Whenever educational system in Pakistan is discussed, an alarming situation is presented as if in the last 63 years nothing has been done in this sector. Generally speaking, many studies highlighted Pakistan’s educational system as deteriorating which fail to equip students with skills necessary for modern economy. I have not yet come across any western study which has appreciated Pakistan’s public and government run schools and institutions. Specifically focusing on the studies carried out after the year 2000, reforms and increase in resources in private schools and Madrassas have been suggested but in case of public and government run schools, devolution of powers from government to the community has been suggested. Interestingly, much work has already been done and today we would find participation of parents, politicians, community members and others in the affairs of public and government educational institutions. It seems that the western nations and International Organizations are bent upon taking over all the public and government run schools and pass over to the community. It is a bitter truth that the public and government run schools have lost their charm and private schools are gradually replacing them. Alone, in the month of June 2010, the Punjab government permanently closed down at least ten of its schools in highly populated areas of Rawalpindi district. Ironically, these schools were closed due to low attendance of the students but in the same areas, where these schools were located, the private schools are jam-packed and flourishing.
If we peep into the history, during the British rule in India (now India, Pakistan and Bangladesh), the British officially tried to spread modern education and Christianity in South Asia as well as other parts of the world. For the purpose, it was laid down in the Charter Act of 1813 of British Parliament that “It was the duty of this country to promote the introduction of useful knowledge and religion and moral improvements in India and that facilities be offered by law to persons desirous of going to and remaining in India to accomplish this benevolent design” In other words, to change the minds of South Asian people was the first and foremost need of the British to continue their rule. Due to the fact that the missionaries were settled under the protection of British Army, almost all the schools, convents, churches, chapels and cathedrals were located in the cantonment areas. Missionaries established institutions such as seminaries, educational institutions, hospitals and industrial homes etc and through these institutions society was greatly influenced in terms of socio-cultural, educational and economic activities. Due to the same reasons, in less than one and a half century the minds of almost all the top men and women were changed with modern approach. It is a matter of great concern that today, the people from same countries and other like minded people are not allowing the Pakistani government to control the schools and allow educational institutions to teach Islamic culture, traditions and the religion.
After the creation of Pakistan as first Islamic ideological state in the world, efforts were made on war footings to cement the Islamic colours in every walk of life. Education was given the prime importance and efforts were made to Islamize all educational institutions with provision for the protection of religion, culture and traditions of minorities. The architect and founder of Pakistan, Quaid-e-Azam Muhammad Ali Jinnah even prior to the creation of Pakistan funded Muslim intuitions especially the chain of Islamia Schools located in various cities of India including Rawalpindi, Gujaranwala, Amratsar, Jullander etc. Keeping in view the importance of education, first educational conference was held from 28 November to 2 December 1947 at Karachi. On the occasion, Quaid-e-Azam said, “Under foreign rule for over a century, in the very nature of things, I regret, sufficient attention has not been paid to the education of our people, and if we are to make any real, speedy and substantial progress, we must earnestly tackle this question and bring our educational policy and program on the lines suited to the genius of our people, consonant with our history and culture, and having regard to the modern conditions and vast developments that have taken place all over the world. There is no doubt that the future of our State will and must greatly depend upon the type of education and the way in which we bring up our children as the future servants of Pakistan. Education does not merely mean academic education, and even that appears to be of a very poor type. What we have to do is to mobilize our people and build up the character of our future generations.”
Today Pakistani nation is at the cross roads; whether to follow the Islamic ideological education on the basis of which Pakistan was created or western education which stresses on western value. Ideological education is a gateway for upholding our religion, culture, traditions and achieving eternal life while the western education is a passport to worldly success in seeking employment in western and European world. In fact, the western nations are bent upon destroying the Islamic ideological educational system in Pakistan. One cannot doubt the intensions of all the donors as many among them seriously consider that Pakistani educational institutions require reforms and paradigm change at the grass root level. However, the donors need to realize that Pakistan came into being so that Muslims of North Western and Eastern zones of India can lead their lives both individually and collectively according to the tenants of Islam. If the donors really want to help Pakistan, they have to restore and renovate schools, colleges and other institutions with which our culture and heritage is associated. Ironically, throughout Pakistan there are chain of Islamia schools, Muslim schools and colleges, which were established in the late 19th century and early 20th century. In Rawalpindi city alone there are four Islamia schools and even greater numbers of Muslim schools but their conditions are pathetic. Such schools are intentionally being ignored by the authorities and their historic and magnificent buildings are turning into ruins due to disorderly wild growth of trees, illegal shops/hotels and occupation of schools’ land by corrupt elements.
We have mile stones in our new educational policy which include provision of free primary education by 2015, provision of free education up to Matric by 2025 and overall increase in literacy rate to 86 percent by 2015. These over ambitious milestones in National Educational Policy are not a new approach. In reality, if we look back to the policies framed in the past we would conclude that our policy makers had been making mere improvements in milestones without suggesting how to do it. Interestingly, the policy makers who are deputed the task of framing it are themselves not very sure how to reach the set targets. The plight of our educational system would remain unaddressed till the time the government honestly makes an effort to inject the spirit of ideology of Pakistan in our public and government run schools. To achieve this objective, government must take over the direct control of all educational institution and introduce standard quality education without any discrimination in syllabus and induction of teachers. One wonders, what could be the reason that our education department and the government have closed their eyes and are allowing public and government run schools as well as historic educational institutions to loose their identity.
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