Problems Deteriorating Education in Pakistan

Various research studies have indicated the psycho-social problems of the students, teachers, planners and managers working in the public and private sector of education in Pakistan. These problems can be studied under in three domains i.e. home-centered problems, community-centered problems and school-centered problems.

Although, the Quaid-e-Azam, Muhammad Ali Jinnah, in his message delivered in the first Education Conference 1947, categorically stressed on taking practical steps in reshaping the whole education system of the country, yet the situation regarding the education sector of Pakistan has been very uncertain and critical till yet. The commissions and policies till the recent years have beautifully worked out various strategies and plans for enhancing and changing the curriculum, giving quality education, preparing standard textbooks, resolving the problem of medium of instruction, streamlining the planning and management of the institutions, but due to the policies and reforms without implementation, the mismatch in public and private systems, the teaching of languages only and the polarization and existence of pressure groups have weakened not only the whole education system of Pakistan but the other institutions and organizations also.

Moreover, it is a fact that the attitudes of teacher, the response of student and the behavior of manager do have a crucial role in making the personality of the individuals and social progress, but in addition to this some physical problems that still exist here are the overcrowded classrooms, inadequate teaching materials, poor staffing, absence of equipped libraries and laboratories, and lack of physical facilities like playgrounds, drinking water, washrooms, recreational, common, medical and retiring rooms and furniture etc. This alarming situation has caused an awkward backwardness of the education system in the country.

Furthermore, besides the system problems as observed, it is obvious that the teachers' problems of insecurity, accommodation, remuneration, political exploitation life threats and deprivation prevent a teacher to play the role of an implementer, prompter, director, guide, counselor, manager, organizer and instructor inside the school and also halt him/her to work outside in the society as a good social.

Unfortunately, due to the lack of professional growth and leadership, teacher in Pakistan evidently faces a hurdle in the way toward lifelong and quality education. Most of the teachers are virtually literate and have regressive trends. However, the one room affair, the schools without boundary walls and the negligible participation of community also deteriorate the smooth process of education in Pakistan.

The broken homes, the social status of parents, poverty, orphanage, divorced families, crowded homes, sibling rivalry problem, family educational background, inferiority complexes, harsh discipline and child labour are also persistently showing their virulent fangs to tear down the learners in our country.

Teachers' Status in the Educational institutions of Pakistan:

Teacher is considered the most central source in putting all the educational reforms into practice at all levels. In Pakistan teachers' access to their democratic rights seems to be denied or not practiced properly according to the Policy Document of Pakistan which guarantees the realization of their democratic rights . The alarming aspects of their concerns are how to think up a plan of action that may facilitate them to have proper access to their democratic rights inside their institutions and in society as well.

Teaching is a very decent profession and a holy job. It uplifts and brings up the individuals as a responsible nation. The society has a lot of hopes from the teachers whom with the young generations have direct contact. Every nation desires excellent and fine production from schools and colleges. The learners imitate, identify and follow their teachers as model. The important part of our society is the educators who play revolutionary roles in the making of a nation. Their duty is plausible as they educate a child, the father of man, and a useful citizen of future.

Responsibilities and rights go together. Above and beyond performing a noble duty, the teachers have certain rights too. They have the right to live a respectably happy life in all aspects i.e. personal, social, cultural, religious, economic, and democratic aspirations, relations, affiliation and beliefs and practices in a proper manner. Teaching is a less attractive job in Pakistan, because the teachers face financial and economic hardships and they have to live within their limited resources. There is lack of the needed support from government and community is to facilitate them with respectable and happy life.

Due to the undemocratic administration here in Pakistan, a teacher faces problems of unreasonable and inappropriate work load. It halts to improve the quality of education and also makes the field unattractive to the new comers.

Educating children for quality and lifelong learning is very essential for the development of active citizenship, indispensable for their active part in a democratic society; and vital to promoting democratic culture. The role of teachers in promoting democracy learning through active and participatory approaches is essential. The Parliamentary Assembly and the Committee of Ministers of the Council of Europe (1997) suggested inclusion of the courses of human rights in all school curricula. In its further recommendation (2002), it was stressed upon that the initial training of teachers in education for democratic citizenship is mandatory for which various steps like lifting up the level of professionalism of teachers and introducing new measures important today are to be taken.

The challenges like cultural deviation and nationalism, worldwide threats to security, expansion of new technologies of information and ecological harms do demand the new caliber from a teacher. In addition to them are the problems of the population movements, emergence of the once repressed people and the increasing demand for individual independence and new forms of equality. Further more, the weakening of social makeup and unity among people , doubts about conservative political institutions, types of governance and political leaders, increasing political, economic and cultural interconnectedness and interdependence are persistently intensifying the increasing pressure on educators and teachers to prepare and pace with the new century..

The curses of globalization, internet hazards, radioactivity of the nuclear developments, greed for power over the weaker nations, immoral and unethical attitudes of the world powers, the genetic decoding, the tussles of civilizations and cultures also require teachers to be well-equipped. The prevailing social and moral evils demand the new roles of teachers. So, for their innovative roles and effective performance, the realization and recognition of teachers' democratic rights is very necessary. It is the need of the day to acknowledge and realize their democratic rights and assure their accessibility.

The rapidly changing world increases the need for an active, informed and responsible community which resultantly demands commonly accepted aim of education and role of teachers. In other words, the responsibility of teacher as a universal leader is greater. A teacher must be prepared for promoting forms of education and training at a time of increasing interconnectedness and interdependence at regional and international level.

Dürr and Martins (2000) suggest that the new form of education is to prepare the learners for actual involvement in society. To provide such teaching presents important challenges for the teaching profession. A teacher is meant to learn the new forms of knowledge, develop new teaching methods, find new ways of working and create new forms of professional relationships. Teaching should be enhanced with current affairs, critical thinking and skill teaching. .

Researches on the problem indicate clearly that problem in the realization of and access to the democratic rights of teachers in Pakistan still exists though the Constitution and Civil Laws of Pakistan contain their recognition and provision. In some cases the private educational managers in particular and public managers in general have been violating the democratic rights of teachers. Researches show that the situation in private and female teachers is alarmingly worse. It is because of the lack of their significant leading role and struggle for the realization of their rights.

The cause of this disparity is not only the community or government or educational managers but the teachers themselves so as they are not effectively performing their job and do not struggle for their rights. Consequently, this deprivation has disturbed the personality, competence and family and social life of teachers in Pakistan

Most of the teachers do have the caliber of management and leadership, like university teachers, but lack to actively participate in the struggles for the realization their democratic rights.

Article Source: http://EzineArticles.com/?expert=Mir_Alam_Said

PROBLEMS OF EDUCATION IN PAKISTAN

1 here was a time, when India sub-continent was noted all over the world as a glorious
centre of education and culture where students from all parts of the globe used to pour in
the educational and cultures Nalanda, Tax.la and Prayag attracted students from the
places, as far as Egypt, Greece, China, Sri Lanka and Indonesia. It was 'an ideal system of
education, which apart from disseminating sweetness and light, infused into the minds of
the pupils a spiritual urge for coming in contact which the kingdom of the Absolute. But
now when we look at the present state of affairs in our country, the change shocks us
deeply and we cry out in the language of Wordsworth.

"Whiter is fled the visionary gleam? Where is it now, the glory and the dream "400

for Prospective Headmasters

It is asserted with great regret by persons of almost every shade of opinion that our
educational system has not undergone any change with the change brought about by
political independence. It bears no imprint of freedom and appears to be as listless and
academic as it used to be during the days of slavery. Our universities still remain
anchored to the pattern that had been introduced a century ago by our British rulers to
serve their administrative needs. The imperfection of that pattern are now keenly felt and
there is a universal cry for introducing a radical change in the educational system - a
change that will touch not merely the methods and curricular but the very objective and
ideology of education, in accordance with the needs of the new social, economical and
political set-up in the country. Passive and Mechanical System

The crowing defect of our existing educational system that requires the immediate * and
earnest consideration of all those who are interested in the welfare of the country, is its
excessively passive and mechanical character. The students play no active role in the
attainment of knowledge. His entire education is passive and mechanical. Things are
loaded or his mind which he cannot digest, which he only crams and therefore they never
become his own. They remain floating on his mental surface a mere matter of idle
inquires; they never sink deep to become entwined in the mental texture, to help to
constitute a distinct intellectual and spiritual personality. Our educational system in the
words of Dr. Annie, is just 'cramming the boy's head with a lot of disjointed facts poured
into the head as into a basket, to be emptied out again in the examination room, and the
empty basket carried out again into the world."

This is the reason why a student who succeeds so well in his college examination fails so
miserably in the examination of life. The best product of our examination system is an
owlish looking, boy, a veritable bookworm who knows nothing of the world beyond the
world books. He is physically poor, intellectually blank and morally insolvent. He has no
proper grasps and assimilation, no views and visions of his own. He is determined to no
acts, has no desire to form convictions, arrives at no conclusions and his will seems to be
suspended, asleep, diseased or dead. He simply covers the window of his mind with the

pages of books and the plaster of book phrases sticks into his mental skin, making it
ineffective to all direct touches of truth. The present system of our education, therefore,
makes of the students dumb-driven cattle rather than enlightened citizens, bookworms
rather than creative thinkers, machines rather than ideal men. Our students, "act ,as
performing animals and animated dolls. Their souls are regimented and their faces are
without feature."

Theoretical Nature of the System

The existing system of our education is predominantly academic and theoretical. It is
theoretical as a rule and practical by chance. As Maulana Azad observed, "There is no
adjustment between the system of our education and the needs of our life. The student is
taught lesson from books but not lessons from life. In other words, he is provided
with^knowledge, but not with wisdom. He is obliged to know the history of Greece of
2,000 years ago, but he knows more about the English Country councils, than about own
municipality of his own town. He is so busy in leaning about "great and distant things
that he has little interest in life's little thing around him, he ,mmits to memory the
character - sketch of Hamlet some other imaginary person described in his book, but he
cannot read the character of his own friend or relative. He can recite the poems of Shelley
or the Gazals of Ghalib, but he does not know in what ways he can server his community
or nation. Want of Moral and Cultural Education

Now, we come to the question of moral and cultural development of our students. What
do our universities do for their character building? Do they strive to make them honest,
upright the truthful? Or, does their function finish only with imparting to them bits of
information? We have to admit sadly that today their function does finish with imparting
them bits of stimulating their imagination and feeding to their emotional life. They do not
inculcate in them a love of virtue and righteousness, a sense of selfrespect and personal
dignity. In the past, a student was taught to be God-fearing, to love and practice the rules
of religion, to obey his parents and respect his teachers. But today the false glamour of
western civilization has led our students astray and they have forgotten the noble ideals
and traditions of their past culture.

Our schools and colleges still run on those antinational lines that were laid down by
Macualay more than a century ago with a view to perpetuating the hold of British rule
and the domination of western culture. Their courses of study and text books do not
breath the air of freedom hardly feel of being the citizens of Pakistan, endowed with a
rich cultural heritage. In the name of secular education our schools and colleges have
become so colourless and un-Pakistani that their students do not feel any sense of
patriotism. The students of today are governed and guided wholly by worldly values.
They have no passion for the worship of the true, the good and the beautiful. They have
no love of learning for its own sake and even no sense of respect for the teacher.

The old pious bond of reverence and gratitude between the teacher and the taught has
been supplemented by unnatural, economic and official relationship. The teacher is
nothing more than a paid servant or the college or the university. The personal spiritual
relationship between the teacher and the taught has disappeared and consequently acts of in discipline and hooliganism have become deeds of daily occurrence with our student
community. The problem of growing indiscipline among the students is something which
reflects seriously on our educational institutions and which proves that they have been
totally incapable of producing youths of sound moral calibre, character and culture. Want
of Physical Training

Our students are poor not only intellectual but physically too. Their unsound minds live
in unsound bodies. Hordes of pale, spectre-thin youths meet the eyes at the portals of
colleges and universities. This is so because there is hardly any provision in our colleges
and universities for systematic physical training, games and sports and such other extra-
curricular activities. The want of physical training leads the students to lose in other ways
also. They do not learn the dignity of labour. They begin to shun labour of every kind,
physical or intellectual. They become idle, ease loving and extravagant. Jinnah deeply
mourned this neglect of physical work in our system of education. He advised the
educationists of the country to see that Pakistan's system of education is so modified that
the tremendous manpower of the nation is fully exploited for the progress and prosperity
of the people. The handful of Japanese is reported to have said that they can "live by the
tips of their fingers". Therein lies a great lesson for the students of Pakistan. The
Expensiveness of the Prevailing System

Considering the general standard of living in the country, it is definite that our system of
education is highly expensive. Even for the upper middle class people higher education in
our country has become a white elephant. The education of a student at the collegiate
level costs the community approximately one thousand rupees a year. This does not,
however, take into amount the cost of maintenance which is likely to amount to another
six hundred rupees a year. University education is thus drawing heavily upon the national resources of an impoverished community. A Pastime Luxury

In a way, our education has been a sort of pastime luxury, a form of amusement like many other modern thing of entertainment such as science has invented for us. Students go to schools and colleges more for the sake of amusement than instruction. Our classrooms have an appearance almost of a cinema hall, well furnished with chairs and electric fans and the blackboard which can be compared to a screen on the background of which the teacher stands more or less like an actor trying to please his audience by his saucy remarks, pleasant stories and a copious display of antics. He is on the stage and has to play his allotted part very wisely and wittily. Such actors appear before the huge audience of the students one after another and if any actor fails even a little in this dramatic performance, the audience get out of control and raises strange catcalls of all kinds to rectify the part of the actor, just as it happens in a theatre house. They have no love of wisdom, no thirst of knowledge, but only a desire to get * certificates and diplomas which may serve them as passport to white collars services. Want of Vocational training

The commonest criticism against our educational system, which is not, however, without justification, is that it does not fit us for earning our bread. Our colleges and universities are like factories that produce graduates in quick succession just as machines issues forth Pins and needles one after another on a mass scale. Every year thousands of graduates are turned out from these factories that wander into the wide world in their vain efforts to find employment. In life there is no demand for these university product. The result is that the more our education expands, the more the ranks of the educated unemployed swell. In the last few years, there is no doubt; our education has improved greatly but only quantitatively not qualitatively.

But, as an eminent educationist observes, "What the nation requires is not merely more
education, but also better education, and what will ultimately, count in the progress of the
race is not the quantity alone but also quality of our education as well". At present, our
students hold degrees which are pompous in name but poor in worth. A student holds the
degree of M.A. without knowing even a single art, simple electric switch or repair a
watch or a radio set His degree serves him only for delight and ornament, not for ability.
Much of the misery and frustration among the educated classes in our country man,
therefore, be attributed to this defective aspect of our education. Our schools and colleges
do not impart to their students any technical vocational instruction. There are no provisions for any training in practical manual labour, industry, mechanism, handcraft, trade or a profession. And this accounts largely for the problems of poverty and unemployment in a country like ours, which has vast treasure house of natural resources. Conclusion

In view of the foregoing defects and shortages, our system of education calls for a radical
change. One of the first and most stupendous tasks that face us today is to overhand and
reconstruct our educational machinery that the regeneration of the nation depends. We
have to devise as early possible a comprehensive national scheme of education which
seeks to bring about a complete and harmonious development of all the factors of human
personality. Our ideal pattern of education would be that in which emphasis is shifted
from the development of memory to the enfoldment of personality, from more intellectual entertainment to sound moral instruction. It would instil in the minds of youth healthy attitudes of cooperation the dignity of labour, and the values of constructive work it would stimulate their intellect and imagination for clear views and visions, and make to
them, not mere book worms and job hunters, but intelligent citizens and ideal that the
State Government as well as the managements of private educational institutions should
take early steps to give Pakistani colour to our schools and colleges and make them living
centres of productive activities on the lines of education as required by the nation.

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