Name: Quratul-Ain

Roll No: BV559196

Course Code: 6506
Subject: Education in Pakistan

Question no 1
Critically discuss the British System of Education particularly recommendation
given by Macaulay. How would you compare this system with current system of
education in Pakistan?

British System of Education given by Current system of education in

Macaulay
As it seems to be the opinion of some of
the gentlemen who compose the
Committee of Public Instruction that the
course which they have hitherto pursued
was strictly prescribed by the British
Parliament in 1813 and as, if that opinion
be correct, a legislative act will be
necessary to warrant a change, I have
thought it right to refrain from taking any
part in the preparation of the adverse
statements which are. Now before us,
and to reserve what I had to say on the
subject till it should come before me as a
Member of the Council of India.
Pakistan
Basically, there are two systems of
education prevalent in Pakistan: the
traditional religion-based education
system and the modern formal education
system begun under British colonial rule
and continued after the country's
independence. Both systems are
financed by the ministry of education,
although the scrutiny by the government
of standards in the modern education
sector is far stricter than for the
madrassahs. This was partly helped by
the fact that the madrassahs were
financed out of the zakat, the Islamic tithe
collected by the government.

If the Council agree in my construction no The Traditional Schools: Above the

legislative act will be necessary. If they
differ from me, I will propose a short act
rescinding that I clause of the Charter of
1813 from which the difficulty arises.
We now come to the gist of the matter.
We have a fund to be employed as
Government shall direct for the
intellectual improvement of the people of
this country. The simple question is, what
is the most useful way of employing it?
primary level are the maktab schools,
attached to the mosques, where children
are initiated in religious instruction
emphasizing memorization of the verses
in the holy Quran.
At all levels of the traditional system of
education, secular subjects such as math
and science, essential for the functioning
of modern societies, are not taken
seriously, making the students,
"incapable of giving any lead to the

What then shall that language be? One-
half of the committee maintain that it
should be the English. The other half
strongly recommend the Arabic and
Sanskrit. The whole question seems to
me to be-- which language is the best
worth knowing?
We are not without experience to guide
us. History furnishes several analogous
cases, and they all teach the same
lesson. There are, in modern times, to go
no further, two memorable instances of a
great impulse given to the mind of a
whole society, of prejudices overthrown,
of knowledge diffused, of taste purified, of
arts and sciences planted in countries
which had recently been ignorant and
barbarous.
And what are the arguments against that
course which seems to be alike
recommended by theory and by
experience? It is said that we ought to
secure the co-operation of the native
public, and that we can do this only by
teaching Sanskrit and Arabic.
The words on which the supporters of the
old system rely do not bear them out, and
other words follow which seem to be quite
decisive on the other side. The phrase on
which their whole interpretation is
founded, but also "for the introduction and
people regarding modern political
problems."
Modern educational system comprises
the following stages: Applicable to
children from 5- to 9-years-old; a middle
stage of three years for children 10- to
12-years-old, covering grades six through
eight; a two-year secondary, or
"matriculation" stage, for children 13- and
14-years-old; a two-year higher
secondary, or "intermediate college,"
leading to an F.A. diploma in arts or F.S.
in science; and a fifth stage covering
college and university programs leading
to baccalaureate, professional, and
master's and doctorate degrees.
The two major stages in the pre-university
period are marked by primary and
secondary schooling for 10 years leading
up to the Secondary School Certificate
Examination (SSCE), and an additional
two years in higher secondary school or
college leading to the Higher Secondary
Certificate Examination (HSCE).
Those who prefer technical education
enroll after SSCE into one of the
"intermediate" colleges offering technical
and vocational education, or they enroll in
one of the numerous technical institutes
run by provincial departments of
education. A separate board examines
students of technology and awards
certificates to those who pass the
examination.
While most students take the three-year
course in college leading to the
bachelor's degree, students aiming at a
professional degree in medicine,
engineering, architecture, or pharmacy
join the appropriate professional colleges
 promotion of a knowledge of the sciences
among the inhabitants of the British
territories"-- words which are alone
sufficient to authorize all the changes for
which I contend.
after the HSCE. The duration of study
leading to the professional degrees
varies.

Question no 2

Discuss the educational administration in Pakistan after 18th Amendment. Also

describe the role of ‘Boards of Intermediate and Secondary Education’ in
Pakistani System of Education.

The 18th Amendment Act, 2010, passed in the National Assembly on April 8,
2011, introduced a number of changes in the Constitution of Pakistan-1973. It
amended 102 articles and devolved 47 subjects to the exclusive legislative
and executive domain of the provinces. Education is one of the key subjects
being devolved to the provincial mandate. The concurrent legislative list that
included education as a shared legislative jurisdiction at the federal and
provincial level has been omitted, which will have a negative impact on
education in general and HE in particular.
Federal role

The federal government is left to deal with international treaties, education in federal
territories and inter-government coordination. Entry 16 (federal agencies/institutions for
research), entry 17 (Pakistani students in foreign countries and vice-versa), and entry 7
(national planning and national economic coordination of scientific and technological
research) remained unchanged. The federal government has to abolish inter-provincial
coordination e.g., inter-board committee’s and inter-provincial education ministerial
which were a part of the federal ministry of education.
Provincial role

The 18th Amendment redefines the role of provinces. Since its passage in April 2011,
no concrete steps are being taken by the provinces, in particular the province of
Baluchistan, to deal with the HE sector.
Challenges for provinces
The curriculum and standard of education must be competitive at national/international
levels (uniformity with national and international standards). This would need experts
especially at the higher education level. New wings/sections have to be established for
new responsibilities and new policies have to be approved from the cabinet or assembly
e.g., Baluchistan does not have the compulsory Primary Education Legislation for
implementing article 25-A (Free and compulsory education for children of ages 5-16
years).

The province would require specialized arrangements to respond to the challenges

confronting the HE sector. It must therefore have in place a provincial HEC or council in
line with the HEC Ordinance of 2002 with clear composition, power and functions to
deal with the HE sectors and its standards, and it must be an autonomous body.

Legislation for special study centers

A new legislation would be required for centers of excellence, area study centers and
Pakistan Study centers devolved to the provinces and previously working under Acts of
1974, 75 and 1976.

Provision of HR and financial resources

Baluchistan needs to hire new staff to perform function in the HE sector. New
wings/sections have to be established, delegation of new responsibilities to provincial
education department e.g., Board of Intermediate and Secondary Education, textbook
boards setting standards for the private sector on policy and curriculum. This may
require legislation from the parliament.

The legislative and administrative capacity of the provinces and provision of funds could
be a serious challenge. The provinces have to project financial resources required for
HE. The HE sectors in Baluchistan is under severe financial and HR crisis. It is not even
in a position to pay salaries to its employees. Under clause (4) Article 167, the
provinces can make plans to engage federal and international partners to
borrow/receive assistants/loans for projects.
Boards of Intermediate and Secondary Education

Following the primary education from ages 5 to 9 is the 3-year Middle School (sixth to
eighth grades for children ages 10 to 12), a 2-year secondary school (ninth and tenth
grades culminating in "matriculation") and higher secondary or "intermediate"—eleventh
and twelfth grades). Some accounts, including official reports, include the post-primary
Middle School as part of the "secondary" stage. On the other hand, some include the
"Intermediate" or "Junior College" as part of the "secondary" distinguishing it as "higher
secondary."
Question no 3

Highlight the significance and purposes of environmental education also explain

with example where the education has gone wrong in this regard. Suggest ways
to integrate environmental education in Pakistan,

Improving Academic Achievement. EE improves test scores by providing students

with engaging lessons about the natural world that can be applied to all subject areas
and grades.

• Breaking the Indoor Habit. EE offers an antidote to the plugged-in lives of

today’s generation, which is the first to grow up indoors. Children who experience
school grounds or play areas with diverse natural settings are more physically
active, more aware of good nutrition, more creative, and more civil to one
another.
• Improving Student Health. EE gets students outdoors and active, and helps to
address common health issues in children today, such as obesity, attention
deficit disorder, and depression.
• Supporting STEM. EE offers an engaging platform for gaining and applying
knowledge and skills in science, technology, engineering, and mathematics
(STEM).
• Meeting 21st Century Needs. EE emphasizes skills essential for succeeding in
tomorrow’s world, such as questioning, investigating, defining problems,
analyzing, interpreting, reasoning, developing conclusions, and solving problems.
• Cultivating Leadership Qualities. EE emphasizes cooperative learning with
others, critical thinking and discussion, and a focus on action strategies with real-
world applications.
• Improving Focus and Cognition. EE increases the ability of students to focus
and improves their cognitive abilities. Children with attention-deficit disorder also
benefit from more exposure to nature–the greener a child’s everyday
environment, the more manageable are their symptoms.
Environmental education is concerned with those aspects of human behavior which are
more directly related to man’s interaction with bio-physical environment and his ability to
understand this interaction.

One of the most glaring problems which the world faces today is the environmental
pollution. Man has exploited nature excessively at the cost of the environment. There is
an immediate need to make people aware about environmental degradation. Education
and public participation may change and improve the quality of environment.

Purposes of Environmental Education:

The following are the objectives of environmental education:

1. Awareness:
To help the social groups and individuals to acquire knowledge of pollution and
environmental degradation.

ADVERTISEMENTS:

2. Knowledge:
To help social groups and individuals to acquire knowledge of the environment beyond
the immediate environment including distant environment.

3. Attitudes:
To help social groups and individuals to acquire a set of values for environmental
protection.

4. Skills and Capacity Building:

To help social groups and individuals to develop skills required for making
discriminations in form, shape, sound, touch, habits and habitats. Further, to develop
ability to draw unbiased inferences and conclusions.

There are four areas of decision making:

(a) The types of environmental issues on which decisions might be
made;

(b) The physical setting of the prospective environmental decision,

including its spatial scale;

(c) The types of social groups and individuals who might interact in a
process leading up to an environmental decision; and
(d) The time frame within which the decision must be made.

Necessary steps for environmental education are:

(a) Awareness;

(b) Knowledge;

(c) Attitude building for motivating to protect environment;

(d) Evaluation of environmental measures; and

(e) Skill and capacity building!

Guiding Principles of Environmental Education:

These are as follows:

1. Resource Principles:
(a) Resource use demands long-term planning if we are to achieve
truly sustainable development.

(b) Rationale utilization of a renewable source is a sensible way of

preserving the resources while obtaining maximum benefits from it.

(c) A mode of life heavily dependent upon rapidly diminishing non-

renewable energy sources (i.e. fossil fuel) is unstable.

2. Soil Principles:
(a) The protection of soils and the maintenance of sustainable
agriculture are essential factors into the survival of civilizations and
settlements.

(b) Soil erosion is the irreversible loss of essential resources and must
be prevented.

(c) A vegetation cover (grass, forest) is important for the balance of

nature and for the conservation of soil, besides being exploitable
natural resources.