ED 043 963 DOCUMENT RESUME 72 EA 003 113 AUTHOR Saad, Ismail, Ed. TITLE Selected Bibliography of Educational Materials in Pakistan. Vol. 4 No. 2, 1970. April-June 1970. SONS AGENCY National Science Foundation, Washington, D.C.; Office of Education (DEEW) , Washington, D.C. REPORT NO TT-70-59002-2 PUB DATE 70 NOTE 74p. EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT EDRS Price MF-$0.50 HC-$3.80 *Annotated Bibliographies, Educational Change, Educational Planning, *Foreign Countries, Libraries, Professional Education, *Professional Training, Teacher Education, Tests Pakistan This 124-item bibliography, with English abstracts of recent bocks and articles on various aspects of Pakistani education, includes a special section on professional training. Major sections are devoted to educational planning, educational reforms, libraries, and examinations. Twenty-five additional sections provide less extensive coverage of a broad range of topics, including curricular issues, literacy, administration, and educational health, philosophy, and sociology. An author index is included. Related documents are ED 031 115, ED 032 820, ED 035 337, ED 036 801, and EA 003 161. (RA)
Transcript
ED 043 963
DOCUMENT RESUME
72 EA 003 113
AUTHOR Saad, Ismail, Ed.TITLE Selected Bibliography of Educational Materials in
This 124-item bibliography, with English abstractsof recent bocks and articles on various aspects of Pakistanieducation, includes a special section on professional training. Majorsections are devoted to educational planning, educational reforms,libraries, and examinations. Twenty-five additional sections provideless extensive coverage of a broad range of topics, includingcurricular issues, literacy, administration, and educational health,philosophy, and sociology. An author index is included. Relateddocuments are ED 031 115, ED 032 820, ED 035 337, ED 036 801, and EA003 161. (RA)
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410 A 111
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U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
04//13re\ PA12.-1)
TT 70-59002/2Cr`reN
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161.1
SELECTM BIBLIOGRAPHY OF EDUCATIONAL
MATERIALS IN PAKISTAN
Vol. 4 No. 2, 1970
Period Covered
April-June 1970
Compiled for the Office of Education, U.S.Department ofHealth, Education and Welfare, and the National Science
Foundation, Washington, D.C. by Ismail Saad.
C 0 N T E N TS
1. Administration, Organization andPage
Financing of Education 1
2. Adult Education 1
3.. Agricultural Education 0 2
4. Childhood Education .1, 2
5. Comparative Education 0 4
6. Curriculum II 6
7. Development of Education 0 0 7
8. Education Goals a 8
9. Education Planning 0 0 9
10. Education Reforms 0 12
11. Elementary Secondary Education 1, 17
12. Examinations 20
13. Hoalth-Education 25
14. Higher Education 25
15. History of Education C 28
16. Lahguage, Teaching of 28
Continued on page ii.
CONTENTS (Continued)
17.
18.
19,,
Libraries
Literacy
Philosophy of Education 0
Page
29
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35
20, Prpeossionla Education 37
21. Science Education 39
22. Sociology . 42
23. Special Education e 45
24. Students' Problems 46
25. Teachers Education . 1r o 48
26. Teaching Methods and Media 52
27. Technical Education 0 0 52
28. Textbooks 0 54
29. Genera). 55
30. Professional Training (Special Section) 60
31. Writers' Index a 69
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ADMINISTRATION, ORGANIZATION FINANCING OF EDUCATION
1. ISLAM, Nbminul. School Colleges Samaya Bivrat (Problemsof Timings in Schools and Colleges) --- Purbadesh (Dacca)April 26, 1970 (B).
This is a discussion of the problem of different timingsin Kindergarten, schools, colleges and universities. Themerits and defects of enforcing uniformity in timings havebeen discussed. Uniformity of timings is desirableprovided its defects such as need to run double shifts inschools are removed. Different timings are a real problemfor the housewives as well as the students. To the house-wives the difficulty is more financial; in the case ofstudents this may hinder their academic progress especiallyof those wao have to go to schools early in the morning, asthey can neither concentrate on their study with theneeded freshness nor get the help of their elders.
ADULT EDUCATION
2. Widen the Scope of Adult Education --- Pakistan Observer(Dacca) June 24, 1970.
Iis proposed that the adult education extension programshould be opened for students of classes VI through VIII.This is to prevent children after class V from dropping outfrom classes to help their parents. Curricula of such coursesshould emphasize community education, family planning,agriculture, and other vocational education. These coursesshould be organized in such a way that 10% of studentscompleting class VIII may be selected and subsidized bythe Government for further study in the group ofagriculture courses of secondary education. This willprovide opportunity to the poor but meritorious students.The adult educations extension program should be designedto produce trained farmers with the idea that ninety percent or more of these students will join farming forearning their livelihood after the completion of the proposedcourse. The main purpose of the proposed adult educationextension program is to provide opportunities of work andeducation for the child who would otherwise, out ofnecessity, be compelled to give up studies either to help
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his father in farming or to be employed in some pettyservice for earning his livelihood. So it is proposed thatinitially for a selected school in each union an area ofseven or eight acres of agricultural land should beacquired by the Government and leased out to an experiencedfarmer for the purpose of engging pupils of the proposedadult education extension program for work on the land.In order to make the school farm an ideal farm, necessaryassistance should be provided by the relevant Governmentpersonnel of different departments such as agriculture,livestock, fisheries, cooperative, and the like.
AGrICULTURAL EDUCATION
3. CHOUDHURY, A. Rahim. Pakistaner Hrishi ohikkha (AgricultureEducation in Pakistan) --- Purbadesh (Dacca) June 12, 1970 (B).
The writer discusses the agriculture education system inPakistan. Specialized education in agriculture is providedmainly by the two agriculture universities in Pakistan. Thewriter first concentrates on the facilities of inservicetraining which are provided to agricultural officers of theGovernment ranging from top to the lower levels and,secondly, on the provision of training for the farmers.In this connection the role of ..extension services providedby the agriculture universities of the country has beendiscussed elaborately. In addition, the method of agricultureinformation service, practical training of the farmers inthe field through demonstration, exhibitions, meetings ofthe agriculturists, incentives for better agriculture havebeen discussed.
CHILDHOOD EDUCATION
4. AHMED, Shirin. Shishur C.ihariric-o-Manushik Bikas (ThePhysical and Mental Development of the Child) --- Purbadesh (Dacca)April 7, 1970 (B).
For making a child a happy and resourceful citizen of thecountry it is imperative to take special carefor his upbringing and education from his early childhood,when his mental development starts and his personality begins
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to take shape. The prime responsibility in this respectlies with the mother who should channelize his physical,mental and emotional activities for the building of hischaracter. Education of a child includes not only bookeducation but also the development of his physical, mental,and moral capabilities. Since a child is by natureimitative he should have good examples to emulate.Mothers should,therefore, control themselves before childrenand treat the child with affection and understanding. Heshould be allowed enough freedom so that he way gain self-confidence and a sense of responsibility and self-help.Children should be encouraged to play in the open ground.
5. BEGUM HAFIZA. Shishura ahikkhaiya Maayera Bhumika (TheRole of the Mother in Child's Education) --- Begum (Dacca)June 10, 1970 (B).
For a child, learning with the help of books should startin between the 4th and _the 5th years of his age. . Since.a child remains most of the time with his mother, the primeresponsibility of imparting education to him rests on her.She is the child's first and the most important teacher.She should, therefore, prepare herself even before the birthof the child for this responsibility. She cannot transferthis responsibility to the teacher, In order to enablethe child to grow to a person of sound mind and pleasingpersonality the parents should always behave toward himin a pleasing manner and understand his needs. He shouldbe gently prevented from falling into bad habits andpleasantly encouraged to know about things around him.
6. FAQIR, Abul Husain. Shishur ahikkha Khetrey Kalpana ShaktirBybahara (Application of Thinking Power in Child's Education) ---Purbadesh (Dacca) June 17, 1970 (B).
The writer explains how best the thinking faculty of thechild can be utilized for his education. Children lovefairy tales, nursery rhymes, etc., and properly told,these tales can stimulate creative thinking. The thinkingfaculty of children can be stimulated if during the storythey are introduced to new knowledge and alphabets and aretaught some hand work. The thinking power of children canbest be 'iutilized when they reach the age of 9 or 10.At this age they should be given education through narrativeand descriptive poems, historical events, and geographical
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description. Besides, the children should be allowedfull freedom to play with clay and dust. The gentle behaviorof the teachers is the most important element in inspiringthe children to creative thinking and its utilization ineducation.
7. SIDDIQI, Gool. The Child in Society --- Dawn (Karachi)May 3, 1970.
In modern society the personality of the child is veryimportant. Today education is his birthright. In a fruitfuland pragmatic education programthe parents and the teachersplay a combined role. Heridity and environment both actpowerfully on the mental development of the child. Thehome exercises a profound influence on him and so the mainrole is played by the mother.
The first six years of the child's life are his most importantformative period. During this period he awakens to hissurroundings and begins, to realize that certain attitudesare expected of him if he is to be accepted. The majorityof the children adjust themselves easily. The child's basicdjet is love and security, even the maladjusted child canbe brought to straight path by the force of love.
The child's real contact with the outside world comes whenhe is reaay for school. Education in school prepares himfor effective living in social atmosphere. Education willfail in its purpose if it neglects to take account of hissurroundings. The curriculum must be so planned as tobring him into right relationship with the problems of theday-to-day life.
COMPARATIVE EDUCATION
8. MANIK, Nazimuddin. Japani Shikkha Bybastara Koyekti DeekA Few Aspects of Japanese Educational System) --- PurbadeshDacca) May 6, 1970 (B).
Japan had 100% literacy even before the beginning of thepresent century. Educational development took place beforeand after Maji Revolution. The writer in this articletraces the genesis of the Japanese educational system
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and its gradual development up to date. The foundation ofmodern compulsory free primary education vas laid in 1872when it was made compulsory for every child to have sixyears' primary education. The present educational systemwas introduced in 1947 through two legislative measures:Fundamental Law for Education and Education Law forInstitutions. These two legislative measures envisagedemocratic universal education according to the capabilityof each and every citizen of the country. The laws prescribealso some guide-lines for education. The educational system,in strict adherence to the Japanese social values,encourages teaching and learning activities, and providesincentives for building museums, libraries, lecture-halls,etc.
The educational system is divided into four stages: primaryschools 6. years); secondary schools (3 years); higherschools 3 years); and universities (4 years). Primary andsecondary education with a 9-year duration is free andcompulsory. The writer gives statistics of Japanese education.
Iran, a country to which Pakistan is bound by close ties ofbrotherhood and cultural affinity, has made remarkableprogress in the field of education in recent years. Thewriter, after a first-hand study and observation, gives anaccount of the salient features of Iran's educational system,some of which relate to the status of and facilities forteachers, bifurcation of subjects and examinations,participation of students in extra curricular activities andspecial campaigns for the promotion- of literacy. Theteacher occupies a respectable position in Iranian Society.He is selected on the basis of training and ability and isplaced in an hierarchy of teaching profession with gradationof salary, life insurance, and pension benefits.Bifurcation of subjects takes place from class X at theSecondary Stage which continues up to class XII. There arepublic examinations only after classes VI and XII.
The most important feature of drives against illiteracy is theinitiative taken by the Shahinshah of Iran who launched acampaign against illiteracy with the help of the MilitaryEducational Corps composed of thousands of soldiers.
10. SIDDIQUI, M. Raziuddin. Organization of Education andResearch in U.S.S.R. --- Pakistan Educational Review (Islamabad)1 (1): 39-55, 1970.
The people of Pakistan know :a lost about the educationalsystems of England and America, but they have very littleknowledge of the Russian education sytem. Russia is notonly much advanced in the field of science and technology,but she is also our neighbour. The writer had an opportunityto visit Russia twice, and he records the impressions ofhis visits with special reference to the fields of educationand science.
A brief history of.educational development in Russia has beengiven. Before the Revolution of 19)17 Russia was the mostbackward country in the field of education in the Westernworld. After the revolution general and universal educationwas introduced throughout the country. Illiteracy wasconsidered an enemy of the people and all possible means andmethods were adopted to wipe it out. The duration ofcompulsory education was increased gradually and at presentit is eight years.
There is a brief description of the present educationalfacilities followed by a detailed discussion of the systemof education under the heads of secondary and highereducation. The subject of research has been separatelydealt with. At the end present research activities havebeen sketched in detail.
CURRICULUM
11. QADRI, M. Afzal Husain. Turning Point in National Education--- Morning News (Dacca) May 31, 1970.
The new education policy envisages a drastic change-overfrom general education to scientific, technological andvocational education. It is imperative that we start a largenumber of schools with arrangements for the teaching of thebasic elements of sciences and technical skills together withgeneral and cultural subjects, all permeated with a spiritualphilosophy of Islam. Such education is apt to bring thecommon men together and create a spiritual harmony among thepeople of different trades and professions. In addition,
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education will instill in our people a spiritual idealism,a correct appreciation of the cultural ant economic values,and a living interest in the concrete problems of life.It should also make us self-confident and capable ofcorporate activity.
The National Technical-cum-Science School should bespecially equipped to meet the exigencies which the countryis facing, and is likely to face, in future.
DEVELOPMENT .OF EDUCATION
12. Education Facilities --- In: Life Around Us --- PrintersCombine (Karachi) 70-82. 1970.
The chapter provides information about educational facili-ties in the country. First, there is a list of univer-sities in Fast and West Pakistan followed by a list of boardsof secondary and higher secondary education. There is alist of affiliated colleges under each university. In somecases this:list is divided according to subjects such asarts, science, commerce, teacher training, etc. In thecase of Karachi University the information about the coursesof stud* offered by each college has also been provided.There is separate mention of engineering universities,colleges, polytechnics, and technical, industrial,vocational, agricultural and com:Lercial institutes.
In the end some information has been given about the govern-ment departments that deal with education.
13.Ministry of Education, Government of Pakistan. Year Book for1967-68 --- Central Bureau of Education (Karachi) p. 24. 1970.
The educational policy continued to serve two vital na*ionalobjects: the first aims at providing manpower of the typeand variety required for the socio-economic development ofthe country and the second is intended to build character ofthe youth and to inculcate in them attitudes and beliefsin keeping with the country's culture and tradition.
During the period under review concerted efforts were madeto expand education at all levels. There has been a sharp
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rise in governmental expenditure on education. Every effortis being made to achieve the target of accommodating allthe children of school-going age within the next few years.There was a large-scale expansion aad imporovament insecondary education. Due emphasis was given to the expansionand improvement of technical and vocational education alongwith higher education.
14. AIJAZ, Saiyid M. Education: A Panacea or an Opium ---Jamia Educational Quarterly (Karachi) 11(2): 51-57. 1570.
Currently it is fashionable to charge education with theresponsibility of providing the manpower requirements of thecountry. Without a change in the perception of the roleand place of education in society, it would be unrealistic toexpect that education could prepare youth for the country'smanpower requirements. The whole society must work closelywith schools for the fulfilment of this mission. In Pakistaneducation is also charged with the responsibility of develop-ing national cohesion through a reaffirmation of the nation'scommitment to Islam. Thus education is being made not onlythe r scape goat for society's own failings, but it is eaoheld as a panacea of all social problems. While society seemsto lack the will and determination to take appropriatecorrective measures at socio-cultural, political and economiclevel to meet the challange posed by poverty, politicalunrest and diminishing faith in religion, it is trying tolull the nation into believing that a little more investmentdoled out to education would cure all social ills, if wewould wait a little longer.
The importance of education cannot be overemphasized. Theprogress of a country depends on its educational actikity asprogress and education go hand in hand. However, the typeof education differs from country to country according toits spemial needs and requirements. It is unfortunate thatour system of education is still of a type that does notfully serve our needs and requirements. Our present educa-tion does not suit our genus. Pakistan came into being as anideological state, and it is the duty of our administratorsand educators to produce educated men who can preserve theidentitrof the country as an ideological state.
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The educational process consists of three elements, theteacher, the taught, and the subject matter of teaching.These three elements of education a7.:.e discussed in detail inthe light of our special aims and objectives. It issuggested that our educational set-up should have areligious orientation which forms the baisis of our nationalexistence.
16. MATIN, Abdul. Aiye Prabanatake Rukhtey Hobey (This TendencyMust be Checked) --- Purbadesh (Dacca) June 10, 1970 (B).
The writer criticizes the theory that education is to beconceived in terms of overall productivity, and investmentin education is to be termed as investment in human capital.By this process education is being mechanized only to enablethe people to earn a livihood, and not to get educationabout the higher values of life. According to him the purposeof education is to build a person morally and socially. Thepresent trend of materialist education, divorced from moralvalues, will bring indescipline and social anarchy. Theidea of education as an industry is repulsive to the writerand he appeals to the people to check the industrializationand commercialisation of education.
EDUCATION PLANNING
17. AHMED, Manzoor. :Research in Educational Problems --- PakistanEducational Review (Islamabad) 1(2); 101-119. April, 1970.
The writer defines educational research, spells out itsfunction, identifies the extent of its recognition in Pakistan,describes the activities, and finally discusses the prefer-able organizational pattern and priorities for this purpose.Educational research as a systematic striving for understandingdoes not necessarily provide the final answer to all educationalprobbms, It, however, lights the path of educational decision-maker in the formulation of his informal judgment and in theimplementation of his preferred solution. Achievement in thefield of educational research have not been adequate becauseof the lack of sufficient financial, manpower, and organiza-tional support, and in spite of the government recognitionof its need resarch activities were limited to theseswritten by students for degree requirements. But recently two
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GER.' s of the country have undertaken educational surveys inthe two wings of the country. Besides, the National Man-power Council, the Planning Commission and the East PakistanPlanning Department also have undertaken research work inthe field of manpower development. The writer advocatesthe creation of an independent national agency like that ofU.S. Office of :Education or the Academy of Pedagogicalsciences of R.F.S.F.R. of the Soviet Union, for under-standing, promoting and co-ordinating educational researchactivities, and recommends the establishment of a NationalCouncil for Educational Research by an act of parliament.The organizational structure of the Council has beenelaborated and its major responsibilities spelled out. Thehighlights of the Research priorities are: collection ofbasic information, manpower development, construction ofstandardized tests, field testing of hypotheses, develop-ment of evaluation criteria for the implementation ofeducational plan, longitudinal studies of curriculumeffectiveness, child development, educational wastage, etc.
In this competitive world it is necessary to plan scientificmanpower requirements fairly precisely. The training inscientific field involves high expenditure in comparisonto arts and humanities, and if there is under-emploAtint, itlowers the morale of the educated section and leads to thebrain drain from the country. Obviously, no country canafford such financial waste of scientific manpower. However,this does not mean that higher scientific education shouldbe restricted.
Our scientific manpower has definitely risen and is likelyto rise in the future. The main problem in Pakistan is howto put this precious manpower to -maximum use. Our indus-tries can 'help insolving this problem by absorbing them inlarge numbers. The establishment of heavy industries willgreatly facilitate the absorption of this scientificallytrained manpower. But at the present stage we have to makeconcerted efforts to evaluate our scientific manpowerrequirements to formulate our future science educationpolicy on the basis of this evaluation. It is no use toincrease the number of M.Sc.'s if there are no opportunitiesto gainfully employ them.
Planning plays a vital role in education, Lack of planningin education causes wastage of time, labor and money. Educa-tional planning means the planning of school buildings,finances, and curricula. The buildings for schools aregenerally not well planned. They are either housed in aprivate residential building or built on a very small plotof land. Playing-grounds are rarely found in schools.Class-rooms are also very small and the number of studentsis large. This is not proper for the health of the students.Next come meagre finances. Most of the private schools arefinancially poor. There is no money to spend on the generalwell-being of the students. The present curricula havebeen criticized as alien to our national heritage and culture.The result is obvious. The new generation is generally notaware of our cultural heritage.
20. KHAN, Mohammed Perdouse. Research in Educational Problems--- Pakistan Educational Review (Islamabad) 1(1): 85-95, 1970.
Education is an activity that is beset with problems. Thereis always scope for fresh ideas, improved methods, advancedtechniques, and increased excellence in education. When oneproblem is solved, several others crop up. It is throughcontinuous confrontation with the problems and throughserious efforts at solving them that we can make progress.Per this purpose sustained research is of great importance.A comprehensive program of educational research must beincluded in any proposal for lasting rrogress in education.
Unfortunately, in Pakistan research in the field of educationhas not received the importance it deserves. The researchactivities carried on at the training colleges and otherinstitutions remain isolated experiences of individuals.Educational research in Pakistan at this stage of her develop-ment should be of the practical and functional type. It isnecessary to make organized efforts to create conditionsconducive to research programs, and with this purpose in viewa number of recommendations have been made. At the end someurgent educational problems have been discussed which needresearch studies.
EDUCATION REFORMS
21. AHMAD, Taufiq Ali. Bartaman Shikkhanitir Bairthata (TheFailure of Present Educational Policy) --- Azad (Dacca) May 3,1970 (B).
Most of the students take to the habit of memorizing theirlessons without using their intelligence. The result:isthat when their guess or memory fails them in the examinationhall they feel bitter and disappointed and create troublein the examination hall as often. as outside it. The practiceof memorizing should, therefore, be definitely discouragedamong the students. The reasons for memorizing are; 1) theprescribed syllabi are inadequate; 2) teachers do not takethe trouble to explain the lessons properly in the classroom;3) the language employed in the books for primary schools isdifficult; and 4) at all levels grace marks are liberallyallowed to -swell the percentage of passes in examinations.
22. Gushita Shikkhanitir Aloke (In the Light of the DeclaredEducational Policy) --- Purbadesh (Dacca) March 4,.1970 (B).
This is an editorial comment on the new education policy.It commends two aspects of the policy, increasing allocationfOr education and higher salary for the teachers, especiallyfor the primary school teachers. This will solve at leastpartly the problem of the low prestiga7teachers and theirfinancial insecurity. The editorial recommends a furtherincrease in the salary of teachers and the constitution ofan Educational Service Board for Primary and Secondaryeducation. This will solve the problems of lack of talentedteachers at the lowest level. The editorial calls for asecular and pragmatic system of education and criticisesthe centralization of education. It advocates educationalautonomy keeping in view the geographical situation of thecountry and the need of the different regions.
23. MAJID, Abdul. Causes of our Educational Failures - --Pakistan Times (Lahore) May 17, 1970.
The writer outlines the causes of the failure of the systemof education in Pakistan. The new education policy documentwhich attributes the steady deterioration in the academic
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standards in colleges and universities mainly to thepresssure of expansion, reveals the truth, but not the wholetruth. The whole truth, i.e., the real causes of thedeterioration, are: i. the heavy influx of semi-educatedand obdurate young people into higher educationregardless of their aptitude; ii. the failure of theteachers to rise up to the required professional standard;iii, the absence of a system for the assessment of academicmerit; iv. the lack of efficient and diligent people at keypositions in higher teaching and educational administration;v. the absence of a sound recruitment policy; and, vi. thelack of decision in the adoption or non-adoption of nationallanguages as the media of instruction. The writer suggestsa rigid recruitment and selection system for the collegeand university teachers.
There is also the necessity for educating the educators,and an academy for their training should be established.As proposed in the Nur Khan report, the scheme for NationalProfessorship should be introduced. The NationalAssociation of Teachers should seriously strive for theimprovement of efficiency and standard of the profession::
24. New Educational Policy - A Review --- Pakistan Qbserver(Dacca) June 3, 1970.
The new education policy appears to have accepted thePerspective Plan goal of achieving universal primaryeducation by 1980 and then extending it up to class VIII.It has also been proposed to provide facilities of primaryeducation for 70 per cent of the population of school-goingage during the Fourth Plan. The policy indicates that fivemillion adults and school-leavers should be provided withfunctional education by 1975. This figure constitutes onlyfive per cent of the total adult illiterates. The policydoes not indicate the age group from which these 5 millionadults should come. More emphasis has been given in thepolicy to scientific, technical and vocational educationthan to general education by setting a ratio of 40:60between general and non-general education. But by whichyear this ratio would be achieved and what owould be thefinancial implication of launching such a program arequestions that have not been clearly answered. The policyadmits that the existing examination system fails to serveits purpose as a measure of achievement or an incentive tolearning, yet it does not give the slightest indication aboutthe direction of change in the present system. The
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language issue has also been left unsettled at this stage.The new policy lays due importance on teacher educationand suggests the provision of teacher education courses inintermediate and degree colleges.
25. RAHIM KHONDOKAR, Abdul. Shikkhanitir doo ek deek (SomeThoughts on Educational Policy) Dainik Pakistan (Dacca)April 27, 1970 (B).
The educational policy announced by the government has nottaken serious notice of the increasing rate of failures anddrop-outs. However, some steps have been taken to solve theproblem. The number of failures at the SSC examination ishuge. Roughly speaking, more than fifty per cent of thoseappearing at the SSC examinations fail every year. The causesof failure on such a large scale need to be seriouslyexamined. While little or nothing exists in the educationalplanning for the disposal of the failed multittdes, properand nationally creative arrangements are absent for thefuture education of those who have passed. Our educationalplanners should realize that a boy who has failed in thetext-book proficiency sense could be a brilliant success inother fields, and proper arrangements should be made fordeveloping his talents.
26. SIDDIQUI, Hafizur Rehman. Nai Ta'aleemi Policy Ki KhubianAur Kharabign (Merits and Demerits of the New Education Policy)
Zindagi (Lahore) 8(33): 7-10, 1970 (U).
The approved proposals of the new education policy are farfrom satisfactory. The policy widely misses the desiredgoals published last year for eliciting public opinion. Theoriginal proposals were welcomed by all.
The main features of the previous proposals were 1) theIslamic way of life as the basis of national unity, 2)the use of national languages (Urdu and Bengali) as themedia of instruction and for the conduct of official businessin both the wings of the country, and 3) a uniform educationprogram for the whole country. The new policy completelydeviates from the cherished goals of the previous proposals.There is a long discussion to show that the new policy willhardly succeed.
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27. The New Educational Policy --- Pakistan Educational Review(Islamabad) (Editorial) 1(2)s 5-8, April, 1970.
During the last 22 years, several attempts were made toreconstruct Pakistan's system of education. Recommendationswere made by many committees, conferences, commissions,etc., such as Pakistan Educational Conferences, EducationalReforms Commission for East Pakistan, Advisory Board ofEducation, Council for Technical Education, the Five-YearPlans, report of the Commission on National Education, andthe Commission on student problems and welfare. Thearticle comments on the New Education Policy and brings outits salient features. The highlights of the policy ares1) orientation of education to the national objectives,equalizing the opportunities of education, arresting thedeclining standards and correcting the growing imbalancebetween the various types of education; 2) universal primaryeducation up to class V by 1980 by arresting the large-scale wastage and by making primary school curriculum andprograms more meaningful and the teachers more competent;3) democratization and diversification of secondaryeducation; 4) shift towards scientific subjects in ",r
higher education rather than liberal arts, democratizationof the university administration by setting up UniversityGrants Commission and the institution of the programs ofNational Fellowship and National Professorship; 5) Priorityto Science and Technical education; 6) Reorganization ofMadrasahs and religious education and strengthing of theprograms for teacher education.
28. The New Education Policy at a Glance --- Pakistan EducationalReview (Islamabad) 1(1): 110-119, 1970.
The present government gave high priority to the problem ofeducation, and an intensive review of the entire educationalsystem was undertaken by a number of study groups. As aresult, a number of proposals -for a new education policywere formulated and published to elicit public comments.In the light of these comments the original proposals weremodified to conform to the broad consensus. The new educationpolicy was finally approved in March 1970.
The policy briefly details the salient features under theheadings of basic concepts, languages, higher education,university vants commission, teaching and research, need forimproving the conditions of service of teachers, education
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service board, technical education, science education,centers of excellence in science education, production ofscientific equipment, center for advanced studies andresearch, private institutions, religious education,madrassah education, physical targets, and financialimplications.
29. The New Education Policy of the Government of Pakistan - --Ministry of Education and Scientific Research, Islamabad, 26 p.1970.
In March 1959 an intensive review of the entire educationalsystem was undertaken 'by a number of study groups both atthe Center and in the provinces. Based on this survey, aset of proposals for new education policy were formulatedand published for the public to discuss and form its opinion.In the light of public comments and suggestions the originalproposals were modified to reflect the broad consensus.The present education policy received the approval of thegovernment in March 1970.
The recommendations under the new education policy are underthe following heads:
Basic principles and concepts; Elementary education;Adult education; Secondary education; Higher education;Science, technical, and vocational education; Madrassaheducation; Religious education; Curriculum development,textbooks, and examination; Student amenities: Languagepolicy; Teacher education; Administrative reo_ganization;Physical targets and financial implications.
30. The New Education Policy - Pakistan Ministry of Educationand Scientific Research --- Pakistan Educational Review(Islamabad) 1(2): 9-41 April, 1970.
This is the full text of the New Education Policy formulatedby the present Martial Law Regime in Pakistan. The policyhas been designed as a statement of national goals in educa-tion and lays down certain broad-based guidances. The goalsindicate the general direction that educational developmentin the country should follow, and the guidelines providea framework within which the Provincial Government andother Government and Non-Government agencies are to prepare
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detailed plans and programs. Besides envisaging additionalimproved facilities at various levels, the document alsocovers the following five major areas of reform: 1) meetingthe need for the orientation of education to national ideo-logy and objectives, 2) equalization of the opportunities ofeducation, 3) arresting the declining standards; 4) correctingthe growing imbalance between various types of educationby shifting the emphasis to scientific, technical, ardvocational education, and 5) decentralization of educationaladministration to ensure academic, administrative, andfinancial autonomy particularly at the higher stages.
ELEMENTARY SECONDARY EDUCATION
31. ALI Md. Azhar. Primary Education in East Pakistan and theU.S. --- Action (Lahore) VIII (2): 11-14. April, 1970.
This is a comparative study of the primary schools of U.S.A.and Pakistan, specially of East Pakistan. General conclusionshave been drawn from the existing situations in both thecountries and it has been found that the position of primaryeducation in Pakistan is in some ways far inferior to thatin the United States. The points of comparison includeeducational facilities, administration of primary education,finances, admission and promotion of students, instructionand supervision, and other physical and teaching facilitiesincluding educational equipment and library facilities.The writer makes some suggestions for improving primaryeducation in Pakistan: 1) Primary education should be madecompulsory within the prospective Plan period (1965 -85);2) People should be given a share in the organizational setup of primary education so that they may feel an earnestdesire to render voluntary service; 3) wastage of manpowershould be arrested through a system of total evaluation ofthe child's achievement throughout the year and not throughone annual examination; 4) the teacher-student ratio shouldbe improved; 5) the present system of supervision shouldbe replaced by an improved one; 6) library facilities forboth children and primary school teachers should be created;and 7) effective formal guidance services in primary schoolsshould be introduced in Pakistan as early as possible.
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32. HUDA, Shamsul. Narayanganje Primary Shikkha (PrimaryEducation in Narayanganj) ---Ittefaq (Dacca) June 1, 1970 (B).
Primary education in the Narayanganj Municipal area issuffiering from neglect. A reliable survey shows thatthere are 55 primary schools including some for girls.With the exception,,of a few, each school accommodateson an average, approximately three times more students thanthe optimum capacity for a primary school. The accommod-ation capacity in the primary schools is 4487 as against theactual number of 12659 students. At present classes areheld in two shifts. Out of 19 girls schools 16 run themorning shift in the attached boys schools. Morevier,quite a number of schools are in dilapidated condition.The ratio of teachers to students is roughly 1:60. In somecases there is one teacher for 80 students. The number ofschools compared to the increasing number of school-goingchildren is also low. With the expansion of the Muncipalarea more primary schools are needed.
33. JAFRI, Syed Hamid Ali. Ibtedai Ta'aleem Aur Us Kay Asteza(Primary Education and Its Teachers) --- Al-ilm (Karachi) 19(1):7-17, 1970 (U).
The importance of primary education need not be emphasized.Similarly the aims and objectives of primary education arewell known. Our problem is to find out whether the educa-tional facilities for primary education are adequate in thecountry. We have to see how far we have achieved thecherished goal of free primary universal, education andwhat has been done for teacher training program, and teacher'spay scale and welfare.
These problems have been discussed at great length,and theexisting situation has been fully analyzed. There areproposals and guide-lines for improving the present situationof primary education.
34. JAHANGIR, Mohammad. Purba Pakistanay Primary Shikkha(Primary Education in East Pakistan) --- Dainik Pakistan (Dacca)June 7, 1970 (B).
In 1947-48, the number of primary schools in East Pakistanwas 29,633 but in 1954-55, this number decreased to 26,000.
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One primary school is necessary for every two thousandpersons, which means that in 1965, when the pop#lation ofthis wing was 6/44, 00,000, the number of primary schoolsshould have been 32,200. One of the objectives of educationduring the Third Five-Year Plan was to improve the qualityof education at the primary stage. This improvement aimedat upgrading the quality of teacher education programs inthe training ins.", hites, but the result is not encouraging.The drop-out rate could not be checked and the enrollmentcould not be increased. No change in the Primary Schoolcurriculum is visible. However impressive our plans toreform our system of education may be, the desired resultscould be achieved only through the proper development ofthe system of primary education.
35. KHAN, Namdar. Some Aspects of Planning for Primary Educationin Pakistan --- Pakistan Educational Review (Islamabad) 1(1):56-80. 1970.
The Government is conscious of the important role educationplays in the socio-economic development of the country. Theexpenditure on education has increased more than ten timesduring the last seventeen years.
The Commission on National Education recommended measuresfor the introduction of compulsory and universal educationfor classes I to V within 10 years (by 1970) and for classesI to VIII within 15 years (by 1975). These goals could notbe achieved and we had to content ourselves with more modestas- is evident from the proposals of the 2nd and the 3rdFive-Year Plans. Now that we are launching the FourthFive-Year Plan, it would be highly fruitful to analyze someof the major causes of our failure in achieving our targetsat the primary education level. We have to see if we haveinvested enough resources in primary education and usedthem wisely.
This problem has been thoroughly investigated with relevantstatistics and pointers touching the wastage in education,the question of quality education, acquisition of additionalresources for education, and administrative reorganizationof education. At the end various recommendations have beenmade.
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36. KHAN, Serajul Hague. East Pakistan Secondary EducationSystem --- Action (Lahore) VIII (2)1 16-20, April 1970.
The writer gives a resume of the development of secondaryeducation in East Pakistan. He traces the genesis of theeducational system and narrates its gradual development upto date. Secondary education in East Pakistan is more orless a legacy from the British. Its origin can be tracedin the Education Dispatch of 1854, which created the officeof the Director of Public Instruction. Education becamea provincial subject under the Government of India Act,1919. After Independence many changes were introduced inthe secondary education system of the country to makeeducation more practical and true to the spirit, ideology,and need of the country.
Endeavors were made to propound new educational principlesthe Pakistan Educational Conferences, the East Pakistan
Educational.System Reconstructional Committee, and the EastPakistan Educational Reforms Commission. But the recom-mendations of these conferences and commissions, could notbe implemented because of inadequate funds. However, thefew changes which were made weres 1) Class V was transferredfrom secondary level to primary level, 2) Urdu was madecomplusary up to Class VII, 3) History of England wasreplaced by History of Islam,&4) Education ExtensionCenter was established in Dacca. But the major break-through in secondary education took place after theadoption of the recom:lenaations of the Commission forNational Education, 1960, which envisaged investment in 32education as investment in human resources, diversificationof courses in secondary education, development of physicalfacilities etc. As a result of this educational developmentprogram was included in the thjrd Five-Year Plan. The onlydefect pointed out by the writer in the process of thediversification of courses is the lack of trained teachersto teach diversifed subjects.
EXAMINATIONS
37. AHMAD, Khalil. Porikkha Doorniti (Unfair Means in Examinations. Dainik Pakistan (Dacca) June 20, 1970 (B).
Adoption of unfair means in examinations, both in schoolsand in colleges, has become common in East Pakistan.
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Although this evil has been widely condemned, nothingpractical has been done so far to curb it. In order topreserve the sanctity of examinations suitable rules andregulations should be framed and rigorously enforced.Certain examinations centers are known to provide facilitiesto the examinees for copying and indulging in otherunfair practices and thus help certain institutions to showgood results that would boost their admission figures andbring in higher grants from the government. Such centersshould be abolished after thorough Investigation.. Thefollowing measures may check the spread of this evil:1) Tile students found copying in the examination hallsshould be penalized; 2) They should not be promoted tohigher classes; 3) Their examination scripts should becancelled; and 4) They should be debarred from appearingin any examinaton for a specified period.
38. ALI, Md. Azhar. Examinations and College Education - --Morning News (Dacca) May 17, 1970.
The writer lists and examines the causes of poor resultsof the Board and the University examinationss 1) The firstdifficulty of the general students of the higher secondaryclasses receiving so far their education through the mediumof their mother tongue, is that all of a sudden they have toswitch over to English, especially in regular classroomsin colleges. 2) While little importance is attached to theteaching of English in the lower grades, English is retainedas the medium of instruction at the college level. TheUniversity has also introduced English as a compulsorysubject at .U-le degree stage from 1955. 3) Since Independencethe annual sessions of the H.S.C. and degree classes beginlater than the usual time because of the delay in thepublication of the results of S.S.C., and H.S.C., examinations.Furthermore, questions are often set on the topics notcontained in the syllabi. To improve the present state ofcollege education the following steps have been suggested.1) Without further delay mother tongue should be introducedas the medium of instruction in the colleges of East Pakistan,so that a continuity of instructions at the school level andthe college level is maintained. 2) The importance of Englishat all stages of education should be uniform. The gap betweenthe commencement of new., sessions in the colleges and theholding of the S.S.C. and H.S.C. examinations should not beas long as at present. 3) The; present syllabi of the Boards
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and the Universities should be covered by teachers adequatelybefore the examination. 4) A representative body of thecollege teachers should be on the Moderation Board to preventthe inclusion of questions on the topics not included in thesyllabi. 5) Financial aid to the non-government collegesshould : be large enough to obviate their reliance on thefees from the candidates to tide over financial difficulties.
39. Examination and Students --- Pakistan Observer (Dacca)(Editorial) June 27, 1970.
The editorial recommends the introduction of several terminalexaminations from SSC to the degree and honors courses.The syllabi and courses should be so reorganized as to suitthe requirements of terminal examinations the results of whichshould count in declaring the students qualified for adegree. One of the very salutary results of such a methodwill be that students entering a courser and proving them-selves unfit for it through the examination records will be ablein time to switch over to more suitable courses. Theproblem of drop-outs will also be largely met this way.Since the examination will be held in the respective educa-tional institutions, the problems of space, invigilation,etc., also will be reduced to the mi_limum. And, what ismore vital, through such a method educational disciplinecould be restored, and the compulsion enforced by it willmake the students devote more of their time to their studies.
40. Examination Results of Technical Education Boards 1967 - --Central Bureau of Education (Karachi) p. 26. 1970.
This is the twelfth publication in the series of EducationalStatistics Bulletin providing basic data to educational andmanpower planners, educational administrators and researchworkers. This Bulletin contains statistical informationshowing the number of candidates who applied for, appearedat, and passed various examinations conducted by theTechnical Education Boards in Pakistan.
In all there are 10 tables showing the results of the variousexaminations held in 1967. Some of the tables present thecomparative picture of the results for the year 1965, 1966,and 1967.
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41. HAQUE, A. Examination System --- Pakistan EducationalReview (Islamabad) 1(1):96-109, 1970.
The subject of examination and evaluation occupies a veryimportant place in any educational system. It is thecriterion for ascertaining the standard of attainment of thestudent. In our country there are two types of examinationto evaluate the intellectual attainment, the internalexamination and the extrnal examination. These tizo typesare discussed in detail and the merits and demerits of bothtypes of examination are pointed out. The best method ofevaluation is the objective test along with some essay typequestions. This will solve most of the problems. Thewriter has explained the method of objective tests anu..taeway of introducing it in the country.
There is also some discussion of other problems such as theemployment of unfair means in examinations, the media ofanswers, training of teachers, and supervision andinspection in examination halls.
42. How to Discourage Unfair Means in Examination --- PakistanObserver (Dacca) June 24, 1970.
Adoption of unfair means in examinations has become afashion during the past few years. Many students do noteven think that unfair means in examinations are illegal,and take them as a matter of course. To remedy thesituation, our examination system needs immediate reorganiz-ation:
1) There should be two parts of an examination, objective andessay. In the objective part the questions (a) should havemultiple choice 5 choices), (b) should consist of fillingup of gaps, and c) should have mashing questions. Thetime provided for objective items should not be more than1-i minutes. There should be four or five forms of objectivequestion papers with the same items but with simple changesin the positions and places of items or choicer. of theanswer to the question item. Different forms of the sameobjective questions should be distributed at random tothe different examinees. 2) Half of the examination shouldbe based on essay-type questions. Essay part of theexamination should contain a good number of questionsrequiring very short answers that take not more than 3 or4 minutes. Copying for so many questions is a very trouble-some and time consuming matter. This will defeat the purpose
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of copying. 3) There should not be any alternative questionitems. 4) Students should obtain the minimum pass marksin both the essay and objective parts. 5) The use of booksand notes may be allowed in these examinations. 6) Questionpapers must be prepared very carefully by experts.
The writer examines the problem of unfair practices employedin examinations and its causes and remedies. The agenciesthat are primarily responsible for this situation are theeducational planners, the educational administration, andthe teachers. The main causes area 1) certificate or degreeorientated educational system; 2) examination centeredcurriculum; 3) heavy syllabus; 4) unusually large student-teacher ratio, resulting in the lack of individual andpersonal care by the teacher; 5) .:inattention of theguardians and the corrupt, society; 6) opportunism in asection of the teacher community; 7) failure of the teachersand the curriculum to inculcate in the student the respectfor social values, integrity of character, etc; 8) theexamination system which is susceptible to corruption andmalpractice;and, 9) the key-books and printed notes. Thewriter suggests reformation of the examination sytem,improvement of curriculum, social discouragement and censureof unfair means in examinations, and greater and activecare of the wards on the part of parents. The writerfavors the retention of selected and good help-books.
44. KHALIL, Ibrahim. Unfair Means in Examinations --- MorningNews (Dacca) May 3, 1970.
The adoption of unfair means in examinations is not just animpulsive conduct of the students, but it reflects a habitwhich grows by stages. It may be an influence of the environ-ment in which the students are reared or it may be due totheir general negligence of studies or due to the poorquality of their education. The writer discusses variousfactors responsible for the growth of this habit and suggeststheir remedies. Much can be done to check this habit in theclassrooms. Instruction in the classroom should be made ameaningful, serious, and pleasant activity for the students.
The teacher should strive to improve the emotional atmospherein the classrooms and the quality of teaching. He should try
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to inculcate a sense of honesty and confidence in students.
Examinations should be fair and honest. The invigilatorsshould be strict and scrupulously honest about their dutiesand responsibilities.
HEALTH EDUCATION
45. IBRAHIM, Mrs.Shamim. Mental Health Problems of SchoolChildren --- Jamia Educational Quarterly (Karachi) 11(2):58-62. 1970.
The time has come to create an awareness within ourselves thatmental health does not automatically accompany physical health.We need to take preventive, curative and positive measuresfor the preservation and enhancement of mental health. Educa-tion and training according to one's capabilities and aptitudesfor helping children to become productive citizens is agreat fitictor in mental health for young, for adults as wellas for old people. The family, the school and the communityneed to work cooperatively in the promotion of mental healthtraining of community mental health workers, and researchprogram in Pakistan needs to be initiated.
University education in Pakistan requires a radical trans-formation to be able to truly reflec. the national needs,hopes and aspirations. The three .thiligs which cannot belost sight of in any situation of higher education are:1) the instruction and cultivation of the young mind andpersonality, 2) the creation of new knowledge, and 3)application of knowledge for the welfare of society. Wehave three models to guide us in this process of change,namely, the classical British university, the nineteenthcentury German university and the American university.Whatever we take from the three models should be refashionedin accordance with our own conditions, and requirements. As
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Pakistanis we represent a cultural personality which isunique in itself and different from other nations. Highereducation in Pakistan should be directed to preserve ourunique cultural personality and to worktfor its development.
47. KHAN, Ashfaq Ali. College Education --- Pakistan EducationalReview (Islamabad) 1(2): 122-135. April, 1970.
The writer discusses the problems of education in general andof college education in particular, identifies the defectsin the system of education, and suggests measures for itsimprovement.
The failings of the system of education in Pakistan have beenattributed to the following reasons:
1) Widespread poverty, 2) lack of nationally oriented andnationally-produced books, 3) red-tapism and maladministra-tion in the departments of education, 4) unattractiveness ofthe teaching profession which absorbs only the mediocre orthe third-grade University products as lecturers, and 5)lack of scope for public discussion and consultation ofeducational matters. The writer.suggestss1) formation ofprofessional associations such as National Association ofTeachers, 2) setting up of a Council of Pakistan Principalsto thrash out educational issues and to function asEducation Service Selection Board, 3) establishment ofa Central and Supervisor Teachers' Service and reservationof highest policy posts for the talented teachers ineducation, information, public service, Planning Commission,etc., 4) production of nationally orientated textbooks onthe basis of a set pattern of syllabus, written by thereally educated persons and published on merit, 5) decentraliz-ation of educational administration and abolition of red-tapism, and 6) publication in newspapers of discussions inthe academic bodies of the Universities and colleges toarouse public interest in educational matters.
48. RAHMAN, Parul. Dacca Bisvabidyalay - Angan Abang Chhatrachha-tridera Manasikata (Dacca University Campus and the Mentality ofthe Student) --- Purbadesh (Dacca) May 13, 1970 (B).
This is a sociological study of the group behavior of thestudents of Dacca University. The writer divides the
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students of the university into five groups: 1) theindisciplined and agreesive group, 2) the rebellious group,3) the believer in the philosophy of sorrow and suffering,4) the pessimist group, and 5) the self-centered group.The writer highlights the behavior pattern of the groupsand Shows how they affect the educational pattern and thefuture life of the students. The so-called hippies, who inPakistan do not really believe in the philosophy of thehippies and who generally come from the upper strata of thesociety, constitute the first group. Their only aim is toattract attention and to lead an indisciplined carefree life.The second is the largest group and has considerableinfluence on the mass of the students. They always seem tobe anxious for the good of the society in general and thestudent community in particular. Mentally they are straightforward and believe in simple living. The last three groupscomprise a fair minority of students. They are oftenbright in their studies. Some of the best students areavailable in these groups.
49. RAHJAN, Parul. Chhatra Shikkhak Samparka-o-Dacca Bisvgabidyalaya (Student Teacher Relation and the Dacca University)--- Furbadesh (Dacca) June 24, 1970 (B).
Student-teacher relationship in the University of Dacca hasdeteriorated appreciably. The writer analyzes the situationand discusses the salient causes. Following are the high-lights of his findings: 1) Increase in the number of studentsand in the student-teacher ratio which makes it impossiblefor teachers and students to come closer to each other;2) hesitation on the part of students to come in closecontact with the teachers, firstly because of the limitedopportunities of acquaintance and familiarity and secor,.11ybecause of the authoritarian attitude of certain teachers;3) partial and limited mixing of teachers and students at/picnics and in educational tours and cultural activities;4) limited number of practical and tutorial classes andlack of interest in students and teachers for the departmentalseminar activities; 5) partiality of the teachers towardtheir favorite students, toward the students who are theirrelations, and toward the sons of aristocratic families;and b) the attraction of students and teachers to politicsand different political ideals or "isms."
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HISTORY OF EDUCATION
50. BERAILVI, Syed Mustafa Ali. Karachi Aur Sind Xi Ta'aleemiPasti Tareekh Kay Aine Mein (Educational Backwardness of Karachiand Sind in the Light of History) --- Al-Ilm (Karachi) 19(1);63 -78, 1970 (U).
It was in the beginning of the twentieth century that theupper class of Muslims in Sind realized the importance ofeducation. They were, however, hesitant to send theirchildren for education to distant places. The generalapathy to education was actually the demonstration ofresentment against the British. The British government onits part supported only official institutions which readilycame out to support the government policy. The Muslimswanted the type of education that conformed to their oncultural heritage, But this was absent in the region for along time.
Only few Muslims received higher education. Since independencethe pace of progress ha- quickened considerably. Statisticalinformation has been provided up to 1966-67.
LANGUAGE, TEACHING OF
51. HiN, Ahsanul. Pakistane Engreji Shikkhar Bhabishhat (TheFuture of English Education in Pakistan) --- Dainik Pakistan(Dacca) June 28, 1970 (B).
The teaching in schools, colleges and universities throughEnglish medium should be immediately stopped. Twenty-threeyears have passed since the achievement of Independence,and we still cling to a foreign language. The decision tochange the official language from English to Nationallanguages by 1975 should be implemented as scheduled. Themajority of people are in favor of Bengali in East Pakistanand Urdu in West Pakistan. Some of the schools have alreadystarted teaching in Bengali. It is hoped that the rest ofthe schools will follow soon. Though the speed is slow,yet the step is commendable. The change-over from Englishto Bengali in East Pakistan should be expedited.
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52. SIDDIQUI, B.M. Language Study --- Comtemporary Affairs(Rawalpindi) 2(5): 130-137. Spring, 1970.
Language has been described as the immediate gift of God.It distinguishes man from animals and is used to conveyconnected, coherent thought by means of words. The writerholds that the spoken language is as important as the writtenlanguage and cites the example of great men who by theirmasterly command of language and art of speech turned thetide of history. He pleads for a more scientific teachingof languages and greater stress on the spoken word andintact:1Am. to convey the right meaning and create the rightimpression.
The writer criticizes the traditional translation method oflanguage teaching, since it kills the initiative and interestin the students and makes for dull lifeless lessons. The useof audio visual materials in language teaching will provevery helpful in this respect. He also urges the need for thgvestablishment of an Institute of foreign languages in orderto have our problems better understood and to project ourpoint of view effectively abroad.
LIBRARIES
53. CHOWDHURY, Shafiqur Rahman. School Libraries in EastPakistan --- The Eastern Librarian (Dacca) IV (1)s 43-50.September, 1969.
The writer analyses the findings of a sample survey oflib, 241 @s in schools in East Pakistan. The survey was conductedby the East Pakistan Education Extension °enter to find outthe present school 114mary position in East Pakistan. Theburvey consists of three category of schools, pilot, develop-mental, and non-developmental schools. It shows that betteror privileged schools have some sort of library services inthem; the average schools are trying to provide libraryservices; and the poor schools are anxious to providelibrary services and are waiting for opportunities to come.The writer attributes the present low standard of educationpartly to the absence of well-organized library service whichcan supplement teaching in class, enrich the curriculum, andform raiding habits in the students.
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The writer advocates development of school libraries andsuggests: 1) better understanding by the Education Depart-ment and Directorate of the need of libraries, 2) creationof a post of Deputy Director Libraries in the EducationDirectorate, 3) better use of library funds specificallyfor the library in the non-Government schools, 4) prepara-tion of a standard catalog of books suitable for schoollibraries, 5) fixation of a library period in the routineof the school program, 6) appointment of a whole-time orpart-time librarian in each school depending on itsresources, and 7) provision of insurance training for theschool librarians.
54 FAROOQI, Fazlullah. Library Service --- Dawn (Karachi)June 21, 1970.
The process of education starts with the development ofreading habit. But reading habit cannot develop if thereare no reading materials easily available to all sectionsof the population. A net work of public., libraries inthe country can bring books within the reach of common man.This should be the foremost object of the educationalplanners of the country. Without such a system no educa-tional plan will succeed in making the masses literate oreducated.
The government should realize the problems of our education,the foremost among which is the neglected library servicesin the country. A Library Commission should be immediatelyconstituted to study the extent of the existing libraryfacilities and make recommendations for the establishment anddevelopment o an efficient net-work of libraries in thecountry.
55. ISLAM, AnwaruL Libraries and Scientific Research - --Pakistan Observer (Dacca) June 21, 1970.
The role of libraries in scientific research is very important.A librarian's work begins after a research project iscompleted and the result is obtained. His job is to bringout theinformation from the laboratory in the form of atechnical report for the benefit of other researches. Thewriter suggests the setting up of 1:-To National ScienceLibraries, one for each wing of the country, with fullautomation necessary to run a modern science library, and
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the provision of manpower training facilities necessary torun such a big automated library and other special librariesattached to research organizations.
For the training of technical personnel there are at presentthree Universities in Pakistan offering post-graduate degreesin Library Science. The Universities cannot achieve highstandard in training as they cannot provide modern facilitiesfor the practical training of the students. To surmountthis difficulty scholarships in greater numler should be madeavailable to the libraries so that they can go abroad andlearn modern techniques employed to run a modern researchlibrary and an information center.
This is a short history of education in Librarianship inEast Pakistan. The writer draws a picture which brings outthe history of the gradual development of library educationof the whole country. The history of library education canbe traced back practically to 1952 when the Karachi LibraryAssociation started a certificate course.
Library education in Pakistan developed in three gradualphases: Certificate courses, diploma courses ane. Master degreecourses. East Pakistan had its certificate course in 1958which was sponsored by the East Pakistan Library Association.Detailsc of syllabus, course contents, etc., are given.Certificate courses were also introduced in Lahore by theWest Pakistan Library Association in 1962.
In the second phase post graduate diploma courses of oneyearls duration were started in the Universities of Karachi(1956), Dacca (1959) Punjab (1959) Sind 1967) and Peshawar,1962. The major subjects covered in the courses of thedifferent universities have been shown.
The third phase is the start of the Master degree courses inLibrary Science in the University of Dacca and Karachi in1962. The syllabus and course contents of both Dacca andKarachi have been elaborated.
57. KHAN, M.S. University Librarianship Today and Tomorrow - --The Eastern Librarian (Dacca) IV (1): 22-27, September, 1969.
The writer, himself a University Librarian, discusses the
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present-day problems of the University Library, especiallyin respect of the policy of building up its collection. Heanalyses such factors as the financial implicationsincluding the need for more and more qualified staff, morespace, ever-mounting costs and volume of book production,and the use of books,
The water-tight division of-the main subject-fields and theideal of all-out comprehensiveness are today undesirableand also impracticable. The University library today mustcater under ono roof to the need of the general reader, Asfor the highly specialized books which mainly serve thespecialists whose number in any general University is small,a highly and exceptionally strong reference and bibliographycollection should be established to guide and assist them.
In this respect the ultimate aim of the University Librarianand his staff should be to direct the advanced readers tothe specialized collection of books and materials, which havegrown with the growth of specialization, in the special andresearch libraries attached to learned or scientificinstitutions and societies. It, therefore, envisages asystem of close cooperation vdth different kinds of librariesin and outside the country and also centralization in respectof cataloging of books.
58. MAJID, A.F. Fazlul. College Libraries in East Pakistan - --The Eastern Librarian (Dacca) IV(1): 29-33. September, 1969.
The article (1) defines the functions a college libraryis expected to perform and the conditions necessary for aneffective performance of these functions,(2) discusses howfar these conditions are fulfilled by the existing collegelibraries in Pakistan, and (3) surveys the progress madesince Independence. The college library seeks to supplementteaching in the class, to enrich curriculum, and toinculcat.1 reading habits; but the availability of physicalfacilities, a balanced growth in collection, and sufficientstaff are the pre-requisites for the making of a goodcollege library.
The conditions in this respect in Pakistan are far fromsatisfactory. The stock, physical facilities, organization,and staff, are all inadequate. In spite of the handicapsthere is a visible trend of development in the field,especially after 1955 when the East Pakistan Library Associa-tion was formed. As a result of the efforts of the Association,
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the Government of East Pakistan has realized the necessity oflibraries and has come out with a proposal made by theEducational Director to improve the college libraries.
59. SIDDIQ, Mohammad. Library Education in East Pakistan - --Morning News (Dacca) May 10, 1970.
The writer discusses the status of library education inEast Pakistan and points out the difficulties in the develop-ment of library education. In library education three programsof studies are available for the students, namely; theCertificate Course conducted by the East Pakistan LibraryAssociation, and the Diploma and the Master's programs atthe University level. The Certificate Course is sufferingunder fin,Acial difficulties, and at the University levellibrary science students do not get necessary facilities.The writer makes a number of suggestions for the promotionof library education in the province. The following are theimportant recommendations:
(1) Qualified and experienced East Pakistan librariansshould be - =recruited to central services.
(2) Class 1 and Class II status should be given to M.A. andDiploma Holders with sufficient experience.
(3) Security of services and promotion shoul be given toqualified librarians.
(4) A Directorate of Libraries for East Pakistan should beestablished for promoting libraries and library servicesin this part of the country.
The present system of education prepares students for white-collar jobs in offices and offers little help to the villagepopulation which constitutes about 85 per cent of our totalmanpower. The n3ed for planned and cooperative effort fortill solution of day-to-day problems of village life in ademocratic way is imperative. Hence the need for adulteducation in the villages. But a villager learns only whenhe sees a reason for it. What village people need is
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functional literacy because "Literacy is an indispensableaid in the accelaration of social change which is characteris-tic of our age and economic development with its stress onincreasing productivity." Adult education is no less urgentin the cities. The developing industries need workers whoare able to learn new skills quickly. The people themselvesneed basic education to enable them to find employment andto be more productive. The purpose of adult education forEast Pakistn may be summed up as follows;
1 To educate the urban and rural community for better living.2 To educate the illiterate village adults in the ideas ofextension education and community development and skilled inimproved techniques of agriculture, animal husbandry andcottage industries.3) To eradicate illiteracy from cities and villages throughformal literacy education so that people become efficient intheirjobs and participate intelligently in the civic life ofthe community and the country.4) To foster cultural and recreational activities and helpin their preservation and refinement, and to provideopportunities for continuing education to prevent a lapseinto illiter40y..
61. ISLAM, Mominul. Palli Anchale Shikha Samprasaraner KajTarannita Kara Hawk (Let there be Spread of Education in theVillages) Purbaddsh (Dacca) May 13, 1970. (B).
Although 90;,:2 of the people of Pakistan live and work invillages, educational fapilities remain localized in thecities to the exclusiorithe vast majority of the ruralpopulation. It is the bad management of finances, and notlack of finances that is responsible for this state ofaffairs. The writer criticizes the adoption of two differenteducational systems, one for the villages and one for thecities. Instead of constructing palatial buildings forschools in the cities, the money can be used to constructlow-cost buildings throughout the country. The writerrecommends the allocation of substantial resources to theeducation section, especially for the villages, and advisesequitable distribution of educational facilities among allthe citizens of the country.
In order to make the adult a worthy member of the society
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and.to raise the standard of life of the community, programsof functional literacy and not of mere literacy should beplanned. Functional literacy will create an educatedmind ready to solve various problems of day-to_day-life.
For the implementation of functional literacy programsseveral teachers' training centers should be established.Various extension courses based on the needs of the localityshould be developed. Specially trained teachers attachedto the centers should give home demonstration services.'de must not forget the necessity of fundamental educationalong with functional education. Every mosque, everyprimary and secondary school, and every Maktab and Madrassahshould serve as the classroom for the fundamental orliteracy education.
PHILOSOPHY OF EDUCATION
63. AHMED, Ziauddin. Ibne Khaldoon ka Nazaryie Talaleem (TheEducational Ideas of Ibn Khaldun) Fikro Khyial (Karachi)8(4,5): 5-12, 1970 (U).
In his famous Muqqaddima, Ibn Khaldum, the great philosopherhas mainly dealt with the philosophy of history, and whiledoing so, he has propounded his ideas on education in thesixth chapter of his book.
He holds that education is a material need inasmuch asit gives professional knowledge which brings success to aman in his worldly life.
The writer discusses in detail the educational ideas ofIbn Khaldun, especially about the method of education.It is surprising that the method advocated by Ibn Khaldunare far ahead of his time. He is opposed to corporalpunishment in the process of teaching. He advocatesphysical training, and outing and travel form part of thecurricula in his system of education.
64. RIAZ, Mohammed. France ka aik Hamdard Mahir-e-Ta'aleem,Emile Koh (Emile Koh - a Kind Hearted Educator of France) - --Fikro Khyial (Karachi) 8(4,5): 13-16, 1970 (U).
Emile Koh, the French man of medicine, was also an educa-tionist. His valuable ideas on the subject of child
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education are based on his practical experiences. Hedid not write: any book on education, but his variouswritings on education have been compiled by hisdeciples in the shape of a book.
For Emile Koh the process of child education begins whenhe is still in the womb of his mother, Parents play themain role in the education of the child.
The personality of the child is the center of educationaccording to Emile Koh. Scolding the child does no goodto him. It is the encouragement which creates interestin the mind of the child. Education should not be aburden to the child. He should take it as an interestingexperience. Education should enable the child to thinkand work. Education should produce in him a sense ofachievement and also teach him to obey 6he elders andhelp others.
65. RIAZ, Mohammed. Abu All Ibne Sina Kay Ta'aleemi Nazaryiaat(The Educational Ideas of Avicenna) --- Fikro Khyial (Karachi)8(3): 5-7 and 37, 1970 (U).
Avicenna, the greatest philosopher of all times, wrote onmany subjects, and the number of the books he wrote comesto about four hundred. He is chiefly known as a philosopherand an expert on medicine; but he is a versatile genius andan authority in many disciplines including education. Thepresent article discusses Avicenna's contribution in thefield of education. His two books, 'Risalatul Akhlaq' and'Kitabul Siyasat', throw light on his educational philosophy.
Avicenna holds that the prime responsibility of training thechild before he goes to school rests on his parents. Thenthe child enters the school, the teacher becomes a co-sharerof this responsibility with the parents. Avicenna isagainst physical punishment to children, because suchpunishment begets mistrust in the mind of child. Headvocates different types of education for different childrenaccording to their individual aptitudes and tastes. Avicennagreatly favors female education because of the immenseinfluence a mother exercises on her child and on itsupbringing and training.
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PROFESSIONAL EDUCATION
66. ABBAS, B.A. Training of Top-Administrators; A SuggestiveOutline --- NIPA Journal (Karachi) VIII (4): 131-136, 1969.
The writer supports the policy that no officer shall bepromoted to the higher level unless he has done a courseof training at an appropriate training institute. Inaddition to the above policy, the article suggests intensive,rigorous, and concentrated courses of training for thepeople before they go to occupy the topmost position ofSecretaries in the hierarchy of the government. Thetraining should be provided by the Administrative StaffCollege in cooperation with the government. The writeroutlines the scope of training and chalks out the program.The highlights of the program are: i) The decision for thepromotion of an officer as secretary should be taken wellin advance so as to give him ample time to complete a courseof training. ii) On information and request from thegovernment, the Staff College should arrange a course of ttraining for such officers after framing a group of top-level trainees comprising the seoietaries, High Court Judges,top-level officers from the armed forces, seminar diplomates,police officers, educators, top-level business executives,etc. iii) The total duration of the course should be 14 to16 weeks, of which 4 to 6 weeks should be spent in residentraltraining, and the remaining period should be spent in visitsto different places in East and West Pakistan includingdistrict headquarters, corporations, Ministries/Dep7..-entsof the Central and Provincial Governments, etc. iv) Theemphasis in training should be on a system of syndicatediscussions for finding out problems and their solutions,
67. ALI, Md. Sadat. Guidance Service in Business Education - --Morning News (Dacca) May 6, 1970.
Guidance services are essential for making school educationmeaningful . A country 1-ith limited resources, likePakistan, cannot afford to misuse its resources. To avoidwastage of educational facilities and to derive maximumbenefit from them the educational institutions shouldmaintain guidance services, which in their term require anumber of qualified persons. Our educational Institutionscan hardly afford to have the services of such specialists,and this is probably one of the major causes of the high
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percentage of failures and low standard of achievement ofstudents in the country particmlarly in professional andtechnical fields. Unitl schools are provided with expertsin guidance, the teachers concerned should try to provideguidance services to students. The commerce teacher is ina good position to provide guidance service to students.The writer discusses different ways in which commerce teacherscan render guidance services to the students.
68. ALI, Md. Sadat. Modernize Business Education Curricula - --Pakistan Observer (Dacca) June 17, 1970.
Principles such as (i) objectives of business education,(ii) comprehensive survey of job opportunities, (iii) jobanalysis and job requirements, (iv) information fromemployment exchange, and (v) newspaper advertisement analysisshould be used as bases in modernizing the existing commercecurricula.
The commerce curricula should be prepared to help studentssatisfy employment needs. In order to modernize the curriculateachers, students, businessmen, representative officersof employment exchanges, business curriculum specialists,administrative and supervisory leadership in initiation andoperation of the curriculum, experts in business education,experts in liberal arts eduction, and personnel managersof business organizations should work together. Theinformation that can be obtained through follow-up studiesof former students is essential for modernizing the curricula.Former student may be asked questions pertaining to thecurriculum about; 1) the business courses offerdd at theeducational institutions, 2) the courses required in employ-ment but not offered by the educational institutions, and3) the courses offered without their use in employment.
The importance of highly qualified persons in commerce in adeveloping country like Pakistan need hardly be emphasized.With the gradual economic and industrial development of thecountry, the importance of commerce education has increasedtremendously. Following points need to be kept in viewwhile. planning a program of commerce education:
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CoMmerce curricula should be based on the needs of thestudent and the country. The tradional method followed inteaching is the lecture method. Teaching methods involving
pcase analysis, problem solving, and dedision'making shouldbe applied in artificial as well as in actual businesssituations. An executive should have some Aea aboutresearch work. This would enable students to., exerciseindividual choice and judgement in the selection andpresentation of relevant facts and in drawing conclusionsfrom there. Commerce students should be aware of thepractical problems which confront business executives andleaders in the discharge of their duties. Internships shouldhave as their major purpose the development of professionalcompetence by providing occupational experience.
70. RAHIM, Afzalur. Demand for Commerce Faculty --- Dawn(Karachi) April 6, 1970.
There is a persistent demand for the establishment ofcommerce faculties in the universities of East Pakistan.The creation of commerce faculties is ncessary to achievethe Principal objects for which the study of comd,erce orbusiness is undertaken. However, the creation of commercefaculties itself will not solve the real problems of commerceeducation. These problems relate to the system of examina-tion, commerce curricula, teaching methods employed, quali-fications of commerce teachers, and shortage of textbooksfor commerce.
These problems are briefly explained and it is pointed outthat these problems must be effectively solved to make thestudy of commerce fruitful.
SCIENCE EDUCATION
71. AHMAD, Masood. Science Education in Pakistan: A TeachingSurgeon's Angle -- Jamie EducatioL .1 Quarterly (Karachi) 10(1):1-8. 1970.
The writer discusses the status of science education withspecial reference to medical education in Pakistan, andhighlights the problems in this educational area. Avery important problem relating to higher science educationis the question of medium of instruction. The question
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should be resolved in accordance with the largest measureof agreement among those concerned and competent. Anotherquestion is that of the status of teacher and educator asa professional class. The answer to this question shouldcome both from the community anii the teachers. themselves.The most important problem of science education is thestimulation for research work. Research needs not only morestaff, but more devoted staff, their devotion assured bypay and amenities, and by conditions of service, Researchalso needs a system of consultation, collaboration andcontrol. The writer also discusses the problems ofscientists as human beings, i.e. retirement, academicfreedom, foreign scholarships, sabbatical leave, etc.
72. Biggan Shikkha-o-Gabeshna (Teaching of Science and Research)Ittefaq (Dacca) May 26-,: 1970 (B).
This editorial comment is critical of the inadequate provi-sions for scientific and technological education. During1967-68, Pakistan spent 1281 million rupees on science andresearch but for East Pakistan the share in this expenditurewas negligible. It received only 235 million rupees duringthis period. This is an age of science and technology, andno nation can do without scientific and technological develop-ment. Both developed and developing countries are divertingsizable amounts of their resources to scientific andtechnological education. It is regretable that we in Pakistanhave not been able to give adequate attention to science andtechnology. It is Imperative that more money is spent onscientific and technological education, and that the alloca-tions made for this purpose are distributed equally andutilized properly in both the wings.
73. CHOWDHURY, M.M.R. Science Policy and Research --- Dawn(Karachi) March 31, and April 2, 4 and 5, 1970.
The formulation of a policy of scientific research is veryimportant, It is also quite complicated because it involvesthe consideration of the historical development of a country,its present position and status as regards the availablenatural and human resources, and the inter-relationship ofthe various component regions. For these reasons each countryhas tried to solve the problems in its own -.way and hasformulated a policy according to its needs and requirementsin the light of its special conditions.
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With these preliminary observations the 1-riter discussesin detail various problems of scientific research, surveysthe present potential, and suggests the ways in whichresearch can and should be undertaken. It is concludedthat the foremost considerations in the formulation of anyscience policy should be the advancement of nationalinterests economic development, and social justice.
74. QADRI, Aftal Hussain. Applied Biological Research - --Dawn (Karachi) May 2, 1970.
Agricultural and applied biolggical research needs specialemphasis in our Country, as 80,:, of our population isengaged in agriculture. The only way of increasing theproduction of foodgrains is to condAct researches in thedifferent sectors of agriculture and to devise efficientmeans of preserving and storing agricultural produce.
Agriculture in the modern sense is not restricted to thecultivation of cereals, vegetables or fruit crops. Itextends far beyond these activities and encompasses animalhusbandry, agronomy, horticulture, forestry, etc. Itcalls to its aid a number of basic sciences like gentles,biochemistry, radiation biology, ecology, plant pathology,zoology, botany, eta.
Most of die backward nations of the world today find it hardto develop rapidly their industrial resources because ofthe recurrent short falls in their good production. Thetrouble in our country is that many people still do notrealize that agricultural production can be increased onlyby scientific and technological means.
The writer being an entomologist points out how muchresearch is required in this field and *hat can be done topromote such research.
75. USMANI, I.H. Planning for Scientific Research in Pakistan--- Dawn (Karachi) April 11, 15 and 25, 1970.
During the last 25 years no other sector of human activityin the world has developed with such remarkable speed asthat of science and technology. New thoughts and newtheories, new products and new processes have completely
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revolutionized the thinking of man. Today the economicdevelopment of any country depends on its progress in thefield of science. In fact the percentage of Gross NationalProduct of a country allocated to science and technology isan index of the prosperity and advancement of that country.There is a direct relationship between the expenditure onscientific research and development on one side and nationalincome on the other side.
In the strategy of all economic planning in Pakistan, it isimperative to give scientific research and developmenttheir rightful place. For a country like Pakistan with limitedresources, it is essential to have a science policy withclearly defined objectives.
The aims and objectives of science policy and the waysof achieving the desired goalshave been discussed in thearticle. A survey of the existing facilities in the fieldof science has also been made cand in the light of thisstudy various suggestions have been put forward.
SOCIOLOGY
76. ALI, Md. Azhar. Socio-Cultural Crisis in Our Education - --Morning News (Dacca) May 10, 1970.
The impact of Western culture and civilisation has not onlyaffected our intellectual outfits and mental attitudes butalso exerted profound influence on our dress, furniture,food, and other ways of living. As a result our elitehave developed certain characteristics that make them unfit tolead the nation in its cultural regeneration. The patternof 'English Education' in this country was set at a timewhen education had a narrow intellectual concept; and thisconcept has, since the 19th century, been equated with moreintellectual learning, lacking all relevance and immediacyto our traditional life and culture. With the growth of theeconomic development and the growth of industrializationand with the re-awakening of political consciousnessamong the masses 'English Education' was thrown open toalmost all classes of people. The new system of educationdrew the people from the village to the town and thereappeared a distinct cleavage between the rural folk and thetownsmen. If the culture of the individual is dependent upon
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the culture of a group and the culture of a group, in itsturn, is dependent upon the culture of the whole societyto which
. that group belongs, then no cultural regenera-tion is possible so long as these social and intellectualgaps exist between the different classes of the population.No real revolutionary thought is likely to come from ourUniversity men unless the present system of educations isradically changed.
77. ALISJAHBANA, S. Rakdir, The sk of Education in the Lightof the Crisis of Modern Society and Culture --- Pakistan EducationReview (Islamabad) 1(2)s 62-87, April, 1570.
The world is passing through a social and cultural crisis.The writer makes ar extensive analysis of the present socialand cultural situation and attributes the prevailing unrestto negativism, cynicism and direotionlessness of tiiecontemporary progressive society and culture. The institu-tionalized educational system is equipped to grasp andmaster the multitudes of conflicting facts, occurances andtendencies of a fast-moving society. The traditional conceptof education as a means of transmission of values, skills,institutions, and ways of life cannot be utilized Aowfor the reason that the bases of social and cultural valuesand norms of our progressive society and culture, are nottraceable in the past or in the present but in a future tobe created by the educational system itself. Education inthe present situation should, therefore, be considered asthe most important factor in the socialization orenculturalliation'of society and culture. A supernationalpolitical structure expressing the unity of society andculture in our country can efficiently solve the manifoldproblems of our time, and it is here that education canserve to inculcate in the people the broader attitudes andconcepts of science, economics, religion, arts, politics,social organization. The new and the most important roleof education is to sharpen the judgement and increase theknowledge of and strengthen the feeling of responsibilityin the young generation.
78. HDN, Abu Ob.T.idul. Lrop-Outs Create Vast Army of Unemployed -- -- Pakistan Observer (Dacca) May 13, 1970.
A major cause of drop-outs is the failure of the system ofannual and public examinations. Failure of students inqxaminations is not a rmw problem. 'tut the growing number
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of failures in various annual and public examinations isindeed a matter of great concern and debate today. Becauseof lack of finance, our education depart7ent cannot provideadequate facilities, such as teachers, instructionalmaterials, library, laboratory, audio-visual materials, etc.Lack of counselling and guidance services for helpingstudents in their choice of proper and suitable careers andappropriate courses of studies may also be considered asone of the factors causing the problem of drop-out from theschools. Choice of career by our students is more or lessj4111440if*.. For this reason many students lacking properattitutdes and su±tability.for particular subjects to takeup study programs and fail in the examinations. Thisdirectly leads to drop-outs from the schools. 'rant ofmoney to pay for school charges, books, and other necessaryexpenses is another reason for the drop-out problem. Lackof suitable transportation and conveyance creates difficultproblems for the students. Establishment and location ofthe school should always be made on the population. UnevenDistribution and unsuitable location of schools createconveyare and transportation problems for the students.
79. RAHMAN, Hamidur. Shikkhajiban-o-Samajik Osthirata(Educational Life and Social Unrest) Purbadesh (Dacca)Lune 24, 1970 (B).
The unrest and uncertainity in the educational life of thecountry are a reflection of its social setup andconcht:ions. The writer thinks that until there is stabiityin the social system there cannot be stability in theeducational life. The educational system of a country isnot isolated from its social framework. Our societyreflects itself in the educational system. The writer triesto identify the main educational problems: 1) political andeconomic dispari4 between classes of people and thedifferent regions of the country, 2) the endeavors of the9070 of people to better their life by educating theirchildren ending in failure which, in its turn, createsbitterness and oishcnesty in the people, 3) increasingexploitation of the students by political leaders to advancetheir political interests, and 4) the preaching of differentporlitical 'isms' to the young students, which only servesto create confusion in their minds.
The writer discusses the educational facilities available tothe disabled in Britian and compares them with the facili-ties available in our country. Education is open to alland everybody, including the disabled, has a right toeducation in that country. The writer traces the genesisof educational facilities for the disabled in Britain tothe Act of Parliament that was passed in 1944. At presentthere are 882 schools for then. Education for the disable'!in these schools is compulsory up to the age of 16 and 50i.of such students go in for higher education. The writeriLvites the attention of the people of our country to thisaspect of education which owes its development in Britainnot only to the efforts of the Government but also to theactive participation of the philanthropists there. TheGovernment and the philanthropists of Pakistan should join.to provide facilities of education to the disabled in thiscountry.
81. ROY, Lalit M.S. Can We Afford Computer in Education Field?--- Pakistan Observer (Dacca) April 15, 1970.
If there is a switch-over to the objective-type test from thepresent practice of examination or if a combination ofessay-type and objective-type tests is introduced, a littlechange in the policy would soon bring the computer into thepicture. For example, if the internal -examination system isbased only on essay-type or a combination of essay- andobjective type tests, and the external examination is basedon entirely objective tests, then a little work on thecomputer will save about 75 per cent of the time currentlytaken for the publication of the results. The computer willnot only do the work quickly but also keep a consistentrecord of each individual and institution in as many waysas desired.
Another iLportant field for the utilization of the computeris educational planninE, F07 guiding future educationaltrends we have to consider the future educational resourcesand requirements in good time. Educational projections for
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enrolments, teachers, physical facilities, costs etc.can be made well in advance ,lith the help of a computer.Comparative analysis of different policy implicationscan also be studied on computer.
STUDENTS' PROBLEMS
82. AKHTAR, Babul. Rajniti-o-Purba Benglara Chhatra Samaja(Politics and the Student Community of East Bengal) - --Purbadesh (Dacca) June 17, 1970. (B).
The writer discusses the phenomenon of student politics,focussing attention on the etudent community of EastPakistan; their participation in the socio-politicalactivities of the country; their efforts to gain theco-operation of the reople; ar.d their eventual successesstarting from the language movement to the 1969 massupheaval. The writer favors students' participation inpolitics, which forms part of the over-all nationalpolitics of the country. Although student politicsrevolves round the demands and aspirations of the studentcommunity, as can be seen in the manifestos of thedifferent organisations, still, it is closely connected andinterlinked with the national problems and aspirations.The writer respects the students' participation in politicsto the extent that they do not indulge in 'over-politics'and become tools in the hands of political leaders. Theparticipation of students in village politics, grouprivalries, and violence have been denounced.
83. Chhatra Samaj-o-Shikkha Paristhiti (Student Community andthe Educational Atmosphere) --- Purbadesh (Dacca) May 12,1970 (B).
The editorial discusses the educational atmosphere in East.vakistan and expresses concern at the increasing participationof the students in party politics and their possibleparticipation in the tenxatst type of activities. Itwarns the student community about the consequences of theseactivities and advises them not to take active part inparty politics. The main argument against such participa-tion is that it divides the students into different parties
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and inhibits the growth of national leadership. The mainconern of the student community should be to keep theeducational atmosphere clean and to devote themselves totheir studies, so that educated leaders of national statusmay emerge in future.
84. Chhatra Samaj-o-Shikkha Pa:isthiti (Student Community and theEducational Atmosphere) Purbadesh (Dacca) May 11, 1970 (B).
This is an editorial comment on the deplorable atmosphere inthe educational institutions of East Pakistan, where thestudents have started taking active part in party politics.The article supports students' united movement in the widerinterests of the nation and the improvement of their educa-tional facilities. But theypresent trend of participationin active politics by the student community carries dis-astrous results for the nation. This trend will result inthe wastage of valuable educational year and the money of theguardians of students, and will, above all, lower the nationaleducational standards. The article appeals to the studentcommunity to refrain from active politics and to learn alesson from the student movements in the Western countriesand also from Japan in Asia.
65. HUQUE, Abu Obaidul. Problems of the Student Community ---Pdkistan Observer (Dacca) June 30, 1970.
The writer discusses the problems which adversely affect theacademic life of students and contribute to student unrest.Our social strata are heterogeneous. There are differenttypes of communities such as urban, tribal and rural,anddifferent social classes in the country. Students fromvarious social classes have different social and economicbackground and present different psychological attitudesand prcblems. When these various types of students meettogether in an educational institution they generallyfind it difficult to adjust themselves in such company.
The unemployment problem has considerably aggravated thestudent unrest. The future of the students studying in theeducational institutioLs is quite uncertain and insecure.The unemployment problem is largely the result ofinefficient educational planning. Unless the functionalobjectives of education are adequately outlined and imple-mented, the student unrest cannot be checked.
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86. JAHAIGIR, Mohammad. Shikkhartider Oitichho Ashadhuta Noai(There is No Traditional Dishonesty Among Students) --- DainikPakistan (Dacca) June 21, 1970 (B).
Majority of students do not indulge in unfair means. Thereis a small class of students, who brazenly cheat in theexamination halls and evenihreaton the proctors. Thesestudents take recourse to cheating because they are surethat they will not pass the examination. It is, therefore,suggested that instead of taking stringent measures againstthem we should try to change their habits. Teachers havea fair idea of the students who do not show interest instudies. The teachers should giv,- them extra attention.';.e should have more teachers wil _ng to give their best andcapable of taking special care of those who aredeficient in intelligence and progress.
87. RANKAN, M. Anisur. Samaj Gathanmulak Kajey Chhatra Samaj(The Role of the Student Community in Building the Society) ---Purbadesh (Dacca) June 17, 1970 (3).
In a developing country like .Pakistan the student communitycan play a vital role in building a sound society. Thewriter criticizes the apathy among the students and in thosewho are at the helm of affairs in educational social andpolitical fields of the country. The writer identifiesthe areas and time where and when the students can help inbuilding a healthy society. Almost for 6 months of theyear the educational institutions remain closed. Duringthis period the students can help the illiterate people inthe countryside and villages by actively participatingin the agricultural activities, adult education, and publichealth. The writer suggests provision of different kinds ofincentives to students for social work during vacation.The Government, the educational institutions, and also thephilanthropists in the country should come forward to providesome incentive and encouragement to the students in thisdirection.
TEACHERS EDUCATION
88. AUMADULLAH, A.K.M. Shikkhoker Shamajik Marjada (The SocialPrestige of a Teacher) --- Dainik Pakistan (Dacca) April :73,1970 (B).
It is unfortunate that the teacher commands no social
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prestige these days. He is treated as a servant and has nosay in any matter. The administration of educationalinstitutions has to be revolutionized in order to restore tohim the position of importance he deserves. At the momentbureaucratic spirit reigns supreme in almost all educationalinstitutions. The first thing needed to restore teacher'sdignity is to free the 'institutions from bureaucratic controls.Secondly, the promotion of a teacher to higher positionsshould come as a matter of routine. Thirdly, in all theorganizations whibh are purely educational, the bureaucratsshould be replaced by teachers. The teachers fully under-stand the educational problems and are better qualified todeal with them than those who are not directly connected witheducation. Lastly, the salary of a teacher is generallylower than those of ',other government servants in comparableranks. The pay-scales as well as the status of the teachersshould be raised so that they may not feel that teaching is aneglected and sorry trade.
89. AZEEM, Mohammad. Ma'ashrey Ka Me'maar Ustaad Bey ItmenaniAur Mausi Ka Shikaar Hai (The Architect of the Society is thePrey of Discontentment and Pessimism) --- Jang (Karachi) April 4,1970 (U).
The architect of the socety, namely, the teacher is thevictim of despair and discontent. The teaching professionhas become such a thankless job that only the third-ratestuff tries to go in for it. Economically, a teacher isalways a poor man. He is considered a social worker workingon an honorary basis. It may look strange, but it is a factthat a teacher of a primary school gets a pay lesser thanthat of an office clerk. With this meager pay, he is supposedto carry the onerous burden of building a nation. Our futuregenerations are trained by these poor teachers.
The positionscof a high school teacher and of a collegelecturer are no better. In their case frustration is deeperthan that of a primary school teacher because of the former'shigher educational qualifications. I is indeed ironicalthat with the Day and allowance of a peon or a clerk, ateacher is expected to present himself as an example to therising generation both in behavior and performance. Eventhis meager pay is not available regularly in privateinstitutions, and at times it is doled out as charity. Inprivate institutions a teacher is paid only after the realiza-tion of the tuition fee from students.
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90. HUqUE, Abu Obaidul. Raise the Standard of Teaching Profes-sion:-- --- Pakistan Observer (Dacca) May 27, 1970.
The most important function of a teacher is to place hisstudents in challenging situations in which they can learneffectively. The teacher should keep himself in readinessto provide his students with wise encouragement and stimula-tion. In addition to knowing the subject-matter, he must bewell-acquainted with his students - their . needs, theirstrength and limitations, and how the academic program canhelp them in learning. Science teachers should remember thatteaching a science subject is quite different from teachingother subjects. It should be kept in mind that withoutdemonstration a science class is lifeless. Many potentialyoung scientists have been discouraged by poor scienceteachers in the classrooms. order to use his period ina fruitful way, the teacher before going to the class, shouldprepare his 'lesson' for the class.
91. RAHIAN, Hamida. Shikkhar Maan-o-Shikkhakar Marjada (TheDignity in Teaching Profession and the Respect for the Teacher)
Dainik Pakistan (Dacca) June 14, 1970 (B).
The profession of teaching has lost its dignity, and studentshave forgotten to show respect to their teachers. This isin direct contrast with the traditional attitude in PakistaniSociety which held teachers in high esteem. This change ismainly attx.'butable to the traditional nature of oursociety and the increasing interest in material gains.Parents are also responsible for this change of attitude intheir children. Their upbringing and the home atmospheremilitates against the education and trai:ing the studentsreceive in schools. The writer suggests that: 1) parents:mould feel responsible for their children, 2) they shouldteach children to respect their teachers, and 3) they shoulddevote more time and attention to their children'supbringing. The teachers should also try t: maintain theirdignity and set a ,lod example for students.
92. RAHMAN, Hamida. Shikkaker Marjada (The Dignity of Teachers)Dainik Pakistan (Dacca) June 20, 1970 (B).
The disrespect shown to teachers by the students is mainlydue to their low economic status. Since social status inour society depends on economic wellbeing, teachers can
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hardly carry any respect with their students. Their povertyforces them to find other part-time employments. The over-all impact of such a state of affairs on education isextremely adverse. This has not only lowered the sT:andard ofeducation, but also has created unrest and tension amongstudents. So long as the ecoaemic conditions of teachersare not improved, the prevailing situation in education willcontinue to deteriorate. The salary of the teachers shouldbe raised without delay.
The status of teacher education, though termed by both theFirst and the Third Five-year Plans of Pakistan as of highestpriority, is far from satisfactory. Substantial increase inteacher education facilities has taken place during the lastfew years, still it remains far behind the desirable goalsset forth for the National Perspective Plan period. Thesl'aation in West Pakistan, as sh-vin by statistics, is some-what better than that in East Pakistan. This is because ofthe difference in the sizes of education budgets of the two'sings. The remedy lies in the substantial increase ofinvestment in teacher education,-particularly in EastPakistan. This is necessary for the achievement of the goalsof universal primary education up to Class V by 1980 and upto Class VIII by 1985. The writer makes an assessment of theactual requirements of teachers for the paricd.
Another problem is the imbalance in the teacher educationprograms which have not yet been geared to the needs of thediversified . curricula in the schools. Diversifica-tion of curricula of the secondary schools will inevitablylead to larger schools and the quality of teaching willimprove if sebject specialization is encouraged among theteachers. The writer further suggests the provision offacilities for resarch for the improvement of the traininginstitutes, eskablishment of separate teacher traininginstitutions or colleges for teachers of Madrasahs in EastPakistan, and provision of training facilities for theteachers of intermediate colleges and inservice trainingfor the staff of colleges, Universities, and traininginstitutions.
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TEACHING METHODS AND MEDIA
94. ALI, Basharat. Instructional Medium for Tomorrow --- JamiaEducational Qkarterly (Karachi) 11(1): 38-49. 1970.
During the last decade a very exciting channel of communica-tion in the classrooms has been developed. This is thedirect relationship of media and the student, technicallycalled, programmed learning. The main principles upon whichthe programming is based are: 1) the learner is active,2) the learner gets frequent and imediate feed-back on hisperformance, 3) learnii,g proceeds gradually from the lesscomplex towards the more complex in al: ordthrly sequence,4) the learner is allowed to develop his on best pace oflearning, and 5) the teacher's strategies are constantlyreappraised on the basis of an objective analysis of thelearner's activity. The .triter discusses in comparativedetail the two main types of program linear and intrinsic,and assesses the applicability of this medium to Pakistan'seducational situation.
95. FARID, Syed Ahad. Ammader Bortaman Shikkha BaibasthaPrashonga (About Our Present System of Teaching) --- Sangram(Dacca) Mqy 31, 1970 (B).
So far very little attention has been paid to religiouseducation in Pakistan. A small number of religious insti-tutions that exist in the province are in a dilapidatedcondition and the syllabus taught is outdated. The methodof teaching is very old. Those who are incharge ofreligious education, are fully aware that the holy Quarancontains chapters on politics, economics and social life.But these things are not explained to the students properly.Fiqah is also not taught to the students in a proper way.
The neglected state in which we find religious institutionsis due to a lopsided growth of our system of education.Unless we bring harmony and balance between English educa-tion and the traditional system, our system of education willremain alien to our national objectives and aspirations..
TECHNICAL EDUCATION
96.. MAHMOOD, Aijaz. Apprenticeship Scheme to Trainin Workers -
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-- Dawn (Karachi) January 11, 1970.
The success of industrial development depends upon the avail-ability of properly trained manpower. The technically trainedmanpower falls into three broad categories: engineers, techni-cians, and skilled workers.. The accepted average ratio ofthese categories is 1:6:30. In other ,ords, the category ingreatest demand is that of skilled ,cprkers, and it is at thislevel that our training facilities are far from adequate.
In 1955 government started a National Apprenticeship Schemeand established the National Directorate of ApprenticeshipTraining. Under this scheme the training of aj,Trentices isthe responsibility of industrial concerne. Although appren-ticeship programs are operated by industrial concerns at theiroal cost, it is the responsibility of the government to ensuretheir promotion, proper organization and administration.The government has established special wings to assist theindustries in the organization of apprenticeship programs.
In the end the importance of training has been furtheremphasized, and industrialists have been urged not tohesitate in launching these programs, which in the long run,pay them handsome dividents.
97. RAM1N, Atiqur. Shil]- ..hetre Unnayan-o-Shikkha Bybasta(Industrial Development and Education System) --- Purbadesh(Dacca) April, 1970 (B).
The writer advocates technological emphasis in education andsays that only through technological education the country canhope to supply skilled labor to its industries and helpindustrial development. The statistical data publishedby the Government indicate that the facilities and scope fortechnological education in our educational system especiallyat the lower level have been ragligible. Although at theupper level there exist some ,:acilities, including thefacilities for training abroad, our industries cannot produceexpected results unless the labor at the lower levels is alsoskilled and educated. The writer also touches on theproblems of the wastage of available skilled labor force,unwillingness of the industrialists to employ skilled andeducated people, absence of facilities for on-the-jobtraining, and lack of incentives provided to laborers bythe industrialists.
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98. Rajshahi Engineering and Survey Institute --- Dainik Pakistan(Dacca) June 26, 1970 (B).
This is a report on the decay of one of the oldest institutionsof East Pakistan. The Rajshahi Engineering and Survey Institutewas established seventy -two years ago with the object ofimparting technical education to the unemployed young boys.This Institute has not only produced many technical hands,but has also provided jobs to them. It was hoped that withIndependence this Institute would develop and ex-,)and. Butthis expectationr:was belied. At present the Institute ison the brink of financial collapse and the number of staffis decreasing. The annual grant from the provincial Govern-ment has gone down to Rs.4,800/-. Three different coursesare being taught in this Institution: 1) Sub-Overseertscourse, 2) Survey course, and 3) Artisan's course. It isinteresting to note that from 1898 to 1969, fifty thousandstudents have qualified from this Institute. In view of thisremarkable achievement the Government should doMe to the aidof the Institute nand save it from complete collapse.
TEXTBOOKS
99. EATIN, Abdul. Pustak Nirbachan Shikkhar Darpan (Book SelectionMirrors the Education) Purbadesh (Dacca) May 27, 1970 (B).
The writer emphasizes the production of proper textbooksespecially for children. A selective list of textbooks forchildren should reflect the national ideals which theeducational system of the country is expected to strive for.The suitablity of the textbooks for children should be judgedby their ability to create a correct and clear image in thechildren about their own culture, tladition, and moral valuesand to meet the demands of their inquisitive minds. Thewriter deplores the production and selection of books forchildren in Pakistan. The language of the books, the pictures,and the paper, are all of low standard. The production ofgood textbooks depends on the close co-operation and colla-beration among three individuals, viz., the author, thepublisher, and the selector.
100. ZIA, Anjum. Textbooks for School Children --- Dawn (Karachi)June 28, 1970.
Textbooks, which provide guidance to the teacher as 4eil as
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I
the taught, require to be planned and prepared with utmostcare. Every textbook prescribed for school education shouldbe a perfect guide to the subject it presents. Most of thecurrent textbooks used in schools are far from satisfactoryboth in contents and appearance.
The authorthip of textbooks prepared in Urdu is very poor.Every language needs to be taught according to certainprinciples of linguistic pedagogy. In Urdu textbooksno regard is paid to such rules. There are a number ofproblems in the case of Urdu books, such as script, anddiction. these problems need to be sorted out. Theposition of textbooks on other subjects is also not verysatisfactory. It is only through good textbooks thatstudents really learn.
GENERAL
101. ABUBAKR, Mohammad. Aamader Shikkha Shomasya (Our EducationalProblems) --- Azad (Dacca) May 6, 1970 (B).
The writer outlines the major problems in the field ofeducation. The foremost among them is the problem ofunemployed educated persons. Because of lack of jobopportunities many educated persons are compelled to acceptassignments that are unsuited to their training. Among theunemployed there are also those who could not go beyond thehigh school. If properly trained, their services can beutilized in primary schools. Pakistan is rich in manpower,but there is no planned and proper utilization of the humanresource. If we start a literacy corps ." like that of Iran,this huge manpower could be utilized properly. The develop-ment of manpower, in its turn, rests largely on the systemof education. The system at primary level in East Pakistanis highly defective. Another problem is the large number ofdrop-outs particularly at the level of schools.
102. ALI, Md. Azhar. Causes of Drop-Outs at the Primary Stage ---- Pakistan Observer (Dacca) April 8, 1970.
The writer discusses the major reasons for drop-out at theprimary level with special reference to conditions prevailingin East Pakistan. ' F-
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WORK AND DROP-OUT: The necessity of employment is one of themain ..Thauses of drop-out and 32.67 per cent of the totalstudents enrolled leave school for this reaLon.
PARENTAL NEGLECT AND DROP -OUTS Approximately 20.72 per centof the students leave school because their parents fail totake proper care of their schooling.
POVERTY AND DROP-OUT: Poverty is a liotent cause for 16.34per cent of the students leaving school before completingtheir primary education.
FAILURE AND DROP-OUT: Failure compels 11.95 per cent of thestudents to leave school. The writer discusses the majorcauses of academic failure.
LACK OF INTEREST AND DROP-OUT: Lack of interest causes8.37 per cent of the student to leave school. This impliesthat the school fails to meet the needs of the children.
PLEA OF "GROWN-UP" AND DROP-OUT; This factor causes 3.98per cent of the students, all of who are girls, to leavethe school, because in the eyes of their parents and ruralsociety they are too grown-up to attend school.
MARRIAGE AND DROP-OUT: Marriage is a cause for 2.79 per centof the girl students leaving school.
SICKNESS AND DROP-OUT: Sickness causes 2.79 per cent ofthe students to leave school.
MADRASAH EDUCATION AND DROP-OUT: Madrasah education isresponsible for 1.59 per cent of the students leavingregular schoolings.
RETARDATION AND DROP-OUT:. Finally retardation is found to beclosely associated with drop-out. Retardation is caused bynon-promotion or failure of students and this again may bedue to poor teaching and ineffective school administration.
103. FAR ED, Sayeed Ahmad. Aamader Bartaman Shikkha BaibosthaPrashange (About Our Present System of Education) Sangaram
(Dacca) May 21, 1970 (B).
The present system of education in our country has failed toproduce dynamic leadership. The syllabus prevalent in our
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Madrasahs dates back to five or six hundred years. Unlessthe curriculum is changed according to our present-dayrequirements, we cannot hope to produce the leaders offuture with a broad outlook and enlightened mind. Pakistanbeing an Islamic State there must be adequate emphasis onreligion. Islam is a revolutionary religion with emphasison education. The sytem of education which Islam visualizesblends and balances the 'old and the new. Islam is not opposedto modern education or to the teaching of modern science andtechnology, but our children: should not be kept '.gnorant oftheir religion and its importance in life.
104. FAROUK, A. Students, Examinations and Our Future - --Pakistan Observer (Dacca) June 16, 1970.
Our education system is on the ver7e of collapse. This isso because one can no longer tell tne ability of a studentfrom his examination results. The system has degeneratedgradually. One of the causes is the fast expansion of highereducation and the lack of the means to man and controlit. In many cases students are there It there arre noteachers and accommodation. We shoulT7at quality rather thanquantity. Today the right to adopt unfair means is demandedby the students because yesterday unfair means were used bythe privileged few. If we want to check this tendency wehave to punish the well-to-do and the powerful people whodo it first. Our examination system can and should bechanged. However, for doing this, we must restrict thenumber of examinees. Pciice should be used to maintain peacewherever needed outside the examination halls. Becuaseinferior students are larger in number, they can stagedemonstrations to serve their interests and resort tounfair means in examinations and frequent strikes. Lastly,the present remuneration of examiners is so meager and thenumber of scripts given to an examiner is so large thathe has no incentive tc work hard. Manypvoplend4tp.Avaner.
also unfit to do this work. Therefore thenumber of examiners should be reduced and their remunerationshould be increased.
105. FARUKI, Rashid Al. Amadera Shikkha: Aakti Aoti Sampratic(Our _'.Educations A Very Recent Crisis) --- Purbadesh (Dacca)June 28, 1970 (B).
The writer deplores the increasing trend among the studentsof indulging in 'unfair: Deans in examinations and the
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falling standard of education in the country. The lowstandard of teaching is mainly responsible for this stateof affairs. The other factors are: i) degrees and diplomasare considered more important than actual education, ii)problems of unemployment force the residue of the half-educated people to take up teaching as the last resort,iii) nepotism and favoritism are wide spread in theemployment market, iv) there is no Proper system ofrecruitment on the basis of merit, v) the financial positionof schools and colleges is weak and a sense of financialinsecurity prevails among the teachers. The writer offersthe following suggestions: i) Education Department shouldalways keep an eye on the financial position of theaffiliated colleges and schools and should make good thedeficit. It should also provide financial security to theteachers. ii) All examinations should be controlled andconducted by the Government. iii) The examination systemshould be radically changed. iv) Literacy and cultural pro...flgrams should be extended to improve the relationship betweenthe teacher and the taught. v) A strict system of competi-tion for the recruitment based on merit should be enforcedand the duel system of education should be abolished.
106. HUQUE, Abu Obaidul. Uniform Facilities Needed for All - --Pakistan Observer (Dacca) April 15, 1970.
Educational heterogeneity results from our heterogeneoussocio - economic factors, heterogeneous facilities for andstandards of the educational institutions, unevenrgeographiccoverage of the country, and some unsolved controversialissues such as media of instruction in the field of educa-tion. Physical facilities and conditions of many privatelyrun educational institutions are unsatisfactory. Moreover,the academic atmosphere prevailing in many of our privatelyoperated educational institutions is far from conduciveto education. Library facilities in most of the privateinstitutions are quite inadequate. There is a shortage ofspace and accommodation in many institutions. Physical andinternal conditions of science laboratories in many of oureducational institutions are very poor. As compared toprivate colleges we have Cadet colleges meant for theelite of the country. These colleges are good in themselvesbut they are creating a special class of privileged citizens.Under the present socio-economic conditions we can hardlyafford these special cadet colleges. The country shouldprovide balanced and uniform education to each and everycitizen according to his requirements.
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107. HUSAIN, Abu. Aamader Shikkha Shamasya (Our Educational. Problems) --- Azad (Dacca) May 7, 1970 (B).
The writer discusses a nuiber of educational problems facedboth by students and their parents. Of these, the two majorproblems relate to the low percentage of literacy and theabsence of national orientation in the present system ofeducation. The Government should undertake to replace thepresent system of education by one which would reflect ourown national outlook and aspirations. It is due to theabsence of national orientation that majority of our studentsare ignorant of our noble heritage. They are scared oftheir own history, traditions, and culture. The subjectstaught in primary schools must have national orientation, sothat the children learn to take pride in their heritage. Aslong as the present system of education is not modified inkeeping with our needs, the problems will continue tomultiply and the students will continue to disturb and dis-rupt the educational atmosphere in the country.
108. Jatiya Agragatite Shikhar Dhumika (The Role of Education inNational Development) --- Purbadesh (Dacca) May 13, 1970 (B).
The article outlines the role of education inlhe developmentof the country and attributes its present backwardnessto the paucity of educational facilities. It is painful tosee that even after the lapse of 23 years since the attainmentof national independence the percentage of literacy in thecountry remains as low as 21. The educational situation is,however, beginning to improve so far as urban centers areconcerned, but literacy has made little headway in ruralareas, where 80 per cent of the country's population livesand works. The article cites the example of other countriesand argues that educational development is the key toeconomic development.
109. Jatiya Agragatitey 6hikkhar Bhumika (The Role of Educationin National Development) -- Purbadesh (Dacca) May 27, 1970 (B).
The article emphasizes the role of education in the develop-ment of the country and critically examines the inadequaciesof the present educational system. The percentage of literacyis still only 20 and the standard of education is deiolorablyloJ. The causes are the inadequate financial allocation for
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primary education, unattractive terms and conditioas ofservice and low position of school teachers in society,increasing participation of students in politics, theirinattention to studies, increased tendency towarddelinquency, and disregard for law and order. The articleinvites the attention of the Government to the defects inthe educational system and urges the Government to do some-thing concrete to improve the situation.
110. TALUKDAR ANtIAR. Shikkhangana-o-Durniti (EducationalInstitutions and Corruption) --- Purbadesh (Dacca) May 27, 1970(B).
The wrIte-r.. discusses the spread of corrupt practicesamong the students and teachers. Malpractices by teachersinclude favoritism, commercial attitude toward the profes-sion of teaching, and indulging in private tuitions. Thestudents generally use unfair means to pass their examina-tions. In recent years corruption among the teachers andstudents has grown to an alarming extent. The causes forthis situation are: 1) carelessness of students towardstudy; 2) failure of the educational system to make thestudents interested in study; 3) inadequate attention of theteachers toward the students; and, 4) increasing participa-tion of students in politics.
PROFESSIONAL TRAINING (Special Section)
111. ANISUZZAMAN, Md. Training for Public Service --- NationalInstitute of Public Administr%tion,(Dacca) 1969 (Editorial)V, 134 pp.
This bookocontains papers presented and circulated at aseminar on training held on July 19-20, 1968. The contentsof the book are: 1) Reform of the public personnel trainingsystem for socio-economic development in Pakistan; 2) Theneeds and goals of training for public service in Pakistan;3) The needs and goals of the training of engineers; 4::) Therole of social welfare inservice training center in nationaldevelopment; 5) The role of NIPA, Dacca. and.the PoliceAcademy; 6) The methods of inservice training; and 7) Therole of Kaptai Academy. The-boek contains 5 appendixes,a
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comprehensive list of training institutes in Pakistan, alist of institutes on skilled labor training in Pakistan,questions on the themes of the seminars on training, andproceedings and resolutions of the seminars.
112. AZIM, Karamat. Staff Development and Training --- PublicAdministration Review (LahorejJanuary-Y.arch9 38-43. 1969.
The writer enumerates various factors that play a crucialrule in staff development and training and recounts a fewmethods that may be used to achieve this purpose.Folloving are some of the factors that affect the processof learning: a) readiness to learn; b) motivation; c) interest;d) attention; e) practice; f) aptitude; g) attitude;h) emotional factors; i) family and cultural traditions, andj) expectations. The writer thinks that one of the mostunder-developed subjects as far as training is concernedin Pakistan is the review and analysis of the staff develop-ment situation. The writer lists as many as nine factors,which, in the present peculiar situation, can attract onlysecond-class students to the teaching profession in thisfield. Staff development is, therefore, very important.The writer suggests some measures for the development ofstaff: i) The staff at training institutions should possessboth theoretical and practical knowledge of the variousproblems in the field; ii) The staff must undertakeresearch and publish its findings; iii) Lectures should beprepared keeping in view the needs of the participants;iv) The instructor must be a s7ecialist in his subject aswell as in teaching; v) He should be able to arouse in hisstudents a desire to learn something new.through frankness,accepting suggestions and mingling with them; and vi) Finally,the instructor must maintain a regular -mane smervtitilam414outthis lecture and the lecture should always have a beginning,a climax,and summing-up. This will keep the interest ofthe students alive.
113. BEG, M.A.K. Follow up of Training in the Public Sector - --Public Administration Review (Lahore) October-December 5-16.1968.
The concept of training in Public sector is new in Pakistan,and training institutions have been functioning only for thelast six years. The concept of follow-up of this training is
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also new and dates back hardly to three or four years.Follow-up is done only in the In-Service Training Institutions.The names of the Institutions are given. The writer emphasizesthe necessity of follow-up in In-Service Training and discussesat length the implications of follow-up and the difficultiesand problems in the follow-up of training. According to himthe evaluation and follo -up of inservice teaLk=4t"ia-EAmtmziAble nature a,. in whihh attitudes have to be changed.The highlights of the problems are: 1) setting up goals inmea:alrable terms and discovering what makes for effectiveperformance; 2) unwillingness of the participants in thefollow-up programs; 3) inadequacy of mechanism to keepaiministrators at all levels informed about hoa their super-iors or subordinates are being trained; and 4) absence ofany direct relationship between the Department/Agenciessending the trainees and the institutions imparting the train-ing. Finally the writer throws light on the forms and natureof the training which is being provided by the in-servicetraining institutions, such as Pakistan Administrative StaffCollege, 3 National Institutes of Public Administration,and the Rural Academies in Peshawar and Comilla. It ishoped that follow-up of training can be improved if thereis more rapport between the nominating agencies and thetraining institutions.
114. GROUSE, Agha H. Development Planning and ManagerialTraining --- In: Manpower Planning and Training 138-147 (Karachi)Society for the Advancement of Training Pakistan, 1969.
There is an urgent need in Pakistan for imparting professionaltraining to managers on the pattern in U.S.A. France, Germanyand Japan. According to a recent survey there are hardly oneor two firms who can be rightly called management consultants.
The writer discusses in detail the training of job managersand management consultants especially of those engaged indevelopment planning. Managerial profession plays an importantrole in the process of economic development by making abreak-through in the organizational efficiency for theachievement of greater output and better distribution. Theimportance of modern management is pointed out in the socio-economic objectives of the 4th Five-Year Plan of the country.It is suggested in the end that much can be done in thefield of management training by private enterprise.
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115. KHAN, Azmat. Principles of Adult Learning and theirApplication in Management Training --- In Manpower Planningand Training 86-106 (Karachi Society for the Advancement ofTraining Pakistan, 1969.
The paper explains the process and principles of adultlearning and the application of these principles in manage-ment training and development.
Under the headings of 'Meaning and Definitions of ImportantConcepts,' the writer discusses Ilaarningl, its methods,and its process. He discusses the meaning of 'adult' andthe scope and functions of management training anddevelop-ment. Under the heading 'The Principles of Learning'there is a discussion of the lair of effect and the law ofassociation which includes the factors of contiguity,frequency.,, recovery, assimilation, vividness and belong-ingness. The next subject discussed is 'The Determinants ofLearning,' which covers attitude of participants, corporateclimate, individual Aifforences, knowledge of results,motivation, incentive, anxiety, relationship between trainerand learner, and reading habits of participants. Underthe heading 'Management Training and Development' thedefinition of the term is followed by a discussion on theunderlying principles and guidelines, application of theprinciples of learning to management, training and develop-ment, technics and training, and its limitations.
It is conclwip that training and development should bedivided into/phases, namely, the execution and maintenancesof the behavior.
116. KHAN, Captain B.A. Vocational and Technical Training inPakistan ---Jamia Educational Quarterly (Karachi) 11(1): 9-27.1970.
The writer discusses the definition, objectives,and scope ofvocational trainin, especially with reference to Pakistan.Experience in the various developing countries includingPakistan has shown that in spite of efforts made to providevocational training to meet the various objectives the resultsachieved have not been very satisfactory. As regards matchingthe supply of trained people with the demand for qualifiedmanpower, a number of problems call for urgent attention andsolution. One of the problems is :;hat training should beprovided when large number of people are under-qualified
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in relation to labor market requirements, while others -the educated unemployed - are overqualified. Anotherset of problems relates to forms of training and methodsto be used, both for training in institutions and trainingin employment. The writer surveys the position of train -in= of skilled workers and technicians in Pakistan vis-a-vis the requirements and discusses the respective roles ofthe government and the employers.
117. MAMA, Mohemad H. Training of the aorkshop Teachers - --Jamie Educational Quarterly (Karachi) 11(1): 50-62. 1970.
The writer discusses the problem of the training of work-shop teachers in the context of Pakistan concentrating onsome of the relatively more important features of work-shop training. Effective training, like other effectiveproductions, requires that the proper ingredients bepresent and that the production be well-planned andorganized. The areas discussed constitute: Methodology ofinstruction, project instruction, curriculum development,audio-visual aids, psychology of learning, shop managementand ethics. It is concluded that a scientific approachto the analysis of the training task, indentification ofits elements, comprehenstin.of the principles under-lying each element would pay "dividends in terms ofefficiency and effectiveness of learning.
118. NASEEM, A. Haneef. Training of Instructors in Banking--- In: Manpower Planning and Training 73-85 (Karachi) Societyfor the Advancement of Training Pakistan, 1969.
Banking is a fast changing profession and the bankers haveto keep abreast with the latest procedures and practices ofbanking. One way of doing this is training.
After an explanation of the term "training" the writer hasdiscussed the need for training especially in the bankingbusiness. The main object of training in banks today centerson the application of the special knowledge and skills tothe practice of banking. The instructor acts as a teacher.It is suggested that this type of training is not enough.The role of an instructor is very important, and he shouldhave a special training in the subject as an instructor. Aninstructor in Pakistan must be familiar with the basic
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principles of training which are: 1) creation of favorableclimate for learning; 2) suitable program of training; and3) evaluation of the training program.
As an example, the IDBP's experience in training programis discussed and in the end it is pointed that the roleof an instructor is not of a mere teacher; his role continuesbeyond the classroom and the qualify of training dependson the quality of the instructors associated with it.
119. QUANTICK, O.J. Training of Training Staff --- InManpower Planning and Training, 54-72 (Karachi) Society forthe Advancement of Training Pakistan, 1969.
This is a. report on the training of trainers prepared with thehelp of I.L.O. publications and supplemented by the ,wri'uertspersonal experience. First the role and status of trainersare discussed both within the educational and trainingsystem and in society as a whole. The writer further dis-cusses the subject under the heads of recruitment, furthertraining and education, training officers and theirselection, and some problems of the annually appointedtrainers.
In the end the existing facilities for the training oftrainers in Pakistan are described along with various problemsin the field and it is concluded that technical educationdepartments in East and West Pakistan are aware of the needfor the training of trainers and that arrangements have beenmade to train teachers and instructors at the I.L.O.advanced Training Center at Turin. In the appendix a listof 12 publications has been provided for further study onthe subject.
120. QURESHI, Anwar. Institution Building a New Approach forDeveloping Effective Training and Educational Organizations:(Dacca) Administrative Science Review III (1): 69-80. 1969.
In recognition of the need of inservice training of officersof the government at various levels. 3 National Institutesand one Administrative Staff College were established inPakistan about seven years ago. The writer explains one ofthe approaches known as 'Institution Building Model'approach for evaluating the degree of effectiveness of an
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existing organizE.tion. Before explaining the approachhe discusses the concept of institution, because InstitutionBuilding Model approach is concerned with the ways ofstudying the degree of institutionalization achieved. TheThe model suggests three tests of institutionality: 1)Survival; 2) Normativeness; and 3) Valuation by environment.The last mentioned test covers two aspects, influence of theinstitution and autonomy of the institution. Finally, thewriter interprets the three tests through a conceptionalframework in the form of scale. In other words, the writersuggests evaluation of the inservice training institutionsto see whether these have become institutionalized in thereal sense of the term and whether they are achieving theobjectives for which they stand. He is optimistic that theapplication of the Institution Building Model for thecstudyof these organizations can provide an answer.
121. RAZA, H. Syed. Training of Industr±al Manpower SkillsManpower Planning and Training 35-53 (Karachi) Society for
the Advancement of 'Training Pakistan, 1969.
Pakistan is passing throughc au'. era in which industrializa-tion is taking place at a fairly rapid rate and moderntechnology is being introduced in many new industries.Today the need for providing training to industrial workersis particularly acute, because industrial workers are thekey element in the process of industrial production. Thesupply of skilled technical -workers in Pakistan hasnot kept pace with industrial development, and this shortagewill increase proportionately with continued industrialgrowth.
The dcills where technical training is required in industrialsectors include professional enErineers, technicians of alltypes especially those engaged in the manufacture, installa-tion, operation, and repair of machinery.. Lack of propereducation and of subjective selection of personnel are thebasic hindrances in the way of providing proper industrialtraining. These problems are discussed at length. Thewriter also discusses the industrial training practices,technical managerial level training, supervisory leveltraining,'line workers' training, and apprenticeship training.
It is concluded that due importance should be paid to theproper selection of personnel and their training.
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122. SATTAR, M.A. Vocational Education --- In: Manpower Planningand Training, 22-34 (Karachi) Society for the Advancement ofTraining Pakistan, 1960.
A great many economic problems of Pakistan can be solv,;dby introducing some vocational education at secondary level.Vocational education is the need of the hour in Pakistan.The vast manpower in Pakistan can become a great economicforce if it is properly trained and utilized. Investment invocational education will produce quick and concrete results.This type of education admirably suits the lower strata ofthe society which cannot afford to educate their childrenfor a long period of time.
An explanation of the term "vocation education" is followedby a brief survey of the existing facilities of vocationaleducation in Pakistan. It is also pointed out that thepresent facilities are far from satisfactory. Pakistanshould have a well massive vocational educationsystem. Germany, as an example, has a very well-planned andeffective system of vocational education. This system isexplained at some length. At the end e:a few suggestionshave been made for achieving the objective of a widebroad-based system of vocational education.
123. SIDDIQUI, Anwar Hussain. Management Training in the Govern-ment of Pakistan --- In: Manpower Planning and Training, 173-184(Karachi) Society for the Advancement of Training Pakistan, 1969.
The notion that administration is an art and administratorsare born and not made or trained does not hold good today.The expanded functions and responsibilities of moderngovernments require administrators who are properly educatedand trained to perform a variety of specialized jobs. Itis because of the complexity of the job that the importanceof training has been universally acknowledged in the fieldof administration.
A brief review is made of the administrative system thatPakistan inherited at the time of partition from the British.The system needs great change, and training can play aneffective role in reshaping the attitude of our administra-tors as well as in equipping them with better administra-tive skills and techniques.
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A well-integrated and pyramidtical system of training ofpublic administrators has been evolved in Pakistan. Mostof the post-entry training programs are of two years'duration, at the end of which officer trainees are assignedactual responsibilities. These training programs arecarried on by various academies and institutions. Theseacademies and institutions also carry:out research workin the field of administration.
It is suggested at the end that the training policy of thegovernment must be implemented whole-heartedly and withoutreserve and training should be directly related to thecareer development of the employees in order to make itmeaningful. Priodic evaluation of training programs shouldalso be made to assess their effectiveness.
124. ZAKA, Mahmud Akhtar. Idealism and Pragmation in ManagementTraining --- In: Manpower Planning and Training, 185-199 (Karachi)Society for the Advancement of Training Pakistan, 1969.
The objectf7 of this paper is to bring home to the managementtrainer the importance of professional concepts, values,system, and techniques. An awareness of these factors is ofimmense. significance to professional managers who combinein themselves the qualities of vision and action.
The writer discusses in detail the terms of "idealism" and"pragmatism" in the context of management training. Boththe terms are interpreted in their diverse meanings rangingfrom their general connotations to professional managementconcepts, values, system, and techniques.
It is concluded that a management trainee needs to develophimself constantly and this development must be all-round,It is only through such development that a manager can havecourage of conviction, which is essential for effectivecommunication. It is through both idealism and pragmatismin ,management training that a management trainer can produceindividuals who can rightly be called professional managers.
