expenditure within fiscal budget is expected to cover 4% of GDP. By 2010, this figure needs to be further
increased to the level of middle-developed countries. This is the basic precondition to fulfill the
objectives of educational development in China. Starting from the implementation of the strategy of
Rejuvenating China through Education, Science and Technology, government at all levels should make
the regulations and interventions for fund-raising for educational development to further increase the
input into education. It should be ensured that within budgets of various levels, the educational budget
should be higher than regular fiscal increase and the average educational input of students studying in
schools and the average public fund on them will be both increased gradually. A new educational
funding system in which the governmental funds will remain as the main body and supplemented by
educational taxes, charging tuition fees for non-compulsory education, developing school-run
enterprises, encouraging social donations, and establishing educational foundations, will be finally built
up to realize a faster and remarkable increase into educational input.

29
The funding methodologies in education will be reformed to optimize the resource deployment, so the
funding direction will echo the strategic development of education to avoid structural waste. The
philosophy of depending on ourselves and working hard should be disseminated while the financial
system within educational sector needs to be improved further to strengthen auditing and supervision
of educational finance. More efforts will be committed to a better management of the registration fees.
The legal system for education needs to be built up and improved to strengthen the supervision and
evaluation of education.
The promulgation and implementation of Law on Compulsory Education, Law on Teachers and Law on
Education provide a solid foundation for administrating education in accordance with laws.During the
9th 5-Year Plan, more efforts will be intensified to disseminate and implement the promulgated laws
and regulations so that all the behaviours of governments at all levels, all social sectors and schools will
meet the requirements set up by laws and regulations. The preparation and publication of Law on
Vocational Education and Law on Higher Education as well as the draft and researches on other laws and
regulations needs to be accelerated so that a serious of laws and regulations which is urgently needed
by educational reform and development and enjoy a mature environments, can be promulgated soon.
A developed legal system framework for educational development will be established to provide legal
foundation for the educational management and administration. In order to ensure the effective
implementation of educational policies and the stable improvement of educational quality and
efficiency, more supervision on primary and secondary education and illiteracy eradication is required to
establish a better supervision system. For higher education and secondary vocational education, an
evaluation system with educational quality and efficiency as the priority will be gradually built up.
The follow-up activities after planning will be strengthened.
In order to guarantee the successful implementation of this Outline, it is necessary to promote
educational planning in all provinces, autonomous regions, municipalities directly under that State
Council and the central departments, so the national development objectives will be finally fulfilled.
The initiatives of the policy-makers, managers and educational researchers need to be fully mobilized so
that the key issues in educational planning and development will be followed up and researched and
more suggestions for policy making will be generated for reference. A supervision system on the
implementation progress needs to be established to analyze and compare the progress with the planned
objectives so that experience and lessons will be collected timely and responding policies will be made
in due time. Based on the supervision index and the educational data collection, the educational
departments of central and local governments will produce their own annual supervision report.

Financial Allocation and Resources Generation in 8 th Five year plan:

The 8th Plan period shall be a period in which life quality of the society will be improved, a continuous
and stable growth process will start, basic transformations shall be realised within the process of
European Union membership, integration with the world will be ensured and Turkey will attain a more
powerful, influential and respectful role both global and regional. 183. With a view to realising an
uninterrupted growth process, efforts shall be resolutely continued to bring down inflation to a stable
single digit level through attainment of public sector balance and use of appropriate income policies. In
order to meet the Maastricht criteria, necessary measures shall be taken for the realisation of

30
institutional and structural reforms that would increase economic efficiency. 184. The European Union
shall be one of the focal points in Turkey`s globalisation process. In line with the Helsinki Summit
decisions where the candidate status of Turkey for membership was approved, necessary steps shall be
taken towards realisation of the membership target. During the Plan period, efforts shall be accelerated
for taking measures for meeting the Copenhagen criteria and adoption of the Community legislation
(Acquis Communautaire). The National Program for the Adaptation of the European Union Acquis to be
prepared shall be in accordance with the general targets and priorities of the 8th Plan. 185. With a view
to ensuring the high living standards deserved by people, emphasis shall be given to the improvement of
income distribution and reduction of poverty and interregional disparities. 186. The aim of education is
to raise persons of the information age, who are devoted to the principles and reforms of Atatürk, who
have assumed democratic values, have embodied the national culture but capable of interpreting
different cultures, and having developed thinking, perception and problem solving. Through the
improvement of the educational system, the need for qualified labour power necessary for economic
development shall be met and competitiveness shall be acquired. 187. Health services shall be
structured with the principles of equality and justice to meet the needs and expectations of society. 188.
Arrangements shall be continued necessary for ensuring concentration of the state on its main
functions, withdrawal from the field of production and through privatisation, and considering the
transformations in the world. 189. Turkish industrialisation policy aims a flexible structure in which it will
enhance technology, with an emphasis on R&D also meeting the environmental norms, respecting
consumer health and preferences, activating local resources, utilising qualified labour power,
implementing contemporary management and production methods for taking advantage of the
globalisation with an ability to make original designs, create trademarks, and shift to knowledge- and
technology-intensive fields. 190. Necessary measures shall be taken for a reliable and sustainable
meeting of the energy demand at a low cost. 191. Turkey shall strengthen its multilateral and bilateral
economic relations in order to increase its global and regional impact in a balanced manner. 192. To
expand the use of knowledge through access to knowledge at national and international levels,
necessary legal and institutional arrangements shall be made and information and communication
technology infrastructure shall be rapidly developed. 193. To enable the society utilise its potential
efficiently towards development, living conditions shall be eased with the help of ensuring efficiency in
public administration and judicial services consistent with the requirements of contemporary society.
194. The 8th Five-Year Development Plan shall be a fundamental instrument guiding the national efforts
towards providing our people with the requirements of information society, in a period in which
globalisation affects economic and social life to a great extent.

31
Q5. What were the major motivating forces behind Aligarh Movement? Critically discuss its important
initiatives and salient features.

When British became the rulers of India in 1856, Muslims got Shattered in pieces. In 1857, Muslims took
part in Independence War in their hope of reviving the Mughal empire. As a matter of fact, it could not
be avoided that it was a mutiny not a war in which Muslims took part.

As a result, British held Muslims responsible for this mutiny and they adopt cruel policy against Muslims.
They confiscated Muslims properties and Withdrawn their jobs. Muslims were suppressed by British and
Hindus. Those were the dark days for Muslims. They were suffering by the hands of British and Hindus.

Sir Sayyed Ahmed Khan’s Role:

Sir Sayyed awakened the Muslims. Muslims were in deep slumber at that time. He awakened them from
their slumber. He guided Muslims. He struggled for them.

Sir Sayyed was from a noble family and was born on 17 Oct 1817 in Delhi. He got his early education
from his maternal grandfather Khawaja Farid ud Din. He was educated in holy Quran, Arabic and Persian
literature.

After his father death in 1833, he had to join government service. By 1857, Sir Sayyed Ahmed khan had
spent nearly twenty years in judicial service. He was known for his justice.

In 1857, sir Sayyed was posted at Bijnaur when the war of 1857 broke out. It perturbed local European
officers and their families. He saved many British Officers even at the risk of his own life. He also saved
British women and children from being killed. He refused to accept the offered estate for his services
which he rendered to the British.

The Beginning of the Aligarh Movement:

The British had held the Muslims responsible for the war of Independence and, therefore adopted a
cruel policy to punish them for their role in the war of Independence. On the other hand Hindus were let
off though they were also equally responsible for the war.

Due to policy adopted by British, Muslims remain suppressed. They lost their distinction as a nation.
Their properties were confiscated and their jobs were withdrawn. To further increase pressure or
situation, the British replaced Persian with English as Official Language. The Muslims didn’t learn English.
They thought it is against their religion. On the other hand Hindus quickly superseded the Muslims in the
educational field by adopting English.

Sir Sayyed Always desired to see Muslims at a respectable position in society and decided to guide them
in their struggle for the revival of their past position of glory. The services which Sir Sayyed rendered for
the Muslims are known as “The Aligarh Movement”.

The Indian Muslims had always saw British as their enemies and they always avoided social interaction
with them, which created a great deal of misunderstanding among the British about the Muslims. Sir

32
Sayyed knew that this condition of Muslims shall not be improved unless the Muslims change their
behavior. He wanted Muslims should adopt a more lenient attitude towards British and extend
necessary loyalties to rulers of the country. Muslim’s policy of hatred for the British was only beneficial
for Hindus who were getting close to British. He advised to change that policy.

Muslims were also lagging behind in the education because of their conservative approach toward the
English and Modern Knowledge. Sir Sayyed began his movement by diluting suspicion and
misunderstanding between the Muslims and Hindus.

THE EDUCATIONAL ASPECTS OF ALI GARH MOVEMENT:-

The Aligarh movement was established on the basis of two main reasons one which included modern
education and the other is good relations among the britishes one the basis of the good relations among
the muslims and the britishes the conservative peoples criticized sir syed. To moralized the muslims he
thought Muslims must acquire modern education to get right place in the society. By implementing his
thoughts of educational uplift of muslims sir syed took many practical steps .In Muradabad sir syed set
up a school in 1859 in which English and Persian was taught . Afterwards sir syed made another school in
Ghazipur. With the success of his school in ghazipur and muradabad sir syed introduced the scientific
society the reason to establish this society was to translate the books written in English into Urdu . To
improve the education of muslims sir syed set up different institutions in the country.

MAO COLLEGE AT ALIGARH:-

With the success different schools and societies established in different areas of India sir syed
established MAO (MUHAMMADAN ANGLO _ORIENTAL COLLEGE) AT ALIGARH in 1877 which was the
greatest achievement of sir syed after his long struggle. while sir syed was in England he was much
impressed from the modern pattern of education of oxford and Cambridge university . so sir syed
deciede to introduced a modern educational pattern for the peoples of India.

When sir syed came back from England he set up anjuman-taraqi-Muslimnane Hind . the aim of the up
anjuman-taraqi-Muslimnane Hind was to introduce modern education among the Muslims.

Sir syed made committees which raised funds for MAO college .Government also give financial support
on the request of sir syed.

First of MAO high school was established on 24th may,1874 at Aligarh .

Sir syed struggled hard to raise MAO high school to uplift on the level of a college finally in 1877 MAO
high school was given the grade of a college . IN MAO college sir syed introduced modern education
system so that Muslims competing with Hindus in every field of life.

In MAO college there are no restrictions upon Hindu students to get modern education.MAO college
progress day by day and finally after the death of sir syed MAO college reached the level of university.

33
Now MAO college become Aligarh Muslim university. IN 1920 MAO Aligarh muslim university was given
the status of central university .

Now Aligarh Muslim university offers 250 different courses in different fields/ branches of modern
education. Raja Mohammad ali Mohammad khan of mahmudabad was the first vice chancler of the
university.(wikipidia)

Muhammadan educational conference :-

To convey his message to the muslims of sub continent. Sir syed introduced muslim educational
conference in 1866. Through this conference Sir Syed in different areas of country set up public
meetings. By the successof the comitee in different areas of india.This committee Sir Syed made sub-
comittes in different areas of india. This comitee through this conference produce self respect and self
confidence to muslims. The purpose of this conference is to discuss different modern techniques for the
development of educational aspects of muslims and so that educational standard of muslims can uplift.
The leaders who was included in Muhammadan educational conference and who with their brilliant
success produced hope among the Muslims that was Nawab Mohsin- ul- Mulk, mulana Shibli and
maulana Hali.

Political aspect of the Aligarh moment:-

After the war of independence 1857 Sir Syed advised the Muslims not to take part in politics unless they
prepare themselves with modern education. Sir Syed advised Muslims that due to education Hindus are
superior to Muslims in political field . So to compete Hindus in political field Muslims must get modern
education first of all, So that Muslims can demand their due rights. And in this way Aligarh movement
prepared the Muslims to safeguard their political interests.

The most powerful political party:

the Indian National Congress was established so that the peoples of sub-continent told the government
about their faulty and good works. It was established so that it safeguard the rights of all the peoples of
India but Sir Syed know that it is the party of Hindus and it safeguard the rights of Hindus not the
Muslims.

To competing Hindus in the political field Sir Syed felt that the Muslims should concentrate for education
and economic rehabilitation. Sir Syed strongly believed that political activities of Muslims may divert
their attentions from modern education.

34
ASSINGMENT #02

35
Q1. Discuss the role of board of intermediate and secondary education and Education extension
centre.

Boards of Intermediate and Secondary Education are responsible to administer school and colleges
offering primary and secondary education in Pakistan. Every BISE also administers the exams for such
classes. Every province has boards in major districts.

BISE in Punjab

Punjab Board of Intermediate and Secondary Education administer all education boards in Punjab. Its
Head Office is situated in Lahore. The Board is responsible to maintain the same standard of evaluation
and transparency in examinations throughout Punjab.

BISE in Sindh

Sindh Board of Intermediate and Secondary Education administers all education boards in Sindh. Its
Head Office is situated in Karachi. The Board is responsible to maintain the same standard of evaluation
and transparency in examinations as well as the uniform standards of evaluations in the province.

BISE in Baluchistan

Baluchistan the educational deprived region is developing rapidly by the work of their boards which
offer transparent and uniform methodologies for different regions.

BISE in KPK

There is a great revolution in this province in education and there is a great need of more boards to
enhance the standards and working for the educations base.

Responsibilities of BISEs

Public education is universally available. School curricula, funding, teaching, employment, and other
policies are set through locally by school boards in compliance with over all provincial and federal
policies. Every provincial government takes care of standards at Intermediate and secondary education
level in the region by help of BISE at district level. Hence; every board is responsible to offer a
transparent examination system and evaluation methodology. Each BISE in any province is controlled by
a single provincial Board of Education.

36
Function of the Board of Intermediate and Secondary Education

The main function of the Boards is as under:-

1. To hold and conduct examinations pertaining to Intermediate Education, Secondary Education,

Pakistani and Classical Languages and such other examinations as determined by the government.

2. To accord, refuse or withdraw recognition to the Educational Institutions.

3. To lay down conditions for appointment to various examinations held by the Board.

4. To grant certificates and diplomas to the successful candidates.

5. To fix, demand and receive fee as may be prescribed by.

6. To award scholarships, medals and prizes to position holders.

7. To organize and promote extra mural activities.

8. To create posts and appoint such staff as may be considered necessary for the purpose of its
functions; provided that a post in Bs-17 or above, shall be created with a prior approval of the
Controlling Authority.

9. To make provision for building's premises, furniture, apparatus, books and other means required for
carrying out the purposes of the Act.

Education Extension Centre:

An extension enables a professional leader to employ someone in a teaching position while their
practising certificate or authorisation is being processed. An Extension to Teach may be granted to an
applicant if they have a fully paid, pending application for a practising certificate with us, and if they
teach in a sector where registration is compulsory. The Education Act allows for a teacher to teach in the
general education system without a practising certificate for up to 10 full days or 20 half days in a
calendar year. If the teacher needs to teach beyond these 10 days, an extension could cover this time.

Who could be eligible for an extension?

Extensions are only available to those who have an application pending and who teach in a sector where
holding a current practising certificate is compulsory. This means those employed in a teaching position
in school settings and kindergartens may be eligible for an extension. But because it is not mandatory for
all those employed in teaching positions in Early Childhood Education centres an extension is not
required as employment is still lawful. You may be eligible for an extension if you:  currently have an
application for a practising certificate pending with the Teaching Council and your registration has
expired and you will be teaching beyond the 10 days allowed after the expiry of your practising
certificate or your Limited Authority to Teach are applying for the first time for a practising certificate
and you have been asked to teach before this has been granted, and are employed in a teaching position
in a setting where holding a practising certificate is compulsory, and are doing everything you can to

37
provide the information as soon as possible, and some of the information that is required to finalise
your application has been delayed beyond your control.

Q.2 what are the major problems regarding effective implementation of new curriculum design in
Pakistan. Suggest some practical ways to improve the situation.

Pakistan—governed under the Islamic, democratic, federal Constitution of 1973—is comprised of four
autonomous provinces: Punjab, Sindh, North-West Frontier and Balochistan. Education in Pakistan is
essentially a provincial affair. However, education is considered to be a vital source of nation-building.
Therefore, in order to ensure national cohesion, integration and preservation of the ideological
foundation of the State, certain educational functions are the responsibilities of the Federation—via the
Federal Ministry of Education. These responsibilities include: curriculum, syllabus, planning, policy and
educational standards. The 1976 Act of Parliament authorized the Ministry of Education (MOE) to
appoint competent authorities to perform the following curriculum-related functions:

In connection with the implementation of the education policy of the Federal Government of Pakistan
(GOP), prepare or commission: schemes for studies; curricula, textbook manuscripts and strategic
schedules for their introduction in various classes of educational institutions; Approve manuscripts of
textbooks produced by other agencies, before they are prescribed in various classes of an educational
institution; Direct any person or agency in writing (within a specified period) to delete, amend or
withdraw any portion, or the whole, of a curriculum, textbook or reference material prescribed for any
class of an educational institution. Accordingly, a Central/National Bureau of Curriculum and Textbooks
(NBCT, commonly known as the Curriculum Wing) was appointed to supervise curriculum and textbooks
development/approval and to maintain curriculum standards from the primary through to the higher
secondary levels. As a logical sequence to this action, four counterpart provincial curriculum centres
(one in each province) were established to ensure provincial collaboration and evolve consensus in all
activities falling within the purview of the Federation. This initiative was followed by the establishment
of four Provincial Textbook Boards (PTTB)—one in each province. Within their respective jurisdictions,
these PTTBs are responsible for preparing, publishing, stocking, distributing and marketing school
textbooks.

CURRICULUM DEVELOPMENT PITFALLS

Several major obstacles affecting the quality and effectiveness of the curriculum development process in
Pakistan are summarized below.

Expertise

Some serving teachers are, of course, involved in curriculum development. But Notwithstanding their
outstanding subject area expertise, their contribution to the curriculum development is, for all practical
purposes, nominal. The main reason for this is that they lack the requisite expertise. The existing training
programmes provide little exposure in this area, and the teachers’ academic qualifications do not
necessarily contribute to curricular creativity. Therefore, at best, the teachers are able to provide
opinions about the compatibility between specific concepts or content and the intellectual development

38
level of the children in a specific age group or grade. However, this guidance often reflects, in part, a
particular situation with which the teachers have been dealing (e.g. children from a rural background)
and, in part, their own capability to render a specific concept comprehensible.

Textbook quality

Textbooks often do not reflect the curriculum. Of course, it requires considerable experience and skill to:
translate the curriculum in a style that covers the objectives; simultaneously take into consideration the
children’s language proficiency and background knowledge; and concurrently arrange the content in a
logical sequence in a stimulating manner. But the all- important self-assessment questions or activities
(especially questions focused on higher order skills) are invariably missing. The third problem is that
there is lack of follow-up of actual curriculum implementation in classroom practice. The curriculum
actually implemented is generally different from the official curriculum document. The classroom
teacher, who primarily focuses on the textbooks and assessment, does not take into account the
educational objectives. No evaluation of the implemented curriculum is carried out; hence no feedback
is received to revise the curriculum. In short, each of the steps in the curriculum development process,
as outlined above, tends to occur in isolation from the others and there is no visible coherent curriculum
development activity.

Developing objectives

Curriculum objectives are basically derived from the recommendations of National Education Policy,
national level seminars and other forums (e.g. forums of the Inter Board Committee of Chairmen (IBCC)
and research studies conducted at provincial curriculum centres). The NBCT prepares the draft of
objectives; which are widely circulated among the provincial institutions responsible for curriculum
development, teacher training and examination. Based on their views/comments, these objectives are
finalized. They are subsequently translated into the specific teaching objectives for various subjects.
Several factors are considered in finalizing curriculum objectives; including the requirements that
objectives should: (a) be precise; (b) assist in the selection of teaching strategy; (c) produce(or
contribute to) a designated behaviour pattern; (d) enable the teachers to measure or evaluate the
quality and effectiveness of learning.

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Q.3 What is question bank? Elaborate the procedure, advantages and difficulties in setting a question
bank?

A question bank can be two things: a list of all your questions created with an exam software (including
all exams) and a list of all the questions in one exam. The last definition is the one we are going to focus
on. How does it work? Basically, it works like this: you create an exam and add a number of questions to
it. Let’s say, 100 questions. But you don’t want your students to answer all these questions, so you set
them up in a way that the exam software picks, say, 30 questions from this question bank with 100
questions, at random, every time someone takes the exam. This means every student will get a different
set of 30 questions when taking the same exam. Using a question bank like this helps prevent cheating,
since no group of students will get the same questions, at the same order, while taking the same exam.
It also lets you add more content to the exam material, since you can cover a lot more ground with a
bigger set of questions (even though the students are not getting all of them) than with just a few
questions. With a Business Owl plan or above, you can use a question bank for your exams. You can also
set up the number of questions that should be picked (at random) from that question  bank. You can do
a 7-day free trial of any of these plans with us, if you want to see for  yourself how this amazing feature
works. Questioning is the most important device of teaching. The teacher keeps in close touch with his
class by means of questioning. The teaching- learning process becomes effective, when knowledge is
given and shares in the class; through this questioning. The teacher can know the amount of knowledge
acquired by the students with the help of questioning. It helps the child to keep him alert and attentive.
It helps to encourage thought and thus stimulates curiosity. Questions are asked to fix the lesson clearly
in the mind of the child and to know whether he is following the steps of the lesson or not. 

Characteristics of Good Question: 

Asking question in an art: 

It should be learned with great care. The questions should be prepared in clear and simple language. It
means that the words in a question should be clear and simple, suited to the ability of the pupils. The
teacher must see that the questions are worded in such a manner that it is easily understood by the
students. Hence, the teacher, while preparing questions; must take the style and construction of the
questions into his account. 
1. Questions should be definite rather than vague. 
2. It should be relevant to the theme. 
3. Question should be continuous one. 
4. Question should be neither easy nor too difficult. 
5. Questions should not be suggestive of the answer, because these questions encourage inattention on
the part of the pupils. 
6. Echo questions should not be asked because, these questions are based on the facts just taught.
7. Questions framed with phrases and sentences should not be asked by the teacher.  Because it
takeaway the conciseness of a question. 
Example: 
Can anyone tell me, when Gautama Buddha died? Or which of you know about the year when Gautama
Buddha died or Will those who know, hold up their hands? 

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8. The habit of rephrasing or changing the question should be discouraged. Because it encourages
inattention and weakens promptness of response as a result of which the mind of the child, becomes a
disturbed one. 
9. Questions must be asked in a sympathetic manner and be well distributed over the whole class in
order to get a chance by every child in the class. 
10. Questions should not be asked more horridly or in a rapid- fire manner by the teacher. It should be
asked in such a manner that each child can hear it very easily. In a lesson, a teacher has to ask a series of
questions. These questions should be connected with each other in such a way that one question grows
out of the other preceding that. As a rule, questions should not admit of ‘yes’ or ‘no’ answers or answers
in single unconnected words or phrases. 
For example: 
Have you heard about Akbar the Great? 
Was Akbar a brave king or a weak one? 
Hence, questions help the teacher to know the extent of readiness of the pupil’s mind and enable him to
begin his lesson in appropriate manner at introductory stage of a lesson. They aid and encourage mental
activity in the pupils at the presentation stage of the lesson. The children are able to use their powers of
observation, comparison and concentration by means of these questions. So the teacher must apply his
own skill to ask truly developing questions. Questions also help the memory of the child in as much as
they deepen the impressions already made. These are generally called re-capitulatory questions or
evaluative questions which are asked at the end of the lesson or topic. 

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Q.4 Differentiate between continuing and adult education. Highlight signification and state of
continuing education in Pakistan? 

Adult education and continuing education are two terms that are quite often interchanged and
confused, but in fact, they represent different education types and even if they are quite similar to each
other, the differences are still there. Yes, surely it is all about the same thing 
– giving education that is specifically designed for adults. The differences are clear and both  terms can
be easily distinguished as adult education is in fact a system that provides adults who haven’t taken their
classes earlier in life for various reasons with an option to continue  their education. On the other hand,
continuing education is all about giving adults additional schooling which continues from the current
educational level that the individual has. Here is a bit more information about these programs: 
- Continuing education (or in Danish terms efteruddannelse)
– this term is used to illustrate learning activities that take place after the adult has finished their
education. Mainly used in North America, this term is similar to the program that is actually the same,
but is named differently in Europe and indeed ‘further education’. However, no matter where,
continuing education is a program for the people who are interested in the improvement of
their knowledge, the attaining of certain specific skills and the ability to achieve career goals that  the
person is interested in. There are a lot of interesting and educating activities that are included in the
continuing education programs. Some of them are: 
* CEU (Continuing education units) – educational courses or training for specific career needs which are
needed in order for the person to maintain their license or certification. It is  something that is required
from certain professionals so that they can prove their current level of skill. This is necessary for the
people who have jobs that are connected with techniques or methods that are evolving constantly such
as lawyers, mental health counsellors, doctors and many more. * Non-credit educational courses –
activities that improve the adults personally. Such courses are often presented with the help of libraries,
community centers and colleges. The courses that are included here are photography, computer
programs, writing, community leadership and more. Some of these courses might provide you with a
certificate, but in case you are interested in self-improvement that probably won’t be needed. 
* Degree–specific programs – certificate or degree programs that universities and two/four-year
colleges offer. Adults that visit these courses are aiming to improve the employment skills that they
currently have and to gain new knowledge connected with changing career options or the ability to
enter restricted levels in the career fields. 
- Adult education – this is education for people who haven’t received their high school  diplomas and it
focus on providing such people with the skills that are needed to be part of the modern workforce of the
world. There are two categories of courses for the adults who want to attend them: 
* Basic – a program that gives you a certificate that equals a diploma from high school after it has been
completed; 
* Remedial – for people who have failed a certain exam only. Read more about apprenticeships (læs
mere om elevpladser as we say in Denmark) and find the benefits of having an apprenticeship in your
background. 

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Q.5 Highlight the significance and purpose of Drug Education and also explain the infusion approach in
this regard with examples?

Drug education is the planned provision of information, resources, and skills relevant to living in a world
where psychoactive substances are widely available and commonly used for a variety of both medical
and non-medical purposes, some of which may lead to harms such as overdose, injury, infectious
disease (such as HIV or hepatitis C), or addiction. When it comes to keeping your children away from
drugs and alcohol, you need help with education and prevention. While ultimately, the choice will be
your child’s, it important that they have all of the tools necessary to say “no” to drugs. 
Parents and caregivers are some of the biggest influences in an adolescent’s life, but so are friends and
teachers. It is important that parents have “the talk” about teen drug and alcohol use with pre-teens
and teens. Sharing their beliefs about drugs and alcohol and their modeled behaviour is perhaps the
largest influence on whether teens choose to use drugs or not. However, the second biggest influence in
an adolescent’s life is school. Why?
They spend so much time in class and with their friends. Therefore, it also becomes the responsibility of
educators to also relay messages and information on drugs and prevention. Educators have a definite
role to play in preventing substance abuse, but they cannot be expected to carry the whole load. This is
because many of the factors that can influence youthful substance use lie beyond the school grounds.
Today’s young people are growing up in a world that tolerates more forms of substance use, both
medical and non-medical, than at any other time in history. As a society, there is a need to establish
health-promoting policies governing the control, promotion, and availability of the various legal and
illegal substances. At the local level, many others need to play a role in preventing substance-use
problems among youth. Parents have perhaps the largest role to play, and definitely need to be involved
in finding solutions. So also do youth groups such as Girl Guides, Scouts, boys and girls clubs, and cadets,
which engage youth in alternative activities and are in a position to deliver evidence-based preventative
programming. Fully comprehensive prevention needs to involve many who have not traditionally been
seen as players, such as media outlets, urban planners, housing authorities, shopping mall management,
and employment policy makers. Peer pressure from friends and acquaintances is strong competition
against the message of saying no to drugs. You would be surprised at how casually some of their peers
view the use of drugs. Through Drug Education and by teaching ways to assert themselves, they
can make better decisions.

How many teens use drugs? 

In an annual survey conducted by Monitoring the Future, it was found that in 2012: 
 6.5% of 8th graders, 17% of 10th graders and 22.9% of 12th graders used marijuana in the past month.
This is an increase among 10th and 12th graders from 14.2%, and 
18.8% in 2007. 
 Daily use has also increased. 6.5% of 12th graders now use marijuana every day, compared to 5.1% in
the 2007. 
This shows that teens are experimenting with drugs well before adulthood. 
Effective drug education 
Drug education in Schools has been found to be most effective when it is part of regular classroom
curriculum. However, there is limited time in the classroom to implement lengthy programs about
drugs. An effective, comprehensive drug education program should include: 
1. Interactive scenarios to teach children about decision-making 
2. Assertiveness and goal setting to help them resist peer pressure. 
Studies by the Robert Wood Johnson Foundation found that in recent years, school drug  education
programs such as DARE have shifted from strictly being information based to interactive. DARE stands

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for Drug Abuse Resistance Education and was formed as a partnership by the Virginia Department of
State Police, the Virginia Department of Education and local law enforcement and schools. 
D.A.R.E. – Drug Abuse Resistance Education 
According to the DARE website: The primary goals of D.A.R.E. are to prevent substance abuse among
school children (juveniles) and help them develop effective violence resistance techniques. The core
curriculum targets young children to prepare them to avoid substance abuse and violence as they enter
adolescence. D.A.R.E. lessons focus on the following objectives for all children: 
 Acquiring the knowledge and skills to recognize and resist peer pressure to experiment with tobacco,
alcohol and other drugs. 
 Enhancing self-esteem.
 Learning assertiveness techniques. 
 Learning about positive alternatives to substance abuse. 
 Learning anger management and conduct resolution skills. 
 Developing risk assessment and decision-making skills. 
 Reducing violence. 
 Building interpersonal and communication skills. 
 Learning to implement a decision-making model. 
 Flexibility to add information to address any local issues. 
The combination of parents, educators and community drug education and support  provides the best
scenario to prevent teen drug and alcohol use. Drug education in schools is not enough on its own, but it
is one of the key factors in teen drug prevention. As a parent, you can test your children at home with a
home drug test. uVera Diagnostics provides several different options to test for drug use. You can order
them online, one at a time or in bulk. 
School-based drug education 
School-based drug education began with the anti-alcohol "temperance education" programmes of the
Woman's Christian Temperance Union in the United States and Canada in the late 19th century. In many
respects, the WCTU's progressive education agenda set the template for much of what has been done
since in the name of drug education. Past research into drug education has indicated that to be effective
it must involve engaging, interactive learning strategies that stimulate higher-order thinking,
promote learning and be transferable to real life circumstances. Current challenges from this approach
exist in adopting evidence-based school drug education programmes. Currently, in the majority of
countries where preventive drug education programs and courses exist, they are established and funded
by the Government. These education programs aim to educate adolescents about illicit drug use in an
effort to prevent illegal drug use while highlighting the dangers of problematic substance use. 
The Australian Government has implemented a range of drug education programs through the National
Drug Education Strategy (NDES) by providing schools with effective drug education programmes. The
program aims to manage drug related issues and incidents within schools. On 6 December 2015 the
Australian Government Department of Health launched the Positive Choices portal as part of its
response to the findings from the National Ice Taskforce report. Positive Choices is an online portal that
facilitates access to interactive evidence-based drug education resources and prevention programs for
school communities. Positive Choices builds on existing drug education resources developed
by researchers at the National Drug and Alcohol Research Centre (NDARC) such as the Climate  Schools
programs that have been proven to reduce alcohol and drug related harms and  increase student well-
being. The Australian Department of Health and Aging identified that analgesics (90%), alcohol  (80-90%)
and tobacco (30-60%) were the most widely utilised substances among adolescents. In addition to this,
cannabis was another commonly used illicit substance that accounted for 33% usage among adolescents
aged 14–17 years. In addition to government funded programs, a number of not-for-profit organisations

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(such as Life Education Australia also provide drug education programs to adolescents.
These preventative programs aim to deliver a progressive approach that will motivate and encourage
young people to make positive decisions in life. Emphasis within these programs  is also placed in
focusing on deterring peer pressure as a means of empowering adolescents and promoting autonomy.
This approach reaches 750,000 primary and secondary students in Australia each year. 

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