Prof. Dr. M. Athar Khan
EVER since the creation of Pakistan, education policy formulators, planners and decision makers have been concerned with improving system of education through education reform policies and plans. However, as said earlier, the founding education planners and decision makers of the country were product of the system of education which was based purely on Western values. They were ignorant or neglectful of our own religion and culture. For some reason they felt diffident to giving a practical shape to the policy whereby the existing educational system was to be reorganized and based on Islamic ideology. The result had been continued failure of education reform policies and plans. Solutions to existing and emerging problems of education were sought in adopting and grafting systems that were not consonant with the situation and conditions of the country. Consequently the problems of education also kept multiplying. As of today the present situation of education in Pakistan presents a hodgepodge of systems and organizations (both indigenous and foreign) that are not related to or form a national education system of the country.
While attempting a reform in education, the Government’s priority over everything else should have been to define and establish a national system of Education, which is capable of integrating into a national system all kinds of educational institutions without posing challenge to their existence. Fig. 1 below is suggestive of a structure which accommodates and allows for existence and functioning of all the present educational institutions within the framework of a national education system of the country.
School-year based standardization of academic program
Introduction and establishment of School-year based standardization of academic programs, which emphasize levels of education by school year should provide for admission to any class or level of education without regard to a students’ age it opens up educational facilities to under-age intelligent children, over-age and slow learners as well as to adults of all ages.
Public and private sector education institutions
The category of public education institutions includes all public and private sector education institutions, which are presently organizing all levels of general, technical, vocational, and professional education programs in the country.
Open school system
The open schools shall impart instructions up to class X in all school subjects by way of individual or team teaching in any available place or places. Premises of public educational institutions, homes, open and public places etc. may be used for this purpose provided that it shall not cause damage to the public property and shall not disturb the neighborhood. Instruction in the open school should be based on the curriculum as may be prescribed by an authority for public and private schools. Standard of instruction for each level of class of students of an open school shall be determined, evaluated and certified by an authorized public or private institution on the basis of criteria as may be prescribed. The open schools shall prepare students for lateral entry to the public or private schools and for public examinations of primary, middle and high schools.
Islamic education institution
Madrassah as the national education institution of Pakistan is a generic term. It is applicable to all kinds and levels of formal and open education systems. The holistic concept of Madrassah suits best to religious sentiments, philosophy, ideology and aspirations of the people of Pakistan. Historically Madrassah has definitely proven potential for organizing and imparting instruction in all areas of general and professional education.
Madaris operative in Pakistan have their own identity, and long historical, socio-cultural, and religio-political background. The Madaris have survived all unfavorable conditions and stood the test of time, which shows that they are rooted deep into the culture and history of people of Pakistan. History of Madaris provides evidence to the fact that it has unlimited scope of organizing education in all areas of religion, general, professional and vocational education.
Madaris of all levels and categories should function both as an education system parallel to the public education system and as “open schools” for purpose of imparting instructions in general school and college subjects and preparing students for lateral entry to public and private educational institutions and for appearing at all kinds and levels of public examinations.
Inter-institution and inter-program mobility
The structure of National Education System should allow students vertical and horizontal inter-institutional mobility on fulfillment of the curricular requirements of any institution. For example a student at any time, may make horizontal shift to school year equivalent class to and from general education program of Open, Islamic, Public or private education institution and vice versa provided one fulfills required academic prerequisites of the institution. Inter-program mobility, in the same manner should allow students shift to and from technical, vocational or professional education program.
Technical, vocational and professional education
Programs of technical and vocational education should start at school level and continue through technical and vocation education institutes to the colleges and universities. A student who starts education in a certain trade at school level should have opportunity of higher education and for gaining excellence in one’s field of vocation without suffering pangs of uncertainties of “getting admission to professional colleges and universities”. Opportunities of professional education for admission, to which a certain level of education is essential, should be open to all. However, post admission prerequisite and preparatory course work may be prescribed for students as may be essential for a field of professional education.