Allama Iqbal Open University

Submitted by: Hammad Qayyum

Course Code 6506

Roll No 0000259269

Subject Education in Pakistan

ASSIGNMENT No. 1
(Units 1-4)
Q.1 Explain philosophy of Muslim education system in the sub-continent. What role did the educational
societies played in promotion of education?

Ans. The philosophy of Muslim education in the Indian subcontinent has a rich and diverse history, shaped
by Islamic principles and the cultural context of the region. Muslim education in the subcontinent has
been influenced by a variety of factors, including the teachings of Islam, the patronage of rulers and
nobles, and the contributions of scholars and educational institutions. Here's an overview of the
philosophy of Muslim education and the role of educational societies in its promotion:
1. Integration of Islamic Values: Muslim education in the subcontinent has always been rooted in Islamic
values and principles. Central to this philosophy is the belief that education should serve as a means
to develop individuals who are not only knowledgeable but also morally upright and God-conscious.
The Quran and Hadith (sayings and practices of the Prophet Muhammad) are often the foundation of
the curriculum, emphasizing the importance of ethics, character development, and social
responsibility alongside academic knowledge.

2. Preservation and Promotion of Islamic Knowledge: One of the primary goals of Muslim education in
the subcontinent has been the preservation and dissemination of Islamic knowledge. This includes
the study of the Quran, Hadith, Islamic jurisprudence (fiqh), theology (aqidah), and other religious
sciences. Madrasas (Islamic religious schools) played a crucial role in this regard, serving as centers
of religious and scholarly learning.

3. Promoting Science and Arts: Contrary to the misconception that Islamic education focused solely on
religious subjects, Muslim scholars in the subcontinent also made significant contributions to various
secular fields. They promoted the study of mathematics, astronomy, medicine, philosophy, literature,
and other disciplines. This holistic approach to education aimed to nurture well-rounded individuals
capable of contributing to both religious and worldly knowledge.

4. Role of Educational Societies: Educational societies, often known as "Waqf" in the Islamic tradition,
played a vital role in the promotion of education. These societies were responsible for establishing
and funding educational institutions, including schools, madrasas, and libraries. They were often
funded through endowments and charitable contributions from the community.

5. Promotion of Multilingual Education: Muslim education in the subcontinent recognized the importance
of multilingualism. Students were often taught in their native languages, such as Persian, Urdu, or
regional languages, while also gaining proficiency in Arabic for religious studies. This approach
ensured that education was accessible and relevant to a diverse population.

6. Adaptation to Local Context: Muslim education in the subcontinent adapted to the local cultural and
societal context. It incorporated elements of the indigenous culture and traditions, fostering a sense
of unity and harmony among different communities.
7. Gender-Inclusive Education: Throughout history, Muslim education in the subcontinent has provided
opportunities for both men and women to receive an education. While gender disparities existed,
especially in the past, there were notable efforts to provide education to women in Islamic societies.

In summary, the philosophy of Muslim education in the Indian subcontinent has been rooted in Islamic
values, aiming to combine religious and secular knowledge while adapting to the local context.
Educational societies played a significant role in establishing and supporting educational institutions,
contributing to the rich educational heritage of the region. This legacy continues to influence
education in the subcontinent today, with a diverse range of educational institutions that reflect this
historical philosophy.

Q.2 Critically evaluate the British Curriculum in South Asia and the consequences of this curriculum for
Muslim
Ans. The British curriculum, which has historically been implemented in South Asian countries due to the
colonial influence of the British Empire, has had a complex and multifaceted impact on the region,
including its Muslim population. Here, I will provide a critical evaluation of the British curriculum
in South Asia and discuss the consequences of this curriculum for Muslims in the region:

Positive Aspects:
1. Standardization and Quality: The British curriculum often brings a certain level of standardization and
quality to education. It provides a structured framework for learning, well-designed textbooks, and
assessment methods that can be useful for maintaining educational standards.

2. Access to English Language: The British curriculum places a strong emphasis on the English language,
which is often seen as a gateway to global opportunities. Proficiency in English can open up job
prospects and facilitate higher education abroad.

Negative Aspects:
1. Cultural Disconnect: One of the primary criticisms of the British curriculum in South Asia is its cultural
disconnect. The curriculum is often criticized for not adequately addressing the local culture, history,
and societal norms of the region. This can lead to a sense of alienation and detachment among
students.

2. Imperial Legacy:The colonial history associated with the British curriculum can be a source of tension
and resentment for some. It can serve as a reminder of a colonial past and perpetuate inequalities that
existed during the colonial era.
3. Limited Scope for Religious Education: The British curriculum typically provides limited space for
religious education, which can be a concern for Muslim communities in the region who value
religious instruction. This can lead to the perception that the curriculum neglects the spiritual and
moral development of students.

4. Economic Disparities: Implementing the British curriculum often requires significant financial
resources, making it accessible primarily to more affluent segments of the population. This can
exacerbate economic disparities in education and limit access for marginalized communities,
including some Muslim populations.

5. Standardization vs. Diversity: While standardization can be seen as a positive aspect, it can also stifle
local diversity and innovation in education. The rigid structure of the British curriculum may not
allow for customization to meet the specific needs and challenges of South Asian societies, including
the diverse Muslim communities.

Consequences for Muslims:

1. Language Shift: The emphasis on English in the British curriculum can lead to a shift away from local
languages and cultures among Muslim students. This can have cultural and identity implications.

2. Religious Education Gap: The limited scope for religious education can result in a gap in Islamic
knowledge and values among Muslim students, potentially impacting their religious identity and
understanding.

3. Socioeconomic Disparities: The British curriculum's cost and elitist nature can create disparities in
educational access among Muslims, particularly those from economically disadvantaged
backgrounds.

4. Cultural Identity: The cultural disconnect in the curriculum can raise concerns about the preservation
of cultural and religious identities among Muslim students. It may contribute to a sense of alienation
or the perception that their own heritage is undervalued.

In conclusion, the British curriculum in South Asia has both positive and negative aspects, and its
consequences for Muslim communities are complex. While it offers certain educational advantages,
it also presents challenges related to cultural identity, religious education, and socioeconomic
disparities. Balancing the benefits of a standardized curriculum with the need for cultural relevance
 and inclusivity is an ongoing challenge in the region. Efforts to adapt and reform the curriculum to
better address the specific needs and aspirations of South Asian Muslim communities are essential
for a more equitable and culturally sensitive education system.

Q.3 Explain the motives behind establishment of Nadva Dar ul Uloom. What were the impacts of this
movement on the Muslims of the Sub Continent?
Ans. The Nadwatul Ulama, commonly known as Nadva Dar ul Uloom, is a prominent Islamic educational
institution in India. It was founded in 1894 in Lucknow, Uttar Pradesh, India. The establishment of
Nadva Dar ul Uloom was motivated by several factors, and it had significant impacts on Muslims in
the Indian subcontinent.

Motives behind Establishment of Nadva Dar ul Uloom:

1. Reform and Modernization: One of the primary motives behind the establishment of Nadva Dar ul
Uloom was to promote Islamic reform and modernization. At the time of its founding, many Muslim
scholars and leaders felt that there was a need to reinterpret and adapt Islamic teachings to meet the
challenges posed by colonialism, modernity, and changing social and political circumstances. Nadva
aimed to strike a balance between traditional Islamic learning and contemporary knowledge.

2. Unity among Muslims: Nadva Dar ul Uloom aimed to bridge the sectarian divisions and differences
among Muslims in India. It sought to create a platform where scholars from different Islamic
traditions and backgrounds could come together, fostering a sense of unity among Muslims.

3. Promotion of Arabic and Islamic Studies: Nadva emphasized the study of Arabic language and
literature, as well as traditional Islamic sciences such as Quranic studies, Hadith (sayings of Prophet
Muhammad), Islamic jurisprudence (fiqh), and theology (aqidah). It aimed to produce scholars who
were well-versed in classical Islamic knowledge.

4. Social and Educational Reform: The institution also focused on social and educational reform within
the Muslim community. It sought to address issues like poverty, illiteracy, and social backwardness
among Muslims by providing education and guidance.

Impacts of the Nadva Dar ul Uloom Movement:

1. Promotion of Islamic Scholarship: Nadva played a crucial role in producing a generation of Islamic
scholars who were well-versed in traditional Islamic knowledge. This contributed to the preservation
and propagation of Islamic teachings in the subcontinent.

2. Intersectarian Harmony: The institution succeeded in fostering greater harmony among Muslims of
different sects and backgrounds. Scholars and students from various Islamic traditions studied
together, promoting a spirit of cooperation and tolerance.

3. Intellectual Exchange: Nadva served as a hub for intellectual exchange and dialogue, not only among
Muslims but also with scholars from other religious and intellectual traditions. This helped to broaden
the horizons of Islamic scholarship in the subcontinent.

4. Educational and Social Reforms: Nadva Dar ul Uloom's emphasis on education and social reform had
a positive impact on Muslim communities. It contributed to an increase in literacy rates among
Muslims and a greater awareness of social issues.

5. Political Engagement: Graduates of Nadva Dar ul Uloom played significant roles in the political and
social spheres of the subcontinent. Many became leaders and activists who advocated for the rights
and interests of Muslims.

6. Continued Relevance: Even in the modern era, Nadva Dar ul Uloom remains a respected institution
that continues to produce scholars and leaders who contribute to the Muslim community's
development and engagement with contemporary challenges.

In conclusion, the establishment of Nadva Dar ul Uloom was motivated by a desire to reform and modernize
Islamic education, promote unity among Muslims, and address the social and educational needs of
the Muslim community in the Indian subcontinent. Its impacts have been significant, including the
promotion of Islamic scholarship, inter-sectarian harmony, intellectual exchange, and contributions
to social and political reform. The institution continues to be an important center for Islamic education
and thought in South Asia.
Q.4 Comparatively discuss the policy objectives and provisions for higher education in National Education
policy 1972-80 and National Education Policy 1998-2010.
Ans. Both the National Education Policy (NEP) of 1972-1980 and the NEP of 1998-2010 aimed to address
the educational needs and challenges in India, particularly in the higher education sector. However,
they had different policy objectives and provisions, reflecting the changing educational landscape
and priorities of their respective times. Here's a comparative discussion of these two policies:
National Education Policy 1972-1980:

1. Policy Objectives:
- Expansion of Access: The NEP of 1972 aimed to expand access to education, particularly in higher
education, by increasing the number of universities and colleges to cater to the growing demand.
- Social Relevance: It emphasized the need to make education more socially relevant by incorporating
practical and vocational components in curricula.
- Promotion of Science and Technology: The policy stressed the importance of promoting science and
technology education to meet the country's industrial and technological requirements.
- Regional Imbalances: Addressing regional imbalances in educational infrastructure was a key
objective. It sought to establish institutions in underserved areas.
- Social Justice: Promoting social justice and addressing the educational needs of marginalized
communities, including Scheduled Castes and Scheduled Tribes, were important goals.

2. Provisions:
- Establishment of New Institutions: The policy led to the establishment of numerous new universities,
colleges, and institutes across the country to increase access.
- Curricular Reforms: It encouraged curriculum reforms to make education more relevant to societal
needs and introduced vocational and professional courses.
- Reservation Policy: The NEP of 1972 laid the foundation for implementing reservation policies in
higher education, ensuring greater access for historically marginalized groups.
- Science and Technology Focus: Special attention was given to the expansion of science and
technology education, resulting in the establishment of institutions like the Indian Institutes of
Technology (IITs).
- Regional Development: The policy aimed to promote regional development by setting up educational
institutions in underserved areas.

National Education Policy 1998-2010:

1. Policy Objectives:
- Quality Enhancement: The NEP of 1998-2010 emphasized improving the quality of education at all
levels, including higher education, to meet global standards.
- Globalization: It recognized the impact of globalization and the need to prepare students for a
globalized world by offering a more holistic and multidisciplinary education.
 - Privatization and Autonomy: Encouraging private investment in education and granting more
autonomy to educational institutions were key objectives.
- Inclusivity: Ensuring access to quality education for marginalized groups, including women and
minority communities, was a priority.
- Research and Innovation: Promoting research and innovation in higher education to support economic
and technological advancement was emphasized.

2. Provisions:
- Autonomy for Institutions: The policy allowed universities and colleges greater autonomy in decision-
making, including curriculum development and faculty recruitment.
- Quality Assurance: Quality assessment and accreditation mechanisms were introduced to ensure that
higher education institutions met defined standards.
- Increased Funding: There was a call for increased public and private investment in higher education
to improve infrastructure, faculty quality, and research capabilities.
- Inclusivity Measures: Special provisions were made to promote the enrollment of marginalized
communities through scholarships, reservations, and support programs.
- Introduction of Choice-Based Credit System (CBCS): CBCS was introduced to provide flexibility in
course selection and promote interdisciplinary learning.

In summary, the NEP of 1972-1980 focused on expanding access to education, addressing regional
imbalances, and promoting social relevance. On the other hand, the NEP of 1998-2010 emphasized
quality enhancement, globalization, privatization, and research and innovation. Both policies sought
to address the evolving educational needs of India, albeit with different priorities and strategies based
on the prevailing challenges and objectives of their respective eras.

Q.5 Critically discuss the growth rate and targets of Ninth Five Year Plan. What was proposed
regarding private sector role in education in this plan.
Ans. The Ninth Five-Year Plan in India, spanning from 1997 to 2002, was a crucial phase in the country's
economic and social development. It aimed to address various challenges and set targets for growth and
development. Here's a critical discussion of the growth rate, targets, and the proposed role of the private
sector in education during the Ninth Five-Year Plan:

Growth Rate and Targets:

1. Economic Growth: The Ninth Five-Year Plan set an ambitious target for economic growth, aiming
for an average annual growth rate of 7.1%. Achieving this growth rate was seen as essential to alleviate
poverty, create employment opportunities, and improve the overall standard of living.

2. Poverty Alleviation: One of the primary objectives of the plan was poverty reduction. The plan
aimed to reduce the proportion of people below the poverty line from 36% to 26% by the end of the plan
period.
3. Social Development: The Ninth Plan placed significant emphasis on social development, with targets
for improving literacy rates, increasing access to healthcare, and enhancing the quality of education.

4. Infrastructure Development: The plan allocated substantial resources to infrastructure development,

including transportation, power generation, and telecommunications, to support economic growth.

5. Human Resource Development: It aimed to improve human resource development through

investments in education and skill development to meet the challenges of globalization and technological
advancement.

Private Sector Role in Education:

During the Ninth Five-Year Plan, there were several proposals regarding the role of the private sector in
education:

1. Promotion of Private Institutions: The plan recognized the need for increased access to education and
proposed the promotion of private institutions as a means to expand educational opportunities. It
encouraged the establishment of private schools, colleges, and universities to complement the efforts of
public institutions.

2. Public-Private Partnerships (PPPs): The plan advocated for public-private partnerships in education,
particularly in areas where the government had resource constraints. It envisaged collaboration between
the government and private entities to enhance the quality and reach of education.

3. Regulation and Quality Assurance: Alongside the promotion of private institutions, the plan
emphasized the importance of regulation and quality assurance mechanisms. It recognized the need for
maintaining educational standards and ensuring that private institutions met certain criteria to protect the
interests of students.

4. Inclusive Education: The Ninth Plan also highlighted the importance of ensuring that private
institutions did not lead to exclusivity or discrimination in education. It encouraged private schools and
colleges to adopt policies that promoted inclusivity and diversity.

Critical Evaluation:

1. Access vs. Quality: While the promotion of private institutions can increase access to education, it
also raises concerns about maintaining educational quality and equity. The plan needed to strike a balance
between these two aspects to ensure that increased access did not compromise the quality of education.

2. Regulation Challenges: The plan's emphasis on regulation and quality assurance was crucial, but
challenges in effectively regulating a rapidly growing private education sector persisted. Ensuring that
private institutions adhered to standards remained a significant challenge.

3. Equity and Inclusivity: The plan recognized the importance of inclusivity, but it was important to
monitor whether private institutions were genuinely accessible to marginalized and economically
disadvantaged groups, or if they primarily served more affluent segments of society.

In conclusion, the Ninth Five-Year Plan in India set ambitious targets for economic growth, poverty
reduction, and social development. It acknowledged the role of the private sector in education as a means
to expand access but also emphasized the need for regulation and quality assurance. The critical challenge
was to ensure that the private sector's involvement in education did not compromise equity, inclusivity, or
educational quality.